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Az Útügyi Műszaki Szabályozási Bizottság 102/2020. (VIII.5.) számú ÚB Határozata Az Útügyi Műszaki Szabályozási Bizottság a 49/2020. sorszámú kérelemben foglaltak megvalósításával egyetért, az Orfű – Kovácsszénája közötti kerékpárút megvalósítására vonatkozóan, az alábbiak szerint: a) Az e-UT 03.04.13:2019 Kerékpározható közutak tervezése című útügyi műszaki előírás 6. táblázatában foglaltakkal szembeni eltérést támogatja , az emelkedő, 79,25 m hosszúságban kialakított előírástól eltérő, maximum 9,99 %-os hosszesését, mint műszaki eltérést engedélyezi , az Orfű – Kovácsszénája közötti kerékpárút 1+022,60 – 1+105,01 km szelvény közötti szakaszra vonatkozóan. b) Az e-UT 03.01.13:2008 Mezőgazdasági utak tervezési előírásai (18. A KTSZ kiegészítés) című tervezési útmutató 6.1. táblázatában foglaltakkal szembeni eltérést támogatja , az emelkedő, 11,09 m hosszúságban kialakított előírástól eltérő, maximum 13,05 %-os hosszesését, mint műszaki eltérést engedélyezi , az Orfű – Kovácsszénája közötti kerékpárút 1+276,87 – 1+287,96 km szelvény közötti szakaszra vonatkozóan. Budapest, 2020. augusztus 5.
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Angela Barnes is a versatile journalist with a decade of on-air experience. Her versatility covering politics, business, and technology has seen her report on some of the most pressing stories of our time on a national and international scale. She has a particular passion for covering the energy sector. **TOPICS:** - Host/Awards - Presenter, Facilitator and Moderator - Business - Finance and Economics - Technology - Environment - News and the Media **LANGUAGES:** She presents in English. **IN DETAIL:** Angela started her career at Sky News, becoming a reporter on its flagship weekly technology show, Swipe, before expanding her career to become a regular face on international news channel Euronews, as both a presenter and correspondent, breaking news on the current coronavirus pandemic, reporting on climate change from South America's icefields in Patagonia, and is one of the team members that front its technology and science show Futurist from across Europe. She is also a regular on ITV's Good Morning Britain, Channel 5 News, and has also recently hosted shows on Sky Sports, as well as reporting on East Tech West for CNBC. Angela studied Journalism and also gained a postgraduate diploma in Law. She is also studying Entrepreneurship in Emerging Economies at HarvardX. **WHAT SHE OFFERS YOU:** Angela is an experienced event host and moderator too, guest speaking for Dynamic Women on how to be more fearless and achieve your goals, at BAFTA on future technology predictions and for Funzing events, moderating talks with leaders in business and science. **HOW SHE PRESENTS:** Angela's professionalism and effervescent personality will ensure that your live event is highly successful.
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Town of Northumberland June 7, 2007 The Regular Monthly Meeting of the Northumberland Town Board was called to order @ 7:30 PM by Supervisor Willard Peck. Following the salute to the flag, roll call was taken. Those attending included Supervisor Willard Peck; Councilman Daniel Gale and Councilman George Hodgson. Councilman Paul Bolesh and Councilman Harold Vance Jr. Also attending was Clerk Denise Murphy, Highway Sup't Neil Petteys and Town Attorney Douglas Ward. APPROVE MINUTES 1. Councilman George Hodgson made a motion to approve minutes of the May 3, 2007 Regular Monthly Meeting. Councilman Daniel Gale seconded the motion. All in favor, motion carried. 2. Councilman Daniel Gale made a motion to approve minutes of the May 18, 2007 Special Town Board Meeting. Councilman George Hodgson seconded the motion. All in favor, motion carried. PUBLIC PARTICIPATION Jack Sullivan, 105 Virginia Place, asked the Town Board what needs to be done so that the Town of Northumberland can take over Virginia Place so it is no longer a private road. Mr. Sullivan stated more then 50% of the homes have been built, and he was led to believe that was one of the requirements for the Town to take over a private road in a development. Supervisor Peck stated the Town Board needs to work with the Town Attorney to review the process. The road has been there 8 – 10 years now. There are formal steps that need to be done before roads can be taken over. The Developer of Homestead Estate has never come before the Town Board and asked that the town take over Virginia Place. Supervisor Peck stated the town needs to make sure the road meets town specifications. Mr. Sullivan expressed concern with the maintenance of Virginia Place over the winter months, there is no salt on the icy roads and very little sand applied following a storm. In fact, it was so slippery a couple of years ago that the postal service and school buses refused to drive into the Development. Councilman Daniel Gale asked if there were any drainage issues in the Development. Mr. Sullivan stated he has not noticed any drainage issues in the development. Mr. Sullivan stated his other concern is since it is a private road, there are no posted speed limit signs anywhere in the Development, and there are a lot of young families with children, which could cause a safety issue. Supervisor Peck stated there is another Development in the Town with a similar problem and the Town Attorney will be looking into both matters. Pember Dupras came before the Town Board to discuss Lynnwood Thomas property on Wall Street. Mr. Dupras has a tent rental business along with chair and table rental. He is currently renting Herb Thomas barns on Route 29 but has outgrown them. There is no office or show room. His employees come in the morning, load their trucks and leave for the day. Lynnwood Thomas approached him a few years ago regarding his property; he wanted to brake off the house from the barns. Lynnwood Thomas has had health issues and his family stated they need to do something fairly quickly with the property and wanted to know if he was still interested. The only thing Mr. Dupras feels he would need to do at this site is put in a loading dock. The difference now would be he would buy the whole parcel, house and barns. Supervisor Peck stated currently that area is zoned APD (Agricultural Protection District). An option could be to apply for a Commercial PUD, or the Town Board could amend the APD District to allow this use by Special Use Permit. Mr. Dupras stated at this point he is looking to see if t his is even an option. Mr. Dupras stated to make it work it would need to be a long term solution not year by year approval. Zoning Administrator Richard Colozza stated in order to be a Commercial PUD you have to meet the minimum acreage requirement which he believes is 10 acres, but stated he did not have a copy of the Zoning Book in front of him to verify this. Supervisor Peck stated the Town Board can not make a decision tonight. They will need to see what avenue is the best to take. DESIGNATIONS 1. Councilman George Hodgson made a motion to approve vouchers for payment as presented. Councilman Daniel Gale seconded the motion. All in favor, motion carried. APPOINTMENTS 1. Cindi Heidorf resigned as Court Clerk and Deputy Town Clerk due to obtaining a full time employment. Both justices have met with Jody Munger and they have asked that she be appointed Court Clerk. Town Clerk Denise Murphy stated that previously the Court Clerk also was appointed Clerk for the Town Clerk and recommends that Jody Munger be appointed as her Clerk under Christina Kilburn. Councilman Daniel Gale made a motion to appoint Jody Munger as Court Clerk and Clerk to the Town Clerk @ $10.30 per hour. Councilman George seconded the motion. All in favor, motion carried. 2. Alternate to the Zoning Board of Appeals: Councilman George Hodgson made a motion to appoint Patricia Brennan as an alternate to the Zoning Board of Appeals. Supervisor Willard Peck seconded the motion. All in favor, motion carried. 3. Alternate to the Planning Board: Councilman Daniel Gale made a motion to appoint Joseph M Kowalewski as the second alternate to the Planning Board. Councilman George Hodgson seconded the motion. All in favor, motion carried. CORRESPONDANCE 1. The Town Board received a letter from Thomas Wood; Supervisor for the Town of Saratoga stating the Joint Open Space & Recreation Plan for the Towns of Northumberland and Saratoga is now complete and has been accepted by the New York State Department of State. 2. The Town received a letter from New York State Canal Corp announcing it is offering a new email service called Canal TRANSalert to boaters and customers, including residents of communities along the Canal, to inform them of major incidents and emergencies that may affect navigation on the New York State Canal System. 3. The Town received a letter from the New York State Emergency Management Office which has received the disaster damage project application for the Town of Northumberland which has been deobligated by the Federal Emergency Management Agency in the amount of $259.22. They are requesting the town to forward a check to the State Emergency Management Office in the amount of $232.00 made payable to New York State to cover this deobligation. Supervisor Peck and Highway Sup't Neil Petteys will review. 4. The Town received an announcement from Association of Town regarding a Planning and Zoning Summer School 2007. 5. The Town received information from New York State Agriculture & Market regarding advance notices to potential applicants seeking state financial assistance for farmland protection implementation projects. OLD BUSINESS 1. Brampton Woods: Chuck Waldron, C & S Construction, came before the Town Board regarding a bond reduction for Brampton Lane. Mr. Waldron stated his engineer George Yasenchak submitted a cost estimate of work to be completed on Brampton Lane. Based on these figures, they are asking for a Letter of Credit reduction. The Town Board received a letter from James Mitchell, Town Engineer, and has agreed to a reduction to $384,315.00 the estimated value of work to be completed. Highway Sup't Neil Petteys has also reviewed and discussed the bond reduction request for Brampton Lane with Town Engineer Jim Mitchell and agrees with the reduction. Councilman Daniel Gale introduced Resolution #28 of 2007 A Resolution granting a Performance Guarantee Reduction – Brampton Woods Phase I & II WHEREAS, C & S Construction has an Irrevocable Letter of Credit No. 2006-12 in favor of the Town of Northumberland up to an aggregate amount of Six Hundred Thousand and 00/100 th Dollars ($600,000.00) to secure on-site or off-site improvements at C & S Construction Ltd., Saratoga Springs, NY, and WHEREAS, C & S Construction has installed certain roads and related infrastructure at the Brampton Woods subdivision, which installation was secured by the Irrevocable Letter of Credit, and WHEREAS, C & S Construction has requested that the Town Board reduce the Irrevocable Letter of Credit in proportion to the value of such installed roads and related infrastructure and has submitted documentation showing that the value of such installation is Two Hundred Fifteen Thousand Six Hundred Eighty Five and 00/100 th Dollars ($215,685.00), and WHEREAS, The Town Highway Superintendent and the Town Engineer have inspected the installation and have advised the Town Board that they concur with C & S's statement of the value of the installation, and BE IT RESOLVED, that based on the document submission by C & S Construction and the review by the Town Highway Superintendent and the Town Engineer, the Town Board of the Town of Northumberland approves the reduction in the Irrevocable Letter of Credit in the amount of Two Hundred Fifteen Thousand Six Hundred Eighty Five and 00/100 th Dollars ($215,685.00), and be it further RESOLVED, that C & S Construction will have an Irrevocable Letter of Credit in favor of the Town of Northumberland in the amount of Three Hundred Eighty Four Thousand Three Hundred Fifteen and 00/100 th Dollars ($384,315.00), and be it further RESOLVED, that this Resolution will take affect immediately. Dated: June 7, 2007 Councilman George Hodgson seconded the introduction of Resolution #28 of 2007 ``` Supervisor Willard Peck – "Aye" Councilman George Hodgson – "Aye" Councilman Daniel Gale – "Aye" Resolution #28 Adopted ``` 2. Underground Storage Tanks: Highway Sup't Neil Petteys reported last month that the underground storage tanks have been removed at the town hall and town garage. New York State Dept of Environmental Conservation has just issued a permit to allow the Highway Department to remove the four (4) loads of contaminated soil. Once the soils are moved Valley Petroleum Services LLC will do a final report. Jim Mitchell, Town Engineer, and Highway Sup't Neil Petteys are working on designing spill pads around the above ground tanks. 3. Gradall Bid: Highway Sup't Neil Petteys reported that last month the Town Board solicited bids for a 1997 or newer gradall. The Town Board received the following bids: Yacano LLC – 1997 Gradall - $78,000 1999 Gradall - $78,000 Highway Sup't Neil Petteys stated when he came home from the Highway Sup't Conference in Ithaca, he stopped by to see both gradalls. Highway Sup't Neil Petteys stated based on his observation and discussion with the dealer he recommends the Town Board purchase the 1999 Gradall G3WD Serial #0138365. Supervisor Peck made a motion to authorize the purchase of the 1999 Gradall G3WD Serial #0138365. Councilman George Hodgson seconded the motion. All in favor, motion carried. Highway Sup't Neil Petteys recommended that the Town Board put the old Gradall out to bid with a minimum bid. Highway Sup't stated he would like a dealer to estimate the value of the town's gradall for a minimum bid. Supervisor Willard Peck made a motion authorizing the Highway Sup't Neil Petteys to sell the old gradall and to determine a minimal bid after referring to a dealer. Councilman George Hodgson seconded the motion. All in favor, motion carried. 3. Councilman Paul Bolesh left a report with the Town Clerk regarding the Veteran's Memorial. Jake Robair will no longer be doing a project at the memorial for an Eagle Scout Award. Seth Smith, Brownville Road, has volunteered to do the work at the memorial for his Eagle Scout project it would be done by the end of the summer since he will turn 18 then. NEW BUSINESS 1. The Town Board wanted the records to reflect the donation by Ellithorpe's Garden of three hanging baskets. Ellithorpe's are a local business that donates the flowers for the town hall and/or monument each year. 2. Councilman George Hodgson reported that pursuant to the New York State Quality Review Act he has sent a letter to New York State Canal Corp.; New York State Dept. of Environmental Conservation; New York State Department of Transportation; NYSOPRHP, and New York State Museum notifying them that they have been identified as a possible involved agencies for the Hudson Crossing Park project which is being undertaken by the Town of Northumberland located in Saratoga County. The Town wishes to be designed lead agency status for purposes of SEQRA compliance. They were told if they wished to be designated lead agency status for this project they were requested to return written notification to this office no later than Wednesday, June 6, 2007. In the absence of receipt of such notification by the Town of Northumberland, that the Town will assume SEQRA lead agency status by resolution of the Northumberland Town Board on June 7, 2007. Councilman George Hodgson introduced Resolution #29 of 2007 - ESTABLISHING THE TOWN OF NORTHUMBERLAND AS LEAD AGENCY FOR PURPOSES OF SEQRA COMPLIANCE RELATIVE TO THE CONSTRUCTION OF HUDSON CROSSING PARK WHEREAS, the Town of Northumberland has received a federal appropriation and an Erie Canalway Grant from the NYS Canal Corporation to construct Hudson Crossing Park in the vicinity of Lock C5 of the Champlain Canal, and WHEREAS, the Town of Northumberland completed Part 1 of a SEQRA standard environmental assessment form for the Hudson Crossing Park project which it transmitted to all involved agencies requesting that the Town of Northumberland be identified as lead agency, and WHEREAS, no other involved agency of the Hudson Crossing Park project expressed a desire to become lead agency, and WHEREAS, due to the major commitment of resources and funding by the Town of Northumberland dedicated to the Hudson Crossing Park project, now, therefore be it, RESOLVED, that the Town of Northumberland hereby establishes itself as lead agency for purposes of compliance with the NYS Environmental Quality Review Act, Article 8 of the ECL, for the Hudson Crossing Park project. Supervisor Willard Peck seconded the introduction of Resolution #29 of 2007. Supervisor Willard Peck – "Aye" Councilman George Hodgson – "Aye" Councilman Daniel Gale – "Aye" Resolution #29 of 2007 – Adopted Councilman George Hodgson introduced Resolution #30 of 2007 – ISSUANCE OF A NEGATIVE DECLARATION PURSUANT TO SEQRA FOR THE IMPLEMENTATION OF THE HUDSON CROSSING PARK PROJECT WHEREAS, the Town of Northumberland has received a federal appropriation and a grant from the NYS Canal Corporation to implement the Hudson Crossing Park Project located in the vicinity of Lock C5 of the Champlain Canal, and WHEREAS, before implementing the aforementioned program, there is a need to comply with the provisions of Article 8 of the NYS Environmental Conservation Law known as the New York State Environmental Quality Review Act (SEQRA), and WHEREAS, by previous written communication to all other "involved" agencies of the Hudson Crossing Park Project, the Town of Northumberland has established itself as lead agency, and WHEREAS, the Town of Northumberland prepared a standard environmental assessment form for the Hudson Crossing Park Project and has determined that the aforementioned project is a "Type 1 action" pursuant to New York State SEQRA regulations, and WHEREAS, the Town of Northumberland has determined after thorough review and evaluation of said environmental assessment form (EAF) and other related documents that the implementation of the Hudson Crossing Park Project will not result in any significant adverse environmental impacts, now, therefore be it RESOLVED, that the Town of Northumberland hereby authorizes the issuance of a SEQRA Negative Declaration and distribution of such determination to all identified "involved agencies" in accordance with the NYS Environmental Quality Review Act relative to the implementation of the Hudson Crossing Park Project. Councilman Daniel Gale seconded the introduced of Resolution #30 of 2007. ``` Supervisor Willard Peck – "Aye" Councilman Daniel Gale – "Aye" Councilman George Hodgson – "Aye" Resolution #30 of 2007 – Adopted ``` 3. Councilman George Hodgson stated that the Town needs to execute a funding agreement with the New York State Canal Corporation for the construction of Hudson Crossing Park. Town Attorney went over the specifications of the grant. Any spending over the limit, the Town is liable for 100%. The Town is able to use the Sweeney Grant as the required 50% local share. Councilman George Hodgson introduced Resolution #31 of 2007 - AUTHORIZING THE TOWN OF NORHUMBERLAND TO EXECUTE A FUNDING AGREEMENT WITH THE NYS CANAL CORPORATION FOR THE CONSTRUCTION OF HUDSON CROSSING PARK WHEREAS, the Town of Northumberland by Resolution #36 of 2006 submitted a grant application request to the NYS Canal Corporation for Erie Canalway Greenway Grant funds in the amount of $250,000 for the implementation of Hudson Crossing Park, and WHEREAS, the aforementioned grant application submitted by the Town of Northumberland was subsequently approved on November 11, 2006 by the NYS Canal Corporation in the amount of $225,000 to assist in the construction of Hudson Crossing Park, and WHEREAS, the local 50% share of the aforementioned grant is to be provided by a federal appropriation made to Hudson Crossing Park on November 25, 2003, now, therefore, be it RESOLVED, the Town of Northumberland Town Board hereby authorizes the Chairman of said Board to execute a funding agreement with the NYS Canal Corporation in the amount of $225,000 for the purpose of constructing Hudson Crossing Park, subject to the agreement's approval in form and content by the Town Attorney. Supervisor Willard Peck seconded the introduction of Resolution #31 of 2007. ``` Supervisor Willard Peck – "Aye" Councilman Daniel Gale – "Aye" Councilman George Hodgson – "Aye" Resolution #31 of 2007 Adopted ``` 4. Councilman George Hodgson stated the Town needs to adopt another Resolution dealing with the Sweeney Grant through New York State DOT. The first $53,000 was appropriated for the Engineering costs, now the town needs to adopt a Resolution for the remainder $197,000 which will be used for the Construction costs associated with the Hudson Crossing Park. Councilman George Hodgson introduced Resolution #32 of 2007 A Resolution authorizing the implementation, and funding in the first instance 100% of the federal aid-eligible cost, of a transportation federal-aid project, to fully fund the local share of federal-aid eligible and ineligible project costs, and appropriating funds therefore. WHEREAS, a Project for the Hudson Crossing Multi-use Path, Town of Northumberland, P.I.N. 1756.79 (the "Project") is eligible for funding under Title 23 U.S. Code, as amended, that calls for the apportionment of the costs such program to be paid with 100% Federal funds; and WHEREAS, the Town of Northumberland desires to advance the above project by making a commitment of 100% of the federal cost of construction, NOW, THEREFORE, the Town Board, duly convened does hereby RESOLVED, that the Town Board hereby approves the above-subject project; and it is hereby further RESOLVED, that the Town Board hereby authorizes the Town of Northumberland to pay in the first instance 100% of the cost of Construction work for the Project or portions thereof; and it is further RESOLVED, that the sum of $53,000.00 (Fifty three thousand dollars and no cents) already has been appropriated from the Town of Northumberland's general fund made available to cover the cost of participation in the preliminary Engineering; and it is further; RESOLVED, that the additional sum of $197,000.00 (One hundred ninety seven thousand dollars and no cents) is hereby appropriated from the Town of Northumberland's general fund to be made available to cover the cost of participation in the construction phase of the project, and it is further RESOLVED, that in the event the full federal and non-federal share costs of the project exceeds the amount appropriated above, the Town Board of the Town of Northumberland shall convene as soon as possible to appropriate said excess amount immediately upon the notification by the New York State Department of Transportation thereof, and it is further RESOLVED, that the Town Supervisor of the Town of Northumberland be and is hereby authorized to execute all necessary Agreements, certifications or reimbursement requests for Federal Aid on behalf of the Town of Northumberland with the New York State Department of Transportation in connection with the advancement or approval to the Project and providing for the administration of the Project and the municipality's first instance funding of Project costs and permanent funding of the local share of federal-aid-eligible Project costs and all Project costs within appropriations therefore that are not so eligible, and it is further RESOLVED, that a certified copy of this resolution be filed with the New York State Commissioner of Transportation by attaching it to any necessary Agreement in connection with the Project, and it is further RESOLVED, that Resolution shall take effect immediately. Councilman Daniel Gale seconded the introduction of Resolution #32 of 2007. ``` Supervisor Willard Peck – "Aye" Councilman Daniel Gale – "Aye" Councilman George Hodgson – "Aye" Resolution #32 of 2007 – Adopted ``` 5. Councilman George Hodgson stated the next step was to solicit bids for construction of improvements to the Hudson Crossing Park. Councilman George Hodgson introduced Resolution #33 of 2007 - AUTHORIZING THE TOWN OF NORTHUMBERLAND TO LET BIDS RELATED TO ALL HUDSON CROSSING PARK CONSTRUCTION ACTIVITIES WHEREAS, the Town of Northumberland has received a federal appropriation and a grant from the NYS Canal Corporation to assist in the construction of improvements to the Hudson Crossing Park, and WHEREAS, the design, specifications and construction drawing for these proposed improvements have been completed, and WHEREAS, the design, specifications and construction drawings are currently being reviewed by the appropriate state funding agencies, now, therefore be it RESOLVED, that the Town of Northumberland is hereby authorized to let bids for the various improvements for Hudson Crossing Park contingent upon receiving the design, specification and construction drawings approval from the appropriate state and federal review agencies which are providing the aforementioned grant assistance. Councilman Daniel Gale seconded the introduction of Resolution #33 of 2007. ``` Supervisor Willard Peck – "Aye" Councilman Daniel Gale – "Aye" Councilman George Hodgson – "Aye" Resolution #33 of 2007 – Adopted ``` 6. Supervisor Willard Peck stated that at the April's Town Board Meeting Tracey Clothier with the LA Group did a presentation on the Draft "Joint Open Space and Recreation Plan" for the Town of Northumberland and the Town of Saratoga. The Town of Saratoga did SEQRA and became lead agency. The 30 days have passed. Councilman Daniel Gale made a motion to adopt the Joint Open Space and Recreation Plan for the Towns of Northumberland and Saratoga. Councilman George Hodgson seconded the motion. All in favor, motion carried. 7. Town Attorney Douglas Ward will find out what will be required to take over the roads in Homestead Estate and Hickory Circle. Town Attorney Douglas Ward will then contact the owners; he would like to start the process. .DEPARTMENTS Highway – Supervisor Peck stated that the T-Shirts have been ordered for the Highway Department, they should be delivered within 2 weeks. Sup't Neil Petteys stated he has been consulting with Town Engineer Jim Mitchell regarding a drainage problem on the corner of Cardinal Lane and Robins Run. Parks - Councilman Daniel Gale stated last month he went on record regarding all the improvements that were donated at the Bertha E Smith Town Park in the Hamlet of Gansevoort. Both labor and material were donated. The soft ball program from OSAA scheduled to play on the fields until the end of the season, which would have been roughly two months. A few weeks after OSAA started using the fields, they pulled out from using the fields. They felt they were not welcomed by some of the surrounding property owners. The equipment shed was vandalized. The flag bunting was ripped down and stuffed in the outhouse. There was a lot of misinformation going around that the Town Board was leasing the property to organization outside of the Town. 50% of the children participating in the OSAA are from the Town of Northumberland. Councilman Gale stated it was very disturbing how it ended up. The Town received a letter from Juyle Spinelli, Broadway Banner, informing the Town that they did not grant parking permission to the Town or any other organization to use their property adjacent to the park. The Spinelli's installed a gate in the chain link fence adjacent to their property. Attorney Douglas Ward sent a letter to the Spinelli's informing them that this chain link fence is located on lands owned by the Town of Northumberland and that the chain link fence is the property of the Town of Northumberland, and advising them in the future, please do not make any alternations to the fence or authorize any similar change in the baseball fields without first requesting and receiving permission from the Town Board of the Town of Northumberland. Councilman George Hodgson made a motion @ 9:00 PM to go into Executive Session to discuss legal issues. Councilman Daniel Gale seconded the motion. All in favor, motion carried. Councilman Daniel Gale made a motion @ 9:15 PM to reconvene the Regular Monthly Meeting. Councilman George Hodgson seconded the motion. All in favor, motion carried. Supervisor Peck stated the Town Board received legal updates from our Town Attorney Councilman Daniel Gale made a motion @ 9:20 PM to adjourn the Regular Monthly Meeting. Council George Hodgson seconded the motion. All in favor, motion carried. Respectfully submitted Denise Murphy Town Clerk
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PET INFORMATION AND HEALTH HISTORY Client Name PET # 1 Pets Name Date of Birth Type: Dog Cat other Breed Color Sex: Male Female Undetermined Spayed/Neutered Yes Is your pet microchipped? Yes No Did you bring a copy of your pets medical record including vaccinations, doctors notes and any medications with you? Yes If no please provide the following information so we may contact them for verification/records: Name of previous Veterinarian or Facility City and State Phone # PET # 2 Pets Name Date of Birth Type: Dog Cat other Breed Color Sex: Male Female Undetermined Spayed/Neutered Yes Is your pet microchipped? YesNo Did you bring a copy of your pets medical record including vaccinations, doctors notes and any medications with you? Yes If no please provide the following information so we may contact them for verification/records: Name of previous Veterinarian or Facility City and State Phone # PET #3 Pets Name Date of Birth Type: Dog Cat other Breed Color Sex: Male Female Undetermined Spayed/Neutered Yes Is your pet microchipped? Yes No Did you bring a copy of your pets medical record including vaccinations, doctors notes and any medications with you? Yes If no please provide the following information so we may contact them for verification/records: Name of previous Veterinarian or Facility City and State Phone # I authorize the Doctors and staff at Valrico Animal Clinic to contact and obtain copies of medical records from my previous Veterinarian/Veterinary Facility. Signature Date You may have records faxed to us at (813)-662-0634.
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American Journal of Environmental Science 10 (2): 94-101, 2014 ISSN: 1553-345X ©2014 Science Publication doi:10.3844/ajessp.2014.94.101 Published Online 10 (2) 2014 (http://www.thescipub.com/ajes.toc) BEHAVIOR OF THE NON-SELECTIVE HERBICIDE GLYPHOSATE IN AGRICULTURAL SOIL 1,2Abdul Jabbar Al-Rajab and 3Othman M. Hakami 1Center of Research and Environmental Studies, Jazan University, Jazan, Saudi Arabia 2Laboratory of Soil and Environmental Sciences, UMR 1120 INPL/ENSAIA-INRA; 54505 Vandoeuvre-lès-Nancy Cedex, France 3Department of Chemistry, Faculty of Science, Jazan University, Jazan, Saudi Arabia Received 2014-02-25; Revised 2014-02-26; Accepted 2014-03-15 ABSTRACT Glyphosate [N-phosphonomethyl]glycine is a systematic, non-selective, organophosphorus herbicide used worldwide in agriculture and industrial zones. Following its application, residues of glyphosate can threaten soil or aquatic organisms in adjacent water. In this study, we followed the degradation, stabilization, remobilization and leaching of 14 C-glyphosate in three agricultural soils in laboratory incubations and in lysimeters under field conditions. Glyphosate degradation was relatively rapid with a half-life of 14.5 days in the silt clay loam soil incubated at 20°C. Glyphosate's degradation product, Aminomethylphosphonic Acid (AMPA), represented more than 85% of residues after 80 days of laboratory incubation. Leaching of glyphosate in lysimeters of three different investigated soils under outdoor conditions was very slow, less than 1% of the initial applied amount has been detected in the leachates after 100 days of experimentation. Glyphosate rapidly formed non-extractable residues after treatment. In summary, glyphosate was removed from soil very rapidly and its leaching seems to be very slow regardless the type of treated soil. On the other hand, the contamination risk of groundwater with its metabolite AMPA at long term is probably due to the release of the non-extractable residues. Keywords: Glyphosate, AMPA, Soil, Persistence, Leaching 1. INTRODUCTION Glyphosate [N-phosphonomethyl]glycine is a nonselective organophosphorous herbicide, the most used active ingredient worldwide in agricultural, silvicultural and industrial zones (Kryuchkova et al., 2014; Van Stempvoort et al., 2014; Moreno et al., 2013). Introducing the transgenic crops (maize, cotton, potatoes and soybean) resistant to glyphosate was an additional factor to increase dramatically its use worldwide (Aparicio et al., 2013; Panettieri et al., 2013; Imfeld et al., 2013; Abubakar et al., 2011; Wiatrak and Chen, 2011; Mercurio et al., 2014). Detection of glyphosate and its principal degradation product Aminomethylphosphonic Acid (AMPA) in water resources has been reported in several studies albeit at low concentrations (Coupe et al., 2012; Malaguerra et al., 2013). However, information on the residues dynamics of glyphosate and AMPA in agricultural soil is still scarce. Extraction and determination of glyphosate is an analytical challenge because of its high solubility (about 10.5 g L − 1 in water) and its other physico-chemical properties: Log Koc values (3.4-3.7), half-life varies from 6 to 10 weeks in water and from 1 to 9 weeks in soil (Botero-Coy et al., 2013; Coupe et al., 2012; Struger et al., 2008). After the application of glyphosate for weed control, a part of herbicide reaches the target plants and another part settles on the soil. Therefore, a part of glyphosate will be absorbed by the soil constituent and another part will still available in the soil solution (Guimont et al., Corresponding Author: Abdul Jabbar Al-Rajab, Center of Research and Environmental Studies, Jazan University, Jazan, Saudi Arabia Tel: +1 5149008543 Science Publications 2005). The available residues of glyphosate in soil solution will be either mineralized or transferred to groundwater through the soil. The physicochemical properties of the soil, its biological activity and other chemical and biochemical reactions lead to the degradation of the herbicide (Al-Rajab et al., 2008). Detection of glyphosate and its metabolite AMPA in water resources have been reported in France during the years 2003-2004 at concentrations higher than 0.1 µg L − 1 which is the EC limit (Landry et al., 2005). The occurrence of glyphosate in the surface water in southern Ontario (Canada) has been reported in 2008 showing that the detected concentrations of glyphosate were <65 µg L − 1 in a total of 502 samples collected during 2 years (Struger et al., 2008). Glyphosate and AMPA were detected in Canadian riparian groundwater samples collected in 2009 at maximum concentrations of 0.042 and 2.87 µg L − 1 for glyphosate and AMPA respectively (Van Stempvoort et al., 2014). Also, detection of glyphosate has been reported in about 20 streams in midwestern states at concentration above 0.1 µg L − 1 and 83% of streams had detectable concentrations of AMPA (Battaglin et al., 2005). Degradation of glyphosate is relatively rapid in the soil, which could be a limiting factor to contaminate the solution of soil and groundwater by glyphosate (Van Stempvoort et al., 2014). On the other hand, this rapid degradation could increase the risk of pollution by its metabolites: AMPA and sarcosine (Al-Rajab et al., 2008; Landry et al., 2005). Only the complete mineralization of a pesticide could eliminate its risk for a potential environmental pollution (Getenga, 2004). Glyphosate is strongly adsorbed to soil with Kf values between 16.6 and 34.5 (Coquet, 2003; Al-Rajab et al., 2008). The strong sorption of glyphosate to soil and the rapid formation of non-extractable residues increase the stabilization of compound in the soil and decrease the short term water pollution (Landry et al., 2005). These residues could be remobilized at long term and could reach the groundwater at low concentrations (Al-Rajab et al., 2010a; Coupe et al., 2012; Candela et al., 2007). Information on residue dynamics of glyphosate in different types of soil is scarce. Within this context, our objectives in this study were to gather information concerning the persistence, dissipation pathways, leaching, stabilization and remobilization of glyphosate in soil. 2. MATERIALS AND METHODS 2.1. Chemicals [Phosphonomethyl- 14 C]-glyphosate diluted, purity 99% was purchased from ARC-ISOBIO (Belgium). Science Publications Glyphosate [N-phosphonomethyl]glycine, purity 99% was purchased from Cluzeau (CIL, Paris). Aminomethylphosphonic Acid (AMPA), 10 ng µL -1 in water, was purchased from (Dr. Ehrenstorfer GmbH, Germany). Sarcosine [N-methylglycine], purity 99% was purchased from Fluka (Germany). H2PO4, FMOCchloride, Potassium hydroxyde and Sodium tetraborate decahydrate were purchased from Fluka (Germany). Methanol and acetonitrile (HPLC grade) were purchased from SDS (France). 2.2. Sampling Soils used in this study were obtained from three different agricultural lands in Lorraine region (France). Therefore, based on information provided by the landowners, these soils were never exposed to direct agricultural application of glyphosate and their properties were as following: Sandy loam soil (sand:Silt:Clay (59:30:11), pH 5.1; % organic matter 0.82); silt clay loam soil (sand:Silt:Clay (16:53:31), pH 6.3; % organic matter 1.45); and clay loam soil (sand:Silt:Clay (35:30:35), pH 7.9; % organic matter 1.91). In the laboratory studies, soils were air dried then sieved at 2 mm and stored in fridge at 4°C until treatment. Otherwise, in the outdoor leaching study, lysimeters were prepared in site using an undisturbed soil for each type of soil separately, a total of 7 columns of each soil were used in this study. Lysimeters were polyvinyl chloride pipes of 10 cm wide and 35 cm long. Therefore, the 21 lysimeters of the three selected soils were placed in the experimental field of ENSAIA (54500 Vandoeuvre-lès-Nancy, France) for 100 days. 2.3. Extraction of Glyphosate The efficacy of different solvents for extraction of glyphosate from soil was evaluated as follows. A 5 g portion of each soil (in triplicate) was treated with a 0.5 mL solution of H2O (concentration of 19.4 Bq g − 1 ) of [Phosphonomethyl- 14 C]-glyphosate and 0.1 µg g − 1 of unlabelled glyphosate. Treated soil was placed into a 250 mL PPCO (Nalgene®, VWR, USA) centrifuge bottle and 25 mL of selected solvent were added. Five different solvents were tested separately for the glyphosate extraction efficacy: Ammonium oxalate monohydrate 0.1M; potassium dihydrogen phosphate (KH2PO4) 0.1M; a mixture of (NH4OH 0.5M+ KH2PO4 0.1M+H3PO4 0.5%); CaCl2 0.1M and distilled water. Bottles were rotary shaken for 2 h, then centrifuged at 5000 g for 20 min, the supernatant of each sample was recovered. Extraction of each sample as been repeated twice, the supernatants of the same sample were combined and a portion of 1 mL counted by Liquid Scintillation Counter (LSC). Thereafter, extraction of glyphosate from soil samples was effectuated with (KH2PO4) 0.1M. 2.4. Laboratory Degradation Study About 25-g soil samples were placed in glass jars (60 mm diameter×40 mm high). Samples of silt clay loam soil were prepared in triplicates for each sampling time. Each sample was amended by 0.51 mg of glyphosate and 45.1 kBq in water. Final soil moisture was 80% of the soil retention capacity. After treatment, each sample was added to a Mason jars (1.5 L). At the same time, a plastic vial of 10 mL H2O was added to each jar in order to maintain the humidity of soil (Al-Rajab et al., 2009). Another plastic scintillation vial with 10 mL of 0.5 N NaOH was placed into each jar for trapping 14 CO2. Jars were incubated at 20°C in the dark for 80 days. The radioactivity trapped in NaOH was counted at each sampling time using a Liquid Scintillation Counter LSC Packard Tri-Carb 1900 CA (Packard, USA). 1 mL of NaOH was added to 10 mL of scintillation cocktail in a plastic scintillation vial to measure the radioactivity in the LSC during 10 min. At each sampling date, the 25-g soil samples were extracted separately using KH2PO4 as described previously. Then, after the 3rd and last extraction, soil samples were air-dried at the lab ambient temperature for 3 days. The remaining 14 C-radioactivity in the samples after extraction was referred as (non-extractable residues) which was determined by combustion at 900°C using a 307 Packard Oxidiser (Packard, USA). 2.5. Leaching Study Lysimeters were prepared and placed in the experimental field of Lorraine University (France) 3 months before the treatment. During the experimentation of 100 days, the average temperature was 10°C; total precipitation was 235 mm; in total 8 leachates samples were collected. Leached radioactivity from each lysimeter was determined directly after collection, Therefore, water samples were stored at -18°C until analysis. 2.6. Analytical Methods 14C-Radioactivity has been determined using a Liquid Scintillation Counter LSC. Glyphosate residues were determined using a Varian HPLC (USA) equipped with two detectors: A fluorescence detector and a β-radioactivity detector. A Lichrosorb (NH2) column (4×250 mm, 5 µm) purchased from (CIL-Cluzeau, France) was used and thermostated at 30°C. Fluorescence detector was set at (λ 260 and 310 nm), while the flow rate of 1.2 mL min − 1 was adopted in the β-radioactivity detector with a counting cell Science Publications of 500 µL. The mobile phase was a mixture of (KH2PO4 0.05 mol L − 1 , pH 5.7)/acetonitrile (70/30: V/V) at flow rate of 0.8 mL min − 1 . The injected volume was 50 µL. Within these conditions, the retention times were 4.2, 6.6 and 13.3 for sarcosine, AMPA and glyphosate respectively. Determination of the non-extractable residues in soil has been effectuated by combustion of 0.5 g portions at 900°C using an oxidizer (Packard, USA). Statistical analyses were conducted using Stat Box (Version 6.4, Grimmer Software, France). 3. RESULTS 3.1. Extraction of Glyphosate Extraction recovery of glyphosate varied from 4 to 74% of the initial applied amount (Table 1). CaCl2 (0.1 M) and water were the less effective solvents in glyphosate extraction in the three investigated soils. However, ammonium oxalate (0.1 M) was the most efficient solvent with a recovery rate ranged from 60 to 74%. The only issue with the extraction with ammonium oxalate that the extracts were very dark and need an intensive clean up. On the other hand, potassium dihydrogen phosphate (KH2PO4 0.1 M) was adopted as a suitable solvent since the extracts were clear and it showed an acceptable recovery rate varied from 45 to 49% in investigated soils (Table 1). Recovery rate with citric acid (20%) was not high enough (less than 37%) for the three investigated soils. 3.2. Dissipation of Glyphosate Results showed an immediate and high degradation rate of glyphosate after its application on the soil (Fig. 1). Mineralization of glyphosate after 17 days of incubation reached 39.7% of the initial amount applied. Thereafter, the mineralization of glyphosate declined gradually. The half-life of glyphosate derived from the mineralization rates was 31 days for silt clay loam soil. However, the extraction curves are opposite to those of the mineralization (Fig. 2). The percentage of extracted residues from the silt clay loam soil at T0 was only 56.9±0.7%. This availability to extraction decreased overtime, it reached 6.9% of the initial amount for silt clay loam soil. HPLC analysis showed the appearance of two degradation products of glyphosate AMPA and sarcosine. However, this analysis of glyphosate residues by HPLC did not allow us to measure the sarcosine because its retention time was too short and equal that of co-eluted and unlabelled organic compounds. The half-life of glyphosate extractable was 14.5. Table 1. Extraction efficiency of glyphosate from the selected soils using different solvents Fig. 2. Evolution of different portions of 14 C-glyphosate residues (extractable, mineralization as 14 CO2 and Non extractable) in silt clay loam soil during incubation at 20°C Science Publications Fig. 3. Radioactivity leached from lysimeters of the investigated soils treated with 14 C-glyphosate under outdoor conditions The fraction of non-extractable residues represent the residues which cannot be extracted from the soil by the series of KH2PO4 extractions (exhaustive extraction) (Fig. 2). The formation of the non-extractable residues NER in the silt clay loam soil reached 43% of the initial applied amount at T0 and 49.4% at T1. The rate stayed stable until T2 after which it decreased to 30.9% by the end of experiment. 3.3. Leaching of Glyphosate Our study showed that the residues of glyphosate were detected in the first leachates samples of three soils, the cumulated precipitation was 85 mm. In the case of silt clay loam soil, the maximum residues concentration of 9.5±7 µg L -1 has been reached after 2 months of application. Concentration of leached residues decreased dramatically after 2 months until the end of experiment (Fig. 3). 4. DISCUSSION 4.1. Extraction of Glyphosate Extraction and determination of glyohosate in agricultural soil is problematic due to its high solubility and its physic-chemical properties (Botero-Coy et al., 2013). In the present study, extraction recovery of glyphosate varied from 4 to 74% of the initial applied amount (Table 1). CaCl2 (0.1 M) and water were the less effective solvents in glyphosate extraction in the three investigated soils. However, ammonium oxalate (0.1 M) was the most efficient solvent with a recovery rate Science Publications ranged from 60 to 74%. The only issue with the extraction with ammonium oxalate that the extracts were very dark and need an intensive clean up. On the other hand, potassium dihydrogen phosphate (KH2PO4 0.1 M) was adopted as a suitable solvent since the extracts were clear and it showed an acceptable recovery rate varied from 45 to 49% in investigated soils (Table 1), this rate was similar to that one reported by aother studies (Cheah and Lum, 1998; Landry et al., 2005). Recovery rate with citric acid (20%) was not high enough (less than 37%) for the three investigated soils. Non-extractable residues of glyphosate in soil increase with the time; consequently, glyphosate will be less available for extraction or degradation. 4.2. Dissipation of Glyphosate Monitoring of mineralization of glyphosate labelled on the phosphonomethyl group allows assessing both the loss of glyphosate and AMPA. We observed an immediate and high degradation rate of glyphosate after its application on the soil (Fig. 1). The absence of lag phase indicates that the microflora of soil already had an enzymatic system capable of degrading glyphosate and as such did not need an adaptation period. Mineralization of glyphosate after 17 days of incubation reached 39.7% of the initial amount applied. Thereafter, the mineralization of glyphosate declined gradually. The fast mineralization of glyphosate in the soil appears due to its bioavailability. The half-life of glyphosate derived from the mineralization rates was 31 days for silt clay loam soil. On the other hand, the effect of organic matter content in the soil on mineralization of glyphosate was not clear under the conditions of this study. The extraction rate of glyphosate is an indication of the accessibility of the residues for microbial degradation and/or their transfer to groundwater under natural conditions. The extraction curves are opposite to those of the mineralization (Fig. 2). The appearance of AMPA during the first days of incubation is due the fast mineralization of glyphosate in soil, reaching about 85.1% of residues after 80 days of treatment (Fig. 1). Our results are consistent, to some extent, with those obtained by (Cheah and Lum, 1998) who reported the rate of AMPA in the extracts of a sandy loam soil increased gradually over incubation time and reached 50% of residues after 45 days of treatment. The half-life of glyphosate extractable was 14.5, this value is in accord with the half-lives of 6 to 9 days reported in other study for glyphosate in four agricultural soils incubated at 25°C (Eberbach, 1998) as well as the 19.2 days half-life observed in a sandy loam soil by (Cheah and Lum, 1998). However, much longer half-lives have also been reported by (Getenga, 2004) whereby the half-life of glyphosate was 85.6 days in a clay soil. The percentage of extracted residues from the silt clay loam soil at T0 was only 56.9±0.7%. We can assume that the treatment in a dry soil may cause an entry of glyphosate into the microporisity of aggregates during the capillary invasion by the aqueous solution of treatment (Guimont et al., 2005; Al-Rajab et al., 2010b). The size of this compartment would be defined at the time of treatment and may depend on the physicochemical and physical properties and the moisture rate of soil at the application moment. This availability to extraction decreased overtime, it reached 6.9% of the initial amount for silt clay loam soil. The evolution of extraction rate with KH2PO4 over time in the soil is related to the mineralization of residues and the availability of non-extractable residues for mineralization or extraction. A similar behaviour of extractable residues of glyphosate over time was reported by (Getenga, 2004; Miles, 1998). HPLC analysis showed the appearance of two degradation products of glyphosate AMPA and sarcosine. However, this analysis of glyphosate residues by HPLC did not allow us to measure the sarcosine because its retention time was too short and equal that of co-eluted and unlabelled organic compounds. The fraction of non-extractable residues represent the residues which cannot be extracted from the soil by the series of KH2PO4 extractions (exhaustive extraction) (Fig. 2). The formation of the non-extractable residues Science Publications NER in the silt clay loam soil reached 43% of the initial applied amount at T0 and 49.4% at T1. The rate stayed stable until T2 after which it decreased to 30.9% by the end of experiment. The rate of non-extractable residues decreased over time unlike other pesticides such as atrazine where the rate of non-extractable residues increases gradually over dozens of days (Winkelmann, 1991). The rate of non-extractable residues is probably dependent on the properties and physical aspects of the soils including the size of the microporal compartment. This rapid formation of non-extractable residues immediately after treatment is very specific for glyphosate. The treatment of herbicide on a dry soil promotes the capillary invasion and the rapid transport of the solution of treatment in the microporisity intra aggregate, subsequently making the herbicide inaccessible for extraction (Guimont et al., 2005). We also reported that the initiation of the degradation of glyphosate did not affect the evolution of extractable residues rate. The very slow decrease of non-extractable residues showed that these residues can return by diffusion and under the effect of a concentration gradient, to areas accessible to microorganisms to subsequently undergo mineralization. 4.3. Leaching of Glyphosate This study showed that water circulation in the soil might has an important role in contamination of groundwater with glyphosate. The diminution of soil macroporosity on the surface layer (where most residues usually present) with the time slows the water infiltration and might encourage the desorption of glyphosate residues. The circulation of glyphosate residues in soil could be due to a preferential water flow regarding the presence of its residues in the 1st collected leachates (Fig. 3). In disaccording with results reported by (Dousset et al., 2004), our study showed that the residues of glyphosate were detected in the first leachates samples of three soils, the cumulated precipitation was 85 mm. Detection of glyphosate residues in the 1st leachates was due to the preferential flow (Laitinen et al., 2006). In the case of silt clay loam soil, the maximum residues concentration of 9.5±7 µg L − 1 has been reached after 2 months of application. However, (De Jonge and Jacobsen, 2000) have reported residues concentration of glyphosate much higher than what was obtained from the current study. Concentration of leached residues decreased dramatically after 2 months until the end of experiment (Fig. 3). Our findings were in accord with results reported by (De Jonge and Jacobsen, 2000; Landry et al., 2005) who detected the glyphosate residues in the soil leachates after 3 months of application. Overall, the total residues (extractable and non-extractable) of glyphosate in the soil should be considered to evaluate its persistence in the soil, not only the extractable residues. 5. CONCLUSION The present study monitored the residue dynamics of glyphosate in agricultural soil in controlled and outdoor conditions. Results obtained for the fate study suggest that the water pollution with this herbicide is closely related to the adsorption and the formation of nonextractable residues, which are themselves dependent on soil texture and its moisture condition at the time of treatment. In case of rain following treatment, the risk of groundwater pollution by glyphosate will be low but may continue to be present for long time since the mineralization is slow. The silt clay loam soil could be less favourable for water pollution since it showed a formation of large amount of non-extractable residues. In the semi-field lysimeters study, leaching of glyphosate was limited, but its metabolite AMPA seems to be the main potential pollutant of the groundwater. The water circulation mode in the soil was preferential flow which facilitate a fast leaching of residues to reach the groundwater. In summary, these results suggest that the organophosphorus herbicide glyphosate is rapidly degradable in the agricultural soil. Leaching of glyphosate seems to be very slow regardless the type of the soil. Release of the non-extractable residues of glyphosate probably increases the risk of groundwater pollution with its metabolite AMPA at long term. More investigations are requested for a better understanding of the effect of soil content of organic carbon and soil microflora on environmental behavior of glyphosate. 6. ACKNOWLEDGEMENT The researchers thank the DIREN, AERM and the DRAF of Lorraine (France) for their financial support. We thank Professor Michel Schiavon (ENSAIAINPL/INRA, France) who left our world early for his assistance and technical support. A special thank you to Professor Abdallah Y. Basahy (CRES, Jazan University, KSA) for his continuing support and encouragement. 7. REFERENCES Abubakar, M.S., D. Ahmad, O. Jamarei, S. Samsuddin and M. Norhisam, 2011. Evaluation of a dualpurpose chemical applicator for paddy fields. Am. J. Applied Sci., 8: 362-367. DOI: 10.3844/ajassp.2011.362.367 Science Publications AL-Rajab, A.J., L. Sabourin, A. Scott, D.R. Lapen and E. Topp, 2009. Impact of biosolids on the persistence and dissipation pathways of triclosan and triclocarban in an agricultural soil. Sci. 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Negri, 2014. Glyphosate persistence in seawater. Mar Pollut Bull. DOI: 10.1016/j.marpolbul.2014.01.021 Moreno, N.C., S.H. Sofia and C.B. Martinez, 2013. Genotoxic effects of the herbicide Roundup Transorb and its active ingredient glyphosate on the fish prochilodus lineatus. Environ. Toxicol. Pharmacol, 37: 448-454. DOI: 10.1016/j.etap.2013.12.012 Struger, J., D. Thompson, B. Staznik, P. Martin and T. Mcdaniel et al., 2008. Occurrence of glyphosate in surface waters of southern ontario. Bull. Environ. Contaminat. Toxicol., 80: 378-84. DOI: 10.1007/s00128-008-9373-1 Panettieri, M., L. Lazaro, R. López-Garrido, J.M. Murillo and E. Madejón, 2013. Glyphosate effect on soil biochemical properties under conservation tillage. Soil Tillage Res., 133: 16-24. DOI: 10.1016/j.still.2013.05.007 Van Stempvoort, D.R., J.W. Roy, S.J. Brown and G. Bickerton, 2014. Residues of the herbicide glyphosate in riparian groundwater in urban catchments. Chemosphere, 95: 455-63. DOI: 10.1016/j.chemosphere.2013.09.095 Winkelmann, D.A.K.S.J., 1991. Degradation and bound residues formation of atrazine in a western tennessee soil. Environ. Toxicol. Chem., 10: 335-345. DOI: 10.1002/etc.5620100306 Wiatrak, P. and G. Chen, 2011. Influence of seeding rate on weed density in soybean planting system for southeastern coastal plains. Am. J. Agric. Biol. Sci., 6: 180-184. DOI: 10.3844/ajabssp.2011.180.184 Science Publications
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From mountain to sea Trading Standards Doorstep Crime, Scams & Safety Bulletin 15 Doorstep Crime & Scams - The Scottish Government's 'stay-at-home' order remains in place, meaning that leaving home is only permissible for essential reasons. The order applies to everyone in Scotland, so if someone has cold called at your home they may be in breach of the order and should be reported to Police Scotland for their consideration. Unsolicited doorstep callers, along with other trades/works people, must adhere to social distancing, hygiene measures and comply with the Scottish Governments Covid-19 requirements for 'working at people's homes'. Restrictions placed on the number of people allowed inside or outside of a property must also be adhered to. Further information can be found at – https://www.gov.scot/publications/coronavirus-covid-19-stay-at-home-guidance/ https://www.gov.scot/publications/coronavirus-covid-19-general-guidance-for- safer-workplaces/pages/work-in-other-peoples-homes-faq/ - Aberdeenshire Trading Standards have 'No Cold Calling' stickers that can be displayed at homes to discourage cold callers and inform them that they should not be calling at the property and if they continue to do so they commit a criminal offence. If you would like one of these stickers, please contact the service using our details below. - A resident reported receiving a message via Facebook messenger from a friend who advised that if they made an application to the Department of Human and Health Services (DHSS) they could be awarded a substantial sum of money. The resident was asked to purchase £1000 worth of Amazon vouchers and provide a note of the serial numbers to release the £150 000. A further £2500 was requested in Steam vouchers at which point the resident realised it was a scam. The DHSS do not run a scheme like this and no government department will ask for any form of payment by gift voucher. From mountain to sea - Residents continue to report HMRC tax scams. One resident reported receiving a phone call informing them that there was a 'tax fraud attached to their name' and another resident received one alleging they were the subject of a tax evasion enquiry and that a warrant has been issued in their name. More information can be found here – https://www.scamdetector.com/hmrcscamcall/#:~:text=It%20is%20also%20know n%20as%20the%20Tax%20Evasion,and%20013%2032199360.%20This%20sc heme%20has%20two%20variations - A resident was contacted via Instagram with an opportunity to trade in forex using crypto currency. A small amount was traded with this rising exponentially to £12000. When the resident requested to withdraw their money, they were told a fee of £3000 in bitcoin had to be paid. Social media platforms are increasingly being used by scammers to target individuals who are looking to invest in crypto currency, shares and other investments. None of these will be regulated by the Financial Conduct Authority (FCA) and losing your money is highly likely. A reputable trading or investment company will be regulated by the FCA and will not ask for payment to release funds and certainly not by bitcoin, any that do are most likely scams. More info can be found here – https://www.fca.org.uk/scamsmart/how-avoid- investmentscams?gclid=EAIaIQobChMIlvH0oJDd7gIViu3tCh0O4QfPEAAYASA AEgLY_vD_BwE - A local business received an email purporting to be from a senior manager requesting a sum of money and bank details. The email address was very similar to the genuine email but there were subtle differences and it was these that alerted the business to the scam. Safety Nothing to report. Contact From mountain to sea For urgent Trading Standards matters, contact Aberdeenshire Council's Trading Standards at 01467 537222. For non-urgent enquiries, please contact Consumer Advice Scotland at https://www.consumeradvice.scot/ or on 0808 164 6000. Contact Police Scotland on 999 if you need urgent assistance or 101 for nonurgent matters. For more information about scams please visit Friends Against Scams at https://www.friendsagainstscams.org.uk/ Please direct any media queries to firstname.lastname@example.org or 01467 538222 during office hours.
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UČÍME SA JUDO deväť krokov k hnedému opasku MILOŠ ŠTEFANOVSKÝ UČÍME SA JUDO Miloš Štefanovský Recenzenti: doc. PhDr. Miroslav Šturech, CSc. Mgr. Matúš Konársky UČÍME SA JUDO Autor: © Mgr. Miloš Štefanovský, PhD. Univerzita Komenského v Bratislave, Fakulta telesnej výchovy a športu, Katedra gymnastiky Za odbornú a obsahovú stránku publikácie zodpovedá autor. Pri popise techník a preklade názvov techník do slovenského jazyka vychádzal autor z japonskej knihy Kodokan Judo a Kodokan japonsko - anglického terminologického slovníka. Autor publikácie nezodpovedá za žiadne zranenia a zdravotné problémy, spôsobené nesprávnym vykonávaním techník, obsiahnutých v tejto knihe. Rozsah 102 strán, prvé vydanie, náklad 100 výtlačkov, vydané v roku 2017 v Brne. Vydavateľ a tlač: Helbich, a.s., Brno, Česká Republika Fotografie: Jakub Jorík Tori & Uke: Miloš Štefanovský a Richard Murčo Jazyková úprava: Elena Sulovská ISBN 978-80-906694-4-4 EAN 9788090669444 | Chapter | Page | |------------------------------------------------------------------------|------| | PREDHOVOR | 4 | | ÚVOD | 6 | | 1. PÁDOVÁ TECHNIKA | 7 | | 2. JUDO TECHNIKY | 12 | | 2.1 Techniky 9. kyu | 13 | | 2.2 Techniky 8. kyu | 16 | | 2.3 Techniky 7. kyu | 20 | | 2.4 Techniky 6. kyu | 27 | | 2.5 Techniky 5. kyu | 33 | | 2.6 Techniky 4. kyu | 42 | | 2.7 Techniky 3. kyu | 52 | | 2.8 Techniky 2. kyu | 68 | | 2.9 Techniky 1. kyu | 86 | Judo – štyri písmená a toľko príbehov. Keď sa spýtate tisíc ľudí, čo pre nich judo znamená, čo im dalo do života, čo sa z neho naučili, tak dostanete tisíc impozantných odpovedí. Tisíc príbehov, tisíc výkladov, tisíc rôznych skúseností. Otázkou však zostáva “prečo práve judo”? Rodič si túto otázku kladie pri volbe najideálnejšieho športu pre svoje dieťa, školák sa to sám seba pýta v prvý deň keď vkročí na žinenku, pretekár sa to pýta po prehratom zápase a tréner mnohokrát zvažuje, kedy by mal skončiť. Nech už ste ktokoľvek, či už začiatočník, vrcholový pretekár, rodič alebo dlhoročný funkcionár, každý máte svoju odpoveď na túto jednoduchú ale zároveň veľmi komplexnú otázku. Nie som historik ale ľudovo povedané už “od doby kamennej” ľudia stále niečo zveľaďujú, zlepšujú, robia jednoduchším, krajsím, pohodlnnejším, účinnejším. Čo teda viedlo Jigora Kana (*1860 – †1938) k tomu aby vytvoril nový systém bojového umenia? Čo ho viedlo k tomu aby presadzoval myšlienku športového zápasu? Bola to instinktívna túžba byť rýchlejším ako súper, dosiahnuť vyššie životné méty a ciele alebo založiť princípy nového umenia/športu, ktoré bude silnejšie a trvácnejšie ako ktorékoľvek predtým? Možno to, že akýkoľvek systém sebaobrany bol výsadou len tých vyvolených. Či už sa jednalo o spoločenskú triedu, pohlavie, vek alebo ich atletické schopnosti. Profesor Kano vytvoril systém, ktorý môže byt praktizovaný ľuďmi rôznych somatotypov, rôznej výšky, hmotnosti a dokonca aj tými, ktorí sú fyzicky či mentálne oslabení. Koniec koncov, zo všetkých kontaktných olympijských športov, je judo jediné, ktoré je zahrnuté do programu paralympijských hier. Mnohí so mnou možno nebudú súhlasiť, ale pre mňa je odpoveď veľmi jednoduchá. Jigoro Kano neboli len učiteľ, Jigoro Kano bol pedagóg a inovátor. Vytvoril systém, ktorého technická a taktická časť sa neustále mení a meniť bude ale princípy zostanú. A sú to práve tie princípy, ktoré fascinujú generáciu za generáciou a nepredpokladám, že sa to niekedy zmení. Aj napriek neustálym zmenám pravidel športového zápasu, neustálym zmenám vo výbere technik, sponzorom, návštevnosti a televíznym prenosom, princípy judo stále imponujú ľudom všetkých vekových kategórií. Princíp vzájomného blaha a prospechu a maximálnej účinnosti s minimálnym úsilím sa dajú vysvetliť z rôznych uhlov a pohľadov, avšak ani tí, ktorí strávili niekoľko desiatok rokov "žitím judo", nebudú schopní povedať, čo pre nich judo vlastne znamená. A tak sa vračiame k našej prvej vete: judo – štyri písmená a toľko neznámeho. Ak by som mal zhrnúť svoje džudistické poznatky a skúsenosti, rozhovory s priateľmi a s tým spojené nezabudnuteľné zážitky, tak judo by som vysvetlil ako fascinujúcu manifestáciu veľmi komplexnej a abstraktnej myslienky. Mentálne uspokojenie a radosť z pohybu, ktorá prichádza v tých krátkych životných zábleskoch, keď kombináciou tréningu a šťastia dokážeme hodit svojho súpera s minimálnym úsilím. Príspevok profesora Kana je doslova a do písmena symfonický. Ako skladateľ vytvoril systém, ktorý sa dá trénovať s maximálnym úsilím a bez strachu zo zranenia. Ako učiteľ bol schopný nielen poskytnúť informácie svojim študentom, ale dokázal ich presvedčiť, že vývoj sa nikdy nekončí a sú to práve oni, ktorí musia byť lepší ako ich učiteľ. Musia to byť oni, ktorí posunú judo do ďalších, nových a vzrušujúcich sfér. A ako dirigent položil základy k tomu, že jeho umelecké dielo dorástlo až do olympijských výšok. Ako malý chlapec som pred spaním čítaval knihu od Michala Vachuna o „Základoch tréningu džudo“ (rok vydania 1983, poznámka autora). Od tej doby už prešlo vyše 40 rokov a sú i teraz dni, keď si ju otvorím a stále sa mám čo učiť najmä z biomechanického hľadiska. Zakaždým tam nájdem princípy, ktoré som nebola schopný zachytiť alebo pochopiť ako 7-ročný a dokonca ani ako 30-ročný. Pre mňa je to kniha o základných princípoch a princípy sú nadčasové. Dnes máte v rukách knihu od Dr. Miloša Štefanovského. Autorove nové skúsenosti a prístup k technologickým výmoženostiam vám dávajú perspektívu k niečomu, k čomu sa môžete vračať po celý život. Judo – len štyri písmená a od dnešného dňa je len na Vás, čo pre Vás budú znamenať. Verím, že táto publikácia zostane vo Vašej knižnici po mnohé roky a bude jednou črepinkou z celkovej mozaiky, ktorá bude formovať Vaš džudistický život. Mgr. Ivan Plaštiak, PhD. ÚVOD Vážený čitateľ, milý džudista! Dostáva sa ti do rúk publikácia s názvom „Učíme sa judo“. V tejto knihe nájdeš množstvo rozličných judo hodov, technik zneškodnenia súpera na zemi ako aj základné pádové techniky. Ku každej technike nájdeš jednoduchý slovný popis a obrázky, ktoré zachytávajú jej jednotlivé fázy. Ak sa sám alebo s trénerom pripravuješ na skúšky technickej vyspelosti, táto kniha ti k nej ukáže „cestu“. Všetky techniky, ktoré sú v nej obsiahnuté vychádzajú zo skúšobného poriadku Slovenského zväzu judo a sú usporiadané do deviatich žiackych technických stupňov, ktoré nazývame „kyu“. Každá technika v jude má svoj názov. Kedže judo pochádza z Japonska, všetky techniky majú japonské názvy. Japončiny sa však netreba báť. Pri popise jednotlivých technik nájdeš aj ich slovenský preklad, v ktorom je mnohokrát obsiahnutý hlavný princíp, ktorý vedie k pochopeniu podstaty samotnej techniky. Verím, že kniha bude pre teba užitočná a na svojej „ceste“ učenia a sebazdokonaľovania po nej mnohokrát siahneš. Miloš Štefanovský 1. PÁDOVÁ TECHNIKA Predtým, ako sa džudista začne učiť techniky boja v postoji, je veľmi dôležité, aby majstrovsky zvládol pádovú techniku. Trénovanie pádov nám slúži hlavne na to, aby sme sa počas cvičenia juda nezranili. Dobre zvládnutá pádová technika umožní džudistovi bezpečne cvičiť a zvládnuť akýkoľvek pád bez zranenia. V jude rozlišujeme nasledovné pády: - pád vzad (ushiro-ukemi), - pád na bok (yoko-ukemi), - pád vpred (mae-ukemi), - pád vpred prevalom cez rameno (zempo-kaiten-ukemi). Pri pádoch je potrebné mať na pamäti: - silno udrieť do tatami jednou alebo dvomi pažami, - predkloniť hlavu tak, aby sa nedotkla tatami. **Pád vzad (ushiro-ukemi)** Pád vzad začíname v prirodzenom džudistickom postoji. Následne predpažte a prekrížte si paže (obr. 1). Znižujte svoje boky, ako keď robite drep (obr. 2 - 3). Predkloňte hlavu, spravte „guľatý chrbát“, padajte dozadu, a udrite silno do tatami oboma pažami súčasne, príčom dlane smerujú dole k tatami. Nechajte vaše nohy, aby sa zdvihli smerom hore (obr. 4 - 5). Pád bokom (yoko-ukemi) Pád bokom začíname v prirodzenom džudistickom postoji (obr. 6). Prednožte uhlopriečne vašu pravú nohu, súhlasnú pažu si dajte cez váš hrudník. Prsty na ruke sú vystreté, spojené a dlaň smeruje k tatami (obr. 7). Znižujte svoje boky, ako keď robíte drep na jednej nohe. Dôležité je približovať zadok k päte stojnej nohy a padáte na pravý bok (obr. 8 - 10). Predkloňte hlavu a silno udrite pažou do tatami. Dlaň druhej ruky držte priloženú na hrudníku. Nechajte vaše nohy, aby sa zdvihli smerom hore a následne ich položte chodidlom a priehlavkom na tatami (obr. 11 - 12). Pád vpred (mae-ukemi) Zo základného postavenia s nohami na šírku ramien predpažte a pokrčte predlaktie (obr. 13). Nakláňajte svoje telo smerom vpred až do momentu, kedy už neviete udržať rovnováhu a začináte padat. Dôležité je pritom mať celé telo spevnené (obr. 14 - 15). Udrite silno dlaňami do tatami. Dlane sú otočené k tatami a lakte smerujú von. Celé telo je po dopade na tatami opreté o prsty na nohách a predlaktie (obr. 16). Pád vpred prevalom cez rameno (zempo-kaiten-ukemi) Pri viacerých technikách hodov je dôležité padnúť vpred prevalom cez rameno, aby ste predišli úrazu. Zo základného postoja vykročte nohou vpred, predkloňte sa a ohnite predlaktie (obr. 17). Následne položte ruku na tatami tak, aby prsty smerovali dozadu medzi nohy. Paža je pri tomto pohybe ohnutá do oblúka. Predkloňte hlavu a odrazte sa z oboch nôh (obr. 18 - 19). Pri prevale prechádzate najprv cez rameno a následne cez lopatku a chrbát (obr. 20). Vaše telo by malo byť v tvare veľkej fitlopty. Pri dopade na zem silno udrite pažou o tatami. Nohy dopadajú na tatami chodidlom a priehlavkom (obr. 21). Nikdy neprekrižujte nohy. Pri správne vykonanom páde dopadnete na bok, nie na chrbát. Obr. 17 Obr. 18 Obr. 19 Obr. 20 Obr. 21 2. JUDO TECHNIKY V jude sa techniky na prekonanie súpera členia podľa tradičného „Kodokan systému“ do troch základných skupín: techniky hodov (nage-waza), techniky boja na zemi (katame-waza) a techniky zásahov častami tela (atemi-waza). Tieto tri základné skupiny sa následne členia na ďalšie podskupiny. Techniky hodov (nage-waza) sa členia na: a) techniky v postoji (tachi-waza), b) obetovacie techniky (sutemi-waza). Techniky v postoji (tachi-waza) sú techniky, pri ktorých rozhoduje práca rúk (te-waza), práca bokov (koshi-waza) alebo práca nôh (ashi-waza). Obetovacie techniky (sutemi-waza) sú techniky, pri ktorých musí padnúť na zem aj útočník (tori), ktorý danú techniku vykonáva. Ma-sutemi-waza sú obetovacie techniky, pri ktorých útočník padá na chrábát v jednej rovine so súperom (uke). Yoko-sutemi-waza sú techniky, pri ktorých uke padá uhlopriečne alebo vedľa toriho. Techniky boja na zemi (katame-waza) sa členia na: a) techniky znehýbnenia (osae-komi-waza), b) techniky škrtenia (shime-waza), c) techniky páčenia (kansetsu-waza). Techniky zásahov častami tela (atemi-waza) sa vykonávajú zovretou päťou, hranou ruky, prstami, kolenom, nohou, prstami na nohe, pätou alebo hlavou. Sú rozdelené na zásahy rukou alebo pažou (ude-waza) a zásahy chodidlom alebo dolnou končatinou (ashi-ate). Tieto techniky nie sú súčasťou športového juda a v súťažiach sú zakázané. V našich podmienkach sú techniky juda usporiadané do žiackych a majstrovských technických stupňov. V súčasnosti sa na Slovensku používa deväťstupňová klasifikácia žiackych stupňov (kyu) a desaťstupňová klasifikácia majstrovských (dan) stupňov. Súčasťou tejto publikácie sú žiacke technické stupne, zoradené od 9. do 1. kyu. 2.1 Techniky 9. kyu O-goshi Pri o-goshi začíname zo základného džudistického postavenia. Na vykonanie hodu vychýlte ukeho z rovnováhy priamo dopredu (obr. 22), chytte ho rukou okolo pása (obr. 23), otočte sa a naložte si ho na chrbát (obr. 24). Vaše nohy musia byť po otočení postavené paralelne a súčasne medzi súperovými nohami. Potom vystierajte nohy (obr. 25), zdvihnite a otočte ukeho cez bok (obr. 26 - 28). O-goshi znamená v preklade „veľký bok“. Osoto-gari Pri osoto-gari vykročte nohou na úroveň ukeho (obr. 29) a vychýlte ho z rovnováhy smerom uhlopriečne vzad tak, aby jeho hmotnosť spočívala na päte stojnej nohy (obr. 30). V tomto momente musíte mať tesný kontakt so súperom. Prednožte pravou (obr. 31) a podrazte súperovu stojnú nohu (obr. 32 - 33). Podraz smeruje medzi ukeho nohy, ktorý padá priamo vzad (34 – 35). Osoto-gari znamená v preklade „veľký vonkajší podraz“. Kesa-gatame Kesa-gatame je technika znehybnenia súpera pri boji na zemi. Zo súperovej ľavej strany a v pozícii tvárou k jeho hlave chyťte judogi pod laktom a zaistite jeho ľavú ruku pod vašu pazuchu. Druhou rukou zaistite súpera okolo krku. So súperom musíte mať tesný kontakt a vyvíjať naň neustály tlak. Nohy sú v pozícii prekážkového sedu. Hlava smeruje dole k tatami (obr. 36 – 37). Kesa-gatame je držanie s „tromi opornými bodmi“. 2.2 Techniky 8. kyu Uki-goshi Pri uki-goshi začiname zo základného prirodzeného postoja. Rovnováhu súperovi narušame vychýlením smerom vpred (obr. 38). Pravú nohu postavíme do stredu medzi ukeho nohy, rukou chytáme okolo pása a pritiahneme si ho na boky, čím získame tesný kontakt. Ľavá noha má vonkajšie postavenie (obr. 39 - 40). Chodidlá smerujú paralelne vpred. Hod vykonávame otáčaním (rotáciou) ukeho okolo boku (obr. 41 – 43). Uki-goshi, v preklade „plávajúci alebo polovičný bok“ sa od o-goshi líši postavením nôh a rotáciou ukeho okolo boku. Mgr. Miloš Štefanovský, PhD. (*1980) – pracuje ako odborný asistent, garant úpolov a specializácie judo na Univerzite Komenského v Bratislave, Fakulte telesnej výchovy a športu. Ako tréner juda pôsobí v Judo klube Slavia STU Bratislava, kde sa venuje najmä tréningu detí a mládeže. Je nositeľom 4. majstrovského stupňa DAN. V Slovenskom zväze judo má na starosti vzdelávanie trénerov rôznych kvalifikačných stupňov. Je autorom viacerých odborných a vedeckých článkov v oblasti úpolov a juda, dvoch knižných publikácií so zameraním na teóriu a didaktiku športového tréningu v jude a jednej vedeckej monografie na tému „Fyziologické, motorické a somatické charakteristiky džudistov z hladiska veku a úrovne trénovanosti“. V minulosti absolvoval viaceré odborné stáže v zahraničí, napr. v Spojených štátoch, Estónsku, či v Belgicku. „Učíme sa judo je publikácia vhodná najmä pre mladých záujemcov o judo ako aj trénerov juda. Kniha, ktorá doteraz na Slovensku absentovala, ponúka podrobne a efektne spracovanú metodiku osvojovania základných techník pádov, hodov a techník boja na zemi“. doc. PhDr. Miroslav Ďurech, CSc. „Knihu môžem odporučiť ako vhodný študijný materiál k príprave mladých džudistov na skúšky technickej vyspelosti“. Mgr. Matúš Konársky Trénersko-metodická komisia Slovenský zväz judo ISBN 978-80-906694-4-4 EAN 9788090669444
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: Tema Forskningsmetoder I Tidsskriftet nr. 25–28/2002 om forskningsmetoder. publiseres en artikkelserie Artiklene er redigert av Preben Aavitsland Personopplysninger brukt i medisinsk forskning Bruk av personopplysninger i medisinsk forskning reguleres av personopplysningsloven og helseregisterloven. For å etablere et register med data som man vet kan anonymiseres etter en definert prosjektslutt, skal det gis melding til Datatilsynet, mens alle andre former for registre trenger konsesjon. Det anbefales å melde/ søke gjennom Datafaglig sekretariat hos Norsk samfunnsvitenskapelig datatjeneste som veileder om søknaden og håndterer videre saksgang i forhold til Datatilsynet. En rekke forpliktelser angående informasjonssikkerhet, internkontroll og informasjon om behandlingen av personopplysningene er knyttet til behandling av personopplysninger; disse omfatter også registre som bare er meldepliktige. Ved årsskiftet 2001 ble lov om personvern m.m. fra 1980 erstattet av lov om behandling av personopplysninger, i kortform kalt personopplysningsloven. Det ble samtidig gitt forskrifter til loven. Fra 1.1. 2002 har vi også fått en ny lov om helseregistre og behandling av helseopplysninger, som tilsvarende skal kalles helseregisterloven. Definisjoner gitt i lovene Personopplysninger er opplysninger og vurderinger som kan knyttes til enkeltperson, og behandling omfatter enhver tenkelig bruk av personopplysninger. Alle opplysninger om helseforhold er blant dem som i personopplysningsloven er listet opp som sensitive. Når personopplysninger lagres systematisk, har man et personregister. Når registeret inneholder sensitive opplysninger, gjelder de samme relevante bestemmelser for manuelt førte registre som for elektroniske. Helseopplysninger er etter helseregisterloven «taushetsbelagte opplysninger i henhold til helsepersonelloven § 21 og andre opplysninger og vurderinger om helseforhold eller av betydning for helseforhold, som kan knyttes til en enkeltperson». Helseopplysninger som er lagret systematisk er tilsvarende et helseregister. Opplysninger er avidentifiserte når de ikke direkte kan knyttes til det som kalles personentydige kjennetegn, men anonymitet foreligger bare dersom tilknytning mellom opplysningene og enkeltperson ikke kan gjenopprettes. Behandlingsansvarlig (i helseregisterloven kalt databehandlingsansvarlig) er den Bjørn Straume firstname.lastname@example.org Institutt for samfunnsmedisin Universitetet i Tromsø 9037 Tromsø 2715–6 som bestemmer formålet med behandlingen av personopplysninger og hvilke hjelpemidler som skal brukes. I denne sammenheng vil dette som regel være forskeren. Personregister i forskning trenger konsesjon Det kan vanskelig tenkes at en i medisinsk forskning kan behandle personopplysninger uten at det må etableres et personregister. Det er bare forskningsdata som er anonyme fra de blir etablert, som ikke omfattes av denne lovreguleringen. Etter personopplysningsloven er det meldeplikt for all behandling av personopplysninger der elektroniske hjelpemidler brukes, og for all behandling av sensitive opplysninger trenges det konsesjon. Forskningsprosjekter kan likevel etter forskriften unntas fra konsesjonsplikten dersom alle følgende vilkår er oppfylt: – Førstegangskontakten opprettes på grunnlag av offentlig tilgjengelige registre eller gjennom en faglig ansvarlig person ved virksomheten der respondenten er registrert, – Respondenten, eller dennes verge dersom vedkommende er umyndig, har samtykket i alle deler av undersøkelsen, – Prosjektet skal avsluttes på et tidspunkt som er fastsatt før prosjektet settes i gang, – Det innsamlede materialet anonymiseres eller slettes ved prosjektsavslutning, og – Prosjektet ikke gjør bruk av elektronisk sammenstilling av personregistre. Hvis man på dette grunnlag ønsker sitt prosjekt unntatt fra konsesjonsplikten, blir prosjektet såkalt meldepliktig. Meldingen skal opplyse om: – Navn og adresse på den behandlingsansvarlige og på dennes eventuelle representant og databehandler – Når behandlingen starter – Hvem som har det daglige ansvaret for å oppfylle den behandlingsansvarliges plikter – Formålet med behandlingen – Oversikt over hvilke typer personopplysninger som skal behandles – Hvor personopplysningene hentes fra – Det rettslige grunnlaget for innsamlingen av opplysningene – Hvem personopplysningene vil bli utlevert til, herunder eventuelle mottakere i andre stater – Hvilke sikkerhetstiltak som er knyttet til behandlingen Meldingen må fornyes etter tre år eller når det inntrer endringer i behandlingen i forhold til forrige melding. Vilkårene for unntak fra konsesjonsplikten er i hovedsak de samme som etter den gamle forskriften til personvernloven. Det er vel en vanlig erfaring at kravet om definert prosjektavslutning og særlig kravene om anonymisering eller sletting av data ved prosjektavslutning innebærer altfor store begrensninger ved mange medisinske forskningsprosjekter. Ved søknad om konsesjon skal det gis tilsvarende opplysninger som ved melding. Søknadsprosessen Både søknad om konsesjon for og melding om behandling av personopplysninger skal skje til Datatilsynet. Skjemaer kan hentes på Datatilsynets Internett-sider. For forsknings- og studentprosjekter videreføres ordningen med at de som er tilknyttet høyskole og universitet eller har offentlig prosjektfinansiering, kan søke via Datafaglig sekretariat hos Norsk samfunnsvitenskapelig datatjeneste (NSD). Et felles meldeskjema kan hentes på deres Internett-sider. Datafaglig sekretariat veileder om søknaden og håndterer videre saksgang i forhold til Datatilsynet. De vil nok også yte denne servicen overfor forskere uten slik tilknytning til forskningsinstitusjoner. Meldingen må gis senest 30 dager før behandlingen av personopplysningene starter. Datafaglig sekretariat vurderer om prosjektet trenger konsesjon eller skal meldes til Datatilsynet. Forskeren får kopi av oversendelsen til Datatilsynet. Ved melding om prosjekt skal Datatilsynet sende kvittering, men hvis denne ikke er mottatt innen 30 dager, kan behandlingen starte. Til prosjekter som trenger konsesjon kan man ikke begynne datainnsamling før konsesjonen er gitt. Det er den behandlingsansvarlige som er søker. For studentprosjekter er vanligvis veileder behandlingsansvarlig. Hva kan avklares før søknaden For å behandle personopplysninger skal man ha det som i den gamle loven kalles saklig grunn. I personopplysningsloven listes opp en rekke slike konkrete behov, deriblant at behandlingen er nødvendig for vitenskapelige formål og at samfunnets interesse i at behandlingen finner sted klart overstiger ulempene den kan medføre for den enkelte. Den beste dokumentasjon for dette er en god prosjektbeskrivelse, som kan være et vedlegg til både en melding og en konsesjonssøknad. Ved å utarbeide prosjektbeskrivelse, vil det også avklares om og hvordan samtykke skal innhentes, og om det kan være aktuelt med dispensasjon fra taushetsplikt for å få tilgang til nødvendige data. Dersom personnummer skal brukes som direkte identifikasjon, må dette begrunnes. Det stilles også krav for å overføre data til utlandet. Vanligvis vil det for forskningsformål være enklest at dette inngår i samtykket. Hva som skal skje med data etter prosjektavslutning, må også være gjennomtenkt. Dersom forskeren selv ønsker å ta vare på data, må dette spesielt begrunnes. Norsk samfunnsvitenskapelig datatjeneste tilbyr arkiveringstjenester for forskningsdata. Hva kreves for å få behandle personopplysninger? Den behandlingsansvarlige pålegges i loven en rekke direkte forpliktelser knyttet til informasjonssikkerhet, internkontroll og informasjon om behandlingen av personopplysningene, og omfatter selvsagt også registre som bare er meldepliktige. Rene forskningsregistre er unntatt for generell innsynsrett, dersom behandlingen ikke får direkte betydning for den som er registrert, men det er spesifisert informasjonsplikt når det samles inn opplysninger fra den registrerte og også når opplysningene samles fra andre. Det pålegges også flere forpliktelser om retting av mangelfulle opplysninger. For prosjekter som krever konsesjon, kan det stilles en rekke krav knyttet til databehandlingens gjennomføring, mulighet for å gjøre koblinger mellom registre, lagring og/ eller arkivering av data. Konsesjonen vil alltid være tidsavgrenset. Forholdet mellom helseregisterog personopplysningsloven For helseregisterloven gjelder personopplysningsloven med forskrifter som utfyllende bestemmelser. Helseregisterlovens virkeområde er i helseforvaltningen og helsetjenesten, både offentlig og privat. Dette innebærer at helseforskning kan være slik forankret at den bare omfattes av personopplysningsloven. Det er imidlertid åpnet for at helseregisterloven gjennom forskrift kan gjøres gjeldende for behandling av helseopplysninger som foregår utenom helseforvaltningen og helsetjenesten. Helseregisterloven har ingen bestemmelser om rene forskningsregistre som inneholder helseopplysninger, men her vil bestemmelsene i personopplysningsloven derfor gjelde. Helseregisterloven har for eksempel bare bestemmelser om meldeplikt, men det er likevel antatt at bestemmelsene i personopplysningsloven om konsesjonsplikt vil gjelde for helseregistre som er rene forskningsregistre. Derimot er det sannsynlig at Helseregisterlovens generelle bestemmelse om innsyn i helseregistre vil gjelde også for rene forskningsregistre når de faller inn under loven, mens forskningsregistre etter personopplysningsloven har unntak fra retten til innsyn for den registrerte. Det er ventet at slike spørsmål eventuelt vil bli nærmere avklart i forskrifter.
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HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
finepdfs
nob_Latn
9,636
Gestione Responsabile Dei Prodotti Contenenti Berillio MATERIALI CONTENENTI BERILLIO GUIDA PER LA VALUTAZIONE DELL'ESPOSIZIONE Be ST Beryllium Science & Technology Association Avenue Marnix 30, B-1000 Bruxelles Tel: +32 (0)2 213 74 20 Email: email@example.com www.beryllium.eu LEGHE CONTENENTI BERILLIO (Be) Le leghe contenenti berillio, in forma solida e come specificato nei prodotti finiti, non presentano rischi particolari per la salute. Tuttavia, al pari di molti materiali industriali, le leghe contenenti berillio presentano un rischio per la salute se gestite in modo non adeguato. L'inalazione di polveri, nebbie o fumi contenenti berillio può causare gravi malattie polmonari in alcune persone. Il livello di rischio dipende dalla forma del prodotto e dal modo in cui il materiale viene lavorato e trattato. Per maggiori informazioni in materia di ambiente, salute e sicurezza, si deve leggere la scheda dati di sicurezza (SDS) del prodotto prima di lavorare con leghe contenenti berillio. VALUTAZIONI DELL'ESPOSIZIONE Superfici Mani Zona di respirazione Viso e collo Indumenti Indumenti Scarpe Aria Fonte La valutazione dell'esposizione è il processo di stima o misurazione della concentrazione, della durata e della frequenza dell'esposizione a un determinato agente, ad esempio il berillio. Idealmente, descrive le fonti, i percorsi, le vie e i dubbi relativi al rischio di esposizione. È necessario eseguire delle valutazioni dell'esposizione sia qualitative sia quantitative. Gli operatori che hanno a che fare con materiali contenenti berillio devono effettuare delle valutazioni dell'esposizione sul luogo di lavoro, compreso il monitoraggio dell'aria, per verificare che le esposizioni al particolato aerodisperso siano mantenute in modo affidabile al di sotto del valore riportato nelle linee guida raccomandate sull'esposizione (REG) BeST, pari a 0,6 microgrammi di berillio per metro cubo di aria (µg/m 3 ) (inalabili) o del limite di esposizione professionale (OEL) applicabile agli Stati membri per il berillio aerodisperso. L'obiettivo principale della valutazione dell'esposizione è determinare se i profili di esposizione sono "accettabili", "dubbi" o "inaccettabili". Quando il profilo di esposizione è "dubbio" o "inaccettabile", è necessario ricorrere a controlli tecnici, delle prassi di lavoro e dei dispositivi di protezione individuale aggiuntivi.` Esposizioni accettabili Rivalutazione Caratterizzazione di base Valutazione dell’esposizione Esposizioni dubbie Raccolta di informazioni aggiuntive Esposizioni inaccettabili Controllo Inizio Fonte: American Industrial Hygiene Association (AIHA); "A Strategy for Occupational Exposure Assessment" VALUTAZIONE QUALITATIVA DELL'ESPOSIZIONE Iniziare con una caratterizzazione di base dell'uso di materiali conte­ nenti berillio sul luogo di lavoro. Alcuni tra i punti da includere sono: * Dove viene lavorato? * Quali processi sono coinvolti? * In quale quantità e con quale frequenza avviene la lavorazione? * Quali sono le fasi della lavorazione? * Ci sono fasi della lavorazione che rientrano nella categoria " rischio di inalazione probabile"? * Quali sono le attività di assistenza e manutenzione? * Sussiste il rischio di contatto cutaneo con particolato contenente berillio? Operazioni con rischio di inalazione probabile VALUTAZIONE QUANTITATIVA DELL'ESPOSIZIONE Le valutazioni quantitative dell'esposizione devono essere svolte da un igienista industriale qualificato, che metta in atto le buone prassi di igiene industriale per il monitoraggio dell'esposizione personale al particolato aerodisperso. L'obiettivo della valutazione quantitativa dell'esposizione è comprendere il profilo di esposizione al particolato aerodisperso, che consiste in una stima dell'intensità dell'esposizione e della sua variazione nel tempo. La valutazione quantitativa dell'esposizione deve fornire risposte alle seguenti domande per ciascun SEG (Similar Exposure Group): * Qual è il profilo di esposizione al berillio aerodisperso (p.es. max, min, medio, statistica inferenziale)? * Come si pone il profilo di esposizione al berillio aerodisperso rispetto al valore REG? * Il profilo di esposizione è "accettabile" (p.es. l'esposizione al berillio aerodis­ perso è mantenuta in modo affidabile al di sotto del valore REG)? * Semplice raffigurazione * Il profilo di esposizione è "dubbio" (p.es. sono necessarie maggiori informazioni e ulteriori campioni di aria per giungere a una determi­ nazione definitiva)? * Il profilo di esposizione è "inaccettabile" (p.es. l'esposizione al berillio aerodisperso supera o è probabile che superi il valore REG)? Cosa è necessario fare se il profilo di esposizione è "dubbio" o "inaccettabile"? 1. Valutare l'eventuale necessità di intraprendere azioni immediate per proteggere il personale dall'esposizione. 2. Contattare uno specialista di medicina del lavoro per richiedere un consulto. Lo specialista sarà in grado di aiutare a determinare le proprie esigenze in relazione a: * Analisi delle prassi di lavoro * Protezione delle vie respiratorie * Formazione * Protezione di cute e indumenti * Controllo del trasferimento * Valutazione dell'esposizione * Controlli tecnici * Procedure di pulizia BeST raccomanda l'implementazione di un programma completo, che comprenda formazione degli operatori e stesura di prassi tecniche e di lavoro, finalizzato al controllo delle emissioni in aria di particolato contenente berillio e al mantenimento della pulizia delle aree dedicate alla lavorazione del berillio. È altresì importante che il particolato conte­ nente berillio rimanga lontano da polmoni, cute e indumenti durante il processo di lavorazione nonchénell'area di lavoro o nel sito dell'impi­ anto per ridurre il rischio di effetti avversi sulla salute. ULTERIORI INFORMAZIONI Ulteriori informazioni sulla protezione dei lavoratori si possono ottenere online sul sito www.berylliumsafety.eu oppure contattando la Beryllium Industry Science & Technology Association (BeST) all'indirizzo: Avenue Marnix 30, B-1000 Bruxelles,Tel: +32 (0)2 213 74 20| Email: firstname.lastname@example.org
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HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
6,128
2007 Missouri Agricultural Use Values Dr. Scott Brown email@example.com Testimony to the Missouri State Tax Commission November 6, 2007 Agenda - Research on a new formula - Many different ideas examined - Historically-based - Future-based - Thanks to all involved - Economic data used in the formula - Grades 1-4 - Grades 5-7 - Remaining issues FAPRI-MU Land Use Values, By Grade 2007 Compared to 2005 Grades 1-4 14.7% Increase Grades 5-7 2.2% Decline Dollars per acre - Grade 1 Land - Grade 2 Land - Grade 3 Land - Grade 4 Land - Grade 5 Land - Grade 6 Land 1996 1999 2002 2005 Food and Agricultural Policy Research Institute Recommendations - Move to a net income per acre calculation instead of cash rents - Include all government payments except ad hoc and disaster - In calculating the 2007 use value include an estimate for 2007/2008 crop year - Move to an interest rate that is easier to update - Move to a 10-year moving historical average to calculate crop grade use values (grades 1-4) - Use a 15-year moving historical average for pasture-based grades (grades 5-7) - No change in relationships between grades 1-4 and grades 5-7 Theoretical Use Value - Future stream of returns discounted to today’s dollars - Use Value = $\sum_{t=1}^{\infty} \frac{NR_t}{(1+r_t)^t}$ - If net return and discount rate are assumed constant, it collapses to $UV = \frac{NR}{r}$ - THERE IS NO “RIGHT” FORMULA Corn Expenses Versus Market Receipts Dollars per acre - Variable Expenses - Overhead Expenses 1990 1995 2000 2005 Food and Agricultural Policy Research Institute (FAPRI) Beef Cow Expenses Versus Market Receipts Dollars per cow - Total Expenses - Market Receipts 1990 1995 2000 2005 Food and Agricultural Policy Research Institute (FAPRI) 2007 Missouri Planted Acres (thousand acres) Weighted by Area Crop Returns Dollars per acre 1980 1985 1990 1995 2000 2005 Red line: Total crop returns Blue line: Non-corn crop returns Cattle Returns Dollars per pasture acre 1980 1985 1990 1995 2000 2005 -20 -10 0 10 20 30 40 Red line: Cattle returns Blue line: Pasture returns Agriculture Real Estate Loan Rate, 10th Fed. Reserve - 1980: 14% - 1985: 12% - 1990: 10% - 1995: 8% - 2000: 6% - 2005: 4% The graph shows the trend in agriculture real estate loan rates from 1980 to 2005. The rate fluctuates but generally decreases over time. Interest Rates Are Important Assume Crop Return is $50 Growth in Weighted Average Grades 1-4, 1997 - 2007 | Year | Estimated | Crop Returns Frozen at 1997 | |------|-----------|-----------------------------| | 1997 | $490 | | | 2007 | $629 | $614 | $0 $100 $200 $300 $400 $500 $600 $700 $800 1997 2007 Estimated Crop Returns Frozen at 1997 Change in Weighted Average Grades 1-4 Use Values Dollars per acre -80 -60 -40 -20 0 20 40 60 80 100 1996 1999 2002 2005 Crop Returns Interest Rate Total Change FAPRI-MU Land Use Values, By Grade 2007 Compared to 2005 Grades 1-4 14.7% Increase Grades 5-7 2.2% Decline Dollars per acre - Grade 1 Land - Grade 2 Land - Grade 3 Land - Grade 4 Land - Grade 5 Land - Grade 6 Land 1996 1999 2002 2005 Food and Agricultural Policy Research Institute FAPRI-MU Versus State Tax Commission, Grade 1 Dollars per acre - FAPRI-MU - State Tax Commission Year: 1996, 1999, 2002, 2005 ## Missouri Agricultural Use Values | | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | |--------------------------|--------|--------|--------|--------|--------|--------|--------|--------|--------| | Missouri Cropland Returns ($ per Planted Acre) | (8.42) | 27.49 | 29.21 | 44.90 | 76.98 | 89.64 | 51.71 | 93.54 | 102.20 | | Missouri Cattle Returns ($ per Pasture Acre) | 12.56 | 25.06 | 10.51 | 2.58 | 21.01 | 23.55 | 26.62 | 16.09 | 14.26 | | Ag. Real Estate Loan Rate, 10th Fed. Res. (%) | 8.85 | 9.64 | 8.25 | 7.48 | 6.88 | 6.93 | 7.55 | 8.35 | 8.37 | ### Historical Use Values, State Tax Commission | Grade | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | |-------------|------|------|------|------|------|------|------|------|------| | Grade 1 Land| 985 | 985 | 985 | 985 | 985 | 985 | 985 | 985 | 985 | | Grade 2 Land| 810 | 810 | 810 | 810 | 810 | 810 | 810 | 810 | 810 | | Grade 3 Land| 615 | 615 | 615 | 615 | 615 | 615 | 615 | 615 | 615 | | Grade 4 Land| 385 | 385 | 385 | 385 | 385 | 385 | 385 | 385 | 385 | | Grade 5 Land| 195 | 195 | 195 | 195 | 195 | 195 | 195 | 195 | 195 | | Grade 6 Land| 150 | 150 | 150 | 150 | 150 | 150 | 150 | 150 | 150 | | Grade 7 Land| 75 | 75 | 75 | 75 | 75 | 75 | 75 | 75 | 75 | ### Calculated Use Values, FAPRI-MU | Grade | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | |-------------|------|------|------|------|------|------|------|------|------| | Grade 1 Land| 790 | 800 | 835 | 819 | 923 | 1,032| 1,060| 1,089| 1,216| | Grade 2 Land| 650 | 658 | 687 | 674 | 759 | 848 | 872 | 895 | 1,000| | Grade 3 Land| 493 | 500 | 521 | 511 | 576 | 644 | 662 | 680 | 759 | | Grade 4 Land| 309 | 313 | 326 | 320 | 361 | 403 | 414 | 426 | 475 | | Grade 5 Land| 195 | 213 | 206 | 184 | 188 | 195 | 205 | 201 | 200 | | Grade 6 Land| 150 | 164 | 159 | 142 | 144 | 150 | 157 | 155 | 154 | | Grade 7 Land| 75 | 82 | 79 | 71 | 72 | 75 | 79 | 77 | 77 | Summary - Current moving average returns suggest increases in grades 1-4 and a decline in grades 5-7 - These recommendations are based on historical data, no guarantee that matches the future - Interest rates remain a key driver in the long run calculation of agricultural use values - Questions?
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
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To All the Principals/Correspondents of Affiliated Govt./Private UG colleges Under Palamuru University Jurisdiction. Sub: Palamuru University, Mahabubnagar - Academic Audit Cell – Affiliated Govt./Private UG colleges – Almanac of (B.A./B.Com./B.Sc./BBA/BCA) for II, IV, & VI Semesters for the Academic Year 2023-2024 – Approval Communicated – Reg. Sir/Madam, I am to communicate the approval of the Palamuru University almanac for UG Courses (B.A./B.Com./B.Sc./BBA/BCA) for II, IV, & VI Semesters for the Academic Year 2023-2024 is communicated as follows. | Sl. No | Particulars | Date | |--------|-------------------------------------------------|--------------------| | 1 | Commencement of classes | 10-01-2024 | | 2 | Short Vacation | 13-01-2024 to 17-01-2024 | | 3 | Cut off date for Re-Admission | 01-02-2024 | | 4 | I<sup>st</sup> Internal Assessment | 06-03-2024 & 07-03-2024 | | 5 | II<sup>nd</sup> Internal Assessment | 03-05-2024 & 04-05-2024 | | 6 | Last date of Instruction | 08-05-2024 | | 7 | Preparatory Holidays & Practical exams | 09-05-2024 to 19-05-2024 | | 8 | Commencement of theory Exams | 20-05-2024 | | 9 | Re- Opening of III & V Semester | 10-06-2024 | Copy to: 1. The Controller of Examinations, Palamuru University. 2. The PS to VC, PU. 3. The PA to Registrar, PU.
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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MANCHESTER SHORT TERM RETAIL LEASE 10-12 ST MARY'S GATE, M1 1PX Location and Description The subject premises are located in a highly prominent and busy corner position at the junction of Deansgate and St Mary's Gate. Nearby occupiers include Greggs, Spar, Tesco Express, Trailfinders, Oliver Bonas and Paperchase. The premises are arranged over ground and first floors, benefitting from an extensive fitout. Lease Details and Rent The premises are subject to re-development proposals and are available on a flexible basis, with the potential for a term certain of up to 12 months. Further details are available on request. There is a service charge levied on the premises, estimated for the current year at approximately £1.13 psf. Rental offers are invited. All Enquiries Accommodation The premises comprise the approximate floor areas: Business Rates Rateable Value (2023): £114,000 Interested parties are advised to make their own enquiries with the Local Authority (Tel: 03000 501 501). VAT and Costs All prices, premiums and rents etc. are quoted exclusive of VAT at the prevailing rate. Each party to be responsible for their own legal costs incurred in any transaction. Subject to Contract EPC A full copy of the EPC is available upon request. Video Tour https://youtu.be/pcq-35THwo0 Richard Lyons Elliott Gagan email@example.com 0161 260 0063 T firstname.lastname@example.org 0161 260 0075 E W MANCHESTER SHORT TERM RETAIL LEASE 10-12 ST MARY'S GATE, M1 1PX All Enquiries Richard Lyons Elliott Gagan email@example.com 0161 260 0063 T firstname.lastname@example.org 0161 260 0075 E email@example.com W ltlproperty.com
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,667
Smart Converters STDP2550 Mobility DisplayPort1.2a to HDMI1.4 Converter ■ GENERAL DESCRIPTION The STDP2550 is a Mobility DisplayPort-to-HDMI protocol converter targeted for notebook, smartphones, tablets and accessory applications. This device includes a VESA DP Standard Ver.1.2a compliant receiver having flexible lane selection options of 1, 2 or 4 main lanes with a differential AUX CH and HPD output or a single-ended AUX_HPD for MyDP application. It has a HDMI 1.4 compliant transmitter with CEC and HPD support. The DisplayPort receiver supports HBR2 speed, a data rate of 5.4 Gbps per lane with a total bandwidth of 21.6 Gbps link rate. The HDMI transmitter supports link rate up to 2.97 Gbps that corresponds to a pixel rate of 297 MHz, adequate for handling video resolution up to FHD 120 Hz 3D formats or 4K2K 30Hz. In MyDP applications, it can deliver 1080p 60 Hz video with a color depth of 24 bits per pixel and audio up to 8-channel at 192 Kb sample rate from a MyDP source to HDMI TV. STDP2550 provides HDCP 1.x content protection both on the input and output port thus functions as HDCP repeater. It also supports the eDP authentication option ASSR (Alternative Scrambler Seed Reset) for embedded applications. The MyDP standard is a digital audio-video interconnect based on the VESA DisplayPort standard for a mobile source device capable of streaming uncompressed audio and video. It uses standard 5-pin micro-USB or similar connectors commonly seen in mobile Phones and tablets for simultaneously charging and streaming audio-video to an external display. ■ FEATURES * HDMI1.4 transmitter * DisplayPort1.2a / MyDP1.2a receiver interface for EMI reduction * Protocol converter up to 2.97Gpbs/Ch * Steroscopic 3D forwarding * Max video resolution 4K2K 30Hz * HDCP1.x repeater with embedded keys * Spread spectrum on DisplayPort * ASSR- eDP display authentication * Deep color support- RGB/YCbCr up to 16bits per color * Power consumption: Active 462mW; Standby 21mW * AUX to I2C bridge for EDID/MCCS pass through * 81 BGA (5mm x 5mm) package ■ BLOCK DIAGRAM | MegaChips Corporation | | | |---|---|---| | Corporate Headquarters Shin-Osaka Hankyu Building 1-1-1 Miyahara, Yodogawa-ku Osaka 532-0003, Japan | Makuhari Office 1-3, Nakase, Mihama-ku, Chiba 261-8501, Japan | Tokyo Office 17-6 Ichibancho, Chiyoda-ku, Tokyo 102-0082, Japan | | Tel +81-6-6399-2884 Fax +81-6-6399-2886 | Tel +81-43-296-7414 Fax +81-43-296-3285 | Tel: +81-3-3512-5083 Fax: +81-3-3262-3358 | | www.megachips.co.jp | | | Rev 1.0
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,536
Da fuori si vedono solo i cartelli di divieto di accesso, ma da dentro uno dei più bei tratti della costa ligure nascono una montagna di veleno che si riesce ad arginare ma non a smantellare. E i padroni della fabbrica inquinatrice non hanno mai pagato. Le scorie ricorrono i materiali non pericolosi destinati alla discarica sotto questi teli. E sono le coste delle spiagge di Arenzano e Cogoleto. Sarà un posto bellissimo e io sarò la prima a volerlo frequentare». Così assicurava Diana Stoppani nel 2008, presentando il progetto turistico-immobiliare che avrebbe dovuto portare alla costruzione di un porticciolo turistico, ville e villette e alberghi, in quello che forse è l’unico angolo della Riviera ligure di ponente rimasto esente dalla speculazione edilizia. Ma c’è un ottimo motivo se laggiù nessuno ha mai costruito: è quella piccola valle che divide i Comuni di Cogoleto e Finale Ligure, tra Genova e Savona, che custodiva cromo esavalente, altamente cancerogeno. Per un secolo, dal 1900 al 2003, la fabbrica chimica Stoppani ne aveva prodotto in enormi quantità, provocando uno dei più gravi danni ambientali di questo Paese, tanto che ancora oggi fa parte dei Siti contaminati di interesse nazionale (Sin). Una sorta di lista nera dei grandi disastri ecologici italiani, una quarantina di aree dove si sono consumati misfatti gravissimi, quasi sempre in aree industriali. Qui no, qui siamo a pochi metri dai villeggianti, soprattutto liguri e lombardi, che d’estate vengono in vacanza. Davanti allo stabilimento c’è una spiaggia e ancora si racconta di come le mareggiate fossero un’ottima occasione per liberarsi degli scarti di lavorazione nel modo più semplice ed economico possibile, lasciando che le onde si portassero via tutto. A quasi 15 anni di distanza, è inutile dire che le cose non sono andate come diceva la signora Stoppani. La fabbrica, chiusa nel 2003, è passata sotto il controllo di un regime commissariale che fa capo al prefetto di Genova, ma che operativamente viene gestita dalla Regione e della Protezione civile. I soldi per la bonifica arrivano da Roma, la gestione spetta ai liguri. Lentamente i lavori per disinnescare questa bomba ambientale procedono, ma è stato calcolato che per azzerare davvero gli effetti di cento anni di cromo esavalente nel terreno servirebbero 800 milioni di euro. Finora ne sono stati stanziati circa 60. Proprio nelle settimane scorse è arrivato un altro finanziamento di 14,4 milioni. Non poco. «Sono molto soddisfatto» dice a Panorama l’assessore all’Ambiente della Regione Liguria, Giacomo Giampedrone. «A questo punto possiamo completare tutta la messa in sicurezza del sito, al termine della quale si potrà fare un progetto di bonifica». Le villette qui non si faranno mai, ma chissà che un giorno, non troppo lontano si pensa adesso costruire qualcosa di utile per la comunità. «Magari un centro sportivo», azzarda Cecilia Brescianini, subcommissario per la bonifica, e quindi numero uno operativo. In questi 15 anni è stato fatto molto, compatibilmente con i finanziamenti disponibili. Anche Legambiente Liguria, interpellata da Panorama sull’argomento, non ha elementi di critica nei confronti della Regione, nei vari passaggi di amministrazione che l’hanno portata da una gestione storicamente di centrosinistra a quella attuale di centrodestra. Lo stabilimento industriale è stato quasi interamente smantellato, anche se restano numerose strutture arrugginite. Ma naturalmente qui l’importante non è quello che si vede ma quello che è nascosto sottoterra e soprattutto nell’acqua di falda, cioè il famigerato cromo esavalente. Uno degli interventi principali, spiega Brescianini, ha riguardato proprio l’acqua, che prima riversava in mare la tragica eredità Stoppani. «È stato costruito un muro che scende molto in profondità e che ha lo scopo di impedire che l’acqua confluisca nel torrente a fianco e quindi finisca in mare» spiega Brescianini. Adesso tutta l’acqua sottostante al sito viene raccolta in speciali vasche dove viene ripulita con un trattamento chimico e solo a quel punto rimessa nel fiume. Un sistema elettronico campiona il cromo ogni 10 minuti 24 ore al giorno e se i livelli sono superiori a quelli consentiti il sistema si blocca e inizia un secondo ciclo di «lavaggio». «I limiti di legge oggi prevedono un massimo di 10 microgrammi di cromo per litro: quando abbiamo iniziato abbiamo riscontrato 100.000 microgrammi, oggi siamo scesi a 5.000. C’è ancora da lavorare. «In 15 anni abbiamo tirato via dall’acqua 80 tonnellate di cromo esavalente» spiega un altro tecnico della Regione «dobbiamo ricordarci che per un uomo un cucchiaiino da tè è letale». Un altro intervento è stato effettuato negli anni scorsi sulle spiagge di Cogoleto e Arenzano. «Riversando in mare i residui della lavorazione si sono formati nel tempo degli enormi “crostoni”» spiega ancora Brescianini. «Quelli sott’acqua abbiamo deciso di non toccarli, perché non presentano pericoli per la salute e la rimozione potrebbe invece causare dei danni» continua. «Discorso diverso invece per le spiagge: emergendo da sotto la sabbia, questi crostoni avrebbero potuto venire a contatto con la pelle e, anche se non sono stati rilevati rischi, per precauzione abbiamo deciso di leviarli». «Ecco, quella è la spiaggia di Arenzano e quella la spiaggia di Cogoleto» dice un geologo della Regione indicando due enormi cumuli di coperti da telai neri. Andranno in una discarica, non è considerato materiale pericoloso, ma dopo sette anni sono ancora lì. Poco più in là, accumulati uno sopra l’altro, ci sono decine e decine di giganteschi sacchi. Quelli invece sono pericolosi, contengono proprio quel cromo esavalente che fa paura. Finora è stata spedito in Germania, perché in Italia non si sa cosa farne. I tedeschi infilano queste scorie dentro le miniere. Adesso, con l’ultimo stanziamento arrivato, sarà possibile fare un nuovo bando di gara europea e spedirli via. Ancora una volta fuori dall’Italia. Così come ci si dovrebbe liberare dei crostoni delle spiagge di Arenzano e Cogoleto. Qua e là nel sito affiorano ancora delle preoccupanti macchie gialle di cui la stampa locale scrive con preoccupazione. «Ma non è cromo» tranquillizza Brescianini «si tratta di zolfo, e non è pericoloso». Resta un pezzo di spiaggia da ripulire, che è proprio quello di fronte alla fabbrica. Qui c’è ovviamente divieto di ingresso, ma è una bella spiaggia dove comunque si può accedere senza difficoltà. Inutile dire che quando parte la stagione estiva e la spiaggia a fianco si riempie, decine di persone decidono di stenderci sopra i loro asciugamani e prendere serenamente il sole. Per questo immane disastro nessuno ha pagato, anche perché per molti anni la legislazione è stata molto carente. Ecoreati, omessa bonifica, disastro ambientale: sono definizioni inserite solo recentemente nel nostro codice. Sta di fatto che dal punto di vista penale, dopo una condanna in primo grado, i tempi della giustizia hanno graziano evitando di colpire così con la prescrizione, questa è la bonifica perfettamente riuscita. E dal punto di vista civile, il risarcimento di 800 milioni di euro a favore della Regione Liguria, che negli anni ha cumulato gli interessi arrivando a superare abbondantemente il miliardo, rimane sulla carta perché la società che controllava la fabbrica è fallita e non può pagare i danni. «Resta la soddisfazione morale» dice con un sorriso amaro l’assessore Giampedrone «ma è certo che noi qui non vedremo mai un euro». Il gruppo Stoppani intanto continua la produzione fuori dall’Italia con altre società.
<urn:uuid:4c158f82-df89-4bb8-9b40-30ff29786733>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
7,596
EMEF Nº17 22/12/2017 "Se não houver reforço de trabalhadores em 2018: HÁ UNIDADES DA CP QUE IRÃO FICAR PARADAS" Esta foi a informação transmitida pelo presidente do CA (Conselho de Administração) da EMEF, na reunião de dia 19.12, quando questionado sobre as medidas para admitir pessoal para a EMEF. O representante da administração confirmou hoje, aquilo que o SNTSF/FECTRANS e a CGTP há muito andam a dizer. Será que temos que ter uma situação de ruptura como já aconteceu noutras empresas, para se resolver este problema de fundo? A razão de não haver admissões, de acordo com a informação do presidente do CA deve-se à falta de autorização das tutelas, que ainda não responderam aos pedidos de autorização de admissão feitos em meados de 2016. Mas ao mesmo tempo que acusam as tutelas, nos locais onde se discutem as situações de precariedade na EMEF, também desenvolvem argumentação em que defendem a continuação dessas situações. E com isto tudo continuamos a ter diversos trabalhadores com vínculos precários e, em particular, 10 trabalhadores das oficinas de Santa Apolónia que continuam fora da empresa, embora haja um pedido da sua admissão para os quadros da empresa e decorram processos destes trabalhadores no âmbito do PREVPAP. É caso para perguntar: Quando o Orçamento do Estado impunha restrição à admissão de trabalhadores, houve sempre criatividade para admitir trabalhadores: Através da ETTs (Empresas de Trabalho Temporário); Com contratos a prazo, embora estejam a ocupar postos de trabalho permanente, como ainda aconteceu recentemente para prestarem trabalho para a FERTAGUS; Quando é para admitir trabalhadores de forma definitiva, já não há essa criatividade, porque será? Ou há falta de vontade? Av. António José de Almeida, nº22 1049-009 -Lisboa 213 242 270 213 424 843 @- firstname.lastname@example.org www.sntsf.pt EMEF SEM FUTURO? Na reunião foi abordado o tema do futuro da EMEF que por parte do presidente do CA, revê mais ou menos a seguinte resposta: "O CA da EMEF cumprirá as orientações do acionista que é o Estado através da CP e que neste momento não tem mais informações que possa prestar." Ou seja, o presidente do CA da CP informou na Assembleia da Republica que até ao final do ano haveria uma decisão sobre a EMEF, tendo em conta os acórdãos do Tribunal de Contas, que levantaram questões do tipo de relacionamento directo desta empresa com a CP, mas a poucos dias ainda não há nada de novo. Será que a EMEF será uma empresa sem futuro? Não será porque os trabalhadores não deixarão e tudo farão para a defender, defendendo as medidas que melhor interessam ao caminho de ferro e ao País. Perante esta resposta o CA da EMEF demonstrou que não é o interlocutor válido para discutir um tema importante como o futuro da EMEF, pelo que iremos procurar fazê-lo com outros intervenientes, nomeadamente o Governo e o CA da CP. CONTRATAÇÃO COLECTIVA A questão ao aumento dos salários e de todas as rubricas remuneratórias, nas quais destacamos o subsídio de turno, assim como a revisão do AE e do RC, são questões centrais para a intervenção sindical nos próximos tempos e já algumas vezes discutidas com a administração da EMEF. Sobre este tema, o CA da EMEF retomou a intervenção de há 6 meses atrás, de que está disponível para rever o valor do subsídio de turno e analisar a questão dos trabalhadores que estão bloqueados no topo das categorias profissionais. É óbvio que transmitimos que não deixaremos de discutir e negociar aquilo que seja já possível avançar, mas sem deixarmos de manter em aberto a reivindicação dos aumentos dos salários e de todas as rubricas remuneratórias, assim como da revisão da contratação colectiva – AE e RC – para melhorar as condições de vida e trabalho. Foi marcada nova reunião para discutir este tema para o próximo dia 19 de Janeiro às 10,30h na Reboleira. Logo na semana seguinte, em articulação com a CT, iremos realizar plenários nos locais de trabalho, para analisarmos a resposta do CA da EMEF e discutir como acionamos as decisões do último plenário nacional realizado em frente às instalações da EMEF, na Reboleira. JUNTA-TE AO SINDICATO QUE DEFENDE OS TEUS INTERESSES DE CLASSE SINDICALIZA-TE NO SNTSF/FECTRANS, O SINDICATO DA CGTP-IN NA EMEF. DÁ FORÇA À TUA LUTA
<urn:uuid:44ce42db-91ed-4a36-ac39-3ea482065f58>
HuggingFaceFW/finepdfs/tree/main/data/por_Latn/train
finepdfs
por_Latn
4,282
SCHOOL OF EDUCATION AND HEALTH SCIENCES PH.D. PROGRAM DOCTORAL COMMITTEE MEMBERSHIP I have agreed to chair or serve on the Doctoral Committee of: ________________________________________________ (Doctoral candidate) _____________________________________________________ ___________________ Chair (date) Print name: ___________________________________________ _____________________________________________________ ___________________ School of Education and Health Sciences Member (date) Print name: ___________________________________________ _____________________________________________________ ___________________ School of Education and Health Sciences Member (date) Print name: ___________________________________________ _____________________________________________________ ___________________ External Member (date) Print name, address and phone number: _____________________________________________________ _____________________________________________________ _____________________________________________________ Please return completed form to: Office of Doctoral Studies, School of Education and Health Sciences Fitz Hall, Suite 651, University of Dayton Dayton, OH 45469-2963 or email to email@example.com Recommended: _____________________________________________________ ___________________ Coordinator (date) Concurrence: _____________________________________________________ ___________________ Director of Doctoral Studies (date) _____________________________________________________ ___________________ Dean of the School of Education and Health Sciences (date) Approval: _____________________________________________________ ____________________ Associate Provost for Graduate Academic Affairs (date)
<urn:uuid:8ac67eeb-f342-4cb9-8525-78fbac0a0be2>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,768
Discrete Fix up Limit Model of a Device Unit Tijjani Ali Waziri\textsuperscript{1,*} and Alhassan Ibrahim\textsuperscript{1} \textsuperscript{1}School of Continuing Education, Bayero University, Nigeria **Abstract:** Sometimes, a failed device cannot be fixed up completely within the precise limit time due to some reasons. This paper addresses the problem of completing a fix up action of a failed device unit within a projected discrete precise limit time. A discrete fix up limit model is constructed for the device based on a fix up limit policy. A numerical example is provided for simple illustration of the fix up limit model constructed, so as to investigate the characteristics of the constructed model. **Keywords:** discrete time, limit policy, reliability, repair policy, Weibull distribution 1. **Introduction** In the reliability and maintenance field, all systems deteriorate and subsequently fail with time and usage, and after repair, the systems will be as good as new. These deficiencies can affect the production of items, which can lead to scarcity of products. Due to unavailability of a repair man needed to fix up a failed device, the failed device sometimes cannot be fixed up completely at the precise specified limit time. Bai and Pham (2005) presented a repair-limit risk-free warranty policy and provided the first and second moments of the warranty cost per unit sold through censored quasi-renewal processes. From the outcome of this study, the proposed repair-limit risk-free warranty may be a good candidate for marketing purposes, since it provides extra compensation to consumers suffering from low-quality products with a relatively low cost. Kapur et al. (2007) proposed some alment cost function of a unit subjected to two types of breakdown under some proposed conditions. Aven and Castro (2008) constructed a minimal replacement policy with a discounting rate for a system subjected to two types of failures, which determined the discounted optimal replacement time for the system. Chang et al. (2010) presented a replacement model with minimal repair based on a cumulative repair-cost limit policy for a system subjected to two types of failures, such that the information of all repair costs is used to decide whether the system is repaired or replaced. Jain and Gupta (2013) presented an optimal replacement policy for a fixable system with multiple vacations and imperfect coverage. Beichelt (2014) developed a fix up charge function for a single unit such that the fixing or replacement is subjected to a single repairman. Zaharaddeen and Bashir (2014) developed a replacement model for a unit exposed to two different forms of failures. Chen and Chang (2015) presented a charge function of a system involving two levels of alarms, such that the system undergoes a precautionary care at a projected time $T$ or immediately after the $n$th level-I alarm, and a restorative care at the projected time $T$, when the entire damage exceeds a catastrophic limit or immediately after any level-II alarm, whichever comes first. Coria et al. (2015) proposed an analytical optimization method for preventive maintenance replacement cost rate. Briš et al. (2017) presented a latest mathematical program for system’s alment plan, which depends on a given reliability measures. Lai et al. (2017) studied a bivariate $(n, k)$ replacement policy with a cumulative repair cost limit for a two-unit system, which is subjected to shock damage, where they constructed a long-term expected cost per unit time that incorporates costs related to replacement and repair. To examine the properties of an industrial plant, Niwas and Garg (2018) built a mathematical model of a system based on the Markov process, and they further derived various reliability parameters. Safaei et al. (2018) explored the optimal precautionary alment actions of a system based on some stated terms. Sheu et al. (2019) proposed precautionary replacement charge functions for a system that is prone to a particular distress, in which the system is either replaced with a latest one or undergoes fixed up, when a distress occurs. Sudheesd et al. (2019) looked at the discontinuous replacement charge function before looking at the features of a system’s mean time to failure. Wang et al. (2019) obtained the charge function $C(T, N)$ for a fixable system with a single repairman. The challenge of adopting the best alment strategy among three charge-effective alment planning approaches was investigated by Rebiaiaa and Ait-kadi (2020). Mirjalili and Kazempoor (2020) investigated some three replacement policies, including cold standby and minimal repair policies for a system consisting of independent components with an increasing failure rate functions. Sanoubar et al. (2020) considered time replacement strategy for a system that is replaced at breakdown or at a specified replacement time, whichever comes first. Waziri offered a discontinuous projected replacement charge function for a unit subjected to three forms of breakdown. Some authors made some studies on some reliability measures, so as to look for ways to make improvement on the reliability of some multi-unit systems. For example, Gheisary and Goli (2018) investigated an efficient method to compute the exact reliability of a multi-state system consisting of some $n$ components by using the distribution of bivariate order statistics. In trying to improve the reliability measures of a solar system, Mahula et al. (2021) studied some reliability measures such as reliability, mean time to failure availability, and profit function for a solar serial system with some subsystems. Danjuma et al. (2022) recently studied some reliability measures of a system consisting of four subsystems, where some of the subsystems are having two units in cold standby. Nukagawa (2005) presents the continuous case of repair limit policy for a unit, so as to consider the duration of repair of a failed unit, because a longer repair time of a failed unit or system is very dangerous to industries and power plants. To the best ability of the authors of this paper, they did not come across any existing paper that addressed such a problem of completing a fix up at the precise fix up limit time $T$. This reason influenced the authors of this paper to come up with discrete fix up limit model for a single device unit, so as to provide the possibility or chance of getting the optimal discrete fix up limit time. Therefore, the purpose of this study is to provide some proposed discrete fix up limit time model for a single device unit. This study provides a discrete fix up limit model for a device that is exposed to a fixable failure. The subsequent sections of this paper are arranged in this order: Section 2 presents the methodology. Section 3 presents the proposed model. Section 4 presents the numerical example. Finally, Section 5 presents the conclusion. 2. Methodology Some reliability measures, such as fix up distribution function and fix up rate, are used in coming up with the discrete fix up limit model for a device unit subjected to fixable failure. 2.1. Notations 1. $C(N)$: Expected charge rate. 2. $N^*$: Optimal discrete fix up limit time of the device. 3. $\mu$: Mean failure time of the device. 4. $r(t)$: Fix up rate of the device. 5. $H(t)$: Fix up distribution function of the failed device. 6. $C_r$: Charge of changing of the failed device when the fix up is not over within the specified discrete time NT, for a fixed $T$ and $N = 1, 2, 3, \ldots$ 7. $C_m(t)$: Charge of fix up during $(0, NT]$, for a fixed $T$ and $N = 1, 2, 3, \ldots$ 2.2. Description of the device Consider a device exposed to a failure, such that the failure is rectified by fix up. When the device fails, its fix up is started immediately, and when the fix up is not over within the discrete limit time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$, the failed device is replaced with a new one. Let $C_r$ be the charge of replacing the unfixable device that includes all charges caused by failure and replacement. Let $C_r(NT)$ be the expected fix up charge, which also includes all charges incurred due to fix up and downtime. Sometimes, issues such as insufficient resources or repairman(s) needed to complete fixing up of the failed device within a limit time, the failed device cannot be fix up completely within the exact fix up limit time; therefore, a discrete fix up limit time $NT$ ($N = 1, 2, 3, \ldots$) can be considered. Figure 1 shows the process of the repair limit time of the device. 3. Proposed Model The proposed discrete fix up limit model for a single device unit will be presented in this section based on the following estimations below: 1. The device is subjected to a failure, which is rectified by fix up. 2. The fix up rate follows non-homogeneous Poisson process, such that fix up rate is an increasing function. 3. If the fix up of the failed device is not over within the specified discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$, it is changed with a latest one. 4. The charge of fix up is proportional to time. The probability that the device will be fix up within the discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$ in one cycle is $$H(NT) = e^{-\int_0^{NT} r(t) dt}. \quad (1)$$ The probability that the device will not be fixed up within the discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$ in one cycle is $$\overline{H}(NT) = 1 - H(NT). \quad (2)$$ The charge of changing of failed device that is not fixed up within the discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$ in one cycle is $$Charge \ of \ changing = (C_r + C_m(NT))\overline{H}(NT). \quad (3)$$ The charge of fixing up of the failed device within the discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$ in one cycle is $$Charge \ of \ minimal \ repair = \int_0^{NT} C_m(t)dH(t). \quad (4)$$ Using equations (3) and (4), the expected charge within the discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$ in one cycle is $$(C_r + C_m(NT))\overline{H}(NT) + \int_0^{NT} C_m(t)dH(t) = C_r\overline{H}(NT)$$ $$+ \int_0^{NT} \overline{H}(t)dC_m(t). \quad (5)$$ The mean failure time of the device within the discrete time $NT$ ($N = 1, 2, 3, \ldots$) for a fixed $T$ in one cycle is \[ \text{Mean time} = \mu + \int_0^{NT} H(t) dt. \] (6) Using equations (5) and (6), the device’s expected charge rate within the discrete time \( NT \) (\( N = 1, 2, 3, \ldots \)) for a fixed \( T \) in one cycle is \[ C(N) = \frac{C_r H(NT) + \int_0^{NT} H(t) dC_m(t)}{\mu + \int_0^{NT} H(t) dt}. \] (7) Noting following: 1. Observed that, as \( N \) approaches zero, we have \[ C(0) = \frac{C_r}{\mu}. \] (8) 2. Observed that, as \( N \) approaches infinity, we have \[ C(\infty) = \frac{\int_0^{\infty} H(t) dC_m(t)}{\mu + \int_0^{\infty} H(t) dt}. \] (9) 4. Numerical Example Let the fix-up rate of the device obeys Weibull distribution \[ r(t) = \lambda \propto t^{\kappa-1}, \text{ for } \kappa > 1 \text{ and } t \geq 0. \] Let the set of the parameters, charge of fix up and change be used in this specific example: 1. Following that the fix up is an increasing function from the assumption, let \( \kappa = 3 \) and \( \lambda = 0.02 \). 2. From the assumption, the charge of fix up depends on time, let \( C_r = 20, \mu = 2 \) and \( C_m = 2t^2 \). Now, by putting the parameters in equation (10), the fix up rate is \[ r(t) = 0.06t^2. \] (11) Table 1 is obtained by presenting the charges of change/fix up (\( C_r = 20, \mu = 2 \) and \( C_3 = 2t^2 \)) and rate of the failure (equation (11)) in equation (7), so as to determine the device’s optimal discrete projected fix up limit time. The value of \( T \) in equation (7) is fixed, while \( N \) is varied. So for the computation of the optimal fixed up limit time of the device, we will compute the optimal fixed up limit time \( N^* \); for sensitivity analysis, we obtained \( N^* \) with different values of \( T \). Below are the results obtained as follows: 1. Table 1 is obtained by computing the values of \( C(N) \) by taking the index of \( T \) to be 1, 2, 3, 4, 5. 2. Figure 2 is obtained by sketching \( C(N) \) against \( N \) as \( T = 1 \), so as see the behavior of \( C(N) \). 3. Figure 3 is obtained by sketching \( C(N) \) against \( N \) as \( T = 2 \), so as see the behavior of \( C(N) \). 4. Figure 4 is obtained by sketching \( C(N) \) against \( N \) as \( T = 3 \), so as see the behavior of \( C(N) \). **Figure 2** The plot of \( C(N) \) versus \( N \) with \( T \) taking the index 1 ![Graph](image1) **Figure 3** The plot of \( C(N) \) versus \( N \) with \( T \) taking the index 2 ![Graph](image2) **Figure 4** The plot of \( C(N) \) versus \( N \) with \( T \) taking the index 3 ![Graph](image3) **Table 1** Values of \( C(N) \) versus \( NT \) with different values of \( T \) | \( N \) | \( C(N) \) for \( T = 1 \) | \( C(N) \) for \( T = 2 \) | \( C(N) \) for \( T = 3 \) | \( C(N) \) for \( T = 4 \) | \( C(N) \) for \( T = 5 \) | |--------|-----------------|-----------------|-----------------|-----------------|-----------------| | 1 | 0.00 | -8.38 | -15.62 | -21.99 | -27.49 | | 2 | -8.38 | -21.99 | -31.82 | -34.58 | -24.32 | | 3 | -15.62 | -31.82 | -31.46 | 4.55 | 91.21 | | 4 | -21.99 | -34.58 | 4.55 | 133.46 | 384.77 | | 5 | -27.49 | -24.32 | 91.21 | 384.77 | 934.99 | | 6 | -31.82 | 4.55 | 241.35 | 800.28 | 1828.00 | | 7 | -34.43 | 55.97 | 471.53 | 1424.14 | 3150.45 | | 8 | -34.58 | 133.46 | 800.28 | 2300.56 | 4990.00 | | 9 | -31.46 | -241.35 | 1246.23 | 3474.18 | 7435.00 | | 10 | -24.32 | 384.77 | 1828.00 | 4990.00 | 10574.29 | | 11 | -12.49 | 569.24 | 2564.35 | 6893.31 | 14497.00 | | 12 | 4.55 | 800.28 | 3474.18 | 9229.56 | 19292.50 | | 13 | 27.23 | 1083.41 | 4576.49 | 12044.36 | 25050.29 | | 14 | 55.97 | 1424.14 | 5890.38 | 15383.41 | 31860.00 | | 15 | 91.21 | 1828.00 | 7435.00 | 19292.50 | 39811.32 | From Table 1 and Figures 1, 2, 3, 4, 5, 6 and 7, we have the following observations: 1. Regarding Table 1, the optimal discrete fix up limit time is 8, when $T = 1$, that is, $N^* = 8$, with $C(N^* = 8) = -34.58$, when $T = 1$. See Figure 2, for the sketch of $C(N)$ versus $N$ as $T = 1$. 2. Regarding Table 1, the optimal discrete fix up limit time is 4, when $T = 2$, that is, $N^* = 4$, with $C(N^* = 4) = -34.58$, when $T = 2$. See Figure 3, for the sketch of $C(N)$ versus $N$ as $T = 2$. 3. Regarding Table 1, the optimal discrete fix up limit time is 2, when $T = 3$, that is, $N^* = 2$, with $C(N^* = 2) = -31.82$, when $T = 3$. See Figure 4, for the sketch of $C(N)$ versus $N$ as $T = 3$. 4. Regarding Table 1, the optimal discrete fix up limit time is 2, when $T = 4$, that is, $N^* = 2$, with $C(N^* = 2) = -34.58$, when $T = 5$. See Figure 5, for the sketch of $C(N)$ versus $N$ as $T = 4$. 5. Regarding Table 1, the optimal discrete fix up limit time is 1, when $T = 5$, that is, $N^* = 1$, with $C(N^* = 1) = -27.49$, when $T = 5$. See Figure 6, for the sketch of $C(N)$ versus $N$ as $T = 5$. 6. Regarding Figure 7: $(C(N), \ T = 1) < (C(N), \ T = 2) < (C(N), \ T = 3) < (C(N), \ T = 4) < (C(N), \ T = 5)$. 7. Regarding Table 1, as the value of $T$ increases, the optimal discrete fix up limit time decreases. 5. Conclusion In this paper, we constructed a discrete fix up limit model of a device unit subjected to a failure, such that the failure is rectified by fix up, so as to address the problem of completing a fix up action of a failed device unit within a projected discrete precise limit time. A numerical example was provided to determine the optimal discrete fix up limit time ($N^*$) of the device unit. From the results obtained, one can see that the index $T$ really played a vital role in determining the optimal discrete fix up limit time ($N^*$) of the device unit. For future extension of this paper, one can involve discounting factor in the model, and one can also construct for multi-component system as a future research. Conflicts of Interest The authors declare that they have no conflicts of interest to this work. References Aven, T., & Castro, I. T. (2008). A minimal repair replacement model with three types of failures. *European Journal of Operational Research, 188*(2), 506–515. https://doi.org/10.1016/j.ejor.2007.04.038. Bai, J., & Pham, H. (2005). Repair-limit risk-free warranty policies with imperfect repair. *IEEE Transactions on Systems, Man, and Cybernetics-Part A: Systems and Humans, 35*(6), 765–772. https://doi.org/10.1109/TSMCA.2005.851343. Beichelt, F. (2014). A general approach to total repair cost limit replacement policies. *ORiON, 15*(1/2), 67–75. https://doi.org/10.5784/15-0-417 Briš, R., Byczanski, P., Goño, R., & Rusek, S. (2017). Discrete maintenance optimization of complex multi-component systems. *Reliability Engineering and System Safety, 168*, 80–89. https://doi.org/10.1016/j.ress.2017.04.008. Chang, C. C., Sheu, S. H., & Chen, Y. L. (2010). Optimal number of minimal repairs before replacement based on accumulative repair-cost limit policy. *Computer and Industrial Engineering, 59*, 603–610. https://doi.org/10.1016/j.cie.2010.07.005. Chen, Y. L., & Chang, C. C. (2015). Optimum imperfect maintenance policy with cumulative damage model for a used system subject to number dependent shocks. *International Journal of Systems Science, 2*(1), 25–34. https://doi.org/10.1080/23302674.2014.994580. Coria, V. H., Maximov, S., Rivas, D. F., Melchor, C. L., & Guardado, J. L. (2015). Analytical method for optimization of maintenance policy based on available system failure data. *Reliability Engineering and System Safety, 135*, 55–63. https://doi.org/10.1016/j.ress.2014.11.003. Danjunma, M. U., Yusuf, B., & Yusuf, I. (2022). Reliability availability maintainability and dependability of cold standby series-parallel system. *Journal of Computational and Cognitive Engineering, 1*(4), 193–200. https://doi.org/10.47852/bonviewJCE2202144. Gheisary, A., & Goli, S. (2018). A study on the multi-state (r, s) - out-g-n systems with dependent components. *International Journal of Reliability, Risk and Safety, 1*(1), 11–16. https://doi.org/10.30699/ijrrs.1.11. Jain, M., & Gupta, R. (2013). Optimal replacement policy for a repairable system with multiple vacations and imperfect fault coverage. *Computers & Industrial Engineering, 66*(4), 710–719. https://doi.org/10.1016/j.cie.2013.09.011. Kapur, P. K., Garg, R. B., & Butani, N. L. (2007). Some replacement policies with minimal repairs and cost limit. *International Journal of Systems Science, 20*(2), 267–279. https://doi.org/10.1080/00207728908910125. Lai, M. T., Chen, C. H., & Hariguna T. (2017). A bivariate optimal replacement policy with cumulative repair cost limit for a two-unit system under shock damage interaction. *Brazilian Journal of Probability and Statistics, 31*(2), 353–372. https://doi.org/10.1214/16-BJPS317. Maihula, A. S., Yusuf, I., & Bala, S. I. (2021). Reliability and performance analysis of a series- parallel system using Gumbel-Hougaard family copula. *Journal of Computational and Cognitive Engineering, 1*(1), 1–10. https://doi.org/10.47852/bonviewJCE2022010101. Mirjalili, S. M., & Kazempoor, J. (2020). Life extension for a coherent system through cold standby and minimal repair policies for their independent components. *International Journal of Reliability, Risk and Safety, 3*(2), 51–54. https://doi.org/10.30699/IJRRS.3.2.6. Nakagawa, T. (2005). Maintenance theory of reliability. Germany, Springer. https://doi.org/10.1007/1-84628-221-7. Niwas, R., & Garg, H. (2018). An approach for analyzing the reliability and profit of an industrial system based on the cost free warranty policy. *Journal of the Brazilian Society of Mechanical Sciences and Engineering, 40*(5), 265–273. https://doi.org/10.1007/s40430-018-1167-8. Rebaiaia, M. L., & Ait-kadi, D. (2020). Maintenance policies with minimal repair and replacement on failures: Analysis and comparison. *International Journal of Production Research, 59*(23), 6995–7017. https://doi.org/10.1080/00207543.2020.1832275. Safaei, F., Ahmadi, J., & Balakrishnan, N. (2018). A repair and replacement policy for systems based on probability and mean of profits. *Reliability Engineering and System Safety, 183*, 143–152. https://doi.org/10.1016/j.ress.2018.11.012. Sanoubar, S., Mailhart, L. M., & Prokopyev, O. A. (2020). Age replacement policies under age dependent replacement costs, operations and engineering and analytics. *IIE Transactions, 53*(4), 425–436. https://doi.org/10.1080/24725854.2020.1819580. Sheu, S. H., Liu, T. H., & Zhang, Z. G. (2019). Extended optimal preventive replacement policies with random working cycle. *Reliability Engineering & System Safety, 188*, 398–415. https://doi.org/10.1016/j.ress.2019.03.036. Sudhecsd, K. K., Asha, G., & Krishna, K. M. J. (2019). On the mean time to failure of an age- replacement model in discrete time. *Communications in Statistics – Theory and Methods, 50*(11), 2569–2585. https://doi.org/10.1080/03610926.2019.1672742. Wang, J. Y., Ye, J. M., & Xie, P. F. (2019). New repairable system model with two types repair based on extended geometric process. *Journal of Systems Engineering and Electronics, 30*(3), 613–623. https://doi.org/10.21629/JSEE.2019.03.18. Waziri, T. A. (2021). On discounted discrete scheduled replacement model. *Annals of Optimization Theory and Practice, 4*(2), 69–82. https://doi.org/10.22121/aotp.2021.283204.1065. Zaharaddeen, H. A., & Bashir, M. Y. (2014). Minimal repair and replacement policy for a complex system with different failure modes of the groups. *International Journal Applied of Mathematics, 3*(4), 416–421. https://doi.org/10.14419/ijamm.v3i4.2261 **How to Cite:** Waziri, T. A. & Ibrahim, A. (2023). Discrete Fix up Limit Model of a Device Unit. *Journal of Computational and Cognitive Engineering* 2(2), 163–167, https://doi.org/10.47852/bonviewJCE2202166
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
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Reprinted from Issue 108 April 1996 © Windows OnLine, 1992-96 Curved Morency Rest During my search for ergonomic solutions to my personal pain with carpal tunnel syndrome, I've recently seen designs for furniture and chairs that employ rests to support the forearm. Literature on the subject makes it clear that simply maintaining a static body position can be as damaging as movement. a review by Bob Gollihur Experts state that keyboarding is a combination of two kinds of work that our muscles do. While our shoulders and arms do static work to hold our hands in the typing position, the fingers perform dynamic work while keyboarding. They conclude that static effort is actually more strenuous than dynamic work, so the arm, shoulder, and other postural efforts exerted simply holding our hands in place deserve more focus. This example illustrates the point: Most people would have no problem using their arms to pick up and put down a five lb. weight using their arm, continually, for a few minutes. Now, how about having that same person hold their arm outstretched with that same weight, in a single position. Even though fatigue sets in rapidly, less work is actually being done, but it isn't the type of work for which the body was designed. It's the same principle: would you rather walk for an hour or stand in one place for an hour?? Blood has difficulty flowing through contracted muscles; dynamic work actually helps pump your blood, and the blood is the key. It brings in nutrients and removes waste products that result from burning calories, particularly lactic acid. The Curved Morency Rest forearm support is designed to do prevent that strain by supporting your forearms, taking some of the pressure and work off those other muscles. You sit into the installed unit, so that it partially surrounds your midsection. The best way to understand the unit, use, and its positioning, is to view the illustration. The Curved Morency Rest is very well-constructed, comfortable, and attractive. The illustrated model (1230CM) I experienced is covered with a very soft and comfortable, yet apparently durable cloth, in a medium grey herringbone pattern. Vinyl-covered models are also available, for industrial or medical applications. The unit's base is some sort of very firm and strong material that did not significantly bend or give. My curious nature tempted me to take it apart just to find out what it was, since the material had such good tensile strength for such a thin piece, but I resisted. Foam, in just the right firmness, fills the space between the base material and the cloth. The underside of the unit is covered with a layer of non-skid rubber. R&D Ergonomics obviously went to the trouble to find just the right combination of materials. The forearm rest instantly gave me just the right combination of comfort and support, feeling like a familiar, comfortable old chair. Placement will depend on your workstation. In the illustration, a corner junction of two tables forms the place where you can position the Curved Morency Rest. Alternative mounting options are available; I used their optional clamp to attach it to the front of a my wide, yet sturdy, keyboard platform. Two threaded inserts in the unit accommodate the simple but very sturdy optional clamp. Comprised of a slanted wood block, a thick metal plate, and two allen bolts (a wrench is supplied), it attaches firmly into the bottom of the unit. Since it overlaps nearly three inches onto your current work surface, it becomes a part of that structure and an integral part of your workstation. Clamps come in two sizes to attach to thicknesses from 5/8 to 2 3/4 inches, and custom sizes are available. Assembling and installing the clamp is a very simple and quick operation. The Curved Morency Rest is available in a wide variety of different sizes and styles, depending on your use of a mouse, trackball, or other pointing device. There are also models for specific, ergonomic keyboards, such as the Microsoft Natural, and angled work surfaces that use the same support mechanism for workers who read and write extensively are also available. The company's catalog has ordering information along with information specific enough for you to decide which model is suitable for your given situation. An online version is available for Windows users as ERGO_CAT.ZIP (891K) on Windows OnLine (BBS), in addition to the information available by contacting R&D Ergonomics. Before I discovered the Curved Morency Rest, I encountered workstations that use a similar design concept that this device uses as its basis. However, I can guess that most businesses and individuals are not ready to ditch their current investment in desks to replace them at significant costs. This device is a solution — you can bring your workstation up to a new standard with a minimal investment. Concerned and aware workers who cannot motivate their employer to consider their health may want to consider investing a unit for themselves, since it is removable and causes no damage to the work surface to which it is attached. Being certain that your existing workstation can accommodate the Curved Morency Rest does deserve some study and perhaps planning. The model 1230CM I installed is thirty inches wide, so attachment to many keyboard drawers and some similar systems may not be possible. However, many typing-height surfaces will be, such as desk returns, fixed-height and adjustable work surfaces specifically designed for typing/keyboarding, wide (and sturdy) keyboard drawers, and more. It was a good fit for my extra-wide keyboard pullout. I would encourage that you get creative — you deserve the best possible work environment, both at the office and at home, so use your imagination, and a saw, if necessary. In fact, I plan to construct custom workstations in my office using Curved Morency Rests as their basis. I think that fact gives you some idea of how much I liked the forearm support concept and R&D Ergonomic's execution right from the start. It offers a level of instant comfort, proper support, encourages a recommended work position, and provides an economical route to get there. Curved Morency Rest Priced according to size, from: $55-85 Mouse/Trackball styles: $70-100 Optional Mounting Clamp: $15-25 (two week risk-free trial) contact information: R&D Ergonomics 6 Harvey Brook Drive Freeport, ME 04032 firstname.lastname@example.org 207-865-6445 207-353-5308 fax reviewed by Bob Gollihur email@example.com © 1996 WinOnLine Review™, Windows OnLine™
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
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The Parable of the Rich Man and Lazarus Jesus told a story about two men — a rich man and a beggar named Lazarus. Find out about the two men. Connect the dots and put the words in order on the lines below. 1) _____________ 2) ________________ Holy Family Parish 201 Clark Street Middletown OH 45042 www.holyfamilymiddletown.com
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
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ДОПЪЛНИТЕЛНО СПОРАЗУМЕНИЕ АНЕКС Днес, 17.03.2023 год. в гр. Чирпан се подписа настоящото допълнително споразумение към Договор № 12/12.01.2022 год. за Обект 226105-1 за продажба на прогнозно количество добита дървесина от временен склад, между: 1. ТЕРИТОРИАЛНО ПОДЕЛЕНИЕ ДЪРЖАВНО ГОРСКО СТОПАНСТВО гр.Чирпан, със седалище и адрес на управление: гр.Чирпан, ул."П.К.Яворов" №18, с ЕИК 201 617 654 0187, представлявано от Директора инж. Трифон Бонев и главен счетоводител Зорница Георгиева, от една страна, наричано за краткост ПРОДАВАЧ И 2. "Делта" ЕООД с. Дунавци обл. Ст. Загора ЕИК 833008208, представлявано от Неждет Зекерия Яшар, в качеството си на КУПУВАЧ Във връзка с подадено заявление от фирма "Делта" ЕООД с. Дунавци обл. Ст. Загора ЕИК 833008208 заведено в деловодния регистър на ТП ДГС Чирпан с вх. № АСД–09–17/13.03.2023 г., в което е направено искане за удължаване на срока на договора във връзка със забавянето на сечта в обекта поради причини не зависещи от дърводобивната фирма и на основание раздел Х-ти, чл. 24 от Договор № 12/12.01.2022 г., СТРАНИТЕ ПО ДОГОВОРА се споразумяха за следното: Чл. 1. Удължават срока за изпълнение на Договор № 12/12.01.2022 г. до 31.05.2023 г. В останалата част важат разпоредбите на първоначално сключен договор. ......(заличен обстоятелство на основание чл. 59 от ЗЗЛД)........... ......(заличен обстоятелство на основание чл. 59 от ЗЗЛД)...........
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HuggingFaceFW/finepdfs/tree/main/data/bul_Cyrl/train
finepdfs
bul_Cyrl
1,410
Derby collezione 2022 1 2 3 ## Indice ### SOFT-SHELL GIUBBINI | ARTICOLO | PAG | |------------------------|-----| | New York | 25 | | Cervinia Man, Lady | 26 | | Bering | 28 | | Slovenia | 29 | | Losanna | 30 | | Artic Man, Lady | 32 | | Bolzano | 34 | | Sion | 35 | | Graz | 36 | | Lugano | 37 | | Calgary | 38 | | New Saint Moritz | 39 | | Brunico | 40 | | Sestriere Man, Lady, Boy| 42 | | Locarno | 44 | | Davos | 45 | | Innsbruck Man, Lady, Boy| 46 | | Garmisch Man, Lady | 48 | | Garda | 50 | | Cortina Man, Lady | 52 | | Merano | 54 | ### SOFT-SHELL GILET | ARTICOLO | PAG | |------------------------|-----| | Bormio | 56 | | Sondrio | 57 | | Pinzolo | 58 | | Trieste | 59 | | Edmonton | 60 | | Aspen | 61 | | Vipiteno Man, Lady | 62 | | Tarvisio Man, Lady, Boy| 64 | | Campiglio | 66 | | Ortisei | 68 | | Stelvio | 69 | | Santander | 70 | ### GIUBBOTTI | ARTICOLO | PAG | |------------------------|-----| | Norvegia Man, Lady | 72 | | Canada Man, Lady | 74 | | Alaska Man, Lady | 76 | | 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184 | | New Riga | 185 | | Torino | 186 | | Livigno | 187 | | Reykjavik | 188 | | **FELPE** | | | Basilea Man, Lady| 190 | | Siviglia Lady | 192 | | Coimbra Man | 193 | | Oporto | 194 | | Nevada | 195 | | Cleveland Man, Lady| 196 | | Las Vegas Man, Lady| 198 | | Oklahoma Man, Lady| 200 | | Newport Man, Lady| 202 | | New Kansas | 204 | | Stamford | 205 | | **NEW** Indianapoli | 206 | | Cambridge | 207 | | Atlanta Man, Lady| 208 | | Arizona Man, Lady| 210 | | Venezia Man, Lady| 212 | | New Italy Man, Lady| 214 | | Italy | 216 | | Malesia Man, Lady| 217 | | Dallas Man, Lady | 220 | | **NEW** Giacarta Man, Lady| 222 | | Illinois | 224 | | Nottingham | 225 | | New Singapore | 226 | | **NEW** Hong Kong| 227 | | Seul | 228 | | Kioto Man, Lady | 229 | | Belgio | 232 | | Pamplona | 233 | | New Cuba Man, Cuba Lady| 234 | | **FELPE FRENCH TERRY** | | | Washington Man, Lady| 238 | | **NEW** Nebraska Man, Lady| 240 | | **NEW** Georgia Man, Lady| 242 | | **NEW** Seattle Man, Lady| 244 | | **NEW** Bristol Man, Lady| 246 | | **PANTALONI DI FELPA E SPORTIVI** | | | Brema Man, Lady | 250 | | Orlando Man, Lady| 252 | | Honduras Man, Lady| 254 | | Damasco Man | 255 | | Cairo | 256 | | Creta Lady | 257 | | **NEW** Alghero Man| 258 | | **NEW** Alghero Shorts Man| 259 | | **NEW** Alghero Shorts Lady| 260 | | Lima Man, Boy | 262 | | **NEW** Wembley Man| 263 | | **NEW** Boston | 264 | | **PANTALONI LUNghi** | | | Grenoble Man, **NEW** Lady| 266 | | San Marino Man, Lady| 268 | | Spalato | 270 | | Lituania | 271 | | Australia Man, Lady| 272 | | France Man, Lady | 274 | | Austin Man, Lady | 276 | | El Paso Man, Lady | 278 | | Denver Man, Lady | 280 | | Kabul | 282 | | Moss | 283 | | Thailand Man, Lady| 284 | | **NEW** Salonicco| 287 | | Mostar | 288 | | Riad | 289 | | Algeri | 290 | | Qatar | 291 | | Zurigo Man, Lady | 292 | | **NEW** Vigo Stretch Man, Lady| 294 | | Vigo Man, Lady | 296 | | Bucarest Man, Lady| 298 | | Melbourne | 300 | | Caravaggio | 301 | | Giotto | 302 | | Tonale Softshell | 303 | | Tonale Light | 305 | | Tonale Medium | 305 | | **NEW** Adamello | 306 | | **PANTALONI CORTI** | | | Houston | 308 | | Dakota | 309 | | Mikonos | 310 | | Cambogia | 311 | | Suez | 312 | | Egypt | 313 | | New Sidney | 314 | | Zurigo Shorts | 315 | | **NEW** Salonicco Shorts| 316 | | **NEW** Vigo Stretch Shorts| 317 | | Toledo | 318 | | Tiziano | 319 | | Tonale Shorts | 320 | | **POLO JERSEY** | | | Tenerife Man, Lady, Boy| 322 | | Rodi Man, Lady, Boy| 324 | | Maiorca Man | 326 | | Minorca Lady | 327 | | Dubai Man, Lady | 328 | | Auckland | 330 | | Atene | 331 | | Valencia | 332 | | Panama | 333 | | New Strasburgo | 334 | | Riccione | 335 | | Genova | 336 | | Rio | 337 | ## POLO PIQUÉ MANICA CORTA | ARTICOLO | PAG | |---------------------------|-----| | Ankara | 340 | | Aosta Man, Lady, Boy | 342 | | Colombia Man, Lady, Boy | 344 | | Abu Dhabi | 346 | | Stoccarda | 347 | | Paris Man, Lady | 348 | | San Francisco Man, Lady, Boy | 350 | | Brasile | 352 | | Faro | 353 | | Phucket | 354 | | Mexico | 355 | | Kuwait Man, Lady | 356 | | Durban | 358 | | Chicago | 359 | | Bordeaux | 360 | ## POLO PIQUÉ MANICA LUNGA | ARTICOLO | PAG | |---------------------------|-----| | Malta | 362 | | New Marsiglia | 363 | | Tunisi Man, NEW Lady | 364 | | Savona Man, NEW Lady | 366 | | New Zeland | 368 | | Detroit | 369 | ## T-SHIRT e CANOTTE SLUB JERSEY E POLYESTERE | ARTICOLO | PAG | |---------------------------|-----| | Antigua Lady | 372 | | Ibiza Man | 373 | | Perth Man, Lady, Boy | 374 | | Florida Man, Lady | 376 | | Montevideo Man, Lady, Boy | 377 | | Rimini Man, Lady, Boy | 380 | ## T-SHIRT JERSEY CLASSIC | ARTICOLO | PAG | |---------------------------|-----| | Giamaica Man, Lady | 384 | | California Man, Lady, Boy | 386 | | Argentina Man, Lady, Boy | 390 | | Uruguay | 393 | | New Maldive Man Lady | 394 | | Venezuela | 396 | | Malaga | 397 | | Cadice | 398 | | Lisbona | 399 | | Lipsia | 400 | | Serbia | 401 | | Firenze | 402 | | Udine | 403 | ## SCALDACOLLO E TUTE | ARTICOLO | PAG | |----------|-----| | Everest | 410 | | Daytona | 411 | | Monza | 412 | ## MADE IN ITALY FELPE 100% COTONE | ARTICOLO | PAG | |----------|-----| | Pesaro | 436 | | Trento | 437 | | Bologna | 438 | | Verona | 439 | | Palermo | 440 | | Pescara | 441 | | Piacenza | 442 | ## MADE IN ITALY FELPE COTONE E POLYESTERE | ARTICOLO | PAG | |---------------------------|-----| | Lucca Lady | 416 | | Asti | 417 | | Bari | 418 | | Cagliari | 419 | | Brescia Man, Lady | 420 | | Bergamo Man, Lady | 420 | | Lecce | 422 | | Lecco | 423 | | Grosseto | 424 | | Modena | 425 | | Brindisi | 426 | | Cuneo Boy | 427 | | Pavia Lady | 428 | | Liverpool | 429 | | Como | 430 | | Pisa | 431 | | Mantova Man, Lady, Boy | 432 | | Treviso Man, Lady, Boy | 432 | ## ACCESSORI | ARTICOLO | PAG | |----------|-----| | Espositore | 449 | | Roll up | 449 | | Appendini | 449 | ## SPECIAL PRICE Articoli disponibili solo sul sito internet 7 4 STRETCH 4 STRETCH 4 STRETCH ARTICOLI ABBINABILI IN TRE COLORI. In questa linea sono presenti alcuni articoli che utilizzano un tessuto STRETCH in 4 direzioni per garantire il massimo comfort. | Product | Description | Color | Code | |------------------|------------------------------|--------|------| | TONALE LIGHT | Pantalone lungo elasticizzato| BLACK | 305 | | | | GREY | 305 | | | | NAVY | 305 | | TONALE MEDIUM | Pantalone lungo elasticizzato| BLACK | 305 | | | | GREY | 305 | | | | NAVY | 305 | | TONALE SHORT | Pantalone corto elasticizzato| BLACK | 320 | | | | GREY | 320 | | | | NAVY | 320 | | TONALE SOFTSHELL | Pantalone lungo | BLACK | 303 | | | | GREY | 303 | | | | NAVY | 303 | | ADAMELLO | Pantalone lungo | BLACK | 306 | | | | GREY | 306 | | | | NAVY | 306 | | APRICA MEDIUM | Giubbino elasticizzato | BLACK | 129 | | | | GREY | 129 | | | | NAVY | 129 | | APRICA LIGHT | Giubbino elasticizzato | BLACK | 129 | | | | GREY | 129 | | | | NAVY | 129 | | APRICA HEAVY | Giubbino elasticizzato | BLACK | 104 | | | | GREY | 104 | | | | NAVY | 104 | | LOSANNA | Giubbino softshell imbottito | BLACK | 30 | | | | GREY | 30 | | | | NAVY | 30 | | SION | Giubbino in softshell | BLACK | 35 | | | | GREY | 35 | | | | NAVY | 35 | | PINZOLO | Gilet in softshell | BLACK | 58 | | | | GREY | 58 | | | | NAVY | 58 | | BORMIO | Gilet in softshell imbottito | BLACK | 56 | | | | GREY | 56 | | | | NAVY | 56 | | LABRADOR | Pile zip lunga | BLACK | 182 | | | | GREY | 182 | | | | NAVY | 182 | | LIVIGNO | Pile zip corta | BLACK | 187 | | | | GREY | 187 | | | | NAVY | 187 | | STAMFORD | Felpa cappuccio | BLACK | 205 | | | | GREY | 205 | | | | NAVY | 205 | | INDIANAPOLIS | Felpa zip lunga | BLACK | 206 | | | | GREY | 206 | | | | NAVY | 206 | | BORDEAUX | Polo piquè elasticizzata | BLACK | 360 | | | | GREY | 360 | | | | NAVY | 360 | | IMPERIA | T-Shirt | BLACK | 407 | | | | GREY | 407 | | | | NAVY | 407 | WORK WORK WORK ARTICOLI ABBINABILI IN TRE COLORI. La caratteristica di questa linea è l'utilizzo di materiale STRETCH (elasticizzato) RICONOSCIBILI DAL SIMBOLO ALICANTE T-Shirt | Color | Code | |---------|------| | GREY | 406 | | NAVY | 406 | DURBAN Polo piqué | Color | Code | |---------|------| | GREY | 358 | | NAVY | 358 | CHICAGO Polo piqué | Color | Code | |---------|------| | GREY | 359 | | NAVY | 359 | DETROIT Polo piqué | Color | Code | |---------|------| | GREY | 369 | | NAVY | 369 | KENIA Gilet estivo | Color | Code | |---------|------| | GREY | 162 | | NAVY | 162 | | BLACK | 162 | SIRIA Giubbino estivo | Color | Code | |---------|------| | GREY | 130 | | NAVY | 130 | | BLACK | 130 | ZURIGO SHORTS Pantalone corto | Color | Code | |---------|------| | GREY | 315 | | BLACK | 315 | | NAVY | 315 | | BLUE | 315 | SUEZ Pantalone corto | Color | Code | |---------|------| | GREY | 312 | | NAVY | 312 | SALONICCO SHORTS NEW Pantalone corto | Color | Code | |---------|------| | GREY | 316 | | BLACK | 316 | | NAVY | 316 | EGYPT Pantalone corto | Color | Code | |---------|------| | GREY | 313 | | NAVY | 313 | | BLACK | 313 | | Product | Color | Code | |--------------|--------|------| | SALONICCO | | | | Pantalone lungo | GREY | 287 | | | BLACK | 287 | | | NAVY | 287 | | ZURIGO MAN | | | | Pantalone lungo | GREY | 292 | | | BLACK | 292 | | | NAVY | 292 | | | BLUE | 292 | | ZURIGO LADY | | | | Pantalone lungo | GREY | 292 | | | BLACK | 292 | | | NAVY | 292 | | | BLUE | 292 | | RIAD | | | | Pantalone lungo | GREY | 289 | | | NAVY | 289 | | | BLACK | 289 | | MELBOURNE | | | | Pantalone lungo | GREY | 300 | | | NAVY | 300 | | | BLACK | 300 | | ALGERI | | | | Pantalone lungo | GREY | 290 | | | NAVY | 290 | | MOSTAR | | | | Pantalone lungo | GREY | 288 | | | NAVY | 288 | | | BLACK | 288 | | NOTTINGHAM | | | | Felpa | BLACK | 225 | | | GREY | 225 | | | NAVY | 225 | | ILLINOIS | | | | Felpa | BLACK | 224 | | | GREY | 224 | | | NAVY | 224 | | ONTARIO | | | | Pile | BLACK | 183 | | | GREY | 183 | | | NAVY | 183 | | ORTISEI | | | | Soft shell | GREY | 68 | | | NAVY | 68 | | | BLACK | 68 | | MERANO | | | | Soft shell | GREY | 54 | | | NAVY | 54 | | | BLACK | 54 | | TRIESTE | | | | Soft shell | BLACK | 59 | | GRAZ | | | | Soft shell | BLACK | 36 | | SONDARIO | | | | Softshell imbottito | BLACK | 57 | | SLOVENIA | | | | Softshell imbottito | BLACK | 29 | | DRESDA | | | | Gilet imbottito | GREY | 148 | | | NAVY | 148 | | | BLACK | 148 | | AMSTERDAM | | | | Giubbino imbottito | GREY | 109 | | | NAVY | 109 | | | BLACK | 109 | LOGISTIC LOGISTIC LOGISTIC ARTICOLI DISPONIBILI IN 6 COLORI ROBUSTI, COMODI E INCREDIBILMENTE ECONOMICI. L'IDEALE PER CHI SVOLGE ATTIVITÀ DI MOVIMENTAZIONE MERCI. RICONOSCIBILI DAL SIMBOLO VIGO STRETCH MAN Pantalone lungo | Color | Price | |---------|-------| | NAVY | 294 | | BLACK | 294 | | GREY | 294 | VIGO STRETCH LADY Pantalone lungo | Color | Price | |---------|-------| | NAVY | 294 | | BLACK | 294 | | GREY | 294 | VIGO STRETCH SHORTS Pantalone corto | Color | Price | |---------|-------| | NAVY | 317 | | BLACK | 317 | | GREY | 317 | VIGO MAN Pantalone lungo | Color | Price | |-----------|-------| | NAVY | 296 | | BLACK | 296 | | GREY | 296 | | ROYAL | 296 | | RED | 296 | | GREEN | 296 | VIGO LADY Pantalone lungo | Color | Price | |---------|-------| | NAVY | 296 | | GREY | 296 | TOLEDO Pantalone corto | Color | Price | |-----------|-------| | NAVY | 318 | | BLACK | 318 | | GREY | 318 | | ROYAL | 318 | | RED | 318 | | GREEN | 318 | | Product | Color | Price | |------------------|--------|-------| | Pantalone lungo | NAVY | 298 | | | BLACK | 298 | | | GREY | 298 | | | ROYAL | 298 | | | RED | 298 | | | GREEN | 298 | | Polo piqué | NAVY | 353 | | | BLACK | 353 | | | GREY | 353 | | | ROYAL | 353 | | | RED | 353 | | | GREEN | 353 | | Felpa | NAVY | 233 | | | BLACK | 233 | | | GREY | 233 | | | ROYAL | 233 | | | RED | 233 | | | GREEN | 233 | | Felpa | NAVY | 227 | | | BLACK | 227 | | | GREY | 227 | | | ROYAL | 227 | | | RED | 227 | | | GREEN | 227 | | Giubbino in softshell | NAVY | 52 | | | BLACK | 52 | | | GREY | 52 | | | ROYAL | 52 | | | RED | 52 | | | GREEN | 52 | | Gilet imbottito | NAVY | 156 | | | BLACK | 156 | | | GREY | 156 | | | ROYAL | 156 | | | RED | 156 | | | GREEN | 156 | | Giubbino imbottito maniche staccabili | NAVY | 114 | | | BLACK | 114 | | | GREY | 114 | | | ROYAL | 114 | | | RED | 114 | | | GREEN | 114 | | Polo jersey | NAVY | 333 | | | BLACK | 333 | | | GREY | 333 | | | ROYAL | 333 | | | RED | 333 | | | GREEN | 333 | | Gilet estivo | NAVY | 163 | | | BLACK | 163 | | | GREY | 163 | | | ROYAL | 163 | | Felpa | NAVY | 222 | | | BLACK | 222 | | | GREY | 222 | | | ROYAL | 222 | | | RED | 222 | | | GREEN | 222 | | Pile | NAVY | 188 | | | BLACK | 188 | | | GREY | 188 | | | ROYAL | 188 | | | RED | 188 | | | GREEN | 188 | | Gilet in softshell | NAVY | 70 | | | BLACK | 70 | | | GREY | 70 | | | ROYAL | 70 | | | RED | 70 | | | GREEN | 70 | | Gilet imbottito | NAVY | 145 | | | BLACK | 145 | | | GREY | 145 | | | ROYAL | 145 | | Gilet imbottito maniche staccabili | NAVY | 100 | | | BLACK | 100 | | | GREY | 100 | | | ROYAL | 100 | PAINTING PAINTING PAINTING Questi capi sono stati pensati appositamente per i colorifici, gli imbianchini e i restauratori RICONOSCIBILI DAL SIMBOLO PAINTING CUBA Felpa WHITE 235 MALESIA Felpa WHITE 217 ALABAMA Giubbino WHITE 114 METZ MAN Pile WHITE 178 KIOTO MAN Felpa WHITE 229 TIZIANO Pantalone corto WHITE 319 CARAVAGGIO Pantalone lungo elasticizzato WHITE 301 GIOTTO Pantalone lungo WHITE 272 RAFFAELLO T-shirt WHITE 408 NEW SAFARI Gilet estivo WHITE 161 SPAIN Gilet imbottito WHITE 156 GIUBBINI IN SOFT-SHELL I nostri SOFT-SHELL possono essere utilizzati in ambito professionale e sportivo, perché sono tutti impermeabili grazie a un trattamento water resistance. Il SOFT-SHELL a 3 strati è il risultato della composizione di 3 differenti tessuti per offrire il massimo comfort all’utilizzatore: • un tessuto esterno impermeabile (water resistance) • una membrana interna traspirante (waterproof + breathability) • una fodera in pile antipilling Nel SOFT-SHELL a 2 strati JRC non è presente la membrana interna, per cui il capo risulta essere più morbido e avvolgente, pur restando impermeabile (grazie ad un trattamento water resistance). GIUBBINO IMBOTTITO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPIRANTE - 97% poliestere - 3% spandex - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Morbida fodera in poliestere trattata PA - Imbottitura in soffice poliestere (effetto piuma) - Cappuccio imbottito staccabile mediante bottoni coperti - Collo in maglia - Due tasche aperte sul torace - Due tasche con bottone - Tasca interna portafoglio - Una zip intena per personalizzazione su schiena S - M - L - XL - XXL - 3XL Morbida fodera con imbottitura in soffice poliestere (effetto piuma) 320 g/m² + 200 g/m² NEW YORK NAVY 992170 BLACK 992171 !!! SPECIAL PRICE !!! GIUBBINO IMBOTTITO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPARENTE - 97% poliestere - 3% elastan - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Imbottitura in soffice poliestere (effetto piuma) - Morbida fodera in poliestere trattata PA - Maniche raglan con dettagli in TPU - Cappuccio imbottito con coulisse, staccabile mediante zip - Cerniere antiacqua con taglio laser - Una tasca con zip sul petto con sagoma tasca stampata - Due tasche esterne con zip - Una tasca con zip sul braccio con sagoma tasca in TPU - Una tasca interna portafoglio - Polsini con chiusura regolabile in poliuretano - Coulisse al fondo Morbida fodera con imbattitura in soffice poliestere (effetto piuma) CERVINIA MAN S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 8 pcs 320 g/m² + 180 g/m² Cappuccio imbottito staccabile, maniche raglan con dettagli in TPU NAVY 993420 RED 993422 BLACK 993421 ROYAL 993423 GREY 993424 CERVINIA LADY S - M - L - XL - XXL 8 pcs 320 g/m² + 180 g/m² Una tasca con zip sul braccio con sagoma tasca in TPU BLACK 993860 GIUBBINO IMBOTTITO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPIRANTE - 97% poliestere - 3% elastan - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Imbottitura in poliestere - Fodera in poliestere - Cappuccio staccabile mediante bottoni coperti - Cerniere nastrate - Una tasca sul petto con zip - Una tasca interna portafoglio e una per lettore mp3 - Profili rifrangenti sulle braccia e sul cappuccio - Polsini con elastico regolabili con velcro - Coulisse al fondo - Una zip interna per personalizzare su schiena e una per il cuore S - M - L - XL - XXL - 3XL 4XL solo NAVY 15 pcs 320 g/m² + 180 g/m² NAVY 989520 BLACK 989521 LIGHT GREY 989529 GIUBBINO IN SOFT SHELL A 3 STRATI IMPERMEABILE E IMBOTITTO - 100% poliestere - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Fodera in poliestere con cuciture verticali - Imbottitura in poliestere - Stampe rifrangenti anteriori e posteriori sulle spalle e sui fianchi - Cappuccio estraibile mediante zip coperta - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca con zip sul braccio e doppio portapenne - Una tasca interna portafoglio con velcro - Tessuto a protezione del mento con stampa rifrangente - Polsini elastici regolabili con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL 10 pcs 300 g/m² + 160 g/m² Stampe rifrangenti sulle spalle BLACK 994460 GIUBBINO IN SOFT SHELL A TRE STRATI IMPERMEABILE E IMBOTITTO - 96% poliestere - 4% elastan - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Fodera in poliestere con cuciture verticali - No label - Imbottitura in poliestere - Stampa rifrangente anteriore - Stampa rifrangente posteriore sul fianco - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena - Maniche staccabili mediante zip coperta - Cappuccio imbottito con coulisse, staccabile mediante zip coperta - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca con zip sul braccio e doppio portapenne - Una tasca interna portafoglio con velcro - Tessuto a protezione del mento con logo 4STRETCH - Polsini elastici regolabili con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL 10 pcs 320 g/m² + 160 g/m² Tessuto a protezione del mento con logo 4STRETCH Maniche staccabili Stampa rifrangente posteriore, piping giallo fluo sulla schiena Una tasca con zip sul braccio e doppio portapenne NAVY 994480 GREY 994482 BLACK 994481 GIUBBINO IN SOFTSHELL A TRE STRATI, IMPERMEABILE E TRASPARENTE - 97% poliestere - 3% elastan - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Interno in pile antipilling - Fodera interna in tessuto termico nella parte anteriore - Stampe rifrangenti anteriori sui fianchi - Stampe rifrangenti posteriori sulle scapole - Maniche raglan con dettagli in TPU - Cappuccio con coulisse staccabile mediante zip - Cerniere antiacqua con taglio laser - Una tasca con zip sul petto con sagoma tasca stampata - Due tasche esterne con zip - Una tasca con zip sul braccio con sagoma tasca in TPU - Una tasca interna portafoglio con zip - Polsini con chiusura regolabile in poliuretano - Coulisse al fondo Cappuccio staccabile, maniche raglan con dettagli in TPU, stampe rifrangenti sulle scapole Fodera in tessuto termico, una tasca portafoglio con zip ARTIC MAN S - M - L - XL - XXL - 3XL 15 pcs 320 g/m² NAVY 992650 RED 992652 GREY 992654 ROYAL 992653 BLACK 992651 ARTIC LADY S - M - L - XL - XXL 15 pcs 320 g/m² NAVY 993851 RED 993852 ROYAL 993853 BLACK 993850 GIUBBINO IN SOFTSHELL A TRE STRATI, IMPERMEABILE E TRASPIRANTE - Lavorazione esterna del tessuto ad effetto “gommato” - 100% poliestere - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Interno in pile antipilling - Fodera interna retinata nella parte anteriore - Maniche raglan - Cappuccio con coulisse, staccabile mediante zip - Cerniere nastrate - Una tasca sul petto con zip e sagoma tasca stampata - Due tasche esterne con zip - Una tasca interna portafoglio con zip - Polsini elastici regolabili tramite velcro con chiusura in puliuretano - Coulisse al fondo S - M - L - XL - XXL - 3XL 15 pcs 320 g/m² Lavorazione esterna del tessuto ad effetto “gommato”, polsini elastici regolabili tramite velcro con chiusura in puliuretano NAVY 992670 BLACK 992671 GIUBBINO IN SOFTSHELL A TRE STRATI, IMPERMEABILE - 96% poliestere - 4% elastan - Interno in pile antipilling - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - No label - Stampa rifrangente anteriore - Stampa rifrangente posteriore sul fianco - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena - Cappuccio estraibile mediante zip - Cerniere nastroate - Una tasca sul petto con zip - Due tasche esterne con zip - Tessuto a protezione del mento con logo 4STRETCH - Tessuto elastico ai polsi - Tessuto elastico al fondo NAVY 994490 GREY 994492 BLACK 994491 S - M - L - XL - XXL - 3XL 20 pcs 320 g/m² GIUBBINO IN SOFTSHELL A TRE STRATI, IMPERMEABILE - 100% poliestere - Interno in pile antipilling - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Stampe rifrangenti anteriori sulle spalle e sul fianco - Stampa rifrangente posteriore sulle spalle e sul fianco - Cappuccio estraibile mediante zip - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Tessuto a protezione del mento con stampa rifrangente - Tessuto elastico ai polsi - Tessuto elastico al fondo S - M - L - XL - XXL - 3XL 15 pcs 300 g/m² GREY 994501 NAVY 994502 BLACK 994500 GIUBBINO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPIRANTE - 96% poliestere - 4% elastan - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Interno in pile antipilling - Cerniere nastrate - Due tasche esterne con zip - Fondo e polsini in maglia elasticizzati S - M - L - XL - XXL 3XL solo NAVY, BLACK (990252) 15 pcs 320 g/m² NAVY 990250 details NAVY BLACK 990251 details YELLOW FLUO BLACK 990252 details BLACK GREY 990258 details ORANGE FLUO GIUBBINO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPARENTE - 97% poliestere - 3% elastane - Impermeabile 6000 mm/H₂O - Traspirabilità 4000 g/M²/24H - Interno in pile antipilling - Interno manica e fianchi in contrasto - Speciale taglio del giromanica per un maggior comfort - Cerniere nastrate - Una tasca con zip sul petto con sagoma tasca stampata - Due tasche esterne con zip - Tessuto elastico ai polsi - Tessuto elastico al fondo S - M - L - XL - XXL - 3XL 15 pcs 320 g/m² Tessuto elastico al fondo CALGARY NAVY/ROYAL 993770 BLACK/GREY 993771 GREEN/BLACK 993775 BLACK/RED 993772 ROYAL/BLACK 993773 GREY/ORANGE 993774 GIUBBINO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPIRANTE - 97% poliestere - 3% elastan - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Maniche staccabili - Interno in pile antipilling - Cappuccio estraibile a scomparsa - Profili rifrangenti sui fianchi - Cerniere nastrate - Una tasca sul petto con zip e portabadge estraibile a scomparsa - Due tasche esterne con zip - Due tasche con zip sul braccio - Doppio portapenna sul braccio - Una tasca interna portafoglio - Un taschino interno portacellulare - Polsini con elastico regolabili con velcro - Coulisse al fondo Tasca interna portafoglio NEW SAINT MORITZ S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY e BLACK ROYAL 988082 NAVY 988080 BLACK 988081 DARK GREY 988083 ORANGE FLUO 988087 DARK GREEN 988086 Maniche staccabili Tasca sulla manica con doppio portapenna 15 pcs 320 g/m² GIUBBINO IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPIRANTE - 97% polyester - 3% elastan - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Maniche staccabili - Interno in pile antipilling - Cappuccio staccabile mediante zip - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca con zip sul braccio - Un taschino interno portacellulare - Polsini con elastico regolabili con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY e BLACK 15 pcs 320 g/m² Maniche staccabili NAVY 988062 GREY 988067 BLACK 988065 RED 988066 41 SESTRIERE GIUBBINO IN SOFT SHELL A DUE STRATI IMPERMEABILE E TRASPARENTE - 96% poliestere - 4% elastane - Impermeabilità 6000 mm/H₂O - Foderina in poliestere con cuciture verticali - Imbottitura in poliestere - Cappuccio imbottito con coulisse - Cerniere nastrate YKK - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca interna portafoglio con velcro - Polsini regolabili con velcro - Coulisse al fondo Imbottitura in poliestere, tasca interna portafoglio Cerniere nastrate YKK SESTRIERE MAN S - M - L - XL - XXL - 3XL 10 pcs 280 g/m² + 120 g/m² Cerniere nastrate YKK NAVY 993900 GREY 993902 ROYAL 993905 RED 993904 BLACK 993901 ARMY GREEN 993903 SESTRIERE LADY S - M - L - XL XXL solo BLACK 10 pcs 280 g/m² + 120 g/m² NAVY 993910 ROYAL 993913 RED 993912 BLACK 993911 SESTRIERE BOY S - M - L - XL 5/6 7/8 9/11 12/13 10 pcs 280 g/m² + 120 g/m² NAVY 993920 ROYAL 993921 GIUBBINO IN SOFT SHELL A DUE STRATI IMPERMEABILE E IMBOTTOITO - 100% poliestere stretch - Impermeabilità 6000 mm/H₂O - Foderia in poliestere - Imbottitura in poliestere - Maniche staccabili - Cappuccio staccabile - Profili rifrangenti sui fianchi - Cerniere nastrate - Una tasca sul petto con zip coperta - Due tasche esterne con zip coperte - Due tasche con zip sul braccio - Doppio portapenna sul braccio - Una tasca interna portafoglio - Polsini con elastico regolabili con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL 10 pcs 280 g/m² + 120 g/m² GREY/BLACK 991342 BLACK 991343 NAVY 991340 DAVOS GIUBBINO IN SOFT SHELL A DUE STRATI IMPERMEABILE E IMBOTITTO - 100% poliestere stretch - Impermeabilità 6000 mm/H₂O - Fodera in poliestere - Imbottitura in poliestere - Cappuccio imbottito - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca interna portafoglio - Polsini con elastico regolabili con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL NAVY 991330 BLACK 991333 LIGHT GREY 991336 10 pcs 280 g/m² + 120 g/m² GIUBBINO IN SOFT SHELL A DUE STRATI IMPERMEABILE - 95% poliestere 5% elastan - Impermeabilità 6000 mm/H₂O - Interno in pile antipilling - Cappuccio con coulisse - Cerniere nastrate YKK - Una tasca sul petto con zip - Due tasche esterne con zip - Polsini regolabili con velcro - Coulisse al fondo INNSBRUCK LADY S - M - L - XL - XXL XXL non disponibile WHITE e ARMY GREEN 15 pcs 280 g/m² Cerniere nastrate YKK ARMY GREEN 992206 WHITE OFF 992201 NAVY 992200 ROYAL 992203 BLACK 992202 LIGHT GREY 992205 RED 992204 INNSBRUCK MAN S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY e BLACK 3XL non disponibile WHITE 15 pcs 280 g/m² Cerniere nastrate YKK NAVY 991690-C GREY 991691-C ROYAL 991693 LIGHT GREY 991696 ORANGE 991697 GREEN 991698 BLACK 991692-C ARMY GREEN 991699 RED 991694 WHITE OFF 991695 INNSBRUCK BOY S - M - L - XL 5/6 7/8 9/11 12/13 15 pcs 280 g/m² NAVY 992210 BLACK 992212 ROYAL 992213 RED 992214 GIUBBINO IN SOFT SHELL A DUE STRATI IMPERMEABILE - 100% poliestere - Impermeabilità 6000 mm/H₂O - Interno in pile antipilling - Stampe rifrangenti anteriori sull’avambraccio - Stampe rifrangenti posteriori sulle spalle - Cappuccio con coulisse - Cerniere nastrate - Una tasca con zip sul petto con sagoma tasca stampata - Due tasche esterne con zip - Tessuto elastico ai polsi - Tessuto elastico al fondo Tasca con zip sul petto con sagoma tasca stampata Stampe rifrangenti posteriori sulle spalle GARMISCH MAN XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY e BLACK 15 pcs 280 g/m² RED 992662 NAVY 992660 BLACK 992661 ROYAL 992664 GREY 992663 GARMISCH LADY S - M - L - XL - XXL - 3XL 15 pcs 280 g/m² NAVY 994090 BLACK 994092 RED 994091 GIUBBINO BICOLORE IN SOFT SHELL A DUE STRATI IMPERMEABILE - 100% poliestere stretch - Interno in pile antipilling - Impermeabilità 6000 mm/H₂O - No label - Cerniere nastrate - **Cerniera centrale YKK** - Spalle e fianchi in contrasto - Tessuto a protezione del mento con stampa rifrangente - Due tasche esterne con zip - Polsini in tessuto elastico S - M - L - XL - XXL - 3XL 15 pcs 280 g/m² Cerniera centrale YKK Polsini elastici Due tasche con zip BLACK/RED 994322 BLACK/GREY 994320 Tessuto proteggi mento con stampa ritrangente NAVY/BLACK 994324 NAVY/ROYAL 994323 Nastro di rinforzo interno collo con gancio appendiabiti, no label YELLOW FLUO/BLACK 994321 ROYAL/BLACK 994325 GREY/RED 994326 GREY/BLACK 994327 GIUBBINO IN SOFT SHELL A 2 STRATI - 96% poliestere - 4% elastane - Interno in pile antipilling - Cerniere nastrate YKK - Due ampie tasche esterne con zip - Polsini elastici Cerniere nastrate YKK Polsini elastici Due ampie tasche con zip CORTINA MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY ROYAL 992343 BLACK 992342 GREY 992341 RED 992344 GREEN 992345 CORTINA LADY S - M - L - XL - XXL NAVY 994171 BLACK 994170 GIUBBINO IN SOFT SHELL A DUE STRATI IMPERMEABILE - 100% poliestere stretch - Impermeabilità 6000 mm/H₂O - Interno in pile antipilling - Dettagli rifrangenti - Cerniere nastrate - Cappuccio con coulisse - Una tasca sul petto con zip - Due tasche esterne con zip - Polsini regolabili con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL NAVY 992050 GREY 992051 BLACK 992052 15 pcs 280 g/m² GILET IN SOFT-SHELL GILET IN SOFT SHELL A TRE STRATI IMPERMEABILE E IMBOTTITO - 96% poliestere - 4% elastan - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Fodera in poliestere con cuciture verticali - Imbottitura in poliestere - No label - Stampa rifrangente anteriore - Stampa rifrangente posteriore sul fianco - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena - Cerniere nastroate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca interna portafoglio con velcro - Tessuto a protezione del mento con logo 4STRETCH - Coulisse al fondo Stampa rifrangente posteriore, piping giallo fluo sulla schiena. BORMIO S - M - L - XL - XXL - 3XL 15 pcs 320 g/m² + 160 g/m² NAVY 994510 BLACK 994511 GREY 994512 Tasca interna portafoglio, imbottitura in poliestere GILET IN SOFT SHELL A TRE STRATI IMPERMEABILE E IMBOTTITO - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Fodera in poliestere con cuciture verticali - Imbottitura in poliestere - Stampe rifrangenti sulle spalle - Stampa rifrangente anteriore - Stampa rifrangente posteriore sul fianco - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca interna portafoglio con velcro - Tessuto a protezione del mento con stampa rifrangente - Polsini elastici regolabili con velcro - Coulisse al fondo SONDARIO S - M - L - XL - XXL - 3XL 15 pcs 300 g/m² + 160 g/m² BLACK 994470 Stampa rifrangente sulle spalle Imbottitura in poliestere, una tasca portafoglio, una zip invisibile per personalizzazione sul cuore Stampe rifrangenti anteriori GILET IN SOFT SHELL A TRE STRATI IMPERMEABILE - 96% Poliestere - 4% Elastan - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Stampe rifrangenti anteriori e posteriori sul fianco - Piping giallo fluo sulle spalle anteriori e sulla schiena - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Tessuto a protezione del mento con logo 4STRETCH - No label - Tessuto elastico ai polsi - Tessuto elastico al fondo Stampe rifrangenti posteriori, piping giallo fluo sulla schiena PINZOLO S - M - L - XL - XXL - 3XL 20 pcs 320 g/m² NAVY 994530 BLACK 994531 GREY 994532 Tessuto proteggi mento con stampa 4 stretch GILET IN SOFT SHELL A TRE STRATI IMPERMEABILE - 100% polyester - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Stampe rifrangenti anteriori sulle spalle e sul fianco - Stampa rifrangente posteriore sulle spalle e sul fianco - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Tessuto a protezione del mento con stampa rifrangente - Tessuto elastico ai polsi - Tessuto elastico al fondo Stampa rifrangente posteriore sul fianco TRIESTE NAVY 994522 GREY 994521 BLACK 994520 S - M - L - XL - XXL - 3XL 20 pcs 300 g/m² Stampa rifrangente sul tessuto proteggi mento GILET IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPARENTE - 97% poliestere - 3% elastan - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Interno in pile antipilling - Profili rifrangenti - Cerniere nastrate - Una tasca sul petto con zip e portabadge estraibile a scomparsa - Due tasche esterne con zip - Una tasca interna portafoglio - Un taschino interno portacellulare - Coulisse al fondo S - M - L - XL - XXL - 3XL 20 pcs 320 g/m² Tasca interna portafoglio Portabadge estraibile a scomparsa EDMONTON GREY/BLACK 987430 BLACK/LIGHT GREY 987431 ROYAL/BLACK 987432 BLACK/ORANGE 987433 LIGHT GREY/ORANGE 987434 NAVY/RED 987437 NAVY//ROYAL 987438 GILET IN SOFT SHELL A TRE STRATI IMPERMEABILE E TRASPIRANTE - 100% poliestere stretch - Impermeabilità 6000 mm/H₂O - Traspirabilità 4000 g/M²/24h - Interno in pile antipilling - Cerniere nastrate - Due tasche esterne con zip - Una tasca sul petto con zip e portabadge estraibile a scomparsa - Una tasca interna portafoglio - Un taschino interno portacellulare - Coulisse al fondo S - M - L - XL - XXL - 3XL 4XL solo NAVY Portabadge estraibile a scomparsa Tasca interna portafoglio BLACK 987740 GREY 991203 NAVY 987742 VIPITENO GILET IN SOFT SHELL A DUE STRATI IMPERMEABILE E IMBOTTITO - 96% poliestere - 4% elastane - Impermeabilità 6000 mm/H₂O - Fodera in poliestere con cuciture verticali - Imbottitura in poliestere - Cerniere nastrate YKK - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca interna portafoglio con velcro - Coulisse al fondo Cerniere nastrate YKK Imbottitura in poliestere, tasca interna portafoglio VIPITENO MAN S - M - L - XL - XXL - 3XL 15 pcs 280 g/m² + 120 g/m² NAVY 993930 RED 993934 ARMY GREEN 993933 BLACK 993931 ROYAL 993935 GREY 993932 VIPITENO LADY S - M - L - XL XXL solo BLACK 15 pcs 280 g/m² + 120 g/m² NAVY 993940 BLACK 993941 GILET IN SOFT SHELL A DUE STRATI IMPERMEABILE - 96% poliestere - 4% elastan - Impermeabilità 6000 mm/H₂O - Interno in pile antipilling - Cerniere nastrate YKK - Una tasca sul petto con zip - Due tasche esterne con zip - Coulisse al fondo 2 STRATI WATER RESISTANCE Cerniere nastrate YKK TARVISIO LADY S - M - L - XL XXL solo BLACK e L.GREY 20 pcs 280 g/m² BLACK 992611 RED 992613 NAVY 992610 ARMY GREEN 992616 WHITE OFF 992615 ROYAL 992614 LIGHT GREY 992612 TARVISIO MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY e BLACK 20 pcs 280 g/m² BLACK 992331 ARMY GREEN 992339 ORANGE 992336 GREY 992332 RED 992334 NAVY 992330 GREEN 992337 WHITE OFF 992338 ROYAL 992333 LIGHT GREY 992335 TARVISIO BOY S - M - L - XL 5/6 7/8 9/11 12/13 20 pcs 280 g/m² BLACK 992620 ROYAL 992622 RED 992621 NAVY 992623 GILET BICOLORE IN SOFT SHELL A DUE STRATI IMPERMEABILE - 100% polyester stretch - Interno in pile antipilling - Impermeabilità 6000 mm/H₂O - Cerniere nastrate - Cerniera centrale YKK - No label - Spalle e fianchi in contrasto - Tessuto a protezione del mento con stampa rifrangente - Due tasche esterne con zip - Polsini in tessuto elastico S - M - L - XL - XXL - 3XL 20 pcs 300 g/m² Cerniera centrale YKK BLACK/RED 994332 BLACK/GREY 994330 Tessuto proteggi mento con stampa rifrangente NAVY/BLACK 994334 NAVY/ROYAL 994333 Nastro di rinforzo interno collo con gancio appendibiti, no label YELLOW FLUO/BLACK 994331 ROYAL/BLACK 994335 GREY/BLACK 994337 GREY/RED 994336 GILET IN SOFT SHELL A DUE STRATI IMPERMEABILE - Impermeabilità 6000 mm/H₂O - 100% poliestere stretch - Interno in pile antipilling - Dettagli rifrangenti - Cerniere antiacqua - Una tasca sul petto con zip - Due tasche esterne con zip - Coulisse al fondo S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² ORTISEI NAVY 992060 GREY 992061 BLACK 992062 GILET IN SOFT SHELL A DUE STRATI - 96% poliestere - 4% elastane - Impermeabile 6000 mm/H₂O - Interno in pile antipilling - Stampe rifrangenti posteriori sulle spalle - Cappuccio con coulisse - Cerniere nastrate - Una tasca con zip sul petto con sagoma tasca stampata - Due tasche esterne con zip - Tessuto elastico nel gironcina - Tessuto elastico al fondo S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² Stampe rifrangenti posteriori sulle spalle STELVIO NAVY 993740 BLACK 993741 GREY 993742 RED 993743 ROYAL 993744 GILET IN SOFT SHELL A DUE STRATI - 96% polyester - 4% elastan - Interno in pile antipilling - Cerniere nastrate YKK - Due ampie tasche esterne con zip S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 20 pcs 280 g/m² Cerniere nastrate YKK Due ampie tasche con zip SANTANDER BLACK 992352 RED 992354 GREEN 992355 GREY 992351 ROYAL 992353 NAVY 992350 GIUBBOTTI INVERNALI GIUBBINO IN TESSUTO IMPERMEABILE ELASTICIZZATO - 94% poliestere – 6% spandex con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Imbottitura in soft poliestere (effetto piuma) - Fodera in morbido poliestere 320T - Collo alto antivento con cappuccio imbottito allungabile mediante zip (Man) - Cappuccio imbottito (Lady) - Cerniere antiacqua con taglio laser - Due ampie tasche esterne con zip - Una tasca interna portafoglio con zip - Polsini con chiusura regolabile con velcro - Tessuto elasticizzato antivento all’interno dei polsini - No label NORVEGIA MAN S - M - L - XL - XXL - 3XL 8 pcs 300 g/m² + 180 g/m² BEIGE 994245 RED 994244 NAVY 994240 ARMY GREEN 994242 DARK GREY 994243 BLACK 994241 NORVEGIA LADY S - M - L - XL - XXL 8 pcs 300 g/m² + 180 g/m² BLACK 994680 BEIGE 994682 RED 994681 GIUBBINO IN TESSUTO COMPOSITO IMPERMEABILE - Spalle, parte inferiore del busto, fianchi e parte inferiore della manica in softshell 3 strati elasticizzato - Torace e schiena in 92% poliestere - 8% spandex con membrana TPU - Fodera in morbido poliestere 320T - Impermeabilità 3000 mm/HzO - Traspirabilità 1000g/m²/24h - Imbottitura in soft poliestere (effetto piuma) - Cappuccio imbottito con finitura in tessuto elasticizzato - Cerniere antiacqua (con doppio cursore nella versione lady) - Una tasca esterna sul petto con zip invisibile (utilizzabile anche per poter ricamare) - Due ampie tasche esterne con zip - Una tasca interna portafoglio con zip - Tessuto elasticizzato ai polsi - No label Fodera in morbido poliestere 320T, imbottitura soft poliestere CANADA MAN S - M - L - XL - XXL - 3XL 8 pcs 240 g/m² + 160 g/m² Tasca interna portafoglio con zip Cerniere antiacqua, una tasca sul petto con zip invisibile (utilizzabile anche per ricamo) NAVY 994180 BLACK 994181 CANADA LADY S - M - L - XL - XXL 8 pcs 240 g/m² + 160 g/m² NAVY 994192 BLACK 994191 GIUBBINO IN TESSUTO IMPERMEABILE ELASTICIZZATO - 94% poliestere – 6% spandex con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Imbottitura in soft poliestere (effetto piuma) - Fodera in morbido poliestere 320T - Cappuccio imbottito con coulisse - Zip centrale coperta con doppio cursore - Due ampie tasche esterne con bottoni automatici - Una tasca sul petto con cerniera antiaqua con taglio laser - Una tasca interna portafoglio con zip - Tessuto elasticizzato antivento all’interno dei polsini - No label Zip centrale coperta con doppio cursore ALASKA MAN S - M - L - XL - XXL - 3XL 8 pcs 300 g/m² + 180 g/m² Tasca sul petto con cerniera antiacqua con taglio laser ARMY GREEN 994822 NAVY 994820 BLACK 994821 ALASKA LADY S - M - L - XL - XXL 8 pcs 300 g/m² + 180 g/m² ARMY GREEN 994831 BEIGE 994832 BLACK 994830 NEW DA SETTEMBRE GIUBBOTTO IN TESSUTO IMPERMEABILE ELASTICIZZATO - 94% polyester – 6% spandex con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Imbottitura in soft polyester (effetto piuma) - Fodera in morbido polyester 320T - Doppia chiusura con zip centrale coperta e bottoni automatici - Due ampie tasche con zip coperta - Una tasca interna portafoglio con zip - Tessuto elasticizzato antivento all’interno dei polsini - Una zip interna per personalizzare sul cuore - No label Tasca interna portafoglio con zip S - M - L - XL - XXL - 3XL 8 pcs 300 g/m² + 180 g/m² NAVY 994910 BEIGE 994911 DARK GREY 994912 Due tasche con zip coperte GIACCA A VENTO IN NYLON RIPSTOP MORBIDO E IMPERMEABILE - Imbottitura in soffice poliestere (effetto piuma) - Fodera in morbido poliestere 320T - Cappuccio imbottito regolabile con coulisse - Due tasche esterne con zip - Una zip invisibile sul petto per la personalizzazione - Una tasca interna portafoglio con zip - Polsini elastici con chiusura regolabile con velcro - Coulisse al fondo - Colore Camouflage: 100% poliestere Tasca interna portafoglio con zip | Size | Quantity | Weight | |------|----------|--------| | S | 5 pcs | 40 g/m² + 530 g/m² | **Colors:** - NAVY 994860 - BLACK 994861 - BLACK/LIGHT GREY 994862 - BLACK/ARMY GREEN 994863 - BLACK/ROYAL 994865 - BLACK/CAMOUFLAGE 994864 GIUBBOTTO IN TESSUTO IMPERMEABILE ELASTICIZZATO - 94% poliestere – 6% spandex con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Imbottitura in soft poliestere (effetto piuma) - Fodera in morbido poliestere 320T - Cerniere antiacqua con taglio laser - Cappuccio imbottito con coulisse - Due tasche con zip coperta - Una tasca interna portafoglio con zip - Polsini e fondo in tessuto elasticizzato - Una zip interna per personalizzare sul cuore - No label Tasca interna portafoglio con zip S - M - L - XL - XXL - 3XL 10 pcs 300 g/m² + 180 g/m² NAVY 994990 BLACK 994991 BEIGE 994994 ARMY GREEN 994992 GREY 994993 RED 994995 GIUBBINO IN TESSUTO COMPOSITO IMPERMEABILE E TRASPIRANTE - Corpo: nylon 20 D water resistance con fodera in poliestere 300T - Imbottitura in soffice poliestere (effetto piuma) - Fianchi e maniche: softshell tre strati con membrana TPU, con interno in pile antipilling - Impermeabilità 3000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Cerniere con profilatura in contrasto - Due tasche con zip - Una tasca con zip sul braccio - Due tasche interne - Tessuto elastico ai polsi - Tessuto elastico al fondo LOVANIO MAN S - M - L - XL - XXL - 3XL 4XL solo BLACK 330 g/m² + 200 g/m² 10 pcs BLACK 992721 NAVY 992720 LOVANIO LADY S - M - L - XL - XXL 330 g/m² + 200 g/m² 10 pcs BLACK 992730 GIUBBINO IN TESSUTO COMPOSITO - Corpo e parte inferiore manica in 100% poliestere 300 T cire, con imbottitura in soffice poliestere (effetto piuma) - Spalle, fianchi e parte superiore del busto e della manica in softshell a 2 strati, con interno in pile antipilling - Zip nastrate YKK - Due tasche esterne con zip - Tessuto elastico ai polsi - Tessuto elastico al fondo Zip nastrate YKK BERGEN MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 15 pcs 195 g/m² + 180 g/m² NAVY/BLACK 994120 ROYAL/BLACK 994122 GREY/BLACK 994123 BLACK 994121 BERGEN LADY S - M - L - XL 15 pcs 195 g/m² + 180 g/m² BLACK 994130 GIUBBINO BAMBINO IN NYLON 20D MORBIDO, LUCIDO E IMPERMEABILE - Fodera morbida in polyester 300T - **Imbottitura in soffice poliestere (effetto piuma)** - Cappuccio imbottito staccabile mediante zip coperta - Due tasche con zip - Una tasca interna portafoglio - Tessuto elastico nel fondo e ai polsini M - L - XL 7/8 9/11 12/13 10 pcs 195 g/m² + 180 g/m² NAVY 990543 VILNIUS MAN S - M - L - XL - XXL - 3XL 10 pcs 195 g/m² + 180 g/m² NAVY 990520 BLACK 990523 LIGHT GREY 990527 CAMOUFLAGE GREEN 990528 DARK GREY 990529 VILNIUS LADY S - M - L - XL - XXL 10 pcs 195 g/m² + 180 g/m² BLACK 990533 LIGHT GREY 990536 NAVY 990539 GIUBBINO MORBIDO E IMPERMEABILE - Tessuto esterno in 100% poliestere, 300T cire - Fodera in poliestere - **Imbottitura in soffice poliestere (effetto piuma)** - Cappuccio imbottito staccabile mediante zip coperta - Due tasche con zip - Fianchi con cuciture verticali - Polsini e fondo con tessuto elasticizzato RUSSIA MAN S - M - L - XL - XXL - 3XL 10 pcs 60 g/m² + 160 g/m² NAVY 993660 BLACK 993661 BLUE 993662 GREY 993663 Cappuccio imbottito staccabile mediante zip coperta RUSSIA LADY S - M - L - XL - XXL 10 pcs 60 g/m² + 160 g/m² NAVY 993670 BLACK 993671 GIUBBINO MORBIDO E IMPERMEABILE - Tessuto esterno in 100% poliestere, 300T cire - Fodera in poliestere - **Imbottitura in soffice poliestere (effetto piuma)** - Cappuccio imbottito con finitura in tessuto elasticizzato - Cerniere nastrate - Due tasche con zip - Una tasca interna portafoglio con velcro - Fianchi con cuciture verticali - Polsini e fondo in tessuto elasticizzato S - M - L - XL - XXL - 3XL 10 pcs 60 g/m² + 160 g/m² SVIZZERA NAVY 993380 DARK GREY 993382 BLACK 993381 GIUBBINO IN TESSUTO SCUBA (NEOPRENE) - 92% poliestere - 8% elastane - Non imbottito - Cerniere nastrate YKK - Cappuccio con coulisse - Nastro interno collo in contrasto - Tasca a marsupio con due zip e stampe in TPU XS - S - M - L - XL - XXL - 3XL 15 pcs 360 g/m² Nastro interno collo in contrasto GROENLAND Cerniere nastrate YKK BLACK 993262 NAVY 993260 DARK GREY 993261 BAM GIUBBOTTO A TRE STRATI ELASTICIZZATO IMPERMEABILE E TRASPARENTE - Tessuto esterno 90% poliestere - 10% spandex con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Morbida fodera in poliestere trattata PA - Imbottitura in soffice poliestere (effetto piuma) - Cappuccio imbottito - Cerniere nastrate - Tasca sul petto con zip - Due tasche ampie con zip - Una tasca interna portafoglio - Polsini con tessuto elasticizzato S - M - L - XL - XXL - 3XL Morbida fodera con imbottitura in soffice poliestere (effetto piuma) WIE NAVY 992180 ARMY GREEN 992182 BLACK 992181 GIUBBINO IN NYLON MORBIDO, LUCIDO E IMPERMEABILE - Fodera morbida in polyester 300T - Imbottitura in soffice poliestere (effetto piuma) - Cerniera Gialla/Rossa/Nera - Cappuccio imbottito con finitura in tessuto elasticizzato - Due tasche con zip - Tasca interna portafoglio - Polsini e fondo in tessuto elasticizzato Imbottitura in soft poliestere (effetto piuma) COLONIA MAN S - M - L - XL - XXL - 3XL 10 pcs 200 g/m² + 180 g/m² NAVY 991710 GREEN 991712 DARK RED 991713 BLACK 991711 NUT BROWN 991714 BLUE 991715 COLONIA LADY S - M - L - XL - XXL 10 pcs 200 g/m² + 180 g/m² BLACK 993871 NAVY 993870 GIUBBINO IN NYLON 20D MORBIDO, LUCIDO E IMPERMEABILE - Fodera in poliestere - Imbottitura in poliestere - Cerniera Gialla/Rossa/Nera - Cappuccio imbottito con chiusura regolabile con coulisse - Due tasche con zip esterne - Due tasche interne con velcro - Polsini e fondo in maglia elasticizzata S - M - L - XL - XXL - 3XL 3XL non disponibile GREEN XS e 4XL solo NAVY 10 pcs 195 g/m² + 180 g/m² NAVY 991240 DARK GREY 991241 BLACK 991243 GREEN 991244 GREY 991245 ARMY GREEN 991242 GIUBBINO IN NYLON LUCIDO, IMPERMEABILE - Fodera in poliestere - Imbottitura in poliestere - Due tasche coperte con zip - Una tasca interna portafoglio - Tessuto elastico ai polsini - Coulisse al fondo S - M - L - XL - XXL - 3XL 10 pcs 60 g/m² + 180 g/m² NAVY 990480 BLACK 990483 GIUBBINO NYLON LUCIDO, IMPERMEABILE - Fodera in poliestere - Imbottitura in poliestere - Maniche staccabili - Cerniere nastrate - Una tasca sul petto con zip - Due tasche con zip - Due doppie tasche (una aperta e una con velcro) - Una tasca interna portafoglio con velcro - Un gancio portachiave o portabadge estraibile - Tessuto elasticizzato ai polsi XS - S - M - L - XL - XXL - 3XL - 4XL 10 pcs 60 g/m² + 180 g/m² Maniche staccabili Due doppie tasche, un gancio portachiave o portabadge estraibile Tasca interna portafoglio con velcro NAVY 993410 ROYAL 993413 GREY 993412 BLACK 993411 GIUBBINO IN POLIAMMIDE NYLON TASLON IMPERMEABILE - Fodera in pile antipilling sul busto - Leggera imbottitura nelle maniche con fodera in poliestere - Interno collo in pile - Cerniere coperte antiacqua - Due tasche con zip - Tasca interna portafoglio - Fondo e polsini in maglia elasticizzata S - M - L - XL - XXL - 3XL 4XL solo NAVY e BLUE XS solo NAVY 15 pcs 220 g/m² + 180 g/m² body + 100 g/m² sleeve Interno collo e fodera in pile antipilling PORTLAND NAVY 991780 DARK GREY 991782 BLUE 991785 details RED/WHITE ROYAL 991784 ARMY GREEN 991783 BLACK 991781 GIUBBINO IN NYLON RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Maniche staccabili - Fodera in pile antipilling - Interno collo in pile antipilling - Cappuccio estraibile in colore fluo antipericolo con chiusura antivento - Profili rifrangenti - Alamari sulle spalle con bottone - Taschino portacellulare con gancio portachiavi - Portapenne - Due doppie tasche con bottoni - Tasca interna portafoglio con portabadge - Polsini elastici regolabili con velcro - Una zip interna per personalizzazione su schiena e una per il cuore - Bottoni automatici in metallo Maniche staccabili Tasca interna portafoglio con portabadge, fodera in pile KIEV BLACK 990421 GREY 990429 NAVY 990420 S - M - L - XL - XXL - 3XL 10 pcs 195 g/m² + 180 g/m² GIUBBINO IN POLYESTERE PONGEE - Spalmatura in PVC impermeabile - Imbottitura in poliestere - Fodera in poliestere - **Maniche staccabili** - Interno collo in pile antipiling - Tirazip in tessuto con tricolore - Alamari sulle spalle con bottoni - Tasca sul petto con portabadge a scomparsa - Due doppie tasche esterne con bottoni - Tasca interna portafoglio - Polsini elastici regolabili con velcro - Fondo vita con elastico - Bottoni automatici in metallo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 10 pcs 195 g/m² + 180 g/m² WATER RESISTANCE NEW FINLAND Maniche staccabili ROYAL 988742 NAVY 988740 - C GREY 988748 BLACK 988743-C RED 988744 GIUBBINO IMPERMEABILE IN TESSUTO 4 STRETCH ELASTICIZZATO IN ORIZZONTALE E VERTICALE PER IL MASSIMO COMFORT - 90% poliestere – 10% elastane - Impermeabilità 8000 mm/H₂O - Imbottitura in poliestere - Fodera in poliestere - Stampe rifrangenti anteriori e posteriori sul fianco - Piping giallo fluo sulle spalle anteriori e sulla schiena - Cappuccio estraibile mediante zip - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Una tasca interna portafoglio con zip - Tessuto a protezione del mento con logo 4STRETCH - Tessuto elastico ai polsi - Coulisse al fondo S - M - L - XL - XXL - 3XL 15 pcs 250 g/m² + 180 g/m² Piping giallo fluo sulla schiena, cappuccio estraibile APRICA HEAVY NAVY 994772 BLACK 994770 GREY 994771 GIUBBINO IN RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Maniche staccabili - Fodera in pile antipilling - Cappuccio estraibile in ripstop con chiusura antivento - Una tasca sul torace con velcro, con portabadge estraibile a scomparsa - Due tasche esterne con zip - Un taschino portacellulare - Doppio portapenna - Tasca interna portafoglio - Zip interne sul fondo e sul petto per personalizzazione su schiena e sul cuore - Polsini elastici regolabili con velcro - Zip laterali per regolazione fianchi - Interno collo in pile - Profili rifrangenti su interno collo, polsini e copritasche - Bottoni automatici in metallo XS - S - M - L - XL - XXL - 3XL - 4XL 10 pcs 195 g/m² + 180 g/m² BLACK 987502 GREY 989741 BROWN 989740 NAVY 987346 GIUBBINO IN POLIESTERE RIPSTOP IMPERMEABILE ANTISTRAPPO - Spalle, parte superiore della schiena, interno braccio, fianchi e tasca sul petto in tessuto 94% poliestere - 6% elastan, impermeabile e elasticizzato, con membrana TPU (Impermeabilità 4000 mm/H₂O, traspirabilità 1000 g/M2/24h) - Imbottitura in poliestere - Fodera in poliestere - Maniche staccabili - Cappuccio estraibile in Ripstop - Profili rifrangenti anteriori sulle spalle e sulla schiena - Una tasca sul petto con zip rifrangente - Una tasca con zip rifrangente sul braccio e doppio portapenna - Due tasche con zip nastrate - Una tasca interna portafoglio con zip - Polsini elastici regolabili con velcro - Zip interne sul fondo e sul petto per personalizzare su schiena e cuore Maniche staccabili S - M - L - XL - XXL - 3XL 4XL solo NAVY e BLACK 10 pcs 280 g/m² + 180 g/m² GREY 994842 ROYAL 994845 GREEN 994843 BLACK 994841 RED 994844 NAVY 994840 Tasca con zip rifrangente sul braccio e doppio portapenna Tasca interna portafoglio con zip Zip interna sul fondo per personalizzare su schiena Profili rifrangenti sulla schiena, cappuccio estraibile in Ripstop GIUBBINO IN NYLON RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Maniche staccabili - Fodera in pile antipilling e inserti traspiranti sottobraccio - Interno collo in pile antipilling - Bande rifrangenti anteriori e posteriori - Taschino portapenna - Cappuccio estraiibile in ripstop con chiusura antivento - Tasca sul petto con partabadge a scomparsa e portacellulare interno - Due doppie tasche con bottoni - Tasca interna per portafoglio - Zip laterali per regolazione fianchi - Tessuto di rinforzo sulle spalle - Polsini elastici regolabili con velcro - Zip interne sul fondo e sul petto per personalizzare su schiena e cuore - Bottoni automatici in metallo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 10 pcs 195 g/m² + 180 g/m² FODERA IN PILE WATER RESISTANCE MONACO Fodera in pile antipilling e inserti traspiranti GREY 987692 ORANGE FLUO 987697-C ROYAL 987695 Maniche staccabili BLACK 987691-C DARK RED 987693 NAVY 987690 Bandes rifrangenti posteriori GIUBBINO IN NYLON RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Fodera in poliestere - Maniche staccabili - Cappuccio estraibile in ripstop - Zip nastrate - Profili rifrangenti sui fianchi - Una tasca con zip sul petto - Due tasche esterne con zip - Una tasca interna portafoglio - Polsini elastici regolabili con velcro - Coulisse al fondo - Una zip interna per personalizzare sul cuore e una per la schiena S - M - L - XL - XXL - 3XL 10 pcs 195 g/m² + 180 g/m² NAVY 992401 GREY 992402 BLACK 992403 GIUBBINO IN NYLON RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Maniche staccabili - Fodera in poliestere - Cappuccio estraibile in ripstop - Profili rifrangenti anteriori e posteriori - Tasca sul petto con portabadge a scomparsa - Due doppie tasche con patte e chiusura in velcro - Due tasche con zip coperta e fodera rinforzata per utensili - Tasca interna portafoglio - Polsini elastici regolabili con velcro - Coulisse al fondo - Bottoni automatici in metallo - Una zip interna per personalizzare su schieno e una per il cuore S - M - L - XL - XXL - 3XL 4XL solo NAVY 10 pcs 195 g/m² + 180 g/m² WATER RESISTANCE JAPAN GREY 989461 RED 989467 BLACK 989463 - C GREEN 989466 NAVY 989460 - C ROYAL 989465 GIUBBINO IN POLYESTERE PONGEE IMPERMEABILE - Spalmatura in PVC impermeabile - Imbottitura in poliestere - Maniche staccabili - Fodera in poliestere - Cappuccio estraibile in poliestere pongee - Profili rifrangenti anteriori e posteriori - Tasca sul petto con portabadge a scomparsa - Due doppie tasche con patta e chiusura con velcro - Due tasche con zip con fodera rinforzata per utensili - Tasca interna portafoglio - Polsino con elastico regolabile con velcro - Coulisse al fondo - Bottoni automatici in metallo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 10 pcs 195 g/m² + 180 g/m² GIUBBINO IN POLYESTER PONGEE - Spalmatura in pvc impermeabile - Imbottitura in poliestere - Fodera in poliestere - **Maniche staccabili** - Zip nastrate - Una tasca con zip sul petto - Due ampie tasche con zip - Una tasca interna portafoglio - Polsino con elastico regolabile con velcro S - M - L - XL - XXL - 3XL 10 pcs 195 g/m² + 180 g/m² BLACK 995401 NAVY 995400 GIUBBINO 80% POLYESTERE - 20% COTONE - Imbottitura in poliestere - Fodera in poliestere - Maniche staccabili - Profili rifrangenti anteriori e posteriori - Tasca sul petto con portabadge a scomparsa - Due doppie tasche con patta e chiusura in velcro - Due tasche con zip con fodera rinforzata per utensili - Una tasca interna portafoglio - Un taschino interno portacellulare - Polsino con elastico regolabile con velcro - Bottoni automatici in metallo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY BLACK 987519-C NAVY 987518-C GIUBBINO 80% POLYESTERE - 20% COTONE - Imbottitura in poliestere - Fodera in poliestere - Maniche staccabili - Zip nastrate - Una tasca sul petto portacellulare - Un taschino portapenna - Due doppie tasche (di cui una con velcro) - Una tasca interna portafoglio con velcro - Polsini elasticizzati - Un gancio portachiavi o portabadge estraibile Gancio portachiavi o portabadge estraibile XS - S - M - L - XL - XXL - 3XL - 4XL Maniche staccabili GREY 993251 NAVY 993250 BLACK 993252 GREEN 993253 RED 993254 ROYAL 993255 WHITE 993256 NEW DA SETTEMBRE 10 pcs 195 g/m² + 180 g/m² GIUBBINI NON IMBOTITI GIUBBINI NON IMBOTTITI GIUBBOTTO IN TESSUTO IMPERMEABILE ELASTICIZZATO - 94% poliestere – 6% spandex con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Non imbottito - Cerniere antiacqua con taglio laser - Cappuccio regolabile con coulisse - Due tasche con zip coperta - Una tasca interna portafoglio con zip - Polsini e fondo in tessuto elasticizzato - No label S - M - L - XL - XXL - 3XL 15 pcs 300 g/m² NAVY 994920 BLACK 994921 Cappuccio regolabile con coulisse RED 994924 GREY 994925 Tasca interna portafoglio con zip ARMY GREEN 994922 BEIGE 994923 Dettaglio tessuto interno a nido d'ape GIUBBINO IN NYLON MORBIDO 20D - Non imbottito - Fodera interna in maglina con zip sul fondo per facilitare personalizzazioni - Cerniere giallo/rosso/nera - Cappuccio con chiusura regolabile con coulisse - Due tasche con zip - Tasca interna portafoglio - Polsini e fondo in maglia elasticizzata Fodera interna in maglina, tasca interna portafoglio **UTAH MAN** S - M - L - XL - XXL - 3XL 20 pcs 65 g/m² - NAVY 992010 - GREY 992011 - ARMY GREEN 992013 - BLACK 992012 --- **UTAH LADY** S - M - L - XL - XXL 20 pcs 65 g/m² - BLACK 993891 - NAVY 993890 GIUBBINO IN NYLON 20D MORBIDO - Non imbottito - Cappuccio con chiusura regolabile con coulisse - Due tasche esterne con zip - Tasca interna portafoglio - Fodera retinata con apertura sul fondo mediante zip per facilitare personalizzazioni - Polsini con tessuto elastico - Tessuto elastico nel fondo Fodera interna retinata, zip sul fondo per facilitare la personalizzazione MADEIRA LADY S - M - L - XL - XXL 20 pcs 65 g/m² NAVY 991280 LIGHT GREY 991287 DARK GREY 991286 MADEIRA MAN S - M - L - XL - XXL - 3XL 3XL non disponibile ARMY GREEN, RED 20 pcs 65 g/m² BLACK 991173 LIGHT GREY 991171 NAVY 991170 ARMY GREEN 991176 RED 991174 GIUBBINO IN 100% POLYAMIDE/NYLON TASLON - Non imbottito - Interno collo, polsini e fondo in maglia elasticizzata con profili colorati in contrasto - Fodera retinata con apertura sul fondo mediante zip per facilitare personalizzazioni - Una tasca sul petto con zip con all'interno portabadge estraibile - Due tasche esterne con zip - Una tasca interna portafoglio S - M - L - XL - XXL - 3XL 20 pcs 100 g/m² Tasca interna portafoglio, fodera retinata AMALFI Interno collo con profili colorati in contrasto NAVY 987950 details RED/WHITE BROWN 987958 details NAVY/WHITE BEIGE 987959 details BROWN/WHITE BLACK 987951 details GREY/WHITE RED 987953 details NAVY/WHITE GREEN 987956 details BLACK/WHITE GREY 987952 details NAVY/WHITE GIUBBINO IN 100% POLYAMIDE/NYLON TASLON - Non imbottito - Fodera retinata con apertura sul fondo mediante zip per facilitare le personalizzazioni - Due tasche esterne con zip coperta - Una tasca interna portafoglio - Polsini e fondo in maglia elasticizzata - Il colore Blue ha profili bianchi e rossi sui polsini e sul fondo Fodera retinata con apertura sul fondo mediante zip per facilitare le personalizzazioni ANVERSA XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 100 g/m² BLUE 993005 details RED/WHITE RED 993006 ARMY GREEN 993002 BLACK 993001 DARK GREY 993003 NAVY 993000 ROYAL 993004 GIUBBINO IN POLYESTERE RIPSTOP, IMPERMEABILE E ANTISTRAPPO - Non imbottito - Senza fodera - Cerniere nastrate YKK - No label - Cappuccio estraibile in Ripstop - Tessuto traspirante sul colletto e sotto le ascelle - Nastro di rinforzo interno collo e tessuto appendiabito giallo fluo - Due tasche con zip coperte - Polsini e fondo in tessuto elastico Tessuto lavorato Ripstop Cerniere nastrate YKK Cappuccio estraibile mediante zip Tessuto traspirante sul colletto e appendiabito fluo LIGHT BLUE 994232 NAVY 994230 YELLOW FLUO 994231 GRADO MAN NAVY 994210 LIGHT BLUE 994212 RED 994213 YELLOW FLUO 994214 BLACK 994211 GREEN FLUO 994215 GRADO LADY NAVY 994220 LIGHT BLUE 994222 RED 994225 YELLOW FLUO 994223 BLACK 994221 GREEN FLUO 994224 FUCSIA FLUO 994226 GIUBBINO IMPERMEABILE IN TESSUTO 4 STRETCH ELASTICIZZATO IN ORIZZONTALE E VERTICALE PER IL MASSIMO COMFORT - 90% poliestere – 10% elastane - Impermeabilità 8000 mm/H₂O - No label - Stampe rifrangenti anteriori e posteriori sul fianco - Piping giallo fluo sulle spalle anteriori e sulla schiena - Cappuccio estraibile mediante zip - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Tessuto a protezione del mento con logo 4STRETCH - Tessuto elastico ai polsi - Tessuto elastico al fondo Piping giallo fluo sulla schiena Transfert 4 STRETCH su tessuto proteggi mento, gancio appendiabito giallo fluo APRICA LIGHT S - M - L - XL - XXL - 3XL 40 pcs 140 g/m² NAVY 994551 GREY 994552 BLACK 994550 APRICA MEDIUM S - M - L - XL - XXL - 3XL 40 pcs 260 g/m² NAVY 994561 GREY 994562 BLACK 994560 Stampa rifrangente posteriore sul fianco Cappuccio estraibile mediante zip, stampa rifrangente sul fianco GIUBBINO MULTITASCHE ELASTICIZZATO - 98% cotone - 2% elastane - Non foderato - Maniche staccabili - Polsini regolabili in due posizioni mediante bottoni automatici - Stampe rifrangenti sulle spalle - Piping rifrangente posteriore - Cerniere naste - Tasca sul petto con zip e con triplo portapenna - Una tasca con zip sul braccio - Due tasche con zip - Nastro di rinforzo interno collo Maniche staccabili Stampe rifrangenti sulle spalle SIRIA NAVY 994250 GREY 994252 BLACK 994251 S - M - L - XL - XXL - 3XL 20 pcs 250 g/m² GILET IMBOTTITI GILET IN TESSUTO COMPOSITO IMPERMEABILE E TRASPIRANTE - Spalle e fianchi in knitted fleece 420 gr. con membrana TPU - Corpo in morbido nylon 20 D con imbottitura in soffice poliestere (effetto piuma) - Impermeabilità 3000 mm/H2O - Traspirabilità 1000 g/m²/24h - Cerniere nastrate - Tasca sul torace con zip - Due tasche con zip - Tessuto elasticizzato nel giromanica e al fondo XS - S - M - L - XL - XXL - 3XL XS non disponibile BLUE/BLACK 15 pcs 420 g/m² + 180 g/m² BLUE/BLACK 992252 GREY/BLACK 992251 ARMY GREEN/BLACK 992250 GILET IN TESSUTO COMPOSITO IMPERMEABILE E TRASPARENTE - Corpo: nylon 20 D water resistant con fodera in poliestere 300T - Imbottitura in soffice poliestere (effetto piuma) - Fianchi: softshell tre strati con membrana TPU, con interno in pile antipilling. - Impermeabilità 3000 mm/H2O - Traspirabilità 1000 g/M2/24h - Cerniere con profilatura in contrasto - Due tasche con zip - Due tasche interne - Tessuto elastico nel giromanica - Tessuto elastico al fondo Tessuto elastico nel giromanica, fianchi in softshell tre strati con membrana TPU NANTES MAN S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 35 g/m² + 200 g/m² 15 pcs LADY S - M - L - XL - XXL 35 g/m² + 200 g/m² 15 pcs NAVY 992700 BLACK 992701 GREY 992702 BLACK 992710 GILET IN TESSUTO COMPOSITO - Corpo in 100% poliestere 300 T cire, con imbottitura in soffice poliestere (effetto piuma) - Spalle, fianchi e parte superiore del busto in softshell a 2 strati, con interno in pile antipilling - Cerniere YKK - Due tasche esterne con zip - Tessuto elastico al giromanica - Tessuto elastico al fondo Fianchi in softshell OSLO MAN NAVI/BLACK 994140 BLACK 994141 ROYAL/BLACK 994142 GREY/BLACK 994143 Cerniere YKK S - M - L - XL - XXL - 3XL 195 g/m² + 180 g/m² 20 pcs OSLO LADY S - M - L - XL 195 g/m² + 180 g/m² 20 pcs BLACK 994150 BREST BOY GILET IN NYLON 20D MORBIDO, LUCIDO E IMPERMEABILE - Fodera morbida in polyester 300T - Imbottitura in soft poliestere (effetto piuma) - Due tasche con zip - Una tasca interna portafoglio - Tessuto elastico nel giromanica - Tessuto elastico nel fondo M - L - XL 7/8 9/11 12/13 NAVY 990550 35 g/m² + 250 g/m² **BREST MAN** **GILET IN NYLON 20D MORBIDO, LUCIDO E IMPERMEABILE** - Fodera morbida in polyester 300T - **Imbottitura in soft poliestere** (effetto piuma) - Due tasche con zip - Una tasca interna portafoglio - Tessuto elastico nel giromanica - Tessuto elastico nel fondo | Taglie | Peso | |--------|------| | S - M - L - XL - XXL - 3XL | 35 g/m² + 250 g/m² | 15 pcs **NAVY 990510** **BLACK 990513** **LIGHT GREY 990518** --- **BREST LADY** **GILET IN NYLON 20D MORBIDO, LUCIDO E IMPERMEABILE** - Fodera morbida in polyester 300T - **Imbottitura in soffice poliestere** (effetto piuma) - Cappuccio imbottito - Due tasche con zip - Una tasca interna portafoglio - Tessuto elastico nel giromanica - Tessuto elastico nel fondo | Taglie | Peso | |--------|------| | S - M - L - XL | 35 g/m² + 250 g/m² | | XXL solo NAVY e BLACK | | 15 pcs **NAVY 990850** fodera NAVY **BLACK 990853** fodera LEOPARD **DARK GREY 990856** fodera GREY GILET MORBIDO E IMPERMEABILE - Tessuto esterno in 100% poliestere, 300T cire - Fodera in poliestere - Imbottitura in soffice poliestere (effetto piuma) - Due tasche con zip - Fianchi con cuciture verticali - Tessuto elastico nel giromanica - Tessuto elastico nel fondo Fianchi con cuciture verticali GALLES MAN S - M - L - XL - XXL - 3XL 15 pcs 60 g/m² + 160 g/m² NAVY 993640 BLACK 993641 BLUE 993642 GREY 993643 GALLES LADY S - M - L - XL XXL solo NAVY 15 pcs 60 g/m² + 160 g/m² NAVY 993650 BLACK 993651 BLUE 993652 GREY 993653 GILET IN NYLON MORBIDO, LUCIDO E IMPERMEABILE - Fodera morbida in polyester 300T - Imbottitura in soffice polyester (effetto piuma) - Zip gialla/rossa/nera - Due tasche con zip - Tasca interna portafoglio - Tessuto elastico nel giromanica e nel fondo Tasca interna portafoglio, fodera morbida in poliestere 300T Tessuto elastico nel giromanica WORMS MAN BLACK 991722 GREEN 991725 GREY 991721 NAVY 991720 BLUE 991724 DARK RED 991723 WORMS LADY NAVY 993880 FRANCOFORTE GILET MORBIDO E IMPERMEABILE - Tessuto esterno in 100% poliestere, 300T cire - Fodera in poliestere - Imbottitura in soffice poliestere (effetto piuma) - Cerniere nastrate - Due tasche con zip - Una tasca interna portafoglio con velcro - Tessuto elastico nel giromanica - Tessuto elastico nel fondo S - M - L - XL - XXL - 3XL 15 pcs 60 g/m² + 160 g/m² DARK GREY 993392 BLACK 993391 NAVY 993390 NEW SHANGHAI GILET IN NYLON LUCIDO IMPERMEABILE - Fodera in poliestere - Imbottitura in poliestere - Due tasche con zip - Una tasca interna portafoglio M - L - XL - XXL - 3XL S solo NAVY e BLACK 15 pcs 60 g/m² + 180 g/m² NAVY 990410 CAMOUFLAGE BLUE 990468 ROYAL 990460 CAMOUFLAGE GREEN 990419 Tasca interna portafoglio DARK RED 990464 GREEN 990466 CAMOUFLAGE GREY 990469 BLACK 990411 GILET IN NYLON LUCIDO IMPERMEABILE - Fodera in poliestere - Imbottitura in poliestere - Una tasca con zip sul petto - Due tasche con zip - Una tasca interna portafoglio S - M - L - XL - XXL - 3XL 4XL solo NAVY 15 pcs 60 g/m² + 180 g/m² NAVY 991760 BLACK 991761 DARK GREY 991762 ARMY GREEN 991763 RED 991764 GILET IN NYLON LUCIDO IMPERMEABILE - Fodera in poliestere - Imbottitura in poliestere - Cerniere nastrate - Una tasca sul petto con zip - Due tasche con zip - Due doppie tasche (di cui una con velcro) - Una tasca interna portafoglio con velcro - Un gancio portachiave o portabadge estraibile S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 15 pcs 60 g/m² + 180 g/m² NAVY 993400 ROYAL 993403 BLACK 993401 GREY 993402 GILET IN POLYESTERE RIPSTOP IMPERMEABILE E ANTISTRAPPO - Spalle, parte alta della schiena, fianchi e tasca sul petto in tessuto 94% poliestere 6% elastan impermeabile ed elasticizzato, con membrana TPU - Impermeabilità 4000 mm/H₂O - Traspirabilità 1000 g/M²/24h - Imbottitura in poliestere - Fodera in poliestere - Profili rifrangenti anteriori sulle spalle e sulla schiena - Una tasca sul petto con zip rifrangente - Due tasche con zip nastrate - Una tasca interna portafoglio con zip - Zip interne sul fondo e sul petto per personalizzare su schiena e cuore S - M - L - XL - XXL - 3XL 4XL solo NAVY 15 pcs 280 g/m² + 180 g/m² DENMARK GILET IN NYLON RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Fodera in poliestere - Profili rifrangenti anteriori e posteriori - Tasca sul petto con portabadge a scomparsa - Due doppie tasche con patta e chiusura in velcro - Due tasche con zip coperte e fodera rinforzata per utensili - Tasca interna portafoglio con velcro - Elastico antivento nel giromanica - Coulisse al fondo - Una zip interna per personalizzare su schiena e una per il cuore - Bottoni automatici in metallo S - M - L - XL - XXL - 3XL 15 pcs 205 g/m² + 180 g/m² ROYAL 989475 BLACK 989471-C RED 989477 NAVY 989470-C GREEN 989476 GREY 989472-C GILET IN NYLON RIPSTOP IMPERMEABILE E ANTISTRAPPO - Imbottitura in poliestere - Fodera in poliestere - Zip nastrate - Profili rifrangenti sui fianchi - Una tasca con zip sul petto - Due tasche esterne con zip - Una tasca interna portafoglio - Elastico antivento nel giromanica - Coulisse al fondo - Una zip interna per personalizzare sul cuore e una per la schiena S - M - L - XL - XXL - 3XL 15 pcs 195 g/m² + 180 g/m² NAVY 992510 GREY 992511 BLACK 992512 GILET IN POLYESTERE PONGEE - Spalmatura in pvc impermeabile - **Fodera in pile antipilling** grigio chiaro - Imbottitura in poliestere - Tasca portacellulare - Doppio portapenne - Tasca con zip sul petto - Due doppie tasche con velcro - Due taschini di cui uno con **portabadge estraibile a scomparsa** - Tasca interna portafoglio - Una zip interna per facilitare personalizzazione su schiena e una per il cuore S - M - L - XL - XXL - 3XL 3XL non disponibile ROYAL 15 pcs 80 g/m² + 180 g/m² Tasca portacellulare, doppio portapenne e tasca con zip NEW MADRID Tasca interna portafoglio, fodera in pile antipilling BLACK 989481 ROYAL 989485 Due doppie tasche con velcro, portabadge estraibile a scomparsa GREY 989482 RED 989487-C NAVY 989480 GILET IN POLYESTER PONGEE - Spalmatura in pvc impermeabile - **Fodera in pile antipilling** - Zip coperte antiacqua - Una tasca con zip sul petto - Due ampie tasche con zip - Una tasca interna portafoglio con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL 20 pcs 195 g/m² + 180 g/m² Una tasca con zip sul petto Tasca interna portafoglio Fodera in pile, coulisse al fondo **FODERA IN PILE** **WATER RESISTANCE** BILBAO NAVY 992100 RED 992103 LIGHT GREY 992102 BLACK 992101 GILET IN POLYESTERE PONGEE - Spalmatura in PVC impermeabile - Fodera in pile antipilling - Interno collo in pile - Una tasca con zip sul petto - Un taschino portacellulare sul petto - Due tasche esterne con zip - Una tasca interna portafoglio con velcro - Coulisse al fondo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 15 pcs 200 g/m² Una tasca interna portafoglio con velcro, fodera in pile antipilling NAVY 987539 RED 987544 BLACK 987305 GILET IN NYLON 400 D, IMPERMEABILE E ANTISTRAPPO - Fodera in pile antipilling - Interno collo in pile antipilling - Cerniere nastrate - Una tasca sul petto con zip - Due tasche esterne con zip - Tasca interna portafoglio - Coulisse al fondo S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 195 g/m² + 180 g/m² ROYAL 991570 BLACK 991571 GREY 991572 NAVY 991573 RED 991574 GILET IN POLYESTERE PONGEE - Spalmatura in pvc impermeabile - Imbottitura in poliestere - Fodera in poliestere - Cerniere nastrate - Una tasca con zip sul petto - Due ampie tasche con zip - Elastico antivento nel giromanica S - M - L - XL - XXL - 3XL 15 pcs 195 g/m² + 180 g/m² NAVY 991940 GREY 991942 BLACK 991941 GILET IN POLYESTERE PONGEE - Spalmatura in PVC impermeabile - Imbottitura in poliestere - Fodera in poliestere - Profili rifrangenti anteriori e posteriori - Tasca sul petto con portabadge a scomparsa - Due doppie tasche con patte e chiusura con velcro - Due tasche con zip e fodera rinforzata per utensili - Tasca interna portafoglio - Elastico antivento nel giromanica - Coulisse al fondo M - L - XL - XXL - 3XL S solo NAVY, BLACK e GREY 15 pcs 195 g/m² + 180 g/m² BLACK 987715 RED 987714 NAVY 987710-C ROYAL 987713 GREEN 987716 GREY 987712-C GILET 80% POLYESTERE - 20% COTONE - Imbottitura in poliestere - Fodera in poliestere - Profili rifrangenti anteriori e posteriori - Tasca sul petto con portabadge a scomparsa - Doppie tasche con patta e chiusura in velcro - Due tasche con zip e fodera rinforzata per utensili - Tasca interna portafoglio con velcro - Taschino interno portacellulare - Elastico antivento nel giromanica - Elastico stringifianchi - Bottoni automatici in metallo S - M - L - XL - XXL - 3XL 4XL solo NAVY e GREY 15 pcs 195 g/m² + 180 g/m² ROYAL 987529 GREEN 987526 GREY 987525 NAVY 987523 BLACK 987524 Portabadge a scomparsa !!! SPECIAL PRICE !!! !!! SPECIAL PRICE !!! !!! SPECIAL PRICE !!! GILET 80% POLYESTERE - 20% COTONE - Imbottitura in poliestere - Fodera in poliestere - Zip coperte nastrate - Una tasca con zip sul petto - Due tasche con zip - Due doppie tasche - Una tasca interna portafoglio - Elastico antivento nel giromanica - Un gancio portachiave o portabadge estraibile S - M - L - XL - XXL - 3XL - 4XL S non disponibile WHITE 15 pcs 195 g/m² + 180 g/m² Un gancio portachiave o portabadge estraibile Elastico antivento nel giromanica GREY 992111 ROYAL 992116 GREEN 992114 BLACK 992112 WHITE 992113 RED 992115 NAVY 992110 GILET NON IMBOTTITI FIUME BOY GILET IN NYLON RIPSTOP, IMPERMEABILE E ANTISTRAPPO - Non imbottito - Senza fodera - Cerniere nastrate YKK - Cappuccio estraibile in Ripstop - Tessuto traspirante sul colletto - Nastro di rinforzo interno collo e tessuto appendiabito fluo - Due tasche con zip coperte e con profili rifrangenti - Tessuto traspirante coperto sulla schiena con profilo rifrangente - Tessuto elastico nel giromanica e al fondo Cerniere nastrate YKK YELLOW FLUO 994800 M - L - XL - XXL 5/6 7/8 9/11 12/13 40 pcs 60 g/m² FIUME LADY S - M - L - XL - XXL 40 pcs 60 g/m² FUCSIA FLUO 994791 BLACK 994790 FIUME MAN S - M - L - XL - XXL - 3XL 40 pcs 60 g/m² Tessuto traspirante nel colletto e appendiabito fluo Tessuto traspirante coperto sulla schiena con profilo rifrangente LIGHT BLUE 994782 NAVY 994781 YELLOW FLUO 994780 BLACK 994784 RED 994783 GILET IN 100% POLYAMIDE/NYLON TASLON - Non imbottito - Interno collo e fondo maglia elasticizzata con profili in contrasto - Fodera retinata con apertura sul fondo mediante zip per facilitare personalizzazioni - Due tasche esterne con zip coperte - Una tasca sul petto con zip coperta - Una tasca interna portafoglio S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 100 g/m² BLACK 991383 GREY 991382 NAVY 991380 RED 991384 GREEN 991386 GILET MULTITASCHE 65% POLYESTERE - 35% COTONE - Fodera retinata nella parte superiore, sollevabile per facilitare personalizzazioni - Tasca portabadge a scomparsa - Nove tasche sul davanti chiudibili mediante zip o velcro - Profili rifrangenti S - M - L - XL - XXL - 3XL 4XL solo NAVY, BLACK e GREY 30 pcs 190 g/m² NEW SAFARI Fodera retinata nella parte superiore, sollevabile per facilitare le personalizzazioni CAMOUFLAGE GREY 987537 WHITE 993580 GREY 987533 NAVY 987530 GREEN 987534 ROYAL 987535 RED 987532 BEIGE 987531 BLACK 987536 GILET MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastane - Non foderato - Stampe rifrangenti sulle spalle - Gancio portabadge o portachiavi - Tasca sul petto con zip e triplo portapenna - Due tasche in nylon 400 D antistrappo con bottoni automatici coperti - Tasca con portabadge estraibile - Passanti per utensili S - M - L - XL - XXL - 3XL 30 pcs 250 g/m² KENIA NAVY 994260 GREY 994262 BLACK 994261 GILET MULTITASCHE 65% POLYESTERE – 35% COTONE - Non foderato - Gancio portabadge o portachiavi - Un taschino portacellulare sul petto - Una tasca sul petto - Due doppie tasche con zip, con due taschini applicati S - M - L - XL - XXL - 3XL 4XL solo NAVY Otto tasche chiudibili mediante zip o velcro NAVY 992370 GREY 992371 ROYAL 992373 BLACK 992372 KNITTED FLEECE IL PILE TESSUTO A MAGLIA KNITTED FLEECE NEW QUEBEC CAPO IN MAGLIA (KNITTED FLEECE) CON INSERTI IN TESSUTO ELASTICIZZATO - Tessuto in 100% poliestere lavorato a maglia con garzatura interna - Fodera in tessuto traforato nella parte anteriore e nel cappuccio - Cappuccio con cordini e finitura in costina elasticizzata - Nastro di rinforzo interno collo in contrasto - Inserti in tessuto elasticizzato sui fianchi e internamente alle braccia - Zip lunga - Cerniere nastrate YKK - Una tasca a marsupio con finitura in costina elasticizzata - Una tasca sul braccio con zip - Polsini e fondo maglia in costina elasticizzata Fodera in tessuto traforato Cerniere nastrate YKK NEW QUEBEC MAN S - M - L - XL - XXL - 3XL 20 pcs 300 g/m² BLUE 994730 RED 994731 AVIO 994733 ROYAL 994734 YELLOW FLUO 994737 LIGHT GREY 994732 BLACK 994735 NEW QUEBEC LADY S - M - L - XL 20 pcs 300 g/m² BLACK 994742 PINK 994740 LIGHT GREY 994741 CAPO IN MAGLIA (KNITTED FLEECE) CON INSERTI IN TESSUTO ELASTICIZZATO - Tessuto in 100% poliestere lavorato a maglia con garzatura interna - Fodera in tessuto traforato nella parte interna anteriore - Inserti in tessuto elasticizzato sui fianchi e sotto il braccio - Zip lunga - Maniche raglan - Cerniere nastrate YKK - Una tasca sul petto con zip - Una tasca sul braccio con zip - Due tasche con zip - Nastro di rinforzo interno collo in contrasto - Polsini e fondo in tessuto elastico Fodera in tessuto traforato Cerniere nastrate YKK MONVISO MAN ROYAL 994416 GREEN 994417 AVIO 994418 BLUE 994411 RED 994414 YELLOW FLUO 994419 DARK GREY 994413 LIGHT GREY 994412 BLACK 994410 S - M - L - XL - XXL - 3XL 20 pcs 300 g/m² MONVISO LADY S - M - L - XL 20 pcs 300 g/m² BLACK 994420 PINK 994422 LIGHT GREY 994421 CAPO IN MAGLIA (KNITTED FLEECE) CON INSERTI IN TESSUTO ELASTICIZZATO - Tessuto in 100% poliestere lavorato a maglia con garzatura interna - Inserti in tessuto elasticizzato sui fianchi, sotto le braccia e intorno collo - Zip corta - Maniche raglan - Cerniere nastrate YKK - Due tasche con zip - Nastro di rinforzo interno collo in contrasto con tessuto appendiabito - Polsini e fondo in tessuto elastico S - M - L - XL - XXL - 3XL 20 pcs 300 g/m² Cerniere nastrate YKK MARIBOR BLUE 994450 RED 994454 LIGHT GREY 994453 BLACK 994451 DARK GREY 994452 POLAR FLEECE IL PILE CLASSICO MICROPILE ANTIPILLING 100% POLYESTERE - Zip lunga nastrata - Collo alto - Due tasche coperte con zip nastrate - Tessuto elasticizzato ai polsi XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY 25 pcs 180 g/m² Due tasche coperte con zip nastrate COPENAGHEN MAN BLACK 992222 YELLOW FLUO 992228 ROYAL 992223 WHITE 992229 NAVY 992220 ARMY GREEN 992227 GREY 992221 ORANGE 992226 RED 992224 DARK GREEN 992225 MICROPILE ANTIPILLING 100% POLYESTERE - Zip lunga nastrata - Collo alto - Due tasche coperte con zip nastrate - Tessuto elasticizzato ai polsi S - M - L - XL 25 pcs 180 g/m² COPENAGHEN LADY BLACK 994811 NAVY 994810 RED 994813 WHITE 994812 LIONE MICROPILE ANTIPILLING 100% POLYESTERE - Zip corta - Collo alto - Tessuto elasticizzato ai polsi Zip corta Tessuto elasticizzato ai polsi LIONE MAN NAVY 994100 RED 994105 BLACK 994102 GREEN 994104 ROYAL 994103 GREY 994101 S - M - L - XL - XXL - 3XL XS - 4XL solo BLACK e NAVY 25 pcs 150 g/m² LIONE LADY NAVY 994110 RED 994115 BLACK 994112 GREEN 994114 ROYAL 994113 GREY 994111 S - M - L - XL XXL solo BLACK e NAVY 25 pcs 150 g/m² MICROPILE ANTIPILLING 100% POLYESTERE - Zip corta nastrata - Collo alto - Tessuto elasticizzato ai polsi XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY 25 pcs 185 g/m² Tessuto elasticizzato ai polsi MALMÖ YELLOW FLUO 991678 ORANGE 991676 ROYAL 991673 WHITE 991679 NAVY 991670 ARMY GREEN 991677 GREY 991671 BLACK 991672 RED 991674 DARK GREEN 991675 GILET IN MICROPILE ANTIPILLING - 100% poliestere - Zip nastrate - Cuciture cordonate su spalle e fianchi - Una tasca con zip sul petto - Due tasche esterne con zip - Tessuto elasticizzato nel giromanica - Tessuto elasticizzato ai polsi - Tessuto elasticizzato al fondo XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY 30 pcs 185 g/m² Cuciture cordonate su spalle PRAGA BLACK 992691 ROYAL 992693 WHITE 992699 NAVY 992690 YELLOW FLUO 992692 ARMY GREEN 992694 GREY 992695 ORANGE 992696 RED 992697 DARK GREEN 992698 PILE ANTIPILLING - 100% poliestere - Zip lunga nastrata - Due tasche con zip nastrate - Maniche raglan - Cuciture cordonate lungo fianchi e spalle - Tessuto elasticizzato ai polsi - Tessuto elasticizzato al fondo Tessuto elasticizzato al fondo Maniche raglan, cuciture cordonate lungo fianchi e spalle METZ MAN XS - S - M - L - XL - XXL - 3XL - 4XL 20 pcs 280 g/m² CAMOUFLAGE GREY 993091 ROYAL 993087 DARK GREEN 993082 NAVY 993084 WHITE 993088 BLACK 993081 YELLOW FLUO 993089 CAMOUFLAGE GREEN 993090 ARMY GREEN 993080 ORANGE 993085 GREY 993083 RED 993086 METZ LADY S - M - L - XL 20 pcs 280 g/m² NAVY 993100 WHITE 993102 BLACK 993101 RED 993103 GREY 993104 PILE ANTIPILLING - 100% poliestere - Lavorazione tessuto con effetto “melangiato” - Fodera in tessuto traforato nella parte anteriore - Inserti in tessuto elasticizzato sui fianchi, all’interno delle braccia e del collo - Zip lunga - Cerniere nastrate YKK - Maniche raglan - Due tasche con zip - Polsini e fondo in tessuto elastico S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² Cerniere nastrate YKK Fodera in tessuto traforato nella parte anteriore Inserti in tessuto elasticizzato sui fianchi e all’interno delle braccia GINEVRA NAVY 994710 ARMY GREEN 994713 DARK GREY 994712 ROYAL 994711 LIGHT GREY 994714 PILE ANTIPILLING BICOLORE - 100% poliestere - Fianchi, spalle, parte superiore della schiena e avambracci in tessuto interlock accoppiato ed elasticizzato - Cerniere nastrate YKK - Piping rifrangente anteriore sulle spalle e posteriore sulla schiena - Zip lunga - Una tasca con zip sul petto - Triplo portapenne sul braccio - Due tasche con zip - Tessuto elastico ai polsi - Coulisse al fondo 5 - M - L - XL - XXL - 3XL XS e 4XL solo NAVY/ROYAL e GREY/BLACK 15 pcs 280 g/m² Piping rifrangente sulla schiena BALTIC BLACK/ORANGE 994200 ROYAL/BLACK 994206 NAVY/BLACK 994205 GREY/ORANGE 994202 Cerniere nastrate YKK GREY/BLACK 994201 YELLOW FLUO/BLACK 994207 RED/BLACK 994204 NAVY/ROYAL 994203 Triplo portapenne sul braccio PILE ANTIPILLING - 100% poliestere - No label - Fianchi, spalle, parte superiore della schiena, colletto e avambracci in tessuto interlock accoppiato ed elasticizzato - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena Cerniere nastrate YKK - Zip lunga - Una tasca sul petto con zip giallo fluo - Triplo portapenne sul braccio - Due tasche con zip - Tessuto elastico ai polsi - Coulisse al fondo S - M - L - XL - XXL - 3XL 15 pcs 280 g/m² NAVY 994430 GREY 994432 BLACK 994431 PILE ANTIPILLING, 100% POLYESTERE - Cerniere nastrate YKK - Zip lunga - Una tasca con zip sul petto - Due tasche con zip - Tessuto elastico ai polsi - Cuciture in contrasto ai bordi delle tasche - Coulisse al fondo XS - S - M - L - XL - XXL - 3XL - 4XL 15 pcs 280 g/m² BLACK 992292 GREY 992291 NAVY 992290 PILE A DUE STRATI BICOLORE IMPERMEABILE 100% POLYESTERE - Composizione con due strati di pile accoppiati con trattamento interno waterproof - Zip lunga - Interno collo e fianchi in contrasto - Due tasche con zip coperte - Profilo rifrangente sui fianchi - Coulisse al fondo - Polsini a tubolare S - M - L - XL - XXL - 3XL 15 pcs 300 g/m² 2 STRATI WATER RESISTANCE GOTEBORG Due tasche con zip coperte, profili rifrangenti sui fianchi DARK GREY 989431 details BLACK NAVY 989430 details Black PILE ANTIPILLING - 100% poliestere RICICLATO - Fianchi, spalle, parte superiore della schiena e interno braccia in contrasto - Cerniere nastrate YKK - Piping rifrangente anteriore sulle spalle e posteriore sulla schiena - Zip corta - Due tasche con zip - Polsini e fondo in tessuto elastico S - M - L - XL - XXL - 3XL 15 pcs 280 g/m² Piping rifrangente sulla schiena Cerniere nastrate YKK NEW RIGA NAVY/ROYAL 994724 NAVY/RED 994723 DARK GREY/BLACK 994721 DARK GREY/ORANGE 994722 ORANGE/BLACK 994720 YELLOW FLUO/BLACK 994727 RED/BLACK 994725 ROYAL/BLACK 994726 PILE ANTIPILLING - 100% poliestere - Zip corta nastrata - Maniche raglan - Due tasche con zip nastrate - Cuciture cordonate su fianchi e spalle - Tessuto elasticizzato ai polsi - Tessuto elasticizzato al fondo XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 280 g/m² Maniche raglan, cuciture cordonate su fianchi e spalle Tessuto elasticizzato al fondo TORINO NAVY 993114 RED 993116 ARMY GREEN 993110 WHITE 993118 DARK GREEN 993112 ORANGE 993115 GREY 993113 ROYAL 993117 BLACK 993111 YELLOW FLUO 993119 PILE ANTIPILLING - 100% poliestere - No label - Fianchi, spalle, parte superiore della schiena e avambracci in tessuto interlock accoppiato ed elasticizzato - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena - Cerniere nastrate YKK - Zip corta - Triplo portapenne sul braccio - Due tasche con zip - Tessuto elastico ai polsi - Coulisse al fondo NAVY 994440 GREY 994442 BLACK 994441 S - M - L - XL - XXL - 3XL 15 pcs 280 g/m² **PILE ANTIPILLING** - 100% poliestere - Cerniere nastrate - Zip corta - Due tasche con zip - Tessuto elastico ai polsi - Coulisse al fondo --- **REYKJAVIK** | Color | Code | |---------|----------| | NAVY | 992570 | | GREEN | 992575 | | RED | 992574 | | GREY | 992571 | | ROYAL | 992573 | | BLACK | 992572 | S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 20 pcs 300 g/m² FELPE FELPA 100% POLYESTERE - Tessuto tecnico con interno in micropile - Zip lunga - Maniche raglan - Cappuccio con coulisse - Colletto rialzato - Cerniera YKK - Due tasche con zip - Tessuto elasticizzato ai polsi Parte interna del tessuto in micropile BASILEA MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 240 g/m² RED 993433 NAVY 993430 ROYAL 993432 BLACK 993431 WHITE 993434 BASILEA LADY S - M - L - XL - XXL XXL non disponibile ROYAL e RED 20 pcs 240 g/m² RED 993443 NAVY 993440 ROYAL 993442 BLACK 993441 WHITE 993444 FELPA 20% COTONE - 80% POLYESTERE - Tessuto sportive “DRY” con trattamento antiacqua - Cappuccio foderato con cordini in contrasto - Zip lunga nastrata - Maniche raglan - Due tasche con zip nastrate - Profili in contrasto su cappuccio e spalle - Nastro di rinforzo bicolore nel collo - Polsini e fondo maglia in costina elasticizzata (con riga in contrasto nel Man e nel Boy) WATER RESISTANCE SIVIGLIA LADY S - M - L - XL - XXL 20 pcs 320 g/m² WHITE 989375 details GREY NAVY 989370 details WHITE ROYAL 989372 details WHITE BLACK 989373 details WHITE COIMBRA MAN ROYAL 988604 details WHITE NAVY 988600 details WHITE WHITE 988601 details NAVY BLACK 988602 details WHITE GREY 988603 details WHITE RED 988605 details WHITE S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 320 g/m² Profili in contrasto su cappuccio e spalle FELPA 20% COTONE - 80% POLYESTERE - Tessuto sportivo “DRY” con trattamento antiacqua - Collo a lupetto con riga in contrasto - Zip lunga nastrata - Maniche raglan - Due tasche con zip nastrata - Profili in contrasto su spalle - Nastro di rinforzo bicolore interno collo - Polsini e fondo maglia in costina elasticizzata con riga in contrasto S - M - L - XL - XXL - 3XL 20 pcs 320 g/m² WATER RESISTANCE OPORTO BLACK 989294 details WHITE WHITE 989293 details GREY GREY 989291 details WHITE ROYAL 989292 details WHITE NAVY 989290 details WHITE FELPA 35% COTONE - 65% POLYESTERE - Cappuccio foderato in jersey - Colletto rialzato - Zip lunga - Tasche a marsupio - Taschino con zip - Polsini in costina elasticizzata - Fondo maglia elasticizzato - Nastro di rinforzo interno collo - Cuciture ribattute Cappuccio foderato in jersey NEVADA XS - S - M - L - XL - XXL 3XL solo NAVY e BLACK 20 pcs 280 g/m² DARK RED 991833 NAVY 991830 DARK GREY 991832 BLACK 991831 FELPA 80% COTONE - 20% POLYESTERE - Cappuccio con cordini in contrasto - Fodera cappuccio in jersey in contrasto - Colletto rialzato - Zip lunga nastrata in contrasto - Due tasche con zip nastrate in contrasto - Polsini e fondo maglia in costina elasticizzata in contrasto - Nastro di rinforzo interno collo - Cuciture ribattute Cappuccio foderato con cordini in contrasto, colletto rialzato CLEVELAND MAN XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY, BLACK e DK GREY 20 pcs 280 g/m² ROYAL 993026 RED 993025 GREY MELANGE 993023 NAVY 993020 DARK GREY 993022 BLACK 993021 ARMY GREEN 993024 CLEVELAND LADY S - M - L - XL 20 pcs 280 g/m² ROYAL 993206 RED 993205 GREY MELANGE 993203 NAVY 993200 DARK GREY 993202 BLACK 993201 ARMY GREEN 993204 FELPA 80% COTONE - 20% POLYESTERE - Cappuccio foderato con cordini - Colletto rialzato - Zip lunga con tessuto giallo/rosso/nero - Due tasche con zip - Nastro di rinforzo interno collo - Polsini e fondo maglia in costina elasticizzata - Cuciture ribattute LAS VEGAS MAN S - M - L - XL - XXL - 3XL XS solo NAVY 20 pcs 280 g/m² NAVY 992840 RED 992844 ARMY GREEN 992845 MELANGE 992842 BLACK 992843 DARK GREY 992841 LAS VEGAS LADY S - M - L - XL XXL solo NAVY e DK GREY 20 pcs 280 g/m² NAVY 992850 RED 992854 ARMY GREEN 992855 MELANGE 992852 BLACK 992853 DARK GREY 992851 FELPA 80% COTONE - 20% POLYESTERE - Cappuccio foderato in jersey - Cordini in tinta - Colletto rialzato - Zip lunga coperta - Tasche a marsupio - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Cappuccio foderato in jersey, colletto rialzato OKLAHOMA MAN S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² DARK GREY 993312 RED 993314 ARMY GREEN 993316 NAVY 993310 ROYAL 993315 BLACK 993311 GREY MELANGE 993313 OKLAHOMA LADY S - M - L - XL - XXL 20 pcs 280 g/m² DARK GREY 993322 RED 993324 ARMY GREEN 993326 NAVY 993320 ROYAL 993325 BLACK 993321 GREY MELANGE 993323 FELPA 80% COTONE - 20% POLYESTERE - Cappuccio foderato in jersey - Cardini in tinta - Attaccatura collo incrociata - Tasca a marsupio - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² Attaccatura collo incrociata NEWPORT MAN NAVY 993330 ARMY GREEN 993336 ROYAL 993335 WHITE 993337 DARK GREY 993332 GREY MELANGE 993333 RED 993334 BLACK 993331 FELPA 80% COTONE - 20% POLYESTERE - Cappuccio foderato in jersey - Cordini in tinta - Attaccatura collo incrociata - Tasca a marsupio - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute S - M - L - XL XXL solo BLACK Cappuccio foderato in jersey NEWPORT LADY NAVY 994164 WHITE 994167 ROYAL 994166 ARMY GREEN 994160 DARK GREY 994162 GREY MELANGE 994163 RED 994165 BLACK 994161 FELPA 35% COTONE - 65% POLYESTERE - Cappuccio foderato in jersey con cordini in contrasto - Colletto rialzato - Zip lunga coperta - Tasche a marsupio - Nastro di rinforzo interno collo - Nastro in contrasto interno lungo la zip - Polsini e fondo maglia in costina elasticizzata - Cuciture ribattute XS - S - M - L - XL - XXL 20 pcs 280 g/m² Cappuccio foderato in contrasto NEW KANSAS DARK GREY 989345 details ORANGE FLUO CAMOUFLAGE GREY 989347 details ORANGE FLUO CAMOUFLAGE BLUE 989348 details ORANGE FLUO CAMOUFLAGE GREEN 989349 details ORANGE FLUO NAVY 989340 details MELANGE MELANGE 989341 details NAVY ROYAL 989344 details MELANGE RED 988233-C details GREY BLACK 989342 details MELANGE STAMFORD FELPA BICOLORE 80% COTONE – 20% POLYESTERE - Cappuccio foderato in jersey giallo fluo - Cordini neri - Piping giallo fluo anteriore e posteriore - Tasca a marsupio - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo giallo fluo all'interno del collo - Cuciture ribattute S - M - L - XL - XXL - 3XL 20 pcs 270 g/m² NAVY 994570 GREY 994572 BLACK 994571 FELPA BICOLORE 80% COTONE – 20% POLYESTERE - Collo a lupetto - Zip lunga - Cerniere nastrate - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena - Una tasca con zip sul petto - Una tasca sul braccio con zip e doppio portapenne - Due tasche con zip - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo giallo fluo all’interno del collo - Cuciture ribattute S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² Piping giallo fluo sulla schiena Una tasca sul braccio con zip e doppio portapenne INDIANAPOLIS BLACK 994581 NAVY 994580 GREY 994582 FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto - Spalle, fianchi e interno manica in colore nero - Cerniere nastrate - Zip lunga - Una tasca con zip sul petto - Una tasca con zip sul braccio con doppio portapenna - Due tasche con zip - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute XS - S - M - L - XL - XXL - 3XL - 4XL 20 pcs 280 g/m² Spalle, fianchi e interno manica in colore nero Tasca con zip sul braccio con doppio portapenna CAMBRIDGE RED/BLACK 993343 NAVY/BLACK 993340 GREEN/BLACK 993344 GREY/BLACK 993341 ROYAL/BLACK 993345 BLACK 993342 FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto - Cerniere con profilatura in contrasto - Zip lunga - Due tasche con zip - Nastro di rinforzo bicolore interno collo - Polsini e fondo maglia in costina elasticizzata - Cuciture ribattute Nastro di rinforzo bicolore interno collo Cerniere con profilatura in contrasto, due tasche con zip ATLANTA MAN S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 20 pcs 280 g/m² DARK GREY 992862 RED 992863 NAVY 992860 ROYAL 992864 BLACK 992861 ATLANTA LADY S - M - L - XL XXL solo NAVY e BLACK 20 pcs 280 g/m² DARK GREY 992872 RED 992873 NAVY 992870 ROYAL 992874 BLACK 992871 FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto con righe in contrasto - Zip lunga - Due tasche con zip - Collo, polsini e fascia in costina elasticizzati h cm 8 con righe in contrasto - Nastro di rinforzo al collo - Mezzaluna di rinforzo dietro il collo - Cuciture ribattute Interno collo con due righe in contrasto ARIZONA MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 3XL non disponibile BROWN e GREEN NAVY 993990 details GREY RED 993994 details GREY GREY 993993 details WHITE BLACK 993991 details WHITE ROYAL 993996 details WHITE BROWN 993992 details BEIGE GREEN 993995 details GREY ARIZONA LADY S - M - L - XL - XXL Mezzaluna di rinforzo dietro il collo NAVY 994000 details GREY VENEZIA FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto con tricolore interno ed esterno - Zip lunga coperta - Tirazip in metallo con tricolore interno ed esterno - Due tasche con zip coperte - Polsini in costina elasticizzata con tricolore - Collo, polsini e fondo maglia in costina elasticizzata h cm 8 - Nastro di rinforzo nel collo - Cuciture ribattute Tirazip in metallo con tricolore VENEZIA MAN S - M - L - XL - XXL - 3XL XS solo NAVY 20 pcs 280 g/m² Collo a lupetto con tricolore interno ed esterno BLACK 993950 ROYAL 993954 DARK GREY 993952 RED 993953 NAVY 993951 VENEZIA LADY S - M - L - XL XXL solo NAVY 20 pcs 280 g/m² RED 993963 NAVY 993960 ROYAL 993962 BLACK 993961 FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto - Zip lunga coperta - Una tasca con zip sul petto - Una tasca sul petto con velcro, triplo portapenne e gancio portachiavi estraibile - Una tasca sul braccio con portabadge - Tasca a marsupio - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Tasche sul petto, triplo portapenne, gancio portachiave o badge Tasca con velcro sul braccio e portabadge NEW ITALY MAN S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 20 pcs 280 g/m² ARMY GREEN 993976 RED 993974 BLACK 993971 GREY 993972 ROYAL 993975 NAVY 993970 ORANGE 993973 NEW ITALY LADY S - M - L - XL - XXL 20 pcs 280 g/m² NAVY 993980 GREY 993981 FELPA 35% COTONE - 65% POLYESTERE - Collo a lupetto - Zip lunga coperta - Una tasca con zip sul petto - Una tasca sul petto con velcro, triplo portapenna e gancio portachiavi estraibile - Una tasca sul braccio con portabadge - Tasca a marsupio - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 320 g/m² ITALY NAVY 990240-C GREY 990248 BLACK 990241 FELPA 80% COTONE - 20% POLYESTERE - Maniche raglan - Collo a lupetto - Zip lunga coperta - Due tasche con zip coperte - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Polsini in costina elasticizzata Maniche raglan Due tasche con zip coperte MALESIA MAN S - M - L - XL - XXL - 3XL 4XL solo GREY, NAVY e BLACK XS solo NAVY 20 pcs 280 g/m² NAVY 993124 RED 993126 YELLOW 993130 GREY 993122 MELANGE 993123 WHITE 993128 GREEN 993129 ORANGE 993125 ARMY GREEN 993121 ROYAL 993127 BLACK 993120 MALESIA LADY S - M - L XL solo NAVY, BLACK e WHITE 20 pcs 280 g/m² NAVY 993144 RED 993146 YELLOW 993150 GREY 993142 MELANGE 993143 WHITE 993148 GREEN 993149 ORANGE 993145 ARMY GREEN 993141 ROYAL 993147 BLACK 993140 DALLAS FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto - Zip lunga - Due tasche aperte a filetto - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Due tasche aperte DALLAS MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 280 g/m² NAVY 994311 GREY 994312 ROYAL 994313 RED 994315 ORANGE 994316 MELANGE 994317 GREEN 994314 BLACK 994310 DALLAS LADY S - M - L - XL 20 pcs 280 g/m² NAVY 994690 BLACK 994691 GIACARTA FELPA 60% COTONE - 40% POLYESTERE - Collo a lupetto - **Cerniere nastrate YKK** - Zip lunga - Due tasche con zip - Una tasca sul petto in tessuto elasticizzato con zip (solo MAN) - Tre portapenne sul braccio in tessuto elasticizzato - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo Cerniere nastrate YKK Tre portapenne sul braccio GIACARTA MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY e GREY 20 pcs 280 g/m² GREEN 995705 ROYAL 995703 BLACK 995702 RED 995704 GREY 995701 NAVY 995700 GIACARTA LADY S - M - L - XL 20 pcs 280 g/m² GREEN 995715 NAVY 995710 RED 995714 BLACK 995712 GREY 995711 ROYAL 995713 FELPA 60% COTONE - 40% POLYESTERE - Collo a lupetto con nastro di rinforzo interno - Cerniere nastrate YKK - Zip lunga - Una tasca con zip sul petto - Due tasche con zip - Cucitura in contrasto ai bordi delle tasche - Cuciture ribattute S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² Cerniere nastrate YKK Una tasca con zip sul petto, cuciture in contrasto ILLINOIS NAVY 992310 BLACK 992311 GREY 992312 NOTTINGHAM FELPA 80% COTONE - 20% POLYESTERE - Zip corta - Collo a lupetto - Maniche raglan con piping rifrangente anteriore e posteriore - Due tasche con zip - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo in contrasto - Cuciture ribattute S - M - L - XL - XXL - 3XL Maniche raglan con piping rifrangente anteriore e posteriore NAVY 993350 BLACK 993351 GREY/BLACK 993352 FELPA 35% COTONE - 65% POLYESTERE - Collo a lupetto con zip corta - Cuciture e profili in contrasto - Tasca con portabadge sul braccio e bandierina tricolore - Nastro di rinforzo tricolore nel collo - Collo, polsini e fondo maglia in costina elasticizzata - Mezzaluna di rinforzo dietro il collo S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 280 g/m² Nastro di rinforzo tricolore nel collo NEW SINGAPORE Tasca sul braccio con ricamo tricolore e portabadge cuciture in contrasto NAVY 987102 details MELANGE GREY 987101 details MELANGE RED 987103 details MELANGE ROYAL 987107 details MELANGE BLACK 987104 details MELANGE FELPA 60% COTONE - 40% POLYESTERE - Collo a lupetto - Mezzaluna di rinforzo dietro il collo - Cerniere nastrate YKK - Zip corta - Una tasca sul petto con zip e triplo portapenne - Una tasca sul braccio con portabadge - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 20 pcs 280 g/m² Tasca sul petto con zip e triplo portapenne HONG KONG Tasca con portabadge sul braccio NAVY 995500 GREY 995502 GREEN 995503 Cerniere nastrate YKK RED 995504 ROYAL 995505 BLACK 995501 FELPA 35% COTONE - 65% POLYESTERE - Collo a lupetto - Zip corta - Tasca con zip sul petto - Tasca portacellulare - Doppio portapenne - Nastro di rinforzo interno collo - Mezzaluna di rinforzo dietro il collo - Collo, polsini e fondo maglia in costina elasticizzata - Cuciture ribattute S - M - L - XL - XXL - 3XL 20 pcs 280 g/m² Tasca con zip sul petto, tasca portacellulare, doppio portapenne SEUL NAVY 989190 DARK GREY 989191 BLACK 989193 KIOTO FELPA 80% COTONE - 20% POLYESTERE - Zip corta - Collo a lupetto - Maniche raglan - Mezzaluna di rinforzo dietro il collo - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Maniche raglan Collo a lupetto in costina elasticizzata Mezzaluna di rinforzo dietro il collo KIOTO MAN S - M - L - XL - XXL - 3XL 4XL solo GREY, NAVY e BLACK XS solo NAVY 20 pcs 280 g/m² NAVY 993164 RED 993166 YELLOW 993170 GREY 993162 MELANGE 993163 WHITE 993168 GREEN 993169 ORANGE 993165 ARMY GREEN 993161 ROYAL 993167 BLACK 993160 KIOTO LADY S - M - L XL solo NAVY 20 pcs 280 g/m² NAVY 993184 RED 993186 YELLOW 993190 GREY 993182 MELANGE 993183 WHITE 993188 GREEN 993189 ORANGE 993185 ARMY GREEN 993181 ROYAL 993187 BLACK 993180 FELPA 80% COTONE - 20% POLYESTERE - Collo a lupetto in felpa - Zip corta - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY Collo a lupetto in felpa, zip corta BELGIO NAVY 994020 MELANGE 994023 RED 994025 GREY 994022 ROYAL 994024 BLACK 994021 GREEN 994026 ORANGE 994027 FELPA 60% COTONE - 40% POLYESTERE - Collo a lupetto con nastro di rinforzo - Zip corta nastrata YKK - Collo, polsini e fondo maglia in costina elasticizzata - Cuciture ribattute S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 20 pcs 280 g/m² Cerniere nastrate YKK Collo a lupetto con nastro di rinforzo, zip corta nastrata PAMPLONA NAVY 992580 RED 992584 GREEN 992585 GREY 992581 ROYAL 992583 BLACK 992582 NEW CUBA MAN FELPA 80% COTONE - 20% POLYESTERE - Gircollo - Cucitura incrociata sotto il collo - Maniche raglan - Polsini e fondo maglia in costina elasticizzata - Cuciture ribattute S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 25 pcs 280 g/m² NAVY 994700 RED 994706 MELANGE 994704 CUBA LADY S - M - L - XL XXL solo NAVY 25 pcs 280 g/m² NAVY 994040 RED 994044 MELANGE 994045 BLACK 994041 ROYAL 994043 GREY 994042 WHITE 994046 FELPE FRENCH TERRY FELPE FRENCH TERRY FELPA 80% COTONE - 20% POLYESTERE IN FRENCH TERRY - Non felpata internamente - Spalle e cappuccio in contrasto - Cappuccio con cordini - Colletto rialzato - Zip lunga nastrata in contrasto - Due tasche con zip nastrate in contrasto - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute WASHINGTON MAN S - M - L - XL - XXL - 3XL 20 pcs 260 g/m² NAVY 994370 MELANGE 994372 ARMY GREEN 994376 Tessuto non felpato internamente DARK GREY 994371 RED 994373 ORANGE 994374 ROYAL 994375 WASHINGTON LADY S - M - L - XL 20 pcs 260 g/m² MELANGE 994380 RED 994381 ARMY GREEN 994382 NEBRASKA FELPA 80% COTONE - 20% POLYESTERE IN FRENCH TERRY - Non felpata internamente - Cappuccio - Cordini in tinta - Colletto rialzato - Zip lunga coperta - Tasche a marsupio - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Tessuto non felpato internamente NEBRASKA MAN S - M - L - XL - XXL - 3XL 20 pcs 260 g/m² MELANGE 996281 WHITE 996285 NAVY 996280 BLACK 996282 NEBRASKA LADY S - M - L - XL 20 pcs 260 g/m² MELANGE 996293 WHITE 996292 NAVY 996290 BLACK 996291 FELPA 80% COTONE – 20% POLYESTERE IN FRENCH TERRY - Non felpata internamente - Collo a lupetto - Cerniere nastrate - Zip lunga - Due tasche con zip - Collo, polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo Tessuto non felpato internamente GEORGIA MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 260 g/m² GREY 994938 NAVY 994930 RED 994935 MELANGE 994933 GREEN 994932 ROYAL 994936 Collo a lupetto in costina elasticizzata ORANGE 994934 WHITE 994937 BLACK 994931 GEORGIA LADY S - M - L - XL 20 pcs 260 g/m² GREEN 994942 NAVY 994940 RED 994945 BLACK 994941 GREY 994948 ROYAL 994946 MELANGE 994943 ORANGE 994944 WHITE 994947 FELPA 80% COTONE - 20% POLYESTERE IN FRENCH TERRY - Non felpata internamente - Girocollo - Cucitura incrociata sotto il collo - Maniche raglan - Polsini e fondo maglia in costina elasticizzata - Cuciture ribattute Cucitura incrociata sotto il collo Tessuto non felpato internamente SEATTLE MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 260 g/m² ROYAL 996303 GREY 996301 NAVY 996300 SEATTLE LADY S - M - L - XL 20 pcs 260 g/m² BRISTOL FELPA 80% COTONE - 20% POLYESTERE IN FRENCH TERRY - Non felpata internamente - Collo a lupetto in felpa - Zip corta - Polsini e fondo maglia in costina elasticizzata - Nastro di rinforzo interno collo - Cuciture ribattute Tessuto non felpato internamente BRISTOL MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY 20 pcs 260 g/m² NAVY 996260 GREY 996261 ROYAL 996264 BLACK 996262 BRISTOL LADY S - M - L - XL 20 pcs 260 g/m² NAVY 996270 BLACK 996271 PANTALONI IN FELPA E SPORTIVI PANTALONE TUTA IN 100% POLIESTERE - Parte interna del tessuto in micropile - Vita con tessuto elastico - Laccetti stringivita - Due tasche con zip - Cerniera YKK - Fondo gamba in tessuto elasticizzato h cm 5 ANCHE PER STAMPA SUBLIMATICA Parte interna del tessuto in micropile BREMA MAN S - M - L - XL - XXL 20 pcs 240 g/m² NAVY 993751 RED 993752 ROYAL 993753 BLACK 993750 WHITE 993754 BREMA LADY S - M - L - XL - XXL 20 pcs 240 g/m² NAVY 993761 RED 993762 ROYAL 993763 BLACK 993760 WHITE 993764 PANTALONE IN FELPA 65% COTONE - 35% POLIESTERE - Vita elastica - Laccetti stringivita - Due tasche anteriori - Un taschino posteriore con zip coperta - Fondo gamba in costina elasticizzata h cm 5 Due tasche anteriori con laccetti stringivita Un taschino posteriore con zip coperta ORLANDO MAN S - M - L - XL - XXL 20 pcs 280 g/m² NAVY 992880 DARK GREY 992883 GREY MELANGE 992882 BLACK 992881 ORLANDO LADY S - M - L - XL - XXL 20 pcs 280 g/m² NAVY 992890 DARK GREY 992893 GREY MELANGE 992892 BLACK 992891 PANTALONE IN FRENCH TERRY 80% COTONE 20% POLYESTERE - Non felpato internamente - Vita elastica - Lacetti stringivita - Due tasche anteriori con zip - Fondo gamba in costina elasticizzata h cm 5 Tessuto non felpato internamente Tasche anteriori con zip HONDURAS LADY S - M - L - XL 20 pcs 260 g/m² BLACK 994400 HONDURAS MAN S - M - L - XL - XXL 20 pcs 260 g/m² BLACK 994390 GREY 994392 NAVY 994391 NEW DA AGOSTO NEW DA AGOSTO PANTALONE IN FELPA LEGGERA 100% COTONE FRENCH TERRY PRELAVATO - Non felpato internamente - Fascia in vita in costina elasticizzata h cm 5 - Laccetti stringivita in colore fluo - Patta frontale con zip coperta - Due tasche aperte anteriori - Due tasche laterali con fodera interna e chiusura con bottone - Una tasca posteriore con chiusura con bottone - Fondo gamba in costina elasticizzata h cm 6 - Cuciture ribattute Tasche laterali con fodera interna Tasca posteriore con chiusura con bottone DAMASCO MAN S - M - L - XL - XXL 3XL solo NAVY 40 pcs 200 g/m² NAVY 990070 MELANGE 990071 CAMOUFLAGE GREEN 990079 PANTALONE CORTO IN FELPA LEGGERA 100% COTONE FRENCH TERRY PRELAVATO - Non felpato internamente - Fascia in vita in costina elasticizzata h cm 5 - Laccetti stringivita in colore fluo - Patta frontale con zip coperta - Due tasche aperte anteriori - Due tasche laterali con chiusura con bottone - Una tasca posteriore con chiusura con bottone - Fondo gamba con cucitura a taglio vivo - Cuciture ribattute S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² Due tasche laterali con fodera interna e chiusura con bottone, fondo gamba con cucitura a taglio vivo Una tasca posteriore con chiusura con bottone CAIRO MELANGE 990101 details ORANGE FLUO NAVY 990100 details GREEN FLUO CAMOUFLAGE GREEN 990109 details YELLOW FLUO PANTALONE CORTO DONNA IN FELPA LEGGERA 100% COTONE FRENCH TERRY - Tessuto prelavato - Non felpato internamente - Fascia in vita elasticizzata h cm 5 - Laccetti stringivita in contrasto - Profili in tessuto di rinforzo in contrasto - Due tasche aperte anteriori con profili in contrasto - Cuciture ribattute - Bustina con coulisse addizionale e spilla per eventuale sostituzione S - M - L - XL S non disponibile WHITE 40 pcs 200 g/m² CRETA LADY CAMOUFLAGE FLUO 990127 details YELLOW FLUO coulisse addizionale WHITE FUCSIA 990128 details WHITE coulisse addizionale YELLOW FLUO CAMOUFLAGE 990129 details YELLOW FLUO coulisse addizionale WHITE MELANGE 990121 details NAVY coulisse addizionale YELLOW FLUO BLACK 990123 details WHITE coulisse addizionale YELLOW FLUO WHITE 990125 details ROYAL coulisse addizionale YELLOW FLUO GREY 990126 details FUCSIA FLUO coulisse addizionale WHITE Bustina con coulisse addizionale e spilla per eventuale sostituzione Fascia in vita elasticizzata h cm 5, profili in tessuto di rinforzo PANTALONE IN TESSUTO ELASTICIZZATO IN ORIZZONTALE E VERTICALE 4 STRETCH - 96% polyester – 4% elastan - Cerniere nastrate - Due tasche anteriori con zip - Due tasche laterali con zip - Una tasca posteriore con zip - Elastici in vita e passanti maggiorati - Due bottoni automatici coperti in vita S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 XS 38/40 solo NAVY 30 pcs 180 g/m² Due tasche laterali con zip Tasca posteriore con zip ALGHERO MAN NAVY 995800 GREY 995802 ARMY GREEN 995803 BLACK 995801 PANTALONE CORTO IN TESSUTO ELASTICIZZATO IN ORIZZONTALE E VERTICALE 4 STRETCH - 96% polyester – 4% elastan - Cerniere nastrate - Due tasche anteriori con zip - Due tasche laterali con zip - Una tasca posteriore con zip - Elastici in vita e passanti maggiorati - Due bottoni automatici coperti in vita S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 XS 38/40 solo NAVY 50 pcs 180 g/m² Tasca posteriore con zip Due tasche anteriori con zip ALGHERO SHORTS MAN NAVY 996210 GREY 996212 ARMY GREEN 996214 BLACK 996211 Elastici in vita e passanti maggiorati Due tasche laterali con zip GONNA CORTA IN TESSUTO ELASTICIZZATO IN ORIZZONTALE E VERTICALE 4 STRETCH - 96% poliestere – 4% elastan - Pantaloncini interni nello stesso tessuto - Una zip sul fianco per facilitarne l’indossamento - Un taschino anteriore con zip - Una tasca posteriore con zip - Elastici in vita e passanti maggiorati - Due bottoni automatici coperti in vita S - M - L - XL 38/40 42 44/46 48/50 50 pcs 180 g/m² NEW STRETCH ALGHERO SHORTS LADY DA MAGGIO NAVY 996230 DA AGOSTO BLACK 996231 261 PANTALONE CORTO PER SPORT 100% POLYESTERE - Tessuto elasticizzato in vita - Laccetti stringivita - Vendibili in busta da 10 pezzi (senza bustine singole per il rimbusto) - Vendibili anche singolarmente (senza bustina) LIMA MAN S/M - L/XL - XXL/3XL 150 pcs 130 g/m² LIMA BOY M - L - XL - XXL 5/6 - 7/8 - 9/11 - 12/13 150 pcs 130 g/m² BLACK 993831 WHITE 993830 BLACK 993841 WHITE 993840 PANTALONI DA CALCIO 100% POLIESTERE - Tessuto elasticizzato in vita - Laccetti stringivita - Vendibili in busta da 10 pezzi (pronte per la stampa piegate a metà, senza bustine per il rimbusto) - Vendibili anche singolarmente (senza bustine) WEMBLEY MAN S/M - L/XL - XXL/3XL 10 pcs 150 pcs 130 g/m² NAVY 995200 WHITE 995201 BLACK 995202 PANTALONI CORTI/BOXER DA BAGNO 100% POLIESTERE PONGEE - Tessuto elasticizzato in vita - Laccetti stringivita - Una tasca posteriore con zip - Taschino interno portachiavi - Fodera interna in tessuto retinato S/M - L/XL - XXL/3XL 100 pcs 80 g/m² BOSTON BLACK 995101 RED 995102 NAVY 995100 ROYAL 995103 Tasca posteriore con zip NEW DA GIUGNO PANTALONI LUNGI PANTALONE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche posteriori con bottone - Elastici in vita sui fianchi solo per la taglia 58/60 Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 260 g/m² STRETCH GRENOBLE MAN NAVY 994270 DARK GREY 994272 BLACK 994271 PANTALONE DONNA ELASTICIZZATO - 98% cotone – 2% elastane - Tessuto prelavato - Due tasche anteriori - Due tasche posteriori con bottone Taglie numeriche reali XS - S - M - L - XL 38 40 42 44 46 20 pcs 260 g/m² GRENOBLE LADY NEW STRETCH DA MAGGIO NAVY 995000 PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni automatici coperti - Due tasche posteriori con bottoni automatici coperti - Cucitura sulle ginocchia per maggior comfort - Elastici in vita sui fianchi solo per la taglia 58/60 Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 260 g/m² Due tasche laterali con bottoni automatici coperti Due tasche posteriori con bottoni automatici coperti SAN MARINO MAN ARMY GREEN 993013 NAVY 993010 LIGHT GREY 993014 DARK GREY 993011 KAKHI 993015 BLACK 993012 PANTALONE DONNA MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni automatici coperti - Due tasche posteriori con bottoni automatici coperti - Cucitura sulle ginocchia per maggior comfort Taglie numeriche reali XS - S - M - L 38 40 42 44 20 pcs 260 g/m² Due tasche laterali con bottoni automatici coperti Due tasche posteriori con bottoni automatici coperti SAN MARINO LADY NAVY 993590 DARK GREY 993592 BLACK 993591 PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni automatici coperti - Due tasche posteriori con bottoni automatici coperti - Cucitura sulle ginocchia per maggior comfort - Cerniera YKK - Elastici in vita sui fianchi solo per la taglia 58/60 Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 300 g/m² Due tasche laterali con bottoni automatici coperti Cucitura sulle ginocchia per maggior comfort SPALATO ARMY GREEN 994053 NAVY 994050 KAKI 994054 DARK GREY 994052 BLACK 994051 LIGHT GREY 914055 PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone - 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni automatici coperti - Due tasche posteriori con bottoni automatici coperti - Cucitura sulle ginocchia per maggior comfort - Elasticici in vita sui fianchi solo per la taglia 58/60 Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Due tasche laterali con bottoni automatici coperti Due tasche posteriori con bottoni automatici coperti STRETCH BLACK 993243 KAKHI 993242 NAVY 993241 GREY 993240 PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Elastici in vita sui fianchi - Due tasche anteriori - Due tasche laterali con bottoni - Una tasca laterale con zip coperta - Una tasca portametro - Due tasche posteriori con bottoni S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 20 pcs 300 g/m² AUSTRALIA MAN Una tasca portametro GREY 992041 Una tasca laterale con zip coperta, due tasche laterali con bottoni NAVY 992040 BLACK 992042 PANTALONE DONNA MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni - Una tasca laterale con zip coperta - Una tasca portametro - Due tasche posteriori con bottoni Taglie numeriche reali S - M - L - XL 40 42 44 46 AUSTRALIA LADY STRETCH NAVY 993630 PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Elastici in vita sui fianchi - Due tasche anteriori - Due tasche laterali con bottoni - Una tasca laterale con zip coperta - Due tasche posteriori con bottoni S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 20 pcs 265 g/m² FRANCE MAN Una tasca laterale con zip coperta, due tasche laterali con bottoni GREY 992591 NAVY 992590 BLACK 992592 PANTALONE DONNA MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni - Una tasca laterale con zip coperta - Due tasche posteriori con bottoni Taglie numeriche reali XS - S - M - L - XL 38 40 42 44 46 Due tasche posteriori con bottoni FRANCE LADY STRETCH BLACK 993601 GREY 993602 NAVY 993600 PANTALONE JEANS MULTITASCHE ELASTICIZZATO 81% COTONE - 17% POLYESTERE - 2% ELASTAN - Tessuto prelavato - Elastici in vita sui fianchi solo per la tg. 58/60 - Due tasche anteriori - Due tasche laterali e due tasche posteriori con fodera interna e bottoni automatici coperti - Cuciture frontali e arricciatura sulle ginocchia per maggior comfort Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 320 g/m² Due tasche laterali con bottoni automatici coperti AUSTIN MAN STRETCH INDIGO 991620 GREY 991621 PANTALONE JEANS MULTITASCHE ELASTICIZZATO DONNA 81% COTONE - 17% POLYESTERE - 2% ELASTAN - Tessuto prelavato - Due tasche anteriori - Due tasche laterali e due tasche posteriori con fodera interna e bottoni automatici coperti - Cuciture frontali e arricciatura sulle ginocchia per maggior comfort Taglie numeriche reali XS - S - M - L 38 40 42 44 20 pcs 320 g/m² Cuciture frontali e arricciatura sulle ginocchia per maggior comfort AUSTIN LADY STRETCH INDIGO 991625 GREY 991626 PANTALONE JEANS ELASTICIZZATO 78% COTONE - 20% POLYESTERE - 2% ELASTAN - Tessuto prelavato - Due tasche anteriori - Taschino portamoneta anteriore - Due tasche posteriori - Elastici in vita sui fianchi solo per la taglia 58/60 - Cuciture rinforzate Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 320 g/m² Due tasche posteriori EL PASO MAN STRETCH INDIGO 991660 GREY 991661 PANTALONE JEANS ELASTICIZZATO DONNA 78% COTONE - 20% POLYESTERE - 2% ELASTAN - Tessuto prelavato - Due tasche anteriori - Taschino portamoneta anteriore - Due tasche posteriori - Cuciture rinforzate Taglie numeriche reali XS - S - M - L 38 40 42 44 20 pcs 320 g/m² Due tasche posteriori EL PASO LADY STRETCH INDIGO 991665 GREY 991666 DENVER PANTALONE JEANS MULTITASCHE ELASTICIZZATO 78% COTONE - 20% POLYESTERE - 2% ELASTANE - Tessuto prelavato - Elastici in vita sui fianchi solo per la tg. 58/60 (solo Man) - Due tasche anteriori con taschino portamoneta - Una tasca laterale con chiusura con velcro - Doppia tasca laterale portautensili o portametro - Due tasche posteriori Doppia tasca laterale portautensili o portametro Una tasca laterale con chiusura con velcro DENVER MAN Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 GREY 993682 INDIGO 993680 DA APRILE DENVER LADY Taglie numeriche reali XS - S - M - L - XL 38 40 42 44 46 INDIGO 993690 PANTALONE MULTITASCHE ELASTICIZZATO 98% COTONE – 2% ELASTAN - Tessuto prelavato - Elastici in vita sui fianchi - Due tasche anteriori - Due tasche laterali con fodera interna e bottone - Due tasche posteriori con bottone - Cuciture frontali e sulle ginocchia per maggior comfort - Fondo gamba con tessuto elasticizzato e cuciture h cm 5 - Vestibilità gamba fit S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 20 pcs 300 g/m² Cuciture frontali e sulle ginocchia per maggior comfort Due tasche laterali con fodera interna e bottone KABUL STRETCH ARMY GREEN 989262 BLACK 989264 NAVY 989260-C GREY 989268-C CAMOUFLAGE GREEN 989269 CAMOUFLAGE GREY 989261 PANTALONE MULTITASCHE INVERNALE FODERATO - 65% poliestere - 35% cotone - Fodera in flanella 100% cotone - Elastici in vita sui fianchi - Due tasche anteriori - Due tasche laterali con bottoni automatici - Una tasca laterale con zip - Una tasca portametro o portautensile - Due tasche posteriori con bottoni automatici S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 15 pcs 260 g/m² + 100 g/m² Tasca portametro o portautensile Tasche laterali con zip e bottoni MOSS NAVY 987362 BLACK 987370 GREY 987366 Fodera in flanella 100% cotone PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Lavorazione Ripstop - Tessuto prelavato - Elastici in vita sui fianchi - Bottone centrale in metallo - Due tasche anteriori - Due tasche laterali con velcro - Una tasca posteriore con velcro Tessuto elasticizzato lavorato ripstop Due tasche laterali con velcro THAILAND MAN S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 225 g/m² NAVY 994060 ARMY GREEN 994063 BLACK 994061 GREY 994062 THAILAND LADY Taglie numeriche reali S - M - L - XL 38/40 42 44/46 48/50 XXL solo NAVY 52/54 30 pcs 225 g/m² NAVY 994070 ARMY GREEN 994073 BLACK 994071 GREY 994072 WeAr the Future PANTALONE MULTITASCHE ELASTICIZZATO - Tessuto principale in 64% poliestere - 34% cotone - 2% elastan - Tessuto antiabrasione 98% poliestere – 2% elastan su ginocchia, interno gamba e sedere - Dettagli rifrangenti - Due tasche anteriori con zip - Una tasca con velcro sulla coscia - Una tasca con zip sulla coscia e un taschino aperto - Una tasca portautensili o portametro posteriore - Una tasca posteriore con zip - Elastici in vita sui fianchi e passanti maggiorati - Bottone automatico in vita coperto S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 XS solo GREY 38/40 30 pcs 250 g/m² Tessuto di rinforzo antiabrasione SALONICCO BLACK 996242 NAVY 996240 GREY 996241 PANTALONE MULTITASCHE ELASTICIZZATO - **98% cotone - 2% elastan** - Tessuto prelavato - **Fodera interna in maglina di poliestere** - Dettagli e cuciture in contrasto - Due tasche anteriori - Due tasche applicate con bottoni automatici coperti - Una tasca laterale con gancio portachiavi o portabadge, doppio portapenna e passante portautensile - Gancio portamartello - Tasca portametro - Taschino portaoggetti - Due tasche posteriori di cui una con chiusura con velcro - Portaginocchiere in nylon 400D - Elasticici in vita e passanti maggiorati - Rinforzo posteriore antistrappo - Bottone automatico in vita coperto. - **Nessun elemento graffiante** | S | M | L | XL | XXL | 3XL | |-----|-----|-----|-----|-----|-----| | 42/44 | 46/48 | 50/52 | 54/56 | 58/60 | 62/64 | **20 pcs** 250 g/m² + 110 g/m² --- **MOSTAR** GREY 993731 details BLACK NAVY 993730 details BLACK BLACK 993732 details BLACK Portaginocchiere in nylon 400D Fodera interna in maglina PANTALONE MULTITASCHE ELASTICIZZATO - **98% cotone - 2% elastan** - Tessuto prelavato - Dettagli e cuciture in contrasto - Due tasche anteriori - Due tasche applicate con bottoni automatici coperti - Una tasca laterale con gancio portachiavi o portabadge, doppio portapenna e passante portautensile - Gancio portamartello - Tasca portametro - Taschino portaoggetti - Due tasche posteriori di cui una con chiusura con velcro - Portaginocchiere in nylon 400D - Elastici in vita e passanti maggiorati - Rinforzo posteriore antistrappo - Bottone automatico in vita coperto. **Nessun elemento graffiante** XS - S - M - L - XL - XXL - 3XL - 4XL 38/40 - 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 - 66/68 30 pcs 250 g/m² Due tasche posteriori di cui una con chiusura con velcro **RIAD** Gancio portamartello, tasca portametro Una tasca laterale con gancio portachiavi o portabadge, doppio portapenna e passante portautensile NAVY 991820 details BLACK GREY 991821 details BLACK BLACK 991822 details BLACK PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Elastici in vita sui fianchi - Passanti per cintura maggiorati - Dettagli e cuciture in contrasto - Due tasche anteriori - Una tasca laterale a soffietto chiudibile con velcro - Doppia tasca laterale portametro o portautensili - Una tasca posteriore chiudibile con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 260 g/m² Una tasca posteriore chiudibile con velcro STRETCH WORK ALGERI Una tasca laterale chiudibile con velcro Doppia tasca laterale portametro o portautensili NAVY 992950 details BLACK GREY 992951 details BLACK PANTALONE MULTITASCHE ELASTICIZZATO - 97% cotone canvas - 3% elastan - Dettagli e cuciture in contrasto - Due tasche anteriori di cui una con portacellulare e doppio portapenna - Tasca laterale sinistra speciale per utensili - Tasca laterale destra con pattina ricamabile e chiusura con automatici coperti; taschina con portabadge removibile mediante bottone; passanti in cordura portautensili - Portaginocchiere - Una tasca posteriore aperta - Una tasca posteriore con velcro e profilo rifrangente - Passanti rinforzati in vita - Gancio portachiavi anteriore in pvc - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 250 g/m² QATAR STRETCH DARK GREY 991278 details BLACK Tasca laterale portautensili Tasca laterale portautensili e portabadge removibile NAVY 991270 details BLACK BEIGE 991272 details BLACK PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Una tasca laterale con velcro e piping - Una tasca portametro o portautensili - Una tasca posteriore con velcro e piping - Due cuciture anteriori sotto il ginocchio - Elastici in vita e passanti maggiorati - Cuciture di rinforzo in contrasto - Sacchetto con bottone di scorta Tasca laterale portametro o portautensile Tasca posteriore con piping giallo fluo o rifrangente Tasca laterale con velcro e piping ZURIGO MAN S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 20 pcs 260 g/m² NAVY 994340 piping YELLOW FLUO GREY 994341 piping YELLOW FLUO BLACK 994342 piping YELLOW FLUO BLUE 994343 piping REFLECTIVE ZURIGO LADY S - M - L - XL 38/40 - 42 - 44/46 - 48/50 XXL 52/54 solo NAVY e BLUE 20 pcs 260 g/m² NAVY 994350 piping YELLOW FLUO GREY 994351 piping YELLOW FLUO BLACK 994352 piping YELLOW FLUO BLUE 994353 piping REFLECTIVE PANTALONE MULTITASCHE ELASTICIZZATO - 64% poliestere - 34% cotone - 2% elastan - Doppie cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale a soffietto con velcro - Doppia tasca laterale portautensili o portametro - Una tasca posteriore con velcro - Bottone coperto - Nessun elemento graffiante Doppia tasca laterale portautensili o portametro Una tasca laterale a soffietto con velcro Tasca posteriore con velcro VIGO STRETCH MAN S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 XS e 4XL solo NAVY 38/40 66/68 NAVY 994952 GREY 994951 BLACK 994950 VIGO STRETCH LADY S - M - L - XL 38/40 42 44/46 48/50 NAVY 994962 GREY 994961 BLACK 994960 PANTALONE MULTITASCHE - 100% cotone - Tessuto prelavato - Cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale a soffietto con velcro - Doppia tasca laterale portautensili o portametro - Una tasca posteriore con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 XS 38/40 e 4XL 66/68 solo NAVY 20 pcs 270 g/m² Doppia tasca laterale portautensili o portametro Una tasca laterale a soffietto con velcro VIGO MAN ROYAL 992793 BLACK 992792 RED 992794 NAVY 992790 GREY 992791 GREEN 992795 PANTALONE DONNA MULTITASCHE 100% COTONE - **100% cotone** - Tessuto prelavato - Cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale a soffietto con velcro - Doppia tasca laterale portautensili o portametro - Una tasca posteriore con velcro - Bottone automatico in vita coperto - **Nessun elemento graffiante** S - M - L - XL 38/40 42 44/46 48/50 20 pcs 270 g/m² VIGO LADY LOGISTIC NAVY 993620 GREY 993621 PANTALONE MULTITASCHE - 65% poliestere – 35% cotone - Cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Due tasche laterali con velcro - Una tasca posteriore con bottone S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 4XL solo NAVY e GREY 66/68 30 pcs 200 g/m² Due tasche laterali con velcro Una tasca posteriore con bottone LOGISTIC BUCAREST MAN NAVY 992390 ROYAL 992393 RED 992395 GREY 992391 BLACK 992392 GREEN 992394 PANTALONE DONNA MULTITASCHE - 65% poliestere – 35% cotone - Cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Due tasche laterali con velcro - Una tasca posteriore con bottone S - M - L - XL 38/40 42 44/46 48/50 30 pcs 200 g/m² LOGISTIC BUCAREST LADY NAVY 993610 PANTALONE MULTITASCHE ELASTICIZZATO - Tessuto in poliestere 65% - cotone 35% - Tessuto nero elasticizzato sulle gambe e sul posteriore poliestere 95% - spandex 5% - Dettagli rifrangenti - Elastici in vita sui fianchi - Bottone automatico in vita coperto - Due tasche anteriori - Una tasca con zip coperta sul fianco - Due doppie tasche anteriori con velcro sulle gambe - Una tasca portautensile posteriore - Una tasca posteriore con zip coperta - Fondo gamba regolabile tramite coulisse interna - Nessun elemento graffiante XS - S - M - L - XL - XXL - 3XL 38/40 - 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 XS non disponibile BLACK Una tasca posteriore con zip coperta, una tasca portautensile, tessuto elasticizzato sul posteriore MELBOURNE STRETCH WORK GREY 992801 NAVY 992800 BLACK 992802 Due doppie tasche anteriori sulle gambe, una tasca con zip coperta sul fianco Tessuto elasticizzato sulle gambe PANTALONE MULTITASCHE ELASTICIZZATO - 98% cotone - 2% elastan - Tessuto prelavato - Elastici in vita sui fianchi - Passanti per cintura maggiorati - Dettagli in contrasto - Due tasche anteriori - Una tasca laterale chiudibile con velcro - Doppia tasca laterale portametro o portautensili - Due tasche posteriori chiudibili con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante XS - S - M - L - XL - XXL - 3XL 38/40 - 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 240 g/m² Doppia tasca laterale portautensili o portametro CARAVAGGIO PAINTING STRETCH WHITE 993570 PANTALONE MULTITASCHE - 65% poliestere - 35% cotone - Dettagli in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale chiudibile con velcro - Doppia tasca laterale portautensili o portametro - Due tasche posteriori con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante - Vestibilità Slim S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 200 g/m² Doppia tasca laterale portautensili o portametro GIOTTO PAINTING WHITE 993560 Una tasca laterale chiudibile con velcro PANTALONE IN SOFT SHELL A 3 STRATI IMPERMEABILE - 96% poliestere - 4% elastan - Impermeabilità 8000 mm/H₂O - Traspirabilità 1000 g/m²/24h - Stampa rifrangente anteriore - Stampa rifrangente posteriore - Cerniere nastrate - Due tasche esterne con zip - Una tasca laterale con zip - Doppia tasca posteriore portametro e portautensili, con piping giallo fluo e logo 4STRETCH - Una tasca posteriore con velcro - Tessuto antiusura sulle ginocchia con piping giallo fluo - Tessuto antiusura nella parte interna del fondo gamba - Elastici in vita e passanti maggiorati - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 Stampa rifrangente anteriore TONALE SOFTSHELL BLACK 994591 NAVY 994590 GREY 994592 Doppia tasca posteriore portametro e portautensili con piping giallo fluo e logo 4STRETCH PANTALONE IMPERMEABILE IN TESSUTO 4 STRETCH ELASTICIZZATO IN ORIZZONTALE E VERTICALE PER IL MASSIMO COMFORT - **90% poliestere – 10% elastane** - Tessuto di rinforzo color nero, in nylon 400D antistrappo - **Impermeabilità 8000 mm/H₂O** - Stampe rifrangenti anteriori e posteriori - Due tasche anteriori - Due tasche applicate in tessuto antistrappo con bottoni automatici coperti - Una tasca laterale in tessuto antistrappo con gancio estraiabile portachiave o portabadge; doppio portapenne e passante porta utensile - Doppia tasca posteriore portametro e portautensili in tessuto antistrappo e logo 4STRETCH - Due tasche posteriori con velcro, in tessuto antistrappo - Tessuto antistrappo sulle ginocchia con piping giallo fluo - Tessuto antistrappo allungabile al fondo gamba - Piping giallo fluo sulla tasca laterale e posteriore - Elastici in vita e passanti maggiorati - Bottone automatico in vita coperto - Triple cuciture - **Nessun elemento graffiante** TONALE LIGHT S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 40 pcs 140 g/m² Elastici in vita e passanti maggiorati BLACK 994601 GREY 994602 NAVY 994600 TONALE MEDIUM S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 40 pcs 260 g/m² Impermeabilità 8000 mm/H₂O Doppia tasca posteriore con logo 4 STRETCH BLACK 994611 GREY 994612 NAVY 994610 PANTALONE IMPERMEABILE IN TESSUTO ELASTICIZZATO IN ORIZZONTALE E VERTICALE 4 STRETCH - Tessuto principale in 90% poliestere - 10% elastane - Tessuto di rinforzo 96% poliestere - 4% elastane antiabrasione su ginocchia, interno gamba e sedere - Impermeabilità 8000 mm/HzO - Doppie cuciture - Due tasche anteriori con zip - Una tasca laterale con zip - Una tasca posteriore con zip - Elastici in vita e passanti maggiorati - Bottone automatico in vita coperto S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 40 pcs 260 g/m² Tessuto di rinforzo antiabrasione NEW WATERPROOF STRETCH 4 STRETCH DA OTTOBRE NAVY 995901 GREY 995900 BLACK 995902 Tasca posteriore con zip, tessuto di rinforzo antiabrasione sul sedere Tessuto di rinforzo antiabrasione sulle ginocchia PANTALONI CORTI PANTALONE CORTO MULTITASCHE IN JEANS ELASTICIZZATO 78% COTONE - 20% POLYESTERE - 2% ELASTAN - Tessuto prelavato - Elastici in vita sui fianchi solo per la tg. 58/60 - Taschino portamoneta anteriore - Due tasche anteriori - Due tasche laterali con bottone automatico coperto - Due tasche posteriori con bottone automatico coperto Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 320 g/m² INDIGO 992780 Due tasche laterali con bottone automatico coperto Due tasche posteriori con bottone automatico coperto PANTALONE CORTO MULTITASCHE IN JEANS ELASTICIZZATO 84% COTONE - 14,5% POLYESTERE - 1,5% LYCRA - Tessuto prelavato - Elastici in vita sui fianchi solo per la tg. 58/60 - Due tasche anteriori con taschino portamoneta - Una tasca laterale con chiusura con velcro - Doppia tasca laterale portautensili o portametro - Due tasche posteriori Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 INDIGO 993720 GREY 993722 Doppia tasca laterale portautensili o portametro Due tasche posteriori PANTALONE CORTO MULTITASCHE ELASTICIZZATO - 98% cotone - 2% elastan - Tessuto prelavato - Due tasche anteriori - Due tasche laterali con bottoni automatici coperti - Due tasche posteriori con bottoni automatici coperti - Elastici in vita sui fianchi solo per la taglia 58/60 Taglie numeriche reali 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 Corrispondenza solo per nostro uso gestionale (non reale) XS - S - M - L - XL - XXL - 3XL - 4XL 44 - 46 - 48 - 50 - 52 - 54 - 56 - 58/60 20 pcs 260 g/m² MIKONOS STRETCH CAMOUFLAGE GREEN 993236 CAMOUFLAGE GREY 993237 KAKHI 993231 DARK GREY 993233 BLACK 993232 ARMY GREEN 993230 NAVY 993235 LIGHT GREY 993234 PANTALONE CORTO MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Lavorazione Ripstop - Tessuto prelavato - Elastici in vita sui fianchi - Bottone centrale in metallo - Due tasche anteriori - Due tasche laterali con velcro - Una tasca posteriore con velcro S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 225 g/m² Due tasche laterali con velcro Una tasca posteriore con velcro CAMBOGIA RIPSTOP STRETCH NAVY 994080 ARMY GREEN 994083 Tessuto ripstop elasticizzato BLACK 994081 GREY 994082 PANTALONE CORTO MULTITASCHI ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Elastici in vita sui fianchi - Passanti per cintura maggiorati - Dettagli e cuciture in contrasto - Due tasche anteriori - Una tasca laterale a soffietto chiudibile con velcro - Doppia tasca laterale portametro o portautensili - Una tasca posteriore chiudibile con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 260 g/m² Una tasca laterale chiudibile con velcro Doppia tasca laterale portametro o portautensili NAVY 992960 details BLACK GREY 992961 details BLACK PANTALONE CORTO MULTITASCHE ELASTICIZZATO - 98% cotone - 2% elastan - Tessuto prelavato - Dettagli e cuciture in contrasto - Due tasche anteriori - Due tasche applicate con chiusura con velcro - Una tasca laterale con gancio portachiavi o portabadge, doppio portapenna e passante portautensile - Gancio portamartello - Tasca portametro - Taschino portaoggetti - Due tasche posteriori di cui una con chiusura con velcro - Elastici in vita e passanti maggiorati - Rinforzo posteriore antistrappo - Bottone automatico in vita coperto. - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 250 g/m² Tasca laterale con gancio portachiavi o portabadge, doppio portapenna e passante portautensile Gancio portamartello, tasca portametro EGYPT NAVY 991910 details BLACK GREY 991911 details BLACK BLACK 991912 details BLACK PANTALONE MULTITASCHE ELASTICIZZATO CORTO - 95% cotone canvas – 5% poliestere - Elastici in vita sui fianchi - Dettagli e cuciture in contrasto - Due tasche anteriori di cui una con portacellulare e doppio portapenna - Tasca laterale sinistra speciale per utensili - Tasca laterale destra con pattina ricamabile e chiusura con automatici coperti; tashina con portabadge removibile mediante bottone; passanti in cordura portautensili - Una tasca posteriore aperta - Una tasca posteriore con velcro e profilo rifrangente - Passanti rinforzati in vita - Gancio portachiavi anteriore in pvc - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 250 g/m² NEW SIDNEY DARK GREY 989501 details BLACK Tasca multifunzioni e gancio portachiavi Tasca laterale portautensili NAVY 989500 details BLACK BEIGE 989502 details BLACK PANTALONE CORTO MULTITASCHE ELASTICIZZATO - 98% cotone – 2% elastan - Tessuto prelavato - Due tasche anteriori - Una tasca laterale con velcro e piping - Una tasca portametro o portautensili - Una tasca posteriore con velcro e piping - Elastici in vita e passanti maggiorati - Cuciture di rinforzo in contrasto - Sacchetto con bottone di scorta S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 250 g/m² Elastici in vita, cuciture di rinforzo in contrasto Tasca posteriore con velcro e piping ZURIGO SHORTS NAVY 994360 GREY 994361 Una tasca portametro o portautensili Tasca laterale con velcro e piping BLACK 994362 BLUE 994363 PANTALONE CORTO MULTITASCHE ELASTICIZZATO - Tessuto principale in 64% poliestere 34% cotone 2% elastan - Tessuto antiabrasione 98% poliestere 2% elastan sull'interno gamba e sul sedere - Triple cuciture - Dettagli rifrangenti - Due tasche anteriori con zip - Una tasca con velcro sulla coscia - Una tasca con zip sulla coscia e un taschino aperto - Una tasca portautensili o portametro posteriore - Una tasca posteriore con zip - Elastici in vita sui fianchi e passanti maggiorati - Bottone automatico in vita coperto S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 250 g/m² Tessuto antiabrasione sul sedere Tasca con zip sulla coscia e un taschino aperto SALONICCO SHORTS NEW STRETCH WORK DA AGOSTO NAVY 996250 BLACK 996251 GREY 996252 Tasca posteriore con zip PANTALONE CORTO MULTITASCHES ELASTICIZZATO - 64% poliestere 34% cotone 2% elastane - Tessuto prelavato - Doppie cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale a soffietto con velcro - Doppia tasca laterale portautensili o portametro - Una tasca posteriore con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 2,60 g/m² Doppia tasca laterale portautensili o portametro Tasca posteriore con velcro VIGO STRETCH SHORTS GREY 994971 Tasca laterale a soffietto con velcro BLACK 994970 NAVY 994972 PANTALONE CORTO MULTITASCHE - 65% polyester – 35% cotone - Cuciture in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale chiudibile con velcro - Doppia tasca laterale portautensili o portametro - Una tasca posteriore con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 200 g/m² TOLEDO LOGISTIC NAVY 992970 ROYAL 992973 GREY 992971 BLACK 992972 RED 992975 GREEN 992974 Una tasca laterale chiudibile con velcro Doppia tasca laterale portautensili o portametro PANTALONE CORTO MULTITASCHE - 65% poliestere - 35% cotone - Dettagli in contrasto - Elastici in vita sui fianchi - Due tasche anteriori - Una tasca laterale chiudibile con velcro - Doppia tasca laterale portautensili o portametro - Due tasche posteriori con velcro - Bottone automatico in vita coperto - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 30 pcs 200 g/m² Doppia tasca laterale portautensili o portametro TIZIANO PAINTING WHITE 993550 PANTALONE CORTO IMPERMEABILE IN TESSUTO 4 STRETCH ELASTICIZZATO IN ORIZZONTALE E VERTICALE PER IL MASSIMO COMFORT - 90% poliestere – 10% elastane - Tessuto di rinforzo color nero, in nylon 400D antistrappo - Impermeabilità 8000 mm/H₂O - Stampe rifrangenti anteriori e posteriori - Due tasche anteriori - Due tasche applicate in tessuto antistrappo con bottoni automatici coperti - Una tasca laterale in nylon 400D antistrappo con gancio estraibile portachiavi o portabadge; doppio portapenne e passante porta utensile - Doppia tasca posteriore portametro e portautensili in nylon 400D antistrappo e logo 4STRETCH - Due tasche posteriori con velcro, in nylon 400D antistrappo - Piping giallo fluo sulla tasca laterale e posteriore - Elastici in vita e passanti maggiorati - Bottone automatico in vita coperto - Triple cuciture - Nessun elemento graffiante S - M - L - XL - XXL - 3XL 42/44 - 46/48 - 50/52 - 54/56 - 58/60 - 62/64 60 pcs 140 g/m² Impermeabilità 8000 mm/H₂O TONALE SHORTS WATERPROOF STRETCH 4 STRETCH NAVY 994620 GREY 994622 BLACK 994621 Tasca laterale in nylon 400D antistrappo con gancio estraibile portachiavi o portabadge; doppio portapenne e passante porta utensile Doppia tasca portametro e portautensili in nylon 400D antistrappo e logo 4STRETCH POLO IN JERSEY E SLUB POLO MANICA CORTA EFFETTO FIAMMATO - 100% cotone slub jersey - Tre bottoni in tinta (cinque per la versione lady) - Doppio piping fluo sul colletto - Nastro di rinforzo interno collo fluo - Risvolto manica con cuciture fluo - Spacchetti laterali con nastro di rinforzo fluo - Imbustate singolarmente S - M - L - XL - XXL 3XL solo BLUE DENIM 40 pcs 160 g/m² ARMY GREEN 990146 piping YELLOW FLUO BLACK 990141 piping YELLOW FLUO BLUE DENIM 990140 piping YELLOW FLUO COOL GREY 990148 piping YELLOW FLUO 100% cotone fiammato ultra light TENERIFE BOY M - L - XL - XXL 5/6 7/8 9/11 12/13 40 pcs 160 g/m² WHITE 990165 piping YELLOW FLUO COOL GREY 990168 piping FUCSIA FLUO BLUE DENIM 990160 piping YELLOW FLUO BLACK 990161 piping YELLOW FLUO Risolto manica con cuciture fluo TENERIFE LADY S - M - L - XL XXL solo BLUE DENIM 40 pcs 160 g/m² COOL GREY 990158 piping FUCSIA FLUO WHITE 990155 piping YELLOW FLUO BLUE DENIM 990150 piping YELLOW FLUO BLACK 990151 piping YELLOW FLUO ARMY GREEN 990156 piping FUCSIA FLUO POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Tre bottoni in tinta (cinque per la versione lady) - Colletto in rib con doppio piping - Bottoni in tinta - Rinforzo interno collo in Oxford - Interno fessino in Oxford - Interno fondo manica in Oxford - Interno spacchetti laterali in Oxford - Imbustate singolarmente Colletto in rib con doppio piping Interno fondo manica in Oxford RODI MAN S - M - L - XL - XXL - 3XL XS solo NAVY, WHITE e GREEN 40 pcs 180 g/m² DARK GREY 990909 piping WHITE ROYAL 987978 piping WHITE ARMY GREEN 990908 piping WHITE VIOLET 987971 piping WHITE MELANGE 987975 piping NAVY GREEN 987976 piping WHITE ORANGE 987977 piping WHITE BLACK 987974 piping WHITE !!! SPECIAL PRICE !!! RODI LADY S - M - L - XL XXL solo BLACK, WHITE e NAVY 40 pcs 180 g/m² NAVY 989660 piping WHITE LIGHT GREEN 990866 piping WHITE MELANGE 989665 piping NAVY BLACK 989664 piping WHITE ORANGE 989667 piping WHITE ARMY GREEN 990868 piping WHITE FUCSIA 990869 piping WHITE WHITE 989662 piping NAVY ROYAL 989668 piping WHITE RED 989663 piping WHITE RODI BOY S - M - L - XL 3/4 5/6 7/8 9/11 40 pcs 180 g/m² NAVY 990910 RED 990914 WHITE 990915 MAIORCA MAN POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Quattro bottoni in tinta - Colletto e fondo manica in rib con doppio piping - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² MINORCA LADY POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Cinque bottoni in tinta - Colletto e fondo manica in rib con doppio piping - Imbustate singolarmente - Vestibilità fit XS - S - M - L - XL XXL solo WHITE 40 pcs 200 g/m² MAJORCA MAN DARK GREY 988969 piping WHITE LIGHT VIOLET 988968 piping WHITE BLACK 988963 piping WHITE ORANGE 988967 piping WHITE MELANGE 988961 piping NAVY NAVY 988960 piping WHITE !!! SPECIAL PRICE !!! MINORCA LADY ROYAL 988962 piping WHITE RED 988964 piping WHITE WHITE 988965 piping NAVY IRISH GREEN 988966 piping WHITE DARK GREY 988971 piping FUCSIA FLUO LIGHT VIOLET 988977 piping WHITE BLACK 988973 piping WHITE PINK 988978 piping VIOLET WHITE 988975 piping NAVY NAVY 988970 piping WHITE RED 988974 piping WHITE IRISH GREEN 988976 piping WHITE ROYAL 988972 piping WHITE FUCSIA 988979 piping WHITE DUBAI MAN POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Tre bottoni bianco trasparente - Colletto in rib - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di 5 bustine singole per il rimbusto) - Vendibili anche singolarmente (non imbustate, ma complete di bustine singole per il rimbusto) S - M - L - XL - XXL - 3XL 4XL solo DARK GREY, NAVY, WHITE e BLACK BLACK 991463 WHITE 991465 LIGHT GREY 991459 ARMY GREEN 991458 40 pcs 5 pcs 180 g/m² DUBAI LADY POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Cinque bottoni bianco trasparente - Colletto in rib - Imbustate singolarmente - Vendibili singolarmente S - M - L - XL XS, XXL solo BLACK, WHITE 40 pcs 180 g/m² AUCKLAND POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Colletto in heavy jersey sopra e in oxford sotto - Tre bottoni in contrasto - Rinforzo interno collo in heavy jersey e interno fessino in heavy jersey - Mezzaluna di rinforzo in oxford - Rinforzo spacchetti laterali in oxford XS - S - M - L - XL - XXL - 3XL 3XL non disponibile NAVY e GREEN BLACK 991986 MELANGE 991983 NAVY 991980 WHITE 991981 RED 991985 ROYAL 991982 GREEN 991984 40 pcs 180 g/m² POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Colletto in oxford - Tre bottoni in tinta - Mezzaluna di rinforzo in oxford - Interno fessino in oxford - Rinforzo spacchetti laterali in oxford S - M - L - XL - XXL 3XL solo NAVY 40 pcs 180 g/m² WHITE 992021 BLACK 992024 RED 992023 LIGHT GREY 992025 NAVY 992020 MELANGE 992022 POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Quattro bottoni - Fascia colletto e fessino in contrasto - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 180 g/m² ROYAL 988402 details WHITE NAVY 988400 details WHITE MELANGE 988401 details NAVY BLACK 988403 details WHITE WHITE 988405 details NAVY GREEN 988406 details WHITE RED 988404 details WHITE POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Tre bottoni bianchi trasparenti - Colletto in rib - Nastro di rinforzo interno collo - Fondo manica aperto con orlo - Vendibili in busta da 5 pezzi (pronte per la stampa, piegate a metà, complete di 5 bustine singole per il rimbusto) XS - S - M - L - XL - XXL - 3XL - 4XL XS e 4XL non disponibile RED e GREEN 40 pcs 5 pcs 180 g/m² Colletto in rib PANAMA NAVY 993700 RED 993704 ROYAL 993703 GREY 993702 GREEN 993705 BLACK 993701 NEW STRASBURGO POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Quattro bottoni - Fascia interno collo e fessino in contrasto - Colletto e fondo manica in rib - Parte posteriore del colletto con bandiera italiana - Due piping verticali in tessuto - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² WHITE/NAVY 989015-C details GREEN/WHITE/RED ROYAL/WHITE 989011-C details GREEN/WHITE/RED NAVY/WHITE 989010-C details GREEN/WHITE/RED LIGHT GREY/WHITE 989016-C details GREEN/WHITE/RED BLACK/WHITE 989013-C details GREEN/WHITE/RED POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Quattro bottoni - Fascia colletto e fessino in contrasto - Parte posteriore del colletto con bandiera - Imbustate singolarmente XS - S - M - L - XL - XXL - 3XL XS non disponibile A.GREEN, RED, DK GREY 40 pcs 180 g/m² RICCIONE BLACK 989123 (ITA) details GREEN/WHITE/RED ROYAL 989122 (ITA) details GREEN/WHITE/RED RED 989128 (ITA) details GREEN/WHITE/RED BLUE 989121 (ITA) details GREEN/WHITE/RED WHITE 989126 (ITA) details GREEN/WHITE/RED DARK GREY 989127 (ITA) details GREEN/WHITE/RED ARMY GREEN 989129 (ITA) details GREEN/WHITE/RED WHITE 989125 (GER) details BLACK/RED/YELLOW RED 992940 (ESP) details RED/YELLOW/RED NAVY 990430 (FRA) details BLUE/WHITE/RED !!! SPECIAL PRICE !!! POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Colletto e fondo manica in rib - Due bottoni in tinta e uno con tricolore italiano - Piping tricolore sul fondo manica - Imbustata singolarmente XS - S - M - L - XL - XXL - 3XL 40 pcs 180 g/m² RED 992365 BLACK 992362 NAVY 992360 ROYAL 992361 WHITE 992363 POLO MANICA CORTA IN JERSEY - 100% cotone pettinato - Quattro bottoni - Fascia colletto e fessino in contrasto - Scudetto Italia sul petto - Imbustate singolarmente S - M - L - XL - XXL 40 pcs 200 g/m² ROYAL 989946 Scudetto Italia sul petto POLO PIQUÉ MANICA CORTA POLO PIQUÉ MANICA CORTA POLO MANICA CORTA - 100% cotone piqué pettinato - Tre bottoni in tinta - Colletto e fondo maniche in rib con doppio piping bicolore - Fascia laterale in contrasto con piping - Nastro di rinforzo interno collo in contrasto - Spacchetti laterali con nastro di rinforzo interno - Imbustate singolarmente XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY/SKY e NAVY/RED 40 pcs 200 g/m² ANKARA Colletto e fondo maniche in rib con doppio piping bicolore Spacchetti laterali con nastro di rinforzo interno Fascia laterale con piping in contrasto RED/YELLOW 993228 piping WHITE RED/DK GREY 993224 piping WHITE ARMY GREEN/CAMOUFLAGE 993210 piping YELLOW FLUO CAMOUFLAGE/ARMY GREEN 993212 piping YELLOW FLUO | Color Combination | Code | Piping Color | |-------------------|------------|--------------| | NAVY/LIGHT GREY | 993221 | WHITE | | NAVY/YELLOW | 993218 | WHITE | | NAVY/RED | 993216 | WHITE | | NAVY/ORANGE | 993220 | WHITE | | NAVY/LIGHT GREEN | 993219 | WHITE | | NAVY/SKY | 993217 | WHITE | | WHITE/NAVY | 993227 | RED | | WHITE/RED | 993226 | NAVY | | BLACK/YELLOW | 993213 | WHITE | | BLACK/LIGHT GREY | 993211 | WHITE | | DARK GREY/ORANGE | 993214 | WHITE | | LIGHT GREY/BLACK | 993215 | WHITE | | DARK GREEN/ORANGE | 993222 | WHITE | | ROYAL/WHITE | 993225 | NAVY | | ORANGE/BLACK | 993223 | WHITE | AOSTA LADY POLO MANICA CORTA - 100% cotone piqué pettinato - Doppio piping tricolore su colletto e fondo manica in rib - Bottoni in finta (cinque per lady, tre per man e boy) - Spacchetti laterali con nastro di rinforzo tricolore - Nastro di rinforzo nell'interno collo - Imbustate singolarmente RED 989694 ROYAL 989696 BLACK 989693 NAVY 989690 LIGHT VIOLET 989698 MELANGE 989691 WHITE 989695 LIGHT GREEN 989697 S - M - L - XL 40 pcs 200 g/m² AOSTA MAN XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY, BLACK, ROYAL e WHITE 40 pcs 200 g/m² NAVY 988440 GREY 988448 MELANGE 988441 LIGHT VIOLET 988439 YELLOW 988438 WHITE 988445 ARMY GREEN 988446 LIGHT GREEN 988437 ORANGE 988447 RED 988444 ROYAL 988442 BLACK 988443 GREEN 988449 AOSTA BOY S - M - L - XL - XXL 3/4 5/6 7/8 9/11 12/13 40 pcs 200 g/m² NAVY 989710 RED 989714 Spacchetti laterali con nastro di rinforzo tricolore ROYAL 989713 BLACK 989711 WHITE 989712 POLO MANICA CORTA - 100% cotone piqué pettinato - Colletto e fondo manica in rib - Bottoni in tinta e un bottone con tricolore italiano - Un bottone addizionale in tinta - Spacchetti laterali - Nastro di rinforzo nell'interno collo - Imbustate singolarmente COLOMBIA LADY RED 991054 FUCSIA 991059 ORANGE 991057 ROYAL 991052 WHITE 991055 NAVY 991050 LIGHT VIOLET 991058 MELANGE 991051 BLACK 991053 LIGHT GREEN 991056 S - M - L - XL 40 pcs 180 g/m² COLOMBIA MAN S - M - L - XL - XXL 3XL solo NAVY 40 pcs 180 g/m² SKY 991037 NAVY 991030 RED 991034 LIGHT MELANGE 991031 YELLOW 991038 WHITE 991035 ORANGE 991046 ARMY GREEN 991049 LIGHT GREEN 991036 LIGHT VIOLET 991048 DARK GREY 991047 ROYAL 991032 BLACK 991033 FUCSIA 991039 COLOMBIA BOY M - L - XL - XXL 5/6 7/8 9/11 12/13 S solo NAVY 3/4 40 pcs 180 g/m² ROYAL 991022 NAVY 991020 RED 991024 BLACK 991023 FUCSIA 991029 WHITE 991025 Bottone tricolore italiano POLO MANICA CORTA - 100% cotone piquè pettinato - Tre bottoni in contrasto - Colletto e fondo manica in rib - Colletto, fondo manica e fessino in contrasto - Nastro di tessuto colorato sul fessino - Parte posteriore del colletto con 5 strisce colorate - Nastro di rinforzo interno collo in tinta - Spacchetti laterali con nastro di rinforzo colorato - Imbustate singolarmente S - M - L - XL - XXL 3XL solo NAVY 40 pcs 200 g/m² Parte posteriore del colletto con 5 strisce colorate Spacchetti laterali con nastro di rinforzo ABU DHABI MELANGE 993283 (red-white-navy) NAVY 993280 (red-white-navy) ROYAL 993284 (red-white-green) BLACK 993281 (yellow-white-black) WHITE 993285 (red-white-navy) GREEN 993282 (red-white-navy) POLO MANICA CORTA - 100% cotone piqué pettinato - Colletto e fondo manica in rib con doppio piping - Tre bottoni - Spacchetti laterali con all’interno nastro di rinforzo - Nastro di rinforzo interno collo in contrasto - Imbustate singolarmente XS - S - M - L - XL - XXL - 3XL XS non disponibile GREEN e ORANGE 40 pcs 200 g/m² Nastro di rinforzo interno collo in contrasto STOCCARDA NAVY 988980 piping WHITE ROYAL 988982 piping WHITE GREY 988989 piping ORANGE GREEN 988986 piping WHITE MELANGE 988981 piping NAVY GREY 988988 piping WHITE ORANGE 988987 piping BLACK WHITE 988985 piping NAVY RED 988984 piping WHITE BLACK 988983 piping WHITE POLO MANICA CORTA - 100% cotone piqué pettinato - Tre bottoni in tinta - Colletto e fondo manica in rib con doppio piping - Nastro di rinforzo interno collo - Spacchetti laterali - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 180 g/m² PARIS MAN WHITE 992904 piping ORANGE WHITE 992917 piping NAVY WHITE 992918 piping RED WHITE 992919 piping ROYAL NAVY 992913 piping ORANGE NAVY 992900 piping WHITE NAVY 992901 piping RED NAVY 992902 piping YELLOW FLUO NAVY 992903 piping ROYAL BLACK 992907 piping WHITE BLACK 992908 piping YELLOW ROYAL 992909 piping WHITE ARMY GREEN 992910 piping ORANGE YELLOW 992911 piping NAVY RED 992905 piping WHITE RED 992906 piping YELLOW LIGHT GREEN 992912 piping WHITE DARK GREY 992916 piping WHITE LIGHT MELANGE 992914 piping NAVY LIGHT GREY 992915 piping ORANGE PARIS LADY S - M - L - XL 40 pcs 180 g/m² BLACK 992925 piping FUCSIA BLACK 992924 piping WHITE LIGHT GREY 992928 piping FUCSIA ARMY GREEN 992927 piping ORANGE NAVY 992921 piping FUCSIA RED 992922 piping WHITE ROYAL 992926 piping WHITE WHITE 992929 piping NAVY POLO MANICA CORTA - 100% cotone pettinato - Bottoni bianco trasparente - Colletto e fondo manica in rib - Nastro di rinforzo nell'interno collo - Spacchetti laterali - Vendibili singolarmente Lady e Boy (imbustate singolarmente) - La versione Man è vendibile in busta da 5 pz per taglia, (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) ed è vendibile anche singolarmente (non imbustate, ma complete di bustine singole per il rimbusto) SAN FRANCISCO LADY Imbustate singolarmente, vendibili singolarmente S - M - L - XL XXL solo BLACK, WHITE, NAVY 40 pcs 180 g/m² SAND 991873 RED 991863 NAVY 991860 LIGHT GREEN 991865 LIGHT GREY 991869 ORANGE 991872 ROYAL 991864 WHITE 991861 DARK GREY 991870 GREEN 991871 LIGHT MELANGE 991868 BLACK 991862 YELLOW 991867 SAN FRANCISCO MAN Vendibile in busta da 5 pezzi o singolarmente (non imbustate ma con busta a parte) S - M - L - XL - XXL - 3XL 4XL solo NAVY e WHITE 40 pcs 180 g/m² 5 pcs SAND 991852 ARMY GREEN 991439 NAVY 991440 DARK GREY 991447 LIGHT GREY 991851 YELLOW 991850 ORANGE 991449 LIGHT MELANGE 991441 LIGHT GREEN 991446 WHITE 991445 RED 991444 ROYAL 991442 BLACK 991443 GREEN 991448 SAN FRANCISCO BOY Imbustate singolarmente, vendibili singolarmente M - L - XL - XXL 5/6 7/8 9/11 12/13 40 pcs 180 g/m² Fondo manica in rib NAVY 991840 RED 991843 LIGHT GREEN 991844 ROYAL 991842 WHITE 991841 POLO MANICA CORTA 100% COTONE - 100% cotone piqué pettinato - Colletto e fondo manica in rib - Tre bottoni bianco trasparente - Rinforzo interno collo - Spacchetti laterali - Imbustate singolarmente S - M - L - XL - XXL- 3XL XS, 4XL solo NAVY e WHITE 40 pcs 180 g/m² BRASILE CAMOUFLAGE GREEN 988662 CAMOUFLAGE GREY 988663 LIGHT MELANGE 988661 NAVY 988640 GREEN 988649 ORANGE 988648 ROYAL 988642 WHITE 988645 RED 988644 GREY 988647 BLACK 988643 LIGHT GREEN 988659 POLO MANICA CORTA - 100% cotone piqué pettinato - Tre bottoni in tinta - Colletto e fondo manica in rib - Spacchetti laterali - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY 40 pcs 5 pcs 180 g/m² FARO Fondo manica in rib NAVY 992530 RED 992534 GREEN 992535 Spacchetti laterali GREY 992531 ROYAL 992533 BLACK 992532 POLO MANICA CORTA - 100% cotone piqué pettinato - Collo “button down” in tessuto piqué - Mezzaluna interno collo in Oxford - Tre bottoni in contrasto - Fondo manica aperto con orlo - Parte posteriore allungata - Spacchetti laterali - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 180 g/m² Mezzaluna interno collo in Oxford PHUKET BLACK 993712 WHITE 993711 ROYAL 993716 NAVY 993710 BURGUNDY 993718 DARK AVIO 993714 GREEN 993713 RED 993715 SAND 993717 POLO MANICA CORTA CON TASCHINO - 100% cotone piqué pettinato - Tre bottoni in tinta - Colletto e fondo manica in rib - Taschino con bottone tricolore italiano - Spacchetti laterali - Nastro di rinforzo nell’interno collo - 1 bottone addizionale in tinta - Imbustate singolarmente S - M - L - XL - XXL 3XL solo NAVY 40 pcs 180 g/m² Taschino con bottone tricolore italiano MEXICO NAVY 991160 ROYAL 991162 ARMY GREEN 991166 WHITE 991165 DARK GREY 991169 RED 991164 BLACK 991163 KUWAIT POLO MANICA CORTA - 100% cotone piqué pettinato - Cinque bottoni in tinta - Colletto basso alla “coreana” - Parte posteriore allungata - Spacchetti laterali - Imbustate singolarmente Colletto basso alla “coreana”, cinque bottoni in tinta Parte posteriore allungata KUWAIT MAN S - M - L - XL - XXL 3XL solo NAVY e WHITE RED 992555 NAVY 992550 ROYAL 992553 MELANGE 992556 BLACK 992551 WHITE 992552 LIGHT GREY 992554 KUWAIT LADY S - M - L - XL NAVY 992980 WHITE 992982 BLACK 992981 MELANGE 992986 ROYAL 992983 RED 992985 LIGHT GREY 992984 POLO MANICA CORTA - 100% cotone piqué pettinato - Colletto e fondo manica in rib con piping - Fascia laterale colorata con piping in contrasto - Tre bottoni in contrasto - Nastro di rinforzo nell'interno collo - Spacchetti laterali con nastro di rinforzo - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² DURBAN NAVY/BLACK 991970 details LIGHT GREY GREY/BLACK 991971 details RED Fascia laterale con piping in contrasto POLO MANICA CORTA ELASTICIZZATA - 95% cotone - 5% spandex - Tre bottoni in contrasto - Maniche raglan con piping rifrangente anteriore e posteriore - Colletto e fondo manica in rib con piping - Nastro di rinforzo interno collo in contrasto - Spacchetti laterali con nastro di rinforzo in contrasto - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² WORK STRETCH CHICAGO GREY/BLACK 993301 details RED NAVY/BLACK 993300 details LIGHT GREY POLO MANICA CORTA ELASTICIZZATA - 95% cotone - 5% spandex - Tre bottoni in tinta cuciti con filo giallo fluo - Colletto e polsini in rib - Nastro di rinforzo interno collo in colore giallo fluo - Piping giallo fluo anteriore sulle spalle e posteriore sulla schiena - Taschino sul petto con cuciture giallo fluo, suddiviso in 3 spazi portapenne - Spacchetti laterali con nastro di rinforzo in colore giallo fluo - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² Piping giallo fluo sulla schiena BORDEAUX NAVY 994630 GREY 994631 BLACK 994632 POLO PIQUÉ MANICA LUNGA POLO MANICA LUNGA - 100% cotone piqué pettinato - Doppio piping bicolore su colletto e polsino in Rib - Fascia laterale con piping in contrasto - Tre bottoni in tinta - Spacchetti laterali con all'interno nastro di rinforzo - Nastro di rinforzo interno collo - Imbustate singolarmente S - M - L - XL - XXL 3XL solo NAVY/SKY e NAVY/RED 40 pcs 200 g/m² Fascia laterale con piping in contrasto MALTA CAM. GREEN/ARMY G. 992127 NAVY/SKY 992120 ROYAL/WHITE 992122 DARK GREY/ORANGE 992123 LIGHT GREY/BLACK 992125 NAVY/RED 992121 RED/DARK GREY 992124 BLACK/ORANGE 992126 POLO MANICA LUNGA - 100% cotone piqué pettinato - Doppio piping su colletto e polsino manica in rib - Tre bottoni in tinta - Spacchetti laterali con nastro di rinforzo - Rinforzo interno collo - Imbustate singolarmente S - M - L - XL - XXL 3XL solo NAVY 40 pcs 200 g/m² Doppio piping su colletto NEW MARSIGLIA Spacchetti laterali con nastro di rinforzo NAVY 990050 piping WHITE ROYAL 990052 piping WHITE DARK GREY 990059 piping ORANGE GREY 990058 Piping WHITE WHITE 990055 piping NAVY RED 990054 piping WHITE BLACK 990053 piping WHITE POLO MANICA LUNGA - 100% cotone piqué pettinato - Tre bottoni in tinta - Colletto e polsini in rib - Spacchetti laterali - Imbustate singolarmente S - M - L - XL - XXL - 3XL XS e 4XL solo NAVY LOGISTIC TUNISI MAN NAVY 992540 RED 992544 GREEN 992545 GREY 992541 ROYAL 992543 BLACK 992542 POLO DONNA MANICA LUNGA - 100% cotone piqué pettinato - Quattro bottoni in tinta - Colletto e polsini in rib - Spacchetti laterali - Imbustate singolarmente S - M - L - XL XXL solo NAVY 40 pcs 180 g/m² TUNISI LADY NAVY 996110 RED 996114 GREEN 996115 GREY 996112 ROYAL 996113 BLACK 996111 POLO MANICA LUNGA - 100% cotone piqué pettinato - Piping tricolore su colletto e polsino manica in rib - Bottoni in tinta - Spacchetti laterali con nastro di rinforzo tricolore - Rinforzo interno collo - Imbustate singolarmente S - M - L - XL - XXL 3XL solo NAVY e ROYAL 4XL solo NAVY Spacchetti con nastro di rinforzo tricolore SAVONA MAN NAVY 989840 ROYAL 989842 DARK GREY 989849 WHITE 989845 RED 989846 BLACK 989843 POLO DONNA MANICA LUNGA - 100% cotone piqué pettinato - Piping tricolore su colletto e polsino manica in rib - Bottoni in tinta - Spacchetti laterali con nastro di rinforzo tricolore - Rinforzo interno collo - Imbustate singolarmente S - M - L - XL 40 pcs 200 g/m² NEW DA LUGLIO SAVONA LADY NAVY 996100 BLACK 996101 ROYAL 996102 POLO MANICA LUNGA - 100% cotone piqué pettinato - 2 bottoni in tinta e 1 bottone con tricolore italiano - 1 bottone addizionale in tinta - Colletto e polsini in rib - Nastro di rinforzo nell'interno collo - Spacchetti laterali - Imbustate singolarmente S - M - L - XL - XXL XS, S, 4XL solo NAVY 40 pcs 180 g/m² Un bottone con tricolore italiano NEW ZEALAND NAVY 991310 ROYAL 991312 DARK GREY 991318 ARMY GREEN 991319 LIGHT MELANGE 991311 LIGHT GREEN 991316 ORANGE 991317 WHITE 991315 RED 991314 BLACK 991313 DETROIT POLO MANICA LUNGA ELASTICIZZATA - 95% cotone - 5% spandex - Tre bottoni in contrasto - Maniche raglan con piping rifrangente anteriore e posteriore - Colletto e polsini in rib con piping - Nastro di rinforzo interno collo in contrasto - Spacchetti laterali con nastro di rinforzo in contrasto - Imbustate singolarmente S - M - L - XL - XXL - 3XL 40 pcs 200 g/m² Maniche raglan con piping rifrangente anteriore e posteriore NAVY/BLACK 993290 details LIGHT GREY GREY/BLACK 993291 details RED T-SHIRT e CANOTTE IN SLUB JERSEY E POLYESTERE 371 T-SHIRT DONNA MANICA CORTA CON COLLO A V EFFETTO FIAMMATO - 100% cotone pettinato Slub - Colletto basso h cm 1,0 - Nastro di rinforzo interno collo - Cuciture laterali per una migliore vestibilità - Vestibilità fashion - Imbustate singolarmente - Vendibili singolarmente XS - S - M - L - XL XXL solo BLACK 100 pcs 150 g/m² Tessuto effetto fiammato ANTIGUA LADY BLACK 991491 BLUE DENIM 991492 WHITE 991490 LIGHT GREEN 991493 T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone pettinato - stampato effetto fiammato - Colletto basso h cm 1.2 - Vestibilità maniche fashion - Cuciture laterali per migliore vestibilità - Vestibilità fashion - Vendibili singolarmente S - M - L - XL - XXL - 3XL 100 pcs 150 g/m² IBIZA MAN CAMOUFLAGE BLUE 990025 CAMOUFLAGE GREY 990021 CAMOUFLAGE GREEN 990029 T-SHIRT MANICA CORTA GIROCOLLO EFFETTO FIAMMATO - 100% cotone pettinato Slub - Colletto basso h cm 1,2 leggermente ampio - Vestibilità maniche fashion - Risvolto a fondo manica cucito in 4 punti - Cuciture laterali per migliore vestibilità - Imbustate singolarmente - Vendibili singolarmente M - L - XL - XXL 5/6 7/8 9/11 12/13 100 pcs 145 g/m² Tessuto effetto fiammato WHITE 990920 **PERTH MAN** - S - M - L - XL - XXL - 3XL solo BLUE DENIM **PERTH LADY** **T-SHIRT DONNA MANICA CORTA GIROCOLLO EFFETTO FIAMMATO** - 100% cotone pettinato Slub - Ampio girocollo basso h cm 1,0 - Vestibilità maniche più strette e corte - Alamari sulle spalle per effetto arricciamento maniche - Cuciture laterali per migliore vestibilità - Imbustate singolarmente - Vendibili singolarmente - S - M - L - XL - XXL solo BLACK - XS solo WHITE 100 pcs 145 g/m² T-SHIRT MANICA CORTA GIROCOLLO - 80% poliestere - 20% cotone pettinato "mano morbida" - Colletto basso h cm 1,00 - No label - Etichetta taglia lungo il fianco - Imbustate singolarmente - Vendibili singolarmente FLORIDA MAN S - M - L - XL - XXL - 3XL 100 pcs 150 g/m² WHITE 991530 FLORIDA LADY S - M - L - XL 100 pcs 150 g/m² WHITE 991540 T-SHIRT SPORTIVA MANICA CORTA GIROCOLLO 100% POLYESTERE - No label (senza etichetta interna) - Maniche raglan per facilitare i movimenti - Tessuto lavorato “ripstop” sulla schiena, sulle maniche e sui fianchi per aumentarne la traspirabilità - Vendibili in busta da 10 pezzi (pronte per la stampa piegate a metà, senza bustine singole per il rimbusto) - Vendibili anche singolarmente (senza bustina) Tessuto lavorato “ripstop” per una maggior traspirabilità **MONTEVIDEO BOY** M - L - XL - XXL 5/6 7/8 9/11 12/13 - **WHITE 993823** - **GREEN FLUO 993821** - **LIGHT BLUE 993826** - **BLACK 993825** - **ORANGE FLUO 993822** - **RED 993824** - **YELLOW FLUO 993820** - **NAVY 993827** **MONTEVIDEO MAN** S - M - L - XL - XXL - **LIGHT BLUE 993803** - **GREEN FLUO 993801** - **YELLOW FLUO 993800** MONTEVIDEO LADY S - M - L - XL 100 pcs 10 pcs 130 g/m² GREEN FLUO 993811 YELLOW FLUO 993810 FUCSIA FLUO 993813 LIGHT BLUE 993817 WHITE 993814 ORANGE FLUO 993812 RED 993815 BLACK 993816 CANOTTIERA SPORTIVA IN 100% POLIESTERE - No label (senza etichetta interna) - Tessuto con lavorazione Ripstop sulla schiena per aumentarne la traspirabilità - Vendibili in busta da 10 pezzi (pronte per la stampa piegate a metà, senza bustine per il rimbusto) - Vendibili anche singolarmente (senza bustina) M - L - XL - XXL 5/6 7/8 9/11 12/13 100 pcs 10 pcs 130 g/m² YELLOW FLUO 995321 WHITE 995320 GREEN FLUO 995322 RIMINI MAN S - M - L - XL - XXL 10 pcs Box 100 pcs 130 g/m² GREEN FLUO 995303 BLACK 995301 YELLOW FLUO 995301 WHITE 995300 RIMINI LADY S - M - L - XL Box 100 pcs 10 pcs 130 g/m² YELLOW FLUO 995311 WHITE 995310 GREEN FLUO 9953212 T-SHIRT JERSEY CLASSIC T-SHIRT JERSEY CLASSIC GIAMAICA T-SHIRT MANICA LUNGA - 100% cotone pettinato - Trattamento agli enzimi - Girocollo - Colletto basso (h cm 1,2 Man, h cm 0,8 Lady) - Nasto interno collo in cotone Oxford - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Vendibili anche singolarmente (non imbustate, ma complete di bustine singole per il rimbusto) Colletto basso con nastro di rinforzo in Oxford GIAMAICA MAN S - M - L - XL - XXL - 3XL 100 pcs 5 pcs 150 g/m² NAVY 994650 DARK GREY 994652 WHITE 994653 BLACK 994651 GIAMAICA LADY S - M - L - XL - XXL - 3XL 100 pcs 5 pcs 150 g/m² NAVY 994660 WHITE 994663 BLACK 994661 T-SHIRT MANICA CORTA - 100% cotone pettinato - Trattamento agli enzimi - Girocollo - Colletto basso (h cm 1,2 Man, h cm 0,8 Lady) - Nastro interno collo in cotone Oxford - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Vendibili anche singolarmente (non imbustate, ma complete di bustine singole per il rimbusto) Colletto basso h cm 1,2 con nastro di rinforzo in Oxford CALIFORNIA LADY S - M - L - XL XXL solo WHITE e BLACK 100 pcs 5 pcs 150 g/m² FUCSIA 993061 WHITE 993069 ARMY GREEN 993071 DARK GREY 993074 AVIO 993072 DARK GREEN 993073 YELLOW 993070 NAVY 993065 ORANGE 993066 RED 993067 BLACK 993060 LIGHT GREEN 993062 MELANGE 993064 ROYAL 993068 LIGHT GREY 993063 CALIFORNIA MAN S - M - L - XL - XXL - 3XL 4XL solo DARK GREY, WHITE, NAVY e BLACK 100 pcs 5 pcs 150 g/m² NAVY 993047 LIGHT GREY 993045 FUCSIA 993043 DARK GREY 993054 AVIO 993041 DARK GREEN 993053 YELLOW 993052 WHITE 993051 LIGHT GREEN 993044 MELANGE 993046 ROYAL 993050 ARMY GREEN 993040 BLACK 993042 ORANGE 993048 RED 993049 CALIFORNIA BOY S - M - L - XL - XXL 3/4 5/6 7/8 9/11 12/13 100 pcs 5 pcs 150 g/m² WHITE 993456 LIGHT GREEN 993452 ROYAL 993455 BLACK 993451 ORANGE 993453 RED 993454 NAVY 993450 ARGENTINA MAN T-SHIRT MANICA CORTA - 100% cotone pettinato - Girocollo - Collo basso h cm 1,2 man, h cm 0,8 lady, h cm 1 boy - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente S - M - L - XL - XXL - 3XL 4XL solo WHITE e NAVY Colletto man basso h cm 1,2 ARMY GREEN 988639 AVIO 988638 ORANGE 988637 NAVY 988630 FUCSIA 988626 ROYAL 988632 5 pcs 100 pcs 150 g/m² ARGENTINA LADY S - M - L - XL 5 pcs 100 pcs 150 g/m² LIGHT GREEN 990936 BLACK 990933 ROYAL 990932 NAVY 990930 ORANGE 990937 WHITE 990935 YELLOW 990938 ARGENTINA BOY M - L - XL - XXL 5/6 7/8 9/11 12/13 Colletto basso h cm 1.0 ROYAL 990952 RED 990954 NAVY 990950 YELLOW 990958 BLACK 990953 FUCSIA 990959 MELANGE 990951 ORANGE 990957 WHITE 990955 LIGHT GREEN 990956 LIGHT VIOLET 990960 T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone pettinato - Colletto basso h cm 1.0 - Vendibili in busta da 10 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente XS - S - M - L - XL - XXL - 3XL 4XL solo NAVY, WHITE, BLACK e ROYAL 100 pcs 10 pcs 135 g/m² URUGUAY Colletto basso h cm 1.0 LIGHT GREY 991517 BLU DENIM 991521 AVIO 991523 DARK GREY 991519 ARMY GREEN 991520 BLACK 991513 ORANGE 991516 RED 991514 NAVY 991510 WHITE 991515 MELANGE 991511 LIGHT GREEN 991518 ROYAL 991512 YELLOW 991522 NEW MALDIVE T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone pettinato - **No label (senza etichetta nel collo)** - Colletto basso (h cm 1,2 Man, h cm 0,8 Lady) - Nastro interno collo in colore cool grey - **MAN:** Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, senza bustine singole per il rimbusto) - **LADY:** Vendibili anche singolarmente o in busta da 10 pezzi (pronte per la stampa piegate a metà, senza bustine singole per il rimbusto) No label, nastro interno collo colore cool grey NEW MALDIVE MAN S - M - L - XL - XXL - 3XL 4XL solo NAVY e WHITE 5 pcs 100 pcs 150 g/m² GREEN 994282 DARK GREY 994281 BLACK 994280 AVIO 994288 ORANGE 994287 ROYAL 994285 NAVY 994283 WHITE 994286 RED 994284 ARMY GREEN 994289 NON VENDIBILE SINGOLARMENTE NEW MALDIVE LADY S - M - L - XL 10 pcs 100 pcs 150 g/m² VENDIBILE ANCHE SINGOLARMENTE GREEN 993795 DARK GREY 993792 BLACK 993793 ORANGE 994300 AVIO 994301 ROYAL 993791 NAVY 993790 WHITE 993796 RED 993794 ARMY GREEN 994302 T-SHIRT MANICA CORTA COLLO A V - 100% cotone pettinato - Colletto basso h cm 1,0 - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente S - M - L - XL - XXL 3XL solo NAVY e WHITE Colletto basso h cm 1,0 T-SHIRT “SERAFINO” MANICA CORTA GIROCOLLO - 100% cotone pettinato - Colletto basso h cm 1,2 - Tre bottoni - Cuciture laterali per una migliore vestibilità - Imbustate singolarmente - Vendibili singolarmente S - M - L - XL - XXL 3XL solo BLUE DENIM e WHITE BLACK 991063 MELANGE 991061 ROYAL 991062 BLUE DENIM 991060 WHITE 991065 RED 991064 ARMY GREEN 991066 100 pcs 150 g/m² T-SHIRT MANICA CORTA COLLO A V - 100% cotone pettinato - Colletto basso h cm 1,2 - Maniche e colletto in contrasto - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente S - M - L - XL - XXL 100 pcs 150 g/m² CADICE BLACK 989993 details ORANGE BLUE DENIM 989992 details TURQUOISE MELANGE 989991 details NAVY RED 989994 details GREY NAVY 989990 details MELANGE LIGHT GREY 989995 details BLACK GREY 989999 details ORANGE LISBONA T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone pettinato - Colletto basso h cm 1,2 - Maniche e colletto in contrasto - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente S - M - L - XL - XXL 3XL solo NAVY NAVY 990000 details MELANGE MELANGE 990001 details NAVY ROYAL 990002 details WHITE WHITE 990005 details NAVY ORANGE 990007 details BLACK RED 990004 details WHITE 100 pcs 150 g/m² 5 pcs LIPSIA T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone pettinato - Colletto basso h cm 1,2 - Colletto e fondo manica in colori fluo - Imbustate singolarmente - Vendibili singolarmente S - M - L - XL - XXL 3XL solo NAVY 100 pcs 150 g/m² RED 990234-C details YELLOW FLUO BLACK 990231 details YELLOW FLUO MELANGE 990233 details GREEN FLUO NAVY 990230 details YELLOW FLUO COOL GREY 990238 details ORANGE FLUO AVIO 990237 details GREEN FLUO ARMY GREEN 990239 details YELLOW FLUO T-SHIRT MANICA CORTA COLLO A V - 100% cotone pettinato - Colletto esterno basso h cm 1.0 - Colletto interno in contrasto - Fondo manica doppio in contrasto - Cuciture laterali per una migliore vestibilità - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente XS - S - M - L - XL - XXL - 3XL 100 pcs 150 g/m² Fondo manica doppio in contrasto SERBIA ORANGE 992037 details BLACK BLACK 992034 details YELLOW RED 992035 details LIGHT GREY NAVY 992036 details LIGHT GREY COOL GREY 992031 details ORANGE LIGHT GREY 992032 details BLACK BLUE DENIM 992030 details ROYAL ROYAL 992033 details BLUE DENIM T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone - Colletto e fondo manica in contrasto - Tre strisce in tessuto tricolore sulle spalle - Imbustate singolarmente - Vendibili singolarmente WHITE 988595-C details GREEN/WHITE/RED BLACK 988593 details GREEN/WHITE/RED ROYAL 988592 details GREEN/WHITE/RED NAVY 988590 details GREEN/WHITE/RED S - M - L - XL - XXL - 3XL 60 pcs 165 g/m² T-SHIRT MANICA CORTA GIROCOLLO - 100% cotone - Colletto basso h. cm. 1,3 in contrasto - Tricolore italiano nel fondo manica Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di 5 bustine singole per il rimbusto) - Non vendibili singolarmente NAVY 989170 ROYAL 989172 BLACK 989173 WHITE 989175 T-SHIRT MANICA CORTA COLLO A V - 100% cotone pettinato - Colletto basso h cm 1,2 - Tricolore italiano nel fondo manica - Vendibili in busta da 5 pezzi (pronte per la stampa piegate a metà, complete di bustine singole per il rimbusto) - Non vendibili singolarmente S - M - L - XL - XXL 3XL solo NAVY e ROYAL 5 pcs 100 pcs 150 g/m² NEW MILANO NAVY 989970 RED 989974 GREY 989976 WHITE 989975 BLACK 989973 MELANGE 989971 ROYAL 989972 T-SHIRT MANICA CORTA GIROCOLLO “COOL DYED” - 100% cotone pettinato tinto a freddo - Colletto basso h cm 1,2 - Cuciture laterali per una migliore vestibilità - Imbustate singolarmente - Vendibili singolarmente - N.B.: La tintura a freddo garantisce al capo un’aspetto vissuto e una colorazione vintage, ma è necessario lavare il capo due volte prima di indossarlo S - M - L - XL - XXL 100 pcs 165 g/m² 100% cotone pettinato tinto a freddo ROYAL 991472 NAVY 991470 GREY 991477 ARMY GREEN 991479 BLACK 991473 T-SHIRT MANICA CORTA COLLO A V - 100% cotone pettinato - Maniche raglan in contrasto - Colletto basso h cm 1,0 - Cuciture laterali per una migliore vestibilità - Imbustate singolarmente - Vendibili singolarmente S - M - L - XL - XXL - 3XL 100 pcs 150 g/m² NAVY 992560 GREY 992561 T-SHIRT MANICA CORTA - 100% cotone pettinato - Girocollo - Colletto basso h cm 1,2 - Nasto interno collo in colore giallo fluo - Piping anteriore giallo fluo sulle spalle e posteriore sulla schiena - Imbustate singolarmente - Vendibili singolarmente o in busta da 10 pezzi S - M - L - XL - XXL - 3XL 100 pcs 10 pcs 150 g/m² Piping giallo fluo sulla schiena IMPERIA NAVY 994670 GREY 994672 BLACK 994671 RAFFAELLO T-SHIRT MANICA CORTA COLLO A V - 100% cotone pettinato - Colletto basso h cm 1,0 - Nastro interno collo in contrasto - Maniche raglan in contrasto - Cuciture laterali per una miglior vestibilità - Imbustate singolarmente - Vendibili singolarmente XS - S - M - L - XL - XXL - 3XL 100 pcs 150 g/m² WHITE 993540 SCALDACOLLO e TUTE SCALDACOLLO IN PILE - 100% in pile antipilling - Coulisse per regolazione - Taglia unica - Vendibili in busta da 5 pezzi - Non vendibili singolarmente taglia unica 180 pcs 5 pcs 260 g/m² CAMOUFLAGE GREEN 988839 YELLOW FLUO 988829 ROYAL 988832 NAVY 988830 RED 988834 BLACK 988833 WHITE 988835 DARK GREEN 988836 ORANGE 988837 GREY 988838 TUTA PUBBLICITARIA DA “PILOTA” - 65% polyester - 35% cotone - Zip lunga coperta YKK - Tessuto bicolore - Righe orizzontali bianche - Colletto “pilota” con velcro - Cintura in vita con velcro - Elastico in vita nella parte posteriore - Due tasche sul petto - Due tasche aperte frontali - Triplo taschino portapenna sul braccio - Tessuto in maglia ai polsi e al fondo gamba M - L - XL - XXL - 3XL 20 pcs 240 g/m² DAYTONA Zip lunga coperta YKK Triplo taschino portapenna sul braccio ROYAL 993472 RED 993471 BLACK 993470 TUTA PUBBLICITARIA BICOLORE - 65% polyester - 35% cotone - Zip lunga coperta YKK - Parte superiore corpo e manica destra in contrasto - Piping sulla manica destra, sul torace, sulla schiena e sul colletto - Colletto "pilota" con velcro - Una tasca sul petto con doppio portapenna - Due tasche aperte frontali - Elastico in vita nella parte posteriore - Polsini elastici con chiusura con velcro M - L - XL - XXL - 3XL 20 pcs 240 g/m² YELLOW/GREEN 993460 RED/GREY 993461 YELLOW/NAVY 993465 ROYAL/GREY 993462 RED/BLACK 993463 ROYAL/NAVY 993464 MADE IN ITALY Creatività, stile, originalità, eleganza, qualità, italianità Ecco le caratteristiche che trovate sintetizzate nella collezione MADE IN ITALY. Tutte le fasi di lavorazione del capo vengono effettuate in Italia: dal taglio del miglior tessuto, al confezionamento accurato, al packaging accattivante per offrirvi un prodotto di elevata qualità. FELPE MADE IN ITALY COTONE - POLIESTERE LUCCA LADY FELPA DONNA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Cappuccio con fodera in Jersey in contrasto - Tasca a marsupio con dettaglio in contrasto - Polsini e fondo maglia in costina h cm 7 - Cuciture ribattute S - M - L - XL Made in Italy 25 pcs 280 g/m² NAVY 989580 details WHITE RED 989584 details WHITE VIOLET 989589 details WHITE WHITE 989585 details LIGHT VIOLET BLACK 989583 details LIGHT VIOLET !!! SPECIAL PRICE !!! FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Cappuccio con dettaglio tricolore - Zip lunga - Tasca a marsupio - Polsini e fondo maglia in costina h cm 7 - Cuciture ribattute S - M - L - XL - XXL Made in Italy 25 pcs 280 g/m² Cappuccio con dettaglio tricolore ASTI ROYAL 989282 details GREEN-WHITE-RED NAVY 989280 details GREEN-WHITE-RED ORANGE 989287 details GREEN-WHITE-RED WHITE 989285 details GREEN-WHITE-RED BLACK 989283 details GREEN-WHITE-RED GREY 989288 details GREEN-WHITE-RED FELPA BICOLORE MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Collo a lupetto - Zip corta in contrasto - Fianchi e interno collo in contrasto - Piping laterali in contrasto - Polsini e fondo maglia in costina h cm 7 - Cuciture ribattute S - M - L - XL - XXL Made in Italy Piping laterali in contrasto NAVY/ROYAL 989550 details WHITE ROYAL/WHITE 989552 details NAVY GREY/BLACK 989559 details WHITE RED/GREY 989554 details WHITE GREY/ORANGE 989558 details WHITE BLACK/ORANGE 989553 details WHITE FELPA BICOLORE MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Collo a lupetto - Zip lunga - Fianchi e interno collo in contrasto - Piping laterali in contrasto - Due tasche a filetto - Polsini e fondo maglia in costina h cm 7 - Cuciture ribattute S - M - L - XL - XXL Made in Italy 25 pcs 280 g/m² Due tasche a filetto, piping laterali in contrasto CAGLIARI NAVY/ROYAL 989600 details WHITE ROYAL/WHITE 989602 details NAVY GREY/BLACK 989609 details WHITE RED/GREY 989604 details WHITE GREY/ORANGE 989608 details WHITE BLACK/ORANGE 989603 details WHITE BRESCIA MAN - LADY FELPA COTONE - POLIESTERE - Composizione: 80% cotone – 20% poliestere - Cappuccio con cordini fluo - Zip lunga fluo - Tasche a marsupio - Polsini e fondo maglia in costina - Cuciture ribattute BERGAMO MAN - LADY PANTALONI IN FELPA COTONE - POLIESTERE - Composizione: 80% cotone – 20% poliestere - Fascia in vita in costina h. cm 8 - Laccetti stringi vita fluo - Due tasche anteriori - Fondo gamba in costina h cm 8 Cappuccio con cordini fluo BRESCIA MAN S - M - L - XL - XXL 25 pcs 280 g/m² Made in Italy GREY 990178 details ORANGE FLUO NAVY 990170 details YELLOW FLUO MELANGE 990171 details GREEN FLUO BLACK 990173 details YELLOW FLUO BRESCHIA LADY S - M - L - XL XXL solo BLACK 25 pcs 280 g/m² Made in Italy GREY 990198 details FUCSIA FLUO NAVY 990190 details YELLOW FLUO MELANGE 990191 details FUCSIA FLUO BLACK 990193 details YELLOW FLUO WHITE 990195 details FUCSIA FLUO BERGAMO MAN S - M - L - XL - XXL 25 pcs 280 g/m² Made in Italy GREY 990209 details ORANGE FLUO NAVY 990200 details YELLOW FLUO MELANGE 990201 details GREEN FLUO BLACK 990203 details YELLOW FLUO BERGAMO LADY S - M - L - XL XXL solo BLACK 25 pcs 280 g/m² Made in Italy GREY 990229 details FUCSIA FLUO NAVY 990220 details YELLOW FLUO WHITE 990225 details FUCSIA FLUO BLACK 990223 details YELLOW FLUO MELANGE 990221 details FUCSIA FLUO FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Cappuccio - Zip lunga - Tasche a marsupio - Polsini e fondo maglia in costina - Cuciture ribattute S - M - L - XL - XXL 3XL solo NAVY, BLACK e MELANGE Made in Italy 25 pcs 280 g/m² LECCE ROYAL 989242 MELANGE 989241 NAVY 989240 GREEN 988776 BLACK 989243 FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Girocollo in costina - Polsini e fondo maglia in costina - Cuciture ribattute S - M - L - XL - XXL 3XL solo NAVY Made in Italy 30 pcs 280 g/m² Girocollo in costina LECCO NAVY 989220 WHITE 989225 ORANGE 989227 ROYAL 989222 MELANGE 989221 RED 989224 BLACK 989223 FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Collo a lupetto in costina - Zip corta - Polsini e fondo maglia in costina - Cuciture ribattute S - M - L - XL - XXL - 3XL Made in Italy 30 pcs 280 g/m² GROSSETO NAVY 989210 GREY 989218 RED 989214 GREEN 989216 ORANGE 989217 MELANGE 989211 ROYAL 989212 BLACK 989213 FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Collo a lupetto in costina - Zip lunga - Due tasche a filetto - Polsini e fondo in costina - Cuciture ribattute S - M - L - XL - XXL 3XL solo NAVY Made in Italy 25 pcs 280 g/m² MELANGE 989231 NAVY 989230 GREY 989238 WHITE 989235 GREEN 989236 ORANGE 989237 RED 989234 ROYAL 989232 BLACK 989233 PANTALONE IN FELPA MADE IN ITALY - Composizione 80% cotone - 20% poliestere - Fascia in vita in costina h cm 8 - Laccetti stringivita bianchi - Due tasche anteriori - Fondo gamba in costina h cm 8 S - M - L - XL - XXL Made in Italy 25 pcs 280 g/m² BRINDISI ROYAL 989542 MELANGE 989541 NAVY 989540 GREY 989548 WHITE 989545 BLACK 989543 PANTALONE BAMBINO IN FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Fascia in costina h cm 8 - Laccetti stringivita bianchi - Due tasche anteriori - Fondo gamba in costina h cm 8 S - M - L - XL - XXL 3/4 - 5/6 - 7/8 - 9/11 - 12/13 Made in Italy 30 pcs 280 g/m² CUNEO BOY NAVY 989630 MELANGE 989631 !!! SPECIAL PRICE !!! VIOLET 989639 100% cotton BLACK 989633 PANTALONE DONNA IN FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Fascia in vita in costina h cm 8 - Laccetti stringivita bianchi - Due tasche anteriori - Fondo gamba in costina h cm 8 S – M – L – XL S non disponibile VIOLET Made in Italy 30 pcs 280 g/m² PAVIA LADY !!! SPECIAL PRICE !!! VIOLET 989619 WHITE 989615 MELANGE 989611 BLACK 989613 FELPA MADE IN ITALY - Composizione: 80% cotone - 20% poliestere - Cappuccio ninja - Zip corta - Tasca a marsupio - Polsini e fondo maglia in costina - Cuciture ribattute S - M - L - XL - XXL - 3XL Made in Italy 25 pcs 280 g/m² BLACK 989273 FELPA MADE IN ITALY - Composizione: 70% cotone – 30% poliestere - Girocollo in costina - Polsini e fondo maglia in costina - Cuciture ribattute S - M - L - XL - XXL 3XL solo NAVY Made in Italy 30 pcs 280 g/m² MELANGE 988281 BLACK 988282 NAVY 988280 ROYAL 988283 Girocollo in costina FELPA MADE IN ITALY - Composizione: 70% cotone - 30% poliestere - Collo a lupetto in costina - Zip corta - Polsini e fondo maglia in costina - Cuciture ribattute - Vendibile singolarmente S - M - L - XL - XXL 3XL solo NAVY ROYAL 988361 NAVY 988360 BLACK 988363 MELANGE 988362 Made in Italy 30 pcs 280 g/m² MANTOVA BOY-LADY-MAN FELPA MADE IN ITALY FRENCH TERRY - Composizione: 80% cotone – 20% poliestere - Cappuccio con cordini - Zip lunga - Tasche a marsupio - Polsini e fondo maglia in costina - Cuciture ribattute - Non felpata internamente TREviso BOY-LADY-MAN PANTALONI FELPA MADE IN ITALY FRENCH TERRY - Composizione: 80% cotone – 20% polyester - Fascia in vita in costina h. cm 8 - Laccetti stringi vita - Due tasche anteriori - Fondo gamba in costina h cm 8 - Non felpata internamente MANTOVA BOY S - M - L - XL - XXL 3/4 5/6 7/8 9/11 12/13 25 pcs 270 g/m² Made in Italy NAVY 990670 details ORANGE FLUO GREY 990678 details ORANGE FLUO MANTOVA LADY S - M - L - XL XXL solo GREY 25 pcs 270 g/m² Made in Italy GREY 990668 details FUCSIA FLUO NAVY 990660 details WHITE MELANGE 990661 details WHITE BLACK 990663 details WHITE WHITE 990665 details WHITE MANTOVA MAN S - M - L - XL - XXL 25 pcs 270 g/m² Made in Italy GREY 990658 details ORANGE FLUO NAVY 990650 details WHITE MELANGE 990651 details WHITE BLACK 990653 details WHITE WHITE 990655 details WHITE TREviso BOY S - M - L - XL - XXL 3/4 5/6 7/8 9/11 12/13 30 pcs 270 g/m² Made in Italy NAVY 990700 details ORANGE FLUO GREY 990708 details ORANGE FLUO TREviso LADY S - M - L - XL XXL solo GREY 30 pcs 270 g/m² Made in Italy GREY 990698 details FUCSIA FLUO NAVY 990690 details WHITE MELANGE 990691 details WHITE BLACK 990693 details WHITE WHITE 990695 details WHITE TREviso MAN S - M - L - XL - XXL 30 pcs 270 g/m² Made in Italy GREY 990688 details ORANGE FLUO NAVY 990680 details WHITE MELANGE 990681 details WHITE BLACK 990683 details WHITE WHITE 990685 details WHITE FELPE MADE IN ITALY 100% COTONE FELPA MADE IN ITALY 100% COTONE - Collo a lupetto in costina - Zip lunga - Torcia tricolore sul braccio - Due tasche aperte a filetto - Polsini e fondo maglia in costina h cm 8 - Cuciture ribattute S - M - L - XL - XXL 3XL solo NAVY e BLACK Made in Italy 25 pcs 280 g/m² NAVY 988290 MELANGE 988291 ROYAL 988292 BLACK 988293 WHITE 988295 RED 988294 FELPA MADE IN ITALY 100% COTONE - Collo a lupetto in costine - Zip corta - Torsia tricolore sul braccio - Polsini e fondo maglia in costina h cm 8 - Cuciture ribattute S - M - L - XL - XXL MELANGE 988261 NAVY 988260 BLACK 988263 ROYAL 988262 Made in Italy 25 pcs 280 g/m² FELPA MADE IN ITALY 100% COTONE - Girocollo in costina - Triangolo tricolore su un fianco - Polsini e fondo maglia in costina h cm 6,5 - Cuciture ribattute S - M - L - XL - XXL Made in Italy 25 pcs 280 g/m² MELANGE 988251 ROYAL 988252 BLACK 988253 WHITE 988255 NAVY 988250 FELPA MADE IN ITALY 100% COTONE - Cappuccio con cordini bianchi - Zip lunga - Fascia tricolore sul braccio - Tasche a marsupio - Polsini e fondo maglia in costina h cm 8 - Cuciture ribattute S - M - L - XL - XXL Made in Italy 25 pcs 280 g/m² BLACK 988273 MELANGE 988271 ROYAL 988272 GREEN 988276 NAVY 988270 PANTALONE IN FELPA MADE IN ITALY 100% COTONE - Fascia in costina h 8 cm con tricolore - Lacetti stringivita bianchi - Due tasche frontali - Fondo gamba in costina h 8 cm S - M - L - XL - XXL 3XL solo NAVY Made in Italy 25 pcs 280 g/m² PALERMO ROYAL 988302 details WHITE MELANGE 988301 NAVY 988300 details MELANGE WHITE 988305 BLACK 988303 details WHITE !!! SPECIAL PRICE !!! FELPA MADE IN ITALY 100% COTONE - Collo a lupetto in costina - Zip lunga - Due tasche a marsupio - Polsini e fondo maglia in costina h cm 7 - Cuciture ribattute S - M - L - XL - XXL 3XL solo NAVY Made in Italy 25 pcs 280 g/m² Due tasche a marsupio PESCARA WHITE 988795 NAVY 988790 ROYAL 988792 BLACK 988793 ORANGE 988797 GREY 988798 FELPA MADE IN ITALY 100% COTONE - Collo a lupetto in costina - Zip corta - Polsini e fondo maglia in costina h cm 7 - Cuciture ribattute S - M - L - XL - XXL - 3XL Made in Italy 25 pcs 280 g/m² PIACENZA NAVY 988550 MELANGE 988551 ROYAL 988552 YELLOW 988559 BLACK 988553 WHITE 988555 GREEN 988556 ORANGE 988557 GREY 988558 RED 988554 443 CARATTERISTICHE TECNICHE 1. Parte posteriore con estensione anatomica sagomata per mantenere la posizione corretta dell’indumento. 2. Morbidi polsini elasticizzati con effetto anti-torsione stabilizzante, anti-stress, massima vestibilità e aderenza dell’indumento. 3. Morbido colletto e coulisse elasticizzati con effetto stabilizzante, anti-stress, massima vestibilità e aderenza dell’indumento. 4. Profili laterali anatomici con effetto anti-torsione stabilizzante, anti-stress, massima vestibilità e aderenza dell’indumento. 5. Giro-maniche modello “raglan” per la massima vestibilità, comfort e aderenza dell’indumento. 6. Bande laterali traspiranti per favorire la termoregolazione. 7. Zip e cursori di alta qualità per la massima funzionalità. Tassello copri cursore zip protettivo. 8. Cuciture piatte per il massimo comfort. 9. Fascia elastica contentiva anti-torsione per la massima vestibilità, aderenza e stabilità. 10. Struttura in tecnologia seamless (senza cuciture sui profili laterali) per massimo comfort e vestibilità. INTIMO TECNICO TRASPIRANTE IN MICROFIBRA MERYL RUNNER MICROFIBRA SEAMLESS: In meryl, fibra tecnologica batteriostatica, che impedisce la formazione di cattivi odori, è anallergica e traspirante e con proprietà termoregolanti. Mantiene la pelle sempre asciutta espellendo l’umidità e il sudore verso l’esterno. Ha una struttura anatomica aderente realizzata con tecnologia seamless (senza cuciture) che svolge un’azione contenitiva e favorisce la libertà di movimento. I filati utilizzati rispettano severi parametri umano-ecologici (certificato Oeko-tex). Caratteristiche principali: Elevata traspirazione e vestibilità Massima leggerezza e morbidezza No pilling, non si stira Antiallergico Senza cuciture Tessuto elasticizzato per una vestibilità perfetta Consigliato per: Running, trekking, ciclismo, tempo libero, motociclismo e tutte le attività professionali LYCRA Fibra che ha la capacità di ridurre la vibrazione muscolare causa principale di affaticamento del muscolo, aumentando la sensibilità e la precisione ed efficienza dei movimenti consentendo comfort e vestibilità superiori. MERYL E MERYL SKIN-LIFE Microfibra sintetica, ha proprietà batteriostatiche in quanto mantenendo un ottimale equilibrio fisiologico non permette la proliferazione di batteri sui tessuti e la conseguente formazione di dermatiti e stoghi cutanei. Offre elevate prestazioni di comfort, leggerezza, e traspirabilità garantendo il mantenimento della temperatura corporea ottimale. **CESENA** T-SHIRT MANICA LUNGA IN TESSUTO ANATOMICO, ANALLERGICO, ANTIBATTERICO, TRASPARENTE E TERMOREGOLANTE - Composizione: 96% Meryl - 4% Lycra - Morbido colletto elasticizzato - Morbidi polsini elasticizzati anti-torsione - Fondo maglia elasticizzato - Profili laterali anatomici anti-torsione - Giro-maniche "raglan" per perfetta vestibilità - Bande laterali traspiranti per termoregolazione - Parte posteriore allungata con estensione anatomica sagomata - Cuciture piatte per massimo comfort - Tecnologia seamless (senza cuciture laterali) - Imbustate singolarmente XS/S - M/L - XL/XXL 50 pcs Made in Italy BLACK 989893 Morbidi polsini elastici anti-torsione --- **BELLUNO** PANTALONE IN TESSUTO ANATOMICO, ANALLERGICO, ANTIBATTERICO, TRASPARENTE E TERMOREGOLANTE - Composizione: 96% Meryl - 4% Lycra - Girovita, profili laterali anatomici e fascia elastica contenitiva con effetto anti-torsione stabilizzante ed antistress per massima vestibilità e aderenza dell’indumento - Bordo doppio al giro caviglia elasticizzato anti-torsione - Inserti anatomici traspiranti per termoregolazione - Profili laterali anatomici anti-torsione - Cuciture piatte per massimo comfort - Tecnologia seamless (senza cuciture laterali) - Compressione graduata tonificante XS/S - M/L - XL/XXL 50 pcs Made in Italy BLACK 989913 --- **RIETI** !!! SPECIAL PRICE !!! BLACK 989903 FINO AD ESAURIMENTO CALZE TECNICHE 100% MADE IN ITALY PER UTILIZZO PROFESSIONALE E SPORTIVO 1. **HEEL-TOE TRANSPARENT JUNIOR PADDING** Punta e tallone trasparenti e rinforzati per proteggere e rinforzare il piede ed 2. **X-TRA FINE SEAMS** Cucitura extra-fine antirifrazione per il massimo comfort, no-stress. 3. **TEND-ZONE PROTECTION** Rinforzo protettivo anti-usura anatomico per il tendine d'Achille. 4. **RUNNERKICK SHOCK IMPACT ABSORBER** Rinforzo protettivo anti-usura anatomico sul callo del piede per proteggere da urti e concussioni. 5. **NO-TORX STRETCH BANDAGE** Fascia elastica contenitiva anti-torsione per la massima vestibilità, aderenza e stabilità all'attivazione. 6. **ANATOMICALLY ANKLE GUARD** Rinforzo protettivo anti-usura anatomico sul malleolo per proteggere da urti e concussioni. 7. **NO-STRESS PROTECTIVE INSOLE** Piattaforma con rinforzi protettivi anti-usura anatomici per proteggere da urti e concussioni ed imbottitura riposante anti-stress. 8. **SHINBONE REINFORCEMENT CORE** Rinforzo protettivo anti-usura anatomico sulla tibia per proteggere da urti e concussioni. 9. **NO-STRESS CLIFF SYSTEM** Morbido, piano, regolizzatore anti-fonzione per la massima vestibilità, aderenza e stabilità della caviglia con effetto anti-stress. **Materiali e struttura tecnica:** Le calze tecniche JRC sono realizzate con l'impiego di filati di alta qualità e tecnologicamente all'avanguardia combinati tra loro per garantire la massima funzionalità, le strutture anatomiche con zone a densità differenziata, rinforzi protettivi e sistemi a compressione graduata, sviluppano la massima performance con effetto tonificante anti-stress. **LYCRA** Fibra che ha la capacità di ridurre la vibrazione muscolare causa principale di affaticamento del muscolo, aumentando la sensibilità e la precisione ed efficenza dei movimenti consentendo comfort e vestibilità superiori. **Dryarn** Fibra tecnicamente all'avanguardia, il polipropilene ha capacità termiche molto elevate e grazie alle sue fibre cave ha un peso medio inferiore del 40% alla lana ma con la stessa capacità di mantenere il calore corporeo. Questo si traduce in termini pratici in minimo ingombro, estrema leggerezza dei capi e grande libertà di movimento. Inoltre le proprietà anallergiche e antistatiche lo rendono vestibile a prima pelle anche da individui dermatologicamente sensibili. È traspirante e antimacchia, ha un'ottima solidità del colore ed è di facile lavaggio e asciugatura. **CATANIA** **CALZA TECNICA CORTA ANATOMICA RINFORZATA E TRASPIRANTE** - Composizione: 50% Dryarn, 27% Prolen, 20% Nylon 3% Lycra - **Altezza cm. 8** - Rinforzo protettivo anti-usura su punta, tallone, collo tendine d'Achille, malleolo e plantare - Struttura della punta differenziata per le dita del piede destro e sinistro - Plantare con imbottitura riposante antistress - Punta e tallone traspiranti e rinforzati - Banda con tessitura a nido d'ape traspirante per mantenere il microclima interno ideale - Morbido polsino elasticizzato anti-torsione e antistress - **Non vendibili singolarmente, ma in confezione da 3 paia della stessa taglia** | S - M - L - XL | 120 paia | 3 paia | |---------------|----------|--------| | 35/38 39/41 42/44 45/47 | Made in Italy | **GREY/BLACK 989851** --- **CASERTA** **CALZA TECNICA MEDIA ANATOMICA RINFORZATA E TRASPIRANTE** - Composizione: 50% Dryarn, 27% Prolen, 20% Nylon 3% Lycra - **Altezza cm. 16** - Rinforzo protettivo anti-usura su punta, tallone, collo tendine d'Achille, malleolo e plantare - Struttura della punta differenziata per le dita del piede destro e sinistro - Plantare con imbottitura riposante antistress - Punta e tallone traspiranti e rinforzati - Banda con tessitura a nido d'ape traspirante per mantenere il microclima interno ideale - Morbido polsino elasticizzato anti-torsione e antistress - **Non vendibili singolarmente, ma in confezione da 3 paia della stessa taglia** | S - M - L - XL | 120 paia | 3 paia | |---------------|----------|--------| | 35/38 39/41 42/44 45/47 | Made in Italy | **GREY/BLACK 989861** --- **VICENZA** **CALZA TECNICA LUNGA ANATOMICA RINFORZATA E TRASPIRANTE** - Composizione: 50% Dryarn, 27% Prolen, 20% Nylon 3% Lycra - **Altezza cm. 45** - Rinforzo protettivo anti-usura su plantare, punta, tallone, collo tendine d'Achille, malleolo, tibia e polpaccio - Tessitura con effetto compressione graduata no stress che favorisce la circolazione sanguigna - Struttura della punta differenziata per le dita del piede destro e sinistro - Plantare con imbottitura riposante antistress - Punta e tallone traspiranti e rinforzati - Banda con tessitura a nido d'ape traspirante per mantenere il microclima interno ideale - Morbido polsino elasticizzato anti-torsione e antistress - **Non vendibili singolarmente, ma in confezione da 3 paia della stessa taglia** | S - M - L - XL | 120 paia | 3 paia | |---------------|----------|--------| | 35/38 39/41 42/44 45/47 | Made in Italy | **GREY/BLACK 989871** ACCESSORI ESPOSITORE 999993 (cm: 120x50 h 160) 1 pcs ROLL UP 999995 (cm: 90x205h) 1 pcs APPENDINI 35 pcs 5 pcs 999994 40 pcs ARTICOLI IN FINE SERIE DISCONTINUED SUL NOSTRO SITO INTERNET ANTINFORTUNISTICA • ATTREZZATURE ARTICOLI PER PROFESSIONISTI Via Sempione, 26 - 21029 Vergiate (VA) Tel. 0331 964610/1 - Fax 0331 964612 P.IVA 01864820129 email@example.com www.derbysnc.it
d5b54bb0-ccb8-403b-b228-16121098dddc
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
211,840
Bienvenido a la página de descarga de Meditaciones para el día a día guiadas por Elma. Cuando hagas clic en descargar, se abrirá una página en la que aparecerá la meditación que has escogido y el precio correspondiente sin IVA. Como verás en la parte derecha de la página, el pago de estas descargas está gestionado a través del servicio gratuito Pay Pal. Podrás pagar con tu cuenta Pay Pal o directamente con tu tarjeta de crédito/débito, rellenando los datos personales necesarios para que la transacción sea segura. El proceso es muy fácil, seguro y rápido, no te tomará más de un minuto. Una vez hayas finalizado el proceso de pago, recibirás un correo electrónico en la misma dirección que hayas utilizado para pagar con tu cuenta Pay Pal o en la que hayas introducido al pagar con tarjeta. Si no encuentras el correo en tu bandeja de entrada, es posible que tu gestor de correo lo haya colocado en la carpeta de SPAM (correo no deseado). Este correo contendrá un link que te redirigirá a una página de este blog en la que se abrirá tu descarga. Siempre podrás escuchar la meditación a través de ese link o descargarla clicando en el botón derecho encima de la barra de audio y escogiendo Guardar vídeo como... Para cualquier duda puedes ponerte en contacto con nosotras a través del correo: firstname.lastname@example.org Meditaciones guiadas por Elma Roura **MEDITACIÓN PARA EL METRO** Meditación guiada muy práctica para meditar y poner conciencia mientras vamos en metro. Duración: 21 min. Precio: 0,60 € **MEDITACIÓN PARA COMER CON CONSCIENCIA** Meditación guiada para aprender a comer con conciencia en la comida y la cena, y también en el desayuno. Duración: 17 min. Precio: 0,60 € **MEDITACIÓN PARA CONECTAR CON LA GRATITUD** Meditación recomendada para justo antes de ir a dormir, que nos ayudará a despedir el día con agradecimiento, gran clave para la felicidad. Duración: 7:30 min. Precio: 0,60 € **MEDITACIÓN PARA DESBLOQUEAR UNA TENSIÓN FÍSICA/EMOCIONAL** Meditación indicada para relajar una parte tensa concreta del cuerpo a nivel emocional o físico. Duración: 14 min. Precio: 0,60 € **MEDITACIÓN PARA GESTIONAR LAS EMOCIONES DEL DÍA** Meditación guiada para soltar las emociones negativas que hayamos vivido durante el día y poder finalizarlo en paz. Duración: 17 min. Precio: 0,60 € **MEDITACIÓN PARA VOLVER AL PRESENTE** Meditación guiada para que en aquellos momentos de mucha actividad mental, podamos volver al presente, al aquí y ahora. Duración: 10 min. Precio: 0,60 € **MEDITACIÓN DE LOS 7 CHAKRAS** Meditación guiada dedicada a poner conciencia en cada centro energético, relajarlo y expandirlo. Duración: 20 min. Precio: 0,60 €
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HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
2,699
Resultatene, regnskapet og bidragene til aksjonen Vi tar AMS-målerne for retten! 07/06/2021EINAR FLYDAL Aksjonen Vi tar AMS-målerne for retten! har i dag sendt ut ny statusrapport til alle bidragsyterne som har registrert sin epostadresse. Rapporten omhandler RESULTATENE SÅ LANGT, RETTSSAKEN I HALDEN, BIDRAGENE, og REGNSKAPET. Dessuten er utdrag av regnskapet er lagt ut på http://bidra.no/ams – nettsiden der du kan bidra til aksjonen. Her får du hovedinnholdet og en oppfordring om å bli med, du også! Resultatene så langt - Vi har arbeidet med jussen og med helse- og miljøvirkningene av AMSteknologiene siden våren 2018. Utredninger og bøker er blitt viktige verktøy. - Vi har arbeidet for å få en pilotsak for retten fra vi startet aksjonen Vi tar AMSmålerne for retten! sommeren 2019. Nettselskapene ga seg i seks saker før Halden-saken kom i stand sist vinter. Dommen (altså kjennelsen) etter tingrettssaken i Halden kan få store følger – og det vet bransjen. - Vi har hjulpet et høyt antall husholdninger til å få fritak fra AMS-målernes sendere, og skapt økt bevissthet rundt mikrobølger, helse og miljø. Og vi har hjulpet fram en lang rekke krav om midlertidig forføyning overfor stengningstrusler fra nettselskapene. - Skitten strøm er et generelt helseproblem med moderne elektronikk. Siden våren 2017 har vi beskrevet skitten strøm som et mulig akutt problem for enkelte i forbindelse med AMS-målere. Vinteren 2020/21 har vi kunnet underbygge dette med målinger og dokumenterte biologiske mekanismer. Temaet er sentralt i Halden-saken. - Vi har utfordret myndighetene på gebyret som ilegges dem som har fritak. De mange klagene har presset fram en egen tariff som er frivillig for nettselskapene å ilegge kundene. Den arbeider vi nå for å få redusert eller fjernet. - Temaene personvern, teknisk sikkerhet og samfunnssikkerhet har vi prioritert ned til fordel for helse- og miljøsidene: Helse og miljø må gå først. Mange andre har gjort en viktig innsats. Vi takker både organisasjoner og enkeltpersoner for samarbeidet så langt, og for tilliten de viser ved å støtte oss i arbeidet. Rettssaken i Halden Nå venter vi på dommen i Halden-saken mot nettselskapet Elvia – den første rettssaken der helsespørsmålene rundt stråling og skitten strøm fra AMS-målerne er blitt tatt opp på bred front. Mer presist har vi lagt fram 23 tema til behandling. Du finner dem i vår advokat Hugo Matres sluttforedrag (se bloggpost 09.05.2021). Du finner mer om rettssaken i Halden i de nyeste bloggpostene på http://einarflydal.com og du finner hele den tre dager lange saken på YouTubekanalen EMFacets: Bruk lenkene i teksten under video-vinduet for å komme rett til de delene du ønsker. Presentasjonene til saksøkernes ekspertvitner kan du laste ned HER. Regnskapet Vi har 1,3 millioner kroner utestående hos våre bidragsytere. Det vil si at vi nesten har midler nok – om alle innfrir sine forpliktelser – både til å dekke våre regninger og til å klare en eventuell ankesak. Siden vi startet aksjonen i 2019 er status per 7. juni 2021: Vi er altså i minus i øyeblikket og ber særlig bidragsytere som ikke har bidratt på en stund, om hjelp. Også nye bidragsytere er velkomne! Strategien videre Strategien videre kommer vi tilbake til etter at kjennelsen fra tingretten i Halden er kommet og vi har fått analysert den. Hilsen aksjonen Vi tar AMS-målerne for retten! Einar Flydal og Torleif Dønnestad, Oslo / Stavanger 7. juni 2021 PS. Vi foretrekker av juridiske grunner at du betaler inn her via http://bidra.no/amsMen noen kan ikke bruke datautstyr på grunn av sterk elfølsomhet eller vi av andre grunner betale direkte. De kan betale via postgiro eller telebank til Foreningen for EMF-Reform, innsamlingens konto nr. 1813 19 02855 i Sparebank1. Merk at dersom du betaler via bank kan vi ikke love å gi deg påminnelser. https://einarflydal.com/2021/06/07/resultatene-regnskapet-og-bidragene-tilaksjonen-vi-tar-ams-malerne-for-retten/#more-66900 9-6-2021
<urn:uuid:900764af-6aed-453d-bd5b-a4ef3efa554e>
HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
finepdfs
nob_Latn
3,972
Suministro mediante la modalidad de renting de TRES vehículos, para cubrir las necesidades de transporte de la Corporación del Ayuntamiento de Almuñécar, y del transporte del personal asignado al área de Medio Rural del Ayuntamiento de Almuñécar, mediante 2 Lotes. Contrato Sujeto a regulación armonizada No - **Directiva de aplicación**: Directiva 2014/24/EU - sobre Contratación Pública - **Valor estimado del contrato**: 71.640 EUR. - **Importe**: 86.684,4 EUR. - **Importe (sin impuestos)**: 71.640 EUR. - **Plazo de Ejecución**: - 36 Mes(es) - Observaciones: Duración del contrato: 36 MESES desde la formalización del contrato y entrega de vehículos en un plazo de 45 días. - **Clasificación CPV**: - 34100000 - Vehículos de motor. - 66114000 - Servicios de arrendamiento financiero. Proceso de Licitación - **Procedimiento**: Abierto simplificado - **Tramitación**: Ordinaria - **Presentación de la oferta**: Electrónica - **Contrato cubierto por el Acuerdo sobre Contratación Pública (ACP)**: No - **Sistema de Contratación**: No aplica - **Características del procedimiento**: Aparecen descritas en los Pliegos Administrativo y Técnico. - **Detalle de la Licitación**: https://contrataciondelestado.es/wps/poc?uri=deeplink:detalle_licitacion&idEvl=JIJ%2FHGadE15PpzdqOdhuWg%3D%3D Nº de Lotes: 2 - **Se debe ofertar**: A uno o varios lotes - **Número máximo de lotes a los que se puede presentar**: 2 - **Número máximo de lotes que se puede adjudicar a un licitador**: 2 Entidad Adjudicadora - **Alcaldía del Ayuntamiento de Almuñécar** - **Tipo de Administración**: Autoridad local - **Actividad Principal**: 1 - Servicios públicos generales - **Tipo de Entidad Adjudicadora**: Órgano de Contratación - **Sitio Web**: https://contratacion.almunecar.es - **Perfil del Contratante** Dirección Postal Plaza de la Constitución nº 1 (18690) Almuñécar España ES614 Contacto Teléfono 958838601 Correo Electrónico email@example.com Proveedor de Pliegos Alcaldía del Ayuntamiento de Almuñécar Sitio Web https://contrataciondelestado.es/ Dirección Postal Plaza de la Constitución nº 1 (18690) Almuñécar España Contacto Teléfono 915241242 Correo Electrónico firstname.lastname@example.org Recepción de Ofertas Alcaldía del Ayuntamiento de Almuñécar Sitio Web https://contrataciondelestado.es/ Dirección Postal Plaza de la Constitución nº 1 (18690) Almuñécar España Contacto Teléfono 915241242 Correo Electrónico email@example.com Plazo de Presentación de Oferta Hasta el 01/08/2024 a las 11:00 Subasta electrónica Se adjudicará mediante subasta electrónica: No Objeto del Contrato: Suministro mediante la modalidad de renting de TRES vehículos, para cubrir las necesidades de transporte de la Corporación del Ayuntamiento de Almuñécar, y del transporte del personal asignado al área de Medio Rural del Ayuntamiento de Almuñécar, mediante 2 Lotes. Descripción del procedimiento Contrato para el Suministro mediante la modalidad de renting de TRES vehículos, para cubrir las necesidades de transporte de la corporación del Ayuntamiento de Almuñécar, y del transporte del personal asignado al área de Medio Rural del Ayuntamiento de Almuñécar, mediante 2 Lotes. Valor estimado del contrato 71.640 EUR. Presupuesto base de licitación Importe 86.684,4 EUR. Importe (sin impuestos) 71.640 EUR. Clasificación CPV 34100000 - Vehículos de motor. 66114000 - Servicios de arrendamiento financiero. Plazo de Ejecución 36 Mes(es) Observaciones: Duración del contrato: 36 MESES desde la formalización del contrato y entrega de vehículos en un plazo de 45 días. Lugar de ejecución Subentidad Nacional Granada Código de Subentidad Territorial ES614 Dirección Postal España Condiciones de ejecución del contrato Se utilizará pedido electrónico : No Se aceptará factura electrónica : Sí Se utilizará el pago electrónico : Sí Condiciones especiales de ejecución de Contrato Consideraciones de tipo social - Las establecidas en el Pliego Técnico en cuanto a características de los equipos y las indicadas en el anexo G. Consideraciones de tipo medioambiental - Según normativa vigente. Sometimiento del contratista a la normativa de protección de datos - Obligación a someterse a la normativa nacional y de la Unión Europea en materia de protección de datos. Contratación estratégica Contratación estratégica Ninguno Lote 1: Vehículo SUV Descripción del lote Un vehículo turismo tipo "todo camino", de cinco plazas y cinco puertas, también denominado vehículo utilitario deportivo ( SUV ), tecnología FULL-HYBRID. VER CLÁUSULA 3 DEL PPTP. Lugar de ejecución País España Subentidad Nacional Granada Código de Subentidad Territorial ES614 Valor estimado del contrato 23.400 EUR. Presupuesto base de licitación Importe 28.314 EUR. Importe (sin impuestos) 23.400 EUR. Clasificación CPV Lote 2: Dos Todoterreno pick up - **Descripción del lote**: Dos vehículos tipo PICK-UP, doble cabina para cinco plazas, de cuatro pasajeros más el conductor. PARA MÁS INFORMACIÓN, VER CLÁUSULA 3 DEL PPTP. - **Lugar de ejecución**: España - **Subentidad Nacional**: Granada - **Código de Subentidad Territorial**: ES614 - **Valor estimado del contrato**: 48.240 EUR. - **Presupuesto base de licitación**: 58.370,4 EUR. - **Importe (sin impuestos)**: 48.240 EUR. - **Clasificación CPV**: - 34100000 - Vehículos de motor. - 66114000 - Servicios de arrendamiento financiero. Condiciones de Licitación - Se utilizará el pago electrónico - No aplica la Directiva de Vehículos Limpios Garantía Requerida Definitiva - Porcentaje: 5 % Requisitos de participación de los licitadores **Condiciones de admisión** - Capacidad de obrar - No prohibición para contratar - No estar incursa en incompatibilidades - Cumplimiento con las obligaciones con la Seguridad Social - Cumplimiento con las obligaciones tributarias - Para las empresas extranjeras, declaración de sometimiento a la legislación española. **Motivos de exclusión** - Incumplimiento de obligaciones en materia de legislación social - Incumplimiento de obligaciones en materia de legislación social, entre otros. - Incumplimiento de obligaciones en materia de legislación laboral - Incumplimiento de obligaciones en materia de legislación laboral, entre otros. **Criterio de Solvencia Técnica-Profesional** - Trabajos realizados - Relación de los principales suministros realizados de igual o similar naturaleza que los que constituyen el objeto del contrato en el curso de cómo máximo, los tres últimos años. **Criterio de Solvencia Económica-Financiera** - Cifra anual de negocio - Declaración sobre el volumen anual de negocios del licitador referido al año de mayor volumen de negocio de los tres últimos concluidos. Preparación de oferta - Sobre: SOBRE A - Tipo de Oferta: Documentación administrativa - Nº Lote: 1 Nº Lote: 2 Descripción PARA MÁS INFORMACIÓN, VER CLÁUSULA 188.8.131.52 DEL PCAP. Preparación de oferta Sobre DEUC Tipo de Oferta Documentación administrativa y criterios cuantificables automáticamente Nº Lote: 1 Nº Lote: 2 Preparación de oferta Sobre SOBRE C Tipo de Oferta Oferta económica o evaluable mediante fórmulas Nº Lote: 1 Nº Lote: 2 Descripción PARA MÁS INFORMACIÓN, VER CLÁUSULA 184.108.40.206 DEL PCAP. Condiciones de adjudicación Criterios de Adjudicación Criterios evaluables mediante aplicación de fórmulas CERCANÍA DEL TALLER PARA MANTENIMIENTO DE VEHÍCULOS Subtipo Criterio: Otros Ponderación: 5 Cantidad Máxima: 5 IMPORTE ABONO POR KM EN DEFECTO ANUALMENTE Subtipo Criterio: Otros Ponderación: 5 Expresión de evaluación: VER ANEXO B DEL PCAP. Cantidad Máxima: 5 IMPORTE RECARGO COSTE KM EXCEDIDO ANUALMENTE Subtipo Criterio: Otros Ponderación: 5 Expresión de evaluación: VER ANEXO B DEL PCAP. Cantidad Máxima: 5 OFERTA ECONÓMICA Subtipo Criterio: Precio Ponderación: 80 Expresión de evaluación: VER ANEXO B Y III DEL PCAP. Cantidad Máxima: 80 POTENCIA DEL MOTOR POR ENCIMA DE 150 CV Subtipo Criterio: Otros Ponderación: 5 Expresión de evaluación: VER ANEXO B DEL PCAP. Cantidad Máxima: 5 Plazo de Validez de la Oferta 6 Mes(es) Presentación de recursos Información sobre recursos AYUNTAMIENTO DE ALMUÑÉCAR Tipo de Entidad Adjudicadora Órgano de Contratación Sitio Web https://almunecar.sedelectronica.es/info.1 Dirección Postal Plaza de la Constitución nº 1 (18690) Almuñécar España Presentación de recursos AYUNTAMIENTO DE ALMUÑÉCAR Sitio Web https://almunecar.sedelectronica.es/info.1 Dirección Postal Plaza de la Constitución nº 1 (18690) Almuñécar España Se aceptará factura electrónica Programas de Financiación No hay financiación con fondos de la UE Proceso de Licitación Subasta electrónica Se adjudicará mediante subasta electrónica: No
<urn:uuid:079c1932-703b-4bf6-969a-3fa3a790b138>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
8,680
HOTĂRÂRE privind aprobarea criteriilor, procedurilor și atribuțiilor specifice necesare numirii/eliberării în/din funcție a administratorului public la Primăria Sectorului 6 Având în vedere Nota de fundamentare a Serviciului Managementul Resurselor Umane, Expunerea de motive a Primarului Sectorului 6, Hotărârea Consiliului Local al Sectorului 6 nr. 127/26.08.2008 de aprobare a Organigramei, a Statului de Funcții și de înființare a postului de administrator public în cadrul Primăriei Sectorului 6; Văzând raportul Comisiei de specialitate nr. 5 a Consiliului Local Sector 6; În baza prevederilor art. 112 din Legea nr. 215/2001 privind administrația publică locală, republicată, cu modificările și completările ulterioare, Legii nr. 53/2003 - Codul Muncii, republicată, cu modificările și completările ulterioare, H.G. nr. 286/2011 pentru aprobarea Regulamentului-cadru privind stabilirea principiilor generale de ocupare a unui post vacant sau temporar vacant corespunzător funcțiilor contractuale și a criteriilor de promovare în grade sau trepte profesionale imediat superioare a personalului contractual din sectorul bugetar plătit din fonduri publice, cu modificările și completările ulterioare, precum și Legea – cadru nr. 284/2010 privind salarizarea unitară a personalului plătit din fonduri publice, cu modificările și completările ulterioare; În temeiul prevederilor art. 45 alin. (1), art. 81 alin. (4) din Legea nr. 215/2001 privind administrația publică locală, republicată, cu modificările și completările ulterioare; Consiliul Local Sector 6, HOTĂRĂȘTE: Art. 1. Se aprobă criteriile, procedurile și atribuțiile specifice, în baza cărora se va face numirea/ eliberarea în/din funcție a administratorului public la nivelul Primăriei Sectorului 6, prevăzute în Anexa nr. I, care face parte integrantă din prezenta hotărâre. Art. 2. Administratorul public va fi numit pe o perioadă nedeterminată și va îndeplini atribuțiile de coordonare ale Administrației Domeniului Public și Dezvoltare Urbană Sector 6, ale Administrației Pictelor Sector 6, ale Direcției Generale Investiții din cadrul aparatului de specialitate al Primarului Sectorului 6, va exercita activitatea de management a Proiectelor finanțate din împrumuturi rambursabile și nerambursabile în cadrul aparatului propriu al Primarului Sectorului 6 precum și coordonarea activității compartimentelor de specialitate din cadrul serviciilor și instituțiilor publice din subordinea Consiliului Local Sector 6 care vor derula operațiuni cu fonduri provenite din finanțări externe și interne, corespunzător fișei postului și a contractului de management încheiat în acest sens cu Primarul Sectorului 6, prevăzute în Anexa nr. II și nr. III, care fac parte integrantă din prezenta hotărâre. Art. 3. Se aprobă fișa postului a administratorului public al Primăriei Sectorului 6 prevăzută în Anexa nr. II, care face parte integrantă din prezenta hotărâre. Art. 4. Se aprobă Modelul Cadru al Contractului de Management prevăzut în Anexa nr. III, care face parte integrantă din prezenta hotărâre. Art. 5. La intrarea în vigoare a prezentei hotărâri, se abrogă hotărârea Consiliului Local al Sectorului 6 nr. 16/31.07.2012 privind aprobarea criteriilor și a procedurilor necesare numirii/eliberării din funcție a administratorului public la Primăria Sectorului 6 și a atribuțiilor acestuia. Art. 6. (1) Primarul Sectorului 6, Administratorul Public, Direcția Economică, Serviciul Managementul Resurselor Umane și celelalte instituții și servicii implicate, vor duce la îndeplinire prevederile prezentei hotărâri conform competențelor. (2) Comunicarea și aducerea la cunoștința publică se vor face, conform competențelor, prin grijă Secretarului Sectorului 6. PREȘEDINTE DE ȘEDINȚĂ, CONTRASEMNEAZĂ pentru legalitate Secretarul Sectorului 6, Demirel Spiridon Nr.: Data: Anexa nr. III La H.C.L. Sector 6 nr._____ CONTRACT DE MANAGEMENT MODEL CADRU I. Părțile contractului: Domnul/Doamna ................................, Primarul Sectorului 6 al Municipiului București, în calitate de reprezentant legal al Primăriei Sectorului 6, cu sediul în Municipiul București, str. Calea Plevnei nr. 147-149 Sector 6, denumit în continuare angajator, și Domnul/Doamna ...................., domiciliat(ă) în........................................................., posesor al BI/CI seria ...... nr. .............., eliberat de .......................... la data de ..................., CNP ............................................., denumit(ă) în continuare administrator public, au încheiat prezentul contract de management, cu respectarea următoarelor clauze: II. Obiectul contractului: Primarul încrănteașă administratorului public coordonarea Administrației Domeniului Public și Dezvoltare Urbană Sector 6, Administrației Piețelor Sector 6, Direcției Generale Investiții din cadrul aparatului de specialitate al Primarului Sectorului 6, va exercita activitatea de management al Proiectelor finanțate din împrumuturi Rambursabile și Nerambursabile în cadrul aparatului propriu al Primarului Sectorului 6, precum și coordonarea activității compartimentelor de specialitate din cadrul serviciilor și instituțiilor publice din subordinea Consiliului Local Sector 6 care vor derula operațiuni cu fonduri provenite din finanțări externe și interne, corespunzător fișei postului prevăzută în Anexa nr. II, a obiectivelor și criteriilor de performanță stabilite, prevăzute în Anexa nr. I, în scopul furnizării de servicii publice pe baza principiilor privind necesitatea, eficacitatea, calitatea și eficiența. III. Durata contractului: Prezentul Contract de management este pe perioadă nedeterminată, administratorul public urmând să înceapă activitatea la data de .............................. IV. Locul de muncă Activitatea se desfășoară la sediul Primăriei Sectorului 6. V. Felul muncii: Functia: Administrator public. VI. Programul de lucru: Program de lucru regulat, cu normă întreagă, durata timpului de lucru fiind 8 ore/zi, 40 ore/săptămână. VII. Salarizarea: Drepturile salariale sunt stabilite conform Legii-Cadru nr. 284/2010 privind salarizarea unitară a personalului plătit din fonduri publice, cu modificările și completările ulterioare. - Salarul de bază lunar brut: ..........lei, stabilit potrivit legii, între limite, astfel: limita minimă este nivelul salariului de bază al secretarului unității administrativ teritoriale, iar limita maximă este indemnizația primarului. - Alte elemente, alte sporuri prevăzute de lege în sumă de ......lei. - Orele de muncă prestate suplimentar în afara programului normal de lucru sau în zilele în care nu se lucrează ori în zilele de sărbători legale se compensesează, conform prevederilor legale în vigoare. VIII. Alte clauze: - Perioada de preaviz în cazul concedierii este de 30 de zile lucrătoare; - Perioada de preaviz în cazul demisiei este de 30 de zile lucrătoare; - Indexările și majorările prevăzute de actele normative ulterioare vor fi efectuate prin dispoziția Primarului Sectorului 6; - Durata concediului anual de odihnă este în conformitate cu prevederile legale în vigoare; - Administratorul public are dreptul să solicite ordonatorului principal de credite, mediere, consultanță și măsuri de protecție în soluționarea situațiilor conflictuale cu sindicatele și cu alte organizații. IX. Drepturi și obligații ale administratorului public 1. Administratorul public are, în principal, următoarele drepturi: - Dreptul la salarizare pentru munca depusă; - Dreptul la repaus zilnic și săptămânal; - Dreptul la concediu de odihnă anual, conform prevederilor legale; - Dreptul la securitate și sănătate în muncă; - Dreptul la formare profesională, în condițiile legii; - Dreptul de a beneficia de premii și alte stimulente, conform normelor legale; - Alte drepturi de asigurări sociale de stat; - Dreptul de a solicita angajatorului, atunci când consideră că este temeinic și oportun, modificarea obiectivelor și a indicatorilor instituției. 2. Administratorul public are în principal, următoarele obligații: - Să îndeplinească obiectivele și indicatorii de performanță stabiliți în Anexa I; - Să elaboreze și să aplice strategii specifice, în măsură să asigure desfășurarea în condiții performante a activității curente și de perspectivă a instituției; - Să adopte măsuri în vederea îndeplinirii prevederilor bugetului anual de venituri și cheltuieli al instituției, pentru dezvoltarea și diversificarea surselor de venituri extrabugetare, în condițiile reglementărilor legale în vigoare și a mandatului încredintat; - Să asigure respectarea destinației alocațiilor bugetare aprobate de ordonatorul principal de credite; - Să administreze, cu diligența unui bun proprietar, patrimoniul instituției publice și să asigure gestionarea și administrarea, în condițiile legii, a integrității patrimoniului instituției; - Să reprezinte instituția în raporturile cu terții, conform mandatului; - Să încheie acte juridice în numele și pe seamă instituției, conform competențelor sale; - Să prezinte angajatorului ori de câte ori este necesar, situația economico-financiară a serviciilor publice, modul de realizare a obiectivelor și a indicatorilor din Anexa I, inclusiv măsurile pentru optimizarea activității, când este cazul; - Să îndeplinească atribuțiile delegate de către primar, în limitele impuse de către acesta, respectiv poate să îndeplinească, în condițiile legii, una sau mai multe dintre atribuțiile enumerate mai jos: - Coordonarea aparatului de specialitate al primarului; - Coordonarea serviciilor publice de interes local prestate prin intermediul aparatului de specialitate și/sau prin intermediul organismelor prestatoare de servicii publice și de utilitate publică de interes local; - Exercitarea calității de ordonator principal de credite; - Orice alte atribuții în domeniile specifice instituției și postului, încredințate de către primar și/sau Consiliul Local prin act administrativ și care nu contravin legii. X. Drepturi și obligații ale angajatorului: 1. Angajatorul are, în principal, următoarele drepturi: - Să solicite administratorului public prezentarea de rapoarte privind stadiul realizării obiectivelor, situația economico-financiară a serviciilor publice, precum și a altor documente referitoare la activitatea acestora anual sau la sfârșitul exercițiului bugetar; - Să dispună cu privire la modificarea/revizuirea indicatorilor economico-financiari prevăzuți în bugetele anuale, în cazuri temeinic justificate, potrivit legii; - Să fie informat periodic asupra modului de îndeplinire a obligațiilor angajaților din subordine, dispunând măsuri de îmbunătățire a activității; - Să evaluateze periodic performanțele administratorului public, în conformitate cu prevederile legale în vigoare; în cazul în care rezultatele evaluării sunt negative, contractul de management urmează a fi reanalizat; - Să numească, la propunerea administratorului public, un înlocuitor al acestuia pentru perioadele de concediu de odihnă sau incapacitate temporară de muncă. 2. Angajatorul are, în principal, următoarele obligații: - Să asigure administratorului public libertate în organizarea, coordonarea și gestionarea activității acestuia, cu excepția limitelor prevăzute de lege și de prezentul contract; - Să plătească administratorului public, integral și la termenele stabilite, toate drepturile bănăști ce i se cuvin; - Să sprijine administratorul public în demersurile de îndeplinire a obiectivelor și a indicatorilor de performanță din Anexa I. XI. Loialitate, confidențialitate: Administratorul public este obligat să își folosească întreaga capacitate de muncă în interesul instituției. Administratorului public îi sunt interzise orice activități și manifestări de natură să prejudicieze interesul și prestigiul instituției. Pe durata contractului de management, administratorul public este obligat să păstreze cu rigurozitate confidențialitatea asupra datelor și informațiilor referitoare la activitatea instituției, care au un astfel de caracter sau care sunt stabilite ca având acest caracter de către angajator. XII. Răspunderea părților: Pentru neîndeplinirea sau pentru îndeplinirea necorespunzătoare a obligațiilor stabilite în prezentul contract de management, părțile răspund potrivit reglementărilor legale. Administratorul public răspunde pentru daunele produse instituției prin orice act al său, contrar intereselor instituției, prin actele de gestiune frauduloasă. În cazul în care există indicii privind săvârșirea unei infracțiuni în legătură cu funcția pe care o deține, angajatorul are obligația de a sesiza de imediat organele competente; pe perioada soluționării sesizării, contractul de management se suspendă. XIII. Modificarea contractului de management: - Prevederile prezentului contract de management pot fi modificate prin act adițional, cu acordul ambelor părți; - Părțile vor adapta contractul de management corespunzător reglementărilor legale intervenite ulterior prin încheierea unui act adițional. XIV. Încetarea contractului de management: Prezentul contract de management încetează: - Prin acordul ambelor părți; - Prin denunțarea unilaterală a contractului de management de către administratorul public - realizată prin anunțarea în scris, a faptului că nu dorește continuarea activității (înaintată cu 4 săptămâni înainte de data expirării); - Revocarea din funcție a administratorului public în cazul: - Neîndeplinirii atribuțiilor din motive imputabile acestuia; - Săvârșirii de abuzuri sau abateri. - Apariția unei situații de incompatibilitate prevăzute de lege; - În alte cazuri prevăzute de legislația în vigoare (Legea nr. 53/2003-Codul Muncii, republicată, cu modificările și completările ulterioare). XV. Litigii: Litigiile izvoarte din încheierea, executarea, modificarea, încetarea și interpretarea clauzelor prezentului contract de management sunt de competența instanțelor judecătorești. XVI. Dispoziții finale: - Obiectivele, indicatorii de performanță cuantificabili, care urmează să se realizeze de instituție în fiecare an și criteriile de apreciere sunt prevăzute în anexe la prezentul contract de management; - Orice modificare privind clauzele contractuale în timpul executării contractului impune încheierea unui act adițional la contract, conform dispozițiilor legale; - Prezentul contract de management a fost semnat azi, .............. , în 2 (două) exemplare, câte unul pentru fiecare parte. PRIMAR, ADMINISTRATOR PUBLIC,
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a federation of 45 societies 4220 King Street Alexandria, VA 22302-1502 703-379-2480; Fax: 703-379-7563 www.agiweb.org FOR IMMEDIATE RELEASE May 7, 2009 Contact: John Rasanen firstname.lastname@example.org AGI Publishes Living with Unstable Ground Alexandria, VA – Many ongoing natural processes and human activities can displace the ground under our homes and communities at considerable economic cost and human suffering. The best solutions to these unstable ground problems are based on awareness of where and how they occur. Living with Unstable Ground, written by Dr. Thomas L. Holzer of the U.S. Geological Survey, explains how soil types, slope movements, catastrophic collapses, and regional ground movement affect communities and how to mitigate these disruptive, dangerous, and costly problems. Living with Unstable Ground (ISBN 0-922152-82-9) is AGI's 10 th book in the Environmental Awareness Series. It is produced in cooperation with the Association of Environmental and Engineering Geologists, Applied Technology Council and Applied Technical Council Endowment Fund, and the U.S. Geological Survey. To learn more about and order Living with Unstable Ground and the other publications in the Environmental Awareness Series, please visit http://www.agiweb.org/pubs/. The American Geological Institute is a nonprofit federation of 45 geoscientific and professional associations that represents more than 120,000 geologists, geophysicists and other earth scientists. Founded in 1948, AGI provides information services to geoscientists, serves as a voice of shared interests in the profession, plays a major role in strengthening geoscience education, and strives to increase public awareness of the vital role the geosciences play in society's use of resources, resiliency to natural hazards, and interaction with the environment.
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Latvia University of Agriculture 9th International Scientific Conference STUDENTS ON THEIR WAY TO SCIENCE (undergraduate, graduate, post-graduate students) Collection of Abstracts April 25, 2014 Jelgava 2014 STUDENTS ON THEIR WAY TO SCIENCE (undergraduate, graduate, post-graduate students) Collection of abstracts from the 9th International Scientific Conference. – Jelgava, 2014. – 142 p. CONFERENCE COMMITTEE Chairperson Arnis Mugurēvičs, Professor, Dr.med.vet., Latvia University of Agriculture (Latvia) Members Larisa Malinovska, Associate professor, Dr.paed., Latvia University of Agriculture (Latvia) Jiri Masek, Ing., Ph.D., Vice-dean for Teaching and Learning, Czech University of Life Sciences in Prague (Czech Republic) Olga Vetrova, Professor, Ph.D., Deputy Dean for Research, SanktPetersburg Polytechnical University (Russia) Vladimir Zujev, Senior lecturer, Baranovichi State University (Belarus) Rozalija Radlinskaite, Head of the International Office, Alytus University of Life Sciences (Lithuania) Galina Marchenko, Assistant professor, Dr.philol., Head of Pedagogical Staff, Gorlovka State Pedagogical Institute of Foreign Languages (Ukraine) Thierry Talou, Senior Scientist, University of Toulouse (France) Enrique Bonson, Professor of Accounting and Finance, Vicerector of International Relations, University of Huelva (Spain) Ludmila Bejenaru, University Lecturer, PhD, Universitatea Alexandru Ioan Cuza din Iasi (Romania) STEERING COMMITTEE Chairperson Larisa Malinovska, Associate professor, Dr.paed., Latvia University of Agriculture (Latvia) Members Anete Mežotė, Mg.ed., Lecturer, Department of Languages Aina Dobele, Dr.oec., Professor, Faculty of Economics and Society Development Vivita Baumane, Dr.oec., Associate Professor, Faculty of Rural Engineers Sandra Gusta, Dr.oec., Associate Professor, Faculty of Rural Engineers Laima Liepa, Dr.med.vet., Associate Professor, Faculty of Veterinary Medicine Līga Ramute, Dr.oec., Deputy Dean, Faculty of Information Technologies Gita Krūmiņa-Zemture, Mg.cib.hyg., Deputy Dean, Faculty of Food Technology Irina Sivicka, Mg.agr., Lecturer, Faculty of Agriculture Gints Priedkalns, Mg.sc.ing., Lecturer, Forest Faculty Uldis Putnieks, Mg.sc.ing., Assistant, Faculty of Engineering EDITORIAL BOARD: Larisa Malinovska, Associate professor, Latvia University of Agriculture (Latvia) Anete Mežotė, Lecturer, Mg.ed., Latvia University of Agriculture (Latvia) Diana Svika, Lecturer, Mg.paed., Latvia University of Agriculture (Latvia) TECHNICAL EDITORS Nauris Pauliņš, Mg.sc.ing., E-learning Methodist, Nauris Akmenplauks, Mg.sc.ing., Engineer-programmer The conference is aimed at dissemination of scientific research results, sharing of experience, improvement of foreign language and cross-cultural communication skills, and establishing of international contacts. The collection of abstracts is indexed in CAB Abstracts. # Contents UNDERGRADUATE LEVEL ABSTRACTS ........................................................................................................... 7 IMPROVEMENT OF THE LEGISLATIVE SYSTEM OF LAND USE AND PROTECTION IN KAZAKHSTAN ................................................................. 8 SUSTAINABLE URBAN PLANNING PROBLEMS .................................................................................. 9 DEVELOPMENT OF GEODESIC SUPPORT NETWORK IN THE TRACK SECTION SKRĪVERI – KRUSTPILS ................................................................. 10 REAL ESTATE IN REAL ESTATE MARKET ............................................................................................. 11 LEGAL REGULATION OF TERRITORY ZONING IN KAZAKHSTAN ...................................................... 12 ELIMINATION OF LAND DEGRADATION PROCESSES ....................................................................... 13 REGULARITY OF ALLOCATION OF NON-AGRICULTURAL LAND IN KAZAKHSTAN .................................................................................................................. 14 ASSESSMENT OF WATER BODY OVERGROW USING GIS TECHNOLOGIES: CASE STUDY OF LAKE USMA ................................................................. 15 PEAT EXTRACTION IMPACT ON HYDROLOGICAL REGIME OF HIGH MOSS ........................................ 16 STUDY OF RADIATION LEVELS IN LATVIAN CITIES ............................................................................ 17 SENSITIVITY TEST OF HYDROLOGICAL MODEL METQ ..................................................................... 18 DETERMINATION OF LAND DEGRADATION IN ENGURE MUNICIPALITY BY REMOTE SENSING .................................................................................................................. 19 DEVELOPMENT OF WATER SUPPLY SYSTEM IN JELGAVA .................................................................. 20 PRECIPITATION QUALITATIVE INDICATOR ANALYSIS AT THE MONITORING STATION RUCAVA ................................................................. 21 LAND COVER CHANGES AND CORRELATIONS IN LATVIA FROM 2000 TO 2006 ................................................................. 22 DECONTAMINATION OF GROUNDWATER FROM PETROLEUM PRODUCTS USING MULTI PHASE EXTRACTION METHOD .................................................................................................................. 23 LATVIAN POSITIONING SYSTEM BASE STATION INSTALLING IN VALKA .................................................................................................................. 24 WATER QUALITY ANALYSIS OF THE TĒRVETE RIVER AND RESEARCH OF MOST AFFECTING FACTORS ................................................................. 25 ANALYSIS OF SEWAGE AND STORM WATER SYSTEM ........................................................................ 26 GLOBAL NAVIGATION SATELLITE SYSTEM (GNSS) APPLICATIONS FOR HIGH DEFINITION .................................................................................................................. 27 UNMANAGED HYDROTECHNICAL STRUCTURES ON RIVERS OF LIELUPE RIVER BASIN - THREAT TO ENVIRONMENT 28 MARINE LITTER ON LATVIAN SEACOAST BEACHES ........................................................................ 29 NEW CONCEPT OF LIVING - ECOVILLAGE .......................................................................................... 30 INTEGRATING SOUND BARRIERS IN LANDSCAPE ........................................................................... 31 WATER PURIFICATION USING BIOFILTRATION SYSTEM ..................................................................... 32 EFFECT OF PROBIOTIC „EFFECTIVE MICROORGANISMS” ON SELECTED PARAMETERS OF MILK PERFORMANCE OF COWS AND RESULTS OF BRED AND HEALTHINESS OF CALVES POLISH HOLSTEIN-FRESIAN BLACK-AND-WHITE ..... 33 POSSIBILITIES OF INTEGRATED DISEASE CONTROL OF RYE SOWINGS ........................................... 34 SUITABILITY OF MAIZE HYBRIDS FOR PRODUCTION OF FODDER IN LATVIAN CIRCUMSTANCES ......................... 35 ROVE BEETLES (COLEOPTERA: STAPHYLINIDAE) - NATURAL ELEMENTS OF PEST MANAGEMENT IN WINTER WHEAT FIELDS .................................................................................................................. 36 DEVELOPMENT OF WHEAT LEAF DISEASES DEPENDING ON CULTIVATION TECHNOLOGY ................. 37 INFLUENCE OF MICROORGANISMS ON IMPROVEMENT OF ECO FRIENDLY BIOFERTILIZERS FOR INCREASING CROP YIELDS .................................................................................................................. 38 THERMOGRAPHICAL EVALUATION OF ADAPTATION ABILITY OF CHINCHILLA TO VARIOUS ENVIRONMENTAL TEMPERATURES .................................................................................................................. 39 | Title | Page | |----------------------------------------------------------------------|------| | ANTIMICROBIAL RESISTANCE AMONG FECAL INDICATOR BACTERIA OF DIVERSE DOG POPULATIONS | 40 | | INTERRELATIONSHIP BETWEEN CERVID ANIMALS AND HUMAN | 41 | | YORKSHIRE TERRIER DOG BREED GROOMING | 42 | | BIOPRINTING – REVOLUTION IN VETERINARY MEDICINE | 43 | | RUMEN DEVELOPMENT AND LIVE WEIGHT GAIN OF ONE TO EIGHT WEEKS OLD | 44 | | CALVES DEPENDING ON FEED MATERIALS | 44 | | POSSIBLE CAUSES OF BAT FATALITIES AT WIND TURBINES IN WESTERN LATVIA | 45 | | BACTERIAL COUNTS AND THEIR REDUCING POSSIBILITIES IN CANINE ORAL CAVITY | 46 | | RADIOGRAPHIC INVESTIGATION OF TUSK TO DETERMINE THE AGE OF A DOG | 47 | | NEW SOFT DRINKS MADE FROM NATURAL RAW MATERIALS | 48 | | POSSIBLE OPTIONS OF LACTULOSE PRODUCTION | 49 | | FORESTRY SIMULATORS | 50 | | VERSATILITY OF ENGINEERED WOOD PRODUCTS | 51 | | AMAZING WOODEN THINGS | 52 | | SNOWBREAKS IN SCOTS PINE FOREST STANDS IN LATVIA | 53 | | ANALYSIS OF STATE OF HERITAGE TREES IN LATVIA | 54 | | RADIAL INCREMENT OF EUROPEAN LARCH IN LATGALE FORESTRY | 55 | | RADIAL INCREMENT OF PEDUNCULATE OAK IN NORTHEAST VIDZEME FORESTRY | 56 | | EFFECTS OF ASH AND MINERAL FERTILIZERS ON NATURAL AFFORESTATION OF PEATLANDS | 57 | | SOCIAL NETWORK “VKONRAKTE” AS ADDITIONAL EDUCATIONAL RESOURCE OF FOREIGN LANGUAGE TEACHING | 58 | | USAGE OF SECURITY TESTING TOOLS AND ANALYSIS OF VULNERABILITY | 59 | | EMULATOR AS THE WAY OF POLYMORPHIC VIRUSES DETECTION | 60 | | LOAD TEST EFFICIENCY ASSESSMENT IN WEB-INTERFACE TESTING WITH HTML UNIT DRIVER | 61 | | NEXT GENERATION OF REPORT CREATING SYSTEMS | 62 | | ANIMATED CHANGES OF THE BALTIC SEA WATER LEVEL | 63 | | HOW TO BUILD YOUR FIRST 3D PRINTER AND YOUR VOCABULARY | 64 | | FACTORS THAT INFLUENCE DATA STATISTICAL PROCESSING IN EDUCATIONAL RESEARCH | 65 | | TECAHER AND STUDENT RELATIONSHIP IMPROVENEMT | 66 | | LEARNING PROCESS QUALITY IMPROVEMENT | 67 | | BUCHER SCHOERLING BALTIC WORKING AS A TEAM | 68 | | LIQUID PETROLIUM GAS SYSTEMS FOR CARS | 69 | | ANTI-LOCK BRAKE SYSTEMS | 70 | | PERPETUAL MOTION DEVICES | 71 | | INTERNAL COMBUSTION ENGINES WITH FREE VALVE SYSTEM | 72 | | GASOLINE AND DIESEL IGNITION PROCESSES AND THEIR ADVANTAGES | 73 | | HYBRID VEHICLES | 74 | | RENEWABLE ENERGY INDUSTRY ROADMAP FOR LATVIA | 75 | | POTENTIAL USE OF FLOATING WIND TURBINES IN LATVIA | 76 | | Title | Page | |----------------------------------------------------------------------|------| | ALCOHOL FUEL | 77 | | IGNITION SYSTEM DISTRIBUTORS | 78 | | HYDROGEN ENGINE AND ITS USE | 79 | | TWO-STROKE AND FOUR-STROKE ENGINES | 80 | | PROBLEMS WITH MITSUBISHI OXYGEN SENSOR | 81 | | EXTERNAL COMMUNICATION IN THE „EURO BUREAU” OF MINISTRY OF FINANCE OF THE REPUBLIC OF LATVIA | 82 | | STRATEGIC MANAGEMENT ANALYSIS: THE CASE OF PLC "OLAINFARM" | 83 | | OPEN-AIR CINEMA POSSIBILITY FOR THE TOWN OF SALDUS | 84 | | DESCRIPTION OF EXTERNAL ENVIRONMENT OF FOREST TRAVEL LTD | 85 | | YOUTH MOTIVATION TO READ BOOKS | 86 | | ASSESSMENT OF RISK MANAGEMENT IN LTD MADARA COSMETICS | 87 | | ESSENCE OF INTERNAL CONTROL | 88 | | AQUAPLANING ON THE ROAD | 89 | | APPLICATION OF INTERMODAL TECHNOLOGIES IN SUSTAINABLE DEVELOPMENT OF TRANSPORT POLICY | 90 | | RENEWABLE RESOURCES BOOM | 91 | | GRADUATE LEVEL ABSTRACTS | 93 | | INCLUSION OF FLOOD-LAND MEADOWS INTO CLASSIFICATION OF TYPES OF LAND USE | 94 | | HISTORICAL RUINS IN LATVIAN LANDSCAPE | 95 | | EUROPEAN VERTICAL REFERENCE SYSTEM IN THE BALTIC COUNTRIES | 96 | | CHANGES OF LAKE HYDROLOGICAL CYCLE: CASE STUDY OF LAKE USMA IN LATVIA | 97 | | INCLUSION OF ENCUMBERED TERRITORIES INTO INFORMATION SYSTEM OF ENCUMBERED TERRITORIES (ISET) | 98 | | BRITISH RESEARCH ESTABLISHMENT ENVIRONMENTAL ASSESSMENT METHOD PRACTICE IN LATVIA | 99 | | FREEZING INDEX IN CONDITIONS OF LATVIA | 100 | | INVESTIGATION OF AZOTOBACTER CHROOCOCCUM CONCENTRATION BY USE OF POLYCOMPLEXES OF WATER-SOLUBLE POLYMERS WITH SURFACTANTS | 101 | | QUANTITATIVE EVALUATION OF TEAR SECRETION IN PIGS | 102 | | ANTICOAGULANT EFFECTS ON FISH BLOOD PARAMETERS | 103 | | NUTRITION VALUE OF HEMP SEEDS | 104 | | POSSIBILITIES OF ADDING IRON IN PRODUCTS OF SUGAR CONFECTIONARY | 105 | | GREY ALDER *ALNUS INCANA* L. (MOENCH.) STANDS BIOMASS QUANTITY IN KLĪVES PERAMBULATION | 106 | | ASSESSMENT OF DECIDUOUS WOODLAND KEY HABITATS IN “VILKU DĀRZS” IN ELEJA | 107 | | ROLE OF TEACHER PROFESSIONAL COMPETENCE FOR PROMOTION OF PUPILS’ CREATIVE THINKING | 108 | | ROLE OF HIGHER EDUCATION IN REGIONAL DEVELOPMENT | 109 | | HEAT GENERATED BY LIGHT FIXTURES | 110 | | JELGAVA WASTEWATER HEAT USAGE IN SEWAGE TREATMENT PLANT BUILDING HEATING SYSTEM | 111 | | ENERGY BALANCE AND ITS REDUCTION POSSIBILITIES IN JELGAVA MUNICIPAL WASTE WATER PURIFICATION PLANT | 112 | | THE ROLE OF THE TERMINAL IN MULTIMODAL LOGISTICS CHAIN | 113 | TO QUESTION OF ELASTICITY OF DEMAND FOR TECHNICAL SERVICE .................................................. 114 LATVIAN ELECTROMOBILITY - HISTORY AND PERSPECTIVES .......................................................... 115 PERFORMANCE AND EMISSION CHARACTERISTICS OF A DIESEL ENGINE FUELED WITH BIOETHANOL-BIODIESEL BLENDS ................................................................................................................................. 116 THE IMPORTANCE OF PUBLIC PROCUREMENTS IN THE CONSTRUCTION SECTOR IN LATVIA .............. 117 THE MARKET OF AGRICULTURAL LAND IN LATVIA ............................................................................. 118 PEDAGOGICALLY PSYCHOLOGICAL ENVIRONMENT IN ADULT EDUCATION ....................................... 119 IMPORTANCE OF CONSTRUCTIVISM AND COOPERATIVE LEARNING IN DEVELOPMENT OF ENTREPRENEURIAL CREATIVITY IN EDUCATION ........................................................................................................... 120 POST-GRADUATE LEVEL ABSTRACT ........................................................................................................ 122 MARINE SPATIAL PLANNING CHALLENGES AND RELATION TO ENVIRONMENTAL IMPACT ASSESSMENT .......... 123 MAIN ENVIRONMENTAL PROBLEMS OF MANKIND ............................................................................ 124 ASYMMETRY OF SELECTED BILATERAL TRAITS OF SKULL IN SMALL CHINCHILLA (CHINCHILLA LANIGER, MOLINA1789) BORN IN SINGLE AND MULTIPLE LITTERS ........................................................................ 125 PAX2 PROTEIN EXPRESSION IN DEVELOPING CENTRAL NERVOUS SYSTEM OF HUMAN EMBRYOS .............. 126 NUTRITIONAL COMPARISON OF PULSES .............................................................................................. 127 JUSTIFICATION OF SPRAT SALTING METHOD FOR FISH PRESERVES WITH ANTIHYPERTENSIVE EFFECT PRODUCTION ........................................................................................................................................... 128 POLYUNSATURATED FATTY acids of salmon in functional food .............................................................. 129 BIOTECHNOLOGY OF DRIED SNACKS OF A HIGH NUTRITIONAL VALUE .................................................. 130 INCREASING THE EFFICIENCY OF PREVENTIVE COFFEE DRINK .......................................................... 132 TECHNOLOGY OF ROLLS FROM HERRING AND CHITOSAN ..................................................................... 133 ACTIVE PEPTIDES FOR SPORTS NUTRITION FROM FISH COLLAGEN BY-PRODUCTS ................................. 134 ANALYSIS OF TREE SPECIES SUITABILITY TO CLIMATIC CONDITIONS .................................................. 135 LOSSES IN INDUCTION MOTOR ............................................................................................................... 136 CULTURAL HERITAGE ON STUDENT REFLECTION .................................................................................. 137 FARM SUCCESSION – A WAY HOW TO BUILD RESILIENCE IN RURAL COMMUNITIES .............................. 138 THEORETICAL ASPECTS OF THE ECONOMIC IMPACT STUDIES IN TRADE SHOW INDUSTRY .................. 139 ASSESSMENT OF EFFECTIVENESS OF THE HEALTH CARE REFORM IN LATVIA ..................................... 140 POLICY ON SUCCESSFUL AGEING IN MUNICIPALITIES OF LATVIA ......................................................... 141 QUALITY OF WORKING LIFE .................................................................................................................. 142 UNDERGRADUATE LEVEL ABSTRACTS IMPROVEMENT OF THE LEGISLATIVE SYSTEM OF LAND USE AND PROTECTION IN KAZAKHSTAN Serik Suletaev Kazakh National Agrarian University, Faculty of Forest, ground and water resources, postgraduate student, Kazakhstan Scientific advisers Velta Parsova\textsuperscript{1}, Elmira Mursalimova\textsuperscript{2} \textsuperscript{1}Latvia University of Agriculture, Dr.oec., Latvia \textsuperscript{2}Kazakh National Agrarian University, Doctor of biological science, Kazakhstan In a market economy control over the rational use of land conducted by the state authorities, is becoming increasingly important. Legislation on land reform provides extensive rights to landowners, land users, leaseholders for independent management on the land. Tasks of the state administration are to ensure that application of observation of land legislation, discovery and elimination of nonobservance of legislative acts of Republic of Kazakhstan, application of standards of land use and ownership rights, correctness of the land cadastre and land management, as well as implementation of measures for the rational use and protection of land is realized by governmental institutions, physical and legal persons. Currently inefficient use of land resources, their pollution and contamination is a part of general ecological problems in the Republic of Kazakhstan. However, for management of efficient land use sustainable environmental factor often is not determinative. Analysis of legal relations according the land shows that the origins of this problem are often in the field of legal regulations, associated with inefficient implementation of land legislation [1, 2]. Land Code of the Republic of Kazakhstan in the sphere of the state control over land use separates authorities between the governmental institutions [3]. Currently Kazakhstan faces the problem on preventive measures to eliminate further degradation of the land and provide arrangements for regeneration and further rational use of natural resources, including land. According land use Kazakhstan is a country with very different - continental and dry climatic conditions, plains of the steppe and desert landscape are its characteristic feature. About 50% of territory is occupied by ecosystems, which are highly vulnerable to human impacts, can be easily destabilized and have poor ability to self-improve. Intensive cultivation of the land, excessive exploitation, low level of agricultural use and environmental preventive measures has led to the development of desertification, degradation of the vegetation cover, overexploitation of arable land, changes in soil water regime and erosion. In Kazakhstan is performed control and expertise of changes of qualitative conditions of the land, are implemented measures to eliminate contraventions of land legislation, measures for conservation of degraded and contaminated land, use of which in future may lead to the threat of human life and health, emergencies, disasters, destruction of historical and cultural heritage and natural landscapes, the adverse environmental effects and contamination of agricultural products and water sources [4]. Ensuring of protection of land resources and realisation of constitutional rights of citizens of Kazakhstan to healthy environment are the main problems that have to be solved in the process of improving of land use and protection legislation in Kazakhstan [5]. References 1. Абдраимов Б.Ж., Вопросы правового механизма обеспечения законности в земельном процессе, Алматы, 1999, 15 с. 2. Земельный кодекс Республики Казахстан от 20 июня 2003 года № 442-II 3. Земельный кодекс РК, Алматы, Юрист, 2010 – 96 с. 4. О Стратегическом плане Агентства Республики Казахстан по управлению земельными ресурсами на 2011 – 2015 годы. Постановление Правительства Республики Казахстан от 1 марта 2011 года № 208 5. Казакстан Республикасындагы мемлекеттік бакылау және кадагалау туралы Заны (2011.21.07. берилген өзгерістер мен толықтырулармен) Research work has been carried out based on Final Report by international team of four students in Technical University of Denmark during European Project Semester (spring 2013). Sustainable development influence today's urban planning process. CO$_2$ emission and sustainability became an important issue worldwide over the last years. It is important to formulate main characteristics of sustainable city – “compact, efficient land use; less automobile use, yet better access; efficient resource use; less pollution and waste; the restoration of natural systems; good housing and living environments; a healthy social ecology; a sustainable economy; community participation and involvement; and preservation of local culture and wisdom” [5]. One of the main issues in urban planning process is dealing with increasing usage of cars – proposing more sustainable urban design concept and traveling opportunities. “Transport causes a large proportion of the total carbon emissions. In 2010, transport in Copenhagen alone caused 22% of the total volume of carbon discharged. So, Copenhagen has set a goal that by 2025, at least 75% of all trips must be done on foot, by bike or public transport. If Copenhageners do go by car, the aim is that as many as possible use electric, or hybrid and hydrogen cars, while heavier vehicles should run on new fuels such as biogas”[2]. Deliberative infrastructure system design stimulates inhabitants to prefer advantages of sustainable traveling. The City of Amsterdam has been mentioned as a successful example of using mean - electric cars. “Hundreds of charging stations for 10 000 electric cars (including 5000 plug-in hybrids) and scooters will be installed in the city by 2015. Electric transport will be further increased to 40 000 electric vehicles, including 10 000 plug-in hybrids from 2015 to 2025. There must be 200 000 electric cars (including 100 000 plug-in hybrids) in the city before 2040”[1]. Car sharing is already introduced in Copenhagen. “Usage of this mean is typically considerably cheaper than owning, leasing or renting a car if you drive between 1000 and 15 000 km a year”[3]. “In calculating the space that would be required to park each of the four to eight cars that are replaced by each Car-Sharing vehicle, you find that at least 40 to 80 m$^2$ of public street space or at least 80 to 160 m$^2$ of space in car parks or on private land with its own entrance is freed up”[4]. This idea could be one of the solutions for parking place problem in overloaded city centres. Research shows that it is realistic to reduce the amount of emitted CO$_2$ in transport or building sector implementing sustainable urban planning. It is important to take into consideration desired result and expected influence. Most of the problems appear in large developed cities and it is impossible to make new design, urban planners have to prepare solutions which can be implemented in current situation with greater effect. References 1. Amsterdam: a different energy 2040. Energy Strategy (page 11) http://www.iclei-europe.org/fileadmin/templates/iclei-europe/files/content/Membership/MUTS/Amsterdam/Energystrategy_2040_-_engelse_versie_Kopenhagen.pdf (1.02.14). 2. CPH 2025 Climate Plan http://subsite.kk.dk/sitecore/content/Subsites/CityOfCopenhagen/SubsiteFrontpage/Business/Growth_and_partnerships/-/media/F5A7EC91E7AC4B0891F37331642555C4.ashx (1.02.14). 3. LetsGo - a nonprofit member-based carsharing programme https://letsgo.dk/english/ (1.02.14). 4. The State of European Car-Sharing Final Report D2.4 Work Package 2 June 2010 http://www.motiva.fi/files/4138/WP2_Final_Report.pdf (1.02.14). 5. Wheeler S. M., Planning Sustainable and Livable Cities, New York: Routledge, 2004, 401 pp. DEVELOPMENT OF GEODESIC SUPPORT NETWORK IN THE TRACK SECTION SKRĪVERI – KRUSTPILS Krista Tumova Latvia University of Agriculture, Faculty of Rural Engineering, Latvia Scientific adviser Armands Celms Latvia University of Agriculture, Latvia The coordinate reference system in nature is provided by geodesic network, consisting of geodesic marks in the area. Geodesic marks are the media for a long time period. The primary aim of the geodesic network is to provide the necessary geodesic reference points for surveying works such as the cadastral survey, the topographic surveying of all scales, civil engineering works and other economic needs [3]. In the summer of 2013, in connection with the project of the State Joint Stock Company "Latvian Railway" for the second track construction and design in the track section Skrīveri – Krustpils there was conducted surveying work, which led to the installing of a new railway compartment band into the regional geodesic reference network. The total railway section length is 58 km from the station Skrīveri to the station Krustpils. There are totally installed 63 geodesic network points. According to the rules Nr.479 of the local geodesic network, the distance between the given points is selected from 1 to 2 kilometers, depending on the intensity of the existing constructions of the area. The newly in the area installed geodesic points are secured by the ground, hard cover or wall signs [2]. In this case, surveying points are secured by specially designed ground plates. The created geodesic network is linked with three points of the national network. All geodesic network points were measured using the global positioning RTK (Real Time Kinematic) method. As a result, to determine the coordinates of the rail Skrīveri - Krustpils geodesic network in systems LKS92 and BAS77 for each point there were made static measurements of DGNSS in two sessions (1-1.5 hours each) at the same time with 8-10 geodesic sensors (TOPCON, TRIMBLE, LEICA) using GNSS of two frequencies produced by different companies. In addition to the monitoring there were carried out 20-25 RTK measurements for each point. Leveling points, encircled by vegetation that covers the horizon, GNSS measurements were made in a stem, where the horizon is clear, and with the relevant leveling attachment point on the N1. For march smoothing of geodesic measurements there were used software methods of least squares linear equations and Helmert’s transformation of seven parameters adjustment. The national support network set of points to determine coordinates and the used measuring methods provided precision of the coordinates to 4.9 mm [4]. References 1. Otro sliēžu ceļa būvniecība posmā Skrīveri – Krustpils: http://www.ldz.lv/?object_id=5353 (04.12.2008.) 2. Vietējā geodēziskā tīkla noteikumi: http://likumi.lv/doc.php?id=250460 (24.07.2014.) 3. Vietējais ģeodēziskais tīkls: http://www.lgia.gov.lv/Darbības_jomas/Geodezija/VGT.aspx (24.08.2012.) 4. Balodis J., Silabriedis G., Dzelzceļa Skrīveri – Krustpils ģeodēziskā atbalsta tīkla koordinātu noteikšanas apraksts (2014). Ownership is the full right of control over property, i.e., the right to possess and use it, obtain all possible benefit from it, dispose of it and, in accordance with prescribed procedures, claim its return from any third person by way of an ownership action. [1]. Real estate is immovable property, which is an item of property that cannot be moved without destroying or altering it - property that is fixed to the earth, such as land or a house. The real estate market has a certain set of mechanisms through which the rights of the real estate has been transferred to the new owner. The market is a mechanism of certain goods and services, as well as sellers and buyers that determine the market price of the commodity. The real estate market is a social - economical and political framework within which occurs exchange of goods (immovable property) at an agreed price for a given time and place, taking into account the restrictions on real estate transactions which have been given by the law. The data of real estate market transactions in Latvia has been maintained by the State Land Service [2]. The aim of the research is to explore the real estate market in Latvia. Foreign citizens can easily purchase an apartment in Latvia, there are no restrictions for that. The foreign citizens, especially Russian citizens purchased the property in order to obtain temporary residence permits. 30% of the total apartment market transaction amount is purchases by foreigners [3]. A similar situation is happening in Lithuania. Currently in both countries - in Latvian and Lithuanian happens a consideration for the opportunity to purchase agricultural land to foreign citizen [4]. The aim of the consideration is to limit the purchase of agricultural land by foreign citizen. Both countries are already experiencing a situation where part of the agricultural land is owned or rented to foreign companies who has established a small business in Latvian / Lithuania and whose parent company is situated in Denmark or Sweden. Despite the fact that the Lithuanian real estate market in recent years has been quite slow, there has seen a slight increase in prices. The same situation has been also in Latvia - in the last year there is little increase in real estate prices. Overall, the situation in Latvian and Lithuania are quite similar. References 1. Civililikums: LR likums. - Rīga: firma „AFS”, 2005. - 350 lpp 2. Valsts zemes dienests: Tirgus dati (2013): http://kadastralavertiba.lv/tirgus-dati/ (21.02.14). 3. Valsts zemes dienesta: NEKUSTAMĀ ĪPASUMA TIRGUS PĀRSKATS (2013): http://www.vzd.gov.lv/files/nekustama_ipasuma_tirgus_parskats_2013_1.pdf (21.02.14). 4. Nekustamais īpašums Lietuvā: http://balticexport.com/?article=nekustamais-ipasums-lietuvu&lang=lv (18.02.14). LEGAL REGULATION OF TERRITORY ZONING IN KAZAKHSTAN Aigerim Yesmaganbetova Kazakh National Agrarian University, Kazakhstan Scientific adviser Elmira Mursalimova Kazakh National Agrarian University, Kazakhstan The total area of land resources of Kazakhstan is 272 million hectares, therefore land relations as an object of study is of great interest. Land legislation in the legal system of Kazakhstan is one of the fastest growing spheres and intensive legislative work is going on in the field of regulation of the land relations. Increased focus on problems of legislative regulation of territory zoning is caused due to the fact that the existing for many decades system of determination of the legal regime of the land does not serve to the modern requirements. Before the adoption of the Land Code it was considered that it is enough with land division into certain categories according to the purpose of use. Territory zoning was considered as a support tool for adjustment of the legal regime of individual territories. Currently, a set of rules on territory zoning should be assessed as an independent legal institution where different approaches come into contact with inherent aspects of market and planned (administrative) economy. This manifests the simultaneous application of rules on division of the land into categories and on territory zoning. Zoning is determination of the territory to establish the purpose of use and regime of use. Zoning includes classification of territory into zones with determination of boundaries of each zone with following establishment of legal regime of land parcels within each zone [1]. On solving of the problems of territory zoning lack of proper and harmonized legislation, as well as the theory and practice in the area of zoning have negative effect. The only category of land, boundaries of which can be clearly established by law, is land of settlements. The question about boundaries of other land categories still remains open. To prove cognizance of a particular territory to other categories often is difficult. Sometimes subdivision of the land to a certain category essentially means allocation of territorial zones. For example, land of specially protected natural territories and objects is divided into: - land of protected areas, including therapeutic areas and resorts; - land of environment protection; - land of recreational use; - land of historical and cultural significance; - other high-value land [2]. The law “On architectural, planning and construction activities in the Republic of Kazakhstan” according to the land is a regulating issue of zoning much broader than the Land Code, where permitted use of the land and zoning documents is only mentioned [3]. Acuity, complexity and generality of issues of zoning require a cautious approach to the legal regulation of land relations. How quickly and competently in the country modern approaches to the determination of the legal regime of land will be introduced – of it directly depends the problem of forming civilized mechanisms of land management. The world practice shows that at this stage there is no more effective way to ensure rational use and protection of land as territory zoning. References 1. Земельный кодекс Республики Казахстан от 20 июня 2003 года № 442-II http://online.zakon.kz/Document/?doc_id=1040583 (14.01.2014). 2. Закон Республики Казахстан от 7 июля 2006 года № 175-III „Об особо охраняемых природных территориях“ http://online.zakon.kz/Document/?doc_id=30063141 (10.02.2014). 3. Закон Республики Казахстан от 16 июля 2001 года N 242-II „Об архитектурной, градостроительной и строительной деятельности в Республике Казахстан“ http://adilet.zan.kz/rus/docs/Z010000242_ (10.02.2014). ELIMINATION OF LAND DEGRADATION PROCESSES Ilze Cahrausa Latvia University of Agriculture, Faculty of Rural Engineering, undergraduate student, Latvia Scientific advisers Velta Parsova\textsuperscript{1}, Laila Tabynbaeva\textsuperscript{2} \textsuperscript{1}Latvia University of Agriculture, Dr.oec., Latvia \textsuperscript{2}Kazakh National Agrarian University, Mg.sc., Kazakhstan Land degradation is decline or even disappearance of economic and ecological values of the land and related resources. Land degradation is caused by human activities or inactivity and natural conditions. Main aim of elimination of land degradation is sustainable use of land. Land is degraded if agricultural land is covered with bushes or bogged-up, if there is a case of coastal erosion, unsuccessful drainage system maintenance, abandonment of agricultural land and built-up areas, pollution, landslides and soil degradation. Soil degradation is soil change with reduced potential to use it for economic, environmental and cultural functions. Soil degradation is caused by human activities and natural conditions. Soil degradation might be recognized as soil erosion, organic matter decline in soil, decline in soil biodiversity, compaction, decrease of soil pH and soil pollution [1]. Survey of agricultural land made by Rural Support Service in 2013 shows that in Latvia 238 447 ha of agricultural land is unused, while 69 850 ha area is overgrown [2]. About 15% of agricultural land is unmanaged or in other words, it is affected by land degradation process. Over the past 30 years, the drainage systems are not maintained in the required order. They are destroyed, polluted and overgrown as a result they are not functioning properly. Inappropriate condition of drainage systems endangers an adjacent land to land degradation process [3]. Due to the deteriorating economic situation of the country, increased the number of cases where the land is abandoned and no longer occupied [4]. Rural land abandonment increases with decreasing number of people, especially it is seen in region of Latgale. A framework for rational land use and protection is necessary and needed in Latvia. New Land Administration law will provide that degraded areas will be identified and marked in territorial planning documents and included in the territorial development planning information system. Local governments will provide the necessary and needed land use conditions for degraded areas. Actions of elimination of land degradation in the common interests of the public will perform local governments despite of the ownership. References 1. Zemes pārvaldības likumprojekts, http://www.mk.gov.lv/lv/mk/tap/?pid=40224010 (03.01.2014.). 2. Lauksaimniecībā izmantojamās zemes apsekošanas rezultāti 2013.gadā, http://www.lad.gov.lv/lv/par-mums/aktualitates-un-pazinojumi/dec-2013/zinami-liz-apsekosanas-rezultati/ (03.01.2014.). 3. Demetris Demetriou. The development of integrated planning and decision support system (IPDSS) for land consolidation, printed by Printforce, the Netherlands, 2013, 340 pp 4. Помелов А.С. Структурирование земельных ресурсов и регулирование землепользования в Беларуси. 2013, РУП «ВЕЛНИЦЭ», 527 с. 5. Velta Parsova, Edvins Karostins, Virginija Gurskiene. Impact of cadastre on economic growth. Proceedings of the 6th International Scientific conference „Rural Development 2013”, volume 6, book 3, ASU Publishing Center, 2013, 392 – 398 pp. http://www.asu.lt/rural__development/en/49919 REGULARITY OF ALLOCATION OF NON-AGRICULTURAL LAND IN KAZAKHSTAN Saule Sadvakasova Kazakh National Agrarian University, Faculty of Forest, ground and water resources, postgraduate student, Kazakhstan Scientific adviser Velta Parsova Latvia University of Agriculture, Dr.oec., Latvia Historically, in Kazakhstan existed grassland-nomadic community, people were nomadic and semi-nomadic, and they had settlement-crop-growing life. And although in the middle of the twentieth century there was built first industrial facilities, regulation of land relations was carried out by customary law of Kazakhs, and land was not classified according sector ownership. Analysis of land registration data shows that in 2011 and 2012 land area of sector categories was changing. In the structure of land stock of Kazakhstan is dominating land of land stock reserve - 108 million hectares (42%) and agricultural land - 93 million hectares (36%). On 1st of November, 2012 all other sector categories covered 22% of total area of Kazakhstan. Changes in the area of sector categories can be explained with transfer of the land from one category to another in connection with provision of land for different purposes and precision of their areas in result of ongoing land inventory.[1] Land Code (1990) classifies the land into following categories: agricultural land, land for industrial, transport, communication, defense and other non-agricultural purposes, land of settlements, land of protected areas, health, recreational, historical and cultural destination, land of forest stock [2, 3]. In the investigation is analyzed legality of inclusion of agricultural land in the categories of non-agricultural purposes. Agricultural use not always can be associated with agriculture production as main purpose of the land use. Agricultural use can be considered as an additional, not contrary to the main objective, and only in case when land is used according to its main purpose. In this case better is to use the term “permitted agricultural use”. That means that allocation of agricultural land use in territory of settlements is illogical because for agricultural purpose will be used land, already having non-agricultural purpose [3]. Agricultural land inside of specially protected natural areas, which is used for agricultural production, can be assigned for mentioned purposes to people, living in settlements which are located within the boundaries of protected area. Agricultural land unused for forestry purpose and located inside of forest stock may be granted to individuals and legal entities for agricultural purposes in accordance with legislation in forest sphere. Analysis let us conclude that reason for classification of the land with their allocation to non-agricultural land is the fact that its permitted use is agricultural use. Since the legislation does not specify otherwise, as non-agricultural land should be classified land for industrial, transport, communication, defense and other non-agricultural purposes, land of settlements, land of protected areas, land of forest stock, land under water, except land, main purpose of which is agriculture [5]. References 1. Статистические данные Министерства регионального развития РК Комитета по управлению земельными ресурсами по состоянию на 1 ноября 2012 года. – с 2. 2. Земельный кодекс Казахской ССР, Ведомости Верховного Совета Казахской ССР, №47, 1990 г., 3. Указ «О земле», Ведомости Верховного Совета Республики Казахстан, №29, 1995г., 4. Закон «О земле», Казахстанская правда, 20 июня 2001 г. 5. Земельный кодекс Республики Казахстан, Юрист, 2003 г. Алматы, 2003 г. In Latvia there are more than 3990 water bodies with the area larger than one hectare. The water bodies cover 1,5% of the territory of Latvia, however, the water bodies overgrowing proportion is from 30 till 60 % [1]. The intensity of water body overgrowing is dependent on the geomorphological conditions and nitrogen concentration in the water body. The amount of water body overgrowing is not the only indicator of the water ecosystem quality but also an important factor of tourism industry development and sustainable water body management. With development of environment monitoring technologies there are alternative possibilities to assess the intensity of water body overgrow. The aim of the research work is to develop methodology of water body overgrow assessment using topographic and satellite photo maps and GIS, using the Usma Lake as the pilot water body [2]. To achieve the defined aim there are three mine objectives: firstly, to review previous research of water body overgrow, secondly, to develop methodology of water body overgrow assessment using topographic and satellite photo maps and GIS, thirdly, to verify the methodology using the case study of Usma Lake. The methodology of water body overgrow is based on the possibilities of geographic information systems. In this research work as a reference period the topographic map of Latvia is taken developed in the sixties of the 20th century and the satellite photo maps of 2005 and 2011. The maps were featured in GIS system. The main components of the water body overgrow assessment are shown in Figure 1. **Figure 1. Main components of water body overgrow assessment** The verifying water body overgrow assessment methodology was made using the Usma Lake case. The first results of methodology assessment show that using GIS and satellite photos for water body overgrow assessment the quality of satellite photo maps is very important [3]. **References** 1. Glazāčeva L. Latvijas ezeri un ūdenskrātuves. Jelgava: Latvijas Lauksaimniecības universitāte, 2004, 217 lpp. 2. Xu F.-L., Tao S., Dawson R. & Li B.-G. A. GIS- based methods of lake eutrophication assessment, Ecological Modelling. 2001, pp. 213–244. 3. Liira J., Feldmann T., Mäemets H. & Peterson U. Two decades of macrophyte expansion on the shores of a large shallow northern temperate lake- A retrospective series of satellite images, Aquatic Botany, 2010, pp. 207–215. PEAT EXTRACTION IMPACT ON HYDROLOGICAL REGIME OF HIGH MOSS Agris Bodnieks Latvia University of Agriculture, Latvia Scientific adviser Inga Grinfelde Latvia University of Agriculture, Latvia Peat resources are important for Latvia economical development; however their use is not without damage to nature. Peat extraction depredates valuable swamp habitat and depletes biological diversity. The environmental impact can be reduced by restoring of hydrological regime of depleted swamps and promotion of the natural swamp habitat restoration. In case of new peat extraction site development there is a need to understand the impact of peat extraction areas on natural swamps. Still, there is not enough research in this area. The aim of this research work is to clarify the possible long-term impact of peat extraction using the carrier method to natural swamp areas. To assess the defined aim there are three main objectives: firstly, to review previous research of swamp hydrological regime, secondly, to analyse the swamp hydrological regime monitoring data, thirdly, to develop the peat extraction field impact area of Zālais swamp using GIS. At the end of 2012 there were installed 20 monitoring wells to understand the Zālais swamp hydrological regime. The depth of the monitoring well is 2 meters. In each monitoring well there were installed data loggers that record every half hour the ground water level and the water temperature of water. For the hydrological regime analysis there were used data records of one year. The impact was evaluated using the graphical method and the statistical methods t- test and ANOVA. The analysis of the monitoring data showed that there was 180 m wide impacted territory in the Zālais swamp eastern part and 240m wide area at the north site which is related with impact of small ditches. References 1. Holden J. Flow through macropores of different size classes in blanket peat, *Journal of Hydrology*, 2009, pp. 342-348. 2. Kennedy G.W., Price J.S. *Journal of Hydrology*, 2005, pp. 13-27. Radioactive pollution causes serious threat, not only to the environment, but it also has bad impact on human health. The Baltic Sea is one of the most polluted seas in the world, because it is inner sea and water exchange is very small – approximately 1% [1]. The causes of radiation pollution could be 9 nuclear power plant activities on the Baltic Sea coast [2]. These nuclear power plants create great amount of radioactive waste. Chernobyl nuclear power plant explosion and war period have also contributed to that. On the sea coast radiation levels are noticeably higher, than in Latvia’s central region. The research aims are to analyze radiation monitoring results, gathered in the period from 2010 to 2014 and evaluate the maximum radiation levels. The research was carried out about 15 monitoring stations in Latvia. Scientific work deals with substances that increase the level of radiation, and established sources of radiation. A statistic analysis of the obtained data was carried out using Microsoft Excel extension XLSTAT. The results were compared with The Cabinet of Ministers of the Republic of Latvia rules Nr.149 of radiation protection recommended radiation dose. Radiation level fluctuations were detected and exceeding of the allowable maximum level by more than 19% was recorded in Ventspils. By the use of Mann–Kendall test there was determined long term radiation level variability from year 2010 to 2014. Radiation level variability has seasonal character [3]. The highest increase level was detected in November and December, but decreasing was observed in January and February. To compare radiation levels in the cities of Latvia, ANOVA analysis was applied and Post-Hoc Tukey test from the programme SPSS. The data were also collected from the Northern Europe monitoring stations around the Baltic Sea and checked, if radiation levels in January 2014 did not exceed the maximum allowed levels. References 1. Baltijas jūras piesārņojums ietekmē arī tevi: http://www.bsrrw.org/wp-content/uploads/2010/07/Flyer_Riga.pdf (21.01.2014). 2. Bebris R., Radiācijas riski Latvijā un jaunais seklu novērtēšanas modelis http://www.lu.lv/fileadmin/user_upload/lu_portal/zinas/VidMin%2020%20maijs%20Radiac%20Risksi.pdf (21.01.2014). 3. Helsel D. R., Hirsch R. M. Statistical Methods in Water Resources http://pubs.usgs.gov/twri/twri4a3/pdf/twri4a3-new.pdf (21.01.2014). Latvia is located in the humid climate zone and the hydrological regime of watercourses is characterised with a spring and autumn peak as well as winter and summer minimum [1]. It is necessary to determine as accurately as possible the maximum flood runoff, as well as other important hydrological measures that are important of the engineering structure design. The hydrological model METQ is developed by Professor A. Ziverts, but the mathematical model has to be continuously developed according to the latest technologies and advancements in statistical science [2]. The aims of this research work were to test the operation of the hydrological calculation model METQ using the sensitivity test and develop proposals to improve the performance of the model. To understand the operation of the hydrological calculation model METQ the model development stages were reviewed. The sensitivity test was applied using 10 years of daily weather observations data collection (temperature, precipitation and humidity deficit). The sensitivity test was carried out for each sub-basin, separately changing the set of model coefficients in 50% range. The results were analyzed using the graphical method and the statistical methods t-test and ANOVA. The research results show that most of the model parameters are stable; however, it is necessary to pay particular attention to the seven parameters of the model. They showed significant impact \((p < 0.05)\) on the model outcome. As well as there was significant impact on the model outcome - not only distribution of sub basins but also the hydrological coordinates. **References** 1. Krams M., Ziverts A. Experiments of conceptual mathematical groundwater dynamics and runoff modelling in Latvia, *Nordic Hydrology*, 1999, pp. 243-262. 2. Ziverts A., Jauja I. Mathematical model of hydrological processes METQ98 and its applications, *Nordic Hydrology*, 1999, pp. 109-128. DETERMINATION OF LAND DEGRADATION IN ENGURE MUNICIPALITY BY REMOTE SENSING Anita Lapina Latvia University of Agriculture, Faculty of Rural Engineering, undergraduate, Latvia Scientific adviser Vivita Baumane Latvia University of Agriculture, Dr.oec., Associate Professor, Latvia Land degradation is a process in which the value of the biophysical environment is affected by combination of human-induced processes acting upon land or natural means. In nowadays it’s important to talk about it, because land degradation has impact on agronomic productivity, the environment and other issues. Land degradation processes are mainly caused by improper land use. Bushes grow in agriculture land, coast erosion, improper irrigation and drainage management systems, swamps forming, built up areas elimination, pollution [1]. The main types of land degradation are soil erosion, soil organic matter decrease, soil compression, poor soil, decrease of soil pH, land pollution, landslip and soil degradation [1]. Remote sensing satellites gather information about the earth’s surface by measuring electromagnetic radiation. This satellite technology carries the sensors that help to acquire information about an object without physically coming in contact with the object. For example in Africa remote satellite images are being used worldwide to determine food security through the measurement of rainfall and the growth of vegetation and remote sensors have numerous applications for the humanitarian community [2]. Remote sensing satellite has a growing relevance in the modern information society. Latvia also should use remote sensing to determinate land degradation. The research is based on the analysis of geospatial applications in program ERDAS Imagine. ERDAS Imagine is a remote sensing application with raster graphics editor abilities. By manipulating imagery data values and positions, it is possible to see features that would not normally be visible. The level of brightness, or reflectance of light from surfaces in the imagine can be helpful for example with swamping determination or land overgrow with bushes. ERDAS Imagine will determine areas of land degradation in Engure Municipality [3]. Owner or legal possessors are responsible of the realization of land degradation protection. The local municipality monitors and marks areas of land degradation, also provide the necessary measures of land use [1.] Establishing the detailed baseline data and information about land degradation is greatly required, to identify land degradation areas. References 1. Likumprojekts: Zemes parvaldības likums, http://www.mk.gov.lv/lv/mk/tap/?pid=40224010 (10.02.2014). 2. Remote Sensing: Adopting modern technology for Africa: http://www.southerntimesafrica.com/news_article.php?id=8321&title=Remote%20Sensing%20%20Adopting%20modern%20technology%20for%20Africa&type=71#.UxDYYoVlTe0 (15.01.2014). 3. USGS Science for a changing world home page, http://earthexplorer.usgs.gov/ (12.01.2014). DEVELOPMENT OF WATER SUPPLY SYSTEM IN JELGAVA Artūrs Ilgažs Latvia University of Agriculture, Faculty of rural engineering, civil engineering, undergraduate student, Latvia Kārlis Silke Latvia University of Agriculture, Mg. sc. ing., Latvia Water is essential to man and all nature, without it they just couldn’t exist. So it is important for every resident to have access to this resource. Most people are living in cities and they are continuously growing and becoming modern, so development of water supply system is important. In my work, I deal with water extraction and supply development, progress, solutions and results. Initially the residents received water through open channels (since 1650th) and underground, bored wooden pipes (till 1882nd). Over time, the wooden pipes were replaced with cast iron pipe pressure line [1]. Responsible, for water supply in Jelgava, is enterprise “Jelgavas udens”. Since 2000th this enterprise in collaboration with European Union, implements project “Development of Water Supply and Sewerage Services in Jelgava”, which are made within the existing water system reconstruction and construction of new systems, such as water mains supply and water network reconstruction, new artesian wells and recovering the old ones, etc. The most effective water production is artesian well, which can be 30 or more meters deep. Water is located in the deeper solid layers, locked between two water-tight layers. If the bore is installed and operated properly, then it is protected from contamination, but it still isn’t chemically pure [2]. For example, a major challenge in Jelgava is iron content in the water. Pump is used for lifting the water from bore, it is placed in the bore, so that on all sides it is enclosed by water. Installation phase for pump should be straight, but the sand content in the water cannot exceed 0.01% [3]. Current water supply situation in Jelgava is promising, as it is implemented in an ambitious project for the reconstruction of the whole system, so it can be said that the city is becoming more and more modern. References 1. http://www.ju.lv 2. Tilgalis Ē. Water supply. Latvia University of Agriculture, Faculty of rural engineering. Jelgava: LLU, 2008. 3. Lediņš V. Water supply and sewerage. Riga technical university. Riga: RTU publishing, 2007. PRECIPITATION QUALITATIVE INDICATOR ANALYSIS AT THE MONITORING STATION RUCAVA Marta Vile-Bērziņa Latvian University of Agriculture, Latvia Scientific adviser Ainis Lagzdins Latvian University of Agriculture, Latvia Since the rapid growth of industrial manufacturing and development of transport and technology, precipitation qualitative indicators and their change tendencies is a topical issue. If the demand for these industries grows, the result can be the increase of dust particles in the atmosphere, which in turn, affects composition and the quality of precipitation. Increased amount of various chemical materials, like lead, arsenic, cadmium, sulphur, etc., in the composition of precipitation can negatively affect human and animal health and also the surrounding environment. Long term changes have not been researched in detail. The study was carried out about air mass movements’ effect on the composition of precipitation, as well as precipitation quality differences between Rucava and Zosenu meteorology stations. The study was carried out in the time period from 1985 to 2000 (Assessment report…, 2004). The data and precipitation qualitative indicator readings for years 1985 to 2013 have not yet been summarised and accounted for. It is important to find out how increasing and decreasing tendencies of various materials affect precipitation, and whether it is necessary to worry about the decrease in precipitation quality, therefore polluting the environment in Latvia. The aim of the research was to study the long term change of precipitation qualitative indicators. The tasks included –combining precipitation qualitative and quantitative data, which have been gathered from the time period of June 1985 till August 2013 in monitoring station Rucava; describing precipitation qualitative indicators, their origin and the effect on humans and wildlife; analyzing the changes of precipitation amount and the materials it contains. For data processing the following programmes were used; Ms Excel, and with the help of Time trend data for statistical analysis programmes, the Mann-Kendall statistical analysis test was produced, the diagrams were made and the obtained results were analyzed. Together 11 different materials that are found in the precipitation were studied (SO$_4$-S, NH$_4$-N, NO$_3$-N, Mg, Ca, Na, K, As, Cd, Ni, Pb). The precipitation pH was also studied. The indicator had a tendency to show an increase, which is positive, because it reduces the possibility of precipitation acidification problems in Latvia. Researching every change in the qualitative indicators, a conclusion can be made on the quality of atmospheric content. From the qualitative indicators that were studied, 9 had a tendency to decrease, a possible reason being a recession in the industrial field in 1990, when Latvia underwent political system changes. Two materials had a slight tendency to increase - NH$_4$-N and K. NH$_4$-N gets into the atmosphere through the usage of chemical fertilizers, industrial pollution etc., if an increase is too big, it negatively affects the environment and is harmful for human health. The other substance K gets into the atmosphere through burning of the biomass and different biological processes, plants need it to help their growth process. (Klavīņš, 2012) References 1. Klavīņš M. Vides piesārņojums un tā iedarbība, LU akadēmiskais apgāds, Rīga, 2012, 198 lpp. 2. Latvian Hydrometeorological Agency. Assessment report on the Latvian EMEP data 1985–2000, Rīga, 2004 http://emep.int/publ/reports/2004/assessment/Part2_129-140.pdf (24.02.14) LAND COVER CHANGES AND CORRELATIONS IN LATVIA FROM 2000 TO 2006 Anda Jēkabsone Latvia University of Agriculture, Latvia Scientific adviser Ainīs Lagzdiņš Latvia University of Agriculture, Latvia For any life existence it is necessary to have a suitable environment. By changing it, we endanger not only different kinds of species of flora and fauna, but also ourselves. Living in an appropriate, clean and aesthetically attractive environment has become an important issue in recent years. At the same time the demand for resources of agriculture, forestry and other industries are increasing. Land cover is an essential climate variable - it can act as a cause and a consequence of climate change (Herold M. 2009). In recent decades land cover has been dramatically changed by anthropogenic impact, causing extinction for different kind of species. The changes in land cover affect the environment in Latvia as well. Agriculture and forestry industries are the main contributors to Latvia’s environmental issues. During the recent past, scientific research has not been carried out on land cover changes, including investigations in correlations, tendencies and possible consequences of land cover change. Therefore, it is difficult to predict any future changes and decide on appropriate action plans. The main objective of this scientific research was to compare Corine Land Cover data created in 2000 and 2006, where the subject of research is land cover changes in the territory of Latvia, 5 different regions in Latvia and Berze river basin. Statistical methods were used for data interpretation and comparison. The tasks of the work were as follows: 1. To collect Corine Land Cover data created in 2000 and 2006 that represents the study area. 2. To compare the obtained Corine Land Cover data of 2006 with the data of 2000 and estimate changes. 3. To estimate the significance of land cover changes and to analyse the correlation of changes within all scales of the study by using mathematical statistical methods. 4. To create cartographic material representing the results. The obtained data were analysed within the scale of Latvia, 5 regions, Berze river basin and Berze river subbasins. The data were processed and statistically analysed using ArcGIS for Desktop, MS Excel and SPSS software. By doing estimation of mathematical statistics, no significant changes were found. The changes of Land cover from 2000 to 2006, viewed within the framework of the study, are not the factors affecting the surrounding ecosystems, biodiversity and environment. When carrying out a more detailed data analysis it was found that land cover changes are covering important area than the difference between area of certain land cover class in 2000 and 2006. For example, increase and decrease of forests can happen at the same time in different locations, but after summarizing land cover changes are relatively small. References Herold M. 2009. Assessment of the status of the development of the standards for the Terrestrial Essential Climate Variables – Land cover. Rome, Food and Agriculture Organization of the United Nations http://www.fao.org/gtos/doc/ECVs/T09/T09.pdf (3.01.2014) DECONTAMINATION OF GROUNDWATER FROM PETROLEUM PRODUCTS USING MULTI PHASE EXTRACTION METHOD Dārta Stepiņa Latvia University of Agriculture, Latvia Scientific advisers Ritvars Sudars Latvia University of Agriculture, Latvia Juris Burlakovs, Oļģerts Aleksāns, University of Latvia, Latvia Based on the Latvian Environment, Geology and Meteorology Centre data, Latvian first categories of contaminated sites are 243, of which 166 are contaminated with petroleum products. Most of the contaminated sites are former gas stations, the freeport of Riga and historical sources of pollution - old, abandoned aviation or other function storage buildings, which have been used for or stored in petroleum products (LEGMC, 2012). The most effective reclamation method is selected depending on the type of pollution and theoretical calculations of the site, which also includes other specific parameters of the object and situation. However, the created mathematical models and theoretical calculations do not always correspond with the real conditions and results of the facility. Comparing the obtained results from several sites, where this remediation technology was applied, and using mathematical methods would increase reliability of the results and improve the decontamination process. The aim is to compare performance of the multi phase method in several objects where remediation was made, and make recommendations, how to bring calculations to reality, making calculations with a limited amount of data. The object of the research: pollution of light petroleum products in aqueous phase in sandy sediments of the pressureless groundwater horizon. To achieve the aim the following tasks are set: 1) provide a description of the quantitative reduction methods, that can be applied in contaminated soil by petroleum and petroleum products in aqueous phase layer, and their limiting factors / parameters; 2) obtain and collect data from various sites that applied continuous and skimmer type vacuum extraction methods of contaminated soil by petroleum and its products in aqueous phase layer reduction; 3) compare and analyze practical calculations that have been used in specific cases/objects (Ltd. "Ūdeka", "Rumbula" - abandoned aviation object, Ltd. "Ventspils Nafta") with scientific approach calculations. 4) give recommendations how to simplify and approximate calculations closer to the scientific method for practical remediation in Latvia. In the study scientifically collected remediation process data from Ltd. "Ūdeka", JSC "Ventspils Nafta" and from the former aerodrome "Rumbula" contaminated sites will be compared and analyzed. The expected results will be achieved by processing the field monitoring data with the American Petroleum Institute developed treatment programs for light petroleum products dynamic analysis in soil. References Contaminated and potentially contaminated places in Latvia http://www.meteo.lv/fs/CKFinderJava/userfiles/files/Vide/Atkritumi/statistika/PPV_Latvija_informatvais_materials(information%20brochure).pdf/ (12.01.2014). LATVIAN POSITIONING SYSTEM BASE STATION INSTALLING IN VALKA Elita Eglāja Latvia University of Agriculture, Latvia Scientific adviser Armands Celms Latvia University of Agriculture, Latvia The Global Navigation Satellite System Continuously Operating network of Latvia (LatPos) includes continuously operated 24 GNSS base stations. Data from each GNSS receiver have been sent to the data processing centre every second (365 days of year), storing the received data and broadcasting them to users. As the number of GNSS users has grown, LatPos makes it possible to establish co-ordinates quickly in Vidzeme region. In order to achieve a measurement accuracy of 2 centimetres – it was decided to install a LatPos base station in Valka. Valka base station would allow faster and more convenient measurements for both, in the city and the surrounding area. It is especially necessary in the areas, where geodetic networks do not provide sufficient coverage [1]. For installing the base station it is necessary to collect and analyze information, evaluate LatPos systems network data before and after the installing process. This can be done evaluating the accumulated post-processed data for the entire network. Examining various aspects for the geodetic antenna it was decided that the most optimal location is the Valka gymnasium roof. The roof does not contain reflective elements and does not interfere with other transmitter signals; also it is important that the antenna is positioned to have maximum exposure towards the sky, especially in the south, enabling to receive signals from all possible satellites. Considering that solar activity this year will only increase, it should be taken into account that a significant impact on the measurement error will be caused by the ionosphere effect. For this reason, it is appropriate to use the mobile application Swepos which is made in Sweden, which allows keeping track of activity in the ionosphere, during the measurements, because currently there is no such an option for Latvian surveyors [2]. The base station installing process is compared with the existing Latvian base station installation, which will take place in the research and the project [3]. The main error sources are analysed offering possible solutions. In cooperation with the Latvian Geospatial Information Agency the new network stability and accuracy will be determined. It is expected that the Estonian town Valga and its neighbourhood will also be able to use the accumulated data of the LatPos new base station. Such a possibility in the long run allows building good cooperation in the field of geodesy with our neighbour country. References 1. LatPos a global Navigation Satellite System Continuously operating Network of Latvia http://map.lgla.gov.lv/Latpos (20.02.14). 2. A national network of reference stations for GPS in Sweden http://swepos.lmv.lm.se/english/index.htm (20.02.14). 3. Zvirgzds J. Bāzes staciju sistēmas Latpos darbības stabilitāte, Rīga: RTU zinātniskie raksti. Ģeomātika, 11.sērija, 2009, 31.lpp. The catchment of the Tērvete River is located in a nitrate sensitive territory that is stated in accordance with the Nitrate Directive [1]. There are increased demands against dissipation of organic fertilizers. According to the terms of the Cabinet No. 33 “Regulation Regarding Protection of Water and Soil from Pollution with Nitrates Caused by Agricultural Activity” and the Nitrate Directive admissible concentration of nitrate ions in surface water is 50 mg*l$^{-1}$ or 11.3 mg*l$^{-1}$ nitrate nitrogen concentration [1]. Leakage form agricultural lands and domestic wastewaters are injected in the Tērvete River; this increases the risk of reaching or exceeding the nitrate nitrogen concentration level that is stated by the law [2]. The purpose of this paper is to determine the changes of the water quality indicators and to characterize the factors affecting them. The paper has three main objectives – to determine the Tērvete River catchment, to analyze the water quality indicators, and to characterize the main factors that influence these factors. Nitrogen and phosphorus compounds (nitrates, ammonium ions, phosphates, total nitrogen, and total phosphorus) were studied in the water analysis. The water samples were obtained in accordance with the methodology mentioned in the Agricultural catchment (wastewater) monitoring guide. The chemical composition analysis of the obtained water samples was conducted in the Environmental laboratory of the State Ltd. „Latvian Environment, Geology and Meteorology Centre” and the Environmental Quality and Monitoring laboratory of the University of Latvia, Faculty of Geology and Earth Sciences. Analyzing the obtained data, there were several infringements found during the time period from the beginning of 2007 till the end of 2008, but from the beginning of 2009 no infringement of nitrate nitrogen concentration regulated by the terms of the Cabinet No.33 regulation were found. By the means of ArcGis software, the Tērvete River catchment area cartographic material was created that helped to identify the critical factors affecting the quality of the water. References 1. Council Directive 91/676/EEC of 12 December 1991 concerning the protection of waters against pollution caused by nitrates from agricultural sources, Official Journal L 375, 8 pp. 2. Ritter William F. and Bergstorm L. Nitrogen and Water Quality, CRC Press, 2001, 33 pp. A worldwide problem in urban areas is collecting storm waters and directing them away from population. On July 2\textsuperscript{nd} 2011 Copenhagen witnessed a huge rain water storm. In less than 3 hours more than 150mm of rain water fell. Traffic was paralysed because in some places in the city centre there was more than a meter of water. Public gathering places had to be evacuated and all types of houses were full of water. It causes a great resonance in society, why this kind of chaos could happen and how to avoid it? So, the author participated in the project, the purpose of which was for 4 unknown persons to meet and to analyse Copenhagen sewage and storm water systems and look for solutions for the flooding problem. To solve this problem in our project we used tools like: brain storming, Gantt chart, created project structure, work brake down structure and responsibility matrix, field work etc. We came up with the main causes of the problem: 1. Urban heat island effect 2. Combined sewage and rain water system and that they are not designed for extreme events. 3. Out of date drainage system 4. Geographical location. After we had defined what causes the problem we searched for solutions. We came up with more than 12 possible solutions. For example: update or modify the drainage system, collect and reuse water, use drainage asphalt, create urban corridor for water, use green tools to accumulate water and reduce the urban heat island effect, work with urban planning to safely manage water and use streets as drainage systems, etc. Afterwards we did evaluation and calculations on ideas. The input of the author in this project was determined by his speciality. He was only member who studies civil engineering, and therefore, in addition of the group determined work he did calculations, cost benefit and technological analysis for the project. Topicality of the problem: In Latvia this problem has not yet escalated in such a level, but every year after heavy (not necessarily extreme) rain falls some parts of streets are flooded and in these places transportation is blocked. Conclusions: There is not a universal solution which could be applied on any place based problem. Solutions have to be evaluated on individual situations; this has to be done according to the situation. Often solution has to be combined to get the best cost benefit and overall solution. All solutions request some investment of money, but if solutions are correctly assessed, than it is possible to get the best out of it with available resources. References 1. Copenhagen, Frederiksberge kommune wastewater plan 2011-2022. 2. Low Impact Development Center \url{http://www.lowimpactdevelopment.org/} (30.03.2014). GLOBAL NAVIGATION SATELLITE SYSTEM (GNSS) APPLICATIONS FOR HIGH DEFINITION Janis Rusins Latvia University of Agriculture, Latvia Scientific adviser Armands Celms Latvia University of Agriculture, Latvia The Global Navigation System (GNSS) offered functions are more commonly used in today’s society; this system is used all over the world: in automobile industry, medicine, agriculture, and also in land surveying, which is the main theme of the author’s master thesis. The aim of this paper is to establish precision of the GNSS system when the height is measured and if these data meet the requirements of the normatives. The theme is topical because of increasing use of the GNSS offered opportunities. Most international maps and charts are produced on the WGS84 datum, which essentially is equivalent to the ITRF (International Terrestrial Reference Frame) at the centimetre level. Other impacts of the GPS (Global position system) on datum and control networks include: in addition to the traditional levels of national control network, additional high-accuracy control points established using ultra precise GPS geodesy techniques now form the “backbone” of new datum and future maintenances. Although the GPS is used to establish 3-D coordinate networks, many applications still distinguish horizontal positioning/mapping from the determination of the heights above the sea level. Hence, GNSS, geoids, and levelling are inextricably linked [1]. The analysis of the research shows how the GNSS evolves. In the future accuracy of the GNSS will increase and become more accurate and precise, what will demand to renew the obsolete reference system. Not only the GNSS system needs to be introduced, but also it is necessary to discuss the system maintenance. According to Lockheed Martin, GPS III satellites will have a 25 percent longer spacecraft life, deliver three times better accuracy, and provide eight times more effective anti-jamming capabilities [2]. Development of the technology leads to increased accuracy and these satellites are going to be better and more accurate than the previous GPS satellites. Class 0 of the global positioning network (G0) with an accepted standard deviation 0 mm, only LatPos base stations with the standard deviation of co-ordinates 20 mm versus a network of Class G0. Class 1 of the levelling network (N1) with the standard deviation 1.0 mm/km [3]. In the law standard deviation of the national geodetic network is stated, unfortunately, there is no law which mentions standard deviation when measured with the GNSS receiver. It is determined by the geodetic instrument manufacturer. Therefore, in the future these problems should be addressed and gaps in the law should be prevented. In the regulations of the Republic of Latvia the exact accuracy when the GNSS receivers are used is not stated. The positive aspect is that GPS III satellites are launched and the data that will be received using these satellites are going to be more precise. The research is going to be continued by measurements in different weather conditions, which will show the accuracy of the GNSS receivers. In the height system maintenance more precise geometric levelling and GNSS measurements should be used. References 1. Chris Rizos, GPS, GNSS and the Future. Manual of Geospatial Science and Technology, Second Edition, 2010, pp. 259–281. 2. Lockheed powers up second GPS III satellite http://www.geospatialworld.net/News/View.aspx?ID=28273_Article (31.01.14) 3. Geožīskās atskaites sistēmas un topogrāfisko karšu sistēmas noteikumi (2011): Ministru kabineta 2011. gada 15. novembra noteikumi Nr. 879. http://likumi.lv/doc.php?id=239759 (25.02.14). The aim of the research work is to identify unmanaged hydrotechnical structures - the former water mills and hydroelectric stations on the rivers of the Lielupe river basin and to develop preliminary recommendations for construction supervision. Unmanaged and uncultivated hydrotechnical structures pose a threat to the surrounding population and property. The major potential threat is during the spring flood period, causing the rise of water levels in the river and flooding the surrounding areas. There were 16 surveys made of abandoned hydrotechnical structures for eight rivers in the Lielupe river basin (Bērze, Iecava, Mēmele, Misa, Mūsa, Sesava, Tērvete and Vīce), which were photo fixated and evaluated for the visual status. Also the maximum flow rates were calculated. By using the cluster analysis, the unmanaged hydrotechnical structures were grouped in categories of potential threat according to the Ward’s method, but the difference between the studied objects was measured by Euclidean distance. The researched features were classified into four criteria - earth dam condition, overflow dam condition, water level difference between the upper and lower water levels (identified from photo fixation) and spring flood peak flow rate $Q_{1\%}$ in relation to the size of the catchment area of the hydrotechnical structures (specific runoff). The hydrotechnical structures were divided into three danger classes according to their risk to the population and possible damage to the property and environment. Threat was posed by five hydrotechnical structures (Kanteiku and Zelmenu hydrotechnical structures, Apgulde, Parīķu and Vilce mills). This hydrotechnical structure class describes the existing earth dam and overflow dam, the water level difference between the upper and lower water levels which are affected by specific runoff. Eight hydrotechnical structures were identified as less harmful (Auseklu, Butku, Iecava upper, Iecava middle, Lejerta, Millas, Jukatu mills and Mūsa HES). This class contains hydrotechnical structures with a partially remaining or not remaining earth dam and overflow dam, they do not have water level differences between the upper and lower water levels and they are not affected by specific runoff. Three hydrotechnical structures (Bauska I, Bauska II and Skaistkalne mills) do not endanger the surrounding buildings and people. In this class, hydrotechnical structures do not have an earth dam, overflow dam, the water level difference between the upper and lower water levels and they are not affected by specific runoff. Preliminary recommendations for supervising unmanaged hydraulic structures were developed in order to prevent danger to people and their property. References 1. Rencher A.C. Methods of Multivariate Analysis. Second edition, John Wiley & Sons Publication, United States, 2002, 727 pp. Poor waste management quality and human irresponsibility have led to a large amount of waste being disposed in natural environment. Marine litter has a negative impact on tourism and leisure activities; it is a threat to wildlife and it also raises the cost of clean beaches. For the above mentioned reasons, it is important to identify and assess Latvian coastal pollution caused by waste, as well as to assess the factors affecting the amount of waste, and try to find solutions to this problem. The first monitoring of Latvian seacoast marine litter was carried out in the summer of 2012 during the campaign “My Sea”, which was a part of the project “Baltic Marine Litter: Marlin”. This campaign was continued in 2013. Using the UNEP/IOC methodology, which was adapted to the Baltic Sea region, 35 beaches located along the Latvian seacoast from Pape lighthouse to Kuivizē were monitored. According to the methodology, litter measurements in the beaches were made by counting waste units which can be classified into 10 categories (plastic, foam rubber, fabric, glass and ceramics, metal, paper and cardboard, rubber, wood, organic waste and other waste, which refers to waste that does not belong under the above mentioned categories) and 79 subcategories. Classification of the beaches was made based on the data obtained through monitoring and using agglomerative hierarchical clustering. In the cluster analysis the distance between observations was measured using Euclidian distance measure. The Wards method was chosen as an algorithm for creating dendrograms. The cluster method allowed dividing beaches into four main categories. The first category represents beaches with high total amount of waste and a particularly large amount of plastics, rubber and fabric. The second category also includes beaches with high total amount of waste, but these beaches are characterized by high amount of metal, glass and ceramic waste. The third category comprises beaches with average amount of waste, whereas the forth category includes the cleanest beaches. The beach classification method allows making an objective judgment about the amount of waste on beaches along the Latvian seacoast and it can serve as a tool for making decisions in national and local governmental institutions. It can also be used in scientific research. The author of this research has analyzed the materials and types of beach litter that can be found on the Latvian seacoast. The factors that can influence the amount of waste have been assessed and proposals for reduction of marine litter amount have been given in the research. References 1. Marlin, Baltic Marine Litter. (2011) Beach Litter Measurement Method Description http://www.videsfonds.lv/documents/monitoringu-veiksanas-vadlīnijas-eng.pdf (17.01.2014). 2. Murtagh Fionn, Legendre Pierre. (2011) Ward’s Hierarchial Clustering Method: Clustering Criterion and Agglomerative Algorithm. Dublin. Science Foundation Ireland http://arxiv.org/pdf/1111.6285.pdf (17.01.2014). 3. Schulz Marcus, Neumann Daniel, Fleet David M., Matthies Michael. (2013). A multi-criteria evaluation system for marine litter pollution based on statistical analyses of OSPAR beach litter monitoring time series. Marine Environmental Research. Volume 92. (2013) http://www.sciencedirect.com/science/article/pii/S0141113613001475 (17.01.2014). NEW CONCEPT OF LIVING - ECOVILLAGE Luanna Cordeiro Latvia University of Agriculture, Faculty of Rural Engineering, ERASMUS undergraduate student, Latvia Scientific adviser Solveiga Luguza Latvia University of Agriculture, Forest Faculty, Mg. silv, Latvia Ecovillages are idea of small groups of different kind of people around the world who are coming together to live in perfect harmony with nature and with each other, and everybody is responsible for the global ecological crisis, lack of support in social and cultural structures. As a global knowledge community the ecovillage movement is remarkable both for its unity and its diversity. Ecovillages have taken root in tropical, temperate and desert regions; their religious orientations include all the major world religions as well as paganism and atheism. Some of their practices vary according to cultural context; they also have a low impact way of life and good supportive social environment. They have a different kind of aspect of ecological design and building, green productions, sustainable energy, community-building and religious/spiritual practices. Combining a supportive social environment with a low-impact lifestyle, ecovillages are consciously seeking to birth new ways of living that transcend the modern dichotomies of urban vs. global. Beneath this commitment to social and ecological sustainability, one may discern a worldview premised upon holism and ground up while simultaneously constituting a global network for education and social change [1]. And then, they represent a new perspective of lifestyle, and it’s not just about merely deconstruction of modernity but about construct a viable alternative. The main aim to ecovillage dweller is to create a diverse model of living according to the local social and physical contexts, and that will be “successfully continuable into the indefinite future” [2]. Their buildings are constructions in three interrelated dimensions: ecology, community, and spirituality. If the dominant human systems on the planet are not sustainable, as increasingly seems to be the case, then the rise of the global ecovillage movement is of urgent practical consequence. As a living expression of a worldview fundamentally different from that of secular modernity, the eco village movement is also of theoretical interest for the history (and implementation) of ideas [3]. References 1. Litfin K., Reinventing the Future: The Global Eco Village movement as a holistic knowledge community: http://faculty.washington.edu/litfin/research/Reinventing.pdf (25.02.14). 2. Global Ecovillage Network (GEN): http://gen-europe.org/ecovillages/about-ecovillages/index.htm (25.02.14). Every day we are surrounded by different kinds of sounds. Noise pollution is getting more and more serious. It reduces the quality of the urban environment and human health. Performing tasks requiring concentration while exposed to high levels of traffic noise results in fatigue, annoyance, mistake making and long-term exposure to traffic noise increases the risk of heart disease. Increased stress caused by noise-induced communication disturbance results in changes in blood pressure, which in turn can lead to gastrointestinal disease, hypertension and other heart and circulatory diseases. Such effects are well understood by anyone who has worked in noisy conditions. The permissible sound level range is between 40 - 50 dB, but highway traffic causes 80 - 90 dB loud noise levels. Today we can say that "Noise is a landscape issue". Landscape architects usually see noise barriers as something disturbing that leaves a significant impact on the landscape. Sometimes the effect related to the attractive visual appearance is predominant over the effective acoustical benefit. For example, comparing a metal barrier and a woven willow vegetative noise barrier with earth fill, both being the same size, it should be noted that the willow barrier gets higher rates because of its visual attractiveness, not noise reduction. Barrier design is a complicated process. The best results are likely to be achieved through the co-ordinated services of qualified acousticians, civil and structural engineers, landscape architects and architects. Other professional expertise may also be required, including advice from geotechnical, ecological, irrigation, horticultural and other environmental and planning specialists. There are two ways to build sound barriers – by using plant material and earth mounds or building up solid barriers of any dense or absorbing material. Solid barriers reduce noise in two ways - by reflecting or absorbing noise. It has been investigated that a solid wall is more effective at blocking noise than plants, but it is important to integrate it into the local landscape. It can be done by using different plants. The material, location, dimensions and shapes of barriers can affect the acoustical performance. Landscape architects and other specialists should pay more attention to integrating the sound barriers into the landscape and keeping the best efficiency of sound reduction. References 1. Bucur Voichita. Urban forest acoustics, Springer, 2006, 181 pp. 2. Maureen Gilber. Landscape noise reduction http://www.landscapingnetwork.com/landscape-design/noise-reduction.html (12.02.2014). Statistics show that more than 3.4 million people die each year from water, sanitation, and hygiene-related causes. Nearly all deaths, 99 percent, occur in the developing world. The expression - clean water is our life – is not working in this case. That is the reason why we should treat it in a respectful way. As we all know there are a lot of techniques to clean water, for example, mechanical treatment, chemical treatment or biological treatment. This research deals with biofiltration systems. Biofilter was first introduced in England in 1893 as a trickling filter for wastewater treatment and has since been successfully used for the treatment of different types of water. Biological treatment has been used in Europe to filter surface water for drinking purposes since the early 1900s and is now receiving more interest worldwide. It is important to get rid of the wastewater and the biofiltration system is a good way how to do it. The oxygen content in these waters is affected – it is called BOD or biochemical oxygen demand. It is proved that the biofiltration system releases water from suspended solids (85-90%), BOD (85-95%), N (30-50%), P (30-35%). These data are quite spectacular. Biofilters (also called bioretention systems or biofiltration systems) are a potentially promising solution for reducing nutrient stormwater discharge to receiving waters. In biofilters, nitrogen compounds can be transformed (by coupled nitrification and denitrification) into nitrogen gas which is released back to the atmosphere. Biofilters have been traditionally constructed as vegetated buffers on the top of a soil, sand or gravel filtration medium in shallow trenches, basins or landscaped areas. Stormwater flows over the vegetation, and may be subject to temporary ponding, during which time the stormwater slowly seeps through the filter material towards the effluent. During infiltration, the stormwater undergoes several treatment processes, such as sedimentation, adsorption, ion exchange, decomposition, and bioremediation. At the bottom of the biofilter a perforated pipe collects the treated water for conveyance to downstream waterways. Overall this is an industry that is still not sufficiently researched and developed. That is why deeper study should be carried out concerning its practical use. References 1. Davis A. et al. Laboratory study of biological retention for urban stormwater management, *Water Environment Research*, 73, 2001, pp. 5-14. 2. Hunho K., Engineered bioretention for removal of nitrate from stormwater run off, *Water Environment Research*, 2003, 75, pp. 355-367. 3. Wastewater treatment technologies using energy efficiently constructed wetlands [www2.llu.lv/homecp/lif/konf/lnat.pptx](http://www2.llu.lv/homecp/lif/konf/lnat.pptx) (31.03.2010). 4. Wastewater Treatment [http://greenforze.com/wastewater.html](http://greenforze.com/wastewater.html) (09.03.2007). EFFECT OF PROBIOTIC „EFFECTIVE MICROORGANISMS” ON SELECTED PARAMETERS OF MILK PERFORMANCE OF COWS AND RESULTS OF BRED AND HEALTHINESS OF CALVES POLISH HOLSTEIN-FRESIAN BLACK-AND-WHITE Katarzyna Olejnik, Wojciech Majskowski West Pomeranian University of Technology Szczecin, Poland Scientific adviser Ewa Czerniawska-Piątkowska West Pomeranian University of Technology Szczecin, Student Research Club of Ruminant Science „TAURUS”, Poland The probiotic „Effective Microorganisms EM” is used in many countries as a stimulator of growth and development of plants and farm animals. Thanks to the useful microorganisms which are contained in this preparation, yielding of crops and animal wellbeing and healthiness could be improved [1,2,3]. It should be emphasized that any research on dairy cattle has not been found in the references up to now. Few studies have focused on using EM in pig and goat farming. That was the reason for the implementation of this research. The aim of this study was to evaluate the effect of probiotics „Effective Microorganisms EM” on the selected parameters of milk performance of cows and the results of bred and healthiness of calves Polish Holstein-Fresian Black-and-White. In the study a positive effect of the use of „Effective Microorganisms” on milk performance of cows has been found. The calves which received EM did not have problems with functioning of the digestive system, received better increases in body weight and improved their health. References 1. Baranowski A. Preparat „Efektywne Mikroorganizmy” (EM®)-próby zastosowania w rolnictwie [The product „Effective microorganisms (EM)”— try to apply in agriculture], 2004, Przegląd Hodowlany, Vol. 4, pp. 26–27. 2. Baranowski A., Gabryszuk M. Skład chemiczny mleka kóz żywionych z dodatkiem preparatu „Efektywne Mikroorganizmy” (EM®) [Chemical composition of the milk of goats fed with addition of the product „Effective microorganisms (EM)”), 2006, Przegląd Hodowlany, Vol. 11, pp. 9-10. 3. Klama J., Jędryczka M., Wiśniewska H., Gajewski P. Ocena stopnia rozwoju oraz kondycji fizjologicznej ozimych roślin pszenicy i rzepaku w uprawie z zastosowaniem Efektywnych Mikroorganizmów [Evaluation of development and physiological stage of winter wheat and winter oilseed rape plants grown with the application of Effective microorganisms], 2010, Nauka Przyroda Technologie, Vol. 4/6, pp. 1-8. Winter rye (*Secale cereale*) is widely spread in Latvia. There is relatively not much research on rye diseases in Latvia and Europe. Research findings in various countries on the harmfulness of diseases and on the possibilities of their control differ. The aim of the study was to identify the most important rye leaf diseases and to evaluate the different schemes of fungicide treatment efficiency. Field trials were conducted at the State Stende Cereals Breeding Institute in 2012 and 2013. Each trial was one-factor design with three variants of fungicide treatment: control (no fungicide applied), standard treatment (during heading), and treatment according to the decision support system (DSS). The treatments according to the DSS were based on the number of rainy days after the beginning of stem extension (more than 7 days) and/or on the incidence (> 30%) of diseases. The registered doses of Tango Super s.e. (epoxiconazole 84, g L\(^{-1}\), fenpropimorph, 250 g L\(^{-1}\)) were applied. Two types of rye cultivars were used in the trials: the open pollinated cultivar ‘Kaupo’ (in all years), and hybrids ‘Agronom’ or ‘Gradan’. The incidence and severity of rye diseases were determined once in a week. The area under the disease progress curve (AUDPC) was calculated to describe the impact of diseases during the whole vegetation season. Statistical analysis (one-factor ANOVA) was performed to evaluate the significance of the yield differences. Leaf scald, caused by *Rhynchosporium secalis*, and brown rust, caused by *Puccinia recondite*, were the most important diseases in both years. Similar results have been obtained also in other investigations [1,2,3]. The first symptoms of leaf scald appeared during stem extension, but brown rust appeared only at the time of flowering. Standard application of fungicides decreased the values of AUDPC by 30% for ‘Kaupo’ and by 50% for ‘Gradan’ in 2012, and by 40% for ‘Kaupo’ and by 27% for ‘Agronom’ in 2013. DSS treatments were not effective, which means that the number of rainy days is not a suitable threshold. Fungicide application increased the yield by 8% on average. The highest yields were achieved by standard treatment in both years. The yields of hybrid varieties were 8.65 t ha\(^{-1}\) and 9.05 t ha\(^{-1}\), of the open pollinated cultivar – 7.68 ha\(^{-1}\) and 7.97 ha\(^{-1}\). The yield differences between the control variant and standard variant were statistically significant in all cases (\(F_{\text{fac}} > F_{\text{crit}}\)). The efficacy of DSS was inconsistent. Further investigations are necessary to improve the control system of rye diseases. **Acknowledgments** The research was supported by the Ministry of Agriculture of the Republic of Latvia (ELFLA 020311/C – 31). **References** 1. Bankina B., Kronberga A., Kokare A., Malecka S., Bimšteine G. Development of rye leaf diseases and possibilities for their control: *Proceedings of the Latvian Academy of Sciences. Section B*, 2013, Vol. 3, pp. 259-263. 2. Miedaner T., Klocke B., Flath K., Geiger H. H., Weber W. E. Diversity, spatial variation, and temporal dynamics of virulences in the German leaf rust (*Puccinia recondita* f. sp. *secalis*) population in winter rye, *European Journal of Plant Pathology*, 2012, Vol. 132, pp. 23-35. 3. Werres G., Hindorf H. Evaluation of a system for optimizing fungicide application to control *Rhynchosorium secalis* on winter rye, *Bulletin OEPP/EPPO Bulletin*, 1993, Vol. 23, pp. 565-576. SUITABILITY OF MAIZE HYBRIDS FOR PRODUCTION OF FODDER IN LATVIAN CIRCUMSTANCES Valdis Rekis Latvia University of Agriculture, Latvia Scientific adviser Zinta Gaile Latvia University of Agriculture, Latvia Despite the southern origin of maize (*Zea mays* L.), this crop is used for forage more widely with every year in Latvia: the sowing area with maize was 20.6 thousand ha in 2012. The right choice of maize hybrid is critically important for production of optimum quality fodder in the conditions of Latvia. Development of maize depends on the weather conditions. During the study the weather conditions were radically different (sum of active temperatures (above 10 °C) in 2012 was 1980 °C, but in 2013 – 2255 °C). The aim of our investigation, carried out in the Research and Study Farm “Vecauce” of the Latvia University of Agriculture (2012 to 2013), was to analyse the yield of seven different maize hybrids and their fodder quality. Six maize hybrids with different maturity rating, as defined by FAO number (Beethoven (FAO 200), ES Regain (FAO 200), Drim (FAO 220), Saludo (FAO 220), ES Marco (FAO 220), and Gilberto (FAO 230)) were investigated and compared with well-known (in Latvia) standard hybrid characterized by FAO 210 (Standard). It is considered that in circumstances of Latvia optimal maze earliness is characterized with FAO number below 220 [1]. Earliness of maize hybrid is very important to provide the content of dry matter in the yield more than 25%, which is necessary for production of good quality maize silage. The results showed significant (p<0.05) correlation between the fresh maize yield and FAO number: the higher the FAO number, the higher the fresh yield. But the most important thing in production of maize fodder is the dry matter (DM) yield and DM content in fresh matter. Although DM yields of maize on average per two years were significantly different (p<0.05), the difference between average DM yields of different hybrids was not significant (p=0.15). Average DM content of all hybrids was also significantly different depending on the trial year: 25.69% in 2012 and 32.28% in 2013. ![Fresh and DM yields of maize hybrids in RSF “Vecauce” (2012-2013):](image) The hybrids ‘Gilberto’ and ‘Marco’ provided slightly higher average two year DM yields than other hybrids. The result showed that during poor weather conditions production of high maize yield with an appropriate DM content depends more on hybrid earliness, but during years with good weather conditions, high and good quality yields can be harvested from almost all included hybrids. References 1. Gaile Z. Possibility to grow early maturity corn hybrids for energetic dense silage in Latvian conditions, *Proceedings of the 4th International Crop Science Congress Australia, Brisbane*, 2004, pp. 72-83. ROVE BEETLES (COLEOPTERA: STAPHYLINIDAE) - NATURAL ELEMENTS OF PEST MANAGEMENT IN WINTER WHEAT FIELDS Anna Treguba Latvia University of Agriculture, Latvia Scientific adviser Jānis Gailis Latvia University of Agriculture, Latvia The family of rove beetles (Staphylinidae) is a species-rich taxonomic group of insects inhabiting almost all terrestrial ecological niches. The most of rove beetle species are carnivores or fungivores, but some species also can be saprophagous and phytophagous (Frank and Thomas, 2004). World-wide studies show that rove beetles are natural enemies of pests and causal agents of plant diseases in different crops. These beetles also can be indicators of sustainable agriculture and integrated pest management. Up to now no studies have been carried out on these issues in Latvia (Gailis and Turka 2013). Since this is the first such study in Latvia, the objective of it is to investigate fauna of rove beetles inhabiting winter wheat (*Triticum aestivum*) fields. The research was carried out at the Research and Study Farm ‘Peterlauki’ (56°30’39.38”N; 23°41’30.15”E). Twelve sample plots (0.3 ha) with different soil treatments and pre-crops were used for the study. Beetles were collected by pitfall traps. Exposition of them started on 17 April 2012 and ended on 31 July 2012. The traps were emptied every seven days. Species were identified after H. Freude et al. (1964, 1974). The first results show that circa 40-50 rove beetle species inhabit winter wheat fields. The real number of species is still unknown due to complicate identification of species included in Aleocharinae subfamily. The most abundant species were *Tachyporus chrysomelinus* (Linnaeus, 1758), *T. hypnorum* (Fabricius, 1775) and *Philonthus decorus* (Gravenhorst, 1802). They are predators, mainly feeding on aphids (Aphididae) and other invertebrates, but *Tachyporus* individuals also can be fungivores. Also high density of Aleocharinae specimens belonging to two or three species was observed. Ecology of Aleocharinae species is not very well known. Some species are parasites of flies (Diptera) pupas, thus they also can serve as beneficial insects in various crops. In future, different soil tillage methods and crop rotation effects on rove beetles within winter wheat fields will be analysed. Such studies can be made after precise identification of species. The acquired knowledge will help to establish which farming practices are more suitable for rove beetles, thus it will be possible to use these beetles effectively as natural mechanisms for controlling pests and plant diseases in winter wheat and maybe other winter cereals. The study was supported by the Latvian State Research programme „Sustainable Use of Local Agricultural Resources for the Development of High Nutritive Value Food Products”, subproject No. 3.1 “Sustainable Use of Soil as the Main Resource for the Production of Safe and Qualitative Food and Feed from the Main Agricultural Crops”. References 1. Frank J.H., Thomas M.C. Rove beetles (Coleoptera: Staphylinidae). In: Capinera J.L. (ed.) Encyclopaedia of Entomology, 2004, Vol. 3, P-Z, Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 1922-1927. 2. Freude H., Harde K.W., Lohse G.A. Die Käfer Mitteleuropas. Band 4, Goecke& Evers Verlag, Krefeld, 1964, p. 264. 3. Freude H., Harde K.W., Lohse G.A. Die Käfer Mitteleuropas. Band 5, Goecke& Evers Verlag, Krefeld, 1974, p. 338. 4. Gailis J., Turka I. Discussion on ground beetles and rove beetles as indicators of sustainable agriculture in Latvia: Review, *Research for Rural Development: Proceedings of the Annual 19th International Scientific Conference, held at the Latvia University of Agriculture, May 15 – 17, 2013*, Vol. 1, pp. 56-62. Winter wheat (*Triticum aestivum*) is one of the most important and profitable crops in Latvia. Distribution of wheat diseases is an important risk factor in wheat management, especially when intensive technologies are used. Reduced soil tillage and wheat monoculture have become increasingly widespread technologies in Latvia. The aim of this study was to estimate the development of winter wheat crown and root rot depending on soil tillage and crop rotation. Two-factor experiments were conducted in the Study and Research Farm “Peterlauki” of the Latvia University of Agriculture in 2012–2013: 1) crop rotation (continuous wheat sowings or wheat after other pre-crop), and 2) soil management (conventional ploughing or shallow tillage). Incidence and severity of diseases were noted each week. The total impact of diseases during the period of vegetation was estimated by calculating the area under the disease progress curve (AUDPC). Tan spot, caused by *Pyrenophora tritici-repentis*, and Septoria leaf blotch, caused by *Zymoseptoria tritici*, dominated in the investigation period. The development of Septoria leaf blotch did not depend on crop rotation and the soil tillage method. The severity of tan spot first symptoms differed sharply depending on the technologies applied: reduced soil tillage in combination with continuous wheat sowings promoted the emergence of more severe symptoms in spring and during all vegetation season. The level of this disease was significantly influenced by reduced soil tillage where the value of AUDPC increased by 80% compared to conventional ploughing. Continuous wheat sowings essentially (by 90%) increased the development of tan spot. A similar situation has been observed in the United States of America, where tan spot was the dominant wheat disease [1]. Both investigated factors – the soil tillage system and crop rotation – were important measures to control tan spot, but combination of these two factors (reduced soil tillage and lack of crop rotation) significantly increased the risk of tan spot. Similar results have been obtained by other researchers: continuous wheat sowings combined with reduced tillage significantly increased the level of tan spot [2]. The differences in the development of both dominating diseases could be explained by the various life cycles of pathogens. The main source of infection by *P. tritici-repentis* is the plant debris on the surface of soil, where fruiting bodies develop. *Z. tritici* overwinter in infected plants and spread by rain splash, therefore meteorological conditions are the most important factors influencing the development of this disease. **Acknowledgement** The research was funded by the State Research Programme “Sustainable use of local resources (earth, food, and transport) – new products and technologies (NatRes)” (2010–2013.) Project No. 3 “Sustainable use of local agricultural resources for development of high nutritive value food products (Food)”. **References** 1. Krupinsky J. M., Tanaka D. L., Merrill S. D., Liebig M. A., Lares M. T., Hanson J. D. Crop sequence effects on leaf spot diseases of no-till spring wheat, *Agronomy Journal*, 2007, Vol. 99, pp. 912-920. 2. Ronis A., Semaškiene R, Dabkevičius Z., Liatukas Ž. Influence of leaf diseases on grind yield and yield components in winter wheat, *Journal of Plant Protection Research*, 2009, Vol. 49(2), pp. 151-157. The work was aimed to investigate the influence of different combinations of microorganisms in biofertilizer on growing crops. Experiments with two types of bacteria with control and three replications were completed under greenhouse conditions. The present results have shown that the vegetative and reproductive growth accomplished successfully by application of biofertilizers. However, the present experimental conditions in the association of the *B.megaterium* had a pronounced effect on the cell number of *A.chroococcum*. There were perceptible increases in viable population of *B.megaterium* when these bacteria grew in the presence of *A.chroococcum*. The stimulation by *A.chroococcum* resulted in increasing the cell population of both bacteria, equaling the population of *A.chroococcum* and rising approximately 1000 times more than their respective population in pure cultures [1]. So, in this experiment interaction between these two types of microorganisms has been identified as a good alternative to chemical fertilizers in order to increase soil fertility and crop production in sustainable farming. Research and development of technology for production of biological fertilizer based on the simultaneous use of different types of strains of microorganisms are the continuation of earlier work of biotechnological methods of biofertilizer production [2]. Biofertilizers are defined as preparations containing living cells or latent cells of efficient strains of microorganisms that help crop plant uptake of nutrients by their interactions in the rhizosphere when applied through seed or soil. They accelerate certain microbiological processes in the soil which augment the extent of availability of nutrients in a form easily assimilated by plants [3]. **References** 1. Martyniuk S., Martyniuk M. Occurrence of Azotobacter Spp. in Some Polish Soils, Polish Journal of Environmental Studies, 2003, Vol. 12 (3), pp. 371–374. 2. Tejera N., Lluch C., Martinez-Toledo M. V., Gonzalez-Lopez J. Isolation and characterization of Azotobacter and Azospirillum strains from the sugarcane rhizosphere. Plant and Soil, 2005, 270 (1–2), pp. 223–232. 3. Kumar R., Bhatia R., Kukreja K., Behl R. K., Dudeja S. S., Narula N. Establishment of Azotobacter on plant roots: chemotactic response, development and analysis of root exudates of cotton (*Gossypium hirsutum* L.) and wheat (*Triticum aestivum* L.), Journal of Basic Microbiology, 2007, 47 (5), pp. 436–439. THERMOGRAPHICAL EVALUATION OF ADAPTATION ABILITY OF CHINCHILLA TO VARIOUS ENVIRONMENTAL TEMPERATURES Sandra Lapsiņa Latvia University of Agriculture, Latvia Scientific adviser Aija Ilgaža Latvia University of Agriculture, Latvia The long-tailed chinchilla (*Chinchilla lanigera*) is a small, grey rodent once found living in the wild in the present territories of the Andes mountain range in Chile, Bolivia, Argentina and Peru. The necessity to survive the severe weather conditions 3000-5000 m above the sea level had endowed chinchillas with silky, dense fur coat – the main reason for this species popularity over the centuries [1]. The softness and warmth of the chinchilla fur was discovered and appraised even before the Inca Empire. The native Indian tribe Chinchas (the chinchillas were named after them) used their pelts for clothing and blankets due to their thermal insulating properties. After the Spaniards returned from their voyage to the South America in the 15th century, they introduced this fashion novelty to the aristocracy in Europe, thus starting the chinchilla fur boom - resulting in excessive hunting and almost complete destruction of this species in the 19th century. In 1923 a mining engineer Mathias F. Chapman managed to capture 11 animals – the ancestry of all the today’s captive-bred chinchillas - and transported them to California thus launching the chinchilla fur breeding industry worldwide [3]. The secret of the chinchilla fur popularity lies within the fur density which is the highest of all the terrestrial animals – more than 20 000 hairs per cm$^2$. Even 75 hairs can come out of one single follicle, every single one of them separately being too tiny to see with a naked eye. This noteworthy fur structure speciality leads to the remarkable ability to endure low temperatures [2]. Since no previous research about chinchilla fur thermal insulating abilities could be found, an experiment using thermal imaging camera was conducted. Thermography is a relatively new diagnostical method based on the detection of the emitted infrared radiation. By determining thermographical changes in various environmental temperatures, we want to visualize the high thermal insulation ability of the chinchilla fur and to explore the thermoregulation of this animal at various environmental temperatures after the room aeration in winter. The calculated results indicate close linear positive correlation ($n=50; r>0.8$) between the environmental temperature and the temperature of such anatomical regions as *reg. auricularis*, *reg. frontalis* and *reg. scapularis* - meaning a significant temperature decrease in these body parts in case environmental temperature decreases. The temperature of *reg. orbitalis* and *reg. nasalis* is not significantly affected by the environmental temperature fluctuations since only a weak linear positive correlation exists. This leads to a conclusion that the chinchilla fur effectively prevents cooling and successfully adapts to the environmental temperature decrease to + 2 °C. References 1. Brown S. A., Rosenthal K. L. Small Mammals, Manson Publishing, London, 1997, 192 pp. 2. Fur types in Brief http://www.furcommission.com/farming/mink-biology/furtypes/ (21.02.14). 3. History of the Chinchilla http://chinhaven.tripod.com/History_of_Chinchilla.htm (12.02.14). ANTIMICROBIAL RESISTANCE AMONG FECAL INDICATOR BACTERIA OF DIVERSE DOG POPULATIONS Tomas Laurusevičius Lithuanian University of Health Sciences, Lithuania Scientific adviser Jūratė Šlugždaitė Lithuanian University of Health Sciences, Lithuania The occurrence of antimicrobial resistance in companion animals may however be of significance to human health. Cats and dogs represent potential spreading sources of antimicrobial resistance due to the extensive use of antimicrobial agents in these animals and their close contact with humans [2,3]. Normal intestinal flora is a reservoir for resistance genes. The prevalence of resistance in commensal *Escherichia coli* is a useful indicator of antibiotic resistance in bacteria in the community [1]. The aim of the present study was to compare the antimicrobial resistance detected of indicator bacteria isolates from healthy dogs rectum of diverse dog populations. Rectal swabs were collected from 20 individually owned dogs kept indoor and 15 dogs from an animal shelter. The samples were placed in Transwab® Amies transport medium (Liofilchem, Italy). Each swab was inoculated on different agars: McConkey, Tryptone Bile X-Glucuronide, Kanamycin Esculin Azide (Liofilchem, Italy). Antimicrobial disk susceptibility tests were performed using the disk diffusion method (CLSI, 2007). A total of 10 *E. coli* isolates were recovered from 15 fecal samples (66.66%) of dogs from the animal shelter. Among the isolates of *E. coli* the multidrug-resistance was observed against neomycin, polymixin, ampicillin (100%), followed by gentamicin and tetracycline (90%) (p<0.001). Enterococci were isolated from rectal swabs of 6 dogs (40%). Enterococci showed multidrug-resistance to erythromycin, lincomycin, tetracycline, penicillin and enrofloxacin (100%) (p<0.001). A total of 18 *E. coli* isolates were recovered from 20 fecal samples (90%) of the dogs kept outdoor. Among the isolates of *E. coli* the highest resistance was observed against neomycin (83.33%). Enterococci were isolated from 6 dogs (55%). Enterococci showed high resistance to erythromycin and gentamicin (81.81%). Close physical contact by touching, petting and licking occurs at high frequency on the basis of the current perception of household pets as actual family members what tremendously increases the risk of transmission of antimicrobial resistant bacteria from pets to humans [1,3]. The results of this research demonstrate that the acquired antimicrobial multidrug-resistance in the intestinal microbiota of dogs depends on the social environment of the investigated population. Multidrug resistance between the *E. coli* and enterococci isolates were detected more frequently in animal shelter dogs than those from individually owned. References 1. Costa D., Poeta P., Sáenz Y., Coelho A.C., Matos M., Vinué L., Rodrigues J., Torres C. Prevalence of antimicrobial resistance and resistance genes in faecal *Escherichia coli* isolates recovered from healthy pets. Veterinary Microbiology, 2008, Vol. 127, pp. 97-105. 2. Moyaert H., De Graef E. M., Haesebrouck F., Decostere A. Acquired antimicrobial resistance in the intestinal microbiota of diverse cat populations. Research in Veterinary Science, 2006, Vol. 81, pp. 1-7. 3. Pedersen K., Pedersen K., Jensen H., Finster K., Jensen V. F., Heuer O.E. Occurrence of antimicrobial resistance in bacteria from diagnostic samples from dogs. Journal of Antimicrobial Chemotherapy, 2007, Vol. 60, pp. 775-781. INTERRELATIONSHIP BETWEEN CERVID ANIMALS AND HUMAN Kotryna Mikašauskaitė Lithuanian University of Health Sciences, Lithuania Scientific adviser Bronius Bakutis Lithuanian University of Health Sciences, Lithuania Anthropogenic factors associated with human compared to the natural factors, are new, unusual and often – drastic. Animal response to the anthropogenic factor is not innate – anthropogenic factors are not reflected in phylogenesis of animals, but the human factor effect, repeated for many years, leaves traces in animal memory. Ungulates animal fauna of Lithuania formed after the ice age to the present day has changed significantly. This was due to changing of natural and climatic conditions, then - direct and indirect human activities. **Red deer (Cervus elaphus L.).** Red deer are distributed in Europe, Asia, North Africa and North America. Red deer are located in the forests, steppes, mountains and even deserts. **Roe deer (Capreolus capreolus L.).** Roe deer tribe is one of the oldest in the cervid animal family and there are no other close related modern tribes [1]. Human and animal communication is to be construed as one of the instances of interspecific communication. Cervid animals positively react to human food products, although the evolutionary point of view, these are new, unaccustomed to their diet. Additional animal feeding changes intraspecific, interspecific relationships, animals often become dependent waiting for someone to feed them and not trying to find the food. Also it can be a negative reaction of the animal. Animals often make a mistake - for example, in order to meet the need of salt, roe deer, red deer lick scattered fields of fertilizers and die [2]. One of the main anthropogenic factors is hunting. Hunting and hunters are an important factor which has positive and negative impacts on the state of biodiversity. Fenced-in animals are fed throughout the year and such fencing is close to the agricultural sector. It is also generally recognised that after the production of milk it is the most profitable branch of agriculture [3]. Herbaceous vegetation is dominated in deer food allowance. In forest which is the living environment and food sovereignty is a relatively stable ecosystem, constantly new cutting sites appear and it is a positive anthropogenic factor [4]. Anthropogenic factors on deer animals are significant. Animal response to the consequences of human activity is primarily dependent on the human attitude towards animals. **References** 1. Baleišis R., Bluzma P., Balčiauskas L. *Lietuvos kanopiniai žvėrys*, Vilnius, 2002, pp. 3,5,7,52, 65, 70, 72, 79, 82, 83. 2. Belova O. *Medžiojamųjų gyvūnų etologija*, Kaunas, 2001, pp. 166 – 173. 3. Baleišis R., Bybartas K., Brukas A., Bukelskis E., Butkus G., Danilevičius V., Kamičaitis A., Klimavičius A., Klovas V., Paltanavicius S., Tamošiūnas V., Tijušas E., Truskauskas A., Urbelionytė J. *Didžioji medžioklės knyga II*, Vilnius, 2005, pp. 34, 209, 224. 4. Barauskas R. *Kuo minta mūsų elminiai žvėrys?*, *Žurnalas apie gamtą*, 2012, Vol. 2(50), pp. 42 – 44. A dog's coat is a physical barrier to prevent the animal from chemical substances and active microbes [1]. Improper grooming can disrupt these functions. Yorkshire Terrier hair has a similar structure to the human’s, therefore their coat requires special care [3]. The aim of this research was to evaluate the Yorkshire Terrier dog breed grooming. During the study three 2-year-old Yorkshire Terrier dogs were explored. The dogs’ body hair was cut short and the hair of head, limbs and tail remained long. During the study it was tested if the dogs’ hair was close to the body, if it was glossy, not frayed and if there were no tangles. Whether the hair keep tight in skin was determined by picking out hair in different areas of the body (10 spots). Hair elasticity was determined by compressing plucked tuft of hair. The dogs’ owners were questioned how many times a week they comb their dogs, what tools they use and how often they bath them. It was also investigated whether dogs have fleas. The hair of all dogs in the study was close to the body, glossy, not frayed and with no tangles. Hair clung to the skin. Picking out hair in different areas of the body (10 spots), 3-4 hairs in average were plucked from the dog No. 1, from the dog No. 2 - 1-2 hairs in average, from the dog No. 3 – 2-3 hairs in average. All dogs had elastic hair. After compression of the plucked hair tuft they did not break. Due to the unusual structure of the coat Yorkshire Terriers should be brushed every day using a brush with blunt pins [2]. The dog No. 1 was brushed 2-3 times a week with a comb, the dogs No. 2. and No. 3 were brushed every day with a brush and a comb. The dog No. 3 was brushed using a brush with sharp pins which scratched the dog’s skin a bit. It is recommended to bath Yorkshire Terriers once in every 3 weeks [2]. All dogs were bathed one time every 3-4 weeks, using special shampoo and balsam for Yorkshire Terriers. All dogs did not have any fleas. Conclusions: the dog’s No. 2 coat was cared properly. The dog’s No. 1 coat was brushed too rarely (2-3 times a week). The dog’s No. 3 coat was brushed with improper brush (sharp pins). References 1. Villahizán J. Kaip suprasti, auklėti ir prižiūrėti šunį, Naujoji Rosma, Vilnius, 2006, pp. 32, 55. 2. Grooming a Yorkshire Terrier http://www.yorkieinfocenter.com/Yorkie_Grooming.html (19.02.14). 3. Yorkie Hair http://www.yorkieinfocenter.com/Yorkie_Hair.html (19.02.14). BIOPRINTING – REVOLUTION IN VETERINARY MEDICINE Kristiāna Veikša Latvia University of Agriculture, Latvia Scientific adviser Aija Ilgaža Latvia University of Agriculture, Latvia There are about eight million animal species on the Earth and billions of human beings. The world is getting more crowded and that increases the possibility of getting injured or diseased. We have many diseases that are difficult to deal with without leaving an influence to inner organs and body condition in general. Animals used in high level sporting activities can suffer majorly from injuries that can expel them from competitions. Even minor skin damages can have an influence on the results of animals used in show arenas. In the recent 20 years a new method for dealing with these problems has raised and it can influence veterinary medicine majorly, starting with improving the study techniques for veterinary students; ending with expanding the methods of laboratory testing and transplanting organs into live animals. One of the bioprinting pioneers is Organovo in the USA. Scientists working in Organovo describe bioprinting as a method that combines the synergistic potential of engineering and biology to create living tissues that mimic the form and function of native tissues, including dense cellularity and the presence of multiple cell types. They say that creation of tissues by 3D printer is automated and highly reproducible. It works consistently yielding tissues within vivo-like micro-architecture [2]. The results of the scientific research done by the scientists of Organovo show that we have already reached a point where we can actually make a real 3D tissue and use it in laboratory testing for cosmetics and drugs. This gives us much more precise results and reduces the number of animals used in laboratories. Other scientists are already trying to go further by developing techniques that will enable cells to be printed directly onto or into the human body in situ. Already a team of bioprinting researchers lead by Anthony Alata at the Wake Forrest School of Medicine have developed a one-of-a-kind 3-D printer to produce organ and tissue prototypes. The researchers believe that soon they will be able to successfully replace skin or muscle. They are now performing pre-clinical studies in a large animal model (pig) [3]. First experiments of printing skin directly on a live animal have already been done and are successful. This technique can allow us to cure wounds in a shorter period of time and without extra transplantation which makes it healthier and safer for the animal. As bioprinting for universities in Latvia is something we still have to wait for at least a couple of years, there is something we can start with right now. FabLab of the University of Latvia is an open prototyping workshop where entrepreneurs, inventors, engineers and practical people can materialize their ideas as physical objects. Open prototyping workshop means that it is available to all those wishing to make product prototypes or individual components using the FabLab available tools and materials [1]. We can use an ordinary 3D printer for printing models of inner organs or body parts that we can use in biology, anatomy and histology studies. Students can benefit from this 3D technology by using plastic organ models in their studies. For scientists and veterinarians bioprinting can make a medical revolution that will change the way we treat and care for our animals. References 1. Latvijas Universitātes FabLab http://www.biznesainkubators.lu.lv/fablab/(23.02.2014). 2. Organovo Holdings Inc. 3D Bioprinting: Replicating native form and function for greater predictive capabilities http://www.organovo.com/ (12.02.2014). 3. Wake Forest School of Medicine: Using Ink-Jet Technology to Print Organs and Tissue http://www.wakehealth.edu/Research/WFIRM/Our-Story/Inside-the-Lab/Bioprinting.htm (15.02.2014). Calves are ruminants who have multi-chambered stomach. Rumen of a young calf is relatively underdeveloped but as soon as it starts to consume dry food, rumen develops very quickly. The development is affected by optimal feeding. Feeding calves with hay stimulates greater amount of saliva going into the digestive tract and that improves the development of the muscular layer of the rumen, in addition promoting rumen motility. However, hay fed together with milk, does not provide adequate levels of volatile fatty acids for the villi of the rumen to have the best development, therefore, it is necessary to add those grain crops for food that provide rumen with the necessary amount of volatile fatty acids [1]. According to Dr. Jim Quigley, in order to improve the development of the muscular layer of the rumen and to preserve rumen epithelium, it is important to feed calves with hay [2], while other sources suggest that hay has the opposite effect on rumen because newborns in their rumen do not have the proper enzymes and microorganisms have not been stabilized yet to digest fibers including hay. It fills up the space, that in other circumstances would be taken by grain crops and proteins that can be digested and utilized [3]. These differences in opinions are the reasons of our research. The aim of the research is to clarify whether feeding hay influences the development of the rumen and find out its effect on live weight gain of 1 to 8 weeks old calves. The calves were separated in two groups with different feeding diets (n=9). The first group was fed with hay, milk and a starter for calves, the second group was fed by milk and the starter. Later, in the age of 8 weeks, four calves of each group were slaughtered, then histological samples were taken and coloured with hematoxylin and eosin and the measurements were performed. The difference from the apical tip of the epithelium of the villi apex to the basal edge of the epithelium of the villi base was measured. The average results in the first group were 458.3µm, but in the second group- 414.175 µm. It shows that between both groups there is no big difference. Also measurements of their live weight were performed once a week for each calf in both groups and the results showed that the greatest increase in live weight was in the group, which was fed with hay, milk and the starter, it was 23 percent higher. In conclusion, it was confirmed that feeding milk, hay and starter the villus length did not differ, but greater live weight gain was observed. References 1. Rumen development important in dairy calf development http://www.hoards.com/IB_Land-O-Lakes (27.02.14). 2. Does hay develop the rumen http://www.calfnotes.com/pdffiles/CN019.pdf (27.02.14). 3. Calves are what they eat http://www.hoards.com/E_calf_heifer/CF06 (27.02.14) POSSIBLE CAUSES OF BAT FATALITIES AT WIND TURBINES IN WESTERN LATVIA Ilze Brila, Kristīne Cālīte Latvia University of Agriculture, Latvia Scientific advisers Gunārs Pētersons, Ilze Matīse-Van Houtana Latvia University of Agriculture, Latvia Each year thousands of bats are found dead at wind farms worldwide. It has been estimated that more than 200 000 bats are killed annually by wind turbines located in Germany [2] and more than 600 000 in the United States [3]. The aim of our study was to determine, the cause of death of bats found at wind turbines in Western Latvia. Two main theories, that explain the cause of death, are barotrauma and traumatic injury [4]. Barotrauma involves tissue damage to air-containing structures caused by rapid or excessive pressure change [1]. Key diagnostic features of pulmonary barotrauma include microscopic detection of haemorrhage and oedema in airspaces with vascular congestion and interstitial bullae. Signs of traumatic injury include diaphragmatic hernia, self-bitten tongues, external lacerations, and subcutaneous haemorrhage as well as different bone fractures [4]. Altogether we necropsied 30 bats of 4 species: *Pipistrellus nathusii* (17), *Pipistrellus pygmaeus* (1), *Eptesicus nilssoni* (11), *Vespertilio murinus* (1). These bats were found below 7 wind turbines in Western Latvia from August 6 until August 28, 2013. As a part of our study we took radiographic images of 13 bats and histopathologic samples from the two bats with the least amount of post-mortem changes; 17 bats were in severe state of decomposition or skeletinization and were not useful for any assessment. We also assessed possible factors affecting the quality of histologic samples of the bats, such as carcass decay and handling. We determined the possible cause of death of 6 bats (20%) being blunt force trauma causing fractures of spine, pelvis or humerus. The main factor that made determination of the cause of death impossible was severe autolysis of soft tissues and skeletinization. Freshly collected and better preserved bats are needed in order to assess frequency of barotrauma in the bats found dead at wind turbines. References 1. Baerwald E.F., Genevieve H. D’Amours et al. Barotrauma is a significant cause of bat fatalities at wind turbines, *Current Biology*, 2008, Vol. 18, Issue 16, pp. R695–R696. 2. Forschungsverbund Berlin e.V. (FVB). German wind farms can kill bats from near and far, research suggests, ScienceDaily www.sciencedaily.com/releases/2012/07/120702133529.htm (23.02.14). 3. Hayes M.A. Bats Killed in Large Numbers at United States Wind Energy Facilities http://www.aibs.org/bioscience-press-releases/resources/Hayes.pdf (23.02.14). 4. Rollins K.E., Meyerholz D.K. et al. A Forensic Investigation Into the Etiology of Bat Mortality at a Wind Farm: Barotrauma or Traumatic Injury, *Veterinary Pathology*, 2012, Vol. 49 (2), pp. 362-371 http://vet.sagepub.com/content/49/2/362 (23.02.14). BACTERIAL COUNTS AND THEIR REDUCING POSSIBILITIES IN CANINE ORAL CAVITY Krista Resne, Dace Narnicka Latvia University of Agriculture, Latvia Scientific adviser Kaspars Kovalenko Latvia University of Agriculture, Latvia Mouth cavity is the initial stage of the digestive system, where the main components are teeth. Dog learns about the world with the help of its mouth, therefore, the belief that a dog’s mouth is cleaner that a human’s mouth is not true. Dog’s mouth is full of different kinds of bacteria, depending on what it has tasted, chewed or ingested. The bacteria in the mouth cavity can affect the state of health of the whole animal body, so it is important to take care of the dog’s mouth cavity in time, by cleaning its teeth using toothpastes which are meant for animals, giving different kinds of chew-bones, sprays etc. There is an enabling environment for microorganisms in the mouth. There are definite kinds of bacteria populations in the dog’s mouth cavity. The changes of the microbial specter of the mouth cavity are closely connected with the pathologies in the mouth and the digestive system. Many bacteria are a normal part of the mouth microflora, but a number of pathogenic bacteria can cause a variety of mouth cavity and teeth diseases. During the variety of diseases, for example, periodontitis, the amount of bacteria will be bigger in comparison with the amount of the bacteria in the dog’s mouth cavity which teeth are cleaned [1]. Taking care of the mouth cavity and teeth is a very important process soon after the birth. Although periodontal disease primarily affects dogs over five years old, it is best to get your dog used to regular brushing when he is young thus preventing the possibility of getting plaque, as the main reason of the formation of the periodontitis is considered to be plaque. It is pointed out, that during the first living days in the dog’s mouth cavity *Streptococcus spp.* prevail, to which later join bacteria like *Escherichia coli*, *Staphylococcus*, *Enterococcus*, *Enterobacter*, *Bacillus* etc. [2]. One of the effective means in dog’s teeth care are toothpastes, which can be with the antibacterial effect and without it [3], therefore, we have carried out an experiment, the aim of which was to point out 2 toothpastes, and to find out the effect of the *Lactobacillus reuteri* on the mouth cavity *in vitro*. 12 dog’s mouth cavity bacteriological samples were collected from the upper jaw in the 4\textsuperscript{th} premolar and 2\textsuperscript{nd} molar tooth area. During the experiment the dogs were divided into 3 groups: dogs, which teeth were cleaned, dogs, which teeth were not cleaned and dogs with clinical diseases of the mouth cavity. In conclusion, it was pointed out that the amount of the dogs’ mouth bacteria in dogs, which teeth were cleaned and in dogs, which teeth were not cleaned, do not differ much ($p>0.05$), but dogs with clinical diseases have ($p\leq0.05$) bigger amount of bacteria. Furthermore, considerable depression zone for aerobic and anaerobic conditions was observed in only 1 toothpaste. References 1. Are dog’s tongues really cleaner than human’s http://www.amnh.org/learn-teach/young-naturalist-awards/winning-essays2/2011-winning-essays/are-dogs-tongues-really-cleaner-than-humans (27.02.2014). 2. “Bacterial spectrum in oral cavity and himus of duodenum dog’s with periodontitis” Agris Ilgazs, thesis_2014_LLU_VMF (27.02.2014). 3. California Veterinary Supply http://www.calvetsupply.com/print_catalog/Pet_Dental_Toothbrushes_and_Toothpastes (27.02.2014). RADIOGRAPHIC INVESTIGATION OF TUSK TO DETERMINE THE AGE OF A DOG Linda Ilgaža Latvia University of Agriculture, Latvia Scientific adviser Agris Ilgažs Latvia University of Agriculture, Latvia The development of teeth does not end with their eruption; on the contrary, it is a long and complex process followed by dentin development and ends with its mineralization [3]. Any disorders of the tooth development may result in development of pathological processes, the presence of which is not always visible, both within the tooth and the surrounding tissue. It is known that a tooth consists of the outer layer – enamel (enamelium), middle layer - dentin (dentum), and the central layer – the dental pulp cavity (chamber) occupied by dental pulp (pulpa dentis). The root of the tooth (radix dentis) consists of all these structures, but instead of enamel there is cementum. The line of the tooth neck or cervix is an anatomical outline (cementoenamel junction) between the tooth crown and root as well as the transfer from enamel to cementum [1]. The first deciduous teeth in dogs erupt early in the first week of age, but at the age of six weeks all 28 deciduous teeth have erupted. At the age of 4 – 7 months, all deciduous teeth are replaced by the permanent teeth [2]. The postnatal development of the teeth microstructure and the possible deviation from the norm can be determined histologically only after their extirpation [4]. The aim of the study is to find out if it is possible to use radiographic examination to evaluate the macrostructure of teeth in dogs in various periods of their postnatal development. A conclusion may be drawn that the digital radiogram can be used to evaluate the process of the teeth replacement and their macrostructure. It was found out that using a digital radiogram at higher magnification, in medium large dogs, it was possible to see clearly the pre-matured permanent teeth and to follow the process of teeth replacement. Layers of macrostructure of the deciduous and permanent incisive and premolar teeth were poorly seen while those layers of the canines (dentis canini) and molars were distinguished clearly. Tusk dentin thickness varies according to the dog’s age – when animals get older, it becomes thicker. The dog is getting older according to the decreasing width of tusk tooth pulp. The dentine and pulp morphological measurement varies according to the ratio between the dog’s ages. Dog dentine volume increases and decreases in pulp intensively during the first 48 months. Dog tusk dentin and pulp percentage ratio comparisons can be used for determining the age of the animal. References 1. Duncan H.L. Diagnostic imaging in veterinary dental practice. Dens invaginatus leading to arrested maturation of the right and left mandibular first molar teeth. J Am Vet Med Assoc, 2010; 237(11), pp. 1251-1253. 2. Engel M.B., Hilding O.H. Mineralization of developing teeth. Scan Electron Microsc, 1984; (4), pp. 1833-1845. 3. Kalyva M., Papadimitriou S., Tziafas D. Transdental stimulation of tertiary dentine formation and intratubular mineralization by growth factors. Int. Endod. J., 2010; 43(5), pp. 382-392. 4. Lunt R.C., Law D.B. A review of the chronology of calcification of deciduous teeth. J Am Dent Assoc, 1974; 89(3), pp. 599-606 NEW SOFT DRINKS MADE FROM NATURAL RAW MATERIALS Diāna Jonase Latvia University of Agriculture, Latvia Scientific advisers Ilga Gedrovica Latvia University of Agriculture, Latvia Daina Kārkliņa Latvia University of Agriculture, Latvia Today soft drinks are known as water-based flavoured drinks. Besides for the taste and sparkle carbon dioxide is added and as sweetening agents nutritive, non-nutritive, and/or intense sweeteners are used [1]. As an alternative to traditional ingredients in the production of soft drinks also various natural raw materials can be used, what this research offers to highlight. The new soft drinks contain hemp syrup which is obtained from hemp seed (*Cannabis sativa* L.) milk whey and extra ingredients such as quince (*Pyrus cydonia*) syrup, chokeberry (*Aronia melanocarpa*) juice, also used mint (*Mentha x piperita*), hemp (*Cannabis sativa* L.) and fireweed (*Chamerion angustifolium*), tea to enrich the taste of drinks and to create refreshing and natural drinks. All new soft drinks are based on hemp syrup because hempseeds are an excellent source of nutrition. Hempseeds and also food products made from hempseeds are rich in protein, oils, including polyunsaturated oils, significant amounts of vitamins and minerals, and they contain only to them characteristic aroma and taste [2]. For the quality assessment of products sensory evaluation and stating of the consumer liking are necessary using the hedonic and line scale that have distinct advantages over simple choice [3]. According to the results of sensory evaluation the consumers positively evaluate the unique taste and flavour of hemp which was amplified with the other mentioned ingredients. As shown by the results of sensory evaluation Latvian consumers especially like soft drinks with hemp syrup and quince syrup additive. In the market the existing soft drink range could be complemented by a range of new drinks prepared from hemp syrup, so that consumers increase a chance for choice of soft drinks, made from natural raw materials and with hemp taste and aroma. References 1. Motarjemi Y., Moy G., Todd E. Encyclopaedia of Food Safety, Volume 3, AP Publishing, 586 pp. 2. Callaway J.C. Hempseed as a nutritional resource: An overview, *Euphytica*, 2004, pp. 65-72. 3. Lawless H.T., Heymann H. Sensory Evaluation of Food, Springer, 2003, 596 pp. Lactulose (4-0-\(\beta\)-D-galactopyranosyl-D-fructofuranose), is a synthetic disaccharide composed of two sugar molecules fructose and galactose bonded together with \(\beta\)-1,4-glycosidic bond. Lactulose is 1.5 times sweeter than lactose. It has a prebiotic property, because it stimulates the growth of health-promoting bacteria in the gastrointestinal tract, such as bifidobacteria and lactobacilli and at the same time inhibits pathogenic bacteria such as *Salmonella* [1]. Prebiotics are defined as non-digestible food ingredients that may beneficially affect the host by selectively stimulating the growth and/or the activity of a limited number of bacteria in the colon. Prebiotics must escape digestion in the upper gastrointestinal tract and be used by a limited number of the microorganisms comprising the colonic microflora. Prebiotics are principally oligosaccharides [2]. Lactulose can be produced by isomerization of lactose by regrouping the glucose residue to the fructose molecule. The large number of complex reagents, alkalies or enzyme can be used as catalysts for the isomerization of lactose to lactulose. The catalyst must have properties of being low cost, easy to remove from the medium, eco-friendly, safe and non-toxic. The formation of lactulose by means of LA rearrangement has been realized in different matrices either using additional catalysts or catalysing processes. The process includes expensive separation and purification steps to remove the by-product. The lactose isomerization process into lactulose depends on lactose concentration in the feed solution. Systematic analysis of data on lactulose production showed significant variability of this parameter and it varies in the range of 5 – 60%. Moreover, the choice of lactose optimal concentration in the feed solution depends mainly on the type of the catalyst. Using hydroxides (sodium, potassium or calcium) as catalysts and in order to determine the optimal lactose concentration giving the maximum lactulose reaction rate with minimum coloration of the final solution, experiments with lactose concentrations varied between 5% and 30% were carried out. Lactose used in this work was of food grade but not refined. It was purified from proteins to avoid reaction between lactose and protein amine groups [3]. Isomerization reaction was carried out by using sodium hydroxide as a catalyst with an initial solution pH of 10.5 under 72 °C and the reaction time of 65 min. The reported data showed that lactulose concentration in the solution was 40%. **References** 1. Panesar P. S., Kumari S. *Lactulose: Production, purification and potential applications*. Biotechnology Advances, 2011, Vol. 29, pp. 940–948. 2. Al-Sherajia S. H., Ismaila A., Manap M. Y., Mustafa S., Yusof R. M., Hassana F. A. *Prebiotics as functional foods: A review*. Journal of Functional Foods, Volume 5(4), October 2013, pp. 1542–1553. 3. Damien de H., Aider M. *Isomerization of lactose and lactulose production*. Trends in Food Science and Technology. Vol. 18, Issue 7, July 2007, pp. 356–364. Forestry simulators are machines that are intended to learn forestry machine working basics and to teach experienced operators how to maximize their work productivity [1]. Simulators offer a safe and cost-saving method for studying the basics of harvester controls and working techniques, and are often used for gaining extensive experience before starting to operate real machines, and as such operating a simulator must be as close to operating the real thing as possible. The development of forest machines has accelerated in recent years. Today’s machines are in many ways different compared with just a few years ago. Simulators are now a major feature of starting learning the machines [2]. The training program in the simulator takes the operator to a completely new level, through basic training to full operation in the forest. Different exercises train precision in crane operation in preparation for operating a real machine in the forest starting with planning a stand and finishing with stacking cut timber at the roadside – and it all happens in the classroom. Simulators offer entirely new opportunities to improve the training of current and future forest machine operators [3]. Trainees can practice operating several machines at the same stand and even at the same time. Forestry simulators are not just machines which you drive around the forest. These machines have their own programs which can show you detailed measurements of all machine functions and help achieve and maintain high productivity, and maintain the optimal condition and performance. To use forestry machines with their maximum possible options, you need to learn how to take control of all the given data and optimize your style of working to the maximum [4]. If the data are not optimized to the maximum possible value, inefficient working will not regain any value of the money of the machine price, because these machines are very expensive and need to work overnight and all the time, and with maximum productivity. Therefore, all forestry machinery companies create simulators to help operators improve their skills and learn new things. References 1. Ovaskainen H. Comparison of Harvester Work in Forest and Simulator Environments http://www.silvafennica.fi/pdf/article398.pdf (13/02/2014). 2. Simulators http://www.deere.co.uk/wps/dcom/en_GB/products/equipment/simulators/simulators.page (11/02/2014). 3. Kozak J.J. Transfer of training from virtual reality http://peterhancock.ucf.edu/Downloads/ref_pubs/Kozak_Hancock_Arthur_C_1993.pdf (11/02/2014). 4. Ranta P. Added values of forestry machine simulator based training http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.6885&rep=rep1&type=pdf (13/02/2014). VERSATILITY OF ENGINEERED WOOD PRODUCTS Mārtiņš Rūtiņš – Rūtenbergs Latvia University of Agriculture, Latvia Scientific adviser Aija Pētersone Latvia University of Agriculture, Latvia Engineered wood (sometimes referred to as composite) is comprised of wood veneers, lumber, panels, fibers or strands bound together with an adhesive. Generally, engineered wood is more dimensionally stable and consistent than solid wood. Common engineered wood products are laminated veneer lumber (LVL), oriented strand board (OSB), and plywood (both hardwood and softwood). Structural beam products include I-joists, glulam, and I-beams [1]. The types of engineered wood, their positive and negative sides of use in woodworking, carpentry and construction are analyzed in the present paper. One of the most common types of engineered wood is oriented strand board. OSB consists of wood strands bonded with adhesives to form a mat. Like veneer in plywood, these mats are layered and oriented for maximum strength, stiffness and stability. The individual strands are typically three to four inches long. OSB is widely used as construction sheathing, as the web material for wood I-joists, as the structural membranes of structural insulated panels (SIPs), and in a growing number of other applications [2]. Typically, engineered wood products are made from the same hardwoods and softwoods used to manufacture lumber. Sawmill scraps and other wood waste can be used for engineered wood composed of wood particles or fibers, but whole logs are usually used for veneers, such as plywood, MDF or particle board. Some engineered wood products, like oriented strand board (OSB), can use trees from the poplar family, a common but non-structural species [3]. References 1. Engineered wood products http://www.naturallywood.com/wood-products/product-types/engineered-wood (11.02.2014). 2. Oriented Strand Board http://www.apawood.org/level_b.cfm?content=srv_med_new_bkgd_gloss (13.02.2014). 3. How engineered woods are made http://web.archive.org/web/20110724094342/http://www.cwc.ca/Products/OSB/ (17.02.2014). AMAZING WOODEN THINGS Kristaps Kubulis Latvia University of Agriculture, Latvia Aija Pētersone Latvia University of Agriculture, Latvia There are many amazing structures, things, inventions nowadays, but they are mostly made of common materials like steel, glass, plastic and so on. The question arises whether it is possible to replace these materials with wood, which is much more nature – friendly and is a renewable source. The present paper is based on the study of several sources on amazing things made of wood, in which the authors provide information on how wood can be used to make incredible objects or buildings. Finland is considered as a special place because it feels like everything is made of wood in there but there are some very interesting things elsewhere as well [1]. In addition, almost each country has something very special because wood has always played an important role in the humankind history. People often like to compose different rankings, and objects made of wood are not an exception. A lot of relatively new things like a mobile phone, a clockwork watch, a car, a car-boat, even USB sticks and many other things have been included on such lists. Each of these things has this one property that makes it really special and noticeable. Details play a significant role and the pictures provided on the website help to understand better why this particular thing is so amazing and unique [1]. These objects are really hard to compare because of their sizes and the skills required making them, so they cannot be arranged in any particular order. One of the most impressive and surprising sites in the world is Kizhi Pogost, the Russian Orthodox Church buildings, which are completely made of wood, without a single nail or other metal fastener. In order to be built, this structure requested a lot of knowledge in physics. Kizhi Pogost is noticeable in Russia since it has been standing there for more than 150 years. Furthermore, it is the tallest wooden building in the world up to date (37.5 metres), and it has kept the record of its entire existence. The craftsmanship skill required to construct a building on such an amazing scale can only be appreciated up close [2]. Another amazing building is Metropol Parasol, which is the largest, probably the most expensive and the newest wooden structure in Spain, Seville. The building does its purpose just fine, which means it connects the history with nowadays, as this fashionable, modern-day urban centre was constructed on the site of the Roman ruins [3]. In the conclusion, we would like to point out that everything is possible. Would you like to have a wooden car? No problem. Or would you like to make a wooden combination lock? Consider it is done. All it needs is a little inspiration, golden hands and a lot of patience. References 1. 10 amazing things made of wood http://www.rukakuusamo.com/10-amazing-things-made-of-wood/ (23.02.2014). 2. The biggest building in the world that’s made entirely from wood http://www.dailymail.co.uk/news/article-2360473/Kizhi-Pogost-The-biggest-building-world-thats-entirely-wood.html (23.02.2014). 3. The largest wooden structure – Metropol Parasol http://www.yatzer.com/Metropol-Parasol-The-World-s-Largest-Wooden-Structure-J-MAYER-H-Architects (24.02.2014). SNOWBREAKS IN SCOTS PINE FOREST STANDS IN LATVIA Elga Šutko Latvia University of Agriculture, Latvia Scientific adviser Solveiga Luguzu Latvia University of Agriculture, Latvia Snowbreak – breakage of the tree top or stem in the forest stand influenced by weight of snow [1]. Not all trees in the stand break, some of them stay bent. In recent few years in Latvia two notable snowbreaks have been observed - first in 2010, second, the most damaging, in January of 2013. These two snowbreaks differ from the usual ones before, because of raining while temperature was below 0 °C. Snowbreaks impact the timber quality negatively while breaking and bending trees. Falling trees are severing apart electric lines. A. Breidaks (2013) says that young forest stands are extremely damaged, the forest cycle is ruined – foresters need to ‘move back’ ten to fifty years and start the cycle from the very beginning. For preventing massive attack of forest pests the damaged trees have to be removed from the stand. The most severe damage appears in young forest stands which are untended, not thinned timely or tended improperly, the trees are growing thin and lengthy with unilateral crowns [3]. In the period of removing the damaged trees exploitation of other usual stands is delayed because all forces are mobilized to eliminate the effect of snowbreaks [5]. Because of small basal area which is left after removal of the damaged trees in many occasions clear felling is the last stage in such territories. That is economically disadvantageous – the main part of the felled trees is used as pulpwood. The studies have shown that Scots pine forest stands are more susceptible to snowbreaks than other species, Scots pine trees of untended forest stands are in greater risk to be broken or uprooted than Norway spruce [4]. The crown of Scots pine is located near the top of the stem unlike Norway spruce, snow piles up only on the top of it that is why it is especially important that the crown is not unilateral. Any snowbreak will be more dangerous to coniferous trees than to deciduous trees because in winter existence of needles creates a larger place for snow to pile up. References 1. Bisenieks J. Meža enciklopēdija (Forest Encyclopedia), Zelta Grauds, 2005, 368 lpp. (in Latvian). 2. Breidaks A. Janvāra snieglaūžes visvairāk cietusi Dienvidlatgales mežsaimniecība (Dienvidlatgale Forestry have suffered the most in snowbreaks in January) http://www.jekabpilslaiks.lv/index.php?mod=1&op=out&id=12883&r=Jekabpils (21.02.14) (in Latvian). 3. Dabas katastrofa plānus neizjaunks (Natural disaster will not discomfit) http://www.mezaavize.lv/index.php?page=article&id=156&article=2275&lang=lat (24.02.14) (in Latvian) 4. Peltola H., Nykänen M., Kellomäki S. Model computations on the critical combination of snow loading and windspeed for snow damage of Scots pine, Norway spruce and Birch sp. at stand edge http://www.sciencedirect.com/science/article/pii/S0378112797000376 (27.02.14). 5. Polmanis K. Snieglaūžu bojājumu izvērtējums parastās priekšes Pinus sylvestris L. jaunaudzū ekosistēmās (Snowfall damage evaluation in the young growth ecosystems of scotch pine Pinus sylvestris L.) http://maplas.mf.llu.lv/materiali/34_Polmanis.pdf (21.02.14) (in Latvian). ANALYSIS OF STATE OF HERITAGE TREES IN LATVIA Ilze Marhilēviča Latvia University of Agriculture, Latvia Scientific adviser Solveiga Luguza Latvia University of Agriculture, Latvia As the landscape of Latvia cannot be imagined without forests, the rural cultural landscapes cannot be imagined without separate tree groups, tree avenues and without heritage trees (also known as noble, secular, venerable trees) [4]. The condition analysis of heritage trees must be performed to assess the current condition of trees and to evaluate the hazard factors and possible protection measures. Heritage trees are the oldest and largest tree specimens, notable specimens because of their size, form, shape, beauty, age, colour, rarity, genetic constitution, or other distinctive features of both local and introduced tree species [3,4]. Heritage trees are bioindicators of the quality of environment. Heritage tree is a value by itself but it is also a living space for birds, insects, fungi, lichens and other organisms, including rare and endangered species. Heritage tree is an independent ecosystem [1]. A tree to be considered as a heritage tree must meet the criteria of heritage trees which are stated in the Republic of Latvia Cabinet Regulation No 264 “General Regulations on Protection and Use of Specially Protected Nature Territories” in Annex 2 “Protected Trees – Noble Trees of Local and Introduced Species” adopted on 16 March 2010. The ruling criterion of heritage trees is the diameter at breast height (at 1.3 m height). These criteria of heritage trees have changed during times [2]. These changes are shown in Figure 1. ![Girth of heritage trees](image) Fig.1. Girth of heritage trees. References 1. Leiburgs G. Jelgavas dīžkoki: rokasgrāmata (Heritage trees of Jelgava: handbook), Jelgavas tipogrāfija, 2003, 63 lpp. (in Latvian). 2. Ministru kabineta noteikumi Nr.264. Īpaši aizsargājamo dabas teritoriju vispārējie aizsardzības un izmantošanas noteikumi (Republic of Latvia Cabinet Regulation No 264 “General Regulations on Protection and Use of Specially Protected Nature Territories”) http://likumi.lv/doc.php?id=207283 (07.02.14) (in Latvian). 3. What is a Heritage tree http://www.treesontario.ca/programs/index.php/ht_def (08.02.14). 4. Ziemeļvidzemes biosfēras rezervāts. Dīžkoki. (North Vidzeme biosphere reserve. Heritage trees) http://www.daba.gov.lv/upload/File/DOC/SabM_R_06_Dīzkoki.pdf (09.02.14) (in Latvian). RADIAL INCREMENT OF EUROPEAN LARCH IN LATGALE FORESTRY Mairis Stempers Latvia University of Agriculture, Latvia Scientific adviser Solveiga Luguza Latvia University of Agriculture, Latvia European larch comes from the pine family and the tree height can reach 40 m. The bark of European larch is fawn-coloured with hardened top bark [1]. The crown is widely pyramidal. Needles of European larch are soft, slim and pyramidal. European larch is light-demanding [2]. In wild this specie is found in Central Europe and Southern Europe. In Latvia European larch has been introduced and from the data of the State Forest Service the area of European larch forest stands form 780 hectares. European larch forest stands are found in wide areas in Poland and Lithuania that is why in these countries there are done relatively more studies comparing to Latvia. Growth of a tree results in enlargement of the tree phytomass. Different fractions of tree growth are distinguished (trunk, wood, bark, branches, roots). In spring and in the first part of summer tree growth prevails comparing to the second part of summer and in the autumn. The result of that is well seen in the tree-rings as early and late wood, thereby making annual rings distinguishable [3]. Annual growth changes are visible for a number of reasons, such as changes of the climate, pollution, etc. If these changes exist then it can be seen on the annual rings of the tree in all its lifetime because the tree reacts on external changes [5]. According to the study of the Polish scientists average annual growth in a year of larch trees in the regions of Poland varies in the range from 1.57 mm to 1.93 mm. According to the study the average temperature increase has enlarged the width of the annual rings in one of the regions but in general it affects negatively, because in the result of the increase of average temperature the amount of water that the tree needs changes [4]. In Latvia European larch forest stands are not deeply studied, measurements will be made and the findings analyzed in European larch forest stands with different age. While analyzing the findings the changes of the tree lifetime affecting factors (temperature, precipitation) will be seen. The results of the study can be compared with the studies of Lithuanian scientists because the territorial range in Latvia is not very different from Lithuania. References 1. Eiropaslapegle (*Larix decidua* Mill.) http://www.latvijasdaba.lv/augi/larix-decidua-mill/ (25.02.14). 2. Europeanlarch http://dendro.cnre.vt.edu/dendrology/syllabus/factsheet.cfm? ID=124 (25.02.14). 3. Kokapieaugums http://letonika.lv/groups/default.aspx?f=7&q=lietot&id=971603&g=1 (25.02.14). 4. Vitas A., Žeimavičius K. Regional Tree – Ring Chronology of European Larch (*Larix decidua* Mill.) in Lithuania. *Baltic Forestry*, 2010, Vol. 16 (2), pp. 187-193. 5. Kaprowski M., “Long-term increase of March temperature has no negative impact on treerings of European larch (*Larix decidua*) in lowland Poland,” *Trees - Structure and Function*, 2012, Vol.26, pp.1895–1903. RADIAL INCREMENT OF PEDUNCULATE OAK IN NORTHEAST VIDZEME FORESTRY Toms Vērzemnieks Latvia University of Agriculture, Latvia Scientific adviser Solveiga Luguza Latvia University of Agriculture, Latvia Pedunculate oak *Quercus robur* L. is the only species of *Fagaceae* family which is growing naturally in Latvia. Oak is a summer green tree with strong roots. *Quercus robur* is a deciduous tree that grows on slightly acid, deep, fresh soils. It is a frost-tolerant species that can resist short periods of drought [1]. Oaks in Latvia are found in compact stands growing in pure stands and also in mixed species stands. Currently in Latvia a small amount of oak stands is registered, about 0.1% of all forest territory. Different species of oaks (*Quercus spp.*) are frequently studied in Europe owing to their longevity and relatively well cross-datable ring width pattern [3]. For a quite long time radial growth of pedunculate oak in relation to environmental factors has been studied in Central Europe. However, we do not have much information about oak growth in the Baltic region [2]. Radial growth is the increase in the tree radius over a period of time (e.g., 10 years or period between measurements) at the breast height or occasionally at the base of a trunk. Average tree-ring width, according to scientific work in the Netherlands, is 1.53 mm per year (earlywood width = 0.51 mm and latewood width = 1.02 mm) [5]. Climatic signals significantly have changed during the 20th century. The tree-ring width has lost sensitivity to winter temperature and has increased in sensitivity to July temperature [4]. We can say that tree rings are widely applied environmental recorders [3]. In the recent 30 years, the tree-ring width has rapidly reduced below the expected tree-ring width [4]. References 1. González-Muñoz N., Costa-Tenorio M., Espigares T. Invasion of alien Acacia dealbata on Spanish *Quercus robur* forests: Impact on soils and vegetation, *Forest Ecology and Management*, 2012, 269 pp. 2. Matisons R., Elferts D., Brūmelis G. Pointer years in tree-ring width and earlywood-vessel area time series of *Quercus robur* - Relation with climate factors near its northern distribution limit, *Dendrochronologia*, 2013, Vol. 31, pp. 129-139. 3. Kern Z., Patkó M., Kázmér M., Fekete J., Kele S., Pályi Z. Multiple tree-ring proxies (earlywood width, latewood width and δ¹³C) from pedunculate oak (*Quercus robur* L.), Hungary, *Quaternary International*, 2013, 293 pp. 4. Matisons R. Wood increment and earlywood vessel size of pedunculate oak and their relation with climatic factors in Latvia: summary of doctoral thesis submitted for the degree of Doctor of Biology, University of Latvia, Riga, 2013, 38 pp. 5. W. van der Werf G., G.W. Sass-Klaassen U., Mohren G. The impact of the 2003 summer drought on the intra-annual growth pattern of beech (*Fagus sylvatica* L.) and oak (*Quercus robur* L.) on a dry site in the Netherlands, *Dendrochronologia*, 2007, Vol. 25, pp. 103-112. EFFECTS OF ASH AND MINERAL FERTILIZERS ON NATURAL AFFORESTATION OF PEATLANDS Ieva Bebre Latvia University of Agriculture, Latvia Scientific adviser Dagnija Lazdiņa Latvian State Forest Research Institute "Silava", Latvia Peatlands have a low ability of restoration, especially after mechanical harvesting (Huotari, N. et al., 2007). Fertilization of these areas can facilitate the revival of vegetation, thereby promote tree growth. Applying wood ash has been proven to promote tree growth and can have an effect lasting up to 50 years (Huotari, N. et al. 2011). It also has the ability to increase the soil pH value (Molainen, M. et al., 2012), making peatlands habitable to more species. In general, the amount of mineral nutrients in peat soils is low (Renou, F. et al., 2000), specifically potassium and phosphorus. Mineral fertilizers have shown to have a contributing effect on the diameter and height of a tree (Hånell, B. et al., 2003). The studies were carried out on mined peatlands where tree ash (10t*ha-1) and mineral fertilizers (0.5t*ha-1) have been applied. The aim of the study is to find out whether tree ash or mineral fertilizers promote better tree restoration in peatlands. The data were obtained from six 25m2 plots, where trees were counted, their height was measured and the tree species recorded. From the results indicators were obtained on: the percentage of a particular tree species occurring; the average tree height by species and treatment; and the number of trees per square meter by species and treatment. The results show the existence of four tree species – birch, pine, aspen and spruce. Birches were found more often and showed active growth, regardless of the treatment. No aspen trees were present in the plots fertilized with mineral fertilizers, however, in plots fertilized with tree ash aspen trees made 17% of the total species composition. The number of trees per square meter was greater for plots with tree ash - 4.64 trees per m2 - in comparison to the plots with mineral fertilizers, where it was 3.19 trees per m2. Still the application of mineral fertilizers promotes tree growth, particularly for pines, that were 44% taller than the ones where ash was applied. Though spruce appeared in all of the plots, it did not show a significant presence or an active growth for either of the treatments. The application of wood ash can be considered environmentally friendly, economically beneficial and it is obtained as a residue from, e.g., a thermal power plant. The application of wood ash also displays a wider species composition - all of the four recorded species were found in ash plots. Mineral fertilizers seem to have a beneficial effect on the height of birch, spruce and especially pine trees. References 1. Huotari N., Tillman-Sutela E., Kauppi A., Kubin E. Fertilization ensures rapid formation of ground vegetation on cut-away peatlands, Canadian Journal of Forest Research, 2007, 37 (5), pp. 874-883. 2. Huotari N., Tillman-Sutela E., Kubin E. Ground vegetation has a major role in element dynamics in an ash-fertilized cut-away peatland, Forest Ecology and Management, 2011, 261 (11), pp. 2081-2088. 3. Hånell B, Jeglum J., and Singh S. (Unpubl. ms.) Long-term field experiments in peatland forestry at the Department of Forestry, Swedish University of Agricultural Sciences, Sweden, 2003, 8 pp. 4. Moilanen M., Hytönen J., Leppälä M. Application of wood ash accelerates soil respiration and tree growth on drained peatland, European Journal of Soil Science, 2012, 63 (4), pp. 467-475. 5. Renou F., Jones S. and Farrell E.P. Leaching of phosphorus fertilizer applied on cutaway peatland forests recently established in central Ireland. pp. 984-990 in in Rochefort, L. and Daigle, J.-Y. (eds) 2000. Proceedings of the 11th International Peat Congress, Quebec, Canada. International Peat Society, Jyväskylä, Finland. SOCIAL NETWORK “VKONRAKTE” AS ADDITIONAL EDUCATIONAL RESOURCE OF FOREIGN LANGUAGE TEACHING Isakova Arina Saint-Petersburg State Polytechnical University, Russia Scientific adviser Maria Odinokaya Saint-Petersburg State Polytechnical University, Russia Currently prospects of development of competence-based approach are more associated with increasing in trends of a broad use in teaching interactive forms of education in combination with extracurricular work to create and develop the professional skills of students. One of the requirements to the conditions of implementation of major educational programs on the basis of the GEF to the formation and development of professional competencies of students is the widespread use in the educational process of interactive forms of training combined with extracurricular work with a view. This directive of the Federal state standards of higher professional education (HPE GEF) of the third generation [1, section 7.3] requires careful thought and consideration of the forms of interactivity in relation to each individual discipline curriculum. The term "interactive" means the ability to interact or to be in a dialogue with anyone (person) or anything (PC). Interactive learning is a dialog learning during which there is the interaction either with a teacher and a student, or between students directly in an audience or remotely. Social networks come to the fore when a person learns foreign language using information technologies because they have the most communicative potential for English teachers. A characteristic feature of the existence of this kind of environment intends productivity, i.e., the result of activities in the social network is a product of communication, dialogue, etc. Social resource "VKontakte" is the most popular social network among the students in Russia. Access to this site gives a person the opportunity to use a huge amount of additional educational materials that allow him or her to enrich knowledge via variety of exercises, share different contents (spread record, share with classmates educational information). Teachers can create study groups, spread the necessary academic information in the created group, check homework. For example, students of the SPbSTU form the dialogues with each other, speak them in a couple and send screenshots to the English teacher's electronic page. Imperfect monologue of diffident students acquires dialogic quality that is the main attribute of pair work when a teacher uses interactive teaching methods [2]. This method not only promotes the development of such features as the ability to cooperate but also the development of skills of self-organization, self-education. Social network "VKontakte" has the necessary educational potential that makes it an effective tool in the educational process of modeling and interaction in real time during extracurricular time. References 1. CRP federal VPO third generation // Department of methodological support STU: [site]. - [St. Petersburg.], 2011. - URL http://uap.spbstu.ru/fgos (31.01.2013). 2. Popova N.V., Lonely M.A. Ways to improve interactivity in learning a foreign language high school language students (for example, business discourse) / NV Popov, MA Lonely // Culture and Business Foreign Language: Sat Art. Materials Intern.scientific-practical. conf. and the All. Scientific-method. conf. «STUDIUM: History Higher. NIS. ", St. Petersburg, 14-15 March 2013 / M of Culture of Russia, St. Petersburg.Reg. University of Culture and Arts, Univ. Foreign.lang.; scientific.Ed. LA Devel, NV Popov, eds-comp. LA Devel. - St. Petersburg: IzdSPbGUKI, 2013, pp. 133-144. Protection of information is one of the topical themes within the field of software development. The research comprises the study on the question of security, particularly, software testing and organisation of documentation that is implemented in the bachelor paper. At the moment many various fees and free specialized tools exist for security testing; each of these tools has its own functions, and before the process of testing it is necessary to choose the tool that is appropriate for the particular situation. Within the framework of the research, comparison and usage of the particular tools is implemented by analysis of the gained results [1]. According to statistical data of the level of Latvia, during the recent years infections via browsers, server hacking, phishing, DoS and other current issues constantly remain up to date within the framework of system security policy [3]. They become more important because nowadays web technologies in the information system development are based on the workings of cloud computing, thus creating additional threat to unauthorised data access, information theft and other unauthorised activities. In order to reduce the potential risks, security activities are carried out already during the system development. One of them is testing security aspects during which it is verified whether the particular system has any particular vulnerability. The types of vulnerabilities and their popularity are reflected by various kinds of statistics. This information is widely offered by The Open Web Application Security Project [2]. Within the framework of the research OWASP 2013 TOP 10 vulnerability survey is carried out by implementing more popular vulnerability survey in a real system, using specialized tools, for instance, Burp Suite potential SQL injection and Cross-site scripting for vulnerability identification [1]. In this way more popular vulnerabilities of web application are studied, as well as tools for their identification, and conclusions are drawn on the viewed themes. In order to successfully analyse the results of the done test examples, particular procedures of scenario implementation, documentation and analysis are established. References 1. Dafydd Stuttard, Marcus Pinto. *The Web Application Hacker’s Handbook Second Edition, Finding and Exploiting Security Flaws*, John Wiley & Sons, Indianapolis, 2011, 878 pp. 2. Materials of Information Technology Security Incident Response Institution of the Republic of Latvia https://cert.lv/ (24.02.14). 3. The Open Web Application Security Project (OWASP) https://www.owasp.org/ (24.02.14). EMULATOR AS THE WAY OF POLYMORPHIC VIRUSES DETECTION Leonid Ivanov St. Petersburg State Polytechnical University, Russia Scientific adviser Elena Boytsova St. Petersburg State Polytechnical University, Russia Computer technologies have been introduced into all spheres of human life, and it is becoming quite clear that they need information systems protection. A specialist is needed to prevent the cases of information theft or violation. And this specialist has to work in the field of protection against computer viruses. The main problem of modern viruses is that it is difficult to detect them. Modern antivirus programs use emulation to detect a polymorphic virus. In computer terminology a polymorphic code is the code that uses a polymorphic engine to mutate while keeping the original algorithm intact. That is, the code changes itself each time it runs, but the function of the code (its semantics) will not change at all. For example, 1+3 and 6-2 both achieve the same result while using a different code [1]. A common virus can be easily identified by a specific sequence of commands in the assembly language while scanning a file. However, a polymorphic virus cannot be determined in this way, since its code does not have a permanent fragment. The sequence of commands in each virus program will be different. The program will decrypt itself, changing the fragments of random access memory. Because of this, the malicious code, which did not exist before, appears in the memory. The CPU instructions represent a sequence of bytes, and it is possible to make the correspondence between the sequences of incomprehensible binary digits and quite understandable commands in the assembly language [2]. Reading the file with the binary code, we can understand what commands there are and what operands they work with. Then we work with the operands depending on the command. In contrast to the actual execution of the program, we do not work directly with these registers in the processor, but with the memory allocation in RAM. The commands will not have the direct access to the processor, and the system will not be damaged. The checksum is calculated by CRC32 (cyclic redundancy check) algorithm. The checksum is a value constructed in a specific pattern on the basis of the encoded message [3]. Since the VCG generator creates a polymorphic program that prints a line with the name of the generator, then to detect the virus means to detect this line in RAM. We can do it comparing the checksum (which is used like a signature) of this line with the checksum of a definite address, where this line should be placed. This is done to save the memory, because any modern antivirus program has a vast base of signatures. If the checksums are the same, it means, that the required sequence of commands has been found. In this case we can understand that the emulator program has decrypted the polymorphic program correctly. Summing up, it is necessary to underline, that this program is needed for complicated viruses detection, that decrypt themselves on the way of executing. References 1. Polymorphic code http://en.wikipedia.org/wiki/Polymorphic_code (25.02.14). 2. Yurov V.I. Assembler: Special reference, Piter, Saint-Petersburg, 2005, 412 pp. 3. Sarwate D.V. Computation of Cyclic Redundancy Checks via Table Look Up, Communications of the ACM, Vol. 31(8), pp.1008-1013. LOAD TEST EFFICIENCY ASSESSMENT IN WEB-INTERFACE TESTING WITH HTML UNIT DRIVER Konstantin Loginov St. Petersburg State Polytechnical University, Russia Tatyana Panysheva St. Petersburg State Polytechnical University, Russia The Internet is an excellent platform for communication. So the Internet access and communicational problem prevention has become an essential task where one of the tools is web-interface testing, with load testing providing reliable assessment. The tool is based on the process of putting demand on a system or device and measuring its response [2]. When the load on the system is raised beyond normal usage patterns, some functioning disorders can be revealed and in order to test the system response at peak loads, special assessment methods are to be developed known as stress tests [1]. In this project the demo version of web-interface of the firewall FNP Light has been tested with HtmlUnitDriver. This kind of testing is an efficient tool of interface performance assessment for companies specialized on development, production and implementation of the modern technical facilities dealing with computer networking. To assess networking we should remember that an important factor of interface efficiency is the access threshold. The main objective of our testing was to check operability of the interface if the number of the registered users is large. Another task was to analyze the time of each user adding with increasing number of added users. We also carried out the test aimed at the determination of both – the maximum users’ number and the active fire-wall users. It is important that the program code in the Java language was introduced with the implementation of the specially written set of automatic tests for demo version testing of the fire-wall web interface. The approach gave a possibility to get the following results: the maximum number of successfully added new users of a fire-wall which was 123, the maximum number of the active users – 10 and registration of new users and their authorization was successfully carried out. The developed approach and the tests set for web-interface assessment can be implemented in the wide areas of networking, where the need for simultaneous communication between a number of users exists, for example, in business, commerce and distance leaning. References 1. Bourdonov I., Kossatchev A., Kuliamin V., Petrenko A. UniTesK Test Suite Architecture, Springer-Verlag, 2002, pp. 77-88. 2. Meier D., Farre C. Load-Testing Web Application http://msdn.microsoft.com/en-us/library/bb924372 (24.02.2014). Creation of reports dates back in history way more before computers where invented, and a report as a document had to be created manually or later by a typewriter [1]. Electronics gave the ability to save reports and to edit them for reusing purposes, giving the ability to create and print them faster [2], but still all numbers had to be entered manually. Personal and programmable computers introduced the information systems – an ability to store data and calculations so that the reports can be reused and the data can be red from the data base or file, so the whole report could be fully automatically generated, but the program is required that would create it. Oracle reports [3], Cristal report [4] and other similar products gave the ability to program report creating tools and automatic reports more easily, but it still took a lot of time and there were problems if the report had to be changed, because the code had to be edited. Company “Datorikas institūts DIVI” has their own developed tool DIREPO that gives the ability to store the report code in the database. Each report in the database contains multiple INFO_SET – information about the report structure, and page formatting. Each INFO_SET can contain several INFO_UNIT – information about the blocs used to calculate, select or change formatting of columns. INFO_SET language gives full graphical user interface for report defining and editing. Since the reports are stored next to the data in the database this gives the ability for one tool to be used in different solutions. DIREPO gives the ability to save reports on various formats, but mostly it is used for Microsoft office readable files. Microsoft developed new formats for saving documents as xml files, created Open XML SDK [5] that allowed direct parsing from SDK object to document file. Because XML files have object oriented approach, now Microsoft office files can be directly parsed into open SDK objects. So, now the template can be red directly from the document. Next generation reports might be fully automatic and require no coding at all. If the document is created in the office and contains an info set explaining from where to read the data it might be able to store it in database, create documents with current situation, and report editing would be as simple as editing a word document. The author works as the developer for DIREPO tool, and now the tool is able to create reports in popular formats, like DOC, XLS, and the newest version supports printing the DOCX and XLSX as well and the next version is planned to be able to read the report structure directly from the template file. References 1. On this day in typewriter history http://oztypewriter.blogspot.com/2012/09/on-this-day-in-typewriter-history-50.html (12.02.2014). 2. Making mistakes http://www.explainthatstuff.com/typewriter.html (12.02.2014). 3. Oracle Reports Services 11g http://www.oracle.com/technetwork/middleware/reports/overview/index.html (7.02.2014). 4. Cristal report abilities http://www.sap.com/solution/sme/software/analytics/crystal-reports/index.html (10.02.2014). 5. Introduction to markup compatibility (Open XML SDK) http://msdn.microsoft.com/en-us/library/office/ff478576(v=office.15).aspx (10.02.2014). ANIMATED CHANGES OF THE BALTIC SEA WATER LEVEL Sanita Jankovska Latvia University of Agriculture, Latvia Scientific adviser Laima Bēržina Latvia University of Agriculture, Latvia The aim of the work is to explore and practice 3D visualization and animation opportunities by using freeware programs such as „Blender” and „QGIS”. The main task is to create an animated 3D model of Latvia, showing the changes of the water level in the Baltic Sea. The necessary information to visualize QGIS data in 3D with Blender can be found in the article “Visualizing QGIS data with Blender” [1]. There are many types of GIS software offering 3D visualization of data but in order to animate the data, additional 3D software such as “Blender” is necessary. Many sources of information have been studied in order to create a correct simulation of the possible water level changes in the Baltic Sea. One of the sources is a web page “Climate changes in Latvia” [2]. Approximate water level rise every year is around 0.9 cm but that is not the only influence on the coastline changes. There are other different aspects such as glacier melting, temperature changes and others which must be considered. In this report, a design for a three dimensional model of possible water level changes has been presented. The key features are the gathered data about metrical water level changes in different regions of the Baltic Sea shore around the territory of Latvia. The terrain model is made by using the altitude map. References 1. Climate changes in Latvia http://kodex.tumblr.com/post/37038839550/visualising-qgis-data-with-blender (24.02.14). 2. Climate changes in Latvia http://gnvgaredere.wordpress.com/klimata-izmainas-latvija/ (25.02.14). HOW TO BUILD YOUR FIRST 3D PRINTER AND YOUR VOCABULARY Dainis Dzenushko Saint-Petersburg State Polytechnic University, Russia Scientific adviser Olga Belyaeva Saint-Petersburg State Polytechnic University, Russia Nowadays 3D printers are spread worldwide and coming to any prototyping. That is because you can easily make any part for your structure just making a 3D model and printing it. There are several 3D printing processes, the most widespread one being Fused Deposition Modelling (FDM), i.e., pushing plastic through a heating nozzle where plastic is melted and extruded through the nozzle that moves to build, layer by layer, the solid object. This technology is becoming a household appliance with many people, using their own 3D printers at homes, and many more going to [1]. So, the author is building his too and would like to share the experience in this area. To start building your own 3D printer you should choose what kind of printer you need. There are some types of FDM printers that differ by the way the printer positions its nozzle. The author has chosen the printer with a heating platform going X-axis and extruder going YZ. Choosing the most suitable model you need to find out what machinery you have access to, because usually you need a 3D printer to build a 3D printer. This is the ideology of the RepRap community that develops self replicating printers, containing printable plastic parts [2]. For a beginner in this area the best option is probably a durable frame that has been probed by many users with detail assembly documentation and complete bill of materials (BOM). Yet this is an easy way that was not chosen, thus the author is building his own modification of Prusa i3 printer. Firstly, it is recommended to check if the structure can actually be assembled. For this you can use any CAD program, or if you have a perfect imagination, assemble it in your mind. Read the BOM attentively and check if all items are accessible. The most expensive parts are steppers, hotend (heating nozzle) and electronics, but they are same for all printers. The assembly starts with the X carriage and frame, then the YZ carriage and extruder, finally mounted together. It is recommended to place linear bearings on smooth rods before fixing carriages to them. The most common solution to control the printer is Arduino board with RAMPS1.4 shield that is what the author is using. Then do the wiring. Now it is time to calibrate the printer. Upload the firmware to the board, install printer software and calibrate the firmware so that the distances in the program are identical to the actual printer distances. Stick the Kapton tape to the heating bed and you are ready for the first prints. To tell the printer what to do you need a slicing program that will generate an operating track. To find a place to do all this work is a different issue. The author’s printer is being built in the Fab Lab Polytech (fabrication laboratory), that gives students an opportunity to implement their technological ideas [3]. In this work the main steps of building your first 3D printer are described. 3D printing is not only a prototyping technique; it is a really exciting hobby that will keep you interested for a long time. 3D printing brings new vocabulary since building it you should read the documentation in English. 3D printer makers use specific terms like abbreviations: BOM, IDE FDM; merges of everyday words: firmware, steppers, stopend; common words that acquired new meanings: slicer, extruder, filament, machine zero. It should be noted that specialists use some of them without translation and they can stay in language as neologisms. References 1. Pearce J. M. Building Research Equipment with Free, Open-Source Hardware, *Science*, 2012, Vol. 337 (6100), pp. 1303–1304. 2. Hedquist U. Open Source 3D Printer Copies itself, *Computerworld*, 2008 http://www.computerworld.co.nz/article/495672/open_source_3d_printer_copies_itself/ (20.02.14). 3. Gershenfeld N. *Fab: The Coming Revolution on Your Desktop—from Personal Computers to Personal Fabrication*. Basic Books, New York, 2005, 278 pp. Data statistical processing performs a two-fold role in research: data statistical processing is inter-connected with the interpretation of statistical results and generalisation. Therefore, data statistical processing has attracted a lot of research efforts in all the research fields including educational research. Use of descriptive and inferential statistics in data statistical processing is under on-going debate: as descriptive statistics can only be used to describe the group that is being studying, and the results cannot be generalized to any larger group [2], inferential statistics is preferred. On the other hand, a skillful and transparent descriptive data analysis is considered to be sufficient [3]. However, little attention has been given to the analysis of factors that influence data statistical processing in educational research. The research question is as follows: what factors influence data statistical processing in educational research? The aim of the research is to analyze factors that influence data statistical processing in educational research underpinning elaboration of a new research question for further studies. The present research involves a process of analysing the meaning of the key concepts *statistical analysis*, *generalisation*, *population*, *sample*, *measurement procedures* and *factors*. Moreover, the study demonstrates how the key concepts are related to the idea of “data statistical processing”. The theoretical findings of the research allow drawing the conclusions on factors that influence data statistical processing in educational research: external factors include access to the sample and resources (time, personnel as well as competences and experiences), technical support, and measurement procedures, and internal factors comprise researcher’s aims of research, aims of generalisation (comparison, typology, etc) [3], research methodology, motivation, interest, skills, and experience. The following research question has been formulated: what are the principles of data statistical processing in educational research? Directions of further research are proposed. **References** 1. Crossman A. Descriptive vs. Inferential Statistics [http://sociology.about.com/od/Statistics/a/Descriptive-inferential-statistics.htm](http://sociology.about.com/od/Statistics/a/Descriptive-inferential-statistics.htm). (07.02.2014). 2. Gigerenzer G. Mindless Statistics. *The Journal of Socio-Economics*, 2004, Volume 33, Issue 5, pp. 587-606. Elsevier Inc. 3. Mayring P. On Generalization in Qualitatively Oriented Research. *Forum Qualitative Sozialforschung/Forum: Qualitative Social Research*, 2007, 8(3), Art. 26, pp. 1-8. TECAHER AND STUDENT RELATIONSHIP IMPROVENEMT Ieva Ozoliņa Latvia University of Agriculture, Latvia Scientific adviser Anita Aizsila Latvia University of Agriculture, Latvia Radical changes between teacher and student relationships occur because of changing the education paradigm from teaching to learning in all education levels, including the general learning process. Students have grown up in new environment – in the technology era with different values of life. Today’s students have become more active and self-confident. Teachers and students have to experience changes in the process of improving the relationship between teachers and students. If the work of the teacher is appreciated, the teacher gets motivation to work creatively and with new methods in school. A motivated and glowing teacher can teach students to be interested, that will provide good relationship in the learning process. Basics of the research methodology consist of theoretical cognition of pedagogues and psychologists about relationship between teachers and students in the learning process (Eriksons,1998; Plavniece,2002; Renge,1999; Vorobjovs,2002). Attention should be paid to the specificity of student development. The article is based on personality humanitarian and psychological theories, which V. Renge has gathered in edition of lecture courses. E. Eriksons is the author of the psychosocial development theory, which emphasizes personal development. Students have to take into consideration the main teenager psychological specificities analyzing the primary school learning process. Teacher has to be able to quick responding and finding compromises, because teenagers have desire to satisfy all their needs at once. In the investigational age period students are looking for a perfect person – ideal, perfect, which they could resemble. That is the reason why teachers have to think about their behaviour, appearance and try to live modern and healthy lifestyle. Teacher has to inspire students to be opulent of initiatives and responsible for their actions. Teenagers have desire to be grown-up and independent, that is why the teacher has to assign different tasks and responsibilities, which the student can acknowledge himself in class, school and private life. Teacher has to be competent and subjective in student work evolution. Objective and positive evaluation of work is the basics of student motivation [1,3,4]. Social psychology researches interactions and relationships between people, including teacher and students relationships. Interaction is communication with mutually related effect, when the first side behaviour is inducement to the second side reaction. The teenagers age period is considered as privileged, because this period is the most easiest to build relationships. Teacher has to use this privilege to make positive and friendly relationships with students. These relationships have peculiar configuration – teachers help teenager manifest, acknowledge himself, trust and be open for recommendations. But teachers also have to be careful, because these relationships are fragile and can easily fail. Teacher has to find out the right approach and the best methods how to encourage and motivate students. Successful relationships are the key of student success [2,4]. Theoretical research knowledge is summarised in the article: - if teachers want to build successful relationship with students, then they have to get and find out teenager age period characters, that will help assess the students’ needs in this age period; - if relationships are based on respect, understanding and tolerance, then it has positive and successful effect on the quality of the learning process. References 1. Eriksons E. Identitāte: jaunība un križe. Rīga, Jumava, 1998, 263 lpp. 2. Plaveniece M., Škuškovnika D. Sociālā psiholoģija pedagogiem. Tālmācība pedagoģijā. Rīga, Raka, 2002, 104.-120. lpp. 3. Renge V. Psihologija. Personības psiholoģiskās teorijas. Lekciju kurss. Rīga, Raka, 1999, 107.-134. lpp. 4. Vorobjovs A. Sociālā psiholoģija. Rīga, Izglītības soli, 2002, 326 lpp. LEARNING PROCESS QUALITY IMPROVEMENT Diāna Skudra Latvia University of Agriculture, Latvia Scientific adviser Anita Aizsila Latvia University of Agriculture, Latvia Increasingly, society discusses the quality of the learning process and its impact on pupils learning outcomes and learning motivation. The learning process quality improvement is necessary, because pupils work very slowly in lessons, they do not execute or have difficulties to execute all amount of work, they not always attend the lessons and do not see the theory and the work they use in real life. The teacher's work affects the quality of the learning process, because each pupil needs an individual approach, the teacher has to spend extra time and energy to attract the pupils' attention to work that they have to do. The theoretical methods - pedagogical, psychological and methodological literature analysis and evaluation – are used. The theoretical framework consists of D. Albrecht (Dz. Albrehta), B. B. Aismontas (Б. Б. Айсмонтас), I. Kiet and G. Sukhanov (I. Kiete, G. Suhanova), I. Maslo thinking about the learning process and its quality. An empirical study is done using the survey method. The survey involved 57 pupils from the grade 8. The learning process quality depends on how extent the functions of the learning process are executed. D. Albrecht distinguishes between the following learning process functions [1]: educate, nurture and evolve. In a qualitative learning process active interaction takes place between the teacher, pupil and the learning subject resulting in purposeful interaction with a common goal to acquire knowledge, skills, beliefs, learning orientation forms and attitudes [4]. In a qualitative learning process pupils must acquire the necessary amount of information provided, pupils must be promoted for acquirement of views, impressions and active, creative thinking must be developed. The individual approach is considered as one of the key criteria of the learning quality [2]. The learning individualization usually affects not only the learning process, but also the learning outcomes - the acquirement levels and amount of curriculum links can differ [4]. The learning process quality improvement may be done by evaluating the standards and curricula of the learning subjects, by using as big variety of teaching methods as possible. Persuasion, exercises, evaluation and self-assessment methods must be used [5]. The following conclusions can be made: - The detection/measurement of the learning process quality is a difficult process because there are many different learning quality criteria, and their evaluation is a time consuming process. - There is a wide range of opportunities to improve the quality of the learning process – first being determination which criteria do not meet the desired result. Then working out a plan and implementation of the necessary measures to avoid the weaknesses and improve the quality. References 1. Albrehta Dz. Didaktika, Izdevniecība RaKa, Rīga, 2001, 168 lpp. 2. Kronberga B. Kā skolēnu vecāki nosaka izglītības kvalitāti? http://www.izglitiba-kultura.lv/raksti/ka-skolenu-vecaki-nosaka-izglitibas-kvalitati (15.02.13). 3. Kiete I., Suhanova G. Skolēnu spējas un mācību process skolā, Pētergailis, Rīga, 2001, 60 lpp. 4. Maslo I. Skolas pedagoģiskā procesa diferenciācija un individualizācija, RaKa, Rīga, 1995, 172 lpp. 5. Айсмонтас Б. Б. Педагогическая психология. Схемы и тесты, Издательство ВЛАДОС-ПРЕСС, Москва, 2004, 207 с. BUCHER SCHOERLING BALTIC WORKING AS A TEAM Fjodors Bondarenko Latvia University of Agriculture, Latvia Scientific adviser Larisa Malinovska Latvia University of Agriculture, Latvia Today more companies invest a lot of money and energy into team development as such companies do understand how important team building is. One of the most important criteria of success in business is well trained, motivated, skilled and consolidated workers. As a great example for teamwork the company HILTI can be mentioned. For 20 years this company has been investing a lot of money and energy to the team building. Beginning from the top management, finishing with workers on the floor – everybody has had regular trainings. Every year HILTI tries to create 30 new products and they are very close to this target, as every worker is interested in sharing his ideas and skills for the company. “Give me the HILTI” has become a synonym on any construction site worldwide with the demand of “Give me the power tool”. At “Bucher Schoerling Baltic” we are trying to reach the same target – develop a great team. At our factory workers receive special training, which matches the needs for the workplace they are working on. BUCHER has had different projects already and is trying to innovate some new for consolidating workers and making workplaces more efficient so they would spend less time and less energy doing their job. Young people are getting opportunities for growing, plus company is getting a new, fresh look at different things, which helps as well doing business. Department leaders are receiving special training so their departments would perform well. In case when something is not going well, support from colleagues will come. “A good leader does not look into the mirror and praise himself, but looks out of the window and praises the performance of his people” - Mr Baschera, Chairman of the Board of Directors of Hilti. References 1. Swiss Chamber of Commerce and Industry in Japan http://www.sccij.jp/news/overview/detail/article/2013/07/11/lifelong-effort-at-hilti-for-corporate-culture/ (27.02.2014). 2. Newspaper BILANZ, 25-26/2013. LIQUID PETROLIUM GAS SYSTEMS FOR CARS Aivis Jaškovskis Latvia University of Agriculture, Latvia Scientific adviser Larisa Malinovska Latvia University of Agriculture, Latvia Nowadays, when environmental protection is very important, there are a lot of environment requirements that car manufacturers have to fulfil. By making that kind of changes cars become more economical, too. But it will take a long time for the old automobiles to be replaced with new ones so that they would conform to the new requirements. How can car manufacturers do that? To comply with the requirements automobile manufacturers set up a lot of systems that reduce exhaust gas emissions and in the same time reduce fuel consumption. For example, a system that controls fuel dosage by measuring the exhaust gas composition, adjusts air dosage, and uses several filters. Of course, the environment requirements are not the same for a 20 years old car and a new car, so there are six classes that are called EURO 1-6 (1 for cars manufactured until 1996 and 6 – from 2013). Each class covers approximately 3 years. It means, if you have an older car you do not need to confirm to the latest requirements. But everyone wants to drive economically, no matter how old the car he/she is driving is. Today there are a lot of ways how to save money spent on fuel and make your car environmentally friendly. It is done by rebuilding engines, changing control unit settings, or making your car run on alternative fuels such as gas (Liquid petroleum gas - LPG, Compressed natural gas - CNG), hydrogen, methanol, ethanol, bio diesel or even electricity. Very often we think that gas as a fuel for cars is something new, but the first engine that worked on gas was made in 1913. However, this system was only like a laboratory experiment. Few years later in the World War II cars were equipped with gas systems, after the war this idea became common in Italy and Holland. Later in the 90’s LPG systems became such as we know them today – working in closed loop and electronically managed. From that time there are already 6 generations of gas systems. The first was very simple; it was managed only by few electromagnetic valves that start/end LPG supply when you press the switch. The gas flowed into the air intake through a simple injector. Starting with the second generation the systems were equipped with the electronic control unit (ECU) that controlled how the system works. Next systems became even smarter; they worked based on information programmed by the original manufacturer of ECU. Developing the next generation gas systems manufacturers tried to make them more similar to the original fuel systems and used as less as possible components. The 5th generation is no longer equipped with a vaporizer (mechanism that reduces gas pressure and transforms it from liquid to gas form as it happened in all previous generations) and gas is injected in the intake channel in liquid state as petrol or diesel. This year the 6th generation will show up in the market. It will no longer need several mechanisms, since it will use the same injectors as petrol or diesel, and the same sensors as original ECU; so, there will be less unnecessary parts. One of the ways how to make your car more environmentally friendly and reduce money usage on fuel – set up LPG system. Of course, there are not only good things that you get by installing it, the car trunk becomes smaller or the spare wheel place is occupied; however, there are no good things without bad ones. References 1. What is lpg [http://www.lpg.in/what-is-lpg.html](http://www.lpg.in/what-is-lpg.html) (20.02.2014). 2. History [http://www.autogasworldwide.co.uk/history.php](http://www.autogasworldwide.co.uk/history.php) (25.02.2014). ANTI-LOCK BRAKE SYSTEMS Kristaps Ozoliņkevics Latvia University of Agriculture, Latvia Larisa Malinovska Latvia University of Agriculture, Latvia Anti-lock brake systems (ABS), generally also referred to as anti-lock systems (ALS) are designed to prevent the vehicle wheels from locking as a result of the service brake being applied with too much force. The idea is to maintain cornering forces on braking wheels to ensure that the vehicle retains its driving stability and maneuverability as far as possible. The available power and grip should also be utilized to minimize the braking distance and maximize the vehicle deceleration. Benefits of anti-lock brake system (ABS): - Guarantees stable braking characteristics on all road surfaces. - Maintains steerability and generally reduces the braking distance. - Prevents vehicle combinations from jackknifing. - Reduces tire wear. Disadvantages of ABS - although ABS is an effective safety device, it cannot suspend the physical limits. Even a vehicle with ABS can come out of control if driven fast around a corner. Therefore, ABS is not a license for a dangerous driving style or failure to observe the proper safety distance. Anti-slip regulation (ASR) is typically, but not necessarily, a secondary function of the anti-lock braking system (ABS) on production motor vehicles, designed to prevent loss of traction of driven road wheels. When invoked it therefore enhances the driver control as the throttle input applied is mis-matched to the road surface conditions due to varying factors being unable to manage the applied torque. Benefits of anti-slip regulation: - Traction power and cornering forces are maintained. - Stable driving behavior is ensured when accelerating and negotiating corners on slippery roads. - Tire wear is reduced to a minimum, and the vehicle drive train is protected. - The risk of accidents is further reduced. Disadvantages of ASR - the traction capacity of an all-wheel-driven commercial vehicle cannot be achieved by a motor vehicle with only one driving axle - not even with optimal ASR. Anti-slip regulation represents a worthwhile addition to anti-lock braking systems. All that is required to turn ABS/ASR on is an engine management system with additional ASR function and a few additional components for controlling the differential brake and the engine. This is why ASR is only available in combination with ABS. References 1. Antilock Brake Systems (ABS) http://www.nhtsa.gov/cars/problems/equipment/absbrakes/page1-doom-04-26-2013.html (14.03.2014). 2. Wikipedia article about anti-lock braking system http://en.wikipedia.org/wiki/Anti-lock_braking_system (14.03.2014). PERPETUAL MOTION DEVICES Kaspars Romanovs Latvia University of Agriculture, Latvia Scientific adviser Aija Pētersone Latvia University of Agriculture, Latvia Nowadays, the majority of academic curricula consist of theory and mathematical models, which are supposed to educate students about the physical, electrical and mechanical processes of the world. Such emphasis on theory is understandable as it saves time and breaks down the process for understanding, but such education poses different hardships. In reality, the only way to truly comprehend certain processes is to see the process in action, if it be 1:1 model or just a geometric one. Students need to link processes with real devices for the knowledge to be sustained over longer periods of time. Certain devices, more than others, have been subjugated to such mistreatment. These are perpetual motion devices, largely believed to be impossible, because of the laws of conservation of energy. “Energy in a system may take on various forms (e.g., kinetic, potential, heat, light). The law of conservation of energy states that energy may neither be created nor destroyed. Therefore, the sum of all the energies in the system is a constant.” [3]. Nevertheless, there have always been people who believed in such a machine and that, in a certain form, it is viable. “The atom electrons, if not disturbed, circulate around the nucleus forever without energy loss.” [2]. Many have said that the purest and most efficient forms can be found in nature. Within the boundaries of this research, a certain perpetual motion device will be built to illustrate why and how the device does not work and to give the notion that practical engineering for students is a necessity, for giving them the link between certain theoretical studies and reality. “There must be one substance that exists that causes and connects the many things we experience. And describing reality in terms of only one substance is obviously also the most simple solution.” [1]. Perpetual motion machines, even if not applicable for energy markets, are one of the best ways for showing future specialists the cornerstones of specific academic areas where most of the students get lost. References 1. Does the Most Simple Science Theory of Reality work? http://www.spaceandmotion.com/Most-Simple-Scientific-Theory-Reality.htm (08.01.14). 2. Energy independence https://www.lhup.edu/~dsimanek/museum/kamis.htm (19.02.14). 3. Law of Conservation of Energy http://library.thinkquest.org/2745/data/lawcel.htm (25.02.14) INTERNAL COMBUSTION ENGINES WITH FREE VALVE SYSTEM Edgars Krastiņš, Valters Šuba Latvia University of Agriculture, Latvia Scientific adviser Larisa Malinovska Latvia University of Agriculture, Latvia To achieve more advantageous operation car engines are being improved by engineers constantly. The valve system is an important part of an engine that also needs to be updated. On a conventional engine valves are driven by a camshaft, in that way they work together, in a fixed order and their adjustment possibilities are limited. Although there are systems for making adjustments, they are quite insignificant. Swedish manufacturer Koenigsegg has found a new solution - a system when valves are completely independent - the free valve system. All the valves are independent from each other and the piston position. It can be compared to, for example, playing the piano - on a conventional engine you simply put a hand over the keys and push them down all at once, but here you can play each key separately with fingers as necessary. Activators or launchers are used, which work electronically with a compressed air to open the valves, and a spring closes them. It means that valves are opening and closing very fast. This system has many benefits. For example, 30% more power, 30% more torque, fuel consumption reduced by 30%, hazardous emissions reduced by 50%. It can be safely used at very high engine speeds (up to 20 000rpm), that would allow it to be used for Formula 1 and motorcycles. Even more, a reduced engine weight and size, the engine itself is lower, shorter and narrower because there are no camshaft and timing belt. The system can be also installed on a conventional engine. Koenigsegg’s test car with this system has been working perfectly fine without any problems for more than three years. At this moment it is not in the commercial production and it is only being tested, but, it is possible that after 3-4 years it would be offered as a series option. It is definitely the future of an internal combustion engine, because it means the increase of efficiency, reduced costs and saving the resources. References 1. A video about the possible future of an internal combustion engine http://www.youtube.com/watch?v=Bch5B23_pu0 (12.03.2014). 2. How long do engine valves last? http://auto.howstuffworks.com/under-the-hood/car-part-longevity/engine-valves-last.htm (12.03.2014). Diesel engines and HCCI (homogeneous charge compression ignition) engines rely solely on heat and pressure created by the engine, in the compression process for ignition. The compression level that occurs is usually twice or more than for a gasoline engine. Diesel engines take in air only, and shortly before peak compression, spray a small quantity of diesel fuel into the cylinder via a fuel injector that allows the fuel to instantly ignite. HCCI type engines take in both air and fuel, but continue to rely on united auto-combustion process, to higher pressures and heat. This is also why diesel and HCCI engines are more susceptible to cold-starting issues, although they run just as well in cold weather once started. Light duty diesel engines with indirect injection in vehicles and light trucks employ glowplugs that pre-heat the combustion chamber just before starting to reduce no-start conditions in cold weather. Most diesels also have a battery and charging system. Most new engines rely on electrical and electronic engine control units (ECU) that also adjust the combustion process to increase efficiency and reduce emissions. Diesel engines are much more economical than gasoline engines, but their maintenance is much more expensive than for gasoline engines. Gasoline engine ignition systems generally rely on a combination of an alternator or generator and lead-acid battery for electrical power. The battery supplies electrical power for cranking, and supplies electrical power when the engine is off. The battery also supplies electrical power during rare run conditions where the alternator cannot maintain more than 13.8 volts. As alternator voltage falls below 13.8 volts, the lead-acid storage battery increasingly picks up electrical load. During virtually all running conditions, including normal idle conditions, the alternator supplies primary electrical power. Gasoline engines take in a mixture of air and gasoline and compress it to not more than 12.8 bars. When the mixture is compressed, as the piston approaches the cylinder head and maximum stroke, the spark plug ignites the mixture. The necessary high voltage, typically 10,000 volts to over 30,000 volts, is supplied by an induction coil or transformer. Some ignition systems are capacitive discharge types. CD ignitions use step-up transformers. The step-up transformer uses energy stored in a capacitance to generate electric spark. With either system, a mechanical or electrical control system provides a carefully timed high-voltage to the proper cylinder. This spark, via the spark plug, ignites the air-fuel mixture in the engine cylinders. While gasoline internal combustion engines are much easier to start in cold weather than diesel engines, they can still have cold weather starting problems under extreme conditions. This unit was quite popular until electric engine block heaters became standard on gasoline engines sold in cold climates. References 1. HCCI [http://en.wikipedia.org/wiki/Homogeneous_charge_compression_ignition](http://en.wikipedia.org/wiki/Homogeneous_charge_compression_ignition) (15.04.14). 2. Diesel engine [http://en.wikipedia.org/wiki/Diesel_engine](http://en.wikipedia.org/wiki/Diesel_engine) (15.04.14). 3. Diesel ignition process [http://books.google.lv/books?id=Bnh9JXkXojEC&pg=PA64&lpg=PA64&dq=light+trucks+employ+glow+plugs+that+pre-heat&source=bl&ots=vjodTfzkmr&sig=cKY8ni8FZ_2IhNBq9LPMI3O5SX&hl=lv&sa=X&ei=ef46U_3YNqmK4gSLuIGACw&ved=0CEEQ6AEwAg#v=onepage&q=f&f=false](http://books.google.lv/books?id=Bnh9JXkXojEC&pg=PA64&lpg=PA64&dq=light+trucks+employ+glow+plugs+that+pre-heat&source=bl&ots=vjodTfzkmr&sig=cKY8ni8FZ_2IhNBq9LPMI3O5SX&hl=lv&sa=X&ei=ef46U_3YNqmK4gSLuIGACw&ved=0CEEQ6AEwAg#v=onepage&q=f&f=false) (15.04.14). HYBRID VEHICLES Ilvars Spruģis, Jazeps Vilģerts Latvia University of Agriculture, Latvia Scientific adviser Larisa Malīnovska Latvia University of Agriculture, Latvia The article is about hybrid vehicles, hybrid technologies and the future of hybrid technologies. The general idea of it is to motivate people to think about future, to take care about our nature and to help people save money. In our country hybrid vehicles are not as popular as in the United Kingdom, Germany and other countries. Hybrid-electric vehicles (HEVs) combine the benefits of gasoline engines and electric motors and can be configured to obtain different objectives, such as improved fuel economy, increased power, or additional auxiliary power for electronic devices and power tools. The advanced technologies used by hybrids include, for instance, the following: regenerative braking, electric motor drive/assist and automatic start/shutoff. The electric motor applies resistance to the drivetrain causing the wheels to slow down. In return, the energy from the wheels turns the motor, which functions as a generator, converting energy normally wasted during coasting and braking into electricity, which is stored in a battery until needed by the electric motor. The electric motor provides additional power to assist the engine in accelerating, passing, or hill climbing. This allows a smaller, more efficient engine to be used. In some vehicles, the motor alone provides power for low-speed driving conditions where internal combustion engines are least efficient. Automatic start/shutoff automatically shuts off the engine when the vehicle comes to a stop and restarts it when the accelerator is pressed. This prevents wasted energy from idling. It is a big problem to introduce a new technology in Latvia, but our team hopes that this idea will be successful. Our future is in our hands. References 1. How do Hybrid Cars Work? https://www.fueleconomy.gov/feg/hybridtech.shtml (12.03.2014). 2. Alternative Fuels and Advanced Vehicles http://www.afdc.energy.gov/fuels/ (15.03.2014). RENEWABLE ENERGY INDUSTRY ROADMAP FOR LATVIA Krišjānis Upāns Latvia University of Agriculture, Latvia Scientific adviser Aija Pētersone Latvia University of Agriculture, Latvia Renewable energy industry is continuously developing both in Latvia and all over the world. The transition from fossil fuels to renewable energy is slow and difficult, because the costs of fuel and energy efficiency are incommensurable. The mankind has realized that resources of fossil fuels and gases are not endless. Therefore, it is necessary to move to renewable and sustainable sources of energy. Latvia is dependent on imports of primary energy resources. Lacking fossil resources, Latvia has a high level of import dependency on oil and gas imported mainly from Russia. Hydropower and gas provide nearly all of the domestic supply of electricity, with wind and biomass added to the mix in recent years. Self-sufficiency in energy supplies reaches 35.8% (2012), therefore security of supplies and liberalization of the energy market are vital [1]. However, renewable energy sources are substantial. Forests cover approximately half of the territory of Latvia, making biomass the largest domestic resource currently used in heat generation. Hydropower is already the biggest contributor to electricity generation and still has unused potential. Wind power has gained more importance in recent years and has good potential as wind is plentiful. This is particularly the case along the coast where, in addition, the transmission network is particularly developed [2]. The Latvian Cross-Sectoral Coordination Centre plans support programmes for transition to renewable energy resources in the transportation sector and provision of the required infrastructure through assistance only for those alternative energy resources that are economically advantageous, and by supporting innovation resulting in the promotion of the use of economically advantageous alternative energy resources. The proportion of energy produced from renewable energy resources in the total gross energy consumption will reach at least 40% in 2020 [3]. Development of recycling technologies of renewable energy resources will give opportunities for Latvia to get independence in the energy industry. Latvia is able to produce energy better and cleaner than it has done so far. References 1. Investment and Development Agency of Latvia, Environment and Renewable Energy Industry in Latvia, 2012, pp. 9-14. 2. Rosende D., Klingel M., Ragwitz M., Resch G., Panzer C. Renewable energy industry roadmap for Latvia, Vienna, 2010, pp. 4-16. 3. Cross-Sectoral Coordination Centre, National Development Plan of Latvia for 2014–2020, 2012, pp. 31-32. POTENTIAL USE OF FLOATING WIND TURBINES IN LATVIA Janis Berzins Latvia University of Agriculture, Latvia Scientific adviser Aija Petersone Latvia University of Agriculture, Latvia Wind energy is a renewable energy source and is practically inexhaustible. Machines that convert the kinetic energy of wind into mechanical energy and do work have been around since 200 B.C. Modern wind generators are usually located on dry land or in shallow waters. This limits wind speed, contaminates landscape and disturbs shallow water fishery. Moving wind turbines to the open sea would result in better performance and less polluted view. The mean wintertime wind speed in the Baltic Sea is 8m/s-10m/s, but in spring - 6m/s [2]. Wind is a large scale movement of atmosphere gasses. In the open sea the air motion along the water level is undisturbed, however, on land topographical features such as forests, hills or dunes decrease the wind speed. The given formula suggests that power of the wind generator is proportional to the rotor area and to the cube of the mean value of wind [1]. In the dry land regions of Latvia with the highest wind speeds, wind blows at a speed of 5 m/s, but in the open sea - 6 m/s – 10 m/s. The difference is significant by itself, even more, since the calculation of the wind turbine power includes the wind speed raised to the third power, the difference in wind speeds results in higher power and more generated energy. The formula allows calculating the Costal Zone of Visual Influence (CZVI). The square root of two times the product of the Earth radius and tower height gives the distance from which the tower will not be visible [3]. Visual pollution is a huge problem in urban areas. Since the largest wind parks in Latvia are located close to the cities like Ventspils, Liepaja and Grobina, it increases the overall visual pollution of those areas. Moving wind turbines to the open sea and locating them outside the CZVI, the pollution from wind turbines would be decreased to zero. The potential of floating wind turbines is enormous. They perform better and the costs of the floating plant are lower. However, the armoured underwater cable that connects the generator to the dry land grid could increase the overall costs since it is several kilometres long. All in all, the floating wind turbines are a great way to diminish the power dependency in Latvia. References 1. Galins A., Kancevica L. Laizans A. Alternative energy equipment, LLU, Jelgava, 2008, 109 pp. 2. Lapparanta M., Myrberg K. Physical Oceanography of the Baltic Sea, Praxis Publishing, Chichester, UK, 2009, 40 pp. 3. Sclavounos P. Floating Wind Turbines http://web.mit.edu/windenergy/windweek/Presentations/P6%20-%20Sclavounos.pdf/ (25.02.14.). ALCOHOL FUEL Roberts Antonovs Latvia University of Agriculture, Latvia Scientific adviser Aija Pētersone Latvia University of Agriculture, Latvia The use of alcohol as a fuel for internal combustion engines, either alone or in combination with other fuels, has been given much attention mostly because of its possible environmental and long-term economical advantages over the fossil fuel. The first four aliphatic alcohols (methanol, ethanol, propanol, and butanol) are of interest as fuels because they can be synthesized chemically or biologically, and they have characteristics which allow them to be used in internal combustion engines. The general chemical formula for alcohol fuel is $C_nH_{2n+1}OH$. Methanol and ethanol can both be derived from fossil fuels, biomass, or perhaps most simply, from carbon dioxide and water. Ethanol has most commonly been produced through fermentation of sugars, and methanol has most commonly been produced from synthesis gas, but there are more modern ways to obtain these fuels. Enzymes can be used instead of fermentation. Methanol is the simplest molecule, and ethanol can be made from methanol. Methanol can be produced industrially from nearly any biomass, including animal waste, or from carbon dioxide and water or steam by first converting the biomass to synthesis gas in a gasifier. It can also be produced in a laboratory using electrolysis or enzymes [1]. Because of the steps involved in its manufacture, alcohol has always been more expensive than gasoline to produce. But now, with dwindling crude oil supplies, the price of gasoline is skyrocketing, and soon gasoline itself will probably have to be synthetically manufactured, at a cost far greater - since the production process is much more complicated than that of alcohol. Propanol ($C_3H_7OH$) and butanol ($C_4H_9OH$) are considerably less toxic and less volatile than methanol. In particular, butanol has a high flash point of 35 °C, which is a benefit for fire safety, but may be a difficulty for starting engines in cold weather [2]. Alcohol is a superior fuel to gasoline! It has 105 octane, burns with less vibration, is less flammable in case of accidents, is 98% pollution-free, has lower evaporative emissions, and deposits no carbon in the engine or oil, resulting in a tripling of engine life. Specialized alcohol engines can get at least 22% better mileage than gasoline or diesel ones [3]. We can easily use alcohol fuel in the vehicles we already own. Unmodified cars can run on 50% alcohol or converted engines can run on 100% alcohol fuelling. We can make alcohol fuel out of what we have, where we are. Alcohol fuel can efficiently be made out of many things, from waste products like old food, grass clippings, wood chips-even ocean kelp. The process of producing and using alcohol is relatively clean, because alcohol is made from plants, its production takes carbon dioxide out of the air, with the result that it reverses the greenhouse effect. And compared to gasoline, ethanol emits about 20 percent less hydrocarbons and carbon monoxide. References 1. Alcohol Fuel http://www.saylor.org/site/wp-content/uploads/2011/06/Alcohol-Fuel.pdf. (24.02.14). 2. Alcohol fuel http://en.wikipedia.org/wiki/Alcohol_fuel (24.02.14). 3. Alcohol can be a gas http://www.permaculture.com/node/518 (24.02.2014). IGNITION SYSTEM DISTRIBUTORS Kristaps Zālītis Latvia University of Agriculture, Latvia Scientific adviser Aija Pētrsone Latvia University of Agriculture, Latvia One of the main things in the ignition system is a distributor. The distributor gives a spark to the correct cylinder that ignites the fuel, which allows the cylinder to move up and down. Over the years ignition system distributors have been modified by materials, a trigger mechanism, timing controls and other items. Now there are more than 100 different types of distributors which differ by size, shape, price, height in order to adapt to different needs [1]. Ignition system distributors consist of a high voltage lead from the coil, a cap, a rotor, a clip, a condenser, a cam, a terminal, a shaft, a drive gear, a vacuum advance diaphragm, a diaphragm spring and more if the distributor is advanced. On most valve engines the shaft is driven by a gear on the camshaft, but on overhead engines – directly to the camshaft. The distributor shaft may also drive the oil pump. From the ignition coil the attached high voltage cable is connected to the metal part of the rotor. This metal part of the rotor arm passes close to (but does not touch) the output contacts which connect high tension leads to the spark plug of each cylinder. When the rotor is spinning inside the distributor, it creates a functional system which is able to give a spark from the ignition coil. In the distributor also a capacitor is attached, which prevents excessive wear of the points. The capacitor is connected parallel to the breaker points. Spark timing is so important for the engine performance that on most cars points are not used, instead of them a sensor is used that tells the engine control unit the exact position of the pistons [3]. In the new modern engine designs the high voltage distributor and coil have been abandoned. Now there are laser distributors, distributors with low voltage pulse to an individual coil on each spark plug or one coil for each pair of distributors of companion cylinders in an engine. That means two coils for four cylinders, three for six, etc. Laser distributors are a new innovation, which is more for natural gas fuelled system engines [2]. Ignition system distributors are still used, because they have worked very well. Distributors in science only have developed better with more functions. The average distributor price is 300$, it depends on the manufacturer and mark up. In future ignition system distributors will be cheaper, which will allow people to save more money [4]. References 1. Distributor Operation http://www.ignitioninfo.com/distributors.html (26.02.14). 2. Ignition system distributor http://auto.howstuffworks.com/ignition-system4.htm (26.02.14). 3. Distributor http://en.wikipedia.org/wiki/Distributor (26.02.14). 4. Laser spark distribution and ignition system http://techportal.cere.energy.gov/technology.do/techID=1054 (26.02.14). HYDROGEN ENGINE AND ITS USE Kaspars Mukāns Latvia University of Agriculture, Latvia Scientific adviser Anete Mežote Latvia University of Agriculture, Latvia The work is about hydrogen as a fuel in engines that could be used by any owner of the vehicles. By introduction of hydrogen as a fuel it would be possible to reduce CO₂ emissions in the air, making it possible for drivers to switch to cleaner and cheaper energy. Hydrogen use in internal combustion engines will not to change their power significantly because many motorists are and will remain users of it as the main engine power. Engine performance and power, of course, may vary but improving the engines, the performance indicators may increase. Using hydrogen as a fuel will lead to more natural surroundings, cleanliness, and will save you money. It is also possible to use another environmentally friendly option. It can act as compressed natural gas - gas injectors installed in the machine and H₂ balloon. It is a myth that H₂ is more dangerous than natural gas. It is not - if there is a leak, the lightest gas H₂ immediately goes into the air, including the flame. But if the escape of flammable propane / butane occurs, which is much heavier than air, everything will come out from under the vehicle, which is much more dangerous. The main tasks are to collect information about hydrogen as alternative oil fuel, to perform hydrogen research, find ways of hydrogen use in engines, put together a hydrogen operated engine prototype, to draw the conclusions of the work carried out. After the conclusions are made to popularise hydrogen use in engines. References 1. Hydrogen http://lv.wikipedia.org/wiki/%C5%Ade%C5%86radis (7.02.2014). 2. Hydrogen Element Facts http://www.chemicool.com/elements/hydrogen.html (8.02.2014). 3. Fuel economy https://www.fueleconomy.gov/feg/hydrogen.shtml (9.02.2014). Today, most people do not know what the difference is between two-stroke engines and four-stroke engines, which are often confused, or simply known as the engine itself. In this article, the author would like to discuss each individually with which it differs from the other, and where it is used more widely. A two-stroke, two-cycle, or two-cycle engine is a type of internal combustion engine which completes a power cycle in only one crankshaft revolution and with two strokes, or up and down movements of the piston in comparison to a 'four-stroke engine', which uses four strokes. Gasoline (spark ignition) versions are particularly useful in lightweight (portable) applications such as chainsaws and motorcycles. The heat transfer from the engine to the cooling system is less in a two-stroke engine than in a four-stroke. This adds to the overall engine efficiency. Two-stroke engines have higher exhaust emissions than four-stroke engines. A four-stroke engine (also known as four-cycle) is an internal combustion engine in which the piston completes four separate strokes which comprise a single thermodynamic cycle. While risqué slang among some automotive enthusiasts names these respectively the "squeeze," "bang" and "blow" strokes, they are more commonly termed INTAKE: this stroke of the piston begins at the top dead center. The piston descends from the top of the cylinder to the bottom of the cylinder, increasing the volume of the cylinder. A mixture of fuel and air is forced by atmospheric (or greater) pressure into the cylinder through the intake port. COMPRESSION: with both intake and exhaust valves closed, the piston returns to the top of the cylinder compressing the air or fuel-air mixture into the cylinder head. POWER: this is the start of the second revolution of the cycle. While the piston is close to the top dead centre, the compressed air–fuel mixture in a gasoline engine is ignited by a spark plug in gasoline engines, or which ignites due to the heat generated by compression in a diesel engine. The resulting pressure from the combustion of the compressed fuel-air mixture forces the piston back down toward the bottom dead centre. EXHAUST: during the exhaust stroke, the piston once again returns to the top dead centre while the exhaust valve is open. This action expels the spent fuel-air mixture through the exhaust valve. So in today's world, both engines are popular. Each has its own priorities and different applications. Two-stroke engines are mainly used in chainsaws, motorcycles, and other small gasoline engines, while the four-stroke engines are mainly used in cars and tractors and other self-propelled machines. References 1. Two-stroke engine [http://en.wikipedia.org/wiki/Two-stroke_engine](http://en.wikipedia.org/wiki/Two-stroke_engine) (14.03.2014). 2. Four-stroke engine [http://en.wikipedia.org/wiki/Four-stroke_engine](http://en.wikipedia.org/wiki/Four-stroke_engine), [http://courses.washington.edu/engr100/Section_Wei/engine/UofWindsorManual/Four%20Stroke%20Cycle%20Engines.htm](http://courses.washington.edu/engr100/Section_Wei/engine/UofWindsorManual/Four%20Stroke%20Cycle%20Engines.htm) (14.03.2014). PROBLEMS WITH MITSUBISHI OXYGEN SENSOR Toms Belevics Latvia University of Agriculture, Latvia Scientific adviser Anete Mežote Latvia University of Agriculture, Latvia Problems with the Mitsubishi ASX 2.0 diesel engine are investigated and described. As the author has encountered these problems it was decided to describe them for other people to know, because maybe some of these may turn out to potential owners of this car. This Mitsubishi ASX model is equipped with a 2.0 turbo diesel engine. The car body design is jeep, which indicates that the car is also provided for driving off-road, but unfortunately it is not, because the oxygen sensor mounted in the exhaust pipe is not protected. As a result, when driving on rough roads it is very easy to cast off the oxygen sensor wires giving effect to the engine. Tearing the wire the oxygen sensor does not work anymore and the engine starts to operate in emergency mode because the engine management system is no longer able to properly calculate the necessary amount of fuel injection. Therefore, the emergency fuel is injected sharply higher than normal, and the engine can no longer burn. This problem recurred twice for the author. Discussing with others, it turned out that for owners of this car that was not the first time they had faced with this type of problem. On the other hand, this car has twice been withdrawn by the Mitsubishi center to prevent industrial mistakes. After this event, a conclusion can be drawn that a car that looks like a jeep is not always used as an off-road car. References 1. Tests: Mitsubishi ASX http://www.kakao.lv/index.php?zoomzina=4837 (14.03.2014). 2. Mitsubishi RVR http://en.wikipedia.org/wiki/Mitsubishi_RVR (14.03.2014). 3. Engine: Oxygen Sensors (O2) http://www.3swiki.org/Engine:_Oxygen_Sensors_%28O2%29 (17.02.2014). 4. Oxygen Sensors explained http://www.mrtperformance.com.au/resources/technical-documents/733-oxygen-sensors-explained (12.03.2014). EXTERNAL COMMUNICATION IN THE „EURO BUREAU” OF MINISTRY OF FINANCE OF THE REPUBLIC OF LATVIA Evelīna Miglāne Alberta College, Latvia Scientific adviser Vita Stīge-Škuškovnika Alberta College, Latvia External communication (hereafter – EC) is a complex, but a necessary process by which an organization communicates with the public, presents the news, shares information and ideas. The author believes that External communication is very important in the foundation of the organization and provides its development and sustainability. Since January 1st, 2014 Euro – the European Union’s single currency, is the new currency in Latvia, hence, it is a hot topic in society. The specifics of External communication is determined by the aim of the communication and by the target audience. “Euro Bureau’s” of the Ministry of Finance of the Republic of Latvia (hereafter – Euro Bureau) EC is complex, because the aim of the communication is to prepare the society about the upcoming changes and reach the target audience which is all regions in Latvia. The topic is timely and important precisely for these reasons. The aim of the study was to research “Euro Bureau’s” EC with inhabitants of Riga before changeover to the Euro by analyzing theoretical literature and doing practical research. To achieve the goal, the author used quantitative research method – surveys and qualitative research method – the interview. To find out the public awareness about the Euro implementation in Latvia, the survey was made amongst 90 inhabitants of Riga and its district. At the same time as the survey, the interviews were conducted with the “Euro Bureau’s” employees to find out their opinion on public information activities, regarding the Euro implementation in Latvia. According to the performed theoretical literature study and interview with the department employees – External communication is a direct process in which the communication between the community and the organization occurs. The hardest task for “Euro Bureau’s” EC is to reach the part of society with perception problems and the part which speaks a different language. As proved by the opinion of experts, social media plays an important role in “Euro Bureau’s” External communication with the public. Through questionnaires among the residents of Riga, the author concluded that the residents of Riga are adequately informed about the Euro implementation in Latvia. As demonstrated in the results of the survey the most popular acquisition channels among inhabitants of Riga are publications – Magazines, Newspapers, TV and News Portals. The residents of Riga are not sufficiently aware of the organizations involved in the public awareness introduction, regarding the implementation of Euro. As demonstrated in the results of the survey, the information on the euro changeover people receive in schools, banks, work place and in public institutions. After the completion of the practical research, author thinks that the EC is implemented successfully, but the author also highlights three proposals for its improvement. Explain to the society not only the positive aspects of the changeover to the Euro project but also possibly negative aspects in order to reduce the anxiety of people and create awareness of the currency change. Decrease print handouts as much as possible by collecting the same type of information in a single channel to reduce the quantum of the information to the recipient. Create a game for children that allows to get to know the value of the Euro and to create awareness of the new currency. STRATEGIC MANAGEMENT ANALYSIS: THE CASE OF PLC "OLAINFARM" Agita Sarkane Latvia University of Agriculture, Latvia Scientific adviser Anita Auziņa Latvia University of Agriculture, Latvia Nowadays strategic management plays an important role in the company's management. In the competition for the market share and customers, companies should provide a strong competitive position and a solid performance in the long run. In order to provide a solid competitive position and good financial indicators, the company has to set specific goals ranging from operational objectives to strategic objectives which the company must achieve in a longer period of time. These strategic goals can maximize the development. [1]. PLC "Olainfarm" is the second leading Latvian pharmaceutical company with more than 40 years of experience in the manufacture of medication. The company's vision is to become the leading manufacturer of medication and chemical-pharmaceutical products in the Baltic states, whose products are known and available worldwide. In 2013 PLC „Olainfarm purchased the third largest Latvian pharmaceutical company LTD "Silvanols" shares, which allows PLC "Olainfarm" to decide further LTD "Silvanols" development direction, combining both companies experience and export opportunities and developing joint projects. [2]. "Olainfarm" earnings over the last 5 years have increased. In 2012 they amounted to 14.24 million euros. Comparing with the financial year of 2010 the earnings increased by 182%. Accordingly, the company's other financial performances have also increased. This financial increase has allowed to strengthen the position of "Olainfarm" in domestic and overseas market. Return on equity in the financial year 2012 also had maximum growth. In 2012 it was 27.5%, which is about 8.4% higher comparing with 2010. At the moment "Olainfarm" is concentrating on medicine promotion in foreign markets. The company has to continue to use the strategy of improving competitiveness. PLC „Olainfarm” and LTD „Silvanols” staff have to continue using a cooperative principle which allows to make an effective strategic position in foreign markets and implement strategic management in the long run. References 1. Dessler G. The strategic management process. In: Human resource management. Florida International University, 2004, pp.78-83. 2. Olainfarm/Kompānija www.olainfarm.lv/kompanija (15.02.14). OPEN-AIR CINEMA POSSIBILITY FOR THE TOWN OF SALDUS Mašs Perkons Latvia University of Agriculture, Latvia Scientific adviser Jānis Kusis Latvia University of Agriculture, Latvia Initially meant as a social project with the purpose of reviving cinema in Saldus, this project now serves as a characteristic feature of the current situation in the field of cinema in the town of Saldus. The reason why Saldus was chosen is because of the lack of a cinema environment there and Saldus is the native city of the author of this research work and the author is concerned about it. From various opinions of people who work for the town municipality or who are inside the field of cinema, this research work justifies the necessity of an open-air cinema, investigates the current situation and tries to predict the future situation, and also how such a technique could help the community of Saldus. The tasks of this research work are, first of all, to ascertain the necessity of an open-air cinema [1] in the town of Saldus, second, to clarify the procedure of film licensing in Latvia and third - most important – to clarify the options of open-air cinema acquisition. The methods of research used were - the study of literature, interviews and questionnaires. At first it may sound impossible for Saldus to ever gain such technical equipment since it could cost much, but that is not true, for example, because one way is through the supplier Open Air Cinema [2] that ships such equipment from the United States to Latvia at an affordable price thus reducing the costs. The author of this research interviewed the executive director of Saldus, director of the town’s Centre of children and youth, founder of the association “Kinopunkts” and even made contact with the National cinema fund. The author also made a questionnaire for the community of Saldus. From the information gathered, the author of this work summarized the opinions of the use of the above mentioned open-air cinema equipment in the town of Saldus [3]. In conclusion the author of this work deduced that the inhabitants of Saldus believe that open-air cinema would contribute to the environment of culture in town. It would be useful for the town’s Centre of children and youth to watch showcase films as a perfect visual remedy for various activities. And, of course, it would also contribute to the integration of the community of Saldus and would ensure purposeful use of free time. References 1. FreshAirCinema [b.g.] Outdoor Movies http://www.freshaircinema.ca/rentals-outdoor-movies.php (31.03.2014). 2. Open Air Cinema [b.g.] https://openaircinema.us/ (28.02.2014). 3. Saldus [b.g.] honey drop in Kurzeme http://www.saldus.lv/#0 (31.03.2014). DESCRIPTION OF EXTERNAL ENVIRONMENT OF FOREST TRAVEL LTD. Atis Ozoliņš Latvia University of Agriculture, Latvia Scientific adviser Professor, Dr.oec. Aina Dobele Latvia University of Agriculture, Latvia Entrepreneurship is one of the precondition for the economy. It was founded for the production of goods or services. In order to build a developed economy it is important to start with a creation of favourable business environment model. The state role in nowadays economy is to provide an environment that would promote new business start-ups, development of existing business and enhance their competitiveness [1]. Existing business environment has to give a chance to every company to develop their economic activity, but not to create barriers that limit these processes. However, when we talk about economic growth in country, we need to think about things that provide it, not only about the result. Availability of infrastructure, government support and regulatory environment of company has a big impact on doing business [3]. Government’s task is to do everything to support every company at least with regulatory environment. It means that tax policy and laws have to be easy to understand and favourable for doing fair business. In Businessman opinion, business environment is getting even worse, because of still existing barriers, which are related with increasing inflation, tax rates, service costs, informal economy, corruption and high bureaucracy level [2]. All these things have a bad impact for creation and realization of new business ideas, and that is why government has to do serious reforms to improve business environment. “Forest Travel” Ltd. is a company that is dealing with 3 kinds of different businesses: 1) woodworking, 2) hunting tourism agency and 3) manufacturing of hunting trophy. Company has such a big variety of businesses to avoid risks that are mostly related with finance. The impact of external factors for “Forest Travel” Ltd. are not so positive as well. Company’s turnover is about 80 000 euro per year which means that company is small. Although, company’s monthly costs consist about 80% – 90% from incomes, because of 2 reasons - expenses for taxes are very high and company is buying a lot of services from other companies. “Forest Travel “Ltd. has competitors only in woodworking field and has free access to costumers in 2 other fields, which decrease its competitiveness. The biggest and in the same time the worst impact for this company has bureaucracy, tax rates and inflation. These factors are limiting company’s activities, increasing costs and time they need to spend for doing all kind of reports, that are required by laws of Latvia. References 1. Abizāre – Vagre V. (2011) Uzņēmējdarbības pamati: conspectus from lecture. Rīga: Alberta Koleža. 241 lpp. 2. Balode D. (2007) Valsts – ar vai pret saviem uzņēmējiem: pētījums. Kapitāls, Nr. 11, 84.-88.lpp. 3. Bussines environment action plan for the year 2010: http://polsis.mk.gov.lv/view.do?id=3948/ (10.03.2014) YOUTH MOTIVATION TO READ BOOKS Elīna Kaire, Lāsma Luža Latvia University of Agriculture, Latvia Scientific adviser Jolanta Millere Latvia University of Agriculture, Latvia For centuries, a book is one of the best sources of information and its keepers. There have been many different studies demonstrating an important role of reading books: reading makes people smarter and develops analytical thinking, as well as reading helps to achieve emotional maturity and develops our imagination, emotions, logical thinking, passion, patience and tolerance [1]. Discoveries of the 21st century - tablet PCs, laptops, SLR, iPad and iPod - is an integral part of everyday human life. Of course, this technology simplifies life, but also by modern technology the younger generation is loosing the opportunity to get a better intellectual memory, use of language, thinking into context, literacy itself because young people do not read books. However, if somebody does not read traditional books, also does not read e-books [2]. It seems that for reading books nowadays young people should have a great need for motivation. Young people are busy with other activities and one of the reasons why the book is picked up in the hands so rare, is lack of time or interest to read because every answer what they need they can find in the NET. This is demonstrated by the research carried out in December, 2013. The results of the research show that almost half of the respondents (89%) read books, but 75% of them admit that it is better to spend free time in front of the computer or TV. 11% of the respondents do not read books. The majority of the young people say that their motivation to read books is stimulated by a recommendation from friends (34%) or popularity of the book (36%). The study hypothesis that nowadays young people are not motivated to read books because they prefer to spend time in use of modern technologies has been confirmed. It should be remembered that literature is a rich source of information reality and a powerful tool for personal development, and we just have to hope that the book, which lives for centuries, will not cease to enrich the human moral ideals of creation. References: 1. Lasīšanas nozīme http://www.vairaknekavienadzive.lv/ (09.10.2013). 2. Modernās tehnoloģijas apdraudot jauno paaudzi http://www.7guru.lv/zinas/modernas-tehnologijas-apdraudot-jauno-paaudzi (10.10.2013). ASSESSMENT OF RISK MANAGEMENT IN LTD MADARA COSMETICS Vineta Kublinska Latvia University of Agriculture, Latvia Scientific adviser Lasma Dobele Latvia University of Agriculture, Latvia One of the preconditions for a successful business is the assessment and management of risks, which has a significant impact on the stability, competitiveness and future development of the company [1]. In order to facilitate the profit rise, an essential requirement is the ability to effectively manage the risks [2]. Scientific studies show that the risk can be controlled using a variety of techniques that allow predicting the contingency and taking steps to reduce the level of risk [3]. This is also possible in producing biological cosmetics, so the aim of the research is to assess the risks influencing the activities of Ltd Madara Cosmetics and to determine their management activities. To achieve the aim the descriptive method was employed to explore the essence, significance and types of risks in the business. The company risk identification and evaluation was made by using the SWOT analysis, risk assessment base on points system (measured by the likelihood of the realization of risk and risk exposure time), the risk exposure areas and the risk analysis quantitative matrix. For the in-depth analysis of the financial risks of Ltd Madara Cosmetics, the statistical analysis methods were employed. In the research 20 risks are identified in total affecting Ltd Madara Cosmetics activities but 13 of them are located at the minimum risk area, it means that these risks cannot produce significant losses to the company. After the risk assessment methods there were identified five risks that significantly can affect the operations of the company and development. Ltd Madara Cosmetics activities significantly can affect the appearance of new competitors and the potential loss of customers, resulting in a lower demand for the products sold. A significant risk is the rise in prices of raw materials and non-partner debt, which could affect the financial situation of the company. In order to reduce the potential losses linked to emergence of new competitor’s risks and the reduction of regular customers, the company needs to work on expansion of the product portfolio and improve the current product offerings to expand its customer base. This risk prevention can cost up to EUR 200 000 created by the fact that the creation of a new product line is a lengthy process and may require new technological equipment. Besides, to attract customers marketing activities are needed and the customer loyalty program should be improved. To reduce the risk of industry raw materials, the company should efficiently use all available production resources as well as to reduce the cost of production. To minimize the potential difficulties in meeting financial obligations, the managers of the company should consider the loan requirements when searching for the best option. To avoid the partners’ debt risk of failure, the company has to reduce the invoice repayment terms as well as to introduce advance payment. References 1. Pettere G., Voronova I. Riski uzņēmējdarbībā un to vadība, Apgāds „Rasa ABC”, Rīga, 2003, 176 lpp. 2. Zimecs A., Ketners K. Significance of the Risk Management in Activity of the Small and Medium Enterprises, RTU zinātnisko raksti. 2009, Nr. 19 (3), pp. 137.-147. 3. Zvaigzne A. Riska vadība Latvijas lauku tūrisma uzņēmumos, promocijas darba kopsavilkums, LLU, 2005, 33 lpp. ESSENCE OF INTERNAL CONTROL Alise Ose, Marta Irbe Latvia University of Agriculture, Latvia Scientific adviser Ingrīda Pētersone Latvia University of Agriculture, Latvia The Latvian Republic Legislation ensures that the chief executive must ensure the internal control development and implementation, as efficient operation of any business is based on the internal control system of a company, the regular system supports and controls operation [1]. Internal control is a process and company management plan adopted by the organization as well as all the methods and procedures which are established, implemented and maintained by those entrusted with the control of the company, management and other personnel to ensure proper and efficient conduct of the business and of the company goal achievement [2]. This system is the policy of a company, different procedures and tools created to preserve the company assets and ensure the obtained data and information product reliability and safety, to promote operational efficiency, observance of relevant legislation, as well as to protect the company from adverse events, possibility of fraud and crime [1]. The internal control system consists of control environment and procedures. The control environment is the internal control implementation conditions laid down by the management of general awareness, attitudes and behavior in relation to control. It is composed of various elements associated with the management policies of the company and management awareness of the processes going on as well as a reasonable organization structure based of the company size and the type of operation [2]. The control procedures are specific activities which facilitate control policy implementation, and it is important to carry out these procedures by all levels of employees. The most important internal control procedures are control using the assets of the company, special control principles, process-mounted controls and performance monitoring [3]. With the introduction of specific control principles, the company introduces the distribution of responsibilities reducing the unprofessional actions, waste or unauthorized operational risk and the possibility of errors, in order not to adversely affect the property of the company. Using the resources of the company it is possible to ensure a high level of staff competence as employees who are familiar with the strategy of the company, its organizational structure, document circulation scheme and other key organization documents, are able in a much shorter time and with better quality to carry out their tasks. With the introduction of the process control incorporated, the company defines the responsible person who performs quality control and reliability, ensures rational use of resources, reveals defective products, provides quality for buyers, accurately accounts materials and prevents shortages or surpluses. Consequently, implementing and enforcing the internal control system elements and procedures, the company will ensure the preservation of its property, financial records for accuracy and reliability, operating compliance with formal legal norms, as well as it will facilitate the tracking of the company business strategy which is the right direction towards success and development of the company. References 1. Rutkovska I. Uzņēmuma iekšējās kontroles sistēmu uzdevumi galvenajos darījumu ciklos, 2010 http://www.iifinances.lv/lat/vadiba/?doc=1851 (04.03.2013.) 2. SRS 4. Uzņēmējdarbības izpratne un riska novērtējums. 3. Brūna. I. Uzņēmuma iekšējā kontrole, Rīga: LU, 1999, 82 lpp. AQUAPLANING ON THE ROAD Paulius Aleksiūnas Alytaus Kolegija /University of Applied Sciences, Lithuania Scientific advisers Romaldas Milius Alytaus Kolegija /University of Applied Sciences, Lithuania Aquaplaning is a dangerous phenomenon that arises on wet surfaces, like sliding on ice. Worn tires with insufficient water pressure lose traction while driving only 50 km / h, properly inflated tires are stable up to 70 km / h, and a new tire keeps the grip up to 100 km / h. The tire front part is full of water and lifts the tire pressure. Water pressure is proportional to the density of water and twice the speed. The speed at which the tire completely tears off from the road is called the critical aquaplaning speed [2]. Under these conditions, the car starts to slide, the exposed inertia brake does not work anymore and the car gets out of control. Occurrence of aquaplaning is due to three main factors: tire condition, tread depth, including the pressure therein, driving speed and surface wetness. One of the signs of aquaplaning is too loosely controlled by the steering wheel and rear-end slide across. If braking is unavoidable, and the car does not have the ABS system, breakage should be a gentle, pulsating motion by pressing the pedal. In 2013 ample rainfall weekdays road accidents increased by 9 percent compared with January of the same year holidays. In the rain, even in low rain last weekend the average accident rate grew to 35 percent and may range on weekdays by 2-7 percent compared with the same year respective dry days [3]. The following conclusions can be made: it is necessary to keep track of the technical condition of the car - to periodically check the vehicle chassis components, steering; use the manufacturer's set sizes of tires and wheels, wide tires increase the possibility of aquaplaning; adjust the wheel geometry once a year; once felt that the car begins to "float", do not make any sudden action - do not brake hard, do not press the accelerator pedal, do not turn the steering wheel. References 1. Kirka A. Automobiliai: vadovėlis aukštuųjų mokyklų studentams. Kaunas: Tyrai, 2001, ISBN 9955011157, pp.10-12. 2. Draudimo bendrovės BTA atlikto tyrimo 2013m. Duomenys http://automotoinfo.lt/akvaplanavimas-yra-pavojingas-reiskinys-atsirandantis-vaziuojant-slapiais-pavirsiais-panasus-i-slydima-ledu/ (11.02.2014). APPLICATION OF INTERMODAL TECHNOLOGIES IN SUSTAINABLE DEVELOPMENT OF TRANSPORT POLICY Dovydas Adomaitis, Tomas Jaruševičius Alytaus Kolegija/University of Applied Sciences, Lithuania Scientific advisers Danutė Abramavičienė, Rozalija Radlinskaitė, Ingrida Brazionienė Alytaus Kolegija/University of Applied Sciences, Lithuania The focus on transport promotion striving to the principle of sustainable development in the documents of European Union (EU) is revealed in the article. The importance and priorities of international carriage are presented and Lithuanian examples of intermodal technologies application are analysed. The transport sector is one of the most important spheres of the EU policy, efficient functioning of which influences the vitality and compatibility of economics of the whole EU as well as Lithuania. Rapidly developing transport system confronts such transport problems as traffic jams on the main roads, harmful impact on environment, increase of the number of accidents, excessive use of transport means, etc. A new communication from the European Commission “A Sustainable Future for Transport” of 2009 and the “Greening Transport Package” of 2008 promote creation of integrated technological progressive and user friendly transport system emphasising the necessity of fostering the efficiency of separate transport kinds and their interaction [1]. The European Conference of Ministers of Transport (ECMT) describes intermodal transport as “organisation of intermodal door-to-door transport by transferring goods from one mode of transport to another without changing the loading unit” [2]. Having analysed Lithuanian governmental strategic documents, it can be stated that while arranging intermodal carriages and striving to reduce negative transport phenomena, special attention is focused on the development of the railway system. The following projects have been implemented with a huge potential: container train “Vikingas” will soon carry cargo not only from Ukraine but also Turkey (in 2009 European Intermodal Transport Association (EIA) awarded the project with the “Best practice intermodal project”) [3]; container train “Nemunas”, the platform of which can carry trucks and trailers, commute between Lithuania and Belarus. That is a unique decision of logistics in the Middle and East Europe [4]; container train “Saulė”, connecting West Europe with China via Kazakhstan and Lithuania, has also got a great potential. Having analysed the distribution of the amounts of cargo carriage according to transport kinds, consecutive increase of application of technologies has been revealed. Application of intermodal technologies in cargo carriage will further have huge potential, but big investments are needed striving to adapt the transport infrastructure. References 1. Directorate-General FOR Internal Policies: Logistics as an instrument for tackling climate change, 2010, ISBN 978-92-823-3194-1. 2. European Conference of Ministers of Transport. Terminology on combined transport Brussel http://internationaltransportforum.org/pub/pdf/98Comb.pdf (12.01.2014). 3. Konteinerinis traukinys „Vikingas“ http://www.intermodal.lt/traukinys-vikingas,35.html 4. Kontrelierinis traukinys „Nemunas“ http://www.portofklaipeda.lt/news/410/569/Bus-siekiama-plesti-kontrelierinio-traukinio-Nemunas-marsruta (12.01.2014). The European Union has raised a goal: in 2020 the energy received from renewable sources will have to make up one fifth of all energy consumption in Europe. In the last decade, due to promotion in the EU level, the capacities of renewable sources have significantly increased, which by far surpass these of conventional power stations. The cost of solar battery panels has reduced by a half in the recent five years. In 2009 the turnover of the sector of renewable sources made up 70 bn Euros, and over half a million of people were employed there. The sector will be rapidly increasing in the future as renewable sources occupy an important place in the EU long-term strategy due to small quantities of fumes that increase the global greenhouse effect, and reduction of dependence on energy import. The development of this sector of economies confirms that Europe is capable of creating new energy technologies which provide conditions to create the so-called environmentally friendly job vacancies and receive big added value from export [1]. The possibilities to use local sources for energy needs in Lithuania – Lithuanian oil, peat and chemical process energy – are very limited; therefore, wider use of renewable energy sources is of great importance [2]. The part of renewable energy sources increased from 15% to 19,7% in 2005 – 2010, which shows that Lithuania fulfilled its national action plan of renewable energy sources that foresaw reaching 16,6%. The biggest part of renewable sources in 2010 was taken up by Sweden (49.1 per cent of the used energy was received from environmentally friendly sources), while the smallest part was registered in Malta (0.4 per cent). The Vice-Minister of Energy has admitted that it will be difficult for Lithuania to achieve production of 23 per cent of energy from renewable sources as achievement of these goals will require large financial funds [3]. The following conclusions can be made: 1. Promotion of energy production of renewable sources helps creation of job vacancies in the country and development of a corresponding industrial sector. 2. Energy production of renewable sources does not create ecological problems typical of other kinds of fuel, and develops independence of countries from their energy import. 3. Lithuania is implementing a national action plan of renewable energy sources and has Publication already implemented the goal of the 1st stage. References 1. Sustainable, Safe and Affordable Energy for EU, series On Politics of the European Union http://europa.eu/pol/ener/flipbook/lt/files/energy_lt.pdf (12.03.2014). 2. Action plan on promotion of use renewable energy sources in Lithuania 2010 – 2020 http://www.ena.lt/doc_atsi/Atsi_El.pdf (13.03.2014). 3. European Commission Report for European Parliament, Council, European Committee of Economics and Social Affairs and Regional Committee; Report on progress of use of renewable energy sources http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2013:0175:FIN:LT:PDF (13.03.2014). ANALYSIS OF ORGANIC DAIRY FARM IN TELŠIAI DISTRICT Indrė Šakytė Šiauliai University Technological and natural science faculty, undergraduate Applied biology student, Lithuania Scientific adviser Asta Klimienė Šiauliai University, prof. dr., Lithuania In the Europe the ecological or organic farming comming more popular. After Lithuania joined in the European Union in our country agriculture came organic farming fashion and altogether in the dairy farming too. Lithuania dairy farm - one of the most important branches of agriculture. In 2011, milk production accounted for about one-fifth of the total agricultural production [1] Modern organic farms compared with industrial farms are faced with a much bigger problem. Organic dairy farms requires a much higher cost and effort compared to ordinary dairy farms, but they are in comparison to the last is much more promising, milk is higher quality, uncontaminated by chemicals [2,3] Therefore, more and more dairy farmers switching to organic farming. In 2013 in the Telšiai distr. was 119 certified organic farms, of which 61 are in the dairy farm. From all organic dairy farms the 90% are of family farms. The main task of this work was investigate cows herd, quality of milk production, feed and nutrition, environmental conditions and healthy in one Telšiai distr. organic dairy farm. In the investigate organic farm are considered 63 Lithuanian Black and White cows from them 39 is milking. This farm was establish in the 2007. The milk indicators are controlled every month. The milk fat content is 4,41 and proteins - 3,17. The fed are used only own produced and major part of the feed are hay and silage. For cows healthy big part influencing the feed, conditions and keeping. The main problems of this farm are infections desseases mastitis. For these diseases prophylaxis are strictly comply the requirements of feeding, keeping and environmental conditions. References 1. Zemeckis R., Ribāšauskienė E. Ekologinis žemės ūkis – ateities ūkio modelis. Lietuvos agrarinės ekonomikos institutas. Vilnius, 2005. 2. Kazliénė O. Ekologinės gyvulininkystės pradžiamokslių. Vilnius, 2005. 5-9, 54-55 pp. 3. Skurdenienė I., Ribikauskas V., Bakutis B. Ekologinio ūkio privalumai gyvulininkystėje. Kaunas, 2007. 5-35, 80 pp. GRADUATE LEVEL ABSTRACTS INCLUSION OF FLOOD-LAND MEADOWS INTO CLASSIFICATION OF TYPES OF LAND USE Natalija Streikisa Latvia University of Agriculture, Latvia Scientific advisers Velta Parsova\textsuperscript{1}, Tair Julamanov\textsuperscript{2} \textsuperscript{1}Latvia University of Agriculture, Latvia \textsuperscript{2}Kazakh National Agrarian University, Kazakhstan Meadow is an ecosystem consisting of perennial plant community. Generally meadows are formed as a result of long-term grazing and mowing. Latvia is located in the zone of forests. This means that no meadow can persist without specific maintaining - grazing or mowing. If meadows are not grazed or mowed, they gradually become overgrown with trees or bushes [1]. Nowadays in Latvia many meadows are overgrown and nature returns to its original condition – the forest. Man-made landscape for thousands of years has been extremely transformed in the last century. Many species of meadows flora and fauna have become rare and may of them disappear. Protection of meadows is one of the most complicated problems in the world, because meadows habitat is imperilled by two completely contrary processes - intensive agriculture and interruption of farming, leading to collapse of environmental values. In Latvia there are decreased areas both of dry and wet meadows. The area of flood-land meadows has decreased due to efforts of people to dry any wet place on their land. Even lakes have been emptied and drainage of meadows is carried out very often. The number of birds living on flood-land meadows has decreased throughout Europe. One of the main reasons is disappearance of suitable nest sites due to drainage, flooding or overgrowing of flood-land meadows. Flood-land meadows as habitats have to be protected throughout Europe. Classification of the land into types of land use has historically developed and improved with the development of land management. Over time, according to land use development, classification of the land into types of land use has been perfected. Generally with the term “type of land use” a particular territory is meant, which differs from others with its natural conditions, as well for a long time use for certain purposes. Information on the types of land use is required in all public formations for performing governmental functions, as well as for other purposes. Involving land into land management process, the location and role of each land plot must be determined. The types of land use and their composition are significant factors, affecting the use of land, land property value, amount of real property tax, etc. [2, 3]. In Latvia agreed principles are established on classification of types of land use, which are binding for all public authorities and local municipalities, for landowners and other persons. The classification of types of land use is defined by the Cabinet of Ministers. Determination of types of land use has to be done in the field taking into account stated criteria. Land is classified into categories of land use and types of land use [4]. This classification does not provide for such individual type of land use as flood-land meadows therefore due to improper handling of these territories species and habitats of flood-land meadows are endangered. Determination of flood-land meadows as individual type of land use and specific recognition criteria will promote preservation and proper management of nature. References 1. Kabucis I. Plava. Latvijas daba: 4. Latvijas Enciklopēdija, Rīga, 1997, 154.- 156. lpp. 2. Boruks A., Kanaviņš H., Paršova V. Zemes klasifikācija zemes lietošanas veidos. Zemes reformas Vēstnesis. - 4.burtiņa, 1995, 22 lpp. 3. Boruks A. Zemnieks, zeme un zemkopība Latvijā. No senākiem laikiem līdz mūsdienām. - Jelgava, Latvijas Lauksaimniecības universitātes izd., 2003, 717 lpp. 4. Paršova V., Zgirskis M. Normatīvo aktu piemērošana zemes kadastrālajā uzmērīšanā, Jelgava, LLU, 2008, 91 lpp. The ruins are a traditional element of the Latvian landscape. In towns and villages fragments of the historical buildings are often preserved that currently have not been used and their fate is uncertain. Such historical ruins are an important element of the landscape, which can be transformed in an attractive and cognition contributing public domain. The research focuses on the historical stone building ruins, which have not been granted a protection status, but, nevertheless, they have been important for the development of specific localities. Historical building ruins have both age value and historical value, based on the historical events related to a particular building, its surroundings and inhabitants. Heritage value is largely determined by our own knowledge and understanding [2,5,6]. The fragments of historical buildings protected from decay are elements that build up the identity of a place. Often the ruins of the buildings are not only the witnesses of the settlements origins, but in the past with ongoing activities in these buildings have promoted or changed the historical development of location. Historical ruins of the building together with the surrounding landscape are an attractive environmental object and can contribute to the identification of the place. Such areas have the potential to develop for public recreation and heritage value places at both the local and regional levels [1,3,4]. With the growing population, continuing urbanization and migration it is more important to provide easily accessible recreational areas. With the increase in people's interest and opportunities to travel, popular tourist destinations in the season are overcrowded with visitors. To some extent it interferes with the necessity to rest from the bustle of the city, so there is a need to search for other scantily visited alternative outdoor recreational areas. Comfortable, easily accessible recreational areas with interesting sights can attract tourists and contribute to the identification of the settlement and strengthen local people’s awareness and feeling of belonging to their place of residence. Without human intervention, as a result of adverse weather conditions and the reckless activity, the ruins continue to decline. Unaware of the ruins’ cultural and historical significance and scenic value, they can be demolished. Delaying the evaluation of the ruins, with their maintenance-related decision-making and realization of appropriate measures, the unique heritage features can be irreversibly lost. References 1. Chan E. C. What roles for ruins? Meaning and narrative of industrial ruins in contemporary parks. *Journal of Landscape Architectur*, 2009 Vol. 4, pp. 20-31. 2. Kaymaz I. C. Landscape Perception, Landscape Planning. In ech, Croatia, 2012. pp. 251-276. 3. Nasser. N. Planning for Urban Heritage Places: Reconciling Conservation, Tourism, and Sustainable Development. *Journal of Planning Literature*, 2003, Vol. 17, No. 4, pp. 467-479. 4. Royo-Vela M., Rural-cultural excursion conceptualization: A local tourism marketing management model based on tourist destination image measurement, *Tourism Management*, 2009, Vol. 30, pp. 419–428. 5. Soini. K., Vaarala H., Pouta E., Residents’ sense of place and landscape perceptions at the rural–urban interface, *Landscape and Urban Planning*, 2012, Vol 104, pp. 124-134. 6. Wells J.C., Baldwin E.D., Historic preservation, significance, and age value: A comparative phenomenology of historic Charleston and the nearby new-urbanist community of l’On, *Journal of Environmental Psychology*, 2012, Vol. 32, pp. 384-400. EUROPEAN VERTICAL REFERENCE SYSTEM IN THE BALTIC COUNTRIES Ilona Reke Latvia University of Agriculture, Latvia Scientific adviser Armands Celms Latvia University of Agriculture, Latvia Baltic Normal Height System 1977 is used for the height determination in all three Baltic countries – Latvia, Estonia and Lithuania. During I class levelling 2000 – 2010 in Latvia there were 3 border connection points made with I class levelling network of Lithuania and 4 connection points with I class levelling network of Estonia. But Directive 2007/2/EC of the European Parliament and of the Council of 14 March 2007 establishing an Infrastructure for Spatial Information in the European Community (INSPIRE) defines the use of European Vertical Reference System as national height system in all European Union member states [1]. For transformation to European Vertical Reference System Federal Agency for Cartography and Geodesy in Germany has made a transformation formula for each European country. The transformation formula has a reference point of transformation $P_0$, which is different in each country. Latitude of the reference point for the transformation formula for Latvia is 56°58’ N and longitude – 24°53’ E [2]. The reference point is located in Mālpils municipality. The calculation results of transformation show the height difference between Baltic Normal Height System 1977 and European Vertical Reference System [3]. The difference is not equal but depends on the point location in the country and distance to a reference point of transformation $P_0$. In Latvia the difference between both height systems will be 137 mm in the Latvian south-eastern part and will increase to 169 mm in the Latvian north-western part. This could make additional error for height determination between points. In Lithuania the difference between height systems will be 80 mm in the southern part till 150 mm in the northern part of the country. In Estonia 185 mm in the south-eastern part till 207 mm in the north-western part of the country. The European Vertical Reference System will cause unequal height values on border connection points – on the state border the height difference of same point in Latvian and Estonian or Latvian and Lithuanian height system will be up to 33 mm. There are also different opinions between Baltic States about the adoption of European Vertical Reference System – in Latvia the new height system will be adopted on August 1st 2014, but Estonia and Lithuania still have no terms for adoption of the European Vertical Reference System. References 1. Directive 2007/2/EC of the European Parliament and of the Council of 14 March 2007 establishing an Infrastructure for Spatial Information in the European Community (INSPIRE) (26.02.14). 2. RTU Geomātikas katedra, Valsts augstumu izejas ģimena noteikšana. Zinātniski pētnieciskais projekts, 2009, 63 lpp. 3. Description of national Coordinate Reference Systems of European Countries http://www.crs-geo.eu/nn_159882/crsen/EN/CRS__Description/crs-national__node.html?__nnn=true (26.02.14). The monitoring of the river and lake hydrological regime has been made during the past hundred years [1]. There is strong evidence that long term changes of the lake hydrological regime is caused not only by the climate change but also by anthropogenic factors. Lake Usma is unique with hundred years old natural reserve and Natura2000 territories in one part of the lake and developing tourism industry in the other part of the lake. During the last ninety years the water level of Lake Usma increased for approximately one meter (Fig.1.), which caused coast erosion, changed the soil ground water level in large territories around it and it is regarded to be an important factor for the lake ecosystem functioning [2]. To find a sustainable management solution of Lake Usma there is a need to understand the causes of the hydrological cycle changes. In this research work the Lake Usma water level cycle changes are analysed since 1926 in annually, monthly, daily and hourly scales, to find the natural and anthropogenic factors impacting the Lake Usma hydrological cycle [3]. The result shows significant impact of natural and anthropogenic factors. The significant climate impact on the Lake Usma water level started since late 80ties. However, during the last sixty years there are significant anthropogenic impacts in case of land reclamation measures in the Lake Usma basin and hydro technical buildings downstream of Usma Lake. **Fig.1.** Lake Usma minimum, mean and maximum level height 1926-2003; 2012-2013. **References** 1. Ward R.C., Robinson M. *Principles of Hydrology* (4th ed.). UK: McGraw-Hill Publishing Company, 2000, 450 pp. 2. Coops H., Beklioglu M. & Crisman T. L. The role of water-level fluctuations in shallow lake ecosystems – workshop conclusions. *Hydrobiologia*, 2003, 23-27. pp. 3. Glazačeva L. *Latvijas ezeri un ūdenskrātuves*. Jelgava: Latvijas Lauksaimniecības universitāte, 2004, 217 lpp. INCLUSION OF ENCUMBERED TERRITORIES INTO INFORMATION SYSTEM OF ENCUMBERED TERRITORIES (ISET) Kristine Zelca Latvia University of Agriculture, Latvia Scientific advisers Velta Parsova\textsuperscript{1}, Elmira Mursalimova\textsuperscript{2} \textsuperscript{1}Latvia University of Agriculture, Latvia \textsuperscript{2}Kazakh National Agrarian University, Kazakhstan One of the responsibilities of the State Land Service is to keep information about encumbered territories and objects. Institution supervises the Information System of Encumbered Territories (hereafter – ISET), information system is still under development. The author has dealt with the analysis of the laws and regulations about operation of ISET and determination, accumulation and operation with data. Currently in the spatial data of National Real Estate Cadastre Information System are depicted only road easements – its geometric borders and identifiers [1]. ISET will ensure intersection of actual data of encumbered territories and objects and cadastre map. Information system automatically draws a border of the protected zone and automatically redraws the border of the protected zone following the changes in regulatory enactments. Since the year 2000 the lack of information about encumbrances in land parcels has become topical. In the year 1997 the Protection Zone Law was adopted, but despite the fact, the normative base of Real estate encumbrances was very controversial [2]. The state and local governments poorly administered the processes of encumbrances and did not contribute to the collection of information about the existing encumbrances. The data in the ISET are obtainable from data providers. The data providers are the owners of the object or institution, which is responsible for data preparation, encumbered territory creation and its boundary allocation [3]. The data must be obtained from approximately 400 data providers. The main data providers are local governments, companies “Latvenergo”, JSC “Latvijas Gāze”, “Lattlelecom”, authority “StateForestService”, etc. Currently the data providers have a lot of manual data on old maps and plans. No electronic information about the real situation is available. There are problems with area determination because legislation has many shortcomings. ISET will provide society with actual data. The data from ISET will be easily available by webservices, replication of database, online data transmission mode, using web browser and in paper form. A positive aspect is automatic registration of encumbrances of Real property in Cadastre text data. ISET is implemented within the project "Development and implementation of State Land Service geospatial data geographic information system" co-financed by European Reconstruction and Development Fund. References 1. 10.04.2012. Cabinet regulation Nr. 263 „Regulation for the Registration of a Cadastral Object and Updating of Cadastral Data” http://likumi.lv/doc.php?id=247207 (20.02.2014). 2. Ciematnieks E., Land surveying, Land reform-Key to Real property, Riga, State Land Service, 2012, pp. 214-250. 3. 13.02.2014. Cabinet regulation Nr. 61 „Regulations for establishment and maintenance of Information System of Encumbered Territories and classifier of encumbered territories and Real iestate object encumbrances” http://likumi.lv/doc.php?id=264305 (20.02.2014). BRITISH RESEARCH ESTABLISHMENT ENVIRONMENTAL ASSESSMENT METHOD PRACTICE IN LATVIA Mārtiņš Rinkevics Latvia University of Agriculture, Latvia Scientific adviser Sandra Gusta Latvia University of Agriculture, Latvia BREEAM (British research establishment environmental assessment) is one of the most popular worlds’ rating systems for buildings, very good known in Europe countries. The building quality is rising and consumers want to buy top quality products with affirmative documents. For nowadays more than 250000 houses have a BREEAM certificate. The certificating system is not easy and quick. To get the BREEAM certificate a lot of requirements already in the designing period, and later in construction need to be accomplished. BREEAM rating system includes rating of energy usage, health and wellbeing, construction material usage, pollution, land usage and ecology, transport availability, water usage, amount of waste, house usage management. This building rating system is used by funders, developers, property agents, design teams, managers. THE BREEAM quality criteria are available in Latvia. They are modified according to the legislation of Latvia. The BREEAM criteria are made for commercial buildings to ideate sustainable building designing, construction and exploitation. For certificated experts BREEAM has made an assessor manual, which provides fair, transparent rating criteria for buildings. The main aims of experts are to mitigate the impacts of buildings on the environment, enable buildings to be recognised according to their environmental benefits, provide a credible, environmental label for buildings, and stimulate the demand for sustainable buildings. The aim of the research is to find out BREEAM system usage and popularity in Latvia. The results should give a reason why this system is usable or unusable for Latvia, what needs to be done for rising usability in our country and if it is worth to popularize it. To do the research it is necessary to study the theoretical basis of the BREEAM criteria for evaluation, to understand the structure of the evaluation system and how it is adapted for Latvia. The main part of understanding the criteria is to do practical research with a certificated expert. The building rate system is a complicated process, where different field professionals are searching for the best solution, which reduces construction and exploitation damage to nature, improves human living environment. The first investment for designing and construction is higher than usually, but in long term it pays off. Evaluation is usable for understanding the quality of the product, also for the production process. Nowadays, people want to spend money for quality things that are made ecologically, with less pollution for nature and environment we live. The evaluation system is a good mechanism to make similar criteria for different types of buildings, so people can understand which construction product is with higher quality and why it is so. References 1. What is Bream http://www.breeam.org/about.jsp?id=66 (26.02.2014). 2. Breeam Latvia home page http://www.ibp.lv/lv/sertifikacija/breeam-lv/ (26.02.2014). 3. BRE Global Ltd., BREEAM Europe Commercial 2009 Assessor Manual. FREEZING INDEX IN CONDITIONS OF LATVIA Olga Osadčuka Latvia University of Agriculture, Latvia Scientific adviser Guntis Andersons Latvia University of Agriculture, Latvia The foundation is one of the main components of the building. When projecting the foundation it is necessary to consider the features of the soil, climatic conditions, mission of construction and, certainly, design of the building. Correctly designed foundation is a key to long service life of a structure. The relevance of the current study is caused by decrease in expenses of building materials and mechanisms as well as decrease in terms of construction as these are the main factors influencing the building industry nowadays. The purpose of the research is to develop the technical solutions of the warmed and not warmed foundations in the conditions of Latvia, which could prevent the risk of freezing of the foundations. Aspects need to be taken into account for effective design decision and the economic effect is considered. The tasks of the research are: 1. To calculate the freezing index in the conditions of Latvia, to define the influencing factors on the building foundation; 2. To calculate and develop a technical solution of not a warmed foundation in the conditions of Latvia according to LBN 207-01; 3. To calculate and develop a technical solution of a warmed foundation in the conditions of Latvia according to LVS EN ISO 13793:2003; 4. To determine the economic effect for a construction of the foundation and to make recommendations of a solution of a warmed foundation. The methodology of the study: - Meteorological data from the Internet are processed and used for the freezing index calculation [1]. - Use of the Latvian construction standard LBN 207-01 “Geotechnics. Building foundations and base” to calculate a not warmed foundation. The method in this standard shows how to design a foundation without special procedures – the foundation depth should extend below the depth of frost penetration in frost-susceptible soil [2]. - Use of the Latvian Standard LVS EN ISO 13793:2003 “Thermal performance of buildings - Thermal design of foundations to avoid frost heave” to calculate a warmed foundation. The method in LVS EN ISO 13793:2003 describes how to find the necessary thickness, depth, heat conduction and constructive placement of thermal insulation [3]. References 1. Meteorological data http://www.meteo.lv/meteorologija-datu-meklesana/?nid=46 (08.12.2013). 2. Cabinet of Ministers regulation No. 520 of 18.12.2001 about the Latvian construction standard LBN 207-01 “Geotechnics. Building foundations and base”. 3. Latvian Standard LVS EN ISO 13793:2003 “Thermal performance of buildings - Thermal design of foundations to avoid frost heave”. INVESTIGATION OF AZOTOBACTER CHROOCOCCUM CONCENTRATION BY USE OF POLYCOMPLEXES OF WATER-SOLUBLE POLYMERS WITH SURFACTANTS Madina Burkitbayeva M.Auezov South-Kazakhstan State University, Kazakhstan Scientific advisers Botagoz Mutaliyeva M.Auezov South-Kazakhstan State university, Kazakhstan Gulnur Sakhova M.Auezov South-Kazakhstan State University, Kazakhstan Nowadays one of the most topical biotechnology applications in agricultural fields is the production of various types of bacterial fertilizers, because the micro flora of soil has an influence on harvesting. Microorganisms, used for production of bacterial preparations, promote the provision of plants not only by elements of mineral feeding, but also by physiologically-active substances [1]. The scheme of bacterial fertilizer production includes methods of biomass concentration from cultural liquid. For this purpose various surfactants are widely used, possessing flocculant properties. In this work processes of microorganism biomass concentration by the use of flocculants based on water-soluble polymers have been investigated. Nowadays studies in the colloid-chemical properties of polyelectrolytic water-soluble polymers discover new possibilities for the increase of their application-oriented meaning, and for substantiation of their use. Earlier it was established that the surface activity of complexes of water-soluble polymers with surfactants is increased, and standard free energy of polymer adsorption is reduced. Colloid-chemical properties of hydrolyzed polyacrilonitrile compositions with surfactants allow to predict their use for the obtaining of bacterial preparations, because compositions reveal larger activity on the interfaces [2]. We have researched the possibility to use compositions of hydrolyzed polyacrilonitrile with surfactant as a flocculant for biomass concentration. For this purpose a pure culture of microorganisms was obtained. To obtain a pure culture Azotobacter we should select a wild strain from the soil. The appearance of slime on the surface of the soil indicates the development of Azotobacter bacteria. On solid medium of Ashbyput on 0.1g isolated slime layer from the soil surface via microbial loop. We carry out a morphological analysis of the culture using a microscope. Bacteria of the genus Azotobacter cells are relatively large (1-2mm in diameter), and actually have an oval shape, but can take various forms - from spherical to rod-like. On microscopic preparations cells can be placed singularly, in pairs, irregular clusters, and young forms have flagella and are able to move slowly. For the obtained rybological preparation we carried out reseeding in the liquid Fedorov’s medium for biomass accumulation. The culture forms round colonies with a diameter of 4 mm, convex, with smooth edges, a cream-colored slime consistency. After cultivation of Azotobacter chroococcum microorganisms we added solutions of water-soluble polymers with surfactants. After centrifuging the culture, liquid separated from the microorganisms. The resulting mass dried in the oven. The findings allow the authors to conclude that by the addition of Hydrolyzed Polyacrilonitrile with surfactant leads to an aggregation of biomass. References 1. Leshinskaya I.B. Современная промышленная микробиология/БИОЛОГИЯ, 2000. 2. Colloid-chemical approach to use of Polyacrilonitrile derivatives compositions with surfactants. International Journal of Engineering Sciences. Vol.13, Issue: 5, pp.62-68. QUANTITATIVE EVALUATION OF TEAR SECRETION IN PIGS Dmitrij Kvitka Lithuanian University of Health Sciences, Veterinary Academy, Lithuania Scientific advisor Algis Noreika Lithuanian University of Health Sciences, Veterinary Academy, Lithuania The purpose of the study is to set the pigs quantitative lacrimal gland secretion rates and assess the factors which influence them. The study was carried out in 2012-2013 LUHS KK (Kaunas clinics) Cardiology Center, during various types of operations, cohort of 20 clinically healthy subjects of various age (4-12 months) Lithuanian White pigs. All pigs were divided into groups A and B (10 pigs in each group: 5 gilts and 5 castrates). Before induction of general anaesthesia, each pig was immobilized and tear volume measurement with the Schirmer test was performed in each eye. After measurement of the animal tear secretion capacity they were differentiated by age, gender, left/right eye. In Group A of pigs after thiopental induction of anaesthesia, the pig was intubated and anaesthesia was maintained with isoflurane. Group B pigs were inducted with midazolam, and anaesthesia maintained with isoflurane. To measure the lacrimal secretion capacity the Schirmer test was performed before anaesthesia and 30 minutes from the start of narcosis in both groups. For statistical analysis Microsoft Office Excel 2003 program was used. Analysing the influence of the gender on the animal lacrimal secretion rate the following data were obtained: male pigs (n=10) $17.17 \pm 0.8$ mm/min. (range: 10-22 mm/min) and females (n=10) $14.73 \pm 0.86$ mm/min (range: 9-28 mm/min). We investigated and found the influence of animal age on tear quantity. The following data were obtained: 4-8 months old pigs (n=10) $16.56 \pm 1.00$ mm/min. (range: 10-20 mm/min), 9-12 months (n=10) $15.33 \pm 0.79$ mm/min (range: 9-22 mm/min). We analyzed and compared the eye lacrimal secretion level in 20 clinically healthy pigs before and 30 minutes into the narcosis. Such Schirmer test results were found: before anaesthesia - $15.83 \pm 0.62$ mm/min. (range: 9-22 mm/min) after 30 min. from anaesthesia induction $12.83 \pm 0.66$ mm/min. (range: 6-19 mm/min). We did not detect significant difference in pig eyes tear secretion between the right and left eyes ($p \geq 0.05$) and between gilts and castrates in all eyes. By analyzing the different agents used for anaesthesia to cause the influence upon tear secretion, the following results were obtained: using thiopental - isoflurane pigs (n=10) in the eyes the Schirmer test readings after 30 min. from the beginning of anaesthesia were $13.50 \pm 0.86$ mm/min. (range: 6-19 mm/min) using midazolam - isoflurane (n=10) the Schirmer test readings after 30 min. from the beginning of anesthesia were $12.15 \pm 1.01$ mm/min. (range: 9-19 mm/min). It was found that in 4-8 months old pigs tear secretion was in average $1.23 \pm 0.21$ mm/min. stronger than in older ones. It was found that in male pigs eye tear glands produce more tears than in females: $2.44 \pm 0.06$ mm/min. It was found that after 30 min. from the beginning of anaesthesia in pigs tear secretion significantly reduced, averaging $3.00 \pm 0.04$ mm/min. We also found that thiopental - isoflurane combo significantly decreases tear secretion (by an average of $3.35 \pm 0.06$ mm/min.) and midazolam - isoflurane (average $2.65 \pm 0.05$ mm/min.). The following conclusions can be drawn: the tear secretion rates and eye moisture varies depending on the animal's age: younger pig tear glands produce more tears than older. Eye tear glands in pig males produce more tears than in females. Narcosis decreases the amount of tears. Thiopental - isoflurane combo inhibits the secretion of tears more than midozalam - isoflurane. Suggestion: when pig surgery is done under general anaesthesia it is necessary to protect the cornea from drying out. References 1. Baudouin C. Survey of Ophthalmology, 2001, Vol. 45. pp. 211–220. 2. Coster M. E., Stiles J., Krohne S. G., Raskin R. E. Results of diagnostic ophthalmic testing in healthy guinea pigs, 2008, Vol. 232. N. 12, pp. 1825–1833. 3. Ekong A. S. Dry eye syndrome, 2008, Vol. 14: S079-S087, pp. 2–4. 4. Pflugfelder S. C. The Diagnosis and Management of Dry Eye: A Twenty-five-Year Review, 2000. Vol. 19, pp. 644–649. 5. Shepard M. K., Accola P. J., Lopez L. A., Shaughnessy M. R., Hofmeister E. H. Effect of duration and type of anaesthetic on tear production in dogs, 2011, Vol. 72. N. 5, pp. 608–612. 6. Walcott B. The Lacrimal Gland and Its Veil of Tears, 1998, Vol. 13, pp. 97–103. ANTICOAGULANT EFFECTS ON FISH BLOOD PARAMETERS Elīna Januškeviča Latvia University of Agriculture, Latvia Ruta Medne Latvia University of Agriculture, Latvia Hematology can be a useful tool for welfare and health status of fish monitoring, detecting the potential illness and following the progress of disease. Physical and chemical components of fish blood are very sensitive to environmental changes, pathogens and diseases [3,6]. Information on the hematological characteristics is an important indicator that can be used in monitoring physiological and pathological changes in fish health. Michael K. Stoskopf writes that heparin used in appropriate concentrations has the least effect on blood pH, divalent cation concentration and hematocrit. EDTA (ethylenediamine tetra acetic acid) acidifies blood, whereas oxalate and citrate raise blood pH to a smaller extent. Heparin can also cause erythrocyte clumping, and it can be variable from vial to vial [6]. In Terry C. Hrubec et al. study about tilapia (*Oreochromis* hybrids) hematology and plasma chemistry blood tubes containing EDTA were used for hematological analysis [4]. EDTA is not a suitable sample tube for blood chemical analysis, because it will interfere with chemical tests [1]. Also in the study it is mentioned that clotted or insufficient volume samples were discarded [4], but possible reasons for the damage of the samples were not mentioned. In the study K. Darvish Bastami et al. about hematological characteristics of the wild carp (*Cyprinus carpio*) heparine was used as stabilizer and anticoagulant [2]. In other studies for mammals heparine is used for chemical analysis. This suggests that general accepted principles for mammals do not work in fish medicine. Heparin as an anticoagulant was used also in M. Rabbar et al. study about hematological parameters of perch (*Perca fluviatilis*) [5]. The aim of the research is to estimate the influence of hematological anticoagulants in various fish species and to find anticoagulants that can be used for many fish species and would less change the samples. The analysed literature has shown that the same blood sampling technique is often used in many studies, but the stabilizers in blood tubes differ. But the studies do not mention in how many cases blood gets damaged during the sample collection, that is why in this work the attention was paid especially to the materials and methods during the sample collection. More studies have been done with wild carps, perch, but less with fish species that are common in Latvia, for example, pike and tench. Therefore, there is no information available about the best anticoagulants used for blood sampling for the mentioned fish species. References 1. Blood sampling template, Canada department of Fisheries and Ocean animal User Training Template, 2004, Canada, pp. 1–15. 2. Bastami D.K., A. Haji Moradlou et al. Measurement of some haematological characteristics of the wild carp, 2008, DOI 10.1007/s00580-008-0802-7. 3. Dias T. et al. Hematological parameters in two neotropical freshwater teleost, *Leporinus macrocephalus* (*Anostomidae*) and *Prochilodus lineatus* (*Prochilodontidae*), 2008, Biosci.J, vol. 24, No. 3, pp. 96-101. 4. Hrubec C.T. et al. Hematology and Plasma Chemistry Reference Intervals for Cultured Tilapia, A review, Veterinary Clinical Pathology, 2000, Vol. 29, pp. 1-12. 5. Rabbar M. et al. Surveying Some Hematological Parameters Of Perch in the Anzali Wetland In Iran, International Conference on Chemical, Environmental and Biological Sciences, 2011, 324 pp. 6. Stoskopf M.K. Fish Medicine, Ph:W.B. Saunders Company, 1993, pt.I., pp. 113 -114. Hemp seeds (*Cannabis Sativa L.*) are one of the less used edible seeds in human diet, but they are rich in protein, oil, minerals and other significant nutrients that are vital for the human body. Nutritional value of hemp seeds depends on the chemical composition, which significantly affects the peculiarities of the variety, soil, fertilizer, weather conditions, geographical location and other factors. The hemp seed variety "Finola" is suitable for Latvian conditions. That is one of the most popular varieties of non-drug hemp, which is the shortest plant, and earliest to bloom of any variety of hemp, and that produces abundant grain at high latitude (50-60 N), and is not a product of genetic manipulation [1]. According to the literature hemp seed is an excellent source of nutrition, what was also confirmed by this study. Hemp seeds from the "Finola" variety, grown in Latvia, with the moisture content 6.4%, has a high content of proteins (25.23%) and oil (32.20%), most of which are unsaturated fatty acids. Hemp seeds contain omega 3 and omega 6 fatty acids in optimal ratio that is 3:1 and without traditional omega 3 and omega 6 seeds also they contain omega 9 that is not in traditional fish oil [1]. Hemp protein contains all of the essential amino acids in more nutritionally significant amounts and at a ratio closer to "complete" sources of protein (like meat, milk and eggs) than all other oil seeds except soy [2]. Hemp seeds contain minerals calcium (Ca) 140 mg 100g\(^{-1}\), phosphorous (P) 1040 mg 100g\(^{-1}\), sodium (Na) 10 mg 100g\(^{-1}\), magnesium (Mg) 410 mg 100g\(^{-1}\), zinc (Zn) 6.5 mg 100g\(^{-1}\), manganese (Mn) 8.18 mg 100g\(^{-1}\), iron (Fe) 15.21 mg 100g\(^{-1}\). It should be noted that hemp seeds have high content of iron because with 100 grams of hemp seeds it is possible to get the recommended daily intake of iron for adults. This is important because iron is an important element in our body, participates in the synthesis of hemoglobin, oxygen transportation to the tissues [3]. Hemp seeds are a product with high biological value, which contains all the nutrients that the body needs, so research should be carried out on seed application possibilities in creating new products, focusing on products intended for vegans who have deficiency of variety of nutrients. **References** 1. Callaway J. C. Hemp as Food at High Latitudes. *Journal of Industrial Hemp*, 2002, Vol. 7(1), pp. 105-117. 2. Kanepju sēklas ir lielisks olbaltumvielu un taukskābju avots http://sunsuperfoods.lv/lv/jaunumi/2012/kanepju-seklas-ir-lielisks-olbaltumvielu-un-taukskabju-omega-3-un-6-avots/ (27.02.14.). 3. Callaway J.C. Hempseed as a nutritional resource: *An overview Euphytica*, 2004, Vol. 140, pp. 65–72. POSSIBILITIES OF ADDING IRON IN PRODUCTS OF SUGAR CONFECTIONARY Evija Neiburga Latvia University of Agriculture, Latvia Scientific adviser Sandra Muizniece-Brasava Latvia University of Agriculture, Latvia More often people feel tiredness, weakness and inability to concentrate. One of the reasons is the rapid pace of life. More rarely we have time to pay attention to the food we eat and the reason of feeling weak and tired could be iron deficiency in our nutrition. According to the World Health Organization, 30% of the world’s population have anemia – most of all iron deficiency anemia and also 15% of Latvian population have iron deficiency anemia [1]. Iron is an important dietary mineral that is involved in various biochemical processes, including electron transfer reactions, gene regulation, regulation of cell growth and differentiation, but one of the most important tasks is to bind and transport oxygen [2]. Enriching iron to the food, including sugar confectionery, is one of the ways to increase their value. To expand our assortment of pastries, many manufacturers in Europe have started to use healthier ingredients already in now available products in the market, which is achieved by selecting an alternative to artificial colorings, as well as including components in higher nutritional value in the manufactured products [3]. Latvia is not currently producing sugar confectionery enriched with iron to the base on toffee. Sugar confectionary available in the Latvian market is mainly produced in Belarus and Lithuania, and they are enriched with animal origin - heme iron, so vegetarians can not include these products in their diet, but developing products enriched with plant – non heme iron, they could be used also by vegetarians. The aim of this work was to develop sugar confectionery with high iron content. Experiments have been carried out at the Latvia University of Agriculture, Department of Food Technology. This experiment was conducted in cooperation with the Latvian candy manufacturing company "Skriveru saldumi". For the developed products as a non heme iron source Goji berries or Tibetan barberry, pumpkin seeds, sesame seeds, CIA seed, nettle, mint and strawberries were used, as a source of heme iron - food black albumin. In order to ensure better iron absorption in the developed sugar confectionery raw materials rich in plant-based vitamin C were added, for example, sea buckthorn, as well as pharmacologically designed ascorbic acid. In the developed products the amount of iron and Vitamin C was determined, as well as pH, hardness, color, and microbiological analysis of the samples was done. Experimentally it was found that the addition of different types of raw materials rich in iron gives a possibility to develop iron-rich sweets determining the most appropriate raw materials and quantities to ensure optimum amount of iron in the product. References 1. Zariņš Z., Neimane L. Uztura mācība, 4.pārstrādātais un papildinātāis izdevums, Rīga, 2002, 415 lpp. 2. John L. Beard. Iron Biology in Immune Function, Muscle Metabolism and Neuronal Functioning. The American Society for Nutritional Sciences, 2001, Vol. 131, No.2, pp. 568S-580S. 3. Candy. In: Understanding Food: Principles and Preparation. Ed.: A.C. Brown. Hardcover: Wadsworth Publishing Company, 2011, pp. 518-534. GREY ALDER *ALNUS INCANA* L. (MOENCH.) STANDS BIOMASS QUANTITY IN KLĪVES PERAMBULATION Edgars Dubrovsksis Latvia University of Agriculture, Latvia Scientific adviser Olga Miezīte Latvia University of Agriculture, Latvia Questions about renewable resource (including wood) usage in power sector turn more topical in the world and also in Latvia. Grey alder area and growing stock in Latvia extended due to increasing of abounded agricultural land (Miezīte, 2008). According to the State Forest service data (VMD, 2012) in Latvia there are 202.5 thousand ha of grey alder stands, 63 percent from total are overgrown and at this moment it compiles growing stock approximately 22.7 mil m$^3$. These stands can be used as biomass sources. Grey alder sylvicultural, ecological and mechanical characteristics are substantiating its usage as a biomass resource. Grey alder quick growing demonstrates enormous wood growth in the first 15 years. Grey alder also does not have many diseases and pests which are very relevant factors for tree growth (Lange, Mauriņš, Zvirgzds, 1978). Also there is no need for extra fertilization unlike other energetic cultivated plants. Cogeneration stations at smaller cities and countryside have been built because of the short distance to wood resources. Previously in Latvia and other countries (Muukkonen, Mäkipää, 2006) several researches have been made in the methods of estimation of grey alder above-ground biomass that helps calculate it. Miezīte O., and Dreimanis A. (2009) developed equations for grey alder biomass estimation for trees up to 3.0 cm and trees from 3.1 to 26.0 cm diameter in naturally moist and absolutely dry conditions for independent variable using the breast height diameter and stand basal area. In Latvian State forest Klīves perambulation area there are 21 stands with average age 32 years. Klīves perambulation stands approximate above-ground tree biomass is 3056.20 m$^3$ of which stem biomass is 2482.85 m$^3$, branches 434.53 m$^3$, leaves 138.82 m$^3$ (Miezīte, et al., 2011). Grey alder is one of faster growing and profitable fuel wood and biomass obtaining species in Latvia considering various factors and facts, that is why more detailed research for establishing precise existent and available grey alder wood quantity at this moment is needed. References 1. Lange V., Mauriņš A., Zvirgzds A. Dendroloģija – Rīga: “Zvaigzne” 1978, 304. lpp. 2. VMD (The State Forest service) Meža statistika 2012. (In Latvian) Online: http://www.vmd.gov.lv/?sadala=762 (17.02.2013). 3. Miezīte O. Structure and Productivity of Grey Alder Stands: Promotion paper for obtaining doctor’s scientific degree in forest science (Dr.silv.), Jelgava: LUA, 2008, p. 127. 4. Miezīte O., Dreimanis A. Methods of Estimation of Grey Alder Above-Ground Biomass without Foliage. Proceedings of the Latvia University of Agriculture 23 (318), 2009. 68.-77. (in Latvian) Online: http://llufb.llu.lv/ proceedings /n23/ LLU-raksti-nr23.pdf (17.02.2013). 5. Muukkonen P., Mäkipää R. Biomass equations for European trees: addendum. 2006. Silva Fennica 40: 763–773. http://www.metla.fi/silvafennica/abs/sa40/sa404763.htm (17.02.2013). 6. Miezīte O., Liepa I., Lazdiņš A. Carbon accumulation in overground and root biomass of grey alder (*Alnus incana* (L.) Moench) aegopodiosa. Research for Rural Development 2011. Annual 17th International Scientific Conference Proceedings (Volume No 2). Jelgava, LLU, 2011, pp. 46 – 52. ISSN 1691-4031. ASSESSMENT OF DECIDUOUS WOODLAND KEY HABITATS IN “VILKU DĀRZS” IN ELEJA Dace Broka Latvia University of Agriculture, Latvia Scientific adviser Inga Straupe Latvia University of Agriculture, Latvia Due to anthropogenic action and forest fragmentation the biological diversity in Latvia is decreasing. Continuous intensive management of forests does not stimulate the preservation of species characteristic to habitats. Today those broad-leaved habitats which had perished due to intensive farming and forestry now have recovered with deciduous pioneer tree species, for example, with aspen, birch, black alder and grey alder (Ek et al., 2002). Woodland key habitats (WKH) and potential woodland key habitats (PWKH) are essential for the preservation of the biological diversity in forests and for the sustainable existence of specific habitat species and indicator-species. Those are voluntarily protected areas in state owned forests. The maintaining of woodland key habitats is included in the basic guidelines and criteria of forest management which must be followed in order to certify the forests and to obtain the FSC (Forest Stewardship Council) certificate - an international certificate of sustainable forest management which ensures environmentally-friendly, socially responsible and economically profitable forest management all at once. For all state-owned forests the FSC standard of Latvia is obligatory, which includes the protection and stocktaking of woodland key habitats (Timonen et al., 2010). The main task of the research is to assess the vegetation of deciduous woodland key habitats. Four sampling plots with an area of 0.1 ha (20 x 50 m) were established in Eleja (in „Vilku dārzs“). The accounting of growing and decaying or windfallen trees, snags and downed logs (coarse woody debris), the measurement of diameter, height and/or length for growing and decaying trees was done in every sampling plot. The degree of decomposition of dead wood was established. The Braun-Blanquet method was used for the assessment of vegetation. In the deciduous woodland key habitats the average volume of growing trees is $310.4 \text{ m}^3 \text{ ha}^{-1}$ (80% of the total wood volume), but the average of dead wood constitutes $78.7 \text{ m}^3 \text{ ha}^{-1}$ (20% of the total wood volume). The vegetation of deciduous woodland key habitats consists of 50 species (ten tree, seven shrub, 24 herbaceous plant and nine moss species), in total - five of them are determinant species of European broad-leaved woodlands, which allows to conclude that these forest objects correspond with European broad-leaved forests, furthermore, the broad-leaved forest plant group is represented mostly there. A strong influence of the edge has not been observed in deciduous woodland key habitats, because they are located in the habitat concentration place and it preserves their biological values. The management - the cutting of spruces is not necessary because their projective cover is less than 1%, the creation of the buffer zone is not possible because these objects are surrounded by agricultural lands. Acknowledgments: The research was carried out in the framework of the project “Support system of decision making in sustainable forest resource management planning” (Agreement No. 2010/0208/2DP/188.8.131.52/10/APIA/VIAA/14, ERAF/Latvia University of Agriculture) References 1. Ek T., Suško U., Auziņš R. Mežaudžu atslēgas biotopu inventarizācija. Metodika, Rīga: 2002, 76 lpp. 2. Timonen J., Gustafsson L., Svedrup-Thygeson A., Stokland J.N., Kotiaho J.S., Siitonen J. Woodland key habitats in northern Europe: concepts, inventory and protection, Scandinavian Journal of Forest Research, 2010, Vol. 25, pp. 309 – 324. ROLE OF TEACHER PROFESSIONAL COMPETENCE FOR PROMOTION OF PUPILS’ CREATIVE THINKING Gundega Sturite Latvia University of Agriculture, Latvia Scientific adviser Baiba Briede Latvia University of Agriculture, Latvia Education in the 21st century identifies new requirements for the teachers and needs to improve and develop their professional competences continuously. The teacher must ensure the environment where pupils develop their creative thinking as it opens the opportunities for the knowledge, skills and competence used throughout their lives adapting and transforming them. The pupils’ level of creativity is subjected to the teacher’s professional competence. Therefore, the author considers that it is required to research the role of the teacher’s professional competence for promotion of pupils’ creative thinking in elementary school. The basic task of the system of education is the formation of free and safe personalities and society with the individual liable attitude towards themselves, their peers, own country and higher values [3]. Nowadays, the system of education requires pupils being at the training centre and the teachers must be aware of new didactic educational models and theories to be adapted to the relevant learning environment and conditions. The aim and the objectives of learning should be clearly formulated and knowledge, skills, competence criteria and levels should be developed. This is where the competence of the integrative function expresses, but the process of the competence acquisition and learning subject interaction are not emphasized. This is the European Qualifications Framework for lifelong learning (EQF) which acts as a frame of reference where the knowledge, skills and competency guidelines at all levels of education are summarized [1]. Being creative means to stop prejudices and be open to everything new. Creative personality is characterized by nonstandard behaviour, marked ability of creation, perceptivity, comprehension and well developed creative imagination [3]. Creativity lies in all of us. It is possible to increase our general level of creativity with certain techniques and training [2]. One of the factors to promote pupils’ creative thinking is a professional and competent teacher who has new ideas and approaches to motivate them. By developing creative thinking pupils are provided not only with specific knowledge. They are given means in making the right decisions, drawing conclusions and this is the way of becoming an independent person. Creative thinking opens the individual path in growing to free and harmoniously developed personality. References 1. Briede B., Pēks L. Ekologiskā pieeja izglītībā. Sērija Izglītības ekoloģija (elektroniskais resurss), LLU, IMI, Jelgava, 2011, 160 lpp. 2. De Bono E. Kā apgūt radošas idejas, Zvaigzne ABC, Rīga, 2011, 172 lpp. 3. Gulbe A. Olimpiskās izglītības inovatīvs apguves modelis sporta pedagogu profesionālās kompetences pilnveidei. Promocijas darbs zinātniskā grāda Dr.paed. iegūšanai. LSPA, Rīga, 2010, 208 lpp. www.lspa.lv/files/research/theses/A.../Promocijas_darbs.pdf (23.02.2014). ROLE OF HIGHER EDUCATION IN REGIONAL DEVELOPMENT Iveta Zirvīte Latvia University of Agriculture, Latvia Scientific adviser Baiba Rivža Latvia University of Agriculture, Latvia Nowadays, the education system as a public institute not only regulates public relations but also shapes the future. It is important that the education system provides graduates not only with a certificate of graduation but also with the skills and competences needed for their working life [1]. It is also essential that by means of their education, graduates are able to contribute not only to raising the individual standard of living but also to raising the standard of living in their city and region, and in the entire country and to improving the economic situation of the nation. Non-stop interaction takes place between the society and higher education institutions, which should finally lead to the formation of a single interactive system by the social groups and institutions engaged in education, which in its turn would be able to provide the labour market with competitive employees and the society with active citizens [2]. One of the most significant ways how to improve and stimulate the development of a region through higher education is to facilitate cooperation between the parties engaged. First, education can contribute to increasing the suitability of human capital to the labour market requirements, which in its turn increases the labour productivity, thus contributing to the economic growth of a territory (Neoclassical Theory Growth). Second, education can increase the capacity of innovation in economy as well as create new knowledge and technologies and products, thus fostering growth (Endogenous Growth Theory). And third, education can promote the transfer and spread of knowledge that are needed to understand and process new information and successfully develop new technologies, thus facilitating economic growth [3]. After processing the survey data, one can conclude that, according to the students, higher education affects the overall development of the region, its economic growth, and raises its competitiveness. The most important factors through which higher education can foster the development of the region are the preparation of professionals for the regional needs, the stimulation of entrepreneurship, as well as the generation of new ideas for the needs of the region. The most important factors through which the region can affect improvements in education are the enhancement of study programmes, the availability of practical training placements for students as well as various kinds of assistance to students. According to the expert interviews, higher education plays an important role in the development of the region if the professionals trained by higher education institutions meet the regional labour market requirements. In Zemgale region, cooperation with education institutions is insufficient and the exchange of information on the research performed by HEIs and on the research necessary to the region does not take place. Cooperation and information exchange have to be improved to foster the development of the region and to improve higher education in the region. References 1. Meņšikovs V. Izglītība zināšanu sabiedrības attīstībai Latvijā. Zinātniski pētnieciskie raksti 2.sēj. Apgāds „Zinātne”, 2007, 229 lpp. 2. Jermolajeva L. Augstākās izglītības paradigmas maijas nepieciešamība zināšanu sabiedrības veidošanā. Zinātniski pētnieciskie raksti 2.sēj. Izglītība zināšanu sabiedrības attīstībai Latvijā. Apgāds „Zinātne”, 2007, 229 lpp 3. Wößmann L., Hanushek E.A. Education and Economic Growth, 2010, pp. 245-252 http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BWoessmann%202010%20IntEncEduc%202.pdf (16.02.14.). HEAT GENERATED BY LIGHT FIXTURES Inguš Skrinda Latvia University of Agriculture, Latvia Scientific adviser Raimunds Šelegovskis Latvia University of Agriculture, Latvia Today, energy prices are constantly rising, so people need to think about effective use of resources. At night we use artificial light sources, in order to improve the quality of lighting on the work surface, but only some people know that any light source emits light and heat. The presentation will show how effective the most frequently used light fixtures are and how much they emit heat that can reduce the heat generator power. Energy conversion lamps emit visible light, infrared light and convection heat in the air. High temperature light bulb (incandescent bulb, high pressure fluorescent lamps) heat is excreted predominantly as infrared radiation. Low temperature bulbs emit mainly through heat convection [1]. The energy consumed by a 100-watt GLS incandescent bulb produces around 12% heat, 83% IR and only 5% visible light. In contrast, a typical LED might produce 15% visible light and 85% heat [2]. Especially with high-power LEDs, it is essential to remove this heat through efficient thermal management. Without good heat sinking, the internal (junction) temperature of the LED rises, and this causes the LED characteristics to change [2]. It is estimated that to get adequate lighting in the room using different types of lamps, the least effective incandescent and halogen bulbs are, as only up to 5% of the supplied electricity is converted to light and the rest of the energy is converted into thermal energy. Incandescent lamps are less efficient artificial light sources in the room to get adequate lighting with most consumed electric power, but it also has its own benefits as incandescent heat produced reduces the heat generator power by about 30%. Halogen bulbs have higher light output than incandescent bulbs; the heat generator allows you to reduce power by about 15%. Other artificial light sources released by heat have little effect on room temperature. References 1. Barkans J. Rational energy consumption, RTU, Riga, 2003, 285 pp. 2. Fact or Fiction – LEDs don’t produce heat http://www.ledsmagazine.com/articles/2005/05/fact-or-fiction-leds-don-t-produce-heat.html (22.02.14). 3. Selegovskis R. The heating system elements methodology and examples, LLU, Jelgava, 2008, 59 pp. JELGAVA WASTEWATER HEAT USAGE IN SEWAGE TREATMENT PLANT BUILDING HEATING SYSTEM Juris Gerajevskis Latvia University of Agriculture, Latvia Scientific adviser Aigars Laizāns Latvia University of Agriculture, Latvia Nowadays, Latvia and the whole world are currently dealing with two very actual inter-related issues: energy- fuel resources savings and reduction of environmental pollution. One of the effective solutions for fuel savings is solar energy that is accumulated in the air, water and solid, however, at low temperatures this source of energy cannot be used for space heating directly, therefore conversion is required. Heat pumps are used for thermal converters. The heat pump is a machine that provides heat transfer from the environment with a lower temperature (e.g., waste water) to the environment with higher temperatures (e.g., room air). This is one of the cleanest and most economical forms of heating, which allows partially eject organic fuels and provide heat with a minimum of primary energy consumption [1;2]. The purpose of the work is to investigate the opportunity of the usage of wastewater heat potential for Jelgava sewage treatment plant building heating system. Now there are three buildings in Jelgava sewage treatment plant which are heated in the following way: one is equipped with the central heating system but the other two have the most expensive heating type – it is an electrical heating system (60 kW and 90 kW electric heating elements). Therefore, there are high expenses for heating. A heating system equipped with the heat pumps can be offered as an alternative to the existing heating system. Two type possible ways of the heat pumps implementation have been investigated. According to the first option the heating pumps could be set for three buildings. According to the second option the heating pumps could be set for the buildings where there is the electric heating system. It is expected to set a heat pump collector after a settling tank – in a contact tank and gutters. The calculations show that wastewater heat potential in Jelgava sewage treatment plant on average on the heat remover is 1,84 MW and the heat losses from the buildings are 91 kW. Also it has been calculated that both options will become profitable in four-year time. However, the first one is more profitable because in ten year time it will save more money comparing with the second one. The received findings have shown that introduction of the heating system heat pumps, based on use of the heat capacity of sewage, is economically more beneficial for heating the buildings of Jelgava water treatment plant than the existing system of heating. References 1. Šelegovskis R. Siltuma ieguves tehnoloģijas I. daļa, LLU tipogrāfija, Jelgava, 2008, 97. lpp. 2. Геотермальный Тепловой насос вода-вода http://www.termonasos.ru/products/cat231 (27.02.14). ENERGY BALANCE AND ITS REDUCTION POSSIBILITIES IN JELGAVA MUNICIPAL WASTE WATER PURIFICATION PLANT Ruslans Karapkins Latvia University of Agriculture, Latvia Scientific adviser Andris Šniders Latvia University of Agriculture, Latvia Wastewater treatment plant (WWTP) is a major infrastructure of a modern city and its correct and continuous operation is particularly important from an ecological point of view. Currently and in the near future biological waste water treatment is and will be one of the most effective wastewater treatment solutions. The purpose of the work is to explore Jelgava wastewater treatment plant energy consumption balance and develop solutions for improvement, focusing on failures due to the facility design and construction stages. In order to investigate and analyze energy consumption balance of Jegava WWTP, the power consumption data for the period from January 2010 to March 2013 were collected. Average electricity consumption per month in 2012 is 144,703 MWh, which is equivalent to 1060 private houses in Jelgava city average monthly electricity consumption. Since wastewater aeration system consumes a significant proportion (40-80% depending on the geography of the country and applied wastewater treatment technologies) of the total wastewater treatment plant energy balance, the selection and optimization of the electric drive control process is essential in order to achieve the optimal technical - economical solution for the specific wastewater treatment facility [1,2]. The results of the data analyses show that the minimum concentration of oxygen in wastewater both summer and winter time is in average of 3.6 mg/l. The maximum values in January 2012 are 3.83 mg/l while in the summer they climbed up to 4.4 mg/l. This shows that concentration of oxygen in aeration tanks is constantly maintained higher than it is required (2 – 2.5 mg/l) [2]. The calculated oxygen utilization coefficient \((\eta_O=0.34)\) shows that in the aeration process oxygen is not effectively utilized. This means that a large part of oxygen escapes into the atmosphere and is not used in the purification process. It depends on the increased oxygen flow maintenance (decreased oxygen bubbles contact time with wastewater) and the diffuser immersion depth (5.5 m), as well as the diffuser density (0.4 discs/m²), compared with the recommended by the company FLYGHT density (0.6 - 6 discs/m²) is selected below the recommended limits [3]. Taking into account the data analyses and calculation results and exploring WWTP technical drawings a technical problem was revealed - incomplete coverage of diffusers along the edges of the aeration tank. In these areas active sludge settling is increased, which leads to the necessity to increase the capacity of air blowers that increases the energy consumption during the wastewater purification process. The received findings, aeration process simulation results and economical calculations have shown that removing the existing technological challenges of Jelgava WWTP, the total predicted energy savings in one year are about 635 MWh, which reduces the total energy consumption of the facility by 36%. References 1. Dzelzātis E. Siltuma, gāzes un ūdens inženieristēšanu automatizācijas pamati. Rīga: Gandrs, 2005, 416 lpp. 2. Laizāns A. Notekūdeņu aerācijas inženiersistēmas modelēšana un optimizācija. Promocijas darba kopsavilkums. Jelgava: LLU, 2001, 47 lpp. 3. Šniders A. Notekūdeņu aerācijas iekārtas pārejas procesa modelēšana. 4. Starptautiskās zinātniski praktiskās konferences „Vide. Tehnoloģija. Resursi.” materiāli – Rēzekne, Rēzeknes Augstskola 26. – 28. 06. 2003, 268. – 274. lpp. THE ROLE OF THE TERMINAL IN MULTIMODAL LOGISTICS CHAIN Zhazira Karibzhanova Shokan Ualikhanov Kokshetau State University, Kazakhstan Scientific adviser Galihan Eszhanov Shokan Ualikhanov Kokshetau State University, Kazakhstan The Strategy "Kazakhstan-2050" is a new policy of state held as close as possible to the life and people, and specified in terms and figures, which shows that people's lives will improve in the future. The President has assigned the country seven major tasks, the fourth of which states that it is necessary to develop the sector of logistics services. First of all, it is about maximizing the use of the Customs Union to transport our goods [1]. According to the electronic database of foreign trade, the turnover of the Akmola region, excluding trade with the Customs Union countries, amounted to $1.4 billion, the amount of imports - $ 660 million, and the amount of exports - $727 million [1]. The main exported products are wheat, flour, barley, uranium ore, agricultural machines, polyethylene and cars. For Kazakhstan, the ways of communication are important in terms of its location between Europe and Asia, the North and the South. The completion of the construction of the motorway NJJ "Western Europe-Western China" through Beyneu is coming to an end, a railroad was built in Turkmenistan and Iran, with access to the Persian Gulf. In the future, Kazakhstan will have to invest in the establishment of logistics centres in the countries with access to the sea. To date, a railroad "Zhezkazgan-Shalkar–Beyneu is under construction." It will directly connect the East and West of the country and allow passage through the Caspian Sea and the Caucasus to Europe in the West and the Pacific Ocean via China in the East [1]. This requires the expansion of organization of cargo transportation through terminals, called terminal transportation. The importance of this type of transportation in modern micro- and macro-logistical systems has increased greatly, which is predetermined primarily by the integration of a large number of logistics activities. Terminal transportation arose abroad primarily in mixed systems, with the intercity and international communications cargo delivery: in major seaports, transportation hubs, and then over land freight traffic in parts of Western Europe and North America. The organizers of the terminal traffic act usually forwarding firms or operators of different modes of transport, using the universal or specialized terminals and terminal facilities for different methods of transportation [2]. Today terminals are not only points of accumulation of small shipments, but they play the role of major freight distribution centres and supply bases, thus becoming more important elements of logistics chain manufacturers. References 1. Nurlan Iskakov. Exports exceeded imports, Akmolinskayapravda, №6, 18.01.2014 2. Smekhov A.A. Fundamentals of transport logistics, Moscow, Transport, 1998, 197 pp. TO QUESTION OF ELASTICITY OF DEMAND FOR TECHNICAL SERVICE Dimmukhamed Aliyev Sh.Ualikhanov Kokshetau State University, Kazakhstan. Scientific adviser Galikhan Eszhanov Sh.Ualikhanov Kokshetau State University, Kazakhstan. In developed countries, proprietary "life support system" agricultural machinery is used, which suggests that all costs of production stages compensate the consumer. The same situation is with the basic machinery for agricultural purposes. For quality repair harvesters, both capital and current, specialized repair enterprises, equipped with the latest relevant equipment are required, where highly qualified engineers and specialists must work. To date, however, it is increasingly found that the quality of repair leaves much to be the best. Currently, the requirements stipulated that after major repairs the harvester reliability indicators should not be below 80% of such indicators of a new machine. But in fact, this requirement in most of parts does not keep, and the resource of the machine greatly decreases to 40-50% [1]. To provide high quality technical services it is necessary to solve some of technical, economic, organizational and other problems. For starters, there is a need to put under strict control compliance with all technical requirements in the provision of technical service. Then, to establish "feedback" between the repair enterprises and those who exploit the machinery. Due to this connection, it will be possible to keep records not only of the general reliability targets, but also the number of failures, their characteristics and causes. In this way, based on these findings, we can constantly make adjustments to the process of repair or even the production of combines. Foreign representatives have practiced this method during the last five years. Annually, dealer companies, which not only sell agricultural machinery, but do as well after-sales service, send the factory ten the most frequently occurring failures after one season. In conclusion, we can add that modern technical service of tractors and combines in the northern part of the Republic of Kazakhstan, is a high-tech complex activity receiving proper support from the government with support of the market system. References 1. Kostuchenko N.V., Kozak A.I., Plaxin A.M. Technical service in agriculture. Textbook / Edited by Plaksina A.M. - Astana: KATU them. S.Seyfulina, 2001, 200 pp. ISBN - 9965-799-27-X. 2. GOST 27.002 - Reliability in the art. Basic concepts. Terms and definitions. 3. Scientific and practical journal "Farm equipment: maintenance and repair" 7/2013 - ISSN 2222-8632. LATVIAN ELECTROMOBILITY - HISTORY AND PERSPECTIVES Ugīs Dekeris Latvia University of Agriculture, Latvia Scientific adviser Dainis Berjoza Latvia University of Agriculture, Latvia Today, the accent is on the need to think about the environment and saving opportunities. In transport, one of these options is electric vehicles. There is a hybrid which is expressed in the internal combustion engine and an electric engine, and 100% electric vehicles. This time special attention is paid to pure electric cars, just as in the Environmental Protection and Regional Development Ministry project competition organized by the Climate Change Financial Instrument for financial support for electric vehicles and the charging infrastructure in Latvia that ended on April 8. Since the early days of the automotive industry people have been looking for a better alternative to the internal combustion engine and electric cars first came up with the first cars already 100 years ago. The U.S. Company "Anderson Electric Car Company" produced the first electric car "The Detroit Electric" that was created in 1907 and with a full charge it had the ability to drive 130 kilometers. Latvian RAF factories created the first electric car in 1980, the Moscow Olympics needs were a hypothetical minibus RAF-2210 with electric drive. Later in the 80th lot of its products delivered goods for stores in Riga. In today's front-line the resource for electric car mileage is not much increased - on average they are 140-190 km. All is expressed by the battery capacity – the USA produced the electro vehicle Tesla S that can be produced for a single charge can travel 500 km, but the capacity of the battery, as well as the price, is double [1], [2]. For many people the dream for an electric vehicle cannot be implemented for two main reasons – the electric vehicle is more expensive than a car with a traditional engine and Latvians do not have a wide network of charging stations for enjoying a long trip. The Environmental Protection and Regional Development Ministry issued a call for Latvian registered merchants, authorities and derived public persons to apply for climate change financial instrument for financial support for electric vehicles and the Latvian charging infrastructure. Entry for this competition was finished on the 8th of April. The maximum grant per M1 and N1 Electric vehicle is 18 500 Euros: for companies purchasing electric vehicles, up to 35 to 55 percent, while state and local government bodies (administrations or public persons) – up to 85 percent [3]. Electric vehicles - enough good dynamics, quiet and comfortable ride, multiple economy compared to the traditional internal combustion engine options and a dream of friends of nature - are now within the reach of Latvia. Of course, the lack of charging stations is currently a problem, but it will be solved. Electro vehicle is most based on car use in the city and surrounding counties, charging is not particular worry - connect your car at night with a normal electrical outlet, but the next morning you can go again on the way. References 1. The 21st Century Powertrain http://www.teslamotors.com/blog-and-press-releases/ (31.03.2014). 2. Jaunais Nissan Leaf http://www.nissan.lv/LV/lv/vehicle/electric-vehicles/leaf.html (31.03.2014). 3. Elektromobiļu un uzlādes staciju projektu konkurss http://www.varam.gov.lv/lat/aktual/aktuali/?doc=17815/ (31.03.2014). PERFORMANCE AND EMISSION CHARACTERISTICS OF A DIESEL ENGINE FUELED WITH BIOETHANOL-BIODIESEL BLENDS Raitis Rudbahs Latvia University of Agriculture, Latvia Scientific adviser Ruslans Šmigins Latvia University of Agriculture, Latvia Nowadays transport sector consumes a significant amount of energy and is also one of the main sources of environmental pollution due to using basically fossil fuels. The problem could be resolved using different biofuels (biodiesel and bioethanol), which contain oxygenated components and therefore have a higher potential than fossil fuels for reduction of tailpipe emissions. Both of the mentioned fuels are produced from organic feedstock and are widely studied during the last years mainly for a separate use in engines: bioethanol – for the use in spark ignition engines, biodiesel – for the use in compression ignition engines. If biodiesel in diesel engines could be used without any problems, then the use of ethanol can be done only as an alcohol-diesel fuel emulsion or blend, alcohol fumigation, and also in dual injection. Facing all the advantages of ethanol in reduction of tailpipe emissions [1,2], different fuel compositions were searched for, which allowed to use the potential of bioethanol and biodiesel in compression ignition engines. The experimental work was done in the laboratory of the Motor Vehicle Institute at the Latvia University of Agriculture. During the preparing of blends it was taken into account that the use of these blends will not require modification of the diesel engine. The engine was operated on diesel fuel (DF), biodiesel (BD) and on its blends: 10% (v/v) of bioethanol with 90% (v/v) of biodiesel (B90E10), 20% (v/v) of bioethanol with 80% (v/v) of biodiesel (B80E20). The results showed that the addition of bioethanol leaves an impact on the main physico-chemical properties of biodiesel. The analysis of the combustion process showed increase of the indicated pressure for all tested conditions of the engine using bioethanol-biodiesel blends compared to DF, but maximum pressures were reached at the largest loads. Also essential reduction of the main exhaust components was observed – nitrogen oxides (NOx) and hydrocarbons (HC) – based on testing regime and the amount of the added bioethanol to biodiesel. For example, using B90E10 reduction of NOx by 14.5% was observed and HC by 19.0% compared to DF. During the tests there was also observed slight increase (till 11%) of fuel consumption using bioethanol-biodiesel blends compared to DF. The analysis of the research confirms that diesel engines can be fuelled with bioethanol-biodiesel blends, but more detailed combustion process research of it would be necessary in future. References 1. Aydin H., Ilkilic C. Effect of ethanol blending with biodiesel on engine performance and exhaust emissions in a CI engine. *Applied Thermal Engineering* 30 (2010) pp. 1199–1204. 2. Zhu L., Cheung C.S., Zhang W.G., Huang Z. Combustion, performance and emission characteristics of a DI diesel engine fueled with ethanol–biodiesel blends. *Fuel* 90 (2011) pp. 1743-1750. THE IMPORTANCE OF PUBLIC PROCUREMENTS IN THE CONSTRUCTION SECTOR IN LATVIA Krista Karlsonē Latvia University of Agriculture, Latvia Scientific adviser Aina Dobele Latvia University of Agriculture, Latvia According to the Eurostat data the construction sector constitutes 10.4% of the EU GDP and employs 7.2% of the population of the EU. Construction is one of the largest sectors of industry in Europe with the annual turnover exceeding 1200 billion euros. The construction sector is a strategically important sector not only for the EU, but also for the economy of Latvia. The basis of the construction sector of Latvia is to ensure alignment of the buildings and infrastructure, therefore these factors are important for other economic sectors as well. In accordance with the data of the Central Statistical Bureau moderate growth of the construction sector was observed in Latvia after the economic crisis in 2008, in 2008 employment in the sector was 11.4%, but in 2012 only 7.1% of the able-bodied population of Latvia were employed, more than 36 thousand work places were provided and about 6% of the State gross domestic product was provided. In 2012, 6273 companies operated in the construction sector in Latvia. Most of the companies of the sector are small and medium-sized enterprises. Public procurements serve as the basis of the business strategic plan of the companies. The Report from the European Commission “Europe 2020” also mentions procurements as a strategically important instrument based on the market in order to improve capital availability, rational resource utilisation and increase energy efficiency through the life cycle of a building which may have a positive impact on society, economics and the environment [1]. By applying the Diamond model of M. Porters for evaluation of the construction sector from the aspect of public procurements it is stated that four groups of factors work which support or hamper the advantages of the companies of the sector not only in global competition, but also in the development of the sector [2]. Employment in the sector is closely subordinated to the increase or decrease in the number of the public procurements. Pursuant to the data of the Procurement Monitoring Bureau the total number of the published procurements in 2012 decreased by 9% as compared to 2011. In 2012, the total sum of the contract price indicated in the notifications decreased by 21.7%. From 2008 to 2012 the number of procurements of the construction works decreased by 19.4 % in 2012 [3]. Procurement is a service for the companies to increase, improve or vary their production possibilities, and during the process of making procurements the public sector is an important client for the construction sector. Therefore an open and transparent construction information system is necessary for development of the public procurements in the construction sector. That would help control the construction processes, professional activity of construction specialists and inform the society about the decisions regarding construction procurements taken by the State and local governments which would also prevent the possibility of corruption in the decision making process [4]. References 1. European Parliament, European Parliament resolution on EU 2020, 2010, 35 pp. 2. Michael E. Porter. The Competitive Advantage of Nations: with a new introduction, New York: Free Press, 1990, 855 pp. 3. Procurement Monitoring Bureau statistics http://www.iub.gov.lv/node/420 (03.03.14). 4. Construction Sector Development Guidelines 2011.- 2015.year, Ministry of Economics, 2010, 43 pp. THE MARKET OF AGRICULTURAL LAND IN LATVIA Linda Icleja Latvia University of Agriculture, Latvia Scientific adviser Aina Dobele Latvia University of Agriculture, Latvia Land is the most important industrial resource of agriculture. At the moment the market of agricultural land has the fastest development in the real estate market. The rapid rise in prices has caused the increase of cadastral value by 10 – 15%, in some rural areas even 20 – 30%. The activity of the market of agricultural land is determined by the law “Law on Land Privatisation in Rural Areas”[3]. According to the law foreign natural persons are not allowed to acquire land, nevertheless, they can acquire land by becoming legal persons registered in the Republic of Latvia. May 1, 2014 is the end of the transition period, which means that the citizens and legal persons of the European Union member states are going to have equal conditions for land acquisition with the citizens and enterprises of Latvia. According to the information given by the State Land Service of the Republic of Latvia [2], in 2012 the average land prices reached the pre-crisis level. The highest prices are in Zemgale region, i.e. at the end of 2013 they ranged from 2500 euro/ha to 6000 euro/ha; whereas the lowest prices are in Latgale region – ranging from 700 euro/ha to 2600 euro/ha. However, the most rapid increase in prices is observed in Kurzeme region (28%). The highest number of transactions connected with agricultural land can be observed in Latgale region. In 2011 it increased by 50%. The second place is taken by Vidzeme region. The year 2013 was not an exception for Latgale and Vidzeme regions in terms of the number of transactions. In 2012 in Vidzeme and Latgale agricultural land with the total area of 24 ha was sold, in Latgale alone – 16 ha, which is twice as much as in Zemgale or Kurzeme. The data present the evidence that the proportion of speculative transactions is considerable, in some areas, for instance, in Aluksne, it could reach 17% out of 30% - the total number of transactions. In order to preserve the land for agricultural purposes the Ministry of Agriculture has prepared amendments to the law “Law on Land Privatisation in Rural Areas”, which change the rights to acquire more agricultural land than 5 ha and the management provisions [1]. The most important terms provide that a written declaration will be needed confirming that in three years’ time the land will be used for agricultural purposes. Natural persons and new agriculturists will need to have an appropriate education or experience in agriculture. The amendments were supported by the Cabinet of Ministers, which has led to an ambiguous question – if the land market is closed, will it expose to danger or, on the contrary, promote the development of agriculture? Opinions about the consequences of the amendments differ among the representatives of the society, enterprises and industry specialists. Definitely changes are expected in the market participants and the number of transactions, the present amendments will considerably decrease the amount of speculative transactions. Nevertheless, the prices of agricultural land are expected to increase gradually. References 1. Grozījumi lauksaimniecības zemes tirgus tiesiskajā regulējumā šodien atbalstīti valdībā, Zemkopības ministrija https://www.zm.gov.lv/mezi/jaunumi/grozijumi-lauksaimniecibas-zemes-tirgus-tiesiskajaregulejuma-sodien-a?id=3069 (15.02.2014). 2. Nekustamā īpašuma tirgus pārskats. Lauksaimniecības un meža zemes tirgus 2012.gada 4. Ceturksnis. Valsts zemes dienests http://kadastralavertiba.lv/tirgus-dati/parskati/ (15.02.2014). 3. Par zemes privatizāciju lauku apvidos, Latvijas Republikas likums http://likumi.lv/doc.php?id=74241 (15.02.2014). PEDAGOGICALLY PSYCHOLOGICAL ENVIRONMENT IN ADULT EDUCATION Dace Rozenlauka Latvia University of Agriculture, Latvia Scientific adviser Ludis Peks Latvia University of Agriculture, Latvia The learning process, including an interaction among the trainer and participants, automatically involves the importance of the environment in successful realization of this process. There are many authors emphasizing the importance of psychological environment in the basic principles of the pedagogical process and the teacher’s role in shaping this environment. Also the author’s work experience in the field of adult education affirms this. Educational environment and pedagogical situations are created by the teacher together with participants of the learning process. Psychological environment and situations have to provide free, creative, effective, as well as purposeful learning process (Briede, Pēks, 1998). Every member of the society at any point of one’s life has to be offered an open and inclusive educational environment suitable to one’s interests, needs, knowledge, skills and abilities (Katane, Kalnīna, 2010). These factors are important to be remembered when working with adult groups as their members usually represent different age groups and, therefore, they are characterized by very individual interests, needs, knowledge, even if they do have the same skills and abilities. Whereas children groups in the education process mostly consist of the same age group members with analogous degree of knowledge, skills and abilities. Primary differences between the learning process of children and adults are defined by one of the most significant researchers of the adult pedagogy M.S.Knowles: adults are characterized by self-determination, they take more responsibility for their studies, adults learn much more independently as they feel an inner need for knowledge. Adults use their life experience in the learning process (Knowles, 1980). The specifics of the adult learning process determine the significance of pedagogically psychological environment when working with this audience. There are moments in the adult learning process when they might disagree with the information provided by the teacher, as they are lead by the practical experience (Ivanova, 2012). That is another obstacle affecting the pedagogically psychological environment of the adult learning process. When the trainer denies or fails to recognize the training participant's point of view, pedagogically psychological environment can fail to be positive and encouraging the learning process. Because of these differences mentioned above the adult educator has to pay special attention to communication and creating a contact when working with adult groups. The author’s more than 5 years of experience in teaching adults suggests that awareness of social perception of participants in terms of training venue arrangement, teacher's position and movement, as well as group dynamics (Lonstrup, 1995) and the corresponding choice of communication factors, as well as the awareness and prevention of communicative barriers is a way to provide positive and successful pedagogically psychological environment for the learning process for adults. References 1. Briede B., Pēks L. Pedagogiskā vide. Zinātniskās konferences raksti: Mājutrības pedagoģiskās aktualitātes, LLU, Jelgava, 1998, 87-92 lpp. 2. Ivanova I. Pieaugušo mācīšanās īpatnības. Rakstu krājums Pieaugušo izglītība, Raka, Rīga, 2012, 216 lpp. 3. Katane I., Kalnīna I. Skolēnu konkurentsējas attīstība neformālās komercizglītības vidē, LLU IMI, Jelgava, 2010, 331 lpp. 4. Knowles M. S. The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, Prentice Hall/Cambridge, 1980, 390 pp. 5. Lonstrup B. Mācīt pieaugušos-ar atklātību, Rīga, 1995, 124 lpp. IMPORTANCE OF CONSTRUCTIVISM AND COOPERATIVE LEARNING IN DEVELOPMENT OF ENTREPRENEURIAL Laura Joma Latvia University of Agriculture, Jelgava Scientific adviser Baiba Briede Latvia University of Agriculture, Jelgava The European Parliament and the Council have identified the sense of self-initiative and entrepreneurship as one of the eight key competencies (2006). Junior Achievement Latvia offers practical knowledge of entrepreneurship which program pack includes the educational method "Student companies". The Latvian Ministry of Education and Science approved the use of this method in the learning process and Jelgava Spidola Gymnasium has been integrated it in the educational process for 19 years, based on insights of cooperative learning and constructivism. A. Artz and C. Newman (1990) define cooperative learning as “small student group cooperating as a team, to solve problems, meet challenges or achieve a certain goal”. E. von Glaserfeld (1989) describes constructivism as a theory of knowledge with roots in philosophy, psychology and cybernetics. But P. Thompson (1993) emphasizes that the constructivist learning theory is not a learning theory but a knowledge model that can be used in the learning theory. Considering the authors’ insights it can be concluded that the constructivism in pedagogy is an innovative and developing model of getting knowledge, skills and competence focussing on a person’s potential development. Entrepreneurship helps develop competence which combines appropriate human qualities but they cannot be developed if there would not be the theoretic base of different branches of science. Constructivism is based on human experience, and also entrepreneurial is based on human experience. V. Bikse (2011) describes entrepreneurship as an individual’s personal qualities, characteristics and abilities that ensure success of a business. It includes: creativity and innovation skills, contacting, organizing, project management, business planning, and their risk-taking ability, susceptibility, as well as the knowledge and skills that are needed to form a new company and the embodied, practical ideas for successful development. All these individual’s personal qualities and characteristics, and abilities ensures also the ability to make a successful career and that is the main aim that teachers need to gain. The educational method “Student companies” teaches a student not just to work alone, but also feel the responsibility for other participants of the group. They develop not just their own skills and competences, but also help other students develop their skills and competences. In the learning process it is very important that a teacher has a big range of educational methods. But also it is important that teachers want and have an opportunity to use these educational methods in the learning process. The educational method “Students companies” cannot be used if all necessary conditions for the learning process are not ensured. References 1. Artz A.F., Newman C.M. Cooperative learning. *Mathematics Teacher*, 1990 Vol. 83, pp. 448 – 449. 2. Bikse V. *Uzņēmējspāris*. Rīga: Rīgas domes Izglītības, kultūras un sporta departaments, 2011, 132 pp. 3. Eiropas Parlamenta un Padomes ieteikums (2006. gada 18. decembris) par pamatprasmēm mūžizglītībā. [http://ej.uz/vn5a](http://ej.uz/vn5a) (14.03.2014). 4. Glaserfeld E. *Constructivism in education*. Pergamon Press, England, Oxford, 1989, 162 pp. 5. Thompson P. *Radical constructivism in action: Reflections and directions*. In L.P.Steffe, & P.W.Phopson (Eds.), *Radical constructivism in action: Building on the pioneering work of Ernst von Glaserfelt*. London:Falmer Press, 1993, pp. 412-448. CREATIVITY IN EDUCATION Dace Rozenlauka, Inga Donova Latvia University of Agriculture, Institute of Education and Home Economics, graduate students, Latvia Scientific adviser Ludis Peks Latvia University of Agriculture, Dr.Paed., Latvia Creativity is defined as the generation of ideas or products that are both novel and appropriate (correct, useful, valuable, or meaningful) (Amabile, Collins, 1995). J.P.Guilford (1950) on American Psychological Association presidential emphasised that only 186 from 121 000 entries in Psychological Abstracts had dealt with creativity topic. Since 1950 the situation has changed dramatically: approximately 250 dissertations, articles and books regarding creativity have appeared each year since 1970 (Barron, 1981). Nowadays the tendency of creativity on daily agenda is much more widespread, and clear shift from the IQ to the creativity has appeared when analyzing factors of the competitiveness of societies. Education is the key factor for developing and boosting creativity. Latvian academic R.Bebre emphasizes that creativity is a congenital characteristics and, therefore, every person is characterized by it in a particular degree (Bebre, 1997). Children's creativity is the first step for developing creativity of the general society. L.Vigotsky believes that children's creativity is evolved by a purposefully organized spiritual atmosphere of the school. He also points out that pupils' creativity can be encouraged by their teachers (Виготский, 1991). Creativity is directly dependent on the richness and diversity of the one’s life experience, as this experience provides the material for creating fantasy. The more a child has seen, heard and experienced, the richer will be person’s creative potential. One of the most significant academics exploring adult education, M.S. Knowles, points out that there is a difference between learning process of a child and one of an adult. A child learns information chosen by an adult. Though adults are described by self-determination; they take more responsibility of their studies, adults learn much more independently as they feel an inner need for knowledge. Adults use their life experience in learning process (Knowles, 1980). Therefore, there is a difference for using creative activities in adult education. An adult can develop creativity in him/herself as well, if he or she is open for change, ready to work on him/herself and his/her way of thinking. From more than 25 years of participation in education system, as well as unstructured peer interviews, authors conclude that the significance of creativity as a topic both in contents and environment of education in Latvia has experienced a significant increase only during the last decade. During this period of time psychological freedom and security have been one of the most powerful factors increasing significance of creativity. As the result, creativity has become the new key factor for success in 21st century both on individual as well as collective level in modern society. References 1. Amabile T.M, Collins M.A. (1995). *The Balckwell Encyclopedia of Social Psychology*, Blackwell Reference, Newston. 2. Barron E. (1981). Creativity and Psychological health. *Encyclopedia of Psychology*, 2nd ed., Volume1, John Wiley and Sons, New York 3. Bebre R., (1997, 10. janvāris). Kreativitāte un skolotāja personība. *Skolotājs*, Nr.1, 34 - 37 lpp. 4. Knowles M. S., (1980). *The modern practice of adult education: From pedagogy to andragogy*. Englewood Cliffs: Prentice Hall/Cambridge. 5. Виготский Л.С., (1991). *Воображение и творчество в детском возрасте*. Москва: Просвещение. POST-GRADUATE LEVEL ABSTRACT MARINE SPATIAL PLANNING CHALLENGES AND RELATION TO ENVIRONMENTAL IMPACT ASSESSMENT Leila Neimane University of Latvia, Latvia The Ministry of Environmental Protection and Regional Development of Latvia has started preliminary work out of marine spatial planning which intercrosses with the strategic environmental assessment. The initial idea is to divide the territory of the sea in four categories of the use, as general use area (the use of the vast marine compartments which do not present significant conflicts with other interests such as fishing, tourism, marine scientific research), priority use area (such as fairways, cable location, wind power parks where other use is prohibited), reserved use area (determines activities which should be preferred, as long as they do not cause significant conflicts with other interests, concrete actions in these areas require additional detailed studies), prohibited use area (prohibiting a certain use of the territory, such as military landfill sites, shipping restricted areas) [1]. There might appear two main issues regarding this development. The first issue relates to the fact that the Baltic Sea is located between Central and Northern Europe, and its basin countries are Denmark, Estonia, Finland, Germany, Latvia, Lithuania, Poland, Russia and Sweden. It is expected that the marine spatial planning will become one of the most topical issues in the nearest future, although there are differences of the development of spatial planning and strategic environmental assessment between the countries of the basin of the Baltic Sea. Thus, the Baltic Sea must be considered as the territory with specific features which requires coherent strategic environmental assessment work out in the region. Although there has been done some work at a political level for achieving this goal, the preparation of a coherent regional strategic environmental assessment is a future challenge [2]. The second point is linked to the existing legal framework of environmental impact assessment in Latvia. For the moment it is mainly regulating the territorial planning of land use. The publication is dealing with these above mentioned issues, in determining the challenges for marine spatial planning in a larger context (regional level) [3], the meaning of these processes for Latvia and analysing the legal framework – existing law, needed improvements or changes of law in the field of marine spatial planning, strategic environmental assessment and environmental impact assessment. References 1. Vides aizsardzības un reģionālās attīstības ministrija. Ministru kabineta noteikumu “Jūras plānojuma izstrādes, ieviešanas un uzraudzības kārtība” projekta sākotnējās ietekmes novērtējuma ziņojums (anotācija) [Ministry of Environmental Protection and Regional Development. Report (annotation) of project initial impact of the Cabinet of Ministers Regulation “Procedure of Marine Planning, Implementation and Monitoring”] [Online]. Available at: http://www.mk.gov.lv (05.02.2014). 2. Joas M., Jahn D., Kern K. Governing a Common Sea, Environmental Policies in the Baltic Sea Region, Earthscan, London, 2008, p. 238. 3. Sage-Fuller B. The Precautionary Principle in Marine Environmental Law, Routledge, Oxon, 2013, p. 301. The problem now is rather large waste production; such a chain of production needs to decide another important task: save those natural resources that people use in their productive activities. The challenge now is to develop a comprehensive, unified system for protection of the biosphere and it is already on its base to a more reasonable differentiated approach to rational use of individual resources. Therefore, the primary task is to make eco-friendly production profitable. Thus, the concept of ecological safety of the natural areas of personality, society and state are closely linked to local, regional and global scales [1]. Agriculture is such branch of economy, in which production is most closely connected to the nature; however, technical development and translation process of this sphere of human activity on an industrial basis have resulted in many adverse changes in the environment. The major factors of approaching ecological catastrophe are already well-known: pollution of air, ground and fresh waters, desertification, accumulation in the atmosphere of the gases which give a hotbed effect, acid rains, violation of the ozone cloud protecting from space radiation. The biosphere is enriched with various elements which influence the metabolism of both - plants and animals. Antibiotics and pesticides, getting into animals, will penetrate also into our organism, mainly with meat and vegetables. Mineral fertilizers poison our life in another way. Washed away by rains, they flow down in the rivers, causing eutrofication - grassing of waters. The rivers turn to a dead green swill [2]. From the philosophical point of view the environmental problem is a particular case of a more general problem of "artificial" and "natural". The problems demanding the decision of the specified problem are: 1) Analysis of dependence of ecologically focused and ecologically non-focused opinions on certain understanding of moral values; 2) Management of human behaviour according to moral values; 3) Analysis of modern lines of life transformation. To solve environmental problems, we need an all-uniting idea, which could rally all layers of the society, political parties and public organizations of Russia, in the name of its revival and the world community - in the name of preservation of the life on the Earth. References 1. Protection of the Environment in Russia. Statistical collection. M., Goskomstat Rossii, 2001, pp. 2-3. 2. Vernadsky V.I. On Radical Material and Energetic Difference of Live and Inert Bodies of the Bioshore // Vernadsky Vladimir: Biography. The selected works, 1993, pp. 25-32. ASYMMETRY OF SELECTED BILATERAL TRAITS OF SKULL IN SMALL CHINCHILLA (CHINCHILLA LANIGER, MOLINA1789) BORN IN SINGLE AND MULTIPLE LITTERS Katarzyna Pezińska-Kijak West Pomeranian University of Technology in Szczecin, Poland Scientific adviser Piotr Baranowski West Pomeranian University of Technology in Szczecin, Poland In the world literature there are an increasing number of study reports on fluctuating asymmetry index as an indicator of stress [1]. In the context of the findings of the asymmetry research, it is interesting to consider the possible effect of the increasing number of fetuses on the level of this indicator. Animals that come from multiple pregnancies represent a good material for this type of research. Chinchillas, which under natural conditions usually give rise to one individual, under intensive breeding give birth to two, three or more offsprings in a litter. Studies on the asymmetry of epigenetic traits of chinchilla skulls demonstrated that significantly more asymmetric bilateral traits appeared on specimens obtained from multiple litters [2]. The aim of the present study was to address the question whether the litter size affects the values of the asymmetry metric traits of the cranial skeleton in the chinchilla. The material for the study involved 300 chinchilla skulls derived from carcasses of farm animals housed in cages in livestock buildings. Metrics were obtained for the following traits: 1. Height of the orbital ring; 2. Intersection Sutura zygomatica maxillaris – Prosthion; 3. Processus temporalis ossis zygomatica – Sutura zygomatica maxillaris; 4. Maxillar tooth row length; 5. Mandibular tooth row length; 6. Ectorbilate – Entorbilate; 7. Protuberantia occipitalis externa – Processus paracondylaris; 8. Bregma – Ectorbitate; 9. Bregma – Processus mastoideus; 10. Margo parietalis squmae temporalis – Processus mastoideus; 11. Akrokraniion – Infraorbitate; 12. Zygomatic arch length; 13. Posterior edge of the tympanic cavity – Prosthion. Using the Statistica v.10 PL we calculated relative asymmetry (AW) and fluctuating asymmetry (FA). Significance of differences was estimated using the Wilcoxon matched pairs test and confirmed with the sign test. The values of FA were significant (P ≤ 0.05 and P ≤ 0.01) for the following traits: the intersection Sutura zygomatica maxillaris – Prosthion, mandibular tooth row length; area of the cervical surface (Protuberantia occipitalis externa – Processus paracondylaris), the height of the skull (Margo parietalis squmae temporalis – Processus mastoideus), zygomatic arch length, and total cranium length (from posterior edge of the tympanic cavity to Prosthion). With respect to such traits as the zygomatic arch length and the cranial length – i.e., spanning over a long distance and involving numerous structures, including those belonging to neurocranium and viscerocranium – an increased litter size resulted in an almost twofold increase in fluctuating asymmetry. On the basis of the measurements it can be concluded that an increase in the litter size in the chinchilla may result in asymmetry of cranial lateral features. References 1. Leung B., Forbes M.R., Houle D. Fluctuating asymmetry as a bioindicator of stress: comparing efficacy of analyses involving multiple traits. The American Naturalist, 2000, 155, pp. 1, 101-115. 2. Baranowski P., Wojtas J. Asymmetry of selected foraminal, shape and cribrosity features in the head skeleton of wild and farm chinchillas (Chinchilla laniger). The Bulletin of the Veterinary Institute in Pulawy, 2011, 55, pp. 787-793. PAX2 PROTEIN EXPRESSION IN DEVELOPING CENTRAL NERVOUS SYSTEM OF HUMAN EMBRYOS Aimar Namm Estonian University of Life Sciences, Estonia. Andres Arend\textsuperscript{1}, Marina Annapuu\textsuperscript{1,2} \textsuperscript{1}University of Tartu, Estonia \textsuperscript{2}Estonian University of Life Sciences, Estonia Development, regional specification and neurogenesis of the human brain seem to be controlled by Pax2. However, data about the developmental role of Pax2 protein in human nervous system formation are limited. Therefore, the aim of the study was to determine spatial and temporal expression of Pax2 protein during the early stages of developing spinal cord and brain in human embryos. In this study, Pax2 protein expression was examined in the developing neural tube by immunohistochemistry methods in 30 human embryos of Carnegie stages (CS) 10-20 collected after legal abortions. The study was approved by the Ethics Review Committee on Human Research of the University of Tartu. The embryos were fixed in 4% paraformaldehyde and embedded in paraffin according to standard methods. Tissue blocks were cut serially in transversal direction, the sections were incubated with the primary antibody Pax2 (4 µg/ml dilution in PBS) and on the next day the sections were incubated with the universal secondary antibody (Vectastain ABC Universal Kit). The labeling was expressed by a subjective scale ranging from 0 to 3. Pax2 expression was seen in the developing forebrain, midbrain, hindbrain and in the wall of developing spinal cord. However, Pax2 expression was found to be stronger in the developing brain than in the spinal cord of the same young embryos in CS 10-14. At later stages (CS 16-20) Pax2 expression was observed in the midbrain-hindbrain boundary and also in the developing diencephalon and cerebellum. In the wall of developing spinal cord Pax2 expression was detected in the ventricular, mantel and marginal layers. Pax2 expression was seen to increase throughout the later stages of spinal cord development and significantly stronger expression was found at CS 16-20 compared to CS 10. Furthermore, spatially restricted expression of Pax2 was observed along the compartmental dorsal-ventral axis of the spinal cord. In conclusion, Pax2 protein expression in the developing spinal cord and brain of the human embryos mostly resembles descriptions of the role of Pax2 in the neurogenesis of animals, where Pax2 is associated with the establishment of craniocaudal and ventrodorsal boundaries within the developing neural tube and with migration of specific neural cell populations. References 1. Bouchard M., David G., Craven S.E., Sun Q., Steinlein P., Busslinger M. Identification of Pax2-regulated genes by expression profiling of the mid-hindbrain organizer region. Development, 2005, 132, pp. 2633-2643. 2. Fotaki V., Price D.J., Mason J. Newly identified patterns of Pax2 expression in the developing mouse forebrain. Dev Biol, 2008, 8, p. 79. 3. Terzic J., Muller C., Gajovic S., Saraga-Babic M. Expression of PAX2 gene during human development. Int J Dev Biol, 1998, 42, pp. 701-707. 4. Thompson J.A., Ziman M. Pax genes during neural development and their potential role in neuroregeneration. ProgNeurobiol, 2011, 95, pp. 334-351. 5. Wehr R., Gruss P. Pax and vertebrate development. Int J DevBiol, 1996, 40, pp. 369-377. Pulses (grain legumes) are dry seeds of leguminous plants which are mainly cultivated for human consumption and distinguished from leguminous oilseeds by their low fat content [1]. Pulses are staple foods for millions in developing countries, and have always been a part of Latvian diet. Traditional pulses in Latvian cuisine are garden peas (*Pisum sativum* L.), broad beans (*Vicia faba* L.), lima beans (*Phaseolus lunatus* L.), as well as white and pinto beans (*Phaseolus vulgaris* L.). Lentils (*Lens culinaris* Medik.), chickpeas (*Cicer arietinum* L.) and mung beans (*Vigna radiata* (L.) R. Wilczek) are also widely used in the world. Pulses are nutritionally important since they usually provide the bulk of the diet and are an excellent source of nutrients with a low glycaemic index. Protein content in pulses is equal to the protein content of meats; however, pulse proteins are incomplete because of relatively low quantities of the essential amino acid methionine. Nevertheless, most plant proteins are incomplete and by combining complementary foods from two or more incomplete protein sources, e.g., pulses and grains or pulses and seeds, a complete protein can be created. Pulses with the highest protein content are lentils, broad and mung beans (24.2-26.1%), followed by garden peas and navy beans (21.1-25.0%) and chickpeas, pinto and lima beans (18.2-22.4%) [2]. Pulses have shown numerous health benefits, e.g., lower glycaemic index for people with diabetes, increased satiation, cancer prevention, reduction in cholesterol levels, prevention or alleviation of constipation, and protection against cardiovascular diseases, due to their dietary fiber content [1]. Pulses with the highest dietary fiber content are lentils (30.5%) followed by broad beans (25.2%), and mung and pinto beans (10.0-18.9%). Fiber content in split peas, navy and lima beans and chickpeas is 3.8-8.0% [2]. One serving (½ cup) of pulses covers about 25% of daily fiber needs [1]. Pulses contain such minerals as iron, zinc, calcium, magnesium, phosphorus and copper (2.4-4.3%) and are low in fat (0.8-3.4%); the major fatty acids in pulses are oleic, linoleic and linolenic acid, and they also contain phospholipids and glycolipids. It should be noted that pulses contain anti-nutritional factors that interfere with the absorption of iron, zinc and calcium [2]. They are a good source of B vitamins. One serving of pulses covers about 50% of thiamine (B₁), 20% of riboflavin (B₂), 20% of niacin (B₃), 30% of pyridoxine (B₆) and 90% of folic acid recommended daily intake. Such pulses as lentils and chickpeas also contain about 10% of vitamin A (as beta carotene) recommended daily intake [3]. Chickpeas contain 364 kcal per 100 g dry weight (1523 kJ). Nutritional value of dry lentils, pinto and mung beans is 345-348 kcal per 100 g (1444-1456 kJ) followed by garden peas, broad, navy and lima beans with 335-337 kcal per 100 g (1402-1410 kJ) [3]. Cooked (boiled) pulses contain 5-6 times more moisture than dry ones. Nutritional value of cooked pulses is about 40% of the calories in dry pulses. **References** 1. Tiwari B.K., Gowen A. and McKenna B. *Pulse Products: Processing, Quality and Nutraceutical Applications*, Academic Press, London, 2011, 483 pp. 2. Pulse Processing, Functionality and Application. Literature Review http://www.pulsecanada.com/uploads/b1/d6/b1d6e08ddf0a3158ad808fb1510ba86/2010-Pulse-Processing-Functionality-and-Application-Litera_.pdf (06.01.14). 3. USDA National Nutrient Database http://ndb.nal.usda.gov/ndb/search/list (07.01.14). JUSTIFICATION OF SPRAT SALTING METHOD FOR FISH PRESERVES WITH ANTIHYPERTENSIVE EFFECT PRODUCTION Evelin Leiumaa Kaliningrad State Technical University, Russia Scientific adviser Olga Mezenova Kaliningrad State Technical University, Russia Small herring fish preserves production is an important part of the Kaliningrad region fishing industry. However, they are contraindicated for people suffering from high blood pressure. One of the socially significant ways to improve production is the development of preserves with hypotensive effect technology. This would not only expand the range of preserves, but also improve the quality of life by reducing the risk of cardiovascular diseases. Hypotensive effect achieving is possible due to the replacement of table salt for prevention salt with low sodium content and water plant extracts with a hypotensive effect using (chokeberry Aronia, hawthorn berries, lemon balm, peppermint and horsetail leaves, cranberries, oregano, peppermint). The main technological operations in the preserves production is ambassador at which there are biochemical processes causing organoleptic and physico-chemical characteristics of the finished product. There is suggested the preliminary flavoring salting method of ungutted sprat in saline extracts of antihypertensive plants supplemented with prophylactic salt. Substantiation of the optimum values of the factors was carried out using mathematical modeling, the varying factors were duration of salting, hydromodule and the concentration of salt in brine and partial responses - organoleptic properties, content of vitamins C and P, the salt content in fish. As a result, there is the salting process mathematical model made, the optimal values of the factors: hydronic (sprat-brine) -1:2, salt concentration in brine 10%, duration of salting - 72 hours. Geometric interpretation of the process of salting with coordinates in the said extremum point is constructed. References 1. Radygina A.F. Using of feed additives fish technology / AF Radygina, LS Abramova // Food Industry, 2004, No. 3, pp. 14-17. 2. Saltanova N.S. Main directions of improving technology preserves // Modern high technologies: Proc. of reports. Scientific Conference with international participation, Tunisia, 12-19 June 2005, No. 5, Moscow: Academy of Natural Sciences, 2005, p. 102. POLYUNSATURATED FATTY ACIDS OF SALMON IN FUNCTIONAL FOOD Svetlana Andronova Kaliningrad State Technical University, Russia Scientific adviser Larisa Baydalinova Kaliningrad State Technical University, Russia Polyunsaturated fatty acids – docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA) – are the most important components of food. They promote improvement of the cardiovascular system and prevention of such diseases as heart attacks, strokes, thromboses. DHA and EPA are only in seafood; therefore the majority of the population of Russia has constant deficiency in these important substances. Steady growth of cardiovascular diseases which make today 50% in the general structure of mortality is connected with it [1]. The composition was developed for creation of functional products on the basis of salmon fat. Fat was received from the waste which is forming at cutting – the heads and spines. Fat was received by melting, and then it was exposed to centrifugation at lowered temperature for separation of saturated acids [2]. For ensuring stability in the course of storage in a concentrate CO₂ the extract of rosemary in number of 0,2% to the weight was added. The ready concentrate of PUFAs received the name “EssencioilPhyto”. It represents oily liquid of bright orange color, transparent at a temperature over 5°C, possessing a light smell of fish with the expressed shade of rosemary. The quality indicators – acid end peroxide values – are not higher than 2 mg KOH / g and 4 millimol of active oxygen / kg respectively. For the purpose of use of the received concentrate as an active component of a functional product white bread was chosen. White bread is the product which is used practically by all groups of the population daily and it possesses high comprehensibility. It was offered to replace 30% of sunflower oil for the concentrate “EssencioilPhyto” in the basic compounding of white bread. It made 1,5% to the mass of a finished product. The analysis showed that this quantity has no negative impact on the organoleptic indicators of the product and does not affect its expiration date. The calculations show that the use of 150 g of the bread containing even 1% of a concentrate satisfies the daily need for PUFAs for 30%. References 1. Schacky C. Omega-3-Fettsäuren in der Kardiologie – neuesteEntwicklungen // MMW-Fortschritte der MedizinOriginalien, 2007, No. 3, pp. 97-101. 2. Baydalinova L., Andronova S. Use of vegetable antioxidants in technology of concentrates of unsaturated acids of a salmon // 4th scientific and practical conference of young scientists "Modern problems and prospects of a fishery complex": materials, Moscow, VNIRO, 2014, pp. 133-136 BIOTECHNOLOGY OF DRIED SNACKS OF A HIGH NUTRITIONAL VALUE Valeriya Potapova Kaliningrad State Technical University, Department of Food Biotechnology, PhD student, Russia Scientific adviser Olga Mezenova Kaliningrad State Technical University, Dr. Sc., professor, Russia Utilizing by-products from fish processing is very important for the fish industry. When the fish is first filleted, an additional 8-12 percent flesh can be separated from the filleting waste. The objective of our research was to develop a technology of dried snacks from flesh obtained from salmon backbones and Jerusalem artichoke tubers. J. Artichoke tubers accumulate inulin instead of starch. As a result, J. artichoke has a very low glycemic index and slightly affects blood sugar levels. It also contains food fibers (prebiotics) that provide some benefits for the intestinal tract. Salmon provides a good source of high quality protein and contains vitamins A, D, E and K, omega-3 fatty acids and minerals. The samples were produced based on the following process scheme. J. artichoke tubers were washed, cleaned and boiled. Salmon meat was separated from backbones. All ingredients were placed in a blender. Technological additives were added. Then we minced the ingredients. The mince was placed between two layers of a breathable film and rolled out to the thickness of 6mm. Then the semi product was hung on rods and dried at the room temperature. After that it was cut into strips of 80 mm length, 5 mm width and 2 mm height. Optimal value factors of investigated process were obtained based on methods of the mathematical modeling. The drying time is 9.9 h. The percentage of J. Artichoke is 27.7%. The experimental samples were produced taking into consideration the determined technological characteristics. The organoleptic evaluation was conducted. The snacks had firm and elastic texture. The surface of the snacks was dry and clean with slight oily shine. There weren’t cracks and other damages on it. The color of snacks was from bright red. The dried snacks had pleasant taste of the salty fish without plant note. The chemical content of the dried snacks was investigated. The content of water is 21.0%, protein-31.5%, fat-17.3%, carbohydrate-22.2%, ash-8.0%. We may recommend the snacks not only for diabetics, but for children, sportsmen and active people. References 1. The use of fish by-products in aquaculture/ Report of the Scientific Committee on Animal Health and Animal Welfare [accessed on 07.03.2014.]. Available at: http://ec.europa.eu/food/fs/sc/scah/out87_en.pdf ACTIVE PEPTIDES FOR SPORTS NUTRITION FROM FISH COLLAGEN BY-PRODUCTS Natalya Mezenova Kaliningrad State Technical University postgraduate student, Russia Supervisor: Larisa Baydalinova Kaliningrad State Technical University Ph.D., Russia There is a deficit of peptides for sportsmen, which accelerates wear fabrics, leads to a weakening and aging of the whole organism. This greatly speeds up the wear of fabrics, lead to aging and weakening of the whole organism [1]. In the technology of supplements for sports nutrition in order to obtain active peptides - fragments of amino acid chains with a molecular weight less than 50 kD, investigated the possibility of using fish by-products - ocean fish scales. It is converted into assimilable form by hydrolysis of its native protein. Two types of hydrolysis are considered. These processes are fermentolysis and hydrothermolysis. In the first case the effect of three enzymes on the fish scale collagen protein are compared: collagenase, acidic and neutral proteases. The amount of enzyme was 2 % by fish scale weight, duty of water - 11.5. Collagenase is possessed the most activity. Rational duration of hydrolysis using collagenase was 48 hours. Amino nitrogen content reached 81.2 mg/100 g. Analysis of the fraction composition of the hydrolyzed scales protein by hydrothermolysis showed these mixtures are presented mainly low and medial molecular weight peptides. Fractional composition medium mode had the following distribution along the length of the molecules: 20–50 kD (24.6%); 10-20 kD (22.8%); 5-10 kD (18.2%); 1-5 kD (13.8%). In the case of strong mode of hydrothermolysis the mixture of peptides is obtained with a predominant content of fine peptides fractions: 1-5 kD (36.3%), 5-10 kD (31.4%), 10-20 kD (17.9%), 20-50 kD (6.5%). The value of hydroxyproline content in mixtures as an indicator of the depth of hydrolysis was used. It was 8,64-9,20% by weight scales. The hydrolyzate was mixed with bee pollen collected on one of the apiaries of the Kaliningrad region. Anabolic effect of bee pollen is the presence of all the essential amino acids in a perfectly balanced ratio of all known vitamins and minerals, as well as active male sex hormones flowering plants and etc. [2] The general chemical composition of bee pollen is investigated: water – 7,63%, protein – 38,14%, fats – 7,00%, carbohydrates - 23%, minerals – 3,82%. In total supplement for sports nutrition has a powerful firming effect, enhances mental and physical activity of the body. References: 1. Volkov N., Oleynikov V. Ergogenic effects of sports nutrition / Moscow: Publishing House "Soviet sport". – 2012. – S. 99. 2. Kurashvili V. The role of dietary supplements in the training of athletes: Toolkit / Moscow. – 2008. – S. 116. INCREASING THE EFFICIENCY OF PREVENTIVE COFFEE DRINK Victoria Melnikova Kaliningrad State Technical University / graduate student "Food Biotechnology", Russia Supervisor: Larisa Baydalinova Kaliningrad State Technical University / pHD, Russia At the Food Biotechnology department of Kaliningrad State Technical University the technology of production of coffee substitute is developed. In structure of the coffee drink natural coffee was replaced with raw materials of vegetable origin: Jerusalem artichokes. New drink has preventive properties and it is recommended for people with diabetes diseases. However, the number of deaths from the disease on a global scales precisely the cancer ranks third place after infectious and cardio-vascular diseases. In 2008, almost 8 million people died because of cancer. Cancer and cancerous growth process - is a complex multistage process of evolution, when the cell, the process of changing from normal to cancerous, accumulate multiple changes and a variety of mutations. The active component choice for my research is based on the analysis of literary data on a development of breast tumors, colon, prostate, and low consumption of cruciferous plants (broccoli, cauliflower, kohlrabi). It was found that the active ingredients of these products - indole-3-carbinol, sulforaphane and sinergin - are powerful protectors against cancer. They are able to change the exchange of estrogen in the liver, inhibiting the growth of tumor cells and the biochemical activity of receptors in tumor cells or epithelial cells, increase the activity of liver enzymes responsible for the elimination of toxins, neutralize toxins, including carcinogenic [1]. In my thesis I'm aiming at the inclusion of active compounds of broccoli (indole-3-carbinol, sulforaphane, sinergin) in the powdered coffee substitute based on Jerusalem artichokes. The finished product will not be a cure, and it can be recommended for patients not only with diabetes diseases but with cancer. Adding the active ingredients in the powdered coffee substitute supposed by microencapsulation [2]. References: 1. Chochieva A.R., Boliev L.Z. Study of chemopreventive activity of broccoli powder on the occurrence of mammary tumors induced in rats // Herald of new medical technologies. - 2010. - № 3. - P. 172-173. 2. Litvishko V.S. Microencapsulated ingredients for functional foods // International Scientific and Practical Conference Innovation: theoretical and practical aspects. - Russia, Novosibirsk. - March 13, 2012 TECHNOLOGY OF ROLLS FROM HERRING AND CHITOSAN Marina Pylenok Kaliningrad State Technical University, mechanical technological faculty, student, Russia Scientific adviser Olga Mezenova Kaliningrad State Technical University, doctor of technical sciences, professor, Russia Nowadays the consumption of a fish products increases constantly. Japanese cuisine is also wide spread. Rolls from salty fish fillets, rice, kelp and spices are very popular[1]. But these products don’t belong to functional products, have short shelf life and are fragile consistency. The Atlantic herring was chosen as a filling, apple vinegar solution of the chitosan was entered to composition for the decision of these problems. Thereby, the blended kelp was added into the rice as a source of a bio available iodine. According to the newest research, consumption of the herring decreases risk of developing cardio-vascular diseases due to the increasing of high density lipoproteins in a human body [2]. The chitosan has high sorption and antineoplastic properties. It is not toxic. The chitosan bounds heavy metals and removes toxicants from the body. It inhibits the secretion of hydrochloric acid in the stomach, lowers blood cholesterol, improves the immune system and has anti-allergic action [3]. According to the State Standards of Russian Federation 52349-2005 developed rolls are called functional products, because of the chitosan and iodine contents. Nutrition recommendation is developed. The optimal recipe and technological characteristics were determined as result of mathematical modeling. References 1. Gordievich, D.I. Sushi / D.I. Gordievich. - Minsk: Harvest, 2011. – 128 p. 2. Lindqvist H. Influence of Herring (Clupea Harengus) Intake on Risk Factors for Cardiovascular Disease: dissertation / Chalmers University of Technology; Lindqvist H. – 2008. - 202 p. 3. Chitin-glucan complexes (Physico-chemical properties and molecular characteristics) / I.I. Osovskva, D.L. Budilin, E.B. Tarabukina - St. Petersburg., 2010. – 52 p. ACTIVE PEPTIDES FOR SPORTS NUTRITION FROM FISH COLLAGEN BY-PRODUCTS Natalya Mezenova Kaliningrad State Technical University postgraduate student, Russia Supervisor: Larisa Baydalinova Kaliningrad State Technical University Ph.D., Russia There is a deficit of peptides for sportsmen, which accelerates wear fabrics, leads to a weakening and aging of the whole organism. This greatly speeds up the wear of fabrics, lead to aging and weakening of the whole organism [1]. In the technology of supplements for sports nutrition in order to obtain active peptides - fragments of amino acid chains with a molecular weight less than 50 kD, investigated the possibility of using fish by-products - ocean fish scales. It is converted into assimilable form by hydrolysis of its native protein. Two types of hydrolysis are considered. These processes are fermentolysis and hydrothermolysis. In the first case the effect of three enzymes on the fish scale collagen protein are compared: collagenase, acidic and neutral proteases. The amount of enzyme was 2% by fish scale weight, duty of water - 11.5. Collagenase is possessed the most activity. Rational duration of hydrolysis using collagenase was 48 hours. Amino nitrogen content reached 81.2 mg/100 g. Analysis of the fraction composition of the hydrolyzed scales protein by hydrothermolysis showed these mixtures are presented mainly low and medial molecular weight peptides. Fractional composition medium mode had the following distribution along the length of the molecules: 20-50 kD (24.6%); 10-20 kD (22.8%); 5-10 kD (18.2%); 1-5 kD (13.8%). In the case of strong mode of hydrothermolysis the mixture of peptides is obtained with a predominant content of fine peptides fractions: 1-5 kD (36.3%), 5-10 kD (31.4%), 10-20 kD (17.9%), 20-50 kD (6.5%). The value of hydroxyproline content in mixtures as an indicator of the depth of hydrolysis was used. It was 8,64-9,20% by weight scales. The hydrolyzate was mixed with bee pollen collected on one of the apiaries of the Kaliningrad region. Anabolic effect of bee pollen is the presence of all the essential amino acids in a perfectly balanced ratio of all known vitamins and minerals, as well as active male sex hormones flowering plants and etc. [2] The general chemical composition of bee pollen is investigated: water – 7,63%, protein – 38,14%, fats – 7,00%, carbohydrates - 23%, minerals - 3,82%. In total supplement for sports nutrition has a powerful firming effect, enhances mental and physical activity of the body. References: 1. Volkov N., Oleynikov V. Ergogenic effects of sports nutrition / Moscow: Publishing House "Soviet sport". – 2012. – S. 99. 2. Kurashvili V. The role of dietary supplements in the training of athletes: Toolkit / Moscow. – 2008. – S. 116. Rapid climatic changes are occurring and affecting the forest, as demonstrated by numerous observations, e.g., of tree ring chronologies [1] and phenological indicators (as compiled in the Pan European Phenology database – www.pep725.eu); and the rate of change is predicted to increase in future [2]. Therefore, intensive work has been carried out to understand better the changes at the local and landscape scale in different countries including Latvia [3]. The results have been linked to characteristics of individual tree growth, stand development dynamics, from which country-wide or global predictions of impacts of climatic change on forest ecosystems are created ([4]; [5]; [6]) and coupled with the recommendations for forest management measures to boost the adaptive capacity and reduce the possible harmful effects to forest stands [4]. Two additional measures are commonly recommended for forest management facing rapid climatic changes: a) use of mixture of tree species at the landscape or stand scale to increase resilience forests and spread the risks [7]; b) use of exotic non-invasive tree species suitable for the predicted climatic conditions in forests or plantations. For these measures in Latvian conditions it would be important to determine suitable provenances of species that have been suggested to reduce the impact of climatic change in Western Europe. In order to do that, a complex analysis of the influence of climatic conditions on trees has to be carried out. Therefore, the aim of the present research is to assess how different climatic indices affect different traits of trees such as height, survival and stem diameter, as well as to summarize the most popular methods for the analysis of climatic conditions and incorporate these methods in the analysis of species suitability. References 1. D’Arrigo R., Wilson R., Lipert B., Cherubini P. On the ‘Divergence Problem’ in Northern Forests: A review of the tree-ring evidence and possible causes. *Global and Planetary Change*, 2008, Vol. 60, pp. 289–305. 2. Solomon S., Qin D., Manning M., Chen Z., Marquis M., Averyt K.B., Tignor M., Miller H.L. Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press, Cambridge, UK, 2007, 996 pp. 3. Jansons A. Adaptation of forest management to climatic changes: report. LSFRI Silava, Salaspils, Latvia, 2010, 133 pp. [in Latvian]. 4. Lindner M., Maroschek M., Netherer S., Kremer A., Barbati A., Garcia-Gonzalo J., Seidl R., Delzon S., Corona P., Kolstro M., Lexer M., Marchetti M. Climate change impacts, adaptive capacity, and vulnerability of European forest ecosystems. *Forest Ecology and Management*, 2010, Vol. 259, pp. 698–709. 5. Read D.J., Freer-Smith P.H., Morison J.I.L., Hanley N., West C.C. and Snowdon P. Combating climate change – a role for UK forests. An assessment of the potential of the UK’s trees and woodlands to mitigate and adapt to climate change. *The synthesis report*. The Stationery Office, Edinburgh, 2009, 18 pp. 6. Seppälä R., Buck A., Katila P. Adaptation of Forests and People to Climate Change: A Global Assessment Report. Tampere: Esa-Print Oy, 2009, 224 pp. 7. Ray D. Impacts of climate change on forestry in Scotland – a synopsis of spatial modelling research: research note. Forestry Commission Scotland, Roslin, UK, 2008, 8 pp. LOSSES IN INDUCTION MOTOR Aleksējs Gedzurs Latvia University of Agriculture, Latvia Scientific adviser Andris Šniders Latvia University of Agriculture, Latvia Around 90 per cent of the electrical motors used in industry and domestic locations are either three-phase induction motors or single-phase induction motors. Three-phase induction motors (IM) are used as drive motors in pumps, lifts, cranes, hoists, compressors, large capacity exhaust fans, driving lathe machines, crushers, in oil extracting mills, textile and paper mills, etc. The main limiting factor for how much an IM can continuously be loaded, is usually the temperature. Exceeding the thermal limits means the oxidation process in insulation materials is accelerated, which eventually leads to loss of dielectric property and failure of the IM [1,3]. Losses in an IM cause heating and temperature rises of the IM parts. These are core losses, resistive losses in the rotor and stator, mechanical losses, stray losses and additional losses. Resistive losses in the stator and rotor are due to the resistance of the stator and rotor windings. Mechanical loses are due to bearing, friction and windage. Core losses in iron are due to the fundamental magnetic field. No-load stray losses consist of losses in iron and eddy current losses in inductors. Additional losses consist of similar components as the no-load stray losses, end losses and losses due to skew leakage flux [1, 2]. Losses of an IM can be defined as no-load and load losses. Load losses are current-dependent and no-load losses depend on power supply voltage and frequency. Load losses consist of resistive losses in the stator and rotor windings and additional losses. No-load losses consist of core losses, stray losses and mechanical losses [1]. Experimental investigations of a 4 kW and 15 kW IM were performed by Kylander [1] to determine losses of an IM. Losses were obtained directly (measuring) and indirectly (calculating) at 3 operation conditions (idle, rated and overload). For each of the three operation conditions of the IM the frequency and voltage was changed from 10 Hz and 75 V to 90 Hz and 600 V. Results show that for the 4 kW IM, resistive losses in the stator and rotor windings were mainly dependent on load. The small difference in total losses at different frequencies can be explained by heat transfer (convection) change at the different fan rotating speeds. Mechanical losses and core losses increased 20 times in the 90 Hz and 600 V tests compared to the 10 Hz and 75 V tests. Stray losses only increased 5 times. For the 15 kW IM mechanical and core losses increased by 25 times, but stray losses increased 15 times. Analysis shows that losses of an IM change due to load, voltage and frequency. The magnitude of losses can change significantly by changing the frequency from 10 to 90 Hz and the voltage from 75 to 600 V. The total loss distribution can change depending on the size and power of the IM. Therefore, the operation conditions and parameters of the IM need to be taken into account to choose the proper protective device to protect the IM from overheating and prevent its failure. References 1. Kylander G. Thermal Modelling of Small Cage Induction Motors: Technical Report No. 265, Goteborg, Sweden, Chalmers University of Technology, 1995, 113 pp. 2. Toliyat H.A., Kliman G.B. Handbook of Electric Motors, CRC Press, 2004, 773 pp. 3. Venkataraman B., Godsey B., Premerlani W., Shulman E., etc. Fundamentals of a Motor Thermal Model and its Application in Motor Protection. Proceedings of 58th Annual Conference "Protective Relay Engineers", Black & Veatch Corporation, Kansas City, USA, 2005, pp. 127-144 CULTURAL HERITAGE ON STUDENT REFLECTION Laura Jeroscenkova Latvia University of Agriculture, Latvia Scientific adviser Voldemars Strikis Latvia University of Agriculture, Latvia Many researches evidence that the modern world is characterised by two quite explicit trends: the expansion of globalisation in the economy, politics, and culture and, at the same time, the preservation of national identity; the preservation of national cultural heritage and the use of it in real life are emphasised as significant indicators of national identity. The learning and appreciating of cultural heritage and the use of cultural heritage in everyday life may contribute to: - raising the self-esteem of the nation, which is important under globalisation; - increasing economic activity, thus providing opportunities for the development of entrepreneurship, including for the enterprises engaged in tourism; - fostering the development of regions and raising the competitiveness of the regions by increasing employment, thus ensuring the population stay in their region, and by raising the viability of the region; - expanding international cooperation with tourism institutions of other countries, thus increasing the mutual flows of tourists [1]. As any phenomenon, the role and use of cultural heritage, too, in the processes taking place within the region are affected by both objective (economic and social policies implemented in the country, the legislation and micro-entrepreneurship development) and subjective factors (the level of knowledge on cultural heritage, readiness to consume the products of local producers) [2]. Accordingly, an important research task is to assess the understanding of the significance and preservation of cultural heritage from the new generation perspective, as the preservation and use of cultural heritage may be ensured only through the engagement of the new generation. A survey of 171 students - youths representing all the cultural and historical regions of Latvia gives insight into the situation in the country as a whole and in each cultural and historical region and allows identifying the key priorities for popularising the cultural heritage among the young generation. References 1. Throsby David. The Relationship between Cultural and Economic Policy. *Culture and Policy*, 1997, 8 (10): 25-36. 2. Alesina Alberto, William Easterly, Arnaud Devleeschauwer, Sergio Kurlat, and Romain Wacziarg. Fractionalization. *Journal of Economic Growth*, 2003, 8 (2): 155-194. FARM SUCCESSION – A WAY HOW TO BUILD RESILIENCE IN RURAL COMMUNITIES Dace Likanse University of Latvia, Latvia Scientific adviser Aija Zobena The aim of the doctoral thesis of the author “Farm succession and rural communities resilience in Latvia” is to develop a theory of farm succession in the framework of rural sociology, based on the empirical data and analysis of rural scientists theoretical arguments in the field of rural communities resilience. The assumption is that farm succession has complex theoretical profile that is empirically legitimated and described as one of the indicators of rural communities resilience. The assumption follows from the master thesis “Farm succession in beef cattle farming in Latvia” that shows a conceptual framework of farm succession outlining succession as a constructed process caused by the interaction between older and younger generations. The results allow developing further research questions. As an example, what is perspective to change, adapt and dive into farm succession and how the analysis of farm succession could be integrated in measurement of resilience in rural communities. As well as what is the link between external stress conditions in rural and enabling environment of succession and how to analyze relationship between social changes in rural and communities resilience. Referenced by W. Neil Adger “Social and ecological resilience: are they related?” social resilience describing related concepts will be analysed and answers found on questions how to measure it. It is an important point of the analysis that social resilience is defined at the community level rather than individuals. Social resilience therefore is observed by examining aspects of such factors like social exclusion, marginalization and social capital. The third referenced article is Asia-Pasific Human Development research “Raising rural resilience” that describes why it is important to talk about rural resilience. The article draw attention to communities resilience from geographical, political, economical and social context raised transdisciplinary discussions. Some arguments about the approach based on communities development will be explored. To conclude, farm succession could be considered as one of the indicators of rural communities resilience. It should be considered in associated with the ability to adapt to changes that are acquired and adapted over time. References 1. Adger Neil W. Social and ecological resilience: are they related? SAGE publication, 2000 http://phg.sagepub.com/content/24/3/347 pp. 347-364 (24.02.2014). 2. Asia-Pasific Human Development research. Raising rural resilience http://asiapacific-hdr.aprc.undp.org/sites/default/files/files/06%20Chapter%204.pdf pp. 91-117 (10.02.2014). 3. Likanse D. Farm succession in beef cattle farming in Latvia. Master thesis, Riga, 2013, p. 91. THEORETICAL ASPECTS OF THE ECONOMIC IMPACT STUDIES IN TRADE SHOW INDUSTRY Linda Kelle Latvia University of Agriculture, Latvia Scientific adviser Baiba Rivža Latvia University of Agriculture, Dr.habil.oec., prof., Latvia Trade shows have been known to the world for centuries and have quite detailed history. Today this segment is one of the fastest growing segments of the global tourism industry. In addition to this also evaluation of economic impacts of trade shows and MICE (meetings, incentives, conventions and exhibitions) industry is growing. Dimmock & Tiyce (2001) indicated that research into the impacts of events is increasing because of the growing number of events being held, and because of a growing recognition of the impacts, both positive and negative, that events can have on the host communities [2]. There are a variety of approaches for measuring the economic impact of events. Jeannreaud indicates that the basic principle of an economic impact study is very simple – hosting an event creates an increase of demand for goods and services in the region [1]. An economic impact analysis traces the flows of spending associated with tourism activity in a region to identify changes in sales, tax revenues, income and jobs due to tourism activity. Economists distinguish direct, indirect and induced economic effects. The total economic impact is the sum of direct, indirect and induced effects within a region [3]. Direct economic effects are usually understood as changes associated with direct business decisions or immediate effects of changes in expenditures. Indirect effects are changes resulting from various rounds of re-spending in linked industries. Induced effects or impacts are understood as changes in economic activity resulting from household spending of income earned directly or indirectly in affected businesses [3]. Trade show economic impact studies are evolving along with the growing significance of events held in communities in both developing and developed economies. In addition to economic impacts of the trade show, the social and environmental effects should be evaluated. References 1. Jeannreaud C., Sports Events: Uses and Abuses of Economic Impact Studies, *Finance & the Common Good/BienCommun*, Winter 2006/2007, N.26, pp 99-104. 2. Schenker K., Foley C., Getz D., Encore Festival and Event Evaluation Kit, CRC for Sustainable Tourism Pty Ltd, Australia, 2010, 48 pp. 3. Stynes D.J., Economic Impact of Tourism: A Handbook for Tourism Professionals, Illinois Bureau of Tourism, 1997, 32 pp. The health care reform in Latvia, as in many countries of Eastern Europe was started in the 1990s of the 20th century. The key directions of the reform have been dedicated to the implementation of the market economy principles, introduction of the alternative types of financing and private insurance, ensuring the availability, effectiveness and economic efficiency of health technologies. The health care system reform is still in progress with many stages of the development, however not all the goals have yet been achieved. Within the framework of this research, the author evaluates the efficiency of the health care reform in Latvia. To achieve the goal of the research, the methods of the theoretical research (literature analysis, content analysis, and electronic resources analysis) were used alongside with the methods of empirical research (data collection methods: document analysis and database statistical analysis). For data processing and analysis, methods of statistical analysis and methods of economic analysis were used. To perform this research the author created a three-level performance evaluation model based on macro-level evaluation (policy impact assessment), meso-level evaluation (system analysis, functional and economic efficiency measuring) and micro-level evaluation (production function, allocative and technical efficiency measures). The appropriate measures of the macro impact results, policy outcomes and performance outputs are defined to evaluate the effectiveness of the performed health care reform. Taking into account that health care is only one of the mechanisms to achieve the public health goals, the author assumes that the macro impact results are specified for public health, the policy outcomes are determined to health care, as well as pharmacy, while the performance’s outputs are representative for detail analysis of all levels. The policy outcomes are measured by the functional effectiveness and economic efficiency indicators. The ex-post evaluation of the Latvian health care reform leads to the conclusion of its temperate low functional effectiveness. At the same time the reform shows a substantial productive efficiency in scores of the institutional reorganisation. One of the appropriate measures of the economic efficiency of the medication and medical devices reimbursement system is the treatment costs of a unique patient and this measure shows that in circumstances of the reduced state budget funding the reimbursement has been provided to increased number of patients. The general conclusion shows that the economic efficiency of the reimbursement system is sufficient and at the same time there is a tendency to move towards technical efficiency, rather than total economic efficiency (technical and allocative efficiency), as the treatment alternatives (nutrition program, physician’s time by consultation or manual therapy etc.) are not sufficiently taken into account. The allocative efficiency in health economics is also associated with the market efficiency and effectiveness of the treatment process. There are no perfect competition market conditions for health care products and services, so it is necessary to use the additional methods of economic analysis, such as the cost-benefit analysis, which is one of the most appropriate methods in consideration of health care. POLICY ON SUCCESSFUL AGEING IN MUNICIPALITIES OF LATVIA Gita Ziemele-Trubača Latvia University of Agriculture, Latvia, Scientific adviser Anda Grīnfeldē Latvia University of Agriculture, Latvia The challenges of ageing population are a global phenomenon becoming important in many countries around the world. The course of ageing population depends on the level of development of each country and other influencing factors, which in turn affect the socio-economic situation in the country. It is projected that the total population in 2060 will be greater, however, about every third European will be at least 65 years old [1]. In many countries around the world the implementation of the society’s successful aging policy is being worked on. This study aims at exploring the successful ageing of society support policy in municipalities of Latvia and developing recommendations for its advancement based on ‘good practice’ examples in Latvia and abroad. Firstly, society’s successful aging ideas in Latvia have not been dealt with so far, as well as successful aging as a concept is a novelty in relation to the positive aspects of ageing. The World Health Organization claims that successful aging aims to extend healthy life years and improve the quality of life for the aging [2]. Thus, the implementation of the idea of successful ageing is to be carried out by introducing a particular policy which shall minimize social exclusion and poverty in society. Secondly, in accordance with the European Union approaches, successful aging is defined as a multinational balanced strategy to enable a good ageing society [3]. The EU Member States are encouraged to work on policy making within the scope of an ageing society. One of the solutions in order to promote the quality of life for seniors in Latvia is to implement the initiatives at the national and local level, based on the experience of foreign countries. References 1. ES zinojums par novecošanu http://ec.europa.eu/news/economy/120515_lv.htm (24.02.2014). 2. Zini savas tiesības 2013, 73 lpp. http://www.sif.lv/nodevumi/nodevumi/5212/2013_senioru_gramata_versija_Gala.pdf (24.02.2014). 3. PitfallsandPossibilitiesofActiveAgeingConceptualisationandPolicies 2006, 11 p. (24.02.2014). QUALITY OF WORKING LIFE Monta Mokanu University of Latvia, Latvia Scientific adviser Līga Rasnača University of Latvia, Latvia Work is an important part of the value system of people. The quality of working life affects not only job satisfaction, but also many other areas of life, such as family, leisure, social life and also financial areas. It takes an important place in the people’s time budget and a good work place is a precondition for increasing the level of the quality of life. The quality of working life is a complex, multidimensional concept and a number of researchers have tried to identify the quality of working life and its empirical measurement. Some jobs are better than others. Everyone recognizes this fact, both - when they discuss jobs in daily conversation and when they must actually choose among jobs (Jencks, Perman, Rainwater, 1988). People spend a large part of their life at work; all of us want to work in a job with high quality of working life conditions, as well as to increase the overall quality of life. High quality of working life may reduce poverty and social exclusion, diminish the pressure on the welfare state and improve social cohesion, also boost competitiveness, promote motivation and productivity. Different researchers and managers have come up with different categories and factors to define and measure the quality of working life (Gallie, 2000). Economists tend to focus on the aspects as hourly wages, working hours, fringe benefits – particularly monetary benefits. At the same time, psychologists often emphasize non-economics aspects of work, for example, job satisfaction and well-being. Sociologists study the occupational prestige or status, autonomy and control etc. However, there is no agreement about the measures; several researchers have pointed out that it is important to measure both, monetary and non-monetary work indicators. These measurements examine the quality of working life levels and dimensions. For example, the dimensions like work environment, job security, wages and rewards, work life balance, job satisfaction and so on. Measuring the quality of working life is not a simple task as jobs are made up of many components. There is no consensus on what constitutes a good job. There are both, subjective and objective indicators (Mills, 2007). There are two approaches as to how to measure the overall quality of working life. The first evaluates the quality of working life along earnings, promotion opportunities, intrinsic rewards and security. The second asks workers about their degree of job satisfaction. This approach does not measure all relevant job characteristics, but comes up with an overall assessment. Work itself is changing, at the same time people have become more diverse in the needs and wants that they expect to fulfil through their work. We need not only more jobs, but better jobs. References 1. Gallie D. The Quality of Working Life: Is Scandinavia Different?, Estudio/Working Paper, 2000, 4 pp. 2. Jencks C., L. Perman and L. Rainwater. “What Is a Good Job? A New Measure of Labour Market Success,” American Journal of Sociology, 1988, Vol. 93(6), pp. 1322-1357. 3. Mills C. Job quality, satisfaction and expectations, Sociology Working papers(06) 2007, 3 pp.
c4bda5d3-a02a-4fd5-8237-94376f82872a
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
423,593
EDITAL DE PRAÇA JUDICIAL Edital de 1ª e 2ª Praças de bens imóveis e para intimação dos executados PINTURAS YPIRANGA LTDA, EM RECUPERAÇÃO JUDICIAL (CNPJ: 61.495.636/0001-46), GLENISTER HILPERT (CPF: 010.207.228-00), ESPOLIO DE ALVARO DE MAGALHAES RUIZ (CPF: 527.453.508-97), na pessoa de seu inventariante FABIANO BUCCIANTI DE MAGALHAES RUIZ (CPF: 253.499.39840), coproprietária MARIA CLOTILDE BUCCIANTI DE MAGALHAES RUIZ (CPF: 297.834.788-00), credores BANCO SANTANDER (BRASIL) S/A (CNPJ: 90.400.888/0001-42), BANCO ABC BRASIL S.A (CNPJ: 28.195.667/0001-06), bem como de seus cônjuges, se casados forem e demais interessados, expedido na AÇÃO DE EXECUÇÃO DE TÍTULO EXTRAJUDICIAL, Processo nº 1024715-51.2021.8.26.0100, em trâmite na 8ª VARA CÍVEL DO FORO CENTRAL DA COMARCA DA CAPITAL/SP, requerida por BANCO ABC BRASIL S/A (CNPJ: 28.195.667/0001-06). O Dr. CARLOS EDUARDO VIEIRA RAMOS, MM. Juiz de Direito, na forma da lei, etc., nos termos do Art. 881, § 1º do CPC, FAZ SABER que levará a praça os bens abaixo descritos, por meio de leilão eletrônico conduzido pela leiloeira oficial Dora Plat, matriculada na JUCESP sob nº 744 na plataforma eletrônica (www.portalzuk.com.br), nas condições seguintes: 1 - DESCRIÇÃO DOS IMÓVEIS: LOTE 001 - Apartamento nº 215, localizado no 11º andar pavimento tipo, do Edifício Golden Beach Residence Service, situado à Rua Benjamin Constant nº 201, nesta cidade, município e comarca de Guarujá-SP, contendo a área privativa de 76,05ms², a área comum de 37,62ms², encerrando a área total de 113,67ms², correspondendo-lhe tanto no terreno como nas demais partes comuns, uma fração ideal equivalente a 0,610.114% do todo; confronta pela frente de quem de dentro olha, com a Rua Benjamin Constant à esquerda parte com o hall de circulação do pavimento e parte com o apartamento tipo de final 6, à direita parte com o vão livre e parte com o apartamento tipo final 4,e, pelos fundos parte com o hall de circulação do pavimento e parte com a escadaria do pavimento. Cadastrado pela Prefeitura Municipal de Guarujá sob o nº 0-0030-001-073. Contribuinte nº 00030001073. Matrícula nº 70.431 do 1ª CRI de GUARUJA/SP. ÔNUS: Constam da referida matrícula nº 70431, conforme R.01(09/01/1991), Proprietários ALVARO DE MAGALHAES RUIZ, casado sob o regime de comunhão de bens com MARIA CLOTILDE BUCCIANTI DE MAGALHAES RUIZ. Av.02(20/04/2021), Ajuizamento da presente Ação de Execução. Av.03(10/08/2021), Penhora Exequenda. Av.04(24/01/2022), Penhora em favor do BANCO SANTANDER (BRASIL) S/A, Processo nº 104860349.2021.8.26.0100, 21ª VC/Central. Av.05(22/03/2022), Indisponibilidade de bens de ALVARO DE MAGALHAES RUIZ, Processo nº 1001087-56.2016.5.02.0252, TRT 2ª Região. Av.06(14/09/2022), Penhora em favor de BANCO ABC BRASIL S.A, Processo nº 1024709-44.2021.8.26.0100, 42ª VC/Central. Av.07(22/06/2023), Indisponibilidade de bens de ALVARO DE MAGALHAES RUIZ, Processo nº 0000666-22.2018.5.08.0131, 4ª VT/Parauapebas PA. Av.08(20/06/2024), Indisponibilidade de bens de ALVARO DE MAGALHAES RUIZ, Processo nº 000070504.2021.5.19.0003, 3ª VT/Maceió/AL. OBS: Constam Débitos de IPTU/2024 no valor de R$ 9.322,44 até 14/08/2024 e dívida ativa no valor de R$ 21.013,09, totalizando R$ 30.335,53 até 14/08/2024. VISITAÇÃO: Não há visitação. LOTE 002 - Conforme Av.598 - 2/270 da garagem coletiva, que corresponde a 2 vagas, objeto do R.115. Imóvel: Garagem Coletiva, localizada no sub-solo, pavimento térreo, 1º, 2º e 3º pavimentos, Edifício Golden Beach Residence Service, situado à Rua Benjamin Constant nº 201, nesta cidade, munícipio e comarca de Guarujá-SP, encerrando uma área total de 4.244,40m², e a fração ideal de 23,912280%, composta por 270 vagas cobertas localizadas em lugares individuais e indeterminados, com uso de manobrista/garagista, correspondendo cada vaga 1/270 da garagem, comportando cada pavimento: sub-solo 110 vagas; pavimento térreo -12 vagas, 1º pavimento 50 vagas, 2º pavimento - 50 vagas, 3º pavimento - 48 vagas; confrontando de quem de dentro de cada pavimento olha para a Rua: no sub-solo, pela frente com a Rua Benjamin Constant; do lado direito, com a Rua Mário Ribeiro, e do lado esquerdo com o prédio nº 165, da Rua Benjamin Constant; e pelos fundos com o prédio n 630 da Rua Mario Ribeiro, no pavimento térreo, pela frente com a loja A; do lado direito com o hall social do edifício a área do próprio condomínio; do lado esquerdo com a área do próprio condomínio e nos fundos com a rampa de acesso ao 1º pavimento; no 1º,2º, 3º pavimento pela frente com a Rua Benjamin Constant, do lado direito, esquerdo e nos fundos com terreno do próprio condomínio. Cadastrado pela Prefeitura Municipal de Guarujá sob o nº 0-0030.001-098 Contribuinte nº 00030001098. Matrícula nº 63.810 do 1ª CRI de GUARUJA/SP . ÔNUS: Constam da referida matrícula nº 63810, conforme R.115(09/01/1991), Proprietários ALVARO DE MAGALHAES RUIZ, casado sob o regime de comunhão de bens com MARIA CLOTILDE BUCCIANTI DE MAGALHAES RUIZ. Av.593(20/04/2021), Ajuizamento da presente ação de Execução. Av.598(10/08/2021), Penhora em exequenda. Av.618(22/03/2022), Indisponibilidade de bens dos direitos de ALVARO DE MAGALHAES RUIZ. Av.636(14/09/2022), Penhora em favor do BANCO ABC BRASIL S.A, Processo nº 1024709-44.2021.8.26.0100, 42ª VC/Central. Av.651(22/06/2023), Indisponibilidade de bens dos direitos de ALVARO DE MAGALHAES RUIZ, Processo nº 0000666-22.2018.5.08.0131, 4ª VT/Parauapebas/PA. Av.700(20/06/2024), Indisponibilidade de bens dos direitos de ALVARO DE MAGALHAES RUIZ, Processo nº 0000705-04.2021.5.19.0003, 3ª VT/Maceió/AL. OBS: Constam Débitos de IPTU/2024 no valor de R$ 3.317,01 até 14/08/2024. OBS: A matrícula em comento trata vagas de garagem coletiva de edifício residencial localizado no Guarujá. O executado Alvaro adquiriu a cota parte 2/270 conforme Av.115. OBSERVAÇÕES: OBS: O coexecutado ALVARO DE MAGALHAES RUIZ, faleceu em 05/07/2021, aberto inventário em tramite sob o nº 1048463-18.2021.8.26.0002 -11ª Vara da Família do Foro Regional de Santo Amaro, nomeado como inventariante seu fiho FABIANO BUCCIANTI DE MAGALHAES RUIZ OBS: Às fls. 1541, desnecessária a intimação de MARIA CLOTILDE como cônjuge/coproprietária tendo em vista que a mesma compareceu as fls., 1190 como inventariante do espolio de Alvaro de Magalhaes Ruiz. OBS: Conforme decisão de fls, 2137, "o arrematante arcará com os débitos pendentes que recaiam sobre o bem, exceto os decorrentes de débitos fiscais e tributários (CTN, art. 130, p.u.) e, no caso de imóveis, os débitos condominiais, os quais ficam sub-rogados no preço da arrematação". VISITAÇÃO: Não há visitação. OBS: Conforme artigo 843 do CPC, tratando-se de penhora de bem indivisível, o equivalente à quota-parte do coproprietário ou do cônjuge alheio à execução recairá sobre o produto da alienação do bem. Reservada ao coproprietário ou ao cônjuge não executado a preferência na arrematação do bem em igualdade de condições. 2 - AVALIAÇÃO TOTAL DOS IMÓVEIS - R$ 313.223,44 (agosto/2024 - Conforme Cálculo de Atualização Monetária dos Débitos Judiciais do TJSP), que será(ão) atualizada a época da alienação. 3 - DÉBITO EXEQUENDO - R$ 17.204.160,98 (julho/2023). 4 - DATAS DAS PRAÇAS - 1ª Praça começa em 30/09/2024 às 10h40min, e termina em 03/10/2024 às 10h40min; 2ª Praça começa em 03/10/2024 às 10h41min, e termina em 23/10/2024 às 10h40min. 5 - CONDIÇÕES DE VENDA - Será considerado arrematante aquele que der lance igual ou superior ao valor de avaliação (1ª Praça) ou aquele que der lance de valor igual ou superior 80% do valor da avaliação (2ª Praça, originalmente seria 60%, mas em razão da aplicação do Art. 843, §2º CPC, visando a preservação do valor de avaliação da coproprietária foi recalculado). O interessado em adquirir o bem penhorado em prestações poderá apresentar: (i) até o início da primeira etapa, proposta por valor não inferior ao da avaliação; (i) até o início da segunda etapa, proposta por valor que não seja inferior a 80% do valor de avaliação atualizado ou 80% do valor de avaliação atualizado, caso se trate de imóvel de incapaz. 6 - PAGAMENTO - O preço do(s) bem(ens) arrematado(s) deverá(ão) ser depositado(s) através de guia de depósito judicial do Banco do Brasil gerada no https://portaldecustas.tjsp.jus.br/portaltjsp/login.jsp, respectivamente, no prazo de até 24 horas da realização da praça. Em até 5 horas após o encerramento da praça, cada arrematante receberá e-mail com instruções para depósito (Art. 884, IV do CPC). Não sendo realizado o depósito da oferta no prazo estipulado e/ou o pagamento de sua comissão, o leiloeiro comunicará o fato ao MM. Juiz responsável, informando os lances imediatamente anteriores, para que sejam submetidos à apreciação judicial, sem prejuízo da aplicação de sanção prevista no art. 897 do novo CPC, ao arrematante remisso. Além disso, arcará o arrematante remisso, com todos os ônus e implicações, decorrentes de sua omissão, inclusive, para a obtenção de novos documentos e ressarcimento das despesas, para a realização da praça. O inadimplemento, autoriza o exequente, a pedir a resolução da arrematação ou promover em face do arrematante, a execução do valor devido, devendo ambos os pedidos, serem formulados nos autos da execução, em que se deu a arrematação. (Art. 895, § 4º e 5º do CPC). 7 - DO INADIMPLEMENTO - Em caso de falta de pagamento ou desistência imotivada do arrematante/proponente a qualquer momento, será cobrada multa moratória no valor de 5% (cinco por cento) da arrematação em favor da leiloeira, sem prejuízo a demais sanções aplicadas pelo MM. Juízo da causa, bem como poderá ainda a Leiloeira emitir título de crédito, para a cobrança de tais valores, encaminhando-o a protesto, por falta de pagamento, se for o caso, sem prejuízo da execução prevista no artigo 39, do Decreto nº 21.981/32, além da inclusão do arrematante nos serviços de proteção ao crédito. 8 - COMISSÃO DO LEILOEIRO - A comissão devida será de 5% (cinco por cento) sobre o valor da arrematação, paga à vista pelo arrematante em meio de pagamento cuja beneficiária será a leiloeira Dora Plat CPF 070.809.068-06, não se incluindo no valor do lanço (886, II do CPC e 266 NSCGJ). A comissão da leiloeira, não será devolvida ao arrematante em nenhuma hipótese, salvo se, a arrematação for desfeita por determinação judicial, ou por razões alheias à vontade do arrematante e, deduzidas as despesas incorridas. 9 - DO CANCELAMENTO/SUSPENSÃO DA PRAÇA APÓS A PUBLICAÇÃO DO EDITAL - Nos termos do Art. 7º, § 3º da Resolução nº 236 do CNJ, caso a(s) praça(s) seja(m) cancelada(s)/suspensa(s) após a publicação do edital, especialmente em razão de acordo entre as partes ou pagamento da dívida, será devido o reembolso das despesas suportadas pelo leiloeiro, que serão pagas pela parte requerida ou aquela que der causa ao cancelamento. 10 - DÉBITOS e OBRIGAÇÕES DO ARREMATANTE - Eventuais débitos de IPTU/ITR foro e laudêmio, quando for o caso e demais taxas e impostos até a data da praça serão pagos com o produto da venda, mediante apresentação de extrato pelo arrematante ao MM. Juízo da causa (Art. 130, parágrafo único do CTN). O bem será alienado no estado de conservação em que se encontra, sendo a verificação de documental, de gravames/credores e de área de responsabilidade do arrematante, que será responsável por eventual regularização que se faça necessária. Os atos necessários para a expedição de carta de arrematação, registro, ITBI, imissão na posse e demais providências serão de responsabilidade do arrematante (Art. 901, "caput", § 1º e § 2º e Art. 903 do CPC). Os valores de avaliação e débitos serão atualizados até a data da efetiva praça. Em caso de inadimplemento, tal informação será encaminhada ao MM. Juízo competente para a aplicação das medidas legais cabíveis. 11 - DA FRAUDE - Aquele que, tentar fraudar a arrematação, além da reparação do dano na esfera cível - Arts. 186 e 927 do Código Civil, ficará sujeito às penalidades do artigo 358 do Código Penal: Art. 358 - Impedir, perturbar ou fraudar arrematação judicial; afastar ou procurar afastar concorrente ou licitante, por meio de violência, grave ameaça, fraude ou oferecimento de vantagem: Pena - detenção, de 2 (dois) meses a 1 (um) ano, ou multa, além da pena correspondente à violência. 12 - DÚVIDAS E ESCLARECIMENTOS - Pessoalmente perante o Ofício onde estiver tramitando a ação, ou pela central de atendimento no telefone 3003-0677 e/ou e-mail: firstname.lastname@example.org. Para participar acesse www.portalzuk.com.br. 13 - DA PARTICIPAÇÃO NO LEILÃO - Os interessados deverão se cadastrar no site portalzuk.com.br e se habilitar acessando a página desta Praça, para participação on-line, com antecedência de até 01 (uma) hora, antes do horário previsto, para o término da 1ª ou da 2ª Praça, observadas a condições estabelecidas neste edital. Aquele que se habilitar para a 1ª, estará automaticamente habilitado para a 2ª Praça. 14 - DIREITO DE PREFERÊNCIA - Se houver mais de um pretendente, proceder-se-á entre eles à licitação, sendo resguardado o direito de preferência na arrematação ao cônjuge, o companheiro, o descendente ou o ascendente do executado, nessa ordem, em igualdade de condições (CPC, art. 892, § 2º). Tratando-se de penhora de bem indivisível, o coproprietário ou cônjuge não executado possuem preferência na arrematação do bem em igualdade de condições (art. 843, § 1º). Caso pretenda exercer o direito de preferência durante o leilão, deve o interessado efetuar o cadastro perante a plataforma, solicitar habilitação no leilão respectivo e expressamente informar o(a) leiloeiro(a) de sua pretensão. A manifestação de interesse e aceite das condições deve ser feito por preenchimento do termo disponibilizado no site, devendo, ao final ser instruída com a documentação comprobatória requerida e remetida para o e-mail: email@example.com, com pelo menos 5 (cinco) dias úteis de antecedência da data de início do leilão. O direito de preferência não cessa se não exercido durante o leilão, podendo, o interessado, se habilitar nos autos do leilão para pleitear a preferência na arrematação, em igualdade de condições dos demais licitantes. Ficam os executados PINTURAS YPIRANGA LTDA, EM RECUPERAÇÃO JUDICIAL, GLENISTER HILPERT, ESPOLIO DE ALVARO DE MAGALHAES RUIZ, coproprietário(a) MARIA CLOTILDE BUCCIANTI DE MAGALHAES RUIZ, bem como os credores BANCO SANTANDER (BRASIL) S/A, BANCO ABC BRASIL S.A, e demais interessados, INTIMADOS das designações supra, caso não seja (m) localizado (a) (s) para a intimação pessoal, bem como das Penhoras realizadas em 01/07/2021, 12/07/2021 respectivamente. Dos autos não constam recursos ou causas pendentes de julgamento. Será o presente edital, por extrato, afixado e publicado na forma da lei. São Paulo, 16 de agosto de 2024. Eu, _______________________, Escrevente Digitei, Eu, _______________________, Escrivã(o) Diretor (a), Subscrevi. _______________________________________ CARLOS EDUARDO VIEIRA RAMOS JUIZ DE DIREITO
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30th March 2012 The Hon. Mark McArdle MP Minister for Energy and Water Supply PO Box 3998 Caloundra QLD 4551 Dear Minister I would like to extend my congratulations on your outstanding success in the recent Queensland Election and on your appointment as Minister for Energy and Water Supply. ERM Power is a leading Queensland based energy company with a strong track record of developing new power generation facilities on time and on budget. Over the past five years, ERM Power has developed 30% of Australia’s new generation capacity. ERM Power is now also the 4th largest retailer of electricity across Australia providing cost effective solutions to government, commercial and industrial clients; and was recently rated first nationally amongst the six major retailers for customer satisfaction. As the LNP works hard to get Queensland Back on Track, ERM Power will welcome the opportunity to work closely with you and your colleagues for long term solutions for energy security, cost effective pricing for customers, and the critical infrastructure needed to underpin our State’s economic and community growth. Again, congratulations on the overwhelming level of support your government has been able to secure across the state. I look forward to a continuing dialogue and working with you for the prosperity of Queensland. Yours sincerely PHILIP ST BAKER MANAGING DIRECTOR AND CEO CC: Hon Larry Anthony and Peter Costantini - SAS Group Meeting with ERM Power and Gas on 12 June 2012 Attendees for this meeting are; Trevor St Baker, Non-Executive Director, Deputy Chairman and Founder of ERM Power Philip St Baker, Managing Director, ERM Power Peter Constantini, SAS Group Jon Black, Director-General, DEWS Summary 1. ERM Power and Gas ('ERM') has requested a meeting with the Minister to discuss electricity industry issues including: demand side response approaches and their retail model in the deregulated customer space. 2. As one of the largest electricity providers by load to business customers in Queensland, ERM could play an important role in helping to manage future load requirements in the state. However to date, ERM has not actively engaged in demand side reviews in the national electricity market and its views on future opportunities would be valuable. ERM may express disappointment at the delay in implementing the National Energy Customer Framework (NECF) and uncertainty around large customer retail pricing given its development of a business model for a deregulated environment. Profile of ERM Power and Gas 3. ERM group holds interests in electricity sales, generation and gas procurement. In Queensland, ERM Power Retail Pty Ltd (ACN 126 175 460) holds an electricity retail authority and sells exclusively to large business customers (businesses consuming at least 100 kilowatt-hours per year). Its customers are very large, generally spending over $75,000 on energy per annum. Related company ERM Braemar 2 Pty Ltd (ACN 127 500 949) is the part-owner of Braemar 2, a 450 megawatt capacity gas-fired power station. 4. Note that Tony Bellas, Chair of the Independent Review Panel is also the current Chair of ERM's Board. Issues likely to be raised by ERM Power and Gas Demand side response 5. Gas-fired generation is useful during periods of peak demand, because it is easier to start and stop generation in response to demand than other electricity sources. ERM and other retailers have not been involved in the work the Department has undertaken to reduce peak demand with Ergon and Energex to date. 6. However, there may be useful future opportunities for retailers such as ERM to manage future load. For example, aggregating demand in non peak periods could assist in reducing network spend. Retail model in deregulated customer space 7 ERM may be disappointed with Queensland's decision to delay application of the National Energy Customer Framework (NECF). Under the NECF, retailer relations with large customers would have been largely deregulated. However, as the existing *Electricity Act 1994* (Qld) will remain in effect after 1 July; ERM will need to continue complying with regulated minimum protections for large customers. ERM is also expanding its operations interstate and, given the delay of NECF in a number of jurisdictions, will need to continue to be individually licensed to sell energy in each state where NECF is not applied. One advantage of the NECF was a reduction in duplicative compliance requirements and associated costs. These potential savings will not be borne out until the NECF is applied. Removal of large customer retail tariff protection 8 Retailers, especially those operating in the South East of the State, are expecting the removal of a specific large customer tariff which currently allows large customers access to notified prices. Whilst this position will continue in the Ergon distribution area, the Queensland Government has yet to take a decision on the removal of this protection for large customers in the Energex area. 9 It is important to note that an overwhelming percentage of large customers in the South East have already negotiated better pricing deals under negotiated contracts with retailers under the current regime. 10 MBN 6274 is currently on its way to your office to seek approval to remove access to notified prices for large customers from 1 July 2012 as would have occurred under the NECF. This was the basis for the Queensland Competition Authority 2012-13 determination for large customers and is recommended. Jon Black Action Officer: Julie Jarvis Telephone: 322 46372 Minister for Energy and Water Supply Comments: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 12 June 2012 Mr Trevor St Baker ERM Power Limited PO Box 7152 Riverside Centre QLD 4000 Dear Mr St Baker It was nice to meet you recently over dinner with the members of the National Generators Forum. I appreciate the invitation to join you and opportunity to discuss issues of concern to your industry in relation to energy and water. Please don’t hesitate to contact me or my office via email: email@example.com or phone: 07 3896 3691 if you require any assistance in the future. Sincerely Mark McArdle MP Minister for Energy and Water Supply 27th July 2012 Hon Mark McArdle MP Minister for Energy and Water Supply PO Box 15456 City East QLD 4002 Dear Minister LNP Business Observers Program 2012 On behalf of the SAS Group and our client, ERM Power, I would like to take this opportunity to thank you for your time and the chance to meet with you as part of the Business Observers Program at the recent LNP Convention in Brisbane. During our discussion, I provided an overview of this Queensland based success story and their growth from a specialist consulting company to the leading developer of new power stations and now to the 4th largest electricity retailer in Australia. ERM Power takes a highly active role in the public policy arena on issues relating to energy and infrastructure including for example: - The importance of further deregulation in electricity tariffs to stimulate greater price competition for residential consumers. - Modelling the impacts of the carbon tax and alternate models that would support carbon reduction (such as Queensland’s Gas Electricity Certificate Scheme), and the impacts of the 20% Renewables Energy Target Scheme. - Ensuring there is a sound domestic gas reserving policy for local industry and energy production. Again, please accept our thanks and appreciation on behalf of ERM Power for your time at the LNP Business Observers Program. Please do not hesitate to contact me on (07) 3221 9222 or firstname.lastname@example.org should you wish additional information or would like to meet again with ERM Power. Yours sincerely Peter Costantini CHIEF EXECUTIVE OFFICER Note: ERM Power is a client of the SAS Group on the Queensland Lobbyist Register. Gents, This article on the actions of the Chinese government on facilitating and subsidising electric vehicle roll-out is just another signal, not just from me, but from where there are going to be 100’s of millions of EV’s within a decade or two, that the Coalition will be behind the eight ball if they do not pick up the importance of governments to act quickly to facilitate EV roll-out in Australia and act to pass on to EV purchasers some of the national benefits of EV’s. in air pollution reduction, especially in the cities, in reducing oil imports and dependency, and cutting transportation costs in Australia by up to 80%. I have an EV and ERM purchased an EV in place of its pool car. ERM has arranged the installation of two EV charging stations in the BCC King George Car-park and offering free electricity for charging (as a PR offering), and where the Council is also offering half-priced parking. These are costing 2c/kWh to run on off-peak charging power, one fifth of gasoline costs, and have a 6-year service agreement at $200 per year. The purchase cost of the Nissan Leafs, at $51,000 is probably $10,000 above a potential wider market at this stage, and other countries are subsidising EV purchases by tax/excise exemptions, etc. USA has the greatest roll-out of EV’s in the West Coast, where the Federal Department of Energy commissioned at its cost the roll-out of 20,000 EV charge stations in public locations, such as shopping centres, eateries, transport terminals. Etc. The national benefits from reduced oil imports, from air pollution and GHG reduction, and most importantly from public health costs from elimination gasoline fumes from cities, as well as the clean-op of city atmospheres, separately reported today as having as strong an impact as GHG emission per se, easily justify EV taxing concessions to incentivise EV purchases, but more importantly, government action is essential to create all legislation and regulatory facilitation for EV roll-out, and to lead the roll-out of EV charging stations, is essential is Australia is not to miss the bus in the world-wide change to EV’s. In any event, Government initiatives to start down this path are negligible, but a mark of a government’s forward-looking capability in the interests of the nation. Regards, Trevor St Baker Deputy Chairman and Founder ERM Power Limited Level 5, 123 Eagle St, Brisbane GPO Box 7152 Brisbane Qld 4001 Ph: 61 7 3020 5103 Fax: 61 7 3020 5111 Mob: 04 - Personal Information www.ermpower.com.au This email has been sent by ERM Power Limited or a related entity and it may contain confidential and privileged information. If you have accidentally received this email do not use or share the information, notify the sender immediately by return email and delete all copies on your system. If this email contains personal information please handle that information with respect to the privacy of the individual and in accordance with the Privacy Act 1988. Note that emails may not be accurate representations as they can be interfered with. ERM Power Limited’s head office is at Level 5, Riverside Centre, Brisbane QLD 4000. Telephone contact details are +61 7 3020 5100, facsimile +61 7 3020 5111. Clear the air: electric cars gain traction China observed Angus Grigg On a day when Shanghai’s pollution index moved between “very unhealthy” and “hazardous” it is worth considering China’s latest efforts on the environment. So as most readers readied themselves for Australia Day, I went out to see a young entrepreneur at Anting International Auto City, on the outskirts of Shanghai. Henry Tsui and his business partner, Dawei Zhang, run China’s only dedicated electric vehicle dealership and are hoping to cash in on the critical need to improve air quality across the country. Fortunately for the two American-educated engineers, they have the government in their corner. Nearly three years after Beijing declared its intention to become a “green energy super-power” a clear policy on electric vehicles has finally filtered down to the local level. The choking smog across China in recent weeks, resulting in a pollution reading in Beijing above 900 (below 25 is considered acceptable) appears to have given local authorities the final kick into action they needed. One of the most important developments came in Shanghai recently, when the local government said licence plates for approved electric vehicles would now be free. At a time when plates in the city are fetching a record 75,332 yuan ($11,600) at government auctions, it was a good way to capture the public’s attention. The release of these 20,000 so-called “green plates” followed the Shanghai government unveiling its electric vehicle policy last month. The main initiative from this long-awaited policy was a 40,000 yuan (subsidy for approved vehicles, which can be added to a 60,000 yuan central government subsidy. When all these initiatives are put together, the total deductions run to about 175,000 yuan per vehicle. “That means the upfront cost of an EV [electric vehicle] is still slightly higher, but the running costs are much lower,” says Tsui. This has translated into good business. Tsui says 230 pre-orders have been converted into sales over the past week and the number of visitors to his showroom has picked up from five a day to more than 60. “We’re pretty popular at the moment,” says Tsui, who founded TZGEV with Zhang more than two years ago. As you would expect, the central government has a clearly defined plan for electric vehicles, as they tick a number of its strategic objectives. Energy security is the main one. Like the United States, China wants to lower its reliance on imported oil from the Middle East, and at the same time develop “new energy” industries. Until recently, improving air quality was a third tier priority for China’s Communist rulers, but this has surely moved up a few notches recently. To achieve these objectives, China plans to have 500,000 electric vehicles on the road by 2015 and 5 million by 2020. That’s still only a fraction of the overall market, given that about 16 million passenger cars were sold last year. Tsui reckons the 2015 target is highly ambitious considering that Shanghai, the country’s largest city, expects to have only 2000 electric vehicles on the road by the end of this year. “I do think, however, they can meet the 2020 target,” he says. One of the main issues in the short term, however, is the supply of vehicles. Shanghai Automotive, which produces the Roewe E50, is making only 100 vehicles a month, and they have a battery range of just 150 kilometres. This means the waiting list for Tsui’s customers already extends to April. The other issue, like in most other countries, is charging points. State Grid, the world’s largest utility, which has a monopoly on selling electricity across China, has been slow in introducing charge points. This is said to be changing, but still, even those without a dedicated parking space will always find it difficult to locate a convenient place to recharge their battery. “I think EVs will eventually make up between 10 and 20 per cent of the market,” Tsui says. This is still a massive number, but it appears unlikely that China will fulfil its ambition to gain a new industry from its push into electric vehicles. As has happened with conventional vehicles, the local companies have used the expertise from their foreign joint venture partners and have essentially just rebadged overseas models. That means the vehicles are “made in China” but the high-end design and engineering work is done elsewhere. The result is that the market share of local brands has consistently declined in recent years to about 30 per cent at present. Looking at the Roewe E50, which hardly shouts cool or innovative, it appears that local electric vehicles will also be overtaken by offerings from the likes of Nissan, Mitsubishi or General Motors. Like the US, China wants to lower its reliance on imported oil from the Middle East, and at the same time develop ‘new energy’ industries. Driven to change ... China plans to have 500,000 electric vehicles on the road by 2015, and 5 million by 2020. Gents, I have corrected Hon Peter Dutton’s email address, but just wanted to say that cleaning up the atmosphere’s in cities is the greatest global challenges of our age, and roll-out of EV’s can deliver that outcome in the near term, with benefits to the environment and health ministries aiding this roll-out, as well as the industry ministry that is forward thinking enough to aid the process, at minimal, it really any significant cost, and that is why I copied in our Queensland-based national Industry and Health Ministers, and I would urge the federal government to champion this initiative and any opportunity to incentivise electric vehicle roll-out in Australia, including Australia manufacturing parts in to this growth sector of the vehicle manufacturing industry. - It is a “greater environmental challenge of our times” than the Rudd “Climate Change Challenge to Reduce Greenhouse Gases”. Regards Trevor St.Baker From: Trevor St Baker Sent: Saturday, 26 October 2013 11:50 AM To: Hon Greg Hunt MP; Hon Mark McArdle MP (email@example.com); John Aitken (firstname.lastname@example.org); Hon Ian Macfarlane MP; 'email@example.com' Cc: David Finn (firstname.lastname@example.org) Subject: Estonia shows way to greatesty environmental advance in a century, which Tritium are committing to in Brisbane-Gold Coast as example for Australia Gents, Tritium Pty Ltd, a new-start Australian enterprise, which won the Innovation Award at the 2013 Brisbane Lord Mayor’s Business Awards last week for its development of a world leading-edge EV fast charger, is committing to a significant first step for Australia in what is going to be a major environmental step forward world-wide in eliminating gasoline fumes in city atmospheres, reducing greenhouse emissions by optimising renewable energy use and optimising the use of energy storage capability, with the world-wide roll-out of electric vehicles. Tritium is committing to the installation of the first EV Fast charger network in Australia, in Brisbane and Gold Coast, as an example of what is being progressively rolled out throughout the world in a stop-go fashion, but in a committed way in some countries, such as the world’s first nation-wide EV fast charging network in Estonia, as attached. The installation of the Tritium Veefil EV fast charger in Brisbane is intended as a demonstration of what should be rolled out in every city and significant population centre in Australia, to spur on the roll-out of EV’s in Australia and bring to Australia the environmental benefits, the cleaner “liveable” cities, and the weaning of Australia of imported motor vehicle fuels. Electric vehicles will mainly be charged overnight, on off-peak power (and mainly wind power< at one-sixth (at least) of the cost of gasoline for average family vehicles. But this environmental revolution will not take off without the roll-out of EV Fast Charging networks, for five-minute charge top-ups for convenience for a city vehicle that might drive more than 150km in a day, and for <30-minute fast full battery re-charge, for business vehicles and for travelling between population centres. The attached press release regarding the nation-wide EV fast charging network in Estonia is with an ABB fast charger which has comparable capabilities to the Australian-developed and manufactured Tritium Veefil. Tritium is undertaking this demonstration installation, appropriately in Brisbane which is claiming a “New Age City” status, to establish the optimum locations for EV fast chargers to provide the “quick fill” convenience for a top-up for their EV or for a “quick fill” if travelling longer distances or continuously using a vehicle in the city, such as for taxis, while at the same time developing profitable business plans for different premises to invest in such an EV Fast Charger, ie for example whether fast food outlets, or convenience centres, EV Sales Distributors, or existing Service Stations, offer the optimum investment return for installing an EV Fast Charger, (or ten!!) I am already involved in arranging for ERM Business Energy to provide a trial of free electricity supply for single-phase EV chargers appropriate for car-parking stations for longer-stay vehicle parking (and charging at 20 to 25 km per hour, compared to the 25km per 5-minute fast-charge rate with Tritium’s Veefil fast charger). ERM Power and the Brisbane City Council have had two such single-phase chargers installed in the BCC City Hall Parking Station for one year, also demonstrating the sort of EV charging infrastructure suitable for longer stay parking, for example in office car parks, shopping centres, etc. I have however made a substantial investment in Tritium Pty Ltd to support this local new-start enterprise with a world leading-edge product, and would urge governments at all levels to support this initiative by Tritium to install this fires EV Fast Charge Network in Brisbane and the Gold Coast, and for the federal government especially to consider inviting proposal for a nation-wide EV Fast Charging Network, just as Estonia has done, and as the US Department of Energy initiated in the US West Coast some six years ago, but with much slower chargers than Tritium and ABB have developed, and where Tritium are targeting to sell their Veefil fast charger. To its credit, it has been the Federal Department if Industry’s Commercialisation Australia that supported the design development and commercialisation of the Veefil EV Fast Charger by Tritium, and which I understand my follow-up private sector investment has been a most positive outcome of their seed investment in this enterprise, with great potential to develop export capability as well as offering competitive local manufacturing capability in a growth market. I would hope that all three levels of government could be co-champions of this great initiative and venture capital outlay by Tritium, as I believe that it sowing essential seeds for one of the most outstanding environmental achievements now in our grasp, ie: - the massive reduction of atmospheric pollutions, in our cities especially, - the resulting healthier and longer life expectancy, and at lower public health cost, for city-dwellers especially, - motor vehicle fuel and service costs at one-sixth of current petrol costs, - huge reductions in greenhouse emissions, through mainly off-peak wind energy use for off-peak EV charging, and - Drastically-reduced reliance on imported fuels Regards, Trevor St Baker Deputy Chairman and Founder ERM Power Limited Level 5, 123 Eagle St, Brisbane GPO Box 7152 Brisbane Qld 4001 Ph: 61 7 3020 5103 Fax: 61 7 3020 5111 Mobile: 0419 4 - Personal Information www.ermpower.com.au This email has been sent by ERM Power Limited or a related entity and it may contain confidential and privileged information. If you have accidentally received this email do not use or share the information, notify the sender immediately by return email and delete all copies on your system. If this email contains personal information please handle that information with respect to the privacy of the individual and in accordance with the Privacy Act 1988. Note that emails may not be accurate representations as they can be interfered with. ERM Power Limited's head office is at Level 5, Riverside Centre, Brisbane QLD 4000. Telephone contact details are +61 7 3020 5100, facsimile +61 7 3020 5111. Gents, Tritium Pty Ltd, a mew-start Australian enterprise, which won the Innovation Award at the 2013 Brisbane Lord Mayor’s Business Awards last week for its development of a world leading-edge EV fast charger, is committing to a significant first step for Australia in what is going to be a major environmental step forward world-wide in eliminating gasoline fumes in city atmospheres, reducing greenhouse emissions by optimising renewable energy use and optimising the use of energy storage capability, with the world-wide roll-out of electric vehicles. Tritium is committing to the installation of the first EV Fast charger network in Australia, in Brisbane and Gold Coast, as an example of what is being progressively rolled out throughout the world in a stop-go fashion, but in a committed way in some countries, such as the world’s first nation-wide EV fast charging network in Estonia, as attached. The installation of the Tritium Veefil EV fast charger in Brisbane is intended as a demonstration of what should be rolled out in every city and significant population centre in Australia, to spur on the roll-out of EV’s in Australia and bring to Australia the environmental benefits, the cleaner “liveable” cities, and the weaning of Australia of imported motor vehicle fuels. Electric vehicles will mainly be charged overnight, on off-peak power (and mainly wind power< at one-sixth (at least) of the cost of gasoline for average family vehicles. But this environmental revolution will not take off without the roll-out of EV Fast Charging networks, for five-minute charge top-ups for convenience for a city vehicle that might drive more than 150km in a day, and for <30-minute fast full battery re-charge, for business vehicles and for travelling between population centres. The attached press release regarding the nation-wide EV fast charging network in Estonia is with an ABB fast charger which has comparable capabilities to the Australian-developed and manufactured Tritium Veefil. Tritium is undertaking this demonstration installation, appropriately in Brisbane which is claiming a “New Age City” status, to establish the optimum locations for EV fast chargers to provide the “quick fill” convenience for a top-up for their EV or for a “quick fill” if travelling longer distances or continuously using a vehicle in the city, such as for taxis, while at the same time developing profitable business plans for different premises to invest in such an EV Fast Charger, ie for example whether fast food outlets, or convenience centres, EV Sales Distributors, or existing Service Stations, offer the optimum investment return for installing an EV Fast Charger, (or ten!!) I am already involved in arranging for ERM Business Energy to provide a trial of free electricity supply for single-phase EV chargers appropriate for car-parking stations for longer-stay vehicle parking (and charging at 20 to 25 km per hour, compared to the 25km per 5-minute fast-charge rate with Tritium’s Veefil fast charger). ERM Power and the Brisbane City Council have had two such single-phase chargers installed in the BCC City Hall Parking Station for one year, also demonstrating the sort of EV charging infrastructure suitable for longer stay parking, for example in office car parks, shopping centres, etc. I have however made a substantial investment in Tritium Pty Ltd to support this local new-start enterprise with a world leading-edge product, and would urge governments at all levels to support this initiative by Tritium to install this fires EV Fast Charge Network in Brisbane and the Gold Coast, and for the federal government especially to consider inviting proposal for a nationwide EV Fast Charging Network, just as Estonia has done, and as the US Department of Energy initiated in the US West Coast some six years ago, but with much slower chargers than Tritium and ABB have developed, and where Tritium are targeting to sell their Veefil fast charger. To its credit, it has been the Federal Department if Industry’s Commercialisation Australia that supported the design development and commercialisation of the Veefil EV Fast Charger by Tritium, and which I understand my follow-up private sector investment has been a most positive outcome of their seed investment in this enterprise, with great potential to develop export capability as well as offering competitive local manufacturing capability in a growth market. I would hope that all three levels of government could be co-champions of this great initiative and venture capital outlay by Tritium, as I believe that it sowing essential seeds for one of the most outstanding environmental achievements now in our grasp, i.e; - the massive reduction of atmospheric pollutions, in our cities especially, - the resulting healthier and longer life expectancy, and at lower public health cost, for city-dwellers especially, - motor vehicle fuel and service costs at one-sixth of current petrol costs, - huge reductions in greenhouse emissions, through mainly off-peak wind energy use for off-peak EV charging, and - Drastically-reduced reliance on imported fuels World’s first nationwide EV charging network starts – based on ABB fast charger technology Estonia is first country to operate a nationwide EV charging network of 165 DC fast chargers Zurich, Switzerland, Feb. 20, 2013 – Estonia has become the world’s first country to launch a nationwide fast-charging network for electric vehicles, using technology provided by ABB, the leading power and automation technology group. The network of 165 web-connected direct current (DC) fast chargers, supplied and built by ABB, was officially opened on Wednesday. The chargers are installed in urban areas with more than 5,000 inhabitants, and on major roads throughout the country, creating the highest concentration of DC chargers in Europe. On highways, the chargers are never more than 60km apart, making it possible for electric vehicles to travel anywhere within the Baltic state without running out of power. “ABB is delighted to have built the world’s first nationwide electric fast-charging network in Estonia,” said Ulrich Spiesshofer, head of ABB’s Discrete Automation and Motion division. “Having a nationwide fast-charging network will encourage motorists to switch to electric vehicles and it will motivate other countries to invest in their own charging infrastructure.” Unlike conventional residential power outlets, which take up to eight hours to charge an electric vehicle, ABB’s Terra 51 DC fast chargers need only 15-30 minutes to do the job. The fast-charging stations comply with the CHAdeMO charging standard and can be used for charging vehicles with DC of up to 50 kilowatts (kW) as well as with alternating current (AC) of up to 22kW. The methods can be used simultaneously, if necessary. “The fact that recharging is so easy is one of the main reasons more and more Estonians will decide in favor of electric cars in future,” said Estonia’s Minister of the Environment, Keit Pentus-Rosimannus. “Our entire transport policy should be based on the notion that environmentally friendly travel is the cheapest and simplest option there is.” ABB won the contract in 2011 and completed the network in just six months. The contract includes a five-year agreement to provide technical network operating support services for the chargers, which are connected to the central system via an Internet connection, as well as backbone IT architecture. The commercial operation to serve the Estonian EV drivers is handled by local third parties, and is based on a payment platform from parking industry. Alongside the comprehensive charging infrastructure, Estonia offers subsidies of up to 50 percent of the purchase price of electric vehicles to encourage their adoption. For visuals please click here. ABB (www.abb.com) is a leader in power and automation technologies that enable utility and industry customers to improve performance while lowering environmental impact. The ABB Group of companies operates in around 100 countries and employs about 145,000 people. For help with any technical terms in this release, please go to: www.abb.com/glossary For more information please contact: ABB Group Media Relations: Thomas Schmidt; Antonio Ligi (Zurich, Switzerland) Tel: +41 43 317 6568 email@example.com http://twitter.com/ABBcomms Ian, The attached article touches on just how important ERM’s competitive input has been in the business energy sector, and in relation to market driven demand responses to high electricity prices, and to curtailing customer loads to avoid exposure to the $15,000/MWh wholesale electricity prices and threats of blackouts. The article touches on ERM’s pro-active efforts in demand response, but its claims that new participants should have the benefit of new rules to get around retailers preventing demand response, as below, are totally unfounded. *Spot power prices surged toward the limit of $15,000 per megawatt-hour this week in South Australia and Victoria, up to 300 times normal levels. Demand has reached close to the 2009 record.* *Both Enernoc and GreenSync have this week enacted commitments by cold storage plants and others to cut back power in return for payment* *Enernoc, working with ERM Power, has taken 15-20 megawatts of demand out of the market this week from ERM customers, Mr Troughton said.* *He said talks over past years to reach similar agreements with larger retailers such as AGL Energy, Origin and EnergyAustralia had "pretty much been knocked back".* *Under current rules retailers are effective "gatekeepers" for each customer's demand response, Mr Troughton said.* *"If your retailer doesn't want you to do demand response then you can't," he said. 'There's no real competitive pressure for retailers to treat demand response seriously."* On this issue of “Australia lagging overseas rules” permitting electricity users to trade in the market, the representations referred to in this article are however grossly overstated, self-serving, and the promises of non-credit-worthy observers of markets.. 1. Large electricity users are permitted to become participants in the NEM, but generally don’t, as it is a complex non-core business for manufacturers and industrialists. 2. ERM is not the only retailer offering demand curtailment deals to customers, as it is implied in this article. ERM works with a number of parties such as Enernoc, and also directly with customers. ERM makes more of a feature of this than the majors, and is a competitive edge, and it can be said that the three electricity majors do not put as much effort in as ERM, but that is a competitive edge that ERM has capitalised on, and if it had really significant impact on them, they would be doing more than ERM. 3. The reality is that the retailers and not the electricity customers are the parties exposed to the $15,000/MWh NEM wholesale prices, and this drives both actions to curtail end-use demand, by offering such deals to customers, as well as demand for new generation capability if that is a more economic way to protect that exposure. The reality is of course that by far the greatest load curtailment possible is with mega-electricity demand users, such as aluminium smelters, where major “time-limited” demand curtailment is possible, and a lot of those are products of government negotiations in establishing the smelters. This is the case in the US, except that these deals are by direct dealing between generator/transmitters and major industrial electricity users, not facilitated by middle men. 4. The further reality of these super high peak demands is that the commercial risks and costs borne by retailers better drives not only such curtailment deals but also demand for new generating capability. 5. The idea that the rules can be changed to let these by-standers solve the problems, without building new power stations, but by being paid as much as a generator to avoid black-outs is nothing more than tabloid discussion. The example of Capacity Payments in the WEM in Western Australia is a disaster, and in a grossly flawed electricity market, where the market operator is paying out millions to companies without credit support to “game” an obligation to withdraw electricity demand in the event of a high demand occasion, at the same time as the market operator is determining two years ahead what such capacity curtailment it will commit electricity users to pay for, with capacity margin of 15% and sufficient to ensure there are never blackouts in the worst demand growth prediction. 6. Demand Response Capacity business in the WEM has become a better business to be in than serious power generation, if you are in the business of investing in bad public policy, which serious companies are not. Regards Trevor St.Baker Push to pay big firms to cut power in peaks Regulation Angela Macdonald-Smith Energy experts want governments to revive shelved plans to pay big companies to cut their electricity use during heat waves. Improved measures allowing large energy users to be paid to reduce their consumption would ease pressure on the power system which is being stretched to the limit by a surge in use of air conditioners, industry sources say. The measures could reduce the need for billions to be spent on generation and transmission capacity that is typically used only a handful of days a year when demand is at its highest. Federal and state energy ministers in December stalled on rule changes that would have made so-called "demand response" easier, deciding instead to order further cost-benefit analysis. Lobbying by large electricity retailers and generators worried about lost revenues and higher costs is being blamed. Political will for the measures, which existed under the previous Labor government, has faded as the issue of rising power prices has slid down the agenda, said Phil Blythe, managing director at GreenSync, a Melbourne-based manager of customer power demand. "In more recent times people have been saying, well is it really so important, but you have a spell of hot weather and this is now going to become much more topical," he said. Electricity retailers are still resisting any changes. Origin Energy said on Thursday the proposals were "overly complex and the costs are likely to outweigh the benefits", while adding it has arrangements with several high-demand customers to curtail consumption in "extreme peak conditions". EnergyAustralia said that while it "strongly supports" demand response, the proposal would have cost more than $100 million to implement and would provide little or no benefit to customers. In rebuffing the changes, energy ministers cited the "change in market circumstances", a reference to the downturn in overall electricity demand in recent years which appeared to make the measures unnecessary. This week's power problems may prove otherwise. A spokesman for federal Industry Minister Ian Macfarlane said consultation on the rule changes would continue through 2014. A spokesman for South Australian energy minister Tom Koutsantonis said the government was "generally supportive" of the changes but wanted further analysis. Demand response is expensive, with some customers paid as much as $1000 per megawatt-hour to cover opportunity cost of lost production, more than any generator's fuel costs. Australia's under-developed rules for "demand response" means such voluntary cutting back of power use by customers only trims a tiny amount from peak demand, perhaps little more than 1 percent. That compares with up to one-tenth of demand in some US power markets, said Paul Troughton, managing director of Enernoc, which aggregates customers willing to cut their power use. "If you can get up to 10 per cent of peak demand being lopped off that means these rolling blackout issues just don't occur," he said. He said if Australia already had the rules "you would expect hundreds of megawatts of demand response and we would have a comfortable buffer in the system and lower prices". Spot power prices surged toward the limit of $15,000 per megawatt-hour this week in South Australia and Victoria, up to 300 times normal levels. Demand has reached close to the 2009 record. Both Enernoc and GreenSync have this week enacted commitments by cold storage plants and others to cut back power in return for payment. Enernoc, working with ERM Power, has taken 15-20 megawatts of demand out of the market this week from ERM customers, Mr Troughton said. He said talks over past years to reach similar agreements with larger retailers such as AGL Energy, Origin and EnergyAustralia had "pretty much been knocked back". Under current rules retailers are effective "gatekeepers" for each customer's demand response, Mr Troughton said. "If your retailer doesn't want you to do demand response then you can't," he said. "There's no real competitive pressure for retailers to treat demand response seriously." WITH LUCILLE KEEN Dear Hayley, On behalf of Peter Costantini, please find attached a letter of thanks to the Minister for his attendance at last night’s dinner with ERM Power. Kind regards, Ashleigh 6th February 2014 Hon. Mark McArdle MP Minister for Energy and Water Supply PO Box 15456 CITY EAST QLD 4002 Via email: firstname.lastname@example.org Dear Minister, On behalf of the SAS Group and our client ERM Power, I would like to thank you and Anthony for your attendance at last night’s dinner at the Queensland Club. ERM Power appreciated you taking the time out of your busy schedule to discuss the many issues relating to the energy portfolio in Queensland and nationally. Of particular interest were the discussions around the Short Term Renewables Certificate, the 30-year plan, the role of generators participating selectively in the retail market, future technologies and infrastructure in the sector. Once again, please accept our thanks and appreciation. Please do not hesitate to contact us at any time if we can be of any assistance. Yours sincerely, PETER COSTANTINI CHIEF EXECUTIVE / DIRECTOR Still seen keen as NSW canvases options for MacGen Print: Australian Financial Review, Australia, Companies and Markets, Angela Macdonald-Smith 06 Mar 2014 Page 25 515 words The NSW government is expected to consider alternative options for the sale of Macquarie Generation after AGL Energy's $1.5 billion bid was blocked by the competition regulator, with underbidder ERM Power still thought to be keen to pursue the assets. NSW Treasurer Mike Baird has ruled out returning to the other bidders - ERM and Marubeni - on the same terms as their offers, which fell short of MacGen's retention value. # Full text: http://www.mediaportal.com/0lo504616735 # Print item: http://www.mediaportal.com/Ood504616734 ASR: AUD 5,805 Circulation: 62,455 Keywords: ACCC(2), Consumer Commission(1), CS Energy(1), electricity(1), Energy(4), Power(6) Photo: Yes Type: News Item Size: 332.00 cm² ID: 240517693 Govt tour to discuss sell-offs Print: News Mail, Bundaberg QLD, General News 06 Mar 2014 Page 9 197 words This email is part of your Mediaportal service. Please do not reply. The mailbox is automated and unattended. This report and its contents are for the internal research use of Mediaportal subscribers only and may not be provided to any third party by any means for any purpose without the express permission of iSentia and/or the relevant copyright owner. For more information contact email@example.com iSentia uses multiple audience data sources for press, internet, TV and radio, including AGB Nielsen Media Research, Audit Bureau of Circulations, comScore, CSM Media Research, OzTAM, Nielsen, Research International and TNS. For general information purposes only. Any ASRs and audience figures are an estimate only and may be subject error or omission. iSentia makes no representations and, to the extent permitted by law, excludes all warranties in relation to the information contained in the report and is not liable for any losses, costs or expenses, resulting from any use or misuse of the report. March 5, 2014 Good morning The ACCC has blocked AGL's takeover of Macquarie Generation, saying the deal would have caused a "significant reduction both in hedge market liquidity and the supply of competitively priced and appropriately customised hedge contracts to second-tier retailers competing in NSW". The NSW Government has withdrawn MacGen from sale and must decide whether to wait and allow AGL to appeal the decision, go back to other bidders to see if they will raise their bids, sell the power stations by other means, such as a share float, or restructure the sale by splitting Macquarie Generation's two power stations into separate transactions. An industry consultant told Fairfax's Brian Robbins the decision may limit future government sales of large electricity market assets. ACCC boss Rod Sims told The Australian that, bid value aside, MacGen would probably sit better in the hands of ERM than the government: "[w]ith the sale to AGL we have competition concerns — we certainly don't have any concerns with ERM. ERM is a commercial owner, and so that would satisfy the government's privatisation objectives." BHP Billiton CEO Andrew Mackenzie predicts coal will remain the world's dominant energy source over the next two decades... Data from Germany's Chamber of Commerce and Industry shows every sixth German company is going off grid and generating its own electricity in response to soaring power prices and generous incentives to invest in renewable generation... The Australia Institute's Richard Denniss writes claims by Santos that protests at Narrabri will add to the retail cost of gas are not true. For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Rebecca Harrison on (03) 9205 3113 or email Energy Supply Association of Australia GPO Box 183 Melbourne Australia VIC 3001 Telephone: 03 9205 3100 | Facsimile: 03 9670 1069 Hello Phil Future media opportunity, good opportunity to involve local schools, local MPs and both Ministers. Cheers From: Peter Costantini [mailto:firstname.lastname@example.org] Sent: Monday, 24 February 2014 2:38 PM To: Anthony Jones Cc: Phil Hind; Contact ERM Power Subject: 140224, ERM, School Trial Hi Anthony Here is a little more background on the Trial Project for schools - note the trial assessment is April. ERM Power’s Energy Solutions group identifies and deploys innovative energy solutions for ERM’s customers. Solutions include demand response, energy efficiency, customer embedded generation and renewables. ERM’s extensive demand response programme has helped many customers including the QLD Government to enhance the reliability of their emergency generation fleet and extract some revenue from these assets. ERM’s Energy Solutions group is offering an integrated solar photovoltaic generation system to customers who can benefit from this through a reduction in total energy costs. In early 2013 DETE Infrastructure Services Branch asked ERM for assistance with escalating electricity costs in schools following a change in electricity industry regulation that caused Energex to shift schools onto a new network tariff. ERM’s analysis showed the greatest single cost is network charges and this is dominated by demand charges of approximately $9.4M in fiscal year 2013 which was 42% of the total electricity cost. In collaboration with officers in DETE Infrastructure Services Branch ERM developed a trial project to investigate energy and demand management solutions. In developing the Trial, ERM has managed to leverage available DETE funds (x 2) by involving industry partners. Initial results are promising with final results due in April 2014. With kind regards On 7 Feb 2014, at 12:04 pm, Anthony Jones <email@example.com> wrote: Hello Peter I am just following up on our discussion on Wed night. There was some discussion on energy efficiency trials / pilots at a number of schools. Do we know whether this would be suitably progressed for any media opportunities? Thanks Anthony Great State. Great Opportunity. This email, together with any attachments, is intended for the named recipient(s) only; and may contain privileged and confidential information. If received in error, you are asked to inform the sender as quickly as possible and delete this email and any copies of this from your computer system network. If not an intended recipient of this email, you must not copy, distribute or take any action(s) that relies on it; any form of disclosure, modification, distribution and/or publication of this email is also prohibited. Unless stated otherwise, this email represents only the views of the sender and not the views of the Queensland Government. Please consider the environment before printing this email. Hi Anthony Here is a little more background on the Trial Project for schools - note the trial assessment is April. ERM Power’s Energy Solutions group identifies and deploys innovative energy solutions for ERM’s customers. Solutions include demand response, energy efficiency, customer embedded generation and renewables. ERM’s extensive demand response programme has helped many customers including the QLD Government to enhance the reliability of their emergency generation fleet and extract some revenue from these assets. ERM’s Energy Solutions group is offering an integrated solar photovoltaic generation system to customers who can benefit from this through a reduction in total energy costs. In early 2013 DETE Infrastructure Services Branch asked ERM for assistance with escalating electricity costs in schools following a change in electricity industry regulation that caused Energex to shift schools onto a new network tariff. ERM’s analysis showed the greatest single cost is network charges and this is dominated by demand charges of approximately $9.4M in fiscal year 2013 which was 42% of the total electricity cost. In collaboration with officers in DETE Infrastructure Services Branch ERM developed a trial project to investigate energy and demand management solutions. In developing the Trial, ERM has managed to leverage available DETE funds (x 2) by involving industry partners. Initial results are promising with final results due in April 2014. With kind regards On 7 Feb 2014, at 12:04 pm, Anthony Jones <firstname.lastname@example.org> wrote: Hello Peter I am just following up on our discussion on Wed night. There was some discussion on energy efficiency trials / pilots at a number of schools. Do we know whether this would be suitably progressed for any media opportunities? Thanks Anthony <image003.jpg> Anthony Jones Principal Advisor Office of the Hon. Mark McArdle MP | Minister for Energy & Water Supply Phone: 07 3719 7148 | Fax: 07 3012 9115 | Mobile: 04 - Personal Information Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. This email, together with any attachments, is intended for the named recipient(s) only; and may contain privileged and confidential information. If received in error, you are asked to inform the sender as quickly as possible and delete this email and any copies of this from your computer system network. If not an intended recipient of this email, you must not copy, distribute or take any action(s) that relies on it; any form of disclosure, modification, distribution and /or publication of this email is also prohibited. Unless stated otherwise, this email represents only the views of the sender and not the views of the Queensland Government. Please consider the environment before printing this email. Thanks Anthony Great to see you again last week. I am meeting with ERM Power this afternoon (and again tomorrow) so will have the chance to follow up on this later today. I will be in Canberra tomorrow so if I don’t get back to you by then - definitely on Thursday. Hope that works. Cheers On 7 Feb 2014, at 12:04 pm, Anthony Jones <email@example.com> wrote: Hello Peter I am just following up on our discussion on Wed night. There was some discussion on energy efficiency trials / pilots at a number of schools. Do we know whether this would be suitably progressed for any media opportunities? Thanks Anthony If not an intended recipient of this email, you must not copy, distribute or take any action(s) that relies on it; any form of disclosure, modification, distribution and/or publication of this email is also prohibited. Unless stated otherwise, this email represents only the views of the sender and not the views of the Queensland Government. Please consider the environment before printing this email. February 11, 2014 Good morning, Bushfires in Victoria's Latrobe Valley dominate today's energy news. At Hazelwood, fire has damaged power lines, knocking out dredges and conveyors that supply coal to the generator. Fire has also entered a disused part of the mine supplying Yallourn power station, but the plant is operating as usual. On Monday, Victorian Energy Minister Nicholas Kotsiras said the state had significant power supply reserves to meet demand, and there was a good buffer of supply throughout the week. Dow Chemical claims it has abandoned potentially large Australian investments because east coast gas producers are hoarding reserves for export... A Grattan Institute report urges the federal government to resist "self-interested" calls to set aside gas supplies for selected industries or to cap prices. It also warns of a worsening oversupply of renewable electricity depressing the wholesale electricity price, which could seriously distort the market. ACF anti-nuclear campaigner Dave Sweeney has rejected Business SA's call for a discussion on a nuclear power for the state, writing SA is rich in renewable energy resources and should focus on becoming a world leader in renewable energy production... The NSW Government may have to ask ERM Power to extend the timeframe of its bid for MacGen, as its offer is expected to expire before the ACCC rules on AGL's bid... The Fin's Matthew Stevens writes NSW has foregone a major economic opportunity by over-regulating unconventional gas exploration and development in the state. For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Rebecca Harrison on (03) 9205 3113 or email. Energy Supply Association of Australia GPO Box 183 Melbourne Australia VIC 3001 Telephone: 03 9205 3100 | Facsimile: 03 9670 1069 DEWS RTI DL Release Hello Peter I am just following up on our discussion on Wed night. There was some discussion on energy efficiency trials / pilots at a number of schools. Do we know whether this would be suitably progressed for any media opportunities? Thanks Anthony On 5 Feb 2014, at 8:01 am, "Phil Hind" <firstname.lastname@example.org> wrote: COURIER MAIL THE AUSTRALIAN FINANCIAL REVIEW Pg12 – POWER STATION TYRE-KICKERS MOVE ON TO DELTA CENTRAL – AGL and ERM may be sending their sealed Macquarie Generation offers to Goldman Sacks today but it is far from the end of their participation in NSW power privatisations. The two are likely to line up again for Vales Point and Colongra, the Central Coast power stations run by the NSW Govt’s Delta Electricity. Expressions of interest in the sale, also being run by Goldman’s, closed yesterday. Phil Hind Senior Media Advisor Office of the Hon. Mark McArdle MP | Minister for Energy & Water Supply Phone: 07 3719 7151 | Fax: 07 3012 9115 | Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. February 4, 2014 Good morning, The *Adelaide Advertiser* reports on the esaa’s *Residential electricity tariff review* released today, using air conditioners to demonstrate the inequity in current tariffs. And in an oped in the same paper esaa’s Matthew Warren calls for tariff reform, arguing that the way we currently pay for electricity is out of date: “*New pricing options need to be introduced to ensure no household pays more than their fair share.*” The policeman leading the investigation into a fire the Yallourn power station last year has told Latrobe Valley press that *the fire was clearly sabotage*… Fund manager David Paradice and former Coal Association chief executive Nikki Williams are part of a *taskforce which has begun work on forging a way through the conflicting interests holding up CSG development in NSW*… Birdsville residents are questioning why *the geothermal plant hasn’t been upgraded to cater for all of the town’s electricity demands*… Stephen Bartholomeusz takes a *detailed look at the Macquarie Generation auction process and sale*… ERM Power says its earnings are likely to grow next year *even if its offer for MacGen is unsuccessful*… In WA *spending on entertainment has been slashed more than 70 per cent in two years* by electricity distributor Western Power… Peter Boyer in the *Mercury* thinks that “*Tony Abbott has never been committed to serious action on climate change*. He mouths the words when talking up Coalition climate policy… but his insincerity is all too clear.” For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Jiin-Wen Ewe on (03) 9205 3109 or email. January 31, 2014 Good morning, Danny Price, chairman of the Abbott government’s Direct Action reference group has declared his support for keeping the RET amid speculation that the IPA’s Alan Moran “an anti-renewables economist” will head the RET review... ERM Power is preparing to lodge a final bid next week for Macquarie Generation after the ACCC ruled a takeover would enhance rather than hurt competition in generation and retailing... Power producers say price spikes are occurring too seldom and for too short a period, risking security of supply and future investment writes Angela McDonald Smith in the AFR. Boral chief executive Mike Kane says energy policy should be directed at opening up more supply and encouraging exploration... David Knox, head of Santos writes in the Herald Sun that the gas industry must gain the trust of the community, particularly when it comes to CSG production... Exxon Mobil’s Australian chairman says there is more gas in the Bass Strait but warns that it would be more expensive to produce as it is often contaminated with mercury and high levels of carbon dioxide. Gay Alcorn says that Abbott’s public belief in global warming and the human contribution to it is “a lie, a wink and a nod, and everybody knows it.”... For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Jiin-Wen Ewe on (03) 9205 3109 or email. AGL, ERM bid for power stations Print: The Australian, Australia, Business News, Brett Cole 24 Jan 2014 Page 22 273 words ENERGY: Three final bids are expected by the February 5 deadline for Macquarie Generation's two coal-fired power stations, Liddell and Bayswater. Melbourne-based AGL Energy and Brisbane-based ERM Power are two of the final bidders for the Hunter Valley power stations. # Full text: http://www.mediaportal.com/0em496636572 # Print item: http://www.mediaportal.com/One496636571 ASR: AUD 1,827 Circulation: 116,854 Keywords: company(1), electricity(2), Energy(2), generating(1), Generation(7), market(1), Power(6), supplied(1), tax(1) Photo: No Type: News Item Size: 90.39 cm² ID: 233725857 Benefits of renewable power may not get close to the subsidies Print: Australian Financial Review, Australia, General News, Phil Barresi 24 Jan 2014 Page 39 812 words This email is part of your Mediaportal service. Please do not reply. The mailbox is automated and unattended. This report and its contents are for the internal research use of Mediaportal subscribers only and may not be provided to any third party by any means for any purpose without the express permission of iSentia and/or the relevant copyright owner. For more information contact email@example.com iSentia uses multiple audience data sources for press, internet, TV and radio, including AGB Nielsen Media Research, Audit Bureau of Circulations, comScore, CSM Media Research, OzTAM, Nielsen, Research International and TNS. For general information purposes only. Any ASRs and audience figures are an estimate only and may be subject error or omission. iSentia makes no representations and, to the extent permitted by law, excludes all warranties in relation to the information contained in the report and is not liable for any losses, costs or expenses, resulting from any use or misuse of the report. Hi Jeff Looking forward to seeing you this evening. During the LNP Business Observers Program, the Minister requested short briefing papers on ERM's views regarding 1) domestic gas reserving, 2) tariff deregulation, and 3) The future of GECs. Those documents are attached, and ERM would be happy to discuss in more detail this evening. With kind regards Good afternoon Hayley Further to our phone conversation earlier, please see below for confirmation of details for Minister McArdle's dinner with ERM Power on Tuesday 7th August. **Time:** 6.30pm **Attendees:** - Hon. Mark McArdle MP - Minister for Energy and Water Supply - Mr Jeffrey Sommerfeld - Chief of Staff - Mr Trevor St Baker - Non-Executive Deputy Chairman and Founder, ERM Power - Mr Philip St Baker - Managing Director and CEO, ERM Power - Mr Mitch Anderson - CEO, Retail, ERM Power - Mr Rohan Melhuish - Executive General Manager Energy Planning, ERM Power - Mr Peter Costantini - Chief Executive, SAS Group - Hon. Larry Anthony - Director, SAS Group **Venue:** Library Room, Queensland Club (Cnr George & Alice Street, Brisbane) If you require any further details/information, please don't hesitate to contact me. Kind regards, Ashleigh --- **SAS GROUP** **ASHLEIGH DE'ATH** EXECUTIVE ASSISTANT P. +61 7 3221 9222 F. +61 7 3221 9223 W. sasgroup.net.au Level 5, QCA Place, 270 Angela de Silva PO Box 10605, Brisbane, Adelaide Street Qld 4002 Australia Subject: Dinner with ERM Power & SAS Group (6.30pm - 8.30pm) Contact: Ashleigh De'Ath (07 3221 9222) Location: The Queensland Club, Library Room, Cnr George & Alice Street, Brisbane Start: Tue 7/08/2012 6:30 PM End: Tue 7/08/2012 8:30 PM Recurrence: (none) Meeting Status: Meeting organizer Organizer: Mark McArdle Required Attendees: Caloundra; Jeffrey Sommerfeld Attending: - Mr Jeffrey Sommerfeld - Chief of Staff - Mr Trevor St Baker - Non-Executive Deputy Chairman and Founder, ERM Power - Mr Philip St Baker - Managing Director and CEO, ERM Power - Mr Mitch Anderson - CEO, Retail, ERM Power - Mr Rohan Melhuish - Executive General Manager Energy Planning, ERM Power - Mr Peter Costantini - Chief Executive, SAS Group - Hon. Larry Anthony - Director, SAS Group Hello Peter As discussed, I have reserved two time slots in the Minister’s diary to meet with ERM Power to discuss their Small-scale Renewable Energy Scheme (SRES) Report, please see below: - 6.30pm – 9.00pm, Wednesday, 5 February 2014, or - 4.30pm – 5.00pm, Thursday, 13 February 2014 I look forward to hearing from you when ERM Power have decided on a preferred date and time, thank you. Kind regards, Hayley Date received in Minister's Office: 29 NOV 2013 Incoming EWS No: 065963 For attention of: - Department - Briefing note - Draft response for Minister's signature - Dot point advice from GOC - Refer to GOC for direct response (& CC to Min and MP) - Necessary action/information Date required to Minister's Office: (outside of normal timeframes) Minister's Office - Refer to Minister - Meeting required - Referral Letter - No further action - Other: ________________ Admin Notes: Anthony Martin Feb 2014 Comments: Anthony 3/12/13 BM7 Minister - this is a federal issue, not sure worth a meeting? Anthony 6/12 Copy provided to Minister - 9/12/13 BM7 Comments continued: Thanks Hayley. Those attending from this end are as follows: 1. Trevor St Baker, Non Executive Chairman 2. Phil St Baker, Managing Director 3. David Guiver, General Manager Trading 4. Peter Jans, General Counsel and Company Secretary 5. Fiona Simon, General Manager Regulatory Affairs 6. Peter Costantini, Director SAS Group Please let me know if you need any further information. Thanks again, hope you have a great Christmas! Kind regards, Ashleigh --- On 19 Dec 2013, at 4:27 pm, Hayley Coultis <firstname.lastname@example.org> wrote: Hi Ashleigh So sorry about the delay in responding, thanks for sending through the confirmation and venue details. I have updated the Minister’s diary, he will be accompanied by his Principal Advisor, Anthony Jones. Have a great Christmas break! Cheers, Hayley Hi Hayley, Further to my below email, I confirm the dinner will be held in The Library at The Queensland Club, Corner George and Alice Streets. The dinner will commence at 6.30pm for a 7pm start and run through to 9pm. As always, I will send through a briefing note confirming final details including guests names closer to the date. Please don’t hesitate to contact me if you require anything further in the meantime. Kind regards, Ashleigh On 19 Dec 2013, at 8:21 am, Ashleigh De'Ath <email@example.com> wrote: Hi Hayley, Can I please confirm 6.30pm - 9pm on Wednesday 5th February for the meeting with the Minister and ERM Power to discuss their Small-scale Renewable Energy Scheme report. Should you require any further information, please don’t hesitate to contact me. Kind regards, Ashleigh On 18 Dec 2013, at 9:41 am, Hayley Coultis <firstname.lastname@example.org> wrote: Hello Peter As discussed, I have reserved two time slots in the Minister’s diary to meet with ERM Power to discuss their Small-scale Renewable Energy Scheme (SRES) Report, please see below: - 6.30pm – 9.00pm, Wednesday, 5 February 2014, or - 4.30pm – 5.00pm, Thursday, 13 February 2014 I look forward to hearing from you when ERM Power have decided on a preferred date and time, thank you. Kind regards, Hayley Subject: Dinner Meeting with ERM Power (6.30pm - 9.00pm) Contact: Peter Costantini (07 3221 9222) Location: The Library at The Queensland Club, Corner George and Alice Streets, Brisbane Start: Wed 5/02/2014 6:30 PM End: Wed 5/02/2014 9:00 PM Recurrence: (none) Meeting Status: Meeting organizer Organizer: Mark McArdle Required Attendees: Caloundra; Anthony Jones Attendees: - Trevor St Baker, Non-Executive Chairman, ERM Power - Phil St Baker, Managing Director, ERM Power - David Guiver, General Manager Trading, ERM Power - Peter Jans, General Counsel and Company Secretary, ERM Power - Fiona Simon, General Manager Regulatory Affairs, ERM Power - Peter Costantini, Director, SAS Group Items for discussion: - Small-scale Renewable energy scheme (SRES) Subject: Dinner Meeting with ERM Power (6.30pm - 9.00pm) Contact: Peter Costantini (07 3221 9222) Location: The Library at The Queensland Club, Corner George and Alice Streets, Brisbane Start: Wed 5/02/2014 6:30 PM End: Wed 5/02/2014 9:00 PM Recurrence: (none) Meeting Status: Meeting organizer Organizer: Mark McArdle Required Attendees: Caloundra; Anthony Jones Attendees: - Trevor St Baker, Non-Executive Chairman, ERM Power - Phil St Baker, Managing Director, ERM Power - David Guiver, General Manager Trading, ERM Power - Peter Jans, General Counsel and Company Secretary, ERM Power - Fiona Simon, General Manager Regulatory Affairs, ERM Power - Peter Costantini, Director, SAS Group Items for discussion: - Small-scale Renewable energy scheme (SRES) Subject: LNP Fundraising Dinner (7.00pm - 9.00pm) Contact: Nicola Dent-Votier (07 3844 0666) **Meet Nicola at front entrance Location: ERM Power, Boardroom, Level 52, 111 Eagle Street, Brisbane Start: Wed 19/06/2013 7:00 PM End: Wed 19/06/2013 9:30 PM Recurrence: (none) Meeting Status: Meeting organizer Organizer: Mark McArdle Required Attendees: Caloundra Electorate Office (email@example.com) Subject: Dinner with ERM Power & SAS Group (6.30pm - 8.30pm) Contact: Ashleigh De'Ath (07 3221 9222) Location: The Queensland Club, Library Room, Cnr George & Alice Street, Brisbane Start: Tue 7/08/2012 6:30 PM End: Tue 7/08/2012 8:30 PM Recurrence: (none) Meeting Status: Meeting organizer Organizer: Mark McArdle Required Attendees: Caloundra; Jeffrey Sommerfeld Attending: - Mr Jeffrey Sommerfeld - Chief of Staff - Mr Trevor St Baker - Non-Executive Deputy Chairman and Founder, ERM Power - Mr Philip St Baker - Managing Director and CEO, ERM Power - Mr Mitch Anderson - CEO, Retail, ERM Power - Mr Rohan Melhuish - Executive General Manager Energy Planning, ERM Power - Mr Peter Costantini - Chief Executive, SAS Group - Hon. Larry Anthony - Director, SAS Group | **Subject:** | Meeting with Trevor St Baker & Philip St Baker, ERM Power & Peter Costantini, SAS Group (3.45pm - 4.15pm) | |-------------|--------------------------------------------------------------------------------------------------| | **Location:** | Minister's Office | | **Start:** | Wed 13/06/2012 3:45 PM | | **End:** | Wed 13/06/2012 4:15 PM | | **Recurrence:** | (none) | | **Meeting Status:** | Meeting organizer | | **Organizer:** | Mark McArdle | | **Required Attendees:** | Caloundra; Jeffrey Sommerfeld; Black, Jon (firstname.lastname@example.org); email@example.com | | **Resources:** | EWS Boardroom | ‘Power players short-circuit rivals’. Brisbane’s wealthy St Baker family has grabbed 15% of the declining retail business electricity market since entering the market through their company ERM Power in 2006. Phillip St Baker is eyeing the purchase of $2 billion worth of NSW electricity generation assets to accelerate the growth of ERM. The rapid growth of ERM has come from the undercutting of competitors to win business backed up by strong customer service. ERM is the fourth biggest power retailer behind AGL, Origin and Energy Australia. January 31, 2014 Good morning, Danny Price, chairman of the Abbott government’s Direct Action reference group has declared his support for keeping the RET amid speculation that the IPA’s Alan Moran “an anti-renewables economist” will head the RET review… ERM Power is preparing to lodge a final bid next week for Macquarie Generation after the ACCC ruled a takeover would enhance rather than hurt competition in generation and retailing… Power producers say price spikes are occurring too seldom and for too short a period, risking security of supply and future investment writes Angela McDonald Smith in the AFR. Boral chief executive Mike Kane says energy policy should be directed at opening up more supply and encouraging exploration… David Knox, head of Santos writes in the Herald Sun that the gas industry must gain the trust of the community, particularly when it comes to CSG production… Exxon Mobil’s Australian chairman says there is more gas in the Bass Strait but warns that it would be more expensive to produce as it is often contaminated with mercury and high levels of carbon dioxide. Gay Alcorn says that Abbott’s public belief in global warming and the human contribution to it is “a lie, a wink and a nod, and everybody knows it.” For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Jiin-Wen Ewe on (03) 9205 3109 or email. February 4, 2014 Good morning, The *Adelaide Advertiser* reports on the esaa’s *Residential electricity tariff review* released today, using air conditioners to demonstrate the inequity in current tariffs. And in an oped in the same paper esaa’s Matthew Warren calls for tariff reform, arguing that the way we currently pay for electricity is out of date: “New pricing options need to be introduced to ensure no household pays more than their fair share.” The policeman leading the investigation into a fire the Yallourn power station last year has told Latrobe Valley press that the fire was clearly sabotage… Fund manager David Paradice and former Coal Association chief executive Nikki Williams are part of a taskforce which has begun work on forging a way through the conflicting interests holding up CSG development in NSW… Birdsville residents are questioning why the geothermal plant hasn’t been upgraded to cater for all of the town’s electricity demands… Stephen Bartholomeusz takes a detailed look at the Macquarie Generation auction process and sale… ERM Power says its earnings are likely to grow next year even if its offer for MacGen is unsuccessful… In WA spending on entertainment has been slashed more than 70 per cent in two years by electricity distributor Western Power… Peter Boyer in the *Mercury* thinks that “Tony Abbott has never been committed to serious action on climate change. He mouths the words when talking up Coalition climate policy… but his insincerity is all too clear.” For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Jin-Wen Ewe on (03) 9205 3109 or email. Pg16 – ERM UPBEAT AHEAD OF MACGEN BID – ERM Power, the electricity retailer set to lob a bid this week for Macquarie Generation, says it’s earnings are likely to grow as much as 26% next year even if its offer for the NSW power giant is unsuccessful. Phil Hind Senior Media Advisor Office of the Hon. Mark McArdle MP | Minister for Energy & Water Supply Phone: 07 3719 7151 | Fax: 07 3012 9115 | Mobile - Personal Information Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. Pg12 – POWER STATION TYRE-KICKERS MOVE ON TO DELTA CENTRAL – AGL and ERM may be sending their sealed Macquarie Generation offers to Goldman Sacks today but it is far from the end of their participation in NSW power privatisations. The two are likely to line up again for Vales Point and Colongra, the Central Coast power stations run by the NSW Govt’s Delta Electricity. Expressions of interest in the sale, also being run by Goldman’s, closed yesterday. Daily Mercury Mackay; Morning Bulletin Rockhampton; Gladstone Observer; News-Mail Bundaberg; Fraser Coast Chronicle Hervey Bay; Gympie Times; Daily News Warwick; Sunshine Coast Daily Phil Hind Senior Media Advisor Office of the Hon. Mark McArdle MP | Minister for Energy & Water Supply Phone: 07 3719 7151 | Fax: 07 3012 9115 | Mineral House, 41 George Street, Brisbane, QLD 4000 PO Box 15456, City East, Brisbane, QLD 4002 Great State. Great Opportunity. February 11, 2014 Good morning, Bushfires in Victoria's Latrobe Valley dominate today's energy news. At Hazelwood, fire has damaged power lines, knocking out dredges and conveyors that supply coal to the generator. Fire has also entered a disused part of the mine supplying Yallourn power station, but the plant is operating as usual. On Monday, Victorian Energy Minister Nicholas Kotsiras said the state had significant power supply reserves to meet demand, and there was a good buffer of supply throughout the week. Dow Chemical claims it has abandoned potentially large Australian investments because east coast gas producers are hoarding reserves for export... A Grattan Institute report urges the federal government to resist "self-interested" calls to set aside gas supplies for selected industries or to cap prices. It also warns of a worsening oversupply of renewable electricity depressing the wholesale electricity price, which could seriously distort the market. ACF anti-nuclear campaigner Dave Sweeney has rejected Business SA's call for a discussion on a nuclear power for the state, writing SA is rich in renewable energy resources and should focus on becoming a world leader in renewable energy production... The NSW Government may have to ask ERM Power to extend the timeframe of its bid for MacGen, as its offer is expected to expire before the ACCC rules on AGL's bid... The Fin's Matthew Stevens writes NSW has foregone a major economic opportunity by over-regulating unconventional gas exploration and development in the state. For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Rebecca Harrison on (03) 9205 3113 or email. Energy Supply Association of Australia GPO Box 183 Melbourne Australia VIC 3001 Telephone: 03 9205 3100 | Facsimile: 03 9870 1069 COURIER MAIL s.73 - Irrelevant Information THE AUSTRALIAN s.73 - Irrelevant Information FINANCIAL REVIEW s.73 - Irrelevant Information Pg16 – NSW GOVERNMENT MAY ASK ERM TO EXTEND MACGEN BID – NSW Government may be asked forced to ask ERM Power to extend the time frame of its bid for MacGen. ERM’s bid is thought to expire before the ACCC’s final ruling on the auction. SMH ROCKHAMPTON MORNING BULLETIN (online) SUNSHINE COAST DAILY Phil Hind Senior Media Advisor Office of the Hon. Mark McArdle MP | Minister for Energy & Water Supply Phone: 07 3719 7151 | Fax: 07 3012 9115 | Mark.McArdle - Personal Information Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. February 17, 2014 Good morning, New figures from the Clean Energy Regulator show Australia's big power generators paid $4 billion in carbon tax in its first year. Federal Environment Minister Greg Hunt says the "hit to the economy" represented by the tax was worse than expected and called on the Opposition to support abolishing it. However, scrapping the tax could punch a big hole in the budget, putting some pressure on the Government's plan to scrap it. In commentary on carbon policy: IMF chief Christine Lagarde has urged the Abbott government to maintain Australia's pioneering stance on climate change, saying action to reduce carbon emissions could strengthen the economy as well as protect the environment. Tasmanian State Senator Lin Thorp writes Direct Action has some serious design flaws that open it up to being "gamed" by big polluters. Energy companies warn solar households may receive lower payments for power generated if the carbon tax is scrapped. But the Clean Energy Council says NSW FITs don't reflect the real value of residential solar to the energy system, claiming solar generation reduced peak demand. The Minerals Council of Australia wants to reopen debate on nuclear power... Local community groups and anti-wind farm campaigners have slammed the SA Government's decision to approve the $1.5 billion Ceres project on the Yorke Peninsula, claiming an over-reliance on wind energy will lock the state into the highest electricity prices in the country. Today's SMH editorial takes the O'Farrell Government to task over its "timidity" on selling off NSW's power assets, as "the advantages of privatisation far outweigh the disadvantages"... ERM Power says it will continue to "run the ruler" over potential power plant acquisitions as it seeks to match its generation capacity more closely with its growing retail base. APPEA has questioned Dow Chemicals' claim there's no gas available for potential local projects... Santos warned delays caused by protests at its Narrabri CSG site cost $100,000 each day and would ultimately add the price of gas for consumers... esaa welcomed the NT Government's decision to split Power and Water Corporation into three component businesses, saying the restructure would encourage much-needed competition in the Territory's electricity market... Canberra's Independent Competition and Regulatory Commission has recommended a 1.2 per cent increase to electricity prices for from July 1 in its draft pricing determination. But the regulator says if the carbon tax is repealed it could reduce pressure on prices by up to 12 per cent... Associate Professor of environmental science Mark Diesendorf writes on support of the ACT Government's focus on renewable energy and climate change mitigation. For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Rebecca Harrison on (03) 9205 3113 or email. www.esaa.com.au | unsubscribe | unsubscribe privacy policy GPO Box 183 Melbourne Australia VIC 3001 Telephone: 03 9205 3100 | Facsimile: 03 9870 1068 Energy Supply Association of Australia February 24, 2014 Good morning, In its submission to the Federal Government’s energy white paper, EnergyAustralia warns the NEM has been pushed “to breaking point” and requires radical reform to avert failure. Our submission warned the government to “carefully consider the rationale for encouraging additional supply of any type”, and said it should be looking to provide stable policy that stimulates competition and drives an efficient approach to the deployment of new power plants. A new regulation cancelling the planned auction of billions of dollars of carbon credits will be tabled in Federal Parliament today… News Ltd tabloids report on the impact of the “carbon benchmark addendum” in wholesale electricity contracts on household bills. Michael West writes again that network costs, not the carbon tax or renewables, are pushing up electricity prices for consumers. This time, he cites University of Queensland data showing network regulation is failing consumers… Dow Chemicals’ Craig Arnold writes gas market policy settings advantage producers at the expense of “everyday Australians”. CALC says the acquisition of MacGen by AGL would reduce demand for retail contracts in NSW and result in higher prices for consumers… Fairfax’s Peter Hannam catalogues Dick Warburton’s credentials on renewable energy… Rolling back market-based responses to climate change risks making us less relevant in global economic discussions, writes the Fin’s International editor Tony Walker. Farmers and environmental groups in NSW are concerned the designation of Santos’ Narrabri CSG development as a “strategic energy project” could set a precedent for fast-tracking gas projects near agricultural land… Locals are urging NSW regulators to insist on further environmental approvals for a fracking program AGL wants to carry out around it’s Gloucester development. StreetTalk reports ERM has submitted an expression of interest for Delta Coastal… The majority of South Australian are in favour of building a nuclear power plant in the state, according to The Advertiser’s Future SA survey… The Courier Mail’s Paul Syvret takes an approving look at the Quiggan Report and advocates for a PPP in the energy sector; public retention of “vital, monopoly assets that are key to economic development and the private sector is let loose to use the services the network provides”… Electric vehicles could be a substantial proportion of the cars on Australian roads within the next 10 years, given advances in battery and charging technology and higher oil prices. For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Rebecca Harrison on (03) 9205 3113 or email. www.esaa.com.au | unsubscribe | unsubscribe privacy policy GPO Box 183 Melbourne Australia VIC 3001 Telephone: 03 9205 3100 | Facsimile: 03 9870 1068 Energy Supply Association of Australia March 5, 2014 Good morning The ACCC has blocked AGL's takeover of Macquarie Generation, saying the deal would have caused a "significant reduction both in hedge market liquidity and the supply of competitively priced and appropriately customised hedge contracts to second-tier retailers competing in NSW". The NSW Government has withdrawn MacGen from sale and must decide whether to wait and allow AGL to appeal the decision, go back to other bidders to see if they will raise their bids, sell the power stations by other means, such as a share float, or restructure the sale by splitting Macquarie Generation's two power stations into separate transactions. An industry consultant told Fairfax's Brian Robbins the decision may limit future government sales of large electricity market assets. ACCC boss Rod Sims told *The Australian* that, bid value aside, MacGen would probably sit better in the hands of ERM than the government: "[w]ith the sale to AGL we have competition concerns — we certainly don't have any concerns with ERM. ERM is a commercial owner, and so that would satisfy the government’s privatisation objectives." BHP Billiton CEO Andrew Mackenzie predicts coal will remain the world's dominant energy source over the next two decades... Data from Germany's Chamber of Commerce and Industry shows every sixth German company is going off grid and generating its own electricity in response to soaring power prices and generous incentives to invest in renewable generation... The Australia Institute's Richard Denniss writes claims by Santos that protests at Narrabri will add to the retail cost of gas are not true. For more information on issues in the Brief, or to sign up for your own copy, contact esaa Communications Manager Rebecca Harrison on (03) 9205 3113 or email Energy Supply Association of Australia GPO Box 183 Melbourne Australia VIC 3001 Telephone: 03 9205 3100 | Facsimile: 03 9670 1069 COURIER MAIL s.73 - Irrelevant Information THE AUSTRALIAN s.73 - Irrelevant Information FINANCIAL REVIEW s.73 - Irrelevant Information ERM POWER WATCHES AS AGL PREPARES MACGEN MOVE – There has been movement at long last on the $1.5 billion Macquarie Generation stalemate, with AGL Energy set to decide whether to take the competition regulator to court in pursuit of NSW’s largest power generation company. It is understood AGL has told NSW Treasurer Mike Baird it will progress the stalemate this week, with most factors pointing to a legal challenge to the Australian Competition and Consumer Commission’s ruling. While Baird has anointed AGL as the preferred bidder for MacGen, AGL has been feeling some pressure as under bidder ERM Power refuses to give up hope. Phil Hind Senior Media Advisor Office of the Hon. Mark McArdle MP | Minister for Energy & Water Supply Phone: 07 3719 7151 | Fax: 07 3012 9115 | Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. | **Subject:** | Meeting with Trevor St Baker & Philip St Baker, ERM Power & Peter Costantini, SAS Group (3.45pm - 4.15pm) | |-------------|--------------------------------------------------------------------------------------------------| | **Location:** | Minister's Office | | **Start:** | Wed 13/06/2012 3:45 PM | | **End:** | Wed 13/06/2012 4:15 PM | | **Recurrence:** | (none) | | **Meeting Status:** | Meeting organizer | | **Organizer:** | Mark McArdle | | **Required Attendees:** | Caloundra; Jeffrey Sommerfeld; Black, Jon (firstname.lastname@example.org); email@example.com | | **Resources:** | EWS Boardroom | Hi Jeff Likewise Jeff - you have a challenging role ahead. I sent a note requesting a meeting for ERM Power with the Minister, and also for the s.73 - Irrelevant Information Would it be possible to lock something in - just a preliminary meeting - over the next couple of weeks. It would be a huge help if Mark and you were free to meet with Trevor and / or Philip St Baker - with myself as well. Happy to have a meeting, a lunch or dinner - whatever would suit. My vcard is as follows. Can you please let's know. With thanks and regards Peter Nice to catch up this morning. See if you can find time in next few weeks to follow up on some of the things we discussed. Jeff Jeff Sommerfeld Chief of Staff Office of the Minister for Energy and Water Supply Level 13 Mineral House, 41 George Street PO Box 15456, City East, BRISBANE QLD 4002 P: 07 3896 3687 | F: 07 3012 9115 | M: 4 - Personal Information E: firstname.lastname@example.org This email, together with any attachments, is intended for the named recipient(s) only; and may contain privileged and confidential information. If received in error, you are asked to inform the sender as quickly as possible and delete this email and any copies of this from your computer system network. If not an intended recipient of this email, you must not copy, distribute or take any action(s) that relies on it; any form of disclosure, modification, distribution and /or publication of this email is also prohibited. Unless stated otherwise, this email represents only the views of the sender and not the views of the Queensland Government. Please consider the environment before printing this email. Good afternoon Hayley, I have just left you a voicemail in relation to Trevor’s email below. Do you know if the Minister’s Energy Advisor is available for the Rio Tinto charity breakfast on Friday morning? Regards, Julie Clark Executive Assistant ERM Power Limited From: Trevor St Baker Sent: Monday, 30 April 2012 3:29 PM To: Mark McArdle MP (email@example.com) Cc: Tony Bellas - External Subject: FW: Getting Electricity retailing back on track in Queensland Hayley, Further to our discussion this morning, I am forwarding emails and attachments we had been communicating with the LNP’s Shadow Energy & Water Spokesman, Steve Dickson, and subsequently to Tim Spencer upon his appointment to the Director-General position, both of whom we had understood were to send on the Minister McArdle to introduce him to our company, ERM Power, which has over the last decade grown organically from its Head Office in Brisbane to become Australia’s 4th largest electricity supply company, and, as we have attached, to electricity utility which has made its mark in customer satisfaction, against the other top six supply commercial & Industrial electricity customers. I trust the attachments (which may have already been passed through to the Minister) serve to introduce our company satisfactorily. We would be very pleased to introduce the Minister to our senior management team, or arrange for our Chairman and Managing Director to meet the Minister, as ERM Power is a major electricity entity in the State, having developed a total of 1,200 MW of gas-fired generating capacity at three important power stations in the State, and as the company currently supplies more than 10% of the total electricity sales in the State. (ERM Sales nationally represent more than 4% of total electricity sales.) We would be pleased to respond to any interest the Minister had to meet representatives of ERM. In relation to my call this morning, we would be very pleased if the Minister’s Energy Adviser could join our Chairman and senior executives and two departmental guests at ERM Power’s table at a charity breakfast organised by Rio Tinto at which their Chief Executive, Tom Albanese, is to be guest speaker, at the Convention & Exhibition Centre from 7.00am to 9.00am on Friday 4th May. I have attached the details of the function, and would be pleased if you could pass on to the Energy Adviser, (I believe that this is Jeff Summerfelt), or other appropriate adviser, if available, and would appreciate advice (to my PA, Julie Clark on (07) 3020 5101 as to whether this invitation might be able to be taken up, and the exact spelling of the accepted to enable us to register the name for the function. For your information, we have invited two department representatives to join us for this charity breakfast, namely Paul Connolly (gas policy) and Benn Barr (electricity policy) Regards, Trevor St Baker Non-Executive Director, Deputy Chairman and Founder ERM Power Limited Direct Ph: (07) 3020 5103 Mobile: 0418 4 - Personal Information PO Box 7152 Riverside Centre Q 4000 Ph: (07) 3020 5100 Fax: (07) 3020 5111 www.empower.com.au This email has been sent by ERM Power Limited or a related entity and it may contain confidential and privileged information. If you have accidently received this email do not use or share the information, notify the sender immediately by return email and delete all copies on your system. If this email contains personal information please handle that information with respect to the privacy of the individual and in accordance with the Privacy Act 1988. Note that emails may not be accurate representations as they can be interfered with. ERM Power Limited's head office is at Level 5, Riverside Centre, Brisbane QLD 4000. Telephone contact details are +61 7 3020 5100, facsimile +61 7 3020 5111. From: Trevor St Baker Sent: Friday, 13 April 2012 5:27 PM To: Tim Spencer (firstname.lastname@example.org) Cc: Philip St Baker; Mitch Anderson; Tony Bellas - External Subject: FW: Getting Electricity retailing back on track in Queensland - RESEND with Macquarie Equities Research analysis Tim, Congratulations once again on your appointment, and I must say, the new administration ought to be congratulated in placing you into this vital department head position, where they are looking to achieving much of their “savings for families”, in stemming electricity price increases. As discussed, I am forwarding on the email I sent to Steve Dickson, who as the shadow Utilities spokesman was expected to become our Minister, and which I believe that Steve would have sent on to Mark McArdle, including attachment, namely ERM Power’s FY2012 Half-Year results report to the ASX, the Macquarie Equities Research analysis on these results, and the great customer satisfaction ratings ERM Sales received in the latest UMI independent customer research report for C&I electricity suppliers, where as “the new kid in the top six” (actually the 4th largest electricity supplier across the country, all in the unregulated C&I and SME markets), ERM Sales achieved three-times the customer “very satisfied” rating of the rest of the field. Also attached are the comparative residential electricity prices for 2010/11 and projections over the next three years, as compiled and reported by AEMC. I have also attached the submission by the National Generators’ Forum (of which I am presently the Chairman, with Stanwell and CS Energy also members) to the federal government on the draft Energy White Paper. It is now doubly disappointing that you were on leave for the ERM Power Board Lunch we arranged with Gerard Bradley last October, but Phil, Mitch and I would be very pleased to invite you for a lunch as soon as you are available, to give you a heads up on how we believe ERM Sales will continue to make a real difference in demand-side response, and electricity price relief to increasing numbers of customers, as we extend our retail model in the deregulated customer space. Our aim is to be able to pass through time-of-day network tariffs in fully bundled electricity supply offerings to deregulated customers, and with on-going refinement of our customer portal to serve growing scales of smaller customers, to expand or “customer-friendly” electricity utility brand. ERM is working directly with DNSP’s across the country, but we will want to keep both your department and the Minister’s office acquainted with our plans and progress. We would hope to organise formal meetings with the department and with the Minister’s office, and we could discuss this at a first informal meeting, for a lunch, when you are available. As you know, Tony Bellas is now our Chairman, and he would join us for this lunch, to in part celebrate your appointment. Regards, Trevor St Baker Non-Executive Director ERM Power Limited Direct Ph: (07) 3020 5103 Mobile: See -4 - Personal Information PO Box 7152 Riverside Centre Q 4000 Ph: (07) 3020 5100 Fax: (07) 3020 5111 www.ermpower.com.au This email has been sent by ERM Power Limited or a related entity and it may contain confidential and privileged information. If you have accidentally received this email do not use or share the information, notify the sender immediately by return email and delete all copies on your system. If this email contains personal information please handle that information with respect to the privacy of the individual and in accordance with the Privacy Act 1988. Note that emails may not be accurate representations as they can be interfered with. ERM Power Limited’s head office is at Level 5, Riverside Centre, Brisbane QLD 4000. Telephone contact details are +61 7 3020 5100, facsimile +61 7 3020 5111. From: Trevor St Baker Sent: Friday, 30 March 2012 2:36 PM To: Steve Dickson MP (email@example.com) Cc: Rod Johannessen (firstname.lastname@example.org) Subject: FW: Getting Electricity retailing back on track in Queensland Steve, Congratulations on your appointment to the new Newman Cabinet, although not in the portfolio that you have put so much into already. I hope you might send on to the Energy & Water Utilities Minister, Mark McArdle, this email and attachments, and I will be sure to follow up with Mark, and offer whatever assistance he might request. There is already a great uplifted spirit in the business community in the State, and your team is going to have a hard job keeping up with many of the expectations out there, but we are expecting the best, and not least in coming to terms with unsustainable electricity price rises. Regards, Trevor St Baker Non-Executive Director ERM Power Limited Steve, Congrats on the stunning victory on Saturday. I trust that the new Premier will keep electricity in a utilities portfolio, rather than remerging with a Mines portfolio, and hope that he will confirm your appointment to such a utilities portfolio, to build on the steep learning curve you have already started on as the shadow minister in this portfolio, and the critical importance of getting on top of electricity price increases. I would be very pleased to deliver on my offer to arrange for a presentation to you and your advisers, with your policy committee chair, by ERM’s senior executives to present ERM Power’s vision for extending into a deregulated mass market ERM’s outstandingly successful model for retailing of electricity to the totally deregulated C&I (commercial & industrial) and SME (small to medium enterprises) markets, and the potential for stemming electricity price rises, in a way that Queensland can catch up to initiatives in Victoria, and possibly once again be a leader in cost-effective electricity supply to households as well as to the business sector. The latest independent annual Utility Customer Satisfaction survey has resulted in a stunning result for ERM as having three-times the “very satisfied” C&I customer response to the rest of the field among the top three electricity retailers to C&I customers. I am also attaching ERM’s latest FY2012 Half-Year ASX report and presentation to shareholders, which records ERM’s continuing compound annual growth rate of electricity sales to customers in all States of Australia, from what is now Australia’s 4th largest electricity retailer, grown organically from its Brisbane base. I am certain that with roll-back of regulation of electricity mass market customers, and the direction to the distribution network businesses to more effectively engage with retailers to sell deregulated bundled tariffs, with smart meters of their own, delivering greater demand-side management, energy efficiency and more effective use of networks, to stem the continuing overspend on networks, that Queensland can not only stem increasing prices and over-spending by networks, but offer mass market customers electricity tariff relief, apart from carbon taxing which will be billed separately. I understand also that there is a QCA determination out this week, and it could possibly offer your new government to a most positive first goal, if an increased price was recommended and was not accepted by the new government. ERM Power, although not having entered the regulated electricity retailing sector (because of its long-standing view that it could not be sustainable) has always been bemused by the retail price cap determinations made by the QCA. One serious point about sky-rocketing household retail prices is that, as the attached NGF report published in the Australian last Friday, 23rd March, generator wholesale prices have not increased in the 15 years since the competitive generator market was commenced, and that the resulting retail price rises have been reduced by the extent that generators have had to absorb normal cost escalations of labour and materials over that 15 years. If there is any assistance that I could offer to avoid a re-merging of Mines and Energy, I am at the service of the new government to explain my strong views, if interested. Regards, Trevor St Baker Non-Executive Director Founder & Deputy Chairman ERM Power Limited Direct Ph: (07) 3020 5103 Mobile: 4 - Personal Information PO Box 7152 Riverside Centre Q 4000 Ph: (07) 3020 5100 Fax: (07) 3020 5111 www.ermpower.com.au This email has been sent by ERM Power Limited or a related entity and it may contain confidential and privileged information. If you have accidentally received this email do not use or share the information, notify the sender immediately by return email and delete all copies on your system. If this email contains personal information please handle that information with respect to the privacy of the individual and in accordance with the Privacy Act 1988. Note that emails may not be accurate representations as they can be interfered with. ERM Power Limited's head office is at Level 5, Riverside Centre, Brisbane QLD 4000. Telephone contact details are +61 7 3020 5100, facsimile +61 7 3020 5111. Hayley Can you contact Peter to organise a meeting with ERM Power. Please note that SAS group are lobbyists. Jeff From: Peter Costantini [mailto:email@example.com] Sent: Tuesday, 24 April 2012 2:17 PM To: Jeffrey Sommerfeld Cc: Contact ERM Power (CRM); s.73 - Irrelevant Information Subject: 120424, Re: nice to meet you (ERM Power) Hi Jeff Likewise Jeff - you have a challenging role ahead. I sent a note requesting a meeting for ERM Power with the Minister, and also for the s.73 - Irrelevant Information Would it be possible to lock something in - just a preliminary meeting - over the next couple of weeks. It would be a huge help if Mark and you were free to meet with Trevor and / or Philip St Baker - with myself as well. Happy to have a meeting, a lunch or dinner - whatever would suit. My vcard is as follows. Can you please let's know. With thanks and regards On 24/04/2012, at 1:23 PM, Jeffrey Sommerfeld wrote: Peter Constantini Chief Executive SAS Group Peter Nice to catch up this morning. See if you can find time in next few weeks to follow up on some of the things we discussed. Jeff Jeff Sommerfeld Chief of Staff Office of the Minister for Energy and Water Supply Level 13 Mineral House, 41 George Street PO Box 15456, City East, BRISBANE QLD 4002 P: 07 3896 3687 | F: 07 3012 9115 | E: firstname.lastname@example.org This email, together with any attachments, is intended for the named recipient(s) only; and may contain privileged and confidential information. If received in error, you are asked to inform the sender as quickly as possible and delete this email and any copies of this from your computer system network. If not an intended recipient of this email, you must not copy, distribute or take any action(s) that relies on it; any form of disclosure, modification, distribution and /or publication of this email is also prohibited. Unless stated otherwise, this email represents only the views of the sender and not the views of the Queensland Government. Please consider the environment before printing this email. Subject: SAS Group Boardroom Luncheon (12.30pm - 2.30pm) Contact: Ashleigh De'Ath (07 3221 9222) Location: Boardroom Level 4 ICON Place 270 Adelaide Street, Brisbane Start: Tue 11/03/2014 12:30 PM End: Tue 11/03/2014 2:30 PM Recurrence: (none) Meeting Status: Meeting organizer Organizer: Mark McArdle Required Attendees: Caloundra; Natalie Wynne 131008, Invitation: Boardroom ... Hi Hayley, Apologies for the delay in getting this to you. Please find attached the completed protocol form for the boardroom lunch on Tuesday 11th March. As discussed, we will send through a briefing note with a final run sheet and guest list closer to the event. Should you require any further information in the meantime, please don’t hesitate to contact me. Kind regards, Ashleigh On 12 Nov 2013, at 1:07 pm, Hayley Coultis <email@example.com> wrote: Hi Ashleigh So sorry about the mix-up with your paperwork! As discussed, I have scheduled for Minister McArdle MP to attend an SAS Group Boardroom Luncheon from 12.30pm to 2.30pm on Wednesday, 19 February 2014 at your office located on Level 4 ‘ICON Place’ 270 Adelaide Street, Brisbane. At your earliest convenience, could you please complete and return the attached Protocol form to assist with our preparation for the Minister’s attendance at the Luncheon. Please note that, as part of the Queensland Government’s commitment to openness and accountability, as publically announced by the Premier on 19 November 2012, details of the Ministers’ diaries are to be proactively released online to the public on a monthly basis. By agreeing to this meeting you are accepting that details of this meeting may be publicly released, please ensure all attendees are aware of this policy. Please don’t hesitate to contact me should you have any questions. Kind regards, Hayley Hayley Coultis Executive Assistant | Office Manager Office of the Queensland Minister for Energy & Water Supply Phone: 07 3405 3211 | Fax: 07 3012 9115 | Mobile: 0418 644 444 Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. This email, together with any attachments, is intended for the named recipient(s) only; and may contain privileged and confidential information. If received in error, you are asked to inform the sender as quickly as possible and delete this email and any copies of this from your computer system network. If not an intended recipient of this email, you must not copy, distribute or take any action(s) that relies on it; any form of disclosure, modification, distribution and/or publication of this email is also prohibited. Unless stated otherwise, this email represents only the views of the sender and not the views of the Queensland Government. Please consider the environment before printing this email. <Attendance Protocol.pdf> Attendance Protocol In order that the Minister’s attendance at your function runs as smoothly as possible, it would be appreciated if you would COMPLETE THIS FORM AND RETURN IT A MONTH PRIOR TO YOUR FUNCTION. 1. Contact Details Name of Organisation: SAS Group Person to contact regarding this function: Name: Ashleigh De'Ath Phone: 07.3221.9222 In Case of Emergency – please nominate a person within the organisation who can be contacted on the day of the function (Mobile Phone Number preferred – please ensure this person is aware they are the emergency contact and that their telephone remains switched on): Name: Peter Costantini, CEO SAS Group Phone: 4 - Personal Information 2. Function Details Purpose of Function: Opportunity to discuss with diverse industry group and key areas of portfolio interest. Date of Function: Tuesday 11th March 2014 Venue of Function (full address including function room, if applicable): Level 4 ICON Place, 270 Adelaide Street Brisbane Time at which the Minister should arrive: 12:30pm Entrance at which the Minister should arrive: Front / Main Telephone and/or fax contact at the function venue: 07 3221 9222 Who will greet the Minister when he arrives at the above entrance? (name and position title): Peter Costantini, CEO SAS Group Time at which the Minister may depart: 2:30pm **Please provide a list of attendees, including their position title and organisation 3. For Your Information When introducing, the Minister he prefers to be referred to as “The Honourable Mark McArdle, Minister for Energy and Water Supply” Please note that an Advisor may accompany the Minister to this function. Office Use Only: Local MP Notified: YES / NO 4. Speech Is the Minister expected to address the function? YES / NO If Yes, for how long? 5-8 minutes If a speech is required, speech notes/background information MUST be provided. Please state who the Minister should acknowledge and who he should thank in the speech. Do you want the Minister to address a specific topic? YES / NO Topic: [Handwritten text] Is the Minister the only speaker? YES / NO Other speakers and their titles (eg. State Member, President, Secretary, Manager etc): 1. [Handwritten text] 2. [Handwritten text] 3. [Handwritten text] 5. Dress Requirements What is the dress code for this function? Business Attire If Minister’s spouse is attending, please advise dress code for ladies: 6. Other Points Is a car parking space available for the Minister’s vehicle? YES / NO A detailed function agenda / running sheet is required. Is it attached? YES / NO If not, when will it be forwarded? ASAP - once guest list is finalised How many people are expected to attend? 18-20 Who are the main guests and their titles (other than speakers)? 1. TBC 2. [Handwritten text] 3. [Handwritten text] Is the media expected to attend? No Is the Minister required to carry out other functions (eg. lay a wreath; make a presentation; receive a gift on behalf of the Government or LNP etc)? YES / NO WHEN THIS PROTOCOL SHEET IS FULLY COMPLETED PLEASE FORWARD TO: Office of the Minister for Energy and Water Supply PO Box 15456, City East QLD 4002 F: 07 3012 9115 I E: firstname.lastname@example.org Hi Ashleigh So sorry about the mix-up with your paperwork! As discussed, I have scheduled for Minister McArdle MP to attend an SAS Group Boardroom Luncheon from 12.30pm to 2.30pm on Wednesday, 19 February 2014 at your office located on Level 4 ‘ICON Place’ 270 Adelaide Street, Brisbane. At your earliest convenience, could you please complete and return the attached Protocol form to assist with our preparation for the Minister’s attendance at the Luncheon. Please note that, as part of the Queensland Government’s commitment to openness and accountability, as publically announced by the Premier on 19 November 2012, details of the Ministers’ diaries are to be proactively released online to the public on a monthly basis. By agreeing to this meeting you are accepting that details of this meeting may be publicly released, please ensure all attendees are aware of this policy. Please don’t hesitate to contact me should you have any questions. Kind regards, Hayley Hayley Coultis Executive Assistant | Office Manager Office of the Queensland Minister for Energy & Water Supply Phone: 07 3405 3211 | Fax: 07 3012 9115 | Mobile: 0418 644 444 Mineral House | 41 George Street | Brisbane | QLD 4000 PO Box 15456 | City East | Brisbane | QLD 4002 Great State. Great Opportunity. Dear Hayley, On behalf of Peter Costantini, please find attached an invitation to the Hon. Mark McArdle MP to be the special guest at a Boardroom Lunch hosted by the SAS Group. I look forward to hearing back from you with regards to this request. Kind regards, Ashleigh 8th October 2013 The Hon. Mark McArdle MP Minister for Energy and Water Supply PO Box 15456 City East QLD 4002 Via Email: email@example.com Dear Minister Invitation: SAS Group Boardroom Lunch On behalf of the Directors of the SAS Group – the Hon. Con Sciacca AO, the Hon. Larry Anthony and myself – I would like to extend an invitation to you to be our special guest at a boardroom lunch on a date and time of convenience to you later this year. As you may recall, we hosted a boardroom lunch with you in May this year, and would very much appreciate the opportunity to welcome you again. We anticipate 15 - 20 SAS Group clients and guests will attend from a range of industries including those relevant to your portfolio. We are looking to hold the function in November, however we appreciate your busy schedule and are more than happy to work around a date and time of convenience to you. Thank you for your consideration of this request; I look forward to discussing it further with your office in due course. Yours sincerely PETER COSTANTINI CHIEF EXECUTIVE | Date: | 10 May 2013 | |---------------|--------------------------------------------------| | Prepared for: | The Hon. Mark McArdle MP, Minister for Energy and Water Supply | | Prepared By: | SAS Group | | Subject: | Briefing Note – Boardroom Lunch | Wednesday 15th May | **Event Details:** - **Date:** Wednesday 15th May 2013 - **Time:** 11:45am for 12:00pm – 2:00pm - **Venue:** Level 4 ICON Place, 270 Adelaide Street Brisbane - **Dress:** Business Attire **Contact:** - Ashleigh De’Ath - P: 07 3221 9222 - E: firstname.lastname@example.org **Run Sheet:** | Time | Activity | |------------|-----------------------------------------------| | 11:45am – 12pm | Guest Arrive | | 12pm | Guests Seated | | 12:05pm | Introductions – Hon. Con Sciacca AO | | 12:15pm | Entrees served | | 12:35pm | Peter Costantini to introduce the Minister | | 12:40pm | Minister to give 5-8 minute speech | | 12:50pm | Mains Served Open questions and conversation | | 1:35pm | Coffee | | 1:45pm | Vote of thanks – Peter Costantini | | 2:00pm | Function Concludes | Guest List Hon. Mark McArdle MP, Minister for Energy and Water Supply Hon. Con Sciacca AO – Chairman, SAS Group Hon. Larry Anthony – Director, SAS Group Peter Costantini – Chief Executive, SAS Group Philip St Baker, Managing Director and Chief Executive Officer Trevor St Baker, Non-Executive Deputy Chairman and Founder ERM Power ERM Power is a diversified energy company, which operates electricity sales, generation, and gas exploration and procurement businesses. Founded in 1980 as a specialist energy advisor, it grew through deregulation and privatisation to become one of Australia’s largest private energy sector companies before listing on the Australian Securities Exchange on 10 December 2010. ERM Power sells electricity to commercial and industrial customers across Australia, owns 442 megawatts (beneficial interest) and operates 982 MW of low emission gas-fired power stations, and has a successful gas exploration business with interests in more than 10,000 km² of acreage in Western Australia. s.73 - Irrelevant Information s.73 - Irrelevant Information s.73 - Irrelevant Information
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tabliceBHP.com OZNAKOWANIE PLACU BUDOWY - ZNAKI ZAKAZU Kolejną grupą normy PN-EN ISO 7010:2012 są znaki zakazu. Cechą charakterystyczną tej grupy jest białe tło z czarnym piktogramem w czerwonym okręgu przekreślonym prostą czerwoną linią. Obszerna grupa oznaczeń przekazująca informacje o zakazie wstępu do danej strefy, a także o zakazie wykonywania danych czynności (np.zakazie umieszczania ciężkich przedmiotów) czy też zakazie korzystania z danych urządzeń podczas wyjątkowych sytuacji (np. zakaz używania windy podczas pożaru). Numer referencyjny: T201 Nazwa: Przejście wzbronione Funkcja: Zakaz przejścia w określonym miejscu Znak wykonany z polipropylenu kanalikowego. Wielkość 700x250 mm. Mocowanie za pomocą opasek zaciskowych. Cena netto - 6,42 zł Numer referencyjny: T202 Nazwa: Stop! Nieupoważnionym wejście surowo wzbronione Funkcja: Zakaz wejścia osobom nieupoważnionym Znak wykonany z polipropylenu kanalikowego. Wielkość 700x250 mm. Mocowanie za pomocą opasek zaciskowych. Cena netto - 6,42 zł Numer referencyjny: T203 Nazwa: Uwaga! Teren budowy. Wstęp wzbroniony. Rodzice powinni ostrzegać dzieci przed niebezpieczeństwem Funkcja: Zakaz wejścia na teren budowy. Apel skierowany do rodziców, by ostrzegli dzieci o możliwych niebezpieczeństwach na placu budowy. Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T204 Nazwa: Niebezpieczenstwo! Nieupoważnionym wejście surowo wzbronione Funkcja: Wskazuje strefę niebezpieczną, w której obowiązuje zakaz wejścia osobom nieupoważnionym. Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T209 Nazwa: Nie używać niekompletnego rusztowania Funkcja: Zakaz używania niekompletnego rusztowania. Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T233 Nazwa: Winda towarowa. Zakaz używania windy przez ludzi. Funkcja: Zakaz używania windy do transportowania ludzi. Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Cennik ważny do 31.12.2014 | Koszt transportu 15 zł Przy zamówieniu powyżej 200 zł – transport w cenie Przy zamówieniu powyżej 1000 zł – rabat 10% zamówienia i zapytania dotyczące tablic email@example.com | 32 / 330 55 24 PRODUCENT: Bold-reklama, poligrafia Numer referencyjny: T235 Nazwa: Nie używać windy podczas pożaru Funkcja: Zakaz użycia windy podczas pożaru Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T205 Nazwa: Zakaz parkowania Funkcja: Wskazuje strefę, w której obowiązuje zakaz parkowania Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T208 Nazwa: Nie zastawiać Funkcja: Zakazać zastawiania / blokowania przejścia w oznakowanym miejscu Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T234 Nazwa: Zakaz gaszenia wodą Funkcja: Zakaz użycia wody do gaszenia pożaru. Niebezpieczna reakcja w wyniku kontaktu wody z płonącą substancją. Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T206 Nazwa: Zakaz palenia Funkcja: Wskazuje strefę, w której obowiązuje zakaz palenia Znak wykonany z polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x250 mm. Cena netto - 6,42 zł Numer referencyjny: T013 Nazwa: Zakaz palenia i używania otwartego ognia. Funkcja: Wskazuje strefę, w której obowiązuje zakaz palenia oraz zabrania używania otwartego ognia. Znak wykonany w polipropylenu kanalikowego. Mocowanie za pomocą opasek zaciskowych. Wielkość 700x500 mm. Cena netto - 12,12 zł
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HuggingFaceFW/finepdfs/tree/main/data/pol_Latn/train
finepdfs
pol_Latn
4,108
4º Jornadas de TIC e Innovación en el Aula UNLP Más Allá del Aula Virtual. “Otros Horizontes, otros desafíos” 4º Jornadas de TIC e innovación en el Aula UNLP Más Allá del Aula Virtual. “Otros Horizontes, otros desafíos” Dirección General de Educación a Distancia y Tecnologías SECRETARIA DE ASUNTOS ACADÉMICOS UNIVERSIDAD NACIONAL DE LA PLATA 4º Jornadas de TIC e innovación en el Aula UNLP Más Allá del Aula Virtual. “Otros Horizontes, otros desafíos” Dirección General de Educación a Distancia y Tecnologías SECRETARIA DE ASUNTOS ACADÉMICOS UNIVERSIDAD NACIONAL DE LA PLATA Compiladores: Alejandro Héctor González, María Mercedes Martín Corrección: Claudio Javier Jaime Diseño: Claudio Javier Jaime Diciembre 2017 ISBN 978-950-34-1591-7 Autoridades, Comité Académico y Comité Organizador COMITÉ ACADÉMICO Alfaro, Reyna Ambrosino, Alejandra Aranciaga, Ignacio Astudillo, Gustavo Javier Barletta, Cesar Campagno, Liliana Campi, Walter Castro Chans, Beatriz José Alejandro Consigli Chan, María Elena Decoud, Carla De Giusti, Marisa Esnaola, Fernanda Florio, María Paz González, Héctor Alejandro Gorga, Gladys Igarza, Roberto Iriarte, Claudia Regina Juarez de Perona, Hada GrazIELA Jurado, Elena Justino, Rosario López Tena, Guadalupe Madoz, Cristina Malbrán, María Marchisio, Susana Martín, María Mercedes Moreno Castañeda, Manuel Moya, María de las Mercedes Pacheco, Mabel Pedersoli, Constanza Pedersoli Rodríguez, María Laura Russo, Claudia Sabulsky, Gabriela Saenz, Mariana Sajoza Juric, Víctor Sannuto, Julia Segura, Luis Schwartzman, Gisela Spinelli, Eleonora Watson, María Teresa AUTORIDADES DE LA UNLP Presidente LIC. RAÚL ANIBAL PERDOMO Vicepresidente Área Institucional DR. FERNANDO ALFREDO TAUBER Vicepresidente Área Académica PROF. ANA MARÍA BARLETTA Secretaria de Asuntos Académicos DRA. MARÍA MERCEDES MEDINA Director General de Educación a Distancia y Tecnologías MG. ALEJANDRO HECTOR GONZALEZ COMITÉ ORGANIZADOR González, Alejandro Héctor Martín, María Mercedes Esnaola, Fernanda Barletta, César Martín García Chicote, Gonzalo Jaime, Claudio Javier Romanut, Leandro Matías Peralta, Marilina Olaizola, Eugenia Prudente, Carolina Elin Lucas Ungaro Alcira Vallejo INTRODUCCIÓN La Dirección General de Educación a Distancia y Tecnologías de la Universidad Nacional de La Plata promueve espacios de intercambio y reflexión relacionados a los procesos de formación pedagógica y tecnológica en diversos ámbitos institucionales, así como también poner en común las iniciativas, propuestas y estrategias que se encuentran desarrollando los distintos centros educativos de carácter nacional e internacional. Desde el año 2009, se desarrollan las Jornadas de Educación a Distancia y TIC (Tecnologías de la Información y Comunicación) como un hito de encuentro, socialización de saberes y confluencia entre colegas. Este año, buscando alternativas y caminos nuevos nos propusimos realizarlas EN LÍNEA. Esta modalidad supuso oportunidades para acercarnos e intercambiar con más colegas y especialistas en un entorno flexible que permitiera extender las posibilidades de acceso mucho más allá de un encuentro puntual y presencial. También nos enfrentó a desafíos tales como diseñar un espacio virtual que respetara las dinámicas propias de las jornadas repensando los modos de gestionar, comunicar, decir y aportar. Nos llevó a aprender nuevas formas de gestionar revisando las formas de organizar el evento y poder respetar ciertos elementos típicos para dar formalidad. Para el desarrollo de la 4ta edición de las Jornadas se implementó un entorno en línea especialmente diseñado para esta ocasión. Se propició la reflexión e intercambio en espacios virtuales donde se accedía a la versión completa de cada una de las ponencias que formaron parte de las Jornadas y a una presentación digital a modo de “voz de los autores” que representaba la exposición de dicha ponencia. Este espacio se completó con un foro de debate moderado por referentes del área donde se buscó enriquecer y ampliar las presentaciones. LOS EJES SOBRE LOS QUE TRABAJAMOS FUERON: 1. **Ambientes y Entornos Virtuales:** Aplicaciones móviles - Realidad Aumentada - Mundos 3D - PLE. 2. **Dimensiones de Comunicación y Diseño para la Virtualidad:** Diseño de Materiales –Narrativas Transmedia – Imágenes en enseñanza – Videos interactivos en educación. 3. **Desafíos de la Gestión:** Gestión de EaD - Internacionalización - Movilidad - Redes Académicas. 4. **Enseñanza, Educación y Conocimiento:** Mediaciones didácticas / Mediaciones tecnológicas – Enseñanza con dispositivos móviles - Enseñanza en las redes. También se destinaron espacios para reconocidos expertos nacionales e internacionales en los diferentes ejes propuestos en el evento que, a través de un video corto, presentaban la problemática del tema a abordar. Estos espacios permitieron la profundización de los temas utilizando foros virtuales donde se realizaron intercambios entre los asistentes y los especialistas. PARTICIPARON DE ESTA PROPUESTA: - **Esp. María Alejandra Ambrosino**, Directora del Centro Multimedial de Educación a Distancia de la Universidad Nacional del Litoral: “Narrativas Transmedia en la Universidad”. - **Mg. Silvia Andreoli**, Directora de proyectos y capacitación del Centro de Innovación en Tecnología y Pedagogía – Universidad de Buenos Aires: “Diseño de Cursos Abiertos Masivos y en Línea”. - **Dr. Ignacio Aranciaga**, Codirector de la Maestría Educación en Entornos Virtuales de la Universidad Nacional de la Patagonia Austral: “Gestión de la Bimodalidad” - **Dr. Sebastián Benítez Larghi**, Profesor UNLP – Investigador del CONICET: “Evaluación de los Modelos 1 a 1 en educación”. - **Dra. Silvina Casablanca**, Coordinadora Área Investigación Programa Educación y Nuevas Tecnologías -FLACSO: “Tecnologías digitales en las aulas: roles docentes, de los estudiantes y del conocimiento”. - **Dra. María Elena Chan**, Profesora – Investigadora Universidad de Guadalajara – México: “Formación masiva y abierta basada en la colaboración: la experiencia COOL”. - **Dra. Silvia Coicaud**, Docente Investigadora de la Universidad Nacional de la Patagonia San Juan Bosco: “Realidad Virtual, realidad aumentada y educación”. - **Esp. Laura Mares**, Directora Asociada para Educación y Gobierno en Neoris: “Tecnologías Digitales y Educación Superior”. - **Dra. Marta Mena**, Profesora – Investigadora – Directora del Programa de Formación Virtual – Universidad Tecnológica Nacional: “Desafíos de la gestión en tiempos digitales”. - **Lic. Costanza Pedersoli**, Directora de Mundo Nuevo, Programa de Popularización de las Ciencias – UNLP y Lic. Cintia Antilef, Área de Comunicación Institucional y Diseño de Materiales Educativos de Mundo Nuevo – UNLP: “Proyecto Tribuka – Gamificación y Museos”. - **Mg. Martha Leticia Quintanilla Acosta**, Directora de Innovación Educativa de la Universidad Autónoma de Honduras: “Innovación educativa, tecnologías y bimodalidad, la experiencia de la Universidad Nacional de Honduras”. Se realizó una conferencia inaugural de manera sincrónica y estuvo a cargo de la **Lic. Érica Casado**, Co-Fundadora y Editora Transmedia de Editacuja e Appiario (Colombia). Abordó el tema de la narrativa transmedia como tema actual en debate a través de la conferencia: “El poder de las narrativas para innovar y transformar”. Una vez finalizada las Jornadas el entorno permanece abierto para acceder a las conferencias y trabajos. Las 4tas Jornadas de TIC e Innovación en el Aula contaron con 794 inscriptos de diversas procedencias: Argentina, México, Colombia, Ecuador, Paraguay, Venezuela, España, Cuba y Honduras. También hubo una importante presencia en las redes utilizando el hashtag #4tasJdasEad. Creemos que uno de los aportes fundamentales de este evento ha sido posibilitar los intercambios y acceder a perspectivas expertas desde diversos puntos del planeta en el momento que cada participante pudiera realizarlo. El libro que aquí presentamos se constituye con las ponencias presentadas en cada eje. Agradecemos el auspicio de ISTEC (Conorcio Iberoamericano para la Educación en Ciencia y Tecnología), AULA-CAVILA (Asociación de Universidades Latinoamericanas - Campus Virtual Latinoamericano) y RUEDA (Red Universitaria de Educación a Distancia de Argentina). También agradecemos a todos los que han dedicado su tiempo, trabajo y esfuerzo para que estas Jornadas fueran posibles: los miembros de los comités, los evaluadores, los equipos de la UNLP, su personal pero, sobre todo a los participantes que estuvieron dispuestos a compartir sus saberes, realizaron aportes fundamentales para este evento y apostaron a construir colaborativa y libremente conocimientos en el siglo XXI. Mg. Alejandro Héctor Gonzalez y Mg. María Mercedes Martín | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | Aprendizaje de ingles en entornos virtuales | Román, Viviana Carla (Universidad Nacional de la Patagonia Austral) | 18 | | ¿Cómo funciona una comunidad virtual de práctica? | Enriquez, Silvia Cecilia; Gargiulo, Sandra Beatriz; Scorians, Erica Elena Vernet, Mercedes (Universidad Nacional de La Plata) | 26 | | ¿Cómo intercambian conocimientos los miembros de una comunidad virtual de práctica? | Enriquez, Silvia Cecilia; Gargiulo, Sandra Beatriz; Scorians, Erica Elena; Vernet, Mercedes (Universidad Nacional de La Plata) | 34 | | Desarrollo de los MOOC: tensiones y oportunidades | Vallejo Alcira y González Alejandro (Universidad Nacional de La Plata) | 42 | | Diseño y desarrollo de materiales de aprendizaje personalizados en dispositivos móviles para diferentes asignaturas | Susana Trabaldo; Mirta Soraide; María Mercedes Kamijo (Net-Learning) | 49 | | El Diseño Educativo en Ambientes Virtuales de Aprendizaje | Cossani Elena; Tisocca María Daniela. (Universidad Nacional de Entre Ríos) | 56 | | El modelo TPACK como estrategia de diseño en cursos abiertos | Dellepiane Paola (UTN FRBA) | 62 | | Estrategias con TIC en la construcción de aprendizajes de prácticas docentes rurales. Acercándonos al plurigrado rural | Teresa Cabezas (Inst. Ntra. Sra. Del Rosario Nivel Superior 005PS) | 68 | | Experiencia del Aula Virtual Turismo I de la Carrera Licenciatura en Gestión de la Hospitalidad. Facultad Politécnica Universidad Nacional de Asunción | Nilsa Sosa de Cabrera; Nubia G. Acosta Fernández (Universidad Nacional de Asunción) | 75 | | Fitopatología 2.0, aprender sin coincidir en el tiempo y el espacio: Una alternativa metodológica para la enseñanza de la fitopatología | Alcalde, Mónica Adriana (Universidad Nacional de Río Cuarto) | 85 | | Innovación educativa: Aprendizaje ubicuo con herramientas móviles | Tagua, Marcela Adriana (Universidad Nacional de Cuyo) | 91 | | La WEB 2.0 y los docentes de las áreas Ciencias Naturales en la educación secundaria | Antonio Chaleo (Bachillerato Provincial Nº 21) | 97 | | La formación presencial complementada por un EVEA institucional en el Nivel Superior. Particularidades del aspecto comunicativo en este contexto. El caso del Instituto Sedes Sapientiae | Flavia Ruiz Díaz (Instituto Sedes Sapientiae) | 106 | | Liberando el Entorno Virtual SIAT de la UNRC como aporte a la educación y la soberanía tecnológica | Conde Julián; Ferreira Szpiniak Ariel; Zorzán Fabio Andrés (Universidad Nacional de Río Cuarto) | 115 | Muro colaborativo en línea Giselle Estefanía Luján (Universidad Nacional de San Luis) 121 Uso de EVEAs en la UNRC: miradas desde la gestión Fernández, Lía Judith; González, María Virginia; Ferreira Szpiniak, Ariel; Guazzone, Jorge Oscar (Universidad Nacional de Río Cuarto) 125 Animaciones científicas para la enseñanza y el aprendizaje de la química en carreras de ingeniería: la evaluación de expertos en medios audiovisuales Colasanto Carina; Carreño Claudia; Saldís Nancy; Bieliewicz Ana; Peckarek Gabriel; Delfino Iván (Universidad Tecnológica Nacional) 132 Aplicación de videotutoriales como recurso educativo abierto en asignaturas semipresenciales de carreras de grado en Ciencias Económicas de la Universidad Nacional de La Matanza Carlos Enrique, Ezeiza Pohl; Gabriela Angela Gómez; Laura Cristina, Madrid; Myrian Carina, Vázquez Sosa; Eduardo Daniel, Ferrero; Gabriel Eduardo, Possada; Héctor Guillermo, Codecido, Agustina Rojo; Lucas, Fenoglietto (Universidad Nacional de La Matanza) 141 Construcción de Competencias Genéricas utilizando Material Multimedia Claudia Carreño; Nancy Saldís; Carina Colasanto; Marcelo Gómez (Universidad Nacional Córdoba y Universidad Tecnológica Nacional) 146 Diseño de material didáctico para la formación docente en entornos virtuales. La experiencia de la producción colaborativa del “Dossier sobre uso del campus virtual moodle” María Fernanda González; Ema Schuler; Luciano Fioratto; María Victoria Vénere; Patricia Linares (Universidad Nacional de Entre Ríos) 154 Diseño y uso de materiales para la docencia presencial y virtual González Burgos, Elena; Serrano López, Dolores Remedios (Universidad Complutense de Madrid) 163 Diseño digital y accesibilidad. El rol profesional y docente hoy Silvia Andrea Cristian Ladaga; Paula Elena Calvente (Universidad Nacional de La Plata) 169 Diseño de materiales digitales e interdisciplinarios en el Plan Vuelvo a Estudiar Virtual en Santa Fe Carina Gerlero; Susana Copertari; Yanina Fantasia; Anaclara Dalla Valle 178 El diseño de materiales educativos digitales. Una mirada desde los estudiantes usuarios Enrico, Roxana Judith; Casanova, Beatriz Adriana; Enrico, Eugenia Elizabeth; Bossolasco, María Luisa (Centro de Informática Educativa, Facultad de Ciencias Naturales e Instituto Miguel Lillo) 184 El simulador en línea como herramienta de formación para personas con pérdida auditiva Quintana Nelba; González Alejandro Héctor; Madoz Cristina (Universidad Nacional de la Plata) 192 | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | Enseñanza de la Literatura y TIC: Avances de una investigación | González López Ledesma; Alejo Ezequiel (UBA, UNGS, CONICET) | 202 | | documental y análisis de un caso en clave booktuber | | | | Estudios Universitarios y Tecnologías: Una propuesta narrativa | Mercedes Nicolini; Florencia Puggi | 209 | | virtual para los ingresantes a la modalidad a distancia de la UNL | (UNLVirtual - Universidad Nacional del Litoral) | | | Experiencia pedagógica mediada por tecnología: Derechos humanos, | Peluffo, Mercedes Virginia; Perez Roig, Paula (Colegio Liceo Víctor | 215 | | producción de contenido y trabajo colaborativo en la escuela | Mercante) | | | secundaria. Los lápices siguen escribiendo, ahora con TIC | | | | Explorando, desarrollando y ejercitando estrategias de aprendizaje | María Dolores Ortá González | 221 | | de vocabulario: Diseño de material hipermedia en la enseñanza de ILE | (Universidad Nacional de Córdoba) | | | (inglés como lengua extranjera). Avances y reflexiones al interior | | | | del diseño de material mediado tecnológicamente en el marco de una | | | | tesis de posgrado | | | | La herramienta padlet como acto de comunicación digital | Rossana Viñas; Cristian Secul Giusti; Mariela Viñas; Yemina López | 229 | | (Universidad Nacional de La Plata) | | | | Los desafíos de la comunicación y la producción de Materiales | Florencia Gareis; Julia Kendzjur; Carla Machiavello. | 235 | | educativos para Atamá, el ambiente virtual de aprendizaje de Entre | (Coordinación de TIC dependiente del Consejo General de Educación de | | | Ríos | Entre Ríos) | | | Materiales Didácticos. Una metodología para su producción en la era | Calderone Marina | 242 | | de las TIC | (Universidad Nacional del Noroeste de la Provincia de Buenos Aires - | | | | UNNOBA) | | | Microlearning: Experiencias reales de aprendizaje personalizado, | Susana Trabaldo; Virginia Mendizábal; Marcela Gonzalez Rozada (Net- | 252 | | rápido y ubicuo | Learning) | | | Nuevos escenarios para la escritura: los materiales didácticos | Márquez Alejandra (Dpto. Letras - Dirección de Educación a Distancia | 257 | | | - Facultad de Humanidades-UNCa) | | | Propuesta de diseño de Materiales Didácticos Hipermediales. | Mansilla Gladis Alejandra; Filippi José Luis | 264 | | Desarrollado por futuros formadores del profesorado de Artes en Artes| (Facultad de Ingeniería UNLPam) | | | Visuales | | | | Sobre el microrrelato y una estrategia de acercamiento crítico a | María Eugenia Larice (Universidad Nacional de San Luis) | 275 | | lenguajes diversos | | | | Taller a distancia. El desafío de la educación en línea en áreas | Ana Cuenya; Ignacio Desuk; Julia Gouffier; Atilio Díaz | 281 | | proyectuales | (Universidad Nacional de La Plata) | | | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | Uso de chatbots como apoyo para la comunicación en el Aula. Un asistente virtual 24x7x365 colaborando con el curso | Alejandro Batista (Universidad Nacional de La Plata) | 289 | | Video Interactivo como Objeto de Aprendizaje en la Formación de los estudiantes de Inglés en la Esc. Prep. Dr. Nazario V. Montejo Godoy | Alejandra Sarmiento Bojórquez; Mayte Cadena González (Universidad Autónoma de Campeche/Esc. Prep. Dr. Nazario V. Montejo Godoy) | 296 | | Dinámica de comunidades de práctica en espacios de Comunicación Institucional. Experiencia en ambientes de Coordinación Académica en UNLVirtual | Silvina Bellini (Universidad Nacional Litoral) | 304 | | Gestión de información para trabajos de grado de la maestría en gestión de la tecnología educativa | Javier Ricardo Luna Pineda; Guillermo Bejarano Reyes; Rafael Neftalí Lizcano Reyes (Universidad de Santander) | 312 | | Internacionalización y movilidad virtual: debates y tensiones en la búsqueda de definiciones | Evaristo Carriego; Lourdes Ojeda (Universidad Nacional Arturo Jauretche) | 323 | | La Gestión académica de la Educación a Distancia y Tecnología Educativa desde la Secretaría Académica de la UNCPBA | Schang Angeles; Chávez Germán (Universidad Nacional del Centro de la Provincia de Buenos Aires) | 329 | | Análisis de movimiento circular y oscilatorio a partir de videos como motivación para el estudio de las funciones circulares | Del Río Laura; Berini Fabián; Mancenido Mónica (Universidad Nacional de La Plata) | 337 | | Capacitarse y comunicarse: Dos pilares para gestionar la enseñanza con tecnologías. Experiencia de las Jornadas TIC- FCV UNLP | Giacoboni Gabriela; Peralta Roxana; Gatti Mercedes; Sánchez Liliana (Universidad Nacional de La Plata) | 344 | | “¿Cómo se da el pasaje de docente presencial a virtual? Notas y posicionamientos en torno a una experiencia de reconfiguración del rol en el ámbito universitario” | Guiller, Charis Maricel; Arce, Debora Magali (Universidad Nacional de La Plata) | 351 | | Competencias neurocognitivas en la FI-EAD | María Cristina Laplagne Sarmiento (Universidad Nacional De San Juan) | 360 | | Comunidades virtuales de práctica, una experiencia de salud comunitaria | Alfredo Benitez; Celia Soza (Universidad Nacional de la Patagonia Austral) | 367 | | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | Construyendo Comunidad de Aprendizaje. Entorno Virtual de Práctica | Pablo Camiletti; Pablo E. Argüñarás (Universidad Nacional de La Pampa, | 373 | | Educativa II en el Profesorado en Computación | Universidad Nacional de Río Negro) | | | Construyendo un Modelo adaptativo de aprendizaje. Desarrollo de la | Julio César Romero; Marcela del V. Pereyra (Universidad Nacional de la | 383 | | plataforma virtual “Edujesel” en la Patagonia | Patagonia Austral) | | | Convergencia de prácticas docentes y nuevas tecnologías: Reflexiones | Sinanes Lidia (Universidad Nacional de Salta) | 389 | | de una experiencia en educación secundaria | | | | De cómo favorecer el aprendizaje significativo a través de itinerarios | Diego Troentle (Instituto de Formación Docente Continua San Luis) | 394 | | conceptuales. La experiencia del seminario taller “Nuevas Tecnologías| | | | en la Enseñanza” mediado por mapas conceptuales, documentos colaborativos | | | | y ambientes virtuales | | | | Diseño de espacio virtual para la utilización de Aula Invertida | Fernández Mirta; Godoy Guglielmone Maria (Universidad Nacional del Norde| 401 | | | este) | | | Dos modelos: Aprendizaje Colaborativo Online y Comunidad de | Graciela Lima Silvain (Universidad Nacional de San Luis) | 408 | | Investigación | | | | Ejes de desempeño y competencias digitales para docentes en una | Segura Ramírez Carla Elena (Universidad Iberoamericana León Guanajuato| 416 | | Institución Mexicana de educación superior | México) | | | Escudero Nabón Alexandro (Universidad Autónoma de Querétaro México) | | | | El aula virtual como espacio de integración de recursos abiertos | María Soledad Roqué Ferrero; María Eugenia Danieli (Universidad Nacional| 423 | | de la web. El caso de la TGU-UNC | de Córdoba) | | | El foro como herramienta para la reflexión metalingüística: | Cintia Cristini; Mariana Cuatto; Laura Pérez de Stefano; Edgardo | 434 | | Sistematización de una experiencia en capacitación de operadores | Gustavo Rojas (Universidad Nacional de La Plata) | | | jurídicos | | | | El impacto de aprender cónicas en Facebook | María de las Mercedes Moya; Mario Ubaldo Avila (Universidad Nacional de| 441 | | | Salta) | | | El universo discursivo de las prácticas de lectura y escritura en el| Valentino Alejandra; Merceraí Fernanda (Universidad Nacional de La Pla| 448 | | tránsito escuela media/universidad | ta) | | | El WhatsApp como aplicación para el seguimiento del proceso de | Mirian Tuñez (Universidad Nacional de La Plata) | 454 | | aprendizaje y la evaluación en la materia Lectura Pianística | | | | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | “Escenarios virtuales de aprendizaje y práctica docente universitaria” | Elena M. Barroso; Mariela B. Meljin (Universidad Nacional de Cuyo) | 459 | | ¿Es importante, en los tiempos actuales, tener la habilidad de graficar sin utilizar un software?. Una herramienta en GeoGebra | Carnejo Endara Rafael Adrián; Cocilova Ana Inés; Paolini Graciela Beatriz (Universidad Nacional del Sur) | 465 | | Espacio de Comunidades Virtuales en la UNR | Susana Copertari; Natalia Sgreccia; Yanina Fantasía (Universidad Nacional de Rosario) | 470 | | Estrategias formativas en ambientes virtuales. Actividades con TIC en la Tecnicaatura en Análisis y Desarrollo de Sistemas | Luciana Gabriela Terreni (Instituto Sedes Sapientiae Gualeguaychú, Entre Ríos) | 476 | | Estrategias para la visibilidad de publicaciones académicas electrónicas: relato de una experiencia | Pamela Vestrid; María Victoria Martín (Universidad Nacional de La Plata, Universidad Nacional de Quilmes) | 483 | | Estrategias y desafíos del rol tutorial en una propuesta de posgrado a distancia internacional | Engenia Olaizola; Marilina Peralta (Universidad Nacional de La Plata) | 490 | | Estudiantes universitarios en entornos virtuales. Una experiencia formativa en prácticas tutoriales | Nancy Cardozo; Alejandra Bergagna; Lidia Siñanes (Universidad Nacional de Salta) | 496 | | Evaluación y desarrollo de competencias profesionales utilizando Video Scribe en el ciclo básico de Ingeniería | Javier Vian; Alejandra Tintori Ferreira; Natalia Bartels; Horacio Gibbs (Universidad Nacional de Mar del Plata) | 501 | | Evaluar desde la plataforma Moodle. Una experiencia en exámenes parciales de la Asignatura Informática Aplicada de la Facultad de Ciencias Agrarias UNCuyo | Martinengo Nora B.; Morelli María C.; Martinez María E.; Maure Eva (Universidad Nacional de Cuyo) | 509 | | Experiencia en el uso del aula virtual para el proceso de enseñanza y aprendizaje de sustitución por radicales libres | Liliana Ferrer María S. Videla; Gabriela Ohanian; Alejandra Sebök (Universidad Nacional de Cuyo) | 515 | | Experiencias docentes en el proceso de evaluación: re-significando las herramientas de la virtualidad | Martín, María Mercedes; Romanut, Leandro Matías. (Universidad Nacional de La Plata) | 523 | | Formación Docente en Entornos virtuales. El vivo de una experiencia inmersiva | Laura Castiñeira; Melina Fernández; Verónica Weber (Universidad Nacional de Hurlingham) | 529 | | Formación docente: Desafíos de las propuestas educativas mediadas por tecnologías en la Universidad | Rodríguez María Laura; Sadaba Ana Inés. (Universidad Nacional de Entre Ríos) | 536 | | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | Herramientas colaborativas para la enseñanza, el aprendizaje y la evaluación en la escuela primaria. Una experiencia en el espacio curricular tecnología | Quiroga Daniela; Mazzitelli Claudia; Maturano Carla (Universidad Nacional de San Juan) | 543 | | Implementación del whatsapp como estrategia didáctica para mediar en la construcción de conocimientos | Arévalo Eliana; Ferro Flavia; Sabulsky Gabriela (Universidad Nacional de Córdoba) | 550 | | Instrumental en Facebook: una experiencia positiva | Byrne, Christian (Universidad Nacional de La Plata) | 557 | | Integración de las TIC en una experiencia de Ética y Ciudadanía | Gustavo O. Salinas (Colegio Nacional “Rafael Hernández” UNLP) | 565 | | Narración de una experiencia úlrica: una mirada filosófica sobre la identidad | Gaglielmone María Lorena (Universidad Nacional de Entre Ríos) | 573 | | La tecnología como mediadora en la educación matemática: una experiencia con ingresantes universitarios | Gaglielmone María Lorena (Universidad Nacional de Entre Ríos) | 579 | | La aplicación de las TIC en el aula de clase, opciones de herramientas didácticas para fortalecer las prácticas de enseñanza | Diana Patricia Escobar Gutiérrez; Hernán Buitrago Villamizar (Universidad Santo Tomás Bogotá-Colombia) | 586 | | Las TIC como mediadoras en el proceso de escritura académica en inglés. Una experiencia innovadora | Cignetti Luciana María; Gramaglia Carina Verónica (Universidad Nacional del Litoral) | 586 | | Percepciones de estudiantes y docentes sobre una experiencia de Aula Invertida en la asignatura Inglés Técnico en la Universidad Nacional de San Luis | Domínguez María Belén; Laurenti Laura Lucía (Universidad Nacional de San Luis) | 592 | | Perfil del estudiante y nivel de construcción del conocimiento en intervenciones en foros. Reflexiones en torno a un taller virtual de tesis en el posgrado | Guadalupe Alvarez; Hilda Difabio de Anglat (Universidad Nacional de General Sarmiento) | 600 | | Prácticas de enseñanza de cromatografía Líquida de alta perfomance (HPLC): complementación con un programa simulador | Ortiz Miranda GS (Universidad Nacional de Mar del Plata) | 611 | | #Problemas Para Pensar: inspirar, motivar y sugerir aprendizajes Una experiencia de inclusión de redes sociales en la enseñanza universitaria | Mariana Paula Lexano; Daniel Oscar Quiraga (Universidad Nacional Arturo Jauretche) | 615 | | Redes sociales y el rendimiento académico, caso de estudio | ESPOCH, UNACH, UEB - Universidades Ecuatorianas | 622 | | Santillán Lima Juan; Molina Ana; Molina Fernando; Vásquez Barrera Fabián; Llanga Vargas Aníbal (Universidad Estatal de Bolívar; Universidad Nacional de Chimborazo y Escuela Superior Politécnica de Chimborazo) | | Title | Authors | Page | |----------------------------------------------------------------------|------------------------------------------------------------------------|------| | Taller a distancia de Ambientación Universitaria FCE UNLP | Daniela Blanco; Ezequiel Alustiza (Universidad Nacional de La Plata) | 628 | | Un SPOC para la comprensión de abstracts en inglés: Análisis del CURVA según el MCERL | Mailhes, Verónica; Almada, Graciela (Universidad Nacional de La Matanza) | 634 | 1 Ambientes y Entornos Virtuales Aprendizaje de inglés en entornos virtuales ABSTRACT Los entornos virtuales ofrecen nuevas oportunidades para el logro de metas de aprendizaje de calidad y por ese motivo las instituciones que brindan servicios educativos a adultos las están implementando. Una propuesta pedagógico-didáctica centrada en el estudiante y buen acceso a los recursos tecnológicos necesarios por parte docentes y estudiantes posibilitan el aprendizaje de una lengua extranjera en ellos. Sin embargo, los entornos virtuales también presentan limitaciones dado que las condiciones de comunicación son diferentes, por lo que los estudiantes necesitan habilidades y competencias que les permitan tomar protagonismo en sus procesos de aprendizaje. En este trabajo presento avances de una investigación enfocada en el aprendizaje de inglés como lengua extranjera en entornos virtuales en la que se analizan factores que inciden en el aprendizaje del inglés desde la perspectiva de los estudiantes, en un estudio de caso en la Universidad Nacional de la Patagonia Austral (UNPA). Los resultados preliminares informan que los conocimientos previos y alfabetización tecnológica de los estudiantes, sumados al tiempo que ellos dedican al trabajo en la asignatura y el aula virtual son factores que inciden en el aprendizaje de inglés de esta forma. INTRODUCCIÓN Esta investigación indaga los factores que inciden en el aprendizaje del inglés como lengua extranjera en entornos virtuales, específicamente en el caso de tres carreras que se dictan en la Unidad Académica San Julián (UASJ) de la Universidad Nacional de la Patagonia Austral (UNPA), en el entorno virtual institucional Unpabimodal, basado en Moodle. La teoría sociocultural de aprendizaje plantea que todo aprendizaje es mediado a través de la interacción con otros, y que este proceso se produce a través de herramientas de mediación tales como el lenguaje, la cultura, las instituciones sociales, la tecnología y la estructura temporal en que la interacción tiene lugar (Lamy & Hampel, 2007). El proceso es transformador y cíclico: en principio las herramientas de mediación ayudan a crear el aprendizaje y luego el aprendiz puede modificarlas, adaptarlas para lograr sus propios objetivos (Wertsch, 2002 en Lamy & Hampel, 2007; Rodríguez Arrocho & Alemán, 2009). En este marco se destacan tres aspectos centrales en el aprendizaje de una lengua mediado por computadora: la interacción entre los participantes, la interacción con las tareas y con la tecnología (Mercer, Littleton y Wegerif, 2004 en Lamy y Hampel, 2007). En el caso particular de aprendizaje de una lengua, el lenguaje constituye un fin y un medio en sí mismo como herramienta de mediación del aprendizaje, por ese motivo se considera importante analizar el punto de vista del estudiante en la experiencia de aprendizaje ya que la tecnología impacta tanto en las interacciones como en las tareas. La pregunta problemática que guía el proyecto es: ¿Qué factores operan desde el punto de vista de los estudiantes en el aprendizaje del inglés como lengua extranjera de forma virtual? Palabras Claves: Lengua extranjera, Entornos Virtuales de Aprendizaje, Conocimientos previos, Alfabetización tecnológica, Tiempo de estudio MARCO TEÓRICO En este trabajo de investigación se aborda la problemática del aprendizaje online de una lengua extranjera (LE) desde los siguientes supuestos teóricos. “El aprendizaje es una actividad personal enmarcada en contextos funcionales, significativos y auténticos.” (Vázquez Marínio, 2011, p.6) El mismo consiste de un proceso de estructuración y reestructuración de los esquemas mentales (conocimientos previos) que se produce cuando el sujeto entra en interacción con conocimientos nuevos. Este proceso se da debido a procesos de mediación e interacción. La mediación hace referencia al uso de herramientas de tipo físico o intelectual que el sujeto puede utilizar para interactuar tanto con su entorno como con otros sujetos. La interacción que se produce entre el sujeto, los objetos y el grupo social, seguida de un diálogo interno en la que el sujeto compara, jerarquiza y reorganiza la información o conocimientos compartidos en la etapa de socialización da lugar al conocimiento (cambio de estructuras mentales). (Coll, 1988, Coll, 1993, Serrano Gonzalez-Tejero y Pons Parra, 2011). En la educación virtual las herramientas físicas de mediación disponibles son las que provee el entorno de enseñanza - aprendizaje. Por este motivo es de suma importancia que tanto docentes como estudiantes conozcan sus atributos, oportunidades y posibilidades de uso (“affordances” Gibson (1979) van Lier, 2000 en Lamy & Hampel, 2007). Las TICs condicionan la modalidad de comunicación e interacción con los compañeros y con el docente, por lo que el estudiante necesita saber utilizar las herramientas de comunicación disponibles y aprovechar al máximo sus potencialidades formativas. Además, la interacción con los contenidos y actividades de aprendizaje también es mediada, por lo que el estudiante necesita saber navegar en el aula virtual, materiales y recursos didácticos, a la vez que los utiliza para potenciar su aprendizaje. Además, en la medida que el desarrollo virtual de la asignatura es mayor, el estudiante necesita conocer y comprender los objetivos, materiales, tareas, pautas de trabajo y participación, criterios de evaluación, etc. de modo tal que pueda organizar y regular su propio ritmo y tiempo de trabajo. (Barberá, E., 2005). En el aprendizaje del inglés como LE en entornos virtuales es importante respetar aspectos fundamentales del enfoque comunicativo (Nguyen, 2010). Las tareas de aprendizaje deben estar contextualizadas, ser auténticas y significativas. El input lingüístico modificado que se proporciona debe responder a las necesidades, objetivos y conocimientos previos de los estudiantes (Corrales W, 2009). Además, el contexto de interacción social debe ser amigable y favorecer la socialización entre los participantes, el trabajo colaborativo así como el acceso a comunidades de aprendizaje / práctica (Felix, 2003). Los factores personales del estudiante (Brown, 2007) deben ser tenidos en cuenta tanto en la selección de input como de enfoques de enseñanza que sustentarán la propuesta pedagógica, por lo que se acuerda con la necesidad de realizar una evaluación inicial de los destinatarios del curso para adaptar su diseño a las características y circunstancias de los participantes. (Martínez G., Sampedro N., Pérez H., M. del B. Ramos y Granda G., 2005). DESARROLLO, OBJETIVOS El principal objetivo de esta investigación es identificar factores que inciden en el logro del aprendizaje de inglés como LE en entornos virtuales (EV) desde el punto de vista de los estudiantes. Para ello se propusieron metas parciales cuyos resultados tienen un impacto en el resultado final de la investigación. En este trabajo compartimos los resultados correspondientes a dos de esas metas: a) reconocimiento del grado de alfabetización tecnológica y actitudes hacia el uso de Internet de los estudiantes; y b) conocimiento de la percepción que los estudiantes tienen del aprendizaje en los entornos virtuales (i.e. motivación, pre-conceptos, expectativas). METODOLOGÍA Se utilizó la estrategia de investigación basada en el estudio de caso. La población investigada consta de estudiantes adultos de 18 a 55 años de edad, en su mayoría de género femenino, que residen en localidades dispersas en la provincia de Santa Cruz y cursan sus estudios en la Unidad Académica San Julián (UASJ) de UNPA. El trabajo de indagación constó de una metodología mixta integrando los enfoques cuantitativo y cualitativo para facilitar la colecta de datos y triangulación. Se utilizaron los siguientes instrumentos de recolección de datos: a) encuesta y cuestionario; y b) análisis de documentación. Las encuestas y cuestionario se distribuyeron a los estudiantes de las cohortes 2012, 2013 y 2016 mediante un servicio de encuestas online y fueron completados de forma anónima. El análisis de documentación incluyó programas de asignatura, aulas virtuales (recursos y medios didácticos, espacios de comunicación, actividades). POBLACIÓN La muestra estuvo compuesta por 42 estudiantes de tres carreras de la UASJ dictadas en modalidad semipresencial (88% de la carga horaria de la asignatura mediado por el entorno virtual de aprendizaje Unpabimodal): Tecnicatura Universitaria en Minas (TUM), Tecnicatura Universitaria en Energía (TUE) y Enfermería Universitaria (EU). La población fue seleccionada a través de “muestreo intencional”. RESULTADOS La población investigada tiene características especiales dado se trata de estudiantes adultos que residen en pequeñas localidades y dividen su tiempo entre el trabajo, la familia y el estudio (ver Tabla 1). | Tabla 1 | Datos demográficos de la población participante | |---------|-----------------------------------------------| | Edad | 18 a 25 | | | 31% | | | 25 a 35 | | | 48% | | | más de 35 | | | 21% | | Género | Femenino | | | 81% | | | Masculino | | | 19% | | Situación laboral | No trabaja | | | 26% | | | Tiempo completo | | | 33% | | | Medio tiempo | | | 38% | | Familia | Soltero | | | 35% | | | Casado | | | 63% | | | Familia a cargo | | | 48% | La mayoría de los estudiantes muestra buena motivación para el aprendizaje con modalidad virtual aunque que no recibieron capacitación especial en el uso de internet, software de uso educativo o herramientas de navegación y comunicación mediada y se han auto enseñado (ver Gráficos 1 y 2). Gráfico 1: Alfabetización tecnológica según aplicaciones de uso educativo. Gráfico 2: Uso de herramientas relacionadas a la comunicación y navegación. Los estudiantes acceden a internet (93%) y a la computadora (98%), desde sus casas, lo que indica que han realizado una inversión económica para contar con los medios y herramientas necesarias para completar sus estudios. Sin embargo dedican muy poco tiempo en la semana al trabajo en el aula virtual (ver Gráfico 3). Gráfico 3: Tiempo semanal que los estudiantes dedican al trabajo en el aula virtual. Nota: la carga horaria semanal de las asignaturas es de 4 horas. Gráfico 4: Ventajas que atribuyen los estudiantes al uso de internet para el aprendizaje de una LE Los estudiantes expresan su agrado por el uso internet para aprender, y muchos de ellos también reconocen que el mismo favorece el aprendizaje y la práctica de una lengua extranjera (ver Gráfico 4). Sin embargo, no consideran que el aprendizaje mediado por computadora sea la forma ideal para educarse. El comportamiento de los estudiantes en el aula virtual se corresponde con el tiempo que dedican al trabajo en la misma. La mayoría de las veces que ingresan no interactúan con sus pares o el docente (Ver Gráficos 5 y 6). Gráfico 5: Participación de estudiantes de Inglés en 2016 Gráfico 6: Participación de estudiantes de Inglés Técnico en 2016 Las aulas virtuales del caso de estudio están alojadas en el entorno virtual Unpabimodal que media la interacción entre los estudiantes, los contenidos y el docente (ver fig. 1). Figura 1: Aula virtual y sus componentes La observación de las aulas da cuenta de que el correo de la asignatura y los foros son las herramientas de comunicación más utilizadas en el desarrollo de la asignatura. La totalidad de los recursos y medios didácticos de la asignatura se comparten en el aula virtual, y la interacción necesaria para el desarrollo de los aprendizajes deseados se lleva a cabo en los foros de consulta. La motivación de los estudiantes para el aprendizaje de una LE es buena considerando que el 90% de estos estudiantes expresa que el aprendizaje de inglés es importante para su carrera. En relación a los conocimientos previos de inglés y las expectativas en relación a la asignatura, una gran mayoría de estudiantes expresa no haberlo estudiado con anterioridad o saber muy poco. CONCLUSIONES Los datos analizados hasta el momento informan que los estudiantes no cuentan con suficientes conocimientos previos de la lengua extranjera y tampoco tienen fluidez en el uso educativo de las tecnologías de la información. Se observa así mismo, que ellos no dedican tiempo suficiente al trabajo en la asignatura y a la interacción en el aula virtual. TRABAJO FUTURO Queda pendiente, para investigaciones futuras relacionar los factores aquí considerados con el rendimiento académico de los estudiantes en la asignatura, para poder establecer con mayor precisión la incidencia de cada factor. BIBLIOGRAFÍA Barberà, E., & Badia, A. (2005). El uso educativo de las aulas virtuales emergentes en la educación superior. Revista de Universidad y Sociedad del Conocimiento, 2(2), 1-12. Bartolotta, S. & Varela Méndez, R. Entornos virtuales de enseñanza y aprendizaje de lenguas extranjeras para turismo: italiano e inglés. Departamento de Filologías Extranjeras y sus Lingüísticas. Facultad de Filología. UNED. Madrid. España. Inclusión digital en la Educación Superior. Desafíos y oportunidades en la sociedad de la información. coord. J. Cabero-Almenara, P. A. Behar, M. P. Prendes Espinosa, 2007, ISBN 9789504200888, pp. 1-10. Brown, D. (2007) Teaching by Principles, An Interactive Approach to Language Pedagogy. Third Edition. San Francisco State University. Pearson Longman. Coll, C. (2011). Aprender y enseñar con las TIC: expectativas, realidad y potencialidades, en: Carneiro, R.; Toscano, J.C.; Díaz, T. Coord. (2011). Los desafíos de las TIC para el cambio educativo. Colección METAS EDUCATIVAS 2021. OEI y Fundación Santillana. Coll, C. (2004) Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación. Una mirada constructivista. Sinectica. Revista Electrónica de Educación. Número 25. Páginas 1-24. Recuperado (06/07/2011) de https://sinectica.iteso.mx/index.php/SINECTICA/article/view/277 Corrales Wade, K (2009) Construyendo un segundo idioma. El constructivismo y la enseñanza del L2. Zona Próxima, Número 10, ISSN electrónico: 2145-9444. Consultado (03/10/2016) en http://rcientificas.uninorte.edu.co/index.php/zona/article/viewArticle/1625/4657 Felix, U. (2003) Teaching languages online: Deconstructing the myths. Australian Journal of Educational Technology, 19(1), 118-138. Consultado (25/02/2011) de https://ajet.org.au/index.php/AJET/article/download/1705/791 Lamy, Marie-Noëlle & Hampel, Regine (2007) Online Communication in Language Learning and Teaching. Gran Bretaña. Palgrave Macmillan. Martínez González, R.A. Sampredo Nuño, A., Pérez Herrero, Mª H., Miláns del Bosch Ramos, M. y Granda González, E. (2005). Calidad de los procesos de formación en entornos virtuales de aprendizaje. Necesidad de la Evaluación Inicial. Revista de Educación a Distancia (RED). Consultado (23/02/2011) en http://www.um.es/cad/red/M3/ Nguyen, Long V. (2010) Computer Mediated Collaborative Learning within a Communicative Language Teaching Approach: A Sociocultural Perspective. The Asian EFL Journal. vol 12, Nro 1. 202-233. Rodríguez Arocho, W. & Alemán, A (2009). El Enfoque Sociocultural en el Diseño y Construcción de una Comunidad de Aprendizaje. Revista Electrónica Actualidades Investigativas en Educación. Sánchez Santamaría, José; Sánchez Antolín, Pablo & Ramos Pardo, Francisco J. (2012): Usos pedagógicos de Moodle en la docencia universitaria desde la perspectiva de los estudiantes. Revista Iberoamericana de Educación (RIE). Nro. 60 (2012), 15-38 (ISSN 1022-6508) Scagnoli, N (2001) Students orientation for online programs. Consultado (12/10/2011) en http://students.ed.uiuc.edu/scagnoli/pubs/JRTE.pdf Serrano, J. M. y Pons, R. M. (2011). El constructivismo hoy: enfoques constructivistas en educación. Revista Electrónica de Investigación Educativa, 13(1). Consultado (12/07/2011) en: http://redie.uabc.mx/vol13nol/contenido-serranoppons.html Vazquez Mariño, Iria (2011) Aplicación de teorías constructivistas al uso de actividades cooperativas en la clase de E/LÉ. Revista Red ELE, Nro. 21. Consultado (12/04/2013) http://www.mecd.gob.es/dctm/redele/Material-RedEle/Revista/2011_21/2011_redELE_21_08Vazquez.pdf?documentId=0901e72b80dcdfd4 ¿Cómo funciona una comunidad virtual de práctica? ABSTRACT La Comunidad virtual de práctica (CVP) “Docentes en línea” (DeL) es un proyecto de extensión de la Universidad Nacional de La Plata del que participan activamente cada mes unos 6.000 docentes de todos los niveles educativos, estudiantes de carreras docentes e investigadores. Su objetivo es propiciar, entre profesionales y estudiantes con o sin conocimientos previos sobre el tema, el análisis y estudio entre pares de los desarrollos de la metodología de la enseñanza y el aprendizaje producidos en los últimos años, que frecuentemente incluyen diferentes usos de la tecnología, facilitándolo mediante el mantenimiento de un espacio virtual en el que el equipo organizador modera este intercambio de conocimientos disciplinares y, a la vez, aporta sus propios contenidos. Las CVP son un fenómeno relativamente reciente que despierta interés pero no ha sido descripto con demasiada frecuencia hasta el momento. Por esta razón, en esta presentación, algunas integrantes del equipo organizador de esta CVP describen brevemente su metodología de trabajo, así como los fundamentos teóricos que sustentan las decisiones tomadas con este fin por el equipo organizador. La Comunidad virtual de práctica (CVP) “Docentes en línea” (DeL) es un proyecto de extensión de la UNLP del que participan activamente cada mes unos 6.000 docentes de todos los niveles educativos, estudiantes de carreras docentes e investigadores. Su objetivo es propiciar, entre profesionales y estudiantes con o sin conocimientos previos sobre el tema, el análisis y estudio entre pares de los desarrollos de la metodología de la enseñanza y el aprendizaje producidos en los últimos años, que frecuentemente incluyen diferentes usos de la tecnología, facilitándolo mediante el mantenimiento de un espacio virtual en el que el equipo organizador modera este intercambio de conocimientos disciplinares y, a la vez, aporta sus propios contenidos. Se pretende, de este modo, socializar los conocimientos de todos los participantes para que todo el colectivo continúe aprendiendo de modo colaborativo y, además, para fomentar el aprendizaje de las modalidades de gestión del conocimiento que permiten al usuario encontrar y gestionar contenidos de calidad, incluyendo en especial material de Acceso Abierto y recursos educativos abiertos (REA), necesarios para el estudio, las actividades laborales y el autoaprendizaje. Dentro de los lineamientos de las convocatorias de proyectos de extensión de la UNLP, DeL se inscribe en el área programática de Educación para la inclusión y también contribuye a que se cumplan los fines del área programática de Desarrollo, organización social y derechos humanos, porque ayuda a la consecución de algunos de sus objetivos. En efecto, el modelo que proponemos facilita el desarrollo con inclusión al promover la formación en el empleo de las tecnologías, imprescindibles en el mercado laboral actual; promueve estrategias de gestión colectiva y en redes; favorece el fortalecimiento de las instituciones educativas al impulsar el mejoramiento de las prácticas docentes y, por esta vía, propicia el acceso a la educación formal e informal de personas de toda edad. El grupo de integrantes de la UNLP que lleva adelante este proyecto se denomina en esta propuesta equipo organizador e incluye a docentes, alumnos y graduados de seis Facultades de la UNLP: Humanidades y Ciencias de la Educación (FaHCE), Ciencias Astronómicas y Geofísicas, Ciencias Jurídicas y Sociales, Ingeniería, Periodismo y Comunicación Social y Psicología. Enríquez, Silvia Cecilia. Gargiulo, Sandra Beatriz. Scorians, Erica Elena. Vernet, Mercedes. Comunidad virtual de práctica Docentes en línea, Secretaría de Extensión, Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata. E-mail: firstname.lastname@example.org Palabras Claves: Extensión, virtualidad, Comunidad de práctica, formación docente Desde 2013, año del comienzo de nuestras actividades, DeL se propone difundir su labor de modo presencial en La Plata y su zona de influencia, pero se trata de un emprendimiento virtual que, por esta razón, no necesita de un espacio físico ni está limitado a una región en particular como suele suceder, por su misma naturaleza, con otras actividades de extensión. Diversas instituciones han avalado nuestra tarea desde el inicio. En 2017, contamos con el apoyo de la Asociación Argentina de Humanidades Digitales (http://aahd.com.ar/), FLACSO Cuba y Education Futures LLC (https://educationfutures.com/). El porqué de la existencia de docentes en línea La investigación pedagógica y los avances tecnológicos de las últimas décadas hacen evidente la necesidad de que la metodología de la enseñanza de todos los niveles de la educación formal se actualice e incorpore recursos digitales para poder responder a las necesidades de la sociedad y el mercado laboral actual. En esta etapa de la educación en Argentina, mientras se desarticulan algunas instancias de formación existentes y se reduce el alcance de otras, solo una parte de los educadores cuentan con una formación metodológica adecuada en este sentido. Muchos otros continúan sin incorporar ni valorar la necesidad de perfeccionarse en este tipo de conocimientos y, en consecuencia, es de prever que sus alumnos tampoco recibirán una educación que los capacite adecuadamente para las necesidades actuales, lo cual hasta puede limitar sus posibilidades de acceso a ciertos puestos de trabajo. Por su parte, muchos investigadores encuentran dificultades a la hora de emplear las herramientas digitales y las estrategias de tratamiento de la información que su trabajo requiere. Para contribuir a paliar estas carencias y fomentar la inclusión de los profesionales y estudiantes que necesitan adquirir estos conocimientos propusimos, en 2012, crear una comunidad de práctica (CP), es decir, “un grupo de personas que comparten un interés, un conjunto de problemas, o una pasión sobre un tema, y quienes profundizan su conocimiento y experiencia (...) a través de una interacción continua que fortalece sus relaciones” (Wenger, Mc Dermott y Snyder, 2002). Se decidió, además, que esta CP funcionara casi exclusivamente en espacios virtuales, para facilitar la llegada de este intercambio de conocimientos a personas de cualquier otro lugar del mundo. Por esta razón, nos resulta posible contar con la participación de cualquier docente, estudiante de carreras docentes o investigador de todo el país o del exterior. En la práctica, observamos que las estadísticas de tráfico de nuestros sitios indican que, además de Argentina, ya contamos con muchos beneficiarios de la actividad de esta Comunidad que participan de ella desde todo el continente americano, así como desde diversos países de África, Asia, Europa y Oceanía. Según las estadísticas del tráfico en nuestros sitios, si bien la mayoría de los participantes provienen de países de habla hispana (incluyendo toda Latinoamérica, en particular México, Colombia, Venezuela, Cuba, además de España), alrededor del 30% de ellos participan desde muchos otros países en los cinco continentes, en particular desde Estados Unidos, Alemania, Francia, Rusia y China. Nuestra actividad, a partir de que la Secretaría de Extensión de la UNLP nos aprobara por primera vez en 2012, busca responder al interés demostrado desde el inicio por los participantes y las organizaciones Co-partícipes, al mantener en funcionamiento los recursos virtuales ya creados por la Comunidad virtual de práctica (CVP) Docentes en línea (http://docentesenlinea.fahce.unlp.edu.ar/), que permiten poner en contacto al elevado número de profesionales y estudiantes de todo el mundo que actualmente intercambian conocimientos y mejoran su formación a través de los sitios de esta CVP. Se propone así, también, fomentar una práctica poco común que debería ser más frecuente en todos los niveles del sistema educativo y no solo en la universidad: visibilizar y poner en valor el enorme acervo de conocimientos y experiencias adquiridos por los docentes, investigadores y estudiantes en los establecimientos educativos. Se pretende, además, generar nuevas líneas de trabajo que permitan brindar un mayor caudal de información y llegar a un número más elevado de participantes. Esta actividad se lleva a cabo en espacios de acceso abierto, en consonancia con las políticas de la UNLP y para garantizar la inclusión de todos los interesados. METODOLOGÍA. Fundamentos teóricos Para enunciar nuestra metodología de modo sintético, podemos decir que se intenta responder a la afirmación de Jane Mc Gonigal (2010) de que es necesario “crear un movimiento en educación en el que la gente desarrolla sus propias soluciones pero con apoyo externo, basado en un curriculum personalizado”. En este sentido, afirma Silvina Gvirtz que “[n]o se puede pretender que el impacto pedagógico sea inmediato … hay cuestiones técnicas, hay un nivel del debate educativo que es técnico y en este nivel lo que señalan la literatura y la experiencia es que estos planes de nuevas tecnologías tienen una inserción por etapas” (Latorre, 2014). Docentes en línea busca acompañar este proceso, en el cual actualmente “cada vez se está usando más la computadora, más la tecnología en el aula, en forma simple”, mientras “la prioridad ... es el uso de las máquinas y el uso de los programas y que los chicos vayan conociendo las herramientas básicas”, y se apunta “a que los docentes puedan crear sus propios materiales”, porque es importante recordar que “es un error pensar que las herramientas pedagógicas están en Internet. Las herramientas pedagógicas las tiene el docente” (Gvirtz citada por Latorre, 2014). La selección de contenidos relevantes para este aprendizaje se basa en la noción de tecnologías para el aprendizaje y el conocimiento (TAC), que postula que el empleo de los recursos digitales en educación debe estar supeditado a su capacidad de producir un mejoramiento efectivo del aprendizaje. Esto significa que carece de sentido tratar de emplear herramientas digitales en la enseñanza y el aprendizaje si no existe una razón clara para hacerlo, es decir, si no se puede aprender con la tecnología. Por esta razón, nuestro trabajo pone siempre el acento en el aprendizaje de los conocimientos metodológicos que permiten comprender cómo emplear las herramientas digitales, mientras que, en general, no se hace foco en la enseñanza del empleo de estas herramientas, ya que esos conocimientos pueden ser adquiridos por múltiples vías fuera de la Comunidad. En consecuencia, y dado que buscamos atender también a las necesidades de quienes carezcan de los conocimientos informáticos más básicos, las instrucciones sobre los aspectos técnicos del empleo de herramientas informáticas se limitan a lo que resulte necesario para que los integrantes de la Comunidad comprendan los contenidos teóricos y metodológicos. Este proyecto funciona bajo la modalidad de una Comunidad de práctica (CP), como dijimos anteriormente. El Programa de las Naciones Unidas para el Desarrollo (PNUD) alienta la creación de estas comunidades porque resultan un instrumento flexible para la formación continua de sus participantes, el fortalecimiento de alianzas entre ellos y la generación de nuevos conocimientos (Martín, 2013). Al tratarse, en nuestro caso, de una CVP, es posible afirmar de ella lo que María Laura Basabe (citada por Chorny, 2014) dice acerca de la educación a distancia: “[e]l manejo de entornos de trabajo virtuales, la interacción mediante herramientas electrónicas y la experiencia de trabajo colaborativo de manera remota constituyen competencias profesionales que quienes cursan en esta modalidad desarrollan intensamente”. En efecto, nuestra experiencia práctica demuestra que no existe un modo más eficaz de aprender a emplear la virtualidad en el estudio, la investigación o la enseñanza que experimentarla antes personalmente en un contexto en el que se recibe ayuda de tutores o pares. Este intercambio permite aprender a organizar estrategias, generar nuevas líneas de trabajo, resolver problemas, mejorar la capacitación profesional de sus participantes y promover buenas prácticas (Wenger, McDermott y Snyder, 2002), además de generar nuevo conocimiento. Las CP son, según estos autores, “la nueva frontera”, es decir, una iniciativa de avanzada que debe cobrar cada vez mayor importancia. De hecho, las políticas del Estado argentino fomentan continuamente su creación. Los frutos de esta tarea se ven, tipicamente, no solo dentro de la misma comunidad, sino en la calidad del trabajo de sus integrantes, en su renovada capacidad para producir soluciones innovadoras y efectivas. Para lograr estos fines, se fomenta que cada participante adquiera una mayor destreza para buscar contenidos en Internet por sus propios medios, dirigiendo su atención hacia la variedad de recursos posibles y hacia los criterios con los cuales pueden seleccionarlos. Por la misma razón, todos los participantes son invitados a aportar información y materiales y a abrir foros o participar en estos y en espacios de debate sobre los temas que resulten relevantes para la Comunidad, con el fin de que compartan en ellos sus experiencias y conocimientos sobre el tema y hagan preguntas y respondan las de sus pares. Esto contribuye también a llevar a la práctica la idea de que nunca hay un único poseedor del conocimiento y de que el aprendizaje colaborativo suele producir resultados de mayor calidad que el esfuerzo individual y aislado (Gargiulo y Ponz, 2014a y b). Los conocimientos tecnológicos y metodológicos sobre los que se pretende trabajar responden a la concepción de que ambos deben estar relacionados para poder hacer de ellos un uso educativo eficaz y apropiado (Fainholtz, 2001; Manso, Pérez, Libedinsky, Light y Garzón, 2011). Su adquisición se orienta, también, a que los participantes comiencen a aprender cómo autogestionar su aprendizaje según los postulados del conectivismo (Siemens, 2005). Se busca fomentar tanto la adquisición de contenidos teóricos como su puesta en práctica. Por otra parte, a pesar de la naturaleza principalmente virtual de esta Comunidad, buscamos acercar estos conocimientos de modo presencial a los lugares en los que se encuentran las personas cuyas necesidades pueden satisfacerse mediante el intercambio en ella, presentándola y explicando su naturaleza por medio de talleres, exposiciones orales, pósteres y presentaciones multimediales. Nuestro empeño actual consiste en profundizar las líneas de acción que ya han demostrado ser efectivas y complementarlas con una serie de tareas que procuran, fundamentalmente, que aumente el caudal de información disponible en los espacios de la Comunidad para facilitar el acceso a los conocimientos y recursos que se incluyan. De este modo, se busca fomentar la igualdad de oportunidades, la democratización del conocimiento y la promoción de los derechos de quienes se encuentran en situación de desventaja y sufren las consecuencias de lo que ha dado en llamarse “la brecha digital”. Una CVP puede facilitar el acceso de estas personas al conocimiento, especialmente en el caso de quienes se vean impedidos de acceder a instancias de formación más institucionalizadas por falta de tiempo o por encontrarse a gran distancia de los centros que las imparten. En efecto, el extensionismo virtual “implica una apertura aún mayor que el extensionismo tradicional, pues permite no solamente conectarse de los modos habituales con personas no pertenecientes a la institución, sino que, además, hace posible transponer las fronteras de la zona geográfica a la que pertenece cada casa de estudios y acercarse a quienes están más distantes, sujetos estos que, tal vez, nunca habrían podido tomar contacto con la Universidad si hubieran tenido que hacerlo de modo presencial. Desaparecen, entonces, las grandes distancias y la dependencia de las oportunidades de formación e inclusión que cada uno pueda encontrar limitándose a su región” (Enríquez y Gargiulo, 2014). La metodología empleada coincide con los conocimientos que nos proponemos difundir y se basa en algunos aspectos del construcciónismo social y en la resolución de problemas planteada por el constructivismo, lo cual contribuye a fomentar la reflexión y la autonomía de los participantes, a fin de que adquieran habilidades que les permitan continuar el aprendizaje del uso significativo y apropiado de los recursos digitales en los procesos de enseñanza y de aprendizaje por sus propios medios, pero también la práctica de un estilo de aprendizaje colaborativo que “promuev[a] de manera eficaz el acceso a los conocimientos generados en los ámbitos académicos y de investigación por parte de los diversos actores de la sociedad y, especialmente, de aquellos más desfavorecidos” (Enríquez y Gargiulo, 2014). Esta visión se complementa con algunas nociones básicas del conectivismo de George Siemens, tendientes a que los participantes tengan una primera aproximación a las posibilidades del aprendizaje personalizado y autogestionado (pero, a la vez, en red) que propone esta teoría. Por esta razón, se abordarán, también, temas como la creación de entornos o redes personales de aprendizaje (PLE y PLN, por sus siglas en inglés), la gestión del conocimiento, la curaduría de contenidos, el aprendizaje situado y distribuido, el aprendizaje ubicuo, las comunidades de práctica y de aprendizaje, y otras miradas teóricas sobre los cambios que ya se están produciendo en el mundo del aprendizaje, que no se ve hoy como un terreno exclusivo de la educación formal. METODOLOGÍA. Modalidad habitual de trabajo La participación del público general en esta Comunidad es libre y permite que cada usuario decida en qué espacios, en qué medida y de qué modos hacerlo. Llevamos a cabo un intercambio permanente de conocimientos con el colectivo al que nos dirigimos adoptando la modalidad de trabajo habitual en toda CVP: cualquier persona que reúna las características de nuestros destinatarios puede convertirse en un participante por el simple hecho de comenzar a leer nuestras publicaciones o contribuir a los intercambios de nuestros espacios virtuales. Todo integrante (en nuestro caso, los participantes o los miembros del equipo organizador) puede emplear, como de hecho sucede, alguno de estos espacios para proponer temas de discusión con el fin de profundizar en ellos, aportar sus conocimientos y solicitar algún tipo de colaboración del resto de la Comunidad para resolver sus dudas o dificultades. Todos los demás integrantes pueden responder a estos requerimientos, como ocurre de modo habitual en DeL. Simultáneamente, el equipo organizador (compuesto por alumnos de grado y posgrado, docentes, graduados e investigadores de la UNLP) modera los debates y publica artículos de corte teórico e instructivos sobre distintos aspectos de los temas que tratamos. Se puede encontrar el detalle de los espacios virtuales de intercambio en los que se desarrolla esta actividad en http://docentesenlinea.fahe.unlp.edu.ar/brujula/brujula#navegar. Una CP es una organización con lazos débiles pero permanentes, que redirige sus objetivos cada vez que sea necesario para satisfacer las necesidades e inquietudes del grupo. Esto no significa, sin embargo, que las CP no tengan un rumbo claro o que produzcan escasos resultados. Por el contrario, han demostrado ser altamente eficaces, pero es necesario “cultivarlas” y, en esta labor, tienen una función central los organizadores, es decir, el grupo de personas que se encarga de mantener la actividad procurando que tengan cauce las iniciativas y necesidades manifestadas por los participantes. El equipo organizador de DeL cumple, sobre todo, esta función. Lo descripto hasta aquí constituye nuestra actividad principal. La actualidad y relevancia de esta dinámica de trabajo queda demostrada por el hecho de que distintos organismos educativos promueven la creación de CP mediante el dictado de cursos sobre el tema (ver, por ejemplo, la siguiente iniciativa de PENT Flacso: http://www.pent.org.ar/formacion/comunidades). En efecto, el formato de CP facilita, al ser simple y flexible, una comunicación fluida y creativa entre sus participantes, que se ve potenciada, en el caso de nuestra Comunidad, por las ventajas que ofrece el sustrato virtual en el que funciona (Enríquez y Gargiulo, 2014). Como complemento de esta tarea, continuamos divulgando nuestra experiencia en eventos científicos y publicaciones. En los años pasados, hemos escrito una serie de artículos que han sido presentados en congresos y jornadas y publicados en sus actas, y hemos publicado varios artículos en revistas nacionales y extranjeras, entre ellos, una unidad didáctica escrita a pedido de Flacso Cuba, que actualmente forma parte del material de la Maestría en Desarrollo Social dictada por esa institución. Esta práctica nos permite dar visibilidad a lo logrado en la co-construcción del conocimiento que tiene lugar en nuestros intercambios y, así, devolver a la comunidad lo aprendido de este modo. La actividad habitual en las CP se diferencia en gran medida de las modalidades de enseñanza institucionales ya que, por su naturaleza, estas se dedican al intercambio de conocimientos entre pares. Sin embargo, este trabajo puede complementarse exitosamente con actividades educativas más tradicionales como el dictado de cursos presenciales y en línea (cfr. Nihuka, s/d). Por ello, hemos dictado cursos a pedido de algunos de nuestros miembros y, en caso de existir una convocatoria por parte de las autoridades, continuaremos presentando proyectos de cursos y actividades de formación para docentes y futuros docentes que cumplan con las características de trabajo colaborativo y en comunidad propias de una CP. Hemos dictado, por ejemplo, el curso “Docentes en línea: aprendiendo en comunidad. Taller de herramientas TIC para la enseñanza y el aprendizaje”, que se desarrolló durante los meses de mayo y junio de 2015 en el entorno virtual Aulas Web (Dirección de Educación a Distancia y Tecnologías, UNLP) en el marco de la convocatoria del Programa Nacional de Formación Permanente “Nuestra Escuela” del Ministerio de Educación de la República Argentina y el Plan Nacional de Educación Obligatoria y Formación Docente 2012-2016, en conjunto con las universidades nacionales. El aula virtual y los materiales de trabajo fueron diseñados por los miembros del equipo de Docentes en línea que lo dictaron. Fieles a las características de una CP, las actividades de nuestros cursos consisten, de modo habitual, en un intercambio colaborativo de ideas y en la elaboración de documentos que fueron publicados en nuestros espacios, para ser reutilizados por los participantes de esta. DeL es una CVP no solamente en su funcionamiento de cara al público, sino también al interior del equipo de organizadores, en el que cada miembro aporta sus conocimientos y contribuye al aprendizaje de los demás. Por esta razón, las tareas a realizar, tanto virtuales como presenciales, se distribuyen de modo que cada integrante del equipo pueda cumplir una función acorde con sus conocimientos y experiencia. Dado que esta CP se dedica a la formación docente, las tareas se organizan de manera que las decisiones relativas al contenido de esta formación queden en manos de quienes son especialistas en estos temas, mientras que los demás miembros se concentran principalmente en tareas tales como la búsqueda de información y bibliografía, la edición en los espacios virtuales y la difusión de nuestras actividades, que son de gran importancia para la eficacia de la formación que pretendemos contribuir a impartir. Sin embargo, continuamos poniendo el acento en que las personas recién incorporadas al proyecto (en particular, los alumnos) aprendan a trabajar en tareas de extensión mientras aumentan sus conocimientos sobre los temas tratados en la Comunidad, dado que esto redunde en un mejoramiento de su formación para el trabajo, la investigación y el aprendizaje y, además, les permite desempeñar una mayor variedad de tareas en la CVP. Con este fin, ofrecemos becas internas como complemento de las becas que otorga la UNLP. Hasta el momento, el otorgamiento de estas becas a alumnos integrantes del equipo ha dado un excelente resultado, tanto en su aprendizaje como en el impulso que dieron a algunas tareas que debían llevarse a cabo. Nuestra intención es que en el futuro, como ha sido hasta el momento, el proyecto continúe tomando el rumbo que sus participantes elijan darle y el equipo organizador dedicará sus esfuerzos, sobre todo, a velar por el buen funcionamiento de la comunicación y a mantener el trabajo que se desarrolle dentro del previsto por los objetivos del proyecto. A la vez, se continuará fomentando que todos los miembros del equipo participen de la escritura de los resultados logrados y su difusión en publicaciones y eventos científicos. Las instituciones que nos avalan colaboran para difundir este proyecto entre un número mayor de posibles interesados en participar en él y, de modo recíproco, DeL difunde las iniciativas educativas virtuales de estos patrocinantes. Es importante aclarar que la difusión de las actividades es fundamental en un emprendimiento virtual, porque solamente por esa vía puede asegurarse que los interesados en participar en él estén al tanto de sus actividades. Una adecuada difusión trae como consecuencia, en nuestro caso concreto, que aumente el número de personas que intervienen en el intercambio de conocimientos, inquietudes e información. Es por esta razón que buscamos ampliar permanentemente el número de sitios y contactos desde los cuales se difunden nuestras actividades. De aquí en adelante Desde hace unos años, el término “comunidad” se emplea con frecuencia en relación con diversos usos de la tecnología, en la mayoría de los casos con fines comerciales o sociales. También se han vuelto un tema habitual del discurso educativo, que analiza las comunidades de aprendizaje y, también, las CP. Sin embargo, no son tantas las comunidades de este tipo que existen y funcionan como tales en la práctica, y el número de CVP existentes es todavía menor. Esto, creemos, nos lleva a sacar dos conclusiones: la primera es que una CVP debe, en alguna medida, encontrar su propio camino para descubrir su potencial, ayudando así a trazar un derrotero en terrenos en alguna medida inexplorados. La segunda es que vale la pena observar y analizar su desarrollo y funcionamiento, con el fin de llegar a determinar con mayor precisión si los resultados que obtienen en la práctica avalan lo dicho hasta el momento acerca de la conveniencia de su implementación. Desde el punto de vista de quienes llevamos adelante una CVP desde hace unos años, tanto la labor en sí misma como su análisis se perfilan como una actividad con un futuro atractivo y prometedor. Estos años de aprendizaje y colaboración en una Comunidad nos llevan a desear que muchos de nuestros colegas se sumen a nuestra tarea o tengan el interés de comenzarla por sus propios medios y con sus propios objetivos. BIBLIOGRAFÍA Chorny, R. (2014) “La universidad del futuro”. http://www.mercado.com.ar/notas/portada-//8015711/la-universidad-del-futuro. Enríquez, S. y Gargiulo, S. (2014). “La jerarquización de la extensión universitaria, sus destinatarios y sus nuevas modalidades como medio para transformar la sociedad”. Trabajo presentado en el VI Congreso Nacional de Extensión Universitaria, I Jornadas de Extensión de Latinoamérica y Caribe y II Jornadas de Extensión de AUGM “La Universidad en diálogo con la Comunidad. Construyendo una Institución en contexto”, organizado por la Universidad Nacional de Rosario, Rosario, 16, 17, 18 y 19 de septiembre de 2014. Fainholc, B. (2001). “La tecnología educativa apropiada: una revisita a su campo a comienzos de siglo”. Revista RUEDA N° 4. Red Universitaria de Educación a Distancia. Universidad Nacional de Luján. En http://www.cediproe.org.ar/new/historial4.php. Latorre, G. (2014) “Boletín de novedades educativas N°56: Entrevista a Silvina Gvirtz. La inclusión de las Tic en el programa Conectar Igualdad. Balance, impactos y proyectos.” Fundación Lúminis. http://www.fundacionluminis.org.ar/biblioteca/boletin-de-novedades-educativas-n56-entrevista-silvina-gvirtz-la-inclusion-de-las-tic-en-el-programa-conectar-igualdad-balance-impactos-y-proyectos. Lave, J. y Wenger, E. (1991) “Aprendizaje situado. Participación periférica legítima”. Traducido por M. Espíndola y C. Alfaro (supervisión de G. Winckler). en http://www.universidad-de-la-calle.com/Wenger.pdf. Mc Gonigal, J. (2010) “Gaming Can Make a Better World”. En http://blogs.educared.org/recomendacionestictac/2011/10/26/las-13-mejores-conferencias-de-ted-sobre-educacion/. Martín, G. (2013) Guía Comunidades de Práctica. En http://www.regionalcentrelacundp.org/images/stories/gestion_de_conocimiento/guiacopespanol.pdf. Serie Metodológica en Gestión de Conocimiento, Proyecto Compartir Conocimiento para el Desarrollo. Unidad de Gestión de Conocimiento Centro Regional del PNUD para América Latina y el Caribe. Nihuka, K. (s/d). “Collaborative Communities of Practice for Teacher Learning: Implications for In-Service Arrangements in Tanzania’s Context”. Institute of Continuing Education. The Open University of Tanzania. Dar es Salaam – Tanzania. En http://www.tzonline.org/pdf/collaborativecommunitiesofpracticeforteacher.pdf. Papert, S. Constructionism: A New Opportunity for Elementary Science Education, citado en http://es.wikipedia.org/wiki/Construccionismo. Rodríguez Illera, J.L. (2007) “Comunidades virtuales, práctica y aprendizaje: elementos para una problemática”. Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. Vol.8 Nº 3. Diciembre 2007. En http://www.usal.es/teoriaeducacion. Siemens, G. (2005) “Connectivism: a Learning Theory for a Digital Age.” http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf. Último acceso abril 2012. Tallada, A (2009) “La competencia digital y las TAC”. En http://bits.ciberespiral.net/index.php?option=com_content&task=view&id=30&Itemid=79. Wenger, Etienne; Richard McDermott, William Snyder (2002) Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, Massachusetts: Harvard Business School Press. ¿Cómo intercambian conocimientos los miembros de una comunidad virtual de práctica? ABSTRACT La Comunidad virtual de práctica (CVP) Docentes en línea (DeL) nació a fines de 2012, cuando la Secretaría de Extensión de la Universidad Nacional de La Plata aprobó el proyecto de extensión presentado por un grupo de docentes, graduados y alumnos de posgrado de esa Universidad para ser ejecutado en 2013. Este proyecto propone la creación de una Comunidad de práctica (CP), es decir un espacio virtual de intercambio de información entre pares, con el objetivo principal de que los docentes de todos los niveles y disciplinas, estudiantes de carreras docentes e investigadores se perfeccionen en el uso de las tecnologías de la información y la comunicación (TIC) entendidas a partir de los fundamentos metodológicos que explican cómo emplearlas significativamente en la enseñanza y el aprendizaje. Quienes se ponen en contacto con DeL por primera vez suelen preguntar de qué modo pueden participar. Debido a la novedad que representan las CP, en general la respuesta es mucho mejor comprendida si se complementa con una descripción más concreta que muestre la actividad de una CVP en la práctica. El objetivo de este trabajo es, precisamente, intentar dar una respuesta clara a esta pregunta. La Comunidad virtual de práctica (CVP) Docentes en línea (DeL) nació a fines de 2012, cuando la Secretaría de Extensión de la Universidad Nacional de La Plata aprobó el proyecto de extensión presentado por un grupo de docentes, graduados y alumnos de posgrado de esa Universidad para ser ejecutado en 2013. Este proyecto proponía la creación de una Comunidad de práctica (CP), es decir un espacio virtual de intercambio de información entre pares, con el objetivo que conserva hasta el día de hoy: que los docentes de todos los niveles y disciplinas, estudiantes de carreras docentes e investigadores se perfeccionen en el uso de las tecnologías del aprendizaje y del conocimiento (TAC), es decir, las tecnologías de la información y la comunicación (TIC) entendidas a partir de los fundamentos metodológicos que explican cómo emplearlas significativamente en la enseñanza y el aprendizaje, prestando especial atención a quienes necesitan adquirir conocimientos informáticos básicos. Desde su inicio, DeL busca fomentar, además, el aprendizaje de las modalidades de gestión del conocimiento promovidas especialmente por la web 2.0, con el fin de que los participantes aprendan a encontrar y gestionar información de calidad que les permita emplear esos contenidos en su estudio y sus actividades laborales, trabajar colaborativamente con sus colegas y continuar aprendiendo por sus propios medios, aplicando lo así adquirido a su vida profesional. También se busca difundir los postulados del movimiento de Acceso Abierto y los recursos educativos abiertos (REA), con el fin de que los integrantes de la comunidad conozcan y sepan aprovechar estos recursos. El equipo que lleva adelante este proyecto de extensión está integrado por 15 alumnos de grado y posgrado, docentes y graduados de la UNLP, entre quienes se cuentan las autoras de este trabajo. Llamamos a este grupo equipo organizador. Enríquez, Silvia Cecilia. Gargiulo, Sandra Beatriz. Scorians, Erica Elena. Vernet, Mercedes. Comunidad virtual de práctica Docentes en línea, Secretaría de Extensión, Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata. E-mail: email@example.com Palabras Claves: Extensión, virtualidad, Comunidad de práctica, formación docente DESTINATARIOS DeL está integrada por personas que cumplen dos funciones diferentes: por una parte, el equipo organizador, ya mencionado y, por otra, los miembros a quienes llamaremos participantes, es decir las personas que no pertenecen formalmente al proyecto que presentamos ante la UNLP, sino que participan de las actividades de formación o las que se publican en sus espacios virtuales. Consideramos que la actividad extensionista consiste en un intercambio de conocimientos entre miembros de la universidad y las demás personas que se relacionan con ellas y, en consecuencia, vemos tanto a los participantes como al equipo organizador como destinatarios de este proyecto. La labor de DeL no está ligada a un territorio concreto, como suele suceder en las actividades de extensión y es, además, un trabajo en red, por las características del entorno virtual en donde se desarrolla. Por ello, son destinatarios del proyecto investigadores, docentes y estudiantes de carreras docentes de todos los niveles y de cualquier lugar del país que quieran mejorar su desempeño empleando las tecnologías del aprendizaje y del conocimiento (TAC) en educación, incluyendo tanto a quienes no estén recibiendo este tipo de formación como a quienes quieran complementar los conocimientos ya adquiridos. Se pone énfasis en la posibilidad de incluir a quienes posean nociones muy básicas de estos temas y necesiten dar sus primeros pasos en la implementación de este tipo de metodología, buscando que el intercambio con los demás participantes y la lectura del material publicado en nuestros espacios ayude a estas personas a avanzar en el aprendizaje necesario para este fin. Asimismo, son destinatarios indirectos los alumnos y colegas de los participantes de la Comunidad, ya que se espera que estos últimos puedan incorporar a su labor lo aprendido en ella y compartir estos saberes y prácticas con quienes los rodean de manera más inmediata. En la práctica, el número de participantes ha crecido desde el inicio de las actividades en 2013, lo cual pone de manifiesto su aceptación. Actualmente, contamos con alrededor de 6,000 visitas mensuales a nuestros espacios por parte de docentes, estudiantes e investigadores de una gran variedad de disciplinas y de todos los niveles educativos provenientes de distintos lugares del país y del mundo y que hacen aportes en debates, leen nuestros contenidos y los difunden. Nuestra intención es continuar animando la Comunidad para estos usuarios, mientras procuramos aumentar su número. Muchos de ellos participan de nuestras actividades desde los inicios de esta CP, otros forman parte de instituciones y redes que, a través de ellos, se ponen en contacto con nosotros y han expresado su interés en los espacios virtuales en los que desarrollamos nuestra actividad. Los miembros del equipo organizador buscamos permanentemente la generación y distribución del conocimiento de manera más justa, para así ayudar a mejorar la calidad de vida de las personas y transformar la sociedad para bien de todos, y hemos tenido la fortuna de poder contribuir a resolver algunos problemas. Debido a sus circunstancias de trabajo, por ejemplo, algunos de nuestros participantes solo pueden encontrar el apoyo que necesitan para su vida profesional en este tipo de redes, que les permiten continuar su aprendizaje. Uno de los casos más relevantes en este sentido es el de un grupo de misioneros Salesianos que trabajan en distintos países de África occidental y pidieron ayuda a la Comunidad en 2014 para recuperar el material didáctico que habían perdido como consecuencia de la epidemia de ébola que asoló ese continente. Con la facilidad que hace posible el empleo de espacios virtuales, pudimos poner a su disposición todo el material publicado en nuestros sitios, especialmente el de nuestra Biblioteca y webgrafía. También hemos compartido con ellos otras iniciativas de la Universidad. Nacional de la Plata que persiguen este mismo fin, como el SEDICI (Repositorio institucional abierto de la UNLP, http://sedici.unlp.edu.ar) y el Repositorio de Recursos educativos abiertos (http://sedici.unlp.edu.ar/handle/10915/34144), este último impulsado por la Dirección de Educación a Distancia, Innovación en el Aula y TIC (http://www.entornosvirtuales.unlp.edu.ar/?page_id=2) de la mencionada institución. Sabemos fehacientemente que estos recursos han cruzado el océano y se han puesto al servicio de educadores que intentan transformar la calidad de vida de muchas personas, en especial, la de cientos de niños que podrán continuar con su educación a pesar del aislamiento físico. OBJETIVOS El objetivo general de DeL es mantener en funcionamiento y mejorar los espacios virtuales con los que ya cuenta esta CVP para que sus participantes puedan continuar su formación sobre los avances más recientes en la metodología de la enseñanza y del aprendizaje, incluyendo aquellos que incorporen el empleo de la tecnología digital necesaria para la actividad académica y laboral y llevando a cabo un aprendizaje colaborativo, de sus pares y con ellos, sin que la separación física resulte una limitación. Se busca, así, fomentar y mejorar la inclusión de los destinatarios (y, a través de ellos, de sus alumnos) en la vida social y laboral al facilitarles el acceso a conocimientos imprescindibles para este fin. Se espera que, al lograr estos objetivos, los alumnos, docentes e investigadores participantes adquieran o profundicen conocimientos teóricos y metodológicos que les permitan incorporar los desarrollos más recientes sobre la enseñanza y el aprendizaje complementado con nuevas tecnologías a su vida laboral o a sus estudios y, en consecuencia, emplearlos en sus clases y en el aprendizaje personal, enseñando también a sus alumnos y a otros colegas y pares a trabajar con ellos de los modos que les resultan necesarios en sus estudios, en su trabajo y en su perfeccionamiento profesional presente y futuro. También se espera que aumente la cantidad y calidad de los aportes que hagan al intercambio de conocimientos de la Comunidad e incorporen o mejoren hábitos de trabajo colaborativo, autogestión del conocimiento y aprendizaje ubicuo, continuo y en red y que, por otra parte, aprendan a valorar la experiencia recogida por ellos mismos y sus colegas en su trabajo y estudio. Idealmente, este aprendizaje mejorará su familiaridad con las herramientas digitales y esto, a su vez, redundará en una mayor habilidad para emplearlas en cualquier esfera de la vida en la que les resulten necesarias o convenientes. Con el fin de comprobar en qué medida se cumplen estos fines, habitualmente analizamos las herramientas de medición estadística con las que cuentan nuestros espacios y los comentarios y aportes de los participantes, actividad que se desarrolla del modo y en los espacios que describimos a continuación. La actividad de los integrantes de DeL En la mayoría de los casos, quienes se ponen en contacto con DeL por primera vez nos preguntan de qué modo pueden participar. La respuesta se reduce a lo siguiente: cualquier persona que tenga nuestras mismas inquietudes puede participar de nuestros intercambios en línea aportando sus conocimientos, aprendiendo de los demás y, también, haciendo preguntas o proponiendo temas de análisis que consideren relevantes. En principio, recibir esta explicación y explorar nuestros espacios, es suficiente para comprender cómo comenzar a interactuar con los demás miembros. Sin embargo, debido a la novedad que representan las CP, en general esta respuesta es mucho mejor comprendida si se complementa con una descripción más concreta que muestre nuestra actividad en la práctica. Intentaremos dar, a continuación, este tipo de explicación. Ahora bien, cada CP genera sus propios mecanismos y medios de comunicación para cumplir con sus fines y, por esta razón, la explicación del modo en el que nos comunicamos los miembros de DeL deber ir necesariamente ligada a la descripción de las herramientas digitales que empleamos con este fin. DeL cuenta con una serie de espacios virtuales a través de los cuales todos los miembros podemos publicar contenidos e intercambiar ideas sobre ellos, con el fin de co-construir conocimiento y aprender unos de otros. A continuación, la relación de estos sitios y del trabajo necesario para que los integrantes del equipo organizador puedan mantenerlos actualizados y en condiciones de ser empleados, acompañada por la descripción de la actividad que desarrollan los demás participantes en cada uno de ellos. Sitio web Docentes en línea. (http://docentesenlinea.fahce.unlp.edu.ar) Asociado a la página de la Facultad de Humanidades y Ciencias de la Educación de la UNLP, es el portal o la vía de acceso al proyecto. Está abierta a todo público y en ella se explica cómo funciona la Comunidad y se redirige a los interesados a los demás espacios. Si bien no está pensado para el intercambio o el debate, las estadísticas del sitio indican que lo visitan varios cientos de personas por mes, además de quienes están suscriptos a este espacio y reciben nuestras noticias regularmente. Aquí se publican las novedades relacionadas con la actividad de la CP, en particular, el Tema del mes (http://docentesenlinea.fahce.unlp.edu.ar/tema-del-mes), un modo de organizar y enfocar dicha actividad que se implementa desde julio de 2013 con un doble propósito: asegurar que sea posible tratar de modo gradual los temas que se consideran más importantes en la formación planteada y facilitar la comprensión de la naturaleza de una CP, al orientar a los participantes en cuanto al tipo de actividades que pueden desarrollar en ella. Nos proponemos continuar incorporando a estos temas artículos de especialistas invitados, como lo hacemos desde 2014. Esto hace posible una selección de contenidos más acorde con las necesidades e intereses de los participantes, ya que son ellos mismos quienes los proponen y direccionan así nuestro accionar, y permite evaluar con más precisión los indicadores de progreso y logro. Nuestro sitio web cuenta, además, con una Biblio y webgrafía (http://docentesenlinea.fahce.unlp.edu.ar/biblio-y-webgrafía), que contiene enlaces aportados por los participantes a publicaciones y recursos teóricos y prácticos accesibles desde Internet que facilitan el empleo de las TIC en educación e investigación. Algunas de sus secciones fueron creadas con aportes provenientes de iniciativas educativas de dos unidades académicas de la UNLP: el material de consulta recopilado desde 2014 en colaboración con la cátedra Lengua Inglesa III (Departamento de Lenguas y Literaturas Modernas, Facultad de Humanidades y Ciencias de la Educación) y sus alumnos se fue incorporando a la sección Material de referencia en inglés, creada especialmente para este fin. Procuramos, de este modo, brindar oportunidades para que un número mayor de alumnos conozcan la labor de los extensionistas y participen de una actividad de extensión. La Maestría en Tecnología Informática Aplicada en Educación de la Facultad de Informática, por su parte, publica desde 2015 las tesis de todos sus alumnos en el SeDiCi y envía esos enlaces para su inclusión en nuestra Biblio-y webgrafía. Espacio de intercambio y comunicación. (http://intercambioenlinea.fahce.unlp.edu.ar) Espacio en el entorno virtual Moodle donde es posible llevar a cabo las funciones básicas de una CP: que cada participante pueda publicar contenidos, iniciar debates, cargar y descargar archivos, y comunicarse con otros participantes, tanto de modo público como privado. Este espacio cuenta, además, con un glosario de términos educativos relacionados con la educación mediada por tecnologías, ya iniciado y en crecimiento, y permite implementar cursos virtuales. Este espacio también se emplea para el dictado de cursos a distancia. Cabe destacar que, si bien el dictado de cursos no es el tipo de actividad habitual en una CP, la experiencia indica que ambas prácticas se pueden complementar exitosamente (Cfr. Nihuka, s/d). DeL ha dictado varios cursos, algunos de ellos sugeridos o solicitados por alguno de sus participantes. Blog Didáctica y TIC. (http://blogs.unlp.edu.ar/didacticaytic/) En el que se publican artículos y presentaciones multimediales sobre temas metodológicos. Algunos de nuestros participantes dejan allí sus comentarios o consultas sobre estos temas e inician así nuevas líneas de debate o de colaboración. Este blog fue presentado en el concurso Vivalectura 2015 y, en mayo de ese año, resultó acreedor de una mención especial en la Categoría Lectura entre docentes, distinción otorgada por la Fundación Santillana, la Organización de Estados Iberoamericanos (OEI) y el Ministerio de Educación de la Nación. También en 2015, comenzamos a publicar en él artículos escritos por especialistas invitados, algunos de ellos participantes en la CP. Cuando los intercambios dejan claro que hay un interés general por alguna idea, esto da lugar a la publicación del ya mencionado Tema del mes (http://blogs.unlp.edu.ar/didacticaytic/tema-del-mes/), donde es posible tratarlo con mayor profundidad. Los artículos de corte teórico relacionados con estos temas se publican en este blog y, también en este caso, sus autores son tanto los integrantes del equipo organizador como otros participantes de la CP, que publican individualmente, como sucedió, para dar ejemplos recientes, en el tema del mes de julio 2017, o de modo colectivo, como en el caso de las conclusiones de la Jornada de discusión “El futuro de la educación (en nuestras manos)”, que organizamos en abril de 2016, publicadas en junio de ese mismo año, todas ellas en nuestro blog “Didáctica y TIC”. Está en proceso, además, el inicio de la publicación en nuestro blog de entrevistas a docentes e investigadores de renombre que participan en Docentes en línea a través de los espacios de nuestra CP en las redes sociales y que se dedican a los temas de trabajo de la Comunidad. Repositorio de herramientas y recursos web. (http://padlet.com/wall/docentesenlineaUNLP) El Espacio de intercambio y comunicación alberga foros para discutir la utilidad de estos recursos en educación y sus posibles usos. Este espacio, al que puede aportar cualquier participante, recibió en 2015 los aportes de los alumnos del curso “Docentes en línea: aprendiendo en comunidad. Taller de herramientas TIC para la enseñanza y el aprendizaje”, dictado por DeL.. * En la práctica, la mayor parte de los debates que se inician con motivo de nuestras publicaciones, y que incluyen el intercambio de conocimientos e información entre los participantes, se producen en las redes sociales: En Twitter, con el usuario @linea_docentes en https://twitter.com/linea_docentes, contamos con más de 200 seguidores. En Facebook, a través del perfil Docentes en línea UNLP, donde también es posible iniciar debates en nuestra página en https://www.facebook.com/pages/Docentes-en-l%C3%ADnea-UNLP/460391087390323?fref=t, los participantes inician intercambios a través de esta opción o compartiendo el contenido con otros seguidores propios. Y esto sucede también en LinkedIn (http://www.linkedin.com/pub/docentes-en-l%C3%ADnea-unlp/75/8b3/68b), donde los participantes son en su mayoría profesionales. Además, contamos con un perfil público en Slideshare, red que permite compartir documentos y presentaciones en línea. También es posible acceder a este perfil (docentesenlinea13, http://www.slideshare.net/docentesenlinea13) a través de los instructivos publicados en el blog Didáctica y TIC. En RedDOLAC, la Red de Docentes de América Latina y el Caribe (http://www.reddolac.org), nuestras publicaciones han sido seleccionadas varias veces como artículos destacados del mes. En Scoop.it, por su parte, publicamos novedades sobre la Comunidad y otras iniciativas educativas desde la cuenta http://www.scoop.it/t/docentes-en-linea. Y también publicamos información sobre nuestra Comunidad en Collection (http://ccollection.unia.es/), catálogo y comunidad en línea colaborativos y abiertos sobre innovación educativa y buenas prácticas en e-learning, un espacio de la Universidad de Andalucía que fuimos invitados a integrar desde 2013. Asimismo, formamos parte de las redes sociales científicas ResearchGate (http://www.researchgate.net/profile/Docentes_En_Linea/publications) y Academia.edu (http://unlp.academia.edu/DocentesEnLinea), en las cuales socializamos nuestras producciones con el resto de la comunidad de usuarios. En ambas se han producido contactos, debates e intercambios de información con otros miembros que buscan algún tipo de colaboración con los integrantes de este proyecto y que descargan y difunden nuestras publicaciones. Estas dos redes académicas, que propician la rápida y libre circulación de conocimientos científicos (Enríquez, S., Gargiulo, S., Verdecia, E. y Wenk, N., 2015) y están en constante expansión y mutación, forman parte del objeto de estudio de los integrantes de Docentes en línea que participan del proyecto de incentivos “Avances del movimiento de acceso abierto al conocimiento científico. Políticas, prácticas y manifestaciones en el ámbito de las universidades nacionales argentinas” (IdIHCS, UNLP-Conicet). Por último, somos integrantes de la Red CUED (Cátedra Unesco de Educación a Distancia, http://www.uned.es/cued), en la que también publicamos nuestras novedades. La función principal del equipo organizador es la de administrar los espacios virtuales, velando por el cumplimiento de sus propósitos y su buen funcionamiento y, por otra parte, organizar el material y las actividades que se inicien, proveyendo los medios tecnológicos necesarios para hacer posible la puesta en práctica de todas las iniciativas que surjan. Esto implica, entre otras tareas, la de escribir los textos que se publican con el fin de contribuir a la discusión de los aspectos teóricos de los temas tratados por la CP, o bien gestionar la escritura y publicación en el blog Didáctica y TIC de los artículos escritos por especialistas invitados. Otros miembros del equipo, por su parte, están encargados de moderar las discusiones e intercambios propios de una CP que se produzcan en los distintos espacios, respondiendo a las consultas, iniciativas e inquietudes de los participantes. Un tercer grupo dentro del equipo organizador está a cargo de la difusión de nuestras actividades, lo cual es de capital importancia para que nuestros participantes reciban información acerca de nuestras publicaciones y los debates que se producen en nuestras redes sociales y, también, para que más personas conozcan nuestro proyecto y contribuyan a enriquecerlo con sus conocimientos e inquietudes. En 2015, además, comenzamos a enviar de modo sistemático nuestras publicaciones a la Memoria Académica de la FAHCE, en el caso de los textos científicos, o bien al SEDICI cuando se trata de objetos de aprendizaje. Contribuimos, de este modo, a que sea cada vez mayor la difusión de los recursos de acceso abierto de la UNLP. Finalmente, el equipo organizador comparte con los demás participantes la actividad principal: aportar material y contenidos, proponiendo temas de discusión y análisis que se consideren relevantes. Sin embargo, una gran proporción de nuestros participantes son lo que suele denominarse “merodeadores” (lurkers, por su nombre en inglés), es decir personas que visitan los sitios y leen el material, pero no participan activamente en los debates ni aportan nuevo contenido. Tomamos a quienes adoptan este comportamiento, habitual en cualquier tipo de sitio web, como parte de nuestros integrantes, que simplemente deciden participar de este modo. Otros, en cambio, emplean nuestros recursos también para un intercambio más pleno. A continuación, algunos ejemplos recientes del tipo de aportes habituales en nuestras discusiones, que contribuyen a mostrar de qué modo concreto se comunican e intercambian conocimientos los integrantes de esta Comunidad: José Heber de León Monzón. Gran aporte Maestra María Florencia Gómez. Es sin duda una interesante experiencia, un servidor creó los grupos Telaraña de la Ciencia, Tlamatqui y Química - CBTa 60 con mis estudiantes y el grupo Red Académica ‘Docentes-DGETA’ con docentes y sin duda son de mucha fortaleza en el quehacer docente. https://www.facebook.com/groups/telarana.ciencia/ https://www.facebook.com/groups/tlamatqui/ https://www.facebook.com/groups/374961782597344/ https://www.facebook.com/groups/1194228830592160/ Muy buena la nota... sobre PREZI, me atrevo a compartir con ustedes un tutorial que realicé para mis alumnas... espero les sirva! http://prezi.com/anco5hyzpmxh/?utm_campaign=share&utm_medium=copy&rc=ex0share Trabajé sobre este mismo tema: Acá les dejo a Ustedes un link de Prezi con algunos consejos para utilizar las herramientas TICs http://prezi.com/sll1mj_dijzo/?utm_campaign=share&utm_medium=copy&rc=ex0share Antes que nada Felicitaciones por el blog de parte del Instituto Internacional Español de Marketing Digital (IIEMD), sin duda Alejandro Batista tu artículo nos gustó mucho porque muestra claramente una de las problemáticas educativas que se ha venido haciendo más fuerte en nuestros días. Por eso queremos añadir a tu artículo esta idea. No sabemos si has notado esta página que pasa noticias o tips interesantes a través de infografía animadas o gif (también animados), es interesante esa propuesta porque de hecho funciona (...) Muy bueno, conozco mucho del tema pero, me enseñaron más... genial. Saludos, carlos. Necesito su consejo, voy a elaborar un libro con enfoque de competencias para una materia que se llama Procesos de manufactura, dirigido para estudiantes de 3er semestre de ingeniería mecánica. Ya tengo una parte en Word pero deseo tenga mejor presentación. Gracias por sus comentarios. Lábia CONCLUSIÓN La bibliografía sobre las CP y las CVP indica, entre otras características, que el trabajo de estas organizaciones solamente puede ser fructífero si el número de participantes es muy inferior al que nosotros recibimos: unas 6,000 visitas mensuales. Sin embargo, el hecho de que nuestros contenidos se debaten en diferentes redes sociales, agregado a la realidad de que no todos los participantes se manifiestan por escrito, hace que nos acerquemos a este ideal porque en cada espacio se forman subgrupos mucho menos numerosos en los cuales se intercambian ideas en paralelo con quienes han preferido comunicarse desde otro de nuestros espacios virtuales. Dicho esto, solo nos queda agregar que nuestra intención, al escribir este trabajo, es clarificar, con una descripción detallada y algunos ejemplos, la pregunta que recibimos con mayor frecuencia en DeL: “¿Cómo puedo participar?”. El modo es el que queda descripto, y es muy sencillo: cada interesado en intercambiar conocimientos con nosotros puede hacerlo en el espacio que le resulte más adecuado y del modo que considere más conveniente para sí mismo. Esta libertad y variedad de opciones, que seguramente es lo que desconcierta a los recién llegados, es a la vez lo que atesoramos como una de nuestras características más preciadas, porque contribuye a que cada miembro trace su propio camino de aprendizaje, pero acompañado por sus colegas. Enríquez, S. (2016). “Comunicar educación. Apuntes desde la teoría y la práctica sobre el desafío de enseñar a través de medios digitales.” En: Arce, D.; Guiller, C., y Racioppe,B, editores; Giordano, C, dir. Hilos de Ariadna en la red: Brújulas de sentido para abordar lo tecnológico. La Plata: EPC, Ediciones de Periodismo y Comunicación. pp. 194-221. En www.memoria.fahce.unlp.edu.ar/libros/pm.487/pm.487.pdf — (2014) “Aprender haciendo para saber cómo enseñar”. Artículo ganador del primer premio en el Concurso académico “Inclusión digital en América Latina: un derecho humano emergente”, Ministerio de Educación de la Nación y Organización de Estados Iberoamericanos. En prensa. Enríquez, S., Ponz, J. y Verdecia, E. (2016). “Docentes en línea: extensión en la virtualidad”. Aceptado para su publicación en actas de las V Jornadas de Extensión del Mercosur. Enríquez, S., Gargiulo, S., Verdecia Carballo, E. y Wenk, N. (2015) “Circulación de textos científicos en sitios web académicos no institucionales”. http://sedici.unlp.edu.ar/handle/10915/48652 Enríquez, S. y Gargiulo, S. (2014). “La jerarquización de la extensión universitaria, sus destinatarios y sus nuevas modalidades como medio para transformar la sociedad”. En http://www.memoria.fahce.unlp.edu.ar/library?a=d&c=eventos&d=Jev4811. Fernández-Cárdenas, J, Silveyra-de la Garza, M, Martínez-Guzmán, D (s/d) “La participación docente en comunidades de práctica: educando en valores mediante el uso de recursos educativos abiertos”. En http://www.comie.org.mx/congreso/memoriaelectronica/v10/pdf/area_tematica_07/ponencias/1686-F.pdf. Nihuka, K. (s/d). “Collaborative Communities of Practice for Teacher Learning: Implications for In-Service Arrangements in Tanzania’s Context”. Institute of Continuing Education. The Open University of Tanzania. Dar es Salaam – Tanzania. En http://www.tzonline.org/pdf/collaborativecommunitiesofpracticeforteacher.pdf. Rodríguez Illera, J.L. (2007) “Comunidades virtuales, práctica y aprendizaje: elementos para una problemática”. Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. Vol.8 Nº3. Diciembre 2007. En http://www.usal.es/teoriaeducacion. Sanz, S. (2005) “Comunidades de práctica virtuales: acceso y uso de contenidos”. Revista de Universidad y Sociedad del Conocimiento, vol.2 nº 2. http://www.uoc.edu/rusc/2/2/dt/esp/sanz.pdf. Desarrollo de los MOOC: Tensiones y oportunidades ABSTRACT Este trabajo presenta una síntesis de la investigación desarrollada acerca del origen y desarrollo de los MOOC. Presenta los datos actuales y un análisis del creciente interés por los MOOC ha llevado a la aparición de diferentes formatos y funcionalidades. También se presentan las plataformas proveedoras y su nivel de desarrollo. En cuanto a la implementación real de esta aplicación tecnológica, analizaremos en nuestro contexto local, la situación en cuanto a su avance y la orientación que está adquiriendo el movimiento MOOC en el mundo, en los últimos años. INTRODUCCIÓN Si hablamos de tecnologías disruptivas, en el sentido de un cambio esencial en la manera en que hacemos las cosas, podemos percibir que cada vez es más frecuente el arribo de tales tecnologías, fundamentalmente a partir del surgimiento de la digitalización y la informatización. El nacimiento y desarrollo de Internet, la convergencia tecnológica en los dispositivos móviles, la educación en línea y la Internet de las cosas son claros ejemplos de ello (Conole, 2013). Respecto de la educación en línea resurgió desde hace pocos años los cursos masivos, pero ahora, en línea y abiertos, cuyo acrónimo MOOC.0 proviene del inglés (Massive Open Online Courses). Desde el 2008 se han generado debates entre quienes los ven como una verdadera disrupción en las políticas educativas por su aporte a la inclusión social y los que simplemente consideran a los MOOC como una nueva instancia de mercadotecnia de las universidades e instituciones, o una nueva industrialización de la educación a distancia sin una real trascendencia en la educación. El antecedente inicial de los MOOC lo constituye el Massachusetts Institute of Technology (MIT), que en el año 1999, lanza su proyecto OpenCourseWare, poniendo a disposición del público en general, a través de Internet, los contenidos de muchas de las asignaturas de sus programas de estudio, a los que se podía acceder libremente, sin requisitos de matriculación a la institución. En 2008 George Siemens y Stephen Downes, profesores de la Universidad de Manitoba en Canadá (Downes, 2011) diseñaron un curso de apoyo destinado a 24 estudiantes, denominado Connectivism and Connective Knowledge (CCK08) que se implementó como curso en línea gratuito. Se matricularon más de 2.200 alumnos de diferentes partes del mundo. El concepto de MOOC se acuña en ese mismo año y se atribuye a Dave Cormier que lo utiliza por primera vez en una conversación con los autores del curso, buscando definir el fenómeno ocurrido (Cormier, 2013). Sebastian Thrun y Peter Norvig crean en 2011, un MOOC denominado “Introduction to Artificial Intelligence” en el que se inscriben más de 160.000 alumnos de todo el mundo. Este curso dará lugar a la fundación en 2012 de Udacity, primera plataforma privada para el alojamiento de MOOC. El siguiente curso de gran éxito fue “Circuits & Electronics” en 2012, organizado por el profesor Agarwal del Massachusetts Institute of Technology (MIT) en su plataforma MITx, con más de 120,000 estudiantes inscriptos. Por su parte, Andrew Ng y Daphne Koller, docentes de la Universidad de Stanford, crean el curso “Introduction to Databases” con más de 100,000 estudiantes inscriptos, creando Coursera, también con un capital inicial privado. En mayo de 2012 surge la iniciativa de colaboración entre el MIT y la Universidad de Harvard y lanzan edX, la primera plataforma para MOOC sin fines de lucro. En el año 2013, se crea MiriadaX, una plataforma de MOOC en español, promovida por Telefónica y Universia. En la actualidad MiriadaX cuenta con más de dos millones de alumnos, un catálogo de 380 cursos, más de 80 universidades adheridas y un claustro formado por más de 1,800 docentes iberoamericanos. En 2017 Universia se desvinculó de Miriádax, quedando ésta bajo la gestión exclusiva de Telefónica. Actualmente, los cinco principales proveedores de MOOC son: 1. Coursera - 23 millones de alumnos y 1,700 cursos activos 2. EdX - 10 millones de alumnos y 1300 cursos 3. XuetangX - 6 millones de alumnos y 1000 cursos 4. FutureLearn - 5,3 millones de alumnos y 480 cursos 5. Udacity - 4 millones de alumnos y 170 cursos MARCO TEÓRICO En el desarrollo del trabajo subyace la teoría conectivista que trabaja conceptos del constructivismo y el cognitivismo para el aprendizaje digital. Para Siemens y Downes, el aprendizaje se produce a través de las conexiones dentro de las redes. El modelo utiliza el concepto de una red con nodos y conexiones para definir el aprendizaje. El conectivismo toma los principios de la teoría del caos, redes neuronales artificiales, complejidad y auto-organización. Explica el aprendizaje como un proceso que ocurre dentro de una amplia gama de ambientes que no están necesariamente bajo el control del individuo. Interpreta el aprendizaje como conocimiento aplicable y desde ese lugar considera que puede residir fuera del ser humano, por ejemplo, dentro de una organización o una base de datos y trabaja la idea de conexión especializada en conjuntos de información que va incrementando nuestro conocimiento (Siemens, 2007). Con estas postulaciones, el conectivismo ha encontrado críticas donde se indica que no es una teoría de aprendizaje, sino una “perspectiva pedagógica”. Por ejemplo Zapata-Ros explica que además de “carecer de una estructura propia de una teoría, es un conjunto de enunciados que no están integrados sintáctica y semánticamente en un sistema cohesionado por reglas de la lógica, de tal forma que puedan relacionarse unos con otros y con los datos observables, permitiendo evaluar, atribuir sentido, predecir y explicar fenómenos observables (Zapata Ros, 2012). Si bien aún falta mucho por resolver, esta perspectiva comienza a explicar algunos procesos involucrados en el aprendizaje grupal en línea. Hacia una clasificación de los MOOC Se mencionan algunas de las clasificaciones actuales que resultan pertinentes para este trabajo. Los orígenes de los MOOC dieron lugar a las primeras clasificaciones, considerando los primeros cursos basados en la filosofía del aprendizaje conectivista, como uno de los principales tipos de MOOC, denominados cMOOC, y agrupando los modelos no conectivistas en un gran grupo heterogéneo que se dio en llamar xMOOC (Scopeo, 2015) Los xMOOC, (eXtended-MOOC), tienen como característica básica la escalabilidad”. Están apoyados en los contenidos; reproduciendo y transfiriendo. Prevalecen las clases en formato de video consistentes en exposiciones magistrales de los profesores, en muchos casos complementadas con presentaciones de diapositivas del tipo “power-point”. Las evaluaciones consisten casi exclusivamente en cuestionarios de selección múltiple, construidos con herramientas estandarizadas y automatizadas. Utilizan poco contenido fuera de su propia plataforma. No producen un cambio en referencia a las estrategias y procesos de enseñanza, más bien solo cambian el medio en el cual se realizan. Los xMOOC son los que poseen el mayor número de alumnos matriculados (Scopeo, 2015) probablemente por su similitud a las clases presenciales y su forma de realizarlas. Los principales proveedores, como Edx, Coursera y Udacity se apoyan en este tipo de diseño (Cabero, 2014). Por otro lado los cMOOC no se centran en la presentación de los contenidos sino que están basados en el aprendizaje distribuido en red y se fundamentan en la teoría conectivista y en su modelo de aprendizaje. Utilizan aplicaciones web y servicios de todo tipo como blogs, microblogging, wikis, podcasts, agendas colaborativas, e-portfolios, etc. Ponen énfasis en los estudiantes construyendo sus conocimientos, creatividad, autonomía y aprendizaje social y colaborativo. El aprendizaje ocurre a través del diálogo, la interacción y la exploración (Morrison, 2008). Lane organiza los MOOC en tres tipos: la red construida (basados en red o cMOOC), la tarea realizada (basados en la tarea tMOOC) o el contenido compartido (basados en el contenido o xMOOC). Los tMOOC, se centran en la adquisición de ciertas habilidades mediante la realización de actividades (Lane 2012). Crear una comunidad de estudiantes sigue siendo importante para el intercambio de conocimientos y la ayuda mutua entre los participantes, pero no es el mecanismo principal. Más recientemente, se desarrolló un esquema de clasificación para MOOC (Conole, 2013) basado en doce dimensiones que pueden utilizarse para definir el diseño MOOC y evaluar MOOC: el grado de apertura, la escala de participación (masificación), la cantidad de uso de multimedia, densidad de comunicación, el grado de colaboración que incluye, itinerario de aprendizaje (desde centrado en el alumno a centrado en el profesor y altamente estructurado), el nivel de garantía de la calidad, el grado en que alienta a la reflexión, la acreditación, el grado de formalidad, la autonomía y la diversidad. Así, los MOOC se pueden medir según estas doce dimensiones. Las plataformas proveedoras de MOOC Se analizaron las plataformas más populares que ofrecen cursos en español, EdX, Coursera y MiríadaX. En las tres plataformas se aprecia, en sus páginas de inicio (Perez Sanagustin, 2016), un diseño gráfico muy elaborado, que destaca claramente la oferta de cursos. En ellas se ubican en primer término los cursos que están próximos a comenzar. Los tres sitios tienen enlaces a las universidades o instituciones participantes, un espacio con formato de blog donde se presentan las publicaciones sobre la evolución de la plataforma y novedades, una sección del tipo “quienes somos” y un espacio dedicado al soporte técnico donde se dispone de un centro de ayuda. Las páginas contienen un botón de acceso para usuarios registrados y un botón para registro del usuario. Para acceder a los cursos puede optarse por hacerlo a través de un buscador, que mostrará los cursos relacionados con la temática elegida, o bien ir al listado completo. La inscripción es similar y se inicia con el registro de usuario que consiste en la entrada de los datos personales y la elección de una clave, que incluye la confirmación a través del correo electrónico. Los alumnos deberán aprobar un módulo para pasar al siguiente. Las exigencias de aprobación pueden ser estipuladas por el docente, normalmente especificando el porcentaje mínimo exigido de preguntas con respuesta correcta. En cuanto a las herramientas de comunicación, estas plataformas permiten enviar correos masivos. Cada curso también tiene la posibilidad de incorporar foros de discusión, un blog administrado por el docente y wikis para el trabajo colaborativo de los alumnos. Para los docentes poseen un sistema de gestión de contenidos que permite crear los diferentes módulos o unidades. Para agregar los contenidos a cada módulo se utiliza una ventana de editor de HTML. Cada módulo, a su vez permite agregar actividades: cuestionarios de opción múltiple, incorporación de archivos o documentos para descargar, encuestas y evaluación del tipo P2P. Las plataformas de MOOC están concebidas para un desarrollo de cursos estructurados en forma lineal. La estructura aconsejada por sus tutoriales para docentes es plantear cada módulo iniciándolo con un video de corta duración (en general no superior a los cinco o seis minutos), que consta de una clase magistral dictada por el docente, apoyada con presentaciones de diapositivas. Cada módulo suele tener varios videos, con un breve texto introductorio, escaso o inexistente material escrito adicional para descargar y un cuestionario de corrección automática con preguntas de opción múltiple orientadas hacia la evaluación de procesos exclusivamente memorísticos. Cabe destacar el desarrollo por parte de edX de una arquitectura de componentes denominada XBlock, que permite a los desarrolladores construir componentes de material didáctico que pueden ser integrados en cualquier curso online que siga la especificación. MiriadaX posee una herramienta de preguntas y respuestas, separada del foro, para el planteo de dudas sobre el curso. Esta herramienta se utiliza como sistema motivacional, ya que las preguntas y respuestas llevadas a cabo por los alumnos pueden ser calificadas por sus propios compañeros de curso, de manera que las mejor calificadas asignan a su autor un puntaje de una escala denominada karma, que es independiente y no tiene implicancias en la calificación otorgada por los docentes. Principales tendencias En los últimos años los MOOC van tendiendo a no ser tan masivos. Para evitar la acumulación de un alto número de alumnos cursando simultáneamente cada curso, están disponibles como un auto-ritmo, ofreciéndose regularmente durante todo el año, con nuevas sesiones que comienzan automáticamente en forma quincenal o mensual. Este ha llevado a un aumento significativo en el número de cursos en que los estudiantes pueden inscribirse y comenzar casi de inmediato. Esto significa que en vez de decenas de miles de personas aprendiendo juntas, muchos estudiantes están aprendiendo a su propio ritmo y en cohortes mucho más acotadas. Se va acentuando la producción de cursos que ofrecen credenciales de especialización e incluso de maestrías, de las Universidades oferentes, a un costo variable. En 2016 se ofrecieron más de 250 credenciales, que equivalen a más de 750 cursos, dado que cada credencial normalmente consta de al menos tres cursos. EdX amplió su credencial de MicroMasters a catorce universidades diferentes. Actualmente ofrece 94 programas. Coursera amplió sus Especializaciones a 160. La proporción de cursos gratuitos ha disminuido en los últimos dos años (Dhawal, 2016). Se observa una prioridad de centrar la oferta de cursos en los estudiantes con formación profesional universitaria que están tomando programas con credenciales, en temáticas vinculadas con sus propias carreras. Una mirada regional Según una última actualización de datos del informe de MOOC Maker (Perez Sanagustin, 2016) en un periodo de 7 meses, entre Febrero y Octubre del 2016, se produjeron en América Latina 140 MOOC. Hasta Marzo del 2016, se habían producido 418 MOOC en América Latina. Los países con una mayor producción de MOOC son Colombia (25%), México (23%) y Brasil (16%). En cuanto a las Universidades, las que tienen mayor producción de MOOC son el Tecnológico de Monterrey (México), la Universida de Estadual Paulista, UNESP (Brasil,) y la Universidad Autónoma de México, UNAM, (México). Un 48% de estos MOOC se enmarcan dentro del dominio profesional o ciencias aplicadas (gestión empresarial, manejo de información), seguidos de un 18% en el dominio de ciencias formales (ciencias de la computación, matemáticas y estadística). Las plataformas predominantes en la región son Coursera (85 cursos), edX (48), Open edX (42) y MiríadaX (25). Los MOOC restantes se albergan en otras plataformas MOOC internacionales y en plataformas desarrolladas en la región como Veduca o plataformas propias de cada universidad como Telescopio. Aproximadamente el 50% de los MOOC se han desplegado en plataformas propias. Este fenómeno puede deberse, en parte, a que plataformas como Coursera y edX son muy selectivas en relación a los socios que pueden entrar en los consorcios y la incorporación es muy costosa, ya que ronda los 500,000 dólares. En cuanto a la Argentina, el fenómeno MOOC recién comienza a desarrollarse. Una de las primeras fue la Universidad Nacional de Quilmes, que seguida por la Universidad Nacional del Nordeste, alojaron sus primeros cursos en MiríadaX. La Universidad de Buenos Aires comenzó su experiencia con un curso de Matemáticas de modalidad transmedia, alojado en su propia plataforma. La Universidad Austral, por su parte, posee un curso alojado en Coursera. La Universidad Nacional de Córdoba posee 3 cursos alojados en Udemy, pero inició las tratativas para incorporarse al consorcio de EdX. El Ministerio de Ciencia y Tecnología de la Provincia de San Luis posee alojados 3 cursos en Course Builder, una plataforma gratuita que hace unos años comenzó a desarrollar Google, si bien luego orientó su esfuerzo hacia EdX. CONCLUSIONES En el análisis sobre los MOOC puede observarse que aún falta entenderlos como herramientas disruptivas, esto genera tensiones en el ámbito académico, y una sensación de vuelta a modelos industrializados de Educación a Distancia, donde por el momento no han sido abordados en profundidad los procesos del aprendizaje en línea a través de redes digitales. Desde la tecnología han favorecido la masificación y el acceso a los contenidos. Como oportunidad desde el punto de vista de la formación permanente permiten acceder a contenidos y en caso de quererlo poder certificar el trayecto. Desde la gestión educativa resulta novedoso y nos va a permitir entender cómo se dan los nuevos procesos de formación y que es lo que las personas están requiriendo. TRABAJO FUTURO Se trabaja en analizar en detalle los modelos de MOOC más exitosos en cuanto a trabajo colaborativo y que han intentado producir una real transformación en los procesos educativos. Se trabaja en otras experiencias como COOL (Collaborative Open On line Learning) de la Universidad de Guadalajara que permite desarrollar e investigar cómo se dan los procesos de aprendizaje en línea donde la tarea dirige el desarrollo de actividades que son totalmente grupales. BIBLIOGRAFÍA Cabero J., Llorente Cejudo A., Vázquez Martínez A. (2014). Las tipologías de MOOC: su diseño e implicaciones educativas.; Profesorado, VOL. 18, Nº 1 (enero-abril 2014). http://www.ugr.es/local/reecfpro/rev181ART1.pdf Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. RED. Revista de Educación a Distancia. 50(2). https://goo.gl/hdFdK5 Cormier, D. (2008). “Dave’s Educational Blog, Education, post-structuralism and the rise of the machines.” The CCK08 MOOC – Connectivism course, 1/4 way. 2 de octubre de 2008. https://goo.gl/K8vKg9 Dhawal S. (2016). Monetization Over Massiveness: Breaking Down MOOCs by the Numbers in 2016 Dic 29, https://www.edsurge.com/news/2016-12-29-monetization-over-massiveness-breaking-down-moocs-by-the-numbers-in-2016 Downes, S. (2011). “Free Learning. Essays on open educational resources and copyright.” http://www.downes.ca/files/books/FreeLearning.pdf Lane, L. (2012). Three Kinds of MOOCs. Lisa’s Teaching Blog. [Online] Available: http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/ Morrison, D. (2013). The Ultimate Student Guide to xMOOCs and cMOOCs. MOOC News and Reviews. [Online] Available: http://goo.gl/LGe75T Pérez Sanagustín M., Maldonado J. Morales N. (2016). MOOC-Maker, Estado del arte de adopción de MOOCs en la Educación Superior en América Latina y Europa Scopeo. (2013). SCOPEO INFORME Nº2. MOOC: Estado de la situación actual, posibilidades, retos y futuro. Salamanca: Universidad de Salamanca-Centro Internacional de Tecnologías Avanzadas. Siemens, G. (2007). Connectivism: creating a learning ecology in distributed environments, En Hug, Th. (ed), Didactics of microlearning. Concepts, discourses and examples (pp. 53–68). Münster: Waxmann. Zapata R. (2012). ¿Es el “conectivismo” una teoría? ¿Lo es del aprendizaje? (IV). Blog de la Catedra UNESCO de Educación a Distancia (CUED). https://goo.gl/5bc24V Diseño y desarrollo de materiales de aprendizaje personalizados en dispositivos móviles para diferentes asignaturas ABSTRACT Mobile Learning, según Brazuelo F. y Gallego D. (2011), es la modalidad educativa que facilita la construcción del conocimiento, la resolución de problemas de aprendizaje y el desarrollo de destrezas o habilidades diversas de forma autónoma y ubicua gracias a la mediación de dispositivos móviles portables. Esta modalidad educativa, sostenida fuertemente por el avance tecnológico de dispositivos móviles que crecen en prestaciones día a día, permite sacar provecho de las herramientas existentes para el diseño y desarrollo de materiales didácticos móviles sin necesidad de conocimientos tecnológicos especializados. La experiencia se presenta en el marco y contexto del Experto Universitario en M-learning, el cual se dicta en la modalidad online en el campus virtual de Net-Learning. Este Experto está dirigido a docentes, formadores y profesionales vinculados al desarrollo de cursos, y a especialistas en contenidos y comunicadores, y propone diseñar una propuesta de implementación orientada a sus áreas específicas de profesión, aplicando para ello los criterios técnicos principales en el diseño de actividades y contenido educativo; las tecnologías y estrategias didácticas relacionadas para integrarlos en una propuesta educativa interactiva con determinados objetivos establecidos, fomentando la creación de objetos virtuales de aprendizaje que cumplan con determinados requisitos para alcanzar un óptimo nivel de usabilidad y accesibilidad. En este trabajo nos referiremos a la experiencia obtenida en la producción de materiales o propuestas de implementación de M-learning que abarcan un amplio abanico de profesiones y disciplinas, como muestra tangible de la aplicación y uso de distintas tecnologías para producir material educativo móvil destinado a temas que requieren saberes y metodologías de aprendizaje específicos. MARCO TEÓRICO El surgimiento y expansión del Mobile Learning impone nuevas tendencias y modelos de aprendizaje que se acoplan a este nuevo escenario aportando nuevas formas de prácticas en todos los niveles educativos. Los nuevos modelos de aprendizaje que integran y dan soporte al Mobile Learning son Flipped Classroom (“el aula al revés” o “aula invertida”) y el BYOD (Bring Your Own Device - Trae tu propio dispositivo). El primer modelo se basa en que los usuarios acceden a contenidos desde el lugar físico donde se encuentren, siendo además los mismos profesores quienes brindan el material que distribuyen. En el segundo modelo, BYOD, los alumnos o destinatarios utilizan su propio dispositivo móvil (smartphone o tablet) para acceder a los contenidos y materiales de estudio. Palabras Claves: Dispositivos móviles. Aprendizaje móvil. Flipped Classroom. BYOD. M-learning; entornos personalizados de aprendizaje; OAs, REAs Si bien estos modelos de aprendizaje establecen la forma de uso de los dispositivos móviles, resulta fundamental el tratamiento del diseño didáctico de estos materiales, es decir, es imprescindible mantener un equilibrio entre la tecnología y la pedagogía. En las mejores prácticas, son los objetivos pedagógicos quienes determinan la selección de las herramientas y el diseño de los materiales. Los Objetos Virtuales de Aprendizaje u Objetos de Aprendizaje (OA) son contenidos educativos que, gracias a las TIC, se transforman en materiales óptimos en calidad y visualización con características específicas que facilitan su uso. El diseño de actividades y materiales para M-Learning requiere detenerse en el diseño de un objeto de aprendizaje, su guión, estructura, formatos y recursos que tendrá, como así también la selección del lenguaje visual o sonoro de acuerdo con los destinatarios y objetivos a cumplir. Las características principales que los Objetos Virtuales de Aprendizaje deben cumplir son: - Reutilización: poder ser usado en contextos diferentes y combinarse o incorporarse dentro de otras secuencias didácticas. - Interoperabilidad: poder integrarse en otros sistemas como plataformas. - Accesibilidad: poder ser identificados y descriptos por metadatos, para ser almacenados en repositorios y luego recuperados en las búsquedas. - Durabilidad: selección de la información que mantenga vigencia para evitar actualizar. - Independencia y autonomía: del sistema donde fue creado - Flexibilidad: poder combinarse en diversas áreas. Aspectos a tener en cuenta para diseñar el guión de un OA Para diseñar un guión, hay que tener en cuenta: - Los objetivos que permiten caracterizar los materiales como didácticos, es decir, diseñados expresamente para ser utilizados en un contexto educativo. Expresan de manera explícita las competencias (conocimientos, habilidades, actitudes y valores) a desarrollar con el OA. Estas se vinculan con la capacidad para hacer algo, saber cómo, por qué y para qué se hace de tal manera que pueda ser transferible. - Características de los contenidos (conjunto de saberes que articulan conceptos, procedimientos y actitudes): su elección debe estar condicionada al logro de los objetivos. La propuesta de contenidos se debe apoyar en las áreas del conocimiento, las distintas capacidades, destrezas y actitudes a alcanzar y el contexto socio-cultural en el que se incorpora el OA. La documentación del material debe ser clara y didáctica. - La interactividad que hace que tanto el comunicador como el receptor sean responsables del proceso comunicativo no lineal. - Características de los destinatarios, sus intereses y habilidades para promover la investigación, ampliar información sobre un tema, etc. - Características de los docentes para su elaboración (grado de habilidad en el diseño y desarrollo de los materiales didácticos). Estructura didáctica de un OA - Presentación del tema. - Planteo de un objetivo de aprendizaje. - Desarrollo del contenido. - Actividades interactivas. - Síntesis. - Evaluación. Tipos de recursos a utilizar La elección del tipo de recurso deberá tener presente las limitaciones técnicas que ofrecen los dispositivos móviles. De este modo, se pueden incluir: - Textos con imágenes fijas en formato Word o pdf. - Textos con movimientos, en forma gradual o con transiciones. - Animaciones en HTML5. - Simulaciones. - Multimedia navegable con interacción usando programas de diseño. - Planteo de situaciones problemáticas que se pueden resolver en forma individual o colaborativa. - Ejercicios de autoevaluación: opción múltiple, verdadero/falso, ordenamiento, completar frases. - Actividades interactivas. - Juegos: actividades que incluyen acumulación de puntos, acceso a niveles, vidas, etc. Al momento de diseñar un OA, es muy importante tener en cuenta el acceso a repositorios de REA (Recursos Educativos Abiertos, término conocido en inglés como OER, Open Educational Resources). El movimiento de los Recursos Educativos Abiertos es una iniciativa que permite compartir materiales digitalizados de manera abierta y gratuita, para ser utilizados en la enseñanza, el aprendizaje y la investigación por educadores y estudiantes de todo el mundo. Brown y Hammond (2007) definen los REA como “recursos para la enseñanza, el aprendizaje y la investigación, que residen en el dominio público o han sido publicados bajo una licencia de propiedad intelectual que permite que su uso sea libre para otras personas. Incluyen: cursos completos, materiales para cursos, módulos, libros de texto, videos, pruebas, software y cualquier otra herramienta, materiales o técnicas utilizadas para apoyar el acceso al conocimiento.” Tanto en la búsqueda de recursos como en la etapa posterior a la creación del propio material surge el tema de derechos de autor. Creative Commons es una organización sin ánimo de lucro, que promueve el intercambio y utilización legal de contenidos cubiertos por los derechos de autor. Brinda las licencias Creative Commons, que se basan en el derecho de autor y sirven para llevar la postura extrema de “Todos los derechos reservados” hacia una más flexible, de “Algunos derechos reservados” o, en algunos casos, “Sin derechos reservados”. Cualquier titular de derechos sobre diferentes tipos de obras puede utilizar dichas licencias, sean personas individuales o instituciones. Estas licencias han sido especialmente diseñadas para contenidos, no para software. Lenguajes utilizados en la creación de OA - La difusión del conocimiento se hace a través del lenguaje visual, donde la imagen adquiere una finalidad política, comercial y social. - El lenguaje visual, a través de la fotografía, el video, el texto y los símbolos, aparece en el recurso multimedial y adquiere una nueva importancia cuando el usuario se comunica e interactúa. - Es de destacar que el producto multimedial, a través de aplicaciones interactivas, incorpora en un único espacio visual, diferentes lenguajes de comunicación además del visual: el textual y el sonoro. Mediante el diseño se combinan textos, imágenes, colores, animaciones, videos, espacios, audio e interacción en una aplicación informática. DESARROLLO El Experto Universitario en M-Learning se divide en cinco módulos que se desarrollan en seis semanas. En los primeros módulos se analiza el concepto de M-learning, se detallan las tecnologías que lo sustentan y se evalúan los distintos aspectos técnicos para el diseño de actividades. Los participantes realizan aportes en los foros de debate fomentando el aprendizaje de construcción colaborativa. En la segunda etapa, se trabaja puntualmente en describir las tecnologías y estrategias relacionadas con el M-Learning: códigos QR, Realidad Aumentada, BYOD, Flipped Classroom y gamificación. Asimismo, se evalúan sus posibles usos en las áreas específicas de los participantes, y también se analiza el aporte de las redes sociales como posibilidad para el aprendizaje formal e informal. Con los conceptos de tecnologías y modelos de aprendizaje analizados, la dinámica se orienta a la práctica en forma de taller donde se proponen tareas de carácter individual y grupales. A lo largo de los tres módulos siguientes, los participantes se dedican a la producción de material educativo y a evaluar el alcance de aplicaciones móviles pertinentes a su ámbito laboral. El primer taller tiene como objetivo la creación de contenidos y actividades con apps móviles. Los participantes deben seleccionar y evaluar una app, para lo cual se les proporciona una rúbrica con los puntos que se consideran necesarios en una aplicación móvil para ser utilizada con fines educativos. Una vez seleccionada la app, los cursantes deben escribir un plan didáctico con un objetivo pedagógico acorde al alcance de la aplicación. En las ediciones del Experto en M-Learning se han seleccionado distintas aplicaciones móviles: apps que permiten a los docentes crear lecciones educativas y combinar video con actividades interactivas de álgebra; apps que permiten la práctica intensiva del idioma inglés mediante el acceso a podcasts, y radios, entre otros; una aplicación para practicar vocabulario técnico sobre ingeniería mecánica; apps para jugar en el aula, mediante la interacción directa con las preguntas o encuestas permitiendo multijugadores. Los contenidos interactivos y centrados en el contexto producen un importante impacto en el destinatario. Teniendo en cuenta esto, en este taller también se propone la creación de contenidos utilizando la tecnología de realidad aumentada. El desafío planteado consiste en crear un folleto que permita acceder a materiales en distintos formatos, como ser un carrusel de imágenes, videos online, páginas web, y otros recursos digitales. Los trabajos realizados abarcan temas como enseñanza de ajedrez y sus curiosidades matemáticas; danzas folklóricas de la Argentina; sistema circulatorio humano; higiene de manos en el hospital; construcción de puentes orientado a estudiantes de ingeniería civil que cursan inglés; lugares turísticos de Buenos Aires para adolescentes extranjeros en programas de inmersión; entre otros. Uno de los ejes del Experto en M-Learning es la creación de aplicaciones móviles a medida y multiplataforma, es decir, que puedan ser accedidas desde todo tipo de dispositivo o computadora con cualquier sistema operativo. Para este fin se propone a los participantes crear una aplicación multiplataforma por medio de recursos específicos. Uno de los requisitos solicitados es la inclusión de enlaces a redes sociales como Twitter y Facebook, a repositorios como YouTube y Vimeo, y a sitios web con imágenes, audio y archivos descargables relacionados con el tema desarrollado en la aplicación multiplataforma. Asimismo, como tarea opcional se incluye la creación de una aplicación Android (el sistema operativo el más difundido en smartphones y tablets) a través de la herramienta MIT App Inventor. El segundo taller tiene por objetivo que los participantes evalúen y seleccionen herramientas para el desarrollo de materiales, descubran los beneficios del cloud computing (computación en la nube), y que desarrollen estrategias para el trabajo colaborativo a través de móviles. El trabajo es colaborativo y propone el diseño y creación de un objeto de aprendizaje móvil, para lo cual se sugiere el uso de recursos abiertos y bibliotecas virtuales. Finalmente, como cierre del recorrido cada participante debe elaborar un trabajo integrador de carácter individual, en el que se plasman los contenidos y recursos analizados a lo largo del curso y se diseña una propuesta de implementación de M-Learning orientada al ámbito laboral del cursante. CONCLUSIONES Las distintas propuestas presentadas por los participantes en áreas como ser medicina, idiomas, arquitectura, matemática y turismo, entre otras, demuestran que el acceso a la información por medio de los dispositivos móviles favorece el aprendizaje autónomo en el contexto propio del alumno, aumentando la motivación por el fácil uso y comprensión de los conocimientos. En la creación de OA móviles se utiliza la personalización de contenidos, cuyo objetivo consiste en evitar la sobrecarga de información (infoxicación), adaptando los contenidos específicos para cada tipo de usuario, ya sea un individuo o una institución. La combinación de herramientas y tecnologías adecuadas permite atender la diversidad de temas y de destinatarios, incluso mediante la utilización de juegos que facilitan la evaluación formativa y sumativa gracias a la interacción directa. Para concluir, el creciente uso de dispositivos móviles contribuye a reducir la brecha tecnológica y facilita de ese modo el acceso al aprendizaje específico y al uso de herramientas digitales por parte de los estudiantes y de los docentes. M-learning es un medio efectivo para reforzar el aprendizaje; su carácter innovador no está en el dispositivo a utilizar sino en el proceso de enseñanza y aprendizaje mediado por dispositivos digitales, donde se encuentra definido el objetivo de aprendizaje que se quiere alcanzar y una planificación didáctica previa. TRABAJO A FUTURO La valoración de las propuestas formativas por parte de los participantes muestra el impacto positivo de la aplicación de tecnologías móviles para promover el aprendizaje en los distintos ámbitos en los que se desempeñan. La intención de Net-Learning es aumentar las propuestas de formación de M-learning profundizando los aspectos en la creación de aplicaciones móviles mediante la programación específica de las mismas, de tal manera de afianzar el uso de las tecnologías móviles como instrumentos válidos y eficaces que aseguran un aprendizaje de calidad específico. De este modo se pretende acercar a los educadores de distintos niveles la posibilidad de implementar el uso de dispositivos móviles en ámbitos formales e informales para que potencien la actividad educativa. BIBLIOGRAFÍA Brazuelo, F., & Gallego, D. (2011). Mobile Learning. Los dispositivos móviles como recurso educativo, Sevilla: Eduforma. Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. The William and Flora Hewlett Foundation. Licencias. (s.f.) Creative Commons Argentina. http://www.creativecommons.org.ar/licencias Galán Fajardo, E. (2006). El guión didáctico para materiales multimedia. En Espéculo. Revista de Estudios Literarios. XII (34). Revista Digital Cuatrimestral, Universidad Complutense de Madrid. Recuperado de http://pendientedemigracion.ucm.es/info/especulo/numero34/guionmu.html Adell F. (2013) Lenguajes visuales y creación multimedia. Fundamentos y evolución de la multimedia. Recuperado de http://multimedia.uoc.edu/blogs/fem/es/lenguajes-visuales-y-creacion-multimedia Universidad Politécnica de Madrid (2014). Guía para la implantación del MOBILE LEARNING – Recuperado de http://serviciosgate.upm.es/docs/asesoramiento/guia__implementacion_movil.pdf Trabaldo, S., Kamijo M., & Rey, P. (2016). Diseño de materiales didácticos web para dispositivos móviles: Buenas prácticas. En A. I. A. Pinilla, & J. L. A. Marco. (Ed.), Simbiosis del Aprendizaje con Tecnologías: experiencias innovadoras en el ámbito hispano (1003 a 1006) Prensas de la Universidad de Zaragoza. Villodre, S., & Llarena, M. G. (2011). Objetos de Aprendizaje: Criterios de diseño y uso. En VI Congreso de Tecnología en Educación y Educación en Tecnología. Recuperado de http://sedici.unlp.edu.ar/handle/10915/18856 UNESCO. (2013). Directrices de la UNESCO para las políticas de aprendizaje móvil. Recuperado de http://unesdoc.unesco.org/images/0021/002196/219662S.pdf El Diseño Educativo en Ambientes Virtuales de Aprendizaje. Aproximación a un enfoque Relacional en el diseño del aula virtual de “Prácticas Profesionales Supervisadas (PPS)” de la Lic. en Nutrición - UNER ABSTRACT Se presentan las conclusiones de la primera etapa de un trabajo en curso, que exploró el impacto logrado con la utilización de un aula virtual, destinada originalmente a la monitorización de las Prácticas Profesionales de los estudiantes de la Lic. en Nutrición, que se desarrollan de manera presencial en centros colaboradores externos, localizados a lo largo de todo el país. En este marco, el espacio virtual se habilitó con el objetivo de supervisar y acompañar a los estudiantes, a fin de garantizar una práctica significativa, dentro de marcos académicos deseadables. A dos años de la implementación del aula virtual, se intentó identificar fortalezas y debilidades desde la visión de los estudiantes. INTRODUCCIÓN Dado el impacto de las TIC dentro de la Educación, la utilización de ambientes virtuales de aprendizaje se encuentra en plena expansión, y el diseño educativo de estos espacios se ha construido como objeto de estudio, debido a su relevancia y potencialidad para mejorar los procesos de enseñanza y aprendizaje. En este marco planteamos la experiencia de trabajo en la asignatura “Prácticas Profesionales Supervisadas” (PPS), de la Licenciatura en Nutrición. Realizado en forma conjunta entre el equipo de cátedra y el Área de Educación a Distancia de Secretaría Académica, en el marco de un Proyecto de Innovación de la cátedra, teniendo como objetivo principal la optimización del aula virtual habilitada en el año 2014. El aula mencionada se encuentra alojada en el Campus Virtual UNER, que utiliza Moodle en la versión 2.9. Cabe mencionar la particularidad de esta asignatura, ya que se trata de un espacio cuya metodología y criterios de evaluación aún parecen estar en debate y construcción en el campo de la Educación a Distancia, por lo que resulta interesante observar las estrategias construidas en este caso. Esta cátedra tiene una instancia presencial obligatoria, que se desarrolla, en su mayoría, bajo la tutoría y supervisión de Licenciados en Nutrición. Los lugares en que se realiza la práctica pueden encontrarse en Gualeguaychú o en otras ciudades de la provincia o el país, y en algunos casos en el exterior. Se plantea así un desafío para los docentes: realizar un seguimiento de los estudiantes y garantizar una práctica significativa y dentro de los marcos académicos deseadables. Más aún cuando estas prácticas se llevan a cabo a kilómetros de distancia, y el profesional supervisor de la institución carece de formación docente. Plabras Claves: Ambientes virtuales de aprendizaje, diseño educativo, enfoque relacional de la enseñanza, prácticas profesionales. MARCO TEÓRICO Acorde a las tendencias actuales de la formación profesional universitaria, el plan de estudios de la Lic. en Nutrición propone una integración teórica-práctica a través de experiencias que posibiliten la generación y no sólo la reproducción del saber. Dado que las PPS se desarrollan en diferentes instituciones y proyectos, facilita la formación de los estudiantes en contacto con la realidad, permitiendo además validar y otorgar significancia a los conocimientos adquiridos. Están organizadas por áreas, en atención a la curricula, que trasciende la tradicional fragmentación de los saberes y busca que el estudiante conozca los diferentes campos de desempeño profesional. Existe la convicción de que las prácticas constituyen oportunidades de aprendizaje de inestimable valor en la formación de los futuros egresados, y tienen por finalidad mejorar las condiciones de ingreso de los egresados a contextos laborales cada vez más restrictivos y fluctuantes (Andreozzi, 2011). El campo específico que nos interesó delimitar para este trabajo de análisis de las PPS, fue el del diseño educativo de ambientes digitales de enseñanza aprendizaje. Es necesario aclarar que entendemos la idea de ambiente educativo digital (Hraste, Rodríguez, 2011) como un espacio académico que ocurre vía Internet, en el que convergen una serie de dispositivos – informáticos, telemáticos, pedagógicos, comunicacionales- y se despliegan procesos interactivos de enseñanza y aprendizaje entre docentes y estudiantes, haciendo uso de una diversidad de medios y recursos; que tienden hacia el aprendizaje colaborativo. La experiencia de los estudiantes en entornos digitales supone modos distintos de relacionarse con los otros y con el espacio, al igual que con el objeto de conocimiento y las actividades propuestas. Por ende, también implica diferencias a la hora de apropiarse de la información. Este abanico de experiencias y dinámicas es el que el docente debe anticipar a la hora de realizar el diseño educativo (Chan Núñez, 2004). Además, el diseño educativo que hagamos para un aula virtual implicará un modelo pedagógico que será el encargado de sostener desde un marco conceptual determinado la propuesta pedagógica del docente. En este sentido, resulta significativo reflexionar sobre dos tradiciones que han marcado las concepciones y las prácticas de la educación mediada por estas tecnologías. Hraste y Rodríguez (2013) explican esta concepción a partir de la lectura de Burbules y Callister (2001) hablando de dos posturas en relación a las TIC: una instrumental y por consiguiente reduccionista (que las asimila meramente a una cuestión de herramientas) y otra relacional (que inscribe a las TIC en un contexto histórico-político). DESARROLLO Como ya se mencionó, el principal objetivo del trabajo realizado fue evaluar el impacto de la implementación de un aula virtual como estrategia de seguimiento de estudiantes de nutrición durante el desarrollo de sus PPS, según la perspectiva de los propios actores, para luego proponer sugerencias de mejoramiento. Se elaboró para esto una encuesta, con 15 preguntas predominantemente cerradas, siguiendo fundamentalmente dos documentos (Hraste y Rodríguez, 2011; Hraste y col., 2011) producidos por el Área EAD UNER como guías para el diseño educativo. Así, se construyeron distintas categorías: a) Acceso al aula virtual. b) Utilización del entorno virtual. c) Evaluación. d) Interacción con compañeros. e) Evaluación general del espacio. Esta encuesta fue confeccionada con la herramienta “Formularios” de Google Drive, y enviada a 44 practicantes de la Lic. en Nutrición que realizaron las PPS durante los años 2015 y 2016. RESULTADOS Respondieron a la encuesta 23 practicantes, de cuyos resultados se destacan los siguientes. Se puede observar en los Gráficos 1 y 2 que el ingreso al aula virtual y los primeros accesos en que los estudiantes comienzan a familiarizarse con la estructura del aula, la metodología de trabajo, el formato que asumen los materiales y las actividades, son las circunstancias que implican mayor dificultad para ellos. Posibles causas pueden observarse en el Gráfico 4, ya que un número significativo de estudiantes manifiesta no haber recibido las indicaciones necesarias, sumado a que otros no tenían práctica en el trabajo en aulas virtuales. A) ACCESO AL AULA VIRTUAL 1) ¿Cómo te resultó el acceso al aula virtual? - Pude ingresar fácilmente: 60,9% - Tuve dificultades pero finalmente lo logré: 39,1% Gráfico 1 2) ¿Cómo considerás el aula virtual? - Fácilmente navegable: 39,1% - Me costó al principio, pero luego comprendí la estructura y organización: 43,5% - Tuve muchas dificultades para entender su organización: 17,4% Gráfico 2 4) Si te resultó difícil el trabajo en el aula virtual... ¿Por qué? - No tenía práctica en aulas virtuales: 5 (41,7%) - Mi conexión de internet no es muy buena: 7 (58,3%) - Sin inconvenientes, las consignas son claras: 0 (0%) Gráfico 4 Respecto a las actividades habilitadas en el aula virtual (Gráfico 5 y 6), los practicantes expresan en su mayoría que utilizan el Campus para cumplimentar el aspecto administrativo. En contraposición, el intercambio entre compañeros (una de las características que asume el enfoque relacional de la enseñanza) prácticamente no se presenta. Esta idea se profundiza en el Gráfico 7, donde más de la mitad de los practicantes expresó que las actividades no promueven la interacción con sus compañeros. 6) ¿Para qué utilizaste mayormente el Campus Virtual? - Reflexionar lo visto en la práctica: 15 (65,2%) - Cumplimentar el aspecto administrativo: 7 (30,4%) - Intercambiar experiencias con mis compañeros: 1 (4,3%) - Construir conocimiento: 2 (8,7%) - Vincular el marco teórico a las prácticas que realicé: 5 (21,7%) - Realizar una autoevaluación de mis prácticas: 9 (39,1%) Gráfico 5 Como última consulta, se preguntó si el aula virtual favoreció el cursado de las PPS, obteniendo diferentes apreciaciones por parte de los estudiantes. En general hay una valoración positiva del espacio, que se traduce en las siguientes expresiones: “(dado)… la lejanía en que nos encontramos muchos de los practicantes. Al tener un espacio en común nos permite comunicarnos con mayor fluidez…” “… Es útil y práctico, se puede adaptar a los tiempos del practicante y del docente. No se malgasta material físico. Se puede tener un seguimiento desde cualquier lugar físico ya que las actividades quedan guardadas en el espacio virtual…” “(permite)… llegar a una conclusión de lo aprendido y una autoevaluación…” Pero también hay testimonios que permiten evaluar la necesidad de cambios: “… Si bien no es difícil de utilizar, los contenidos enviados por los alumnos no tienen una devolución por parte de nadie…” “Si considero que la utilización del aula virtual favorece el cursado de PPS, pero habría que mejorar varias cosas, como por ejemplo que haya un mayor intercambio entre los que estamos realizando las prácticas y los docentes por ejemplo, o que haya un foro de debate en donde se puedan intercambiar dudas, consultas, etc. ya que muchas veces surgen varias dudas al momento del cursado de la práctica” CONCLUSIONES De acuerdo a los resultados de las encuestas se pudo identificar ciertas estrategias de diseño educativo que es conveniente implementar en el aula virtual de PPS, para transformar el espacio de gestión actual e ir tendiendo a un ambiente virtual de aprendizaje. Esto es, a un aula que contemple un enfoque más relacional de la enseñanza, que proponga la construcción de conocimiento colaborativo, con la posibilidad de que los estudiantes conformen una comunidad de práctica. Se detectó así la necesidad de contemplar la inclusión de ayudas educativas (Onrubia, 2005), delimitando aquí el concepto a los apoyos y soportes que puedan ejercer cierta influencia en el proceso de aprendizaje, por ejemplo: a) confección de tutoriales o instructivos a entregar al inicio sobre la modalidad de utilización del campus virtual y las actividades a realizar. b) Habilitación de un Foro de preguntas y respuestas que asegure un medio de comunicación permanente entre estudiantes y docentes y estudiantes entre sí. c) Devolución sistemática de los trabajos enviados, ya sea por parte de los docentes o entre pares. d) Actualización del espacio virtual de manera permanente. e) Planteo de actividades que permitan una mayor interacción entre los practicantes, de escritura colaborativa y que requieran una reflexión más profunda sobre su propia práctica. f) Habilitación de materiales que propongan lenguaje multimedial (texto, videos, gráficos, fotos, etc.). TRABAJO FUTURO Para una segunda etapa de este trabajo, es decir para el desarrollo de una propuesta de diseño educativo que recoja las conclusiones de las encuestas y para la posterior concreción de los cambios en el aula virtual; se propone como marco conceptual la idea de andamiaje cognoscitivo (Badía, 2006). De este modo, a través de los llamados organizadores podrá brindarse un acompañamiento a los estudiantes para ayudar a que enlacen los esquemas conceptuales previos que poseen, con los nuevas competencias, destrezas y conceptos que le ofrece tanto el material como el mismo ambiente virtual de aprendizaje en el que se desarrollan las actividades. BIBLIOGRAFÍA ANDREOZZI, Marcela (2011), “Las prácticas profesionales de formación como experiencias de pasaje y tránsito identitario” Archivos de Ciencias de la Educación, 4a. época, Año 5, No. 5, p. 99-115 BADIA, Antoni (2006). «Ayudar a aprender con tecnología en la educación superior». En: Antoni BADIA (coord.). Enseñanza y aprendizaje con TIC en la educación superior [monográfico en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC). Vol. 3, n.º 2. UOC. [Fecha de consulta: 11/07/2017]. http://www.uoc.edu/rusc/3/2/dt/esp/badia.pdf> BURBULES, Nicholas; CALLISTER, Thomas; (2001) Educación: Riesgos y promesas de las nuevas tecnologías de la información. Granica. Buenos Aires. CHAN NÚÑEZ, M.E. (2004) Tendencias en el diseño educativo para entornos de aprendizaje digitales. Revista Digital Universitaria. Volumen (5), pp2. Recuperado de: http://www.revista.unam.mx/vol.5/num10/art68/nov_art68.pdf HRASTE, María Margarita y Rodríguez, María Laura, (2013) “La docencia en la virtualidad. El ABC para construir un aula en el Campus Virtual UNER” (curso de Posgrado) Secretaría Académica UNER. Recuperado de: https://campus.uner.edu.ar/course/view.php?id=633 HRASTE, María Margarita y Rodríguez, María Laura (Año 2011) “Guía metodológica para la configuración de cursos virtuales” Recuperado de: https://ead.uner.edu.ar/wp-content/uploads/file/Guia%20%20metodol%C3%B3gica%20configuracion%20de%20cursos%20virtuales.pdf HRASTE, María Margarita, Rodriguez, Maria Laura y Tisocco, María Daniela (Año 2011) “Grilla para la coevaluación de aulas virtuales”, Recuperado de: https://campus.uner.edu.ar/course/view.php?id=633 ONRUBIA, J. (2005, Febrero). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. RED. Revista de Educación a Distancia, número monográfico II. Consultado el 911/07/2017 en http://www.um.es/ead/red/M2/ El modelo TPACK como estrategia de diseño en cursos abiertos ABSTRACT Las tecnologías digitales tienen el potencial para modificar la naturaleza de una clase, ya que permiten representar, ilustrar, ejemplificar, explicar y demostrar las ideas y conceptos de una disciplina para hacerlos más asequibles a los alumnos. En este trabajo nos proponemos analizar estrategias y metodologías desarrolladas en los cursos abiertos gratuitos y en línea que ha desarrollado el Programa de Educación a Distancia (PAD) durante el 2015/1016, desde un enfoque de diseño metodológico a partir del modelo TPACK. INTRODUCCIÓN 1. Las nuevas competencias para el siglo XXI Numerosos son los recursos y herramientas que hacen a la Web 2.0: términos como blog, wiki, RSS o sindicación de contenidos, tags, redes sociales, se han ido sumando, dando lugar a la creación de comunidades y redes sociales de comunicación. Podemos identificar distintos niveles de integración y uso de los recursos de Internet, que van de lo simple a lo complejo, que evolucionan desde Internet como un elemento ad hoc a la práctica docente convencional, hasta la creación de escenarios virtuales de enseñanza. De este modo, llegamos a la noción de cultura digital, como espacio en donde se producen nuevas prácticas comunicacionales que van tejiendo distintas formas de lectura y escritura que permiten aproximarnos a “nuevas alfabetizaciones”, que implican modelos y enfoques diferentes de aprendizaje. En la educación actual, tanto la clase presencial o el aula virtual como la unidad de tiempo se ven afectados por la aparición de las nuevas tecnologías de la información. Así, al analizar los posibles escenarios propiciados por las TIC, podremos distinguir entre los cambios que puedan producirse en la enseñanza convencional de aquellos escenarios que se ven fuertemente potenciados por el uso educativo de las redes, y que caen preferentemente en el ámbito de una enseñanza flexible. Tal vez, una pregunta que nos invita a la reflexión es poder dimensionar cuál es el impacto de las TIC en una experiencia de aprendizaje formal. Por ejemplo, la participación en distintos tipos de comunidades virtuales, de práctica y de aprendizaje, puede tener mayor relación con los cambios que las TIC suponen para la formación y el aprendizaje permanente. Es decir, resulta pertinente pensarlas en relación con el ámbito educativo y no considerarlas como espacios disociados. Creemos que el acceso a distintas redes configura un entorno de comunicación multidireccional, sincrónico y asincrónico, que puede reforzar la colaboración e interacción, complementar -e incluso mejorar- las formas convencionales de los procesos de aprendizaje. Así, centrarse en el ambiente de aprendizaje no puede reducirse al análisis de la organización del espacio y el tiempo educativos, sino que debe contemplar la necesidad de incorporar nuevos modos de aprendizaje, que incluyan redes informales, propiciados por las nuevas tecnologías que nos permitan comprender cómo los cambios afectan a los estudiantes, profesores e instituciones educativas. Para Salinas (2014) los escenarios de aprendizaje situados entre la Web 2.0, el blended learning y los escenarios del futuro requieren de una puesta en práctica de modelos didácticos, con dominio de producción y distribución de contenidos y recursos de información. El gran reto será, entonces, formar a los estudiantes en nuevas dimensiones y competencias; es decir, una alfabetización digital que implique el rastreo, el filtrado y la selección de información para luego compartirla y difundirla en la red. La meta de alfabetización será desarrollar en cada estudiante la capacidad para llegar a participar y actuar en forma autónoma y crítica en el escenario actual de la cultura digital líquida que nos impone la necesidad de construir una identidad digital, lo suficientemente flexible como para adquirir las capacidades básicas para aprender, desaprender y reaprender, en un continuum. Así, el futuro de la formación se caracterizará por un aprendizaje embebido, continuo y social que requerirá de nuevas competencias pedagógicas para el mundo digital (Salinas, 2014). 2. Metáfora del Docente 2.0 La búsqueda y selección de información en la red es un asunto que va más allá de lo tecnológico; es también una cuestión social y cultural. En este sentido, la información que se presenta en forma libre y con total acceso requiere ser analizada respecto de su pertinencia y confiabilidad. Las herramientas de la Web 2.0 tienen tanta importancia en los sistemas de aprendizaje en red, que actualmente han pasado a integrar otros conceptos, tales como el de “Entornos Personales de Aprendizaje”: PLE (según sus siglas en inglés Personal Learning Environment) constituido básicamente por las herramientas como blogs, wikis, que se utilizan en los procesos de aprendizaje, y que enfatizan más la dimensión social y colaborativa que la acción individual del estudiante. Por otra parte, este escenario que hemos definido en la introducción requiere una nueva formación de los docentes quienes tendrán que redefinir sus roles y adquirir nuevas competencias, tanto en la educación media como en la superior, o en la formación continua, tanto presencial como a distancia. En este sentido, tal como sostiene Area (2012) este cambio al que nos referimos no es solo tecnológico, sino cultural y educativo. “Mirar más allá de recursos digitales supone entender y desarrollar la educación como un proceso de interacción social que pone más el acento en el aprendizaje y actividad del estudiante que en el docente [...] ¿Qué significa todo esto con relación al nuevo papel o función del docente ante situaciones educativas desarrolladas en entornos de aprendizaje digitales o en clases enriquecidas con mucha y variada tecnología digital? Significa, en pocas palabras, que el aula [el aula virtual] o sala de clase debiera convertirse en un centro de recursos de aprendizaje donde tengan cabida experiencias de aprendizaje variadas.” (Area, 2012). Manuel Area utiliza tres metáforas para identificar a un docente como un usuario pedagógico de los recursos y entornos digitales de la llamada cibercultura. Estas metáforas son: 1. El docente como disc jockey (DJ), como creador de nuevas propuestas de aprendizaje a partir de la selección, mezcla, remix de contenidos y recursos distribuidos en la red. 2. El docente como curador o “intermediario del conocimiento”. Aquel docente que selecciona datos e información que considera apropiados y relevantes para utilizarlos con los estudiantes para difundirlos en clase y en diversos espacios virtuales potencialmente educativos y formativos. 3. El docente como Community Manager, es decir, como “gestor o responsable de la comunicación en una comunidad educativa”, que supervisa, estimula y anima la participación de todos sus miembros. También organiza y visibiliza las tareas y acciones desarrolladas por los estudiantes. Así, la propuesta educativa va más allá de la explotación de recursos localizados en la red: es el docente quien incorporará herramientas y estrategias de selección, filtrado y curación de información que ayuden a gestionar, organizar y compartir contenido relevante, enriqueciendo el propio proceso de aprendizaje de los estudiantes y el suyo. Para sintetizar, las competencias del docente en el siglo XXI, más allá de la modalidad (sea presencial o en línea) están vinculadas, en función de lo anteriormente desarrollado, a estas tres metáforas que se representan en las siguientes acciones: - Buscar, seleccionar, filtrar contenidos en la red, que considere relevantes y valiosos para sus clases. - Crear nuevos escenarios de aprendizaje a partir del remix de recursos seleccionados en diferentes entornos digitales y en la red. - Animar, visibilizar y dar a conocer las producciones de los estudiantes en espacios virtuales. 3. Un Modelo para Nuevas Prácticas de Enseñanza. Según Zabalza (2003) la tradición pedagógica nos remite a considerar que los docentes tienen que ser competentes en tres aspectos básicos: conocimiento de la propia disciplina, conocimiento pedagógico y tener buenas cualidades personales que determinen el ejercicio y rol docente. De esta manera, puede ser de gran utilidad pensar en el modelo TPACK (Technological Pedagogical Content Knowledge) introducido por Shulman, Mishra y Koehler en 2008. Para Shulman (2005), enseñar implica para el docente comprender críticamente, y de diversas maneras, un conjunto de ideas que va a enseñar. Por otra parte, no basta con la comprensión, sino que debe hacerlo desde una didáctica, transformando el conocimiento de la materia a partir de ciertas habilidades y estrategias, en un modelo de acción, reflexión y evaluación. Siguiendo en esta línea, los avances en los modelos que orientan el desarrollo de las competencias docentes se convierten en un modelo inseparable del diseño y del desarrollo de nuevos escenarios de aprendizaje. Así, el modelo TPACK puede resultar un ejemplo emblemático y necesario para seguir pensando en los modos de enseñar y de aprender las distintas disciplinas con TIC. Además, entre los distintos conocimientos que tienen que manejar los profesores para integrar las TIC en sus prácticas educativas, no tenemos que olvidarnos de los contextos de aplicación. El modelo TPACK, por lo tanto, se conforma de tres componentes, vinculados con los conocimientos propios de la educación del siglo XXI: • **Conocimiento disciplinar**: involucra el conjunto de contenidos, temas, teorías que se quieren enseñar. • **Conocimiento pedagógico**: implica conocer en profundidad los procesos, métodos o prácticas de enseñanza y aprendizaje; manejo u organización de la dinámica del aula, desarrollo e implementación de propuestas pedagógicas y la evaluación de los estudiantes. • **Conocimiento tecnológico**: incluye las habilidades que permiten operar con las tecnologías, requiere de las competencias necesarias para estar continuamente aprendiendo, abarcando los cambios tecnológicos que se producen en el tiempo y adaptándose a ellos. Este modelo permite integrar entornos más abiertos y flexibles centrados en el alumno y el aprendizaje, y en los cuales el papel del docente presenta una mayor complejidad en su implementación y puesta en práctica. La pregunta que cabría entonces es cómo lograr una adecuada combinación de elementos pedagógicos, tecnológicos y organizativos del escenario de aprendizaje que estamos construyendo. **3.1. Implicancias del TPACK en Cursos Abiertos.** El surgimiento de una nueva plataforma tecnológica o PLE, es decir, de un entorno más abierto, facilita el desarrollo de modos de producir que estimulan las prácticas de colaboración y una nueva manera de aprender que genera otras posibilidades de interacción. A partir de esta idea, es que desde el Programa de Educación a Distancia de la Universidad del Salvador (PAD), se elaboró un proyecto de cursos gratuitos y abiertos a la comunidad educativa (MOOC). Consideramos que este modelo de cursos puede ser una gran oportunidad para aprovechar las múltiples alternativas que nos ofrecen las tecnologías para generar aprendizaje de calidad, con un diseño pedagógico y colaborativo basado en un modelo pedagógico flexible, personalizado y con un fuerte apoyo de tecnologías interactivas. El proyecto se llevó a cabo en el Campus virtual de la Universidad, y a partir de las propuestas de actividades pensadas para los distintos MOOC se posibilitó extender el aula virtual hacia entornos más abiertos presentes en el ciberespacio. Así, es que se contribuyó en el proceso de conformación del PLE como espacio de convergencia de aplicaciones, herramientas y voces de los participantes. La gratuidad y masividad son dos conceptos que diferencian un MOOC de otro tipo de formación virtual tradicional; promueven modelos pedagógicos innovadores que implican a su vez la apertura de la universidad hacia sectores que de otro modo no tendrían acceso a la educación formal. Dado que entendemos que el futuro de la educación descansa en la flexibilidad para innovar y la capacitación docente, nuestro propósito es abrir canales para la transferencia de conocimiento y brindar herramientas para que los docentes, tanto presenciales como a distancia, puedan aprehender estas nuevas prácticas y lenguajes. Sin dudas, se trata de una nueva forma de concebir la enseñanza, en la que se diluyen las barreras témporo espaciales, al tiempo que se transforman los roles y se modifican las relaciones entre los docentes y los estudiantes, y entre los estudiantes, quienes ahora construyen colaborativamente sus aprendizajes y solo si tienen necesidad acuden a la acreditación del curso. Tanto desde el diseño de sus contenidos, como en su propuesta de actividades, el proyecto PAD/MOOC propicia el desarrollo de las competencias referidas para un docente 2.0 que, sin lugar a dudas, constituyen la nueva alfabetización de la educación del futuro. Asimismo, la estructura de estos cursos toma del modelo TPACK las bases de un diseño pensado en actividades autónomas mediadas por tecnologías, con el propósito de fortalecer en los participantes dichas competencias. Acordamos con Zapata (2013) que “los MOOC han venido para quedarse”, pero que la modalidad definitiva seguramente será distinta a la configuración actual. Heredará rasgos de los actuales MOOC pero será un producto híbrido con pluralidad de opciones metodológicas. El desafío de las instituciones es, precisamente, continuar con procesos de investigación que acompañen la sistematización de estos proyectos y la reflexión en torno de los modelos pedagógicos que los sustentan. 4. CONCLUSIONES PRELIMINARES La prospectiva de este proyecto implica desarrollar líneas de investigación vinculadas con el diseño y metodologías de enseñanza y aprendizaje de los MOOC. Creemos que estos cursos pueden aportar propuestas pedagógicas basadas en el multiculturalismo, la diversidad de contextos, como también apostar a una cultura global. Para lograrlo, es fundamental pensar en las variables que hemos desarrollado en este trabajo como centrales para el diseño y puesta en marcha de un MOOC: los contenidos disciplinares, la metodología y la interacción con las tecnologías. Así, el diseño pedagógico no puede reproducir las fórmulas de los cursos de e-learning tradicionales, sino que debe ser pensado en función de su propia lógica interna; se debe fomentar la creación de un verdadero espacio de intercambio en el que se muestre la reconfiguración de roles; y, por último, se deben pensar, en función de cada propuesta y de cada organización, las alternativas viables de certificación para que las instituciones de educación superior mantengan sus criterios de calidad en la evaluación y en los procesos de certificación. Para que este movimiento siga avanzando, es necesaria una reconceptualización y readaptación que genere un modelo pedagógico y didáctico sostenible en el tiempo, fundamentalmente en lo que hace al rol del estudiante y a las prácticas docentes mediadas por tecnología. Finalmente, podemos concluir que los MOOC forman parte de un modelo de formación complementario que combina un enfoque individual con otro colaborativo, que resulta propicio para la integración de nuevas prácticas de enseñanza que incluyan aplicaciones digitales para modificar la naturaleza de una clase. BIBLIOGRAFÍA AREA MOREIRA; M. (2012). Metáforas del docente 2.0: DJ, Curator, Community Manager. Disponible en http://ordenaula.hypotheses.org/category/content-curator CASTELLS, M. (2002) La dimensión cultural de Internet. Disponible en: http://www.uoc.edu/culturaxxi/esp/articles/castells0502/castells0502.html GROS, B y ADRIAN, M. (2004). Estudio sobre el uso de los foros virtuales para favorecer las actividades colaborativas en la enseñanza superior. Revista Teórica de la Educación: Educación y Cultura en la Sociedad de la Información. 5. Disponible en: http://campus.usal.es/~teoriaeducacion/rev_numero_05/n5_art_gros_adrian.htm SALINAS, J., DE BENITO, B., LIZANA, A. (2014). Competencias docentes para los nuevos escenarios de aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 79 (28.1), 145-163. SALINAS, J. (2004). Cambios metodológicos con las TIC. Estrategias didácticas y entornos virtuales de enseñanza-aprendizaje. Bordón, 56 (3-4), 469-481. SHULMAN, L. (1986). Those who understand, Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. ZABALZA, M. A. (2003). Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Madrid: Narcea. ZAPATA, M. (2013). MOOCs, una visión crítica y una alternativa complementaria: La individualización del aprendizaje y de la ayuda pedagógica. Campus Virtuales, Vol. II (1), 20-38. Estrategias con TIC en la construcción de aprendizajes de prácticas docentes rurales. Acercándonos al plurigrado rural ABSTRACT La experiencia se desarrolla con alumnas de tercer año del Profesorado de Educación Primaria. Las alumnas cursan como parte del trayecto de actualización de la formación general una unidad de definición institucional (UDI). Nuestra comunidad está inserta en una comunidad rural, por lo tanto, algunas de nuestras escuelas cuentan con aulas de plurigrado. Esto nos llevó a incluir en el trayecto de la formación general un espacio destinado a conocer, abordar, analizar y desempeñar prácticas de aprendizaje que se desarrollan en estos escenarios. Las prácticas de aprendizaje propuestas fueron utilizando herramientas tecnológicas que facilitaron la producción colaborativa y la publicación de relatos pedagógicos que favorecen la construcción de saberes didácticos. El presente trabajo recupera la secuencia didáctica desarrollada para trabajar el contenido de la unidad curricular, pero al mismo tiempo iré reflexionando sobre las herramientas tecnológicas que fuimos utilizando y los resultados alcanzados. JUSTIFICACIÓN Miguel trabaja como docente rural en aula de plurigrado a 12 km de la ciudad cabecera de un departamento de la provincia de Mendoza. Este docente rural desarrolla prácticas escolares que favorecen la “circulación de saberes” en un aula donde se agrupan alumnos de 5to y 6to año de la escolaridad primaria. Sin las tecnologías actuales, tal vez Miguel hubiese sido un desconocido, un maestro rural en la soledad de su aula. Así como los artistas se forman a partir del contacto y la familiarización con las «buenas» obras de arte, lo mismo podría pensarse para el aprender a enseñar. ¿Hay buenas obras de enseñanza?, ¿las podemos detectar?, ¿existen los grandes en este campo?, ¿vale la pena buscarlos?. Formarse con las obras de otros. El modelo sirve o ayuda a enseñar si se presenta y concibe como una posibilidad, como una referencia que inspira la creación de la obra propia. Por eso nos tomamos el atrevimiento de buscar, de preguntar, de observar y dimos con ellos, con nuestros artistas, con los docentes que cotidianamente recrean en sus prácticas la oportunidad de aprender y de enseñar. Dimos con Miguel y otros muchos más que desde las aulas rurales diseñan prácticas escolares favoreciendo el interaprendizaje. Tal vez ese fue el principal objetivo que nos propusimos cuando diseñamos esta propuesta. Estar más cerca, ponernos en contacto, establecer intercambios, en los contextos de ruralidad que se caracterizan por las distancias. Si ese era el objetivo debíamos ir en busca de herramientas que nos permitan cumplir la meta. La experiencia la desarrollé con alumnas de tercer año del profesorado de educación primaria. Las alumnas cursan como parte del trayecto de actualización de la formación general una unidad de definición institucional (UDI). Esto nos llevó a incluir en el trayecto de la formación general un espacio destinado a conocer, abordar, analizar y desempeñar prácticas de aprendizaje que se desarrollan en estos escenarios rurales. Las prácticas de aprendizaje propuestas fueron utilizando herramientas... tecnológicas que facilitaron la producción colaborativa y la publicación de relatos pedagógicos para favorecen la construcción de saberes didácticos. El presente trabajo recupera la secuencia didáctica desarrollada para trabajar el contenido de la unidad curricular, haciendo hincapié en las decisiones tomadas, en el abordaje de las trayectorias y las posibilidades de generación de aprendizaje colaborativo y por último abordaré algunas conclusiones en relación con los nuevos saberes que se gestionan. En las conclusiones retomaré conceptos asociados al trabajo con las tecnologías y su potencial en la formación de docentes. OBJETIVOS Pensar esta propuesta con el apoyo de herramientas tecnológicas supone un posicionamiento en relación con las prácticas educativas que determine la interacción entre el conocimiento, la pedagogía y las tecnologías. Para Koehler y Mishra (2006, 2008) en el origen de una buena práctica educativa con TIC existen tres componentes de conocimiento básicos: contenido curricular (CK –Content Knowledge), pedagogía (PK – Pedagogical Knowledge) y tecnología (TK –Tecnological Knowledge), y las relaciones que se establecen entre ellos. Estas tres bases de conocimiento (CK, PK y TK) forman el núcleo del modelo TPCK. Este enfoque teórico es coherente con otras investigaciones y propuestas teóricas que han intentado ampliar la idea de Shulman sobre PCK (Pedagogical Content Knowledge) al dominio de la tecnología educativa. El modelo TPCK está construido sobre las aportaciones de Shulman (1987, 1986) y, en concreto, basado en su constructo PCK (Pedagogical Content Knowledge) al que se añade el concepto de «Tecnología» ('T). Estas decisiones se fueron asumiendo a lo largo del proceso. Desde la intencionalidad pedagógica del propio espacio, los objetivos que me propuse fueron: - Acercarse a la realidad del plurigrado desde la vivencia de experiencias de docencia. - Reconocer elementos que caracterizan la práctica docente en el plurigrado. - Identificar competencias docentes que posibiliten la construcción de saberes significativos. - Identificar las características potenciales de la enseñanza en el plurigrado. - Diseñar secuencias de actividades destinadas a la circulación de los saberes. - Reconocer y comprender las características del rol docente en este marco pedagógico. - Desarrollar el pensamiento reflexivo sobre las diferentes situaciones de enseñanza-aprendizaje atendiendo semejanzas y diferencias. Desde el punto de vista del manejo de las tics las primeras intenciones fueron: - Reconocer en sus pares una fuente de aprendizaje válida y enriquecedora, participando a su vez en la formación de éstos. - Apropiarse de conceptos y experiencias de comunicación educativa en entornos ampliados de aprendizaje, a fin de reflexionar sobre la propia práctica en el ámbito de la educación superior. - Lograr una visión general de las herramientas tecnológicas encuadradas en este enfoque, para poder acceder a ellas constructivamente. - Valorar estos recursos en sus aspectos positivos y negativos, posibilitadores y obstaculizadores. Para el logro de estos fines organizamos el proceso de enseñanza y aprendizaje con distintas instancias en las que se conjugan los siguientes principios y acciones: - La revisión de concepciones y aprendizajes previos. - El aprendizaje colaborativo. - La relación dialéctica entre la teoría y la práctica. - La interpretación de la realidad educativa como realidad compleja, multideterminada y cargada de valores. El trabajo en grupo suponía distintas dinámicas de trabajo, en pequeño grupo, en grupo grande, individuales, grupos heterogéneos formados por docentes y por alumnos. El trabajo grupal involucró los siguientes procesos: - Alguno de los integrantes del grupo comparte con el resto sus producciones respecto a la evaluación. - El grupo de pares colabora con la observación, da sugerencias, aportes, comparte lo propio. - Todos se llevan nuevas ideas, revisan los propios instrumentos o producciones a partir de las discusiones y reflexiones colectivas. - Los grupos expositores reconstruyen y completan sus producciones. El trabajo asumido da cuenta de decisiones y alternativas que pueden ser repensadas y vueltas a configurar pero que se asumen como un proceso de reflexión constante sobre las propias prácticas. **METODOLOGÍA** Los caminos previos transitados para llegar a esta experiencia recuperan propuestas áulicas e institucionales que favorece el acercamiento al uso de las herramientas. Saberes docentes que se ponen en juego en el proceso de esta especialización. Ya había realizado un trabajo con las aulas con un año superior en una temática de investigación y me sentía con más habilidades para pensar herramientas que me permitieran un diseño más acorde a lo que necesitaba. Conocimiento del grupo y de sus competencias en el uso de las tics. Había sido profesora de este grupo en 2do año y las conocía y había descubierto que muchas de ellas usaban con facilidad las tics y tenían acceso a internet. Un proceso institucional sostenido junto a otras prácticas que asociadas permiten ofrecer una propuesta de aprendizaje en entornos de aprendizaje virtuales. Gros (2004) señala que la introducción de las TIC en la educación tuvo en un principio especial interés en enfatizar las posibilidades que brindan las computadoras para que los alumnos puedan seguir sus propios ritmos de aprendizaje. Sin embargo, en los últimos años, se comenzó a valorar el potencial que tienen para fomentar aspectos comunicativos y aprendizajes grupales, en colaboración; en otras palabras, para la creación conjunta de conocimiento. La misma autora (Gros, 2004) realiza una observación que, desde nuestras prácticas, seguramente nos traerá algún eco. Señala que el aprendizaje en entornos colaborativos introduce formas de trabajo muy diferentes a las que se están utilizando en la mayoría de las instituciones; por lo tanto, además de incentivar a los estudiantes para que aprendan a partir de un modelo colaborativo, también es necesario promover que las instituciones aprendan junto con ellos: “la dimensión social del conocimiento no alcanza sólo a la persona sino también a la propia organización”. Me dispuse a diseñar el entorno, las prácticas de aprendizaje y fui descubriendo herramientas que me abrían alternativas de comunicación, de intercambio, de aprendizaje colaborativo que podía poner al alcance de las alumnas para ampliar el espacio del aula. Fue así que armé un módulo destinado a aprender desde otros, donde coloqué muchos videos, testimonios de maestros de plurigrado, este aprendizaje desde la observación de las obras de otros, sumo un interesante espacio para la formación, no era copiar lo que el otro hace, sino era observar, analizar, reconocer los aspectos que se ponían en juego. El foro de intercambio se convirtió en un espacio donde la riqueza de la mirada de cada uno aportó y resignificó lo que él otro tal vez no había visto, también descubrir que mirar un video permitía un intercambio que la observación directa no producía, podíamos verlo en el tiempo que cada uno disponía, podíamos parar, charlar, volverlo a ver. Mirar de nuevo con otra consigna, compartir escenas, etc. Dispusimos de otro eje que tenía investigaciones sobre la temática, leímos tesis, trabajos de ponencias, informes de investigación, publicaciones científicas de grandes pedagogos que han abordado el tema. Compartimos estos escritos con un editor de pdf que nos permitió ver lo resaltado por otro, notas de lectura, agregados, llamados, etc. Aprovechamos el uso de buscadores para refinar nuestras búsquedas de bibliografías, referencias, autores que se señalaban en estas investigaciones. La escritura colaborativa es una actividad multitarea (Barile y Durso, 2002) que involucra distintos momentos o procesos que pueden darse de manera recursiva e intercalada: un proceso de lluvia de ideas y otro de búsqueda de consensos. Otro eje que fue muy visitado era el destinado a ver secuencias didácticas diseñadas para plurigrado. Encontramos distintas propuestas, las clasificamos por tema, por año, por recursos y armamos una base de dato que nos permitió categorizar lo que teníamos, lo que hicimos, lo que encontramos y ofrecerlo y compartirlo. Nos animamos a grabarnos mientras practicamos en plurigrado, al principio fue difícil verse, encontrarse, objetivarse para buscar alternativas de mejora, pero pronto pudimos reconocer el valor pedagógico de esta práctica. Desde el marco referencial quiero retomar dos conceptos que me ayudaron a reflexionar y teorizar sobre los aprendizajes que se estaban produciendo. Los conceptos que recupero son la cognición situada (John S. Brown, Allan Collins y Paul Duguid, 1989) y el aprendizaje colaborativo. La propuesta fundamental de la cognición situada se traduce en que el aprendizaje, fuera y dentro del aula, se desarrolla a través de la interacción social colaborativa. Los estudiantes se convierten en una comunidad de aprendices cuyo propósito es la actividad de aprendizaje y la interacción sociocultural. El aprendizaje colaborativo se convierte en componente fundamental del modelo situado y surge el concepto de “comunidad de práctica”: un entorno social con un mismo objetivo que comparte tareas y actividades comunes, así como un legado de entendimiento cultural, social y situacional. La riqueza de la colaboración también reside en que los estudiantes aprenden reflexionando sobre lo que hacen, ya que en el intercambio los saberes individuales se hacen explícitos y se tornan comprensibles para los demás. La capacidad para responder a demandas complejas y llevar a cabo adecuadamente diversas tareas suponen una combinación de habilidades prácticas, conocimientos, motivaciones, valores, actitudes, emociones que se deben movilizar conjuntamente para lograr una acción eficaz. Contar con un caudal importante de competencias para trabajar con otros y colaborar en experiencias de aprendizaje es cada vez más necesario en las llamadas sociedades de la información y la comunicación. La comunidad de práctica enfatiza la importancia de compartir y construir significado en una unidad social. Será el proceso posterior construir con estos futuros docentes comunidades de aprendizaje donde se profundice hacia la cognición distribuida (Gavriel Salomon, 1993; Gavriel Salomon et al., 1991). DESTINATARIOS La experiencia de esta ponencia se desarrolla en un instituto formador de nivel superior de la provincia de Mendoza, ubicado en una zona rural denominada Villa Tulumaya del Departamento de Lavalle. Se trabajó con alumnas de tercer año del profesorado de educación primaria. Las alumnas cursan como parte del trayecto de actualización de la formación general una unidad de definición institucional (UDI), que el instituto decide a qué destina. En nuestra comunidad hay escuelas que cuentan con aulas de plurigrado. Esto nos llevó a incluir en el trayecto de la formación general un espacio destinado a conocer, abordar, analizar y desempeñar prácticas de aprendizaje que se desarrollan en estos escenarios. La experiencia se llevó a cabo en el primer cuatrimestre del año pasado y tuvimos la iniciativa de armar un espacio virtual para contener todo el material dispuesto para la propuesta. Desde las aulas disponibles por el INFD, armé un entorno virtual de aprendizaje destinado a este UDI. En un principio diseñé el entorno para poder encontrarnos más allá del tiempo del cursado, pronto me di cuenta qué el espacio virtual nos había acogido y nos encontrábamos con más soltura que en la presencialidad. Lo que al inicio surgió como ampliación del espacio del aula, pronto se convirtió en un entorno copado por nuevas alternativas de comunicación. No pensamos al espacio, al tiempo, a la naturaleza y a las comunicaciones igual que antes de contar con tecnologías que ampliaran nuestro mundo y nuestras miradas. Hoy las tecnologías nos permiten disponer como nunca antes de un enorme archivo de la cultura y participar de procesos de construcción colectiva de conocimientos de una manera que antes no conocíamos. EVALUACIÓN En los últimos tiempos fuimos perdiendo la certidumbre de poder alcanzar un saber acabado, único para enseñar mecánicamente, y fuimos aprendiendo a convivir con saberes relativos, parciales, que requieren una integración y jerarquización permanente. El conocimiento actualizado y veraz no se encuentra solamente en un lugar limitado asociado a los centros de saber, sino en espacios de conocimiento que surgen en la virtualidad, apoyados por herramientas comunicacionales. De aquí la necesidad de que los nuevos docentes puedan contar con herramientas cognitivas y competencias que les permitan accionar de un modo crítico, creativo, reflexivo y responsable sobre la abundancia de datos, para aplicarlos a diversos contextos y entornos de aprendizaje, así como para construir conocimiento relevante basado en ellos. Transformar la cultura escolar impregnada de las propias representaciones implica repensar las lógicas y dinámicas institucionales: las normas, el régimen académico, el uso de tiempos y espacios para la enseñanza y el aprendizaje, el lugar asignado a los que enseñan y a los que aprenden, el de la comunidad, las relaciones de poder hacia el interior de la escuela, los tiempos y espacios de trabajo, las relaciones entre asignaturas, áreas, entre otros aspectos. La experiencia desarrollada dio lugar a una reflexión sobre la práctica docente que en consonancia con herramientas tecnológicas fueron construyendo marcos referenciales desde el saber situado. El diseño de este entorno virtual de aprendizaje favoreció una serie de ventajas en los procesos de enseñanza, dando lugar a ciertos criterios que nos permitió valorar la experiencia: - Expandir el rango de actividades de aprendizaje a las demandas y ritmos de los alumnos y de los docentes invitados. - Diversificar las actividades de aprendizaje y por tanto hacer la enseñanza más atractiva, agradable y activa para los estudiantes. - Acercarse a las necesidades e intereses individuales del grupo de estudiantes cada vez más diverso. - Delegar más responsabilidad en los estudiantes. - Automatizar determinadas tareas administrativas y concentrarse en asuntos pedagógicos más importantes. Los aprendizajes logrados involucran no sólo el saber específico de la formación docente sino que avanzamos en el abordaje de capacidades transversales asociadas al uso de las nuevas tecnologías que interpelan el diseño curricular de la formación del profesorado. Deberíamos sentarnos a pensar que habilidades serán necesarias favorecer entendiendo el desafío que las nuevas aulas hoy nos plantean. BIBLIOGRAFÍA Adell, J. (2003). “Internet en el aula: a la caza del tesoro”. En Edutec. Revista Electrónica de Tecnología Educativa, n° 16. http://www.uib.es/depart/gte/edutec-e/revelec16/adell.htm. Area, M. (2005). Tecnologías de la información y la comunicación en el sistema escolar. Una revisión de las líneas de investigación. Revista Electrónica de Investigación y Evaluación Educativa, 11(1), 3-25. Coll, C., Onrubia, J. & Mauri, T. (2007). Tecnología y prácticas pedagógicas: las TIC como instrumentos de mediación de la actividad conjunta de profesores y estudiantes. Anuario de Psicología, 38(3), 377-400. Fornés, G. (2013). Clase 2: Eje temático 1 – El mundo contemporáneo. Propuesta educativa con TIC: Formación General I. Especialización docente de nivel superior en educación y TIC. Buenos Aires: Ministerio de Educación de la Nación. Gros, Begoña (2007), “El aprendizaje colaborativo a través de la red: límites y posibilidades”, Aula de Innovación Educativa Barcelona, 162, 44-50. Disponible en: http://www.uninorte.edu.co/congresog10/conf/08_El_Aprendizaje_Colaborativo_a_traves_de_la_red.pdf (última consulta: junio de 2012). Magadán, Cecilia (2012), “Clase 2: Los saberes y los aprendizajes con TIC: en práctica y en teoría”, Enseñar y aprender con TIC, Especialización docente de nivel superior en educación y TIC, Buenos Aires, Ministerio de Educación de la Nación. Pico, María Laura (2011) Trabajos colaborativos: serie estrategias en el aula en el modelo 1 a 1 / María Laura Pico y Cecilia Rodríguez. - 1a ed. – Buenos Aires: Educ.ar S.E. Salomon, G., y otros (1992), “Coparticipando en el conocimiento: la ampliación de la inteligencia humana con las tecnologías inteligentes”, Comunicación, Lenguaje y Educación, 13, 6–22. Valverde Berrocoso, J., Garrido Arroyo, Mª C. y Fernández Sánchez, R.: (2010), “Enseñar y aprender con tecnologías: un modelo teórico para las buenas prácticas educativas con TIC”. En De Pablos Pons, J. (Coord.) Buenas prácticas de enseñanza con TIC [monográfico en línea]. Revista Electrónica Teoría de la Educación: Educación y Cultura en la Sociedad de la Información. Vol. 11, nº 1. Universidad de Salamanca, pp. 203-229. [Fecha de consulta: 21/11/2014]. http://revistatesi.usal.es/~revistas_trabajo/index.php/revistatesi/article/view/5840/5866 ISSN: 1138-9737 Experiencia del Aula Virtual Turismo I de la Carrera Licenciatura en Gestión de la Hospitalidad. Facultad Politécnica Universidad Nacional de Asunción ABSTRACT La modalidad a distancia en los países de América Latina surge, según García Aretio, “como necesidad imperiosa de solucionar el problema de la educación de grandes masas y como respuesta a una educación de calidad salvando las dificultades de acceso, así como la formación y la actualización de profesionales”. Esta realidad no es ajena a nuestro país, desarrollar emprendimientos en la modalidad significa una serie de desafíos a las instituciones entre los cuales se pueden mencionar: la capacitación en el área específica, la infraestructura tecnológica, el modelo pedagógico e institucional de gestión. En ese contexto, el presente material busca compartir la experiencia docente obtenida durante la implementación del Aula Virtual de la asignatura Turismo I, de la carrera de Licenciatura en Gestión de la Hospitalidad (LGH), énfasis en Turismo, correspondiente al Departamento de Gestión, de la Facultad Politécnica de la Universidad Nacional de Asunción (FP-UNA). El trabajo se realizó en equipo, integrado por el tutor virtual, el docente titular de la asignatura y el auxiliar de enseñanza de la sede central, también se recibió aporte del docente encargado de la misma asignatura de la sede Villarrica, distante a unos 150 km. Como docente titular, llevo cerca de 20 (veinte) años desarrollando en aula presencial la misma asignatura, en dicho lapso, ya han pasado 3 (tres) cambios de la malla curricular, además, de un aumento interesante de la cantidad de estudiantes por aula, como así también, el avance de la tecnología y su implicancia cada vez mayor, en nuestras vidas. La educación superior a distancia en Paraguay Los primeros pasos de la Educación Superior a Distancia en Paraguay fueron desarrollados en 1994, por el Ministerio de Educación y Cultura (MEC) y apoyados por la Agencia Española de Cooperación Internacional (AECI), con el Proyecto “Educación a Distancia: Profesionalización de maestros no titulados”, destinado a docentes en ejercicio que no reunían el perfil de formación pedagógica, ante el diagnóstico realizado en el proceso de la Reforma Educativa. La propuesta tenía como meta la formación de docentes del 1er. y 2do. Ciclo de la Educación Escolar Básica. El modelo de trabajo pedagógico fue el tradicional, a través de módulos formativos, programas de radio y televisión. Hasta febrero de 2016, la gestación y desarrollo se ha realizado sin regulaciones y en este contexto se planteó la necesidad de un marco normativo de regulación y calidad basadas en la Ley N° 4995/2013 de Educación Superior, que permite sustentar un paso importante para la regulación de la modalidad al crearse el Consejo Nacional de Educación Superior. El Reglamento de Educación Superior a Distancia y Semipresencial es aprobado por Resolución N° 63/2016 del Consejo Nacional de Educación Superior (CONES). Este reglamento, representa los lineamientos generales para la implementación de la “Educación Superior a Distancia” que permite brindar las pautas para garantizar un desarrollo ordenado de la modalidad a distancia, en el ámbito del nivel de Educación Superior conforme a los niveles académicos de calidad requeridos. Experiencia de la Universidad Nacional de Asunción En este proceso de incluir la modalidad a distancia, es importante destacar el emprendimiento de la Universidad Nacional de Asunción (UNA), que desarrolla la experiencia en distintas unidades académicas, entre ellas, la Facultad Politécnica (FP-UNA). Facultad Politécnica UNA La Facultad Politécnica es una institución prestigiosa y respetada dentro y fuera de la Universidad Nacional de Asunción, percibida como un referente en la UNA y en su entorno social. La misión de La Facultad Politécnica de la Universidad Nacional de Asunción (FP-UNA) es, “Forma profesionales competentes en las áreas de ciencias aplicadas y de gestión, a través de programas académicos con adecuada integración de la docencia, la investigación y la extensión, comprometidos con el desarrollo sostenible del país”. Su visión, “Ser la unidad académica referente en el ámbito tecnológico y de gestión, con proyectos innovadores de gran impacto en el desarrollo del país y en la comunidad científica internacional. Sus valores son: compromiso, respeto, solidaridad, integridad, excelencia y transparencia. El Departamento de Elearning de la FP-UNA Enmarcados, en la Ley General de Educación, Ley N° 4995 de la Educación Superior, y el Estatuto de la Universidad Nacional de Asunción, que reconoce y promueve la educación en la modalidad a distancia y semipresencial; la Resolución N° 63/2016 Reglamento de Educación a Distancia del CONES; la Facultad Politécnica de la UNA no se encuentra ajena a la importancia de incluir tecnología en los procesos educativos y de gestión. Así es que, desde el 2010 cuenta con un Departamento de Elearning que viene desarrollando actividades de apoyo a la docencia en las áreas de asesoría pedagógica, soporte y diseño y desarrollo de contenidos, además de capacitaciones y la Especialización en TIC aplicadas a la Educación Superior. EDUCA, el portal elearning de la Facultad Politécnica, que está basado en un modelo pedagógico para dar respuesta a las necesidades de aprendizaje de los estudiantes, y debe pautar toda la dinámica organizativa de la Institución; que ayuda a garantizar la transversalidad de las acciones educativas y formativas propias de la Institución. En su eje de capacitación, implementa desde sus inicios, cursos dirigidos a docentes de la FP-UNA, abiertos a docentes de otras Facultades y público en general, que desea implementar la modalidad. Actualmente, la Dirección de Elearning es una unidad orgánica de apoyo a la docencia como en el marco del organigrama general de la Facultad Politécnica UNA. La Dirección Departamento está conformada por áreas de asesoría infopedagógica, soporte tecnológico, diseño y desarrollo de contenidos, integrada por un grupo de profesionales cuyo principal objetivo es acompañar y asesorar en la puesta en marcha de propuestas de educación a distancia y uso de tecnologías, acompañando a docentes en su labor de diseñar propuestas innovadoras en el aula. Asimismo se cuentan con 16 tutores virtuales de apoyo a la docencia de los cuales 4 son del Departamento de Gestión. Misión: Implementar servicios de las Tecnologías de la Información y Comunicación (TIC) para la educación, así como también, la aplicación de la metodologías, que contribuyen al logro de la excelencia académica y al liderazgo de la FP-UNA. Visión: Que toda la comunidad del aprendizaje de la FP-UNA utilice de forma correcta las TIC. En varias ocasiones curse las capacitaciones de educación a distancia muy promocionadas en las reuniones semestrales de profesores, pero no podía llevarlo a la práctica en mi vida cotidiana, ya sea por falta de tiempo y creo sinceramente que por una falta de cambio de paradigma en vida. Dicho cambio de paradigma (aula presencial vs aula virtual) lo fui mentalizando y finalmente pudo darse cuando contacte con un tutor virtual, una ex alumna mía, mi auxiliar de enseñanza, también ex alumna y la docente encargada de cátedra de la misma asignatura, que se desarrolla en la Filial de Villarrica, ex alumna también. Existían algunas variables que citare, que coinciden con la bibliografía que normalmente se comparte en las aulas de la educación a distancia: • La gran cantidad de material que se utilizaba y que por errores en el proceso de comunicación, los estudiantes no accedían a los mismos. • Un importante número de estudiantes que trabajan y que en muchas ocasiones no podían participar de las clases, por lo que no accedían a lo trasmitido en el aula presencial. • La comunicación con los estudiantes sobre las tareas, evaluaciones por proceso y control de lectura también era difícil de realizar y muchos estudiantes no accedían a estos modelos de enseñanza. El excesivo uso de papel era una preocupación, teniendo en cuenta la gran cantidad de estudiantes que asisten al aula. Actualizar la bibliografía es un desafío para todo docente y en mi caso no es la excepción la utilización de libros y materiales digitales, los cuales son indispensables. Por último y muy relacionado a lo arriba mencionado, el hecho de que “los estudiantes actualmente son dueños del conocimiento”, ya que en la palma de mano con los teléfonos inteligentes pueden verificar, confirmar e inclusive discutir un concepto que el profesor está exponiendo en el aula. Volviendo al cambio de paradigma del aula presencial, donde el docente es el centro del conocimiento y dueño de la verdad absoluta, pasamos o pase al aula virtual, donde yo profesor, las colaboradoras que apoyan el desarrollo del aula virtual y mis estudiantes, fuimos con errores y aciertos construyendo lo que hoy es el aula virtual de “TUR I”. Como ya cite más arriba, creo que este cambio se pudo dar principalmente por mis colaboradoras, un hecho interesante que creo ya cite, pero vale la pena reiterar, es que las tres personas fueron ex alumnas mías y conocen mis defectos y virtudes en el aula, y fuimos en base a la experiencia de ambos roles, buscando un equilibrio para que los nuevos estudiantes tengan una mejor formación. La FP-UNA tiene su sede central en la ciudad de San Lorenzo, donde ofrece a la sociedad 14 carreras, una de ellas sería la carrera de Licenciatura en Gestión de la Hospitalidad, así mismo, cuenta con una sede en la ciudad de Villarrica distante a unos 150 kilómetros, donde también se ofrece la carrera de LGH. La Educación Superior a Distancia debe responder a los requerimientos actuales de la sociedad del conocimiento, y sustentarse en los avances científicos, tecnológicos y comunicacionales. Su desarrollo ha de favorecer la inclusión en el Sistema de Educación Superior; además, debe garantizar su calidad en términos de su eficacia, eficiencia y pertinencia. Entonces, como desafío, surge que los estudiantes de una misma carrera distantes entre sedes y de una misma Unidad Académica, reciban la misma formación, información, capacitación y evaluación, sin que ello represente que deban tener el mismo profesor o trasladarse entre sedes. Esto fue posible gracias a la gestión del tutor virtual y las líneas de gestión del Departamento de Elearning: **Materiales:** Desarrollar los materiales educativos en la modalidad abierta y a distancia, tanto en pregrado como en posgrado. **Plataformas:** Gestionar las asignaturas y usuarios de las carreras de pregrado y posgrado de la modalidad a distancia. Hace dos periodos académicos se ofrece el soporte virtual también a la modalidad presencial. Este trabajo también incluye el mantenimiento de la plataforma y el desarrollo y adaptación de procesos para comunicarse con los sistemas financieros y de gestión académica. **Metodología y formación docente:** Formar a los docentes de la institución de cara a los procesos de virtualización y el desarrollo de destrezas como profesores virtuales. Esta actividad también incluye la tarea de seguimiento y retroalimentación del trabajo que hace el docente virtual. **Cursos virtuales:** Promover cursos virtuales en diferentes áreas, estos cursos están dirigidos al público en general y a estudiantes de la institución. El proceso de implementación gradual pasó por varias etapas, errores, frustraciones, congratulaciones y nos trazamos nuevos desafíos y metas. Y en ese contexto, se comparte las etapas de desarrollo en la virtualización y desarrollo del Aula virtual de Turismo I, de ambas Sedes. Empezamos siendo un repositorio de materiales bibliográficos, luego fuimos creando nuestros propios materiales y viendo las estrategias para que los estudiantes interactúen con el aula, la meta de 0 (cero) papel, es una de nuestras prioridades. El primer paso fue, la estructuración del aula en sí, la presentación es de la siguiente forma, del lado izquierdo de la pantalla, aparecen el cuadro de navegación y administración, en el centro el desarrollo de la asignatura en sí, distribuidas en 16 secciones y cuyo formato es por tema, y del lado derecho, se puede visualizar un cuadro de búsqueda, otro con los avisos recientes, eventos próximos y actividades recientes. En centro de la pantalla, la cual contiene el aula, tiene la siguiente configuración, lo primero que se visualiza es la Presentación general, la cual contiene la introducción a la asignatura y un video, Historia del Turismo. Luego se contempla, los Materiales Instruccionales, en lo que están las reglas a tener en cuenta en la asignatura, el planeamiento y planilla de cátedra, que serían la hoja de ruta a seguir. Posterior a ello, los Medios de Comunicación, en el cual está inserto el Foro de Novedades, mediante el cual se mantiene informado a los estudiantes sobre todo lo relacionado a la asignatura (fecha de visitas técnicas, lugar y hora de encuentro, avisos de tareas, cuestionarios, informes actualizados de la OMT y más…) y el Foro de Consulta General, donde los estudiantes pueden realizar sus duda o consulta sobre las unidades de la asignatura. El siguiente apartado, es uno dedicado a dar a conocer las cualidades del estudiante de turismo, mediante una imagen. Los siguientes 13 apartados, son dedicados al contenido programático de la asignatura, los cuales son divididos en unidades. Cada apartado contiene, el título de la unidad, una imagen y/o video, el contenido de dicha unidad, los recursos de aprendizaje (obligatorios y material de referencia adicional) y las actividades a realizar. Y el último apartado, es dedicado al Sistema de Evaluación de la asignatura, contiene una imagen y la constitución de cómo se evaluaría la asignatura. El segundo paso, fue la implementación del aula, en este proceso se fueron puliendo algunos aspectos del aula, por ejemplo los cuestionarios. El tercer paso, fue el escaneo de las unidades específicas de los materiales bibliográficos, mencionados por la docente en sus presentaciones. Resultados de la encuesta realizada a los estudiantes Aspectos relativos a la Plataforma: 1. Fuera de la universidad, ¿puede usted tener fácil acceso a la plataforma Moodle en el momento en que lo desee? 92% Si y 8% No 2. Ha tenido algún tipo de problema a la hora de presentar un trabajo o un cuestionario, por este medio? 50% Si y 50% No 3. Alguna vez ha encontrado actividades de último momento que se dejen en la plataforma Moodle por parte de los profesores sin avisar? 8% Si y 92% No 4. Entiende perfectamente el funcionamiento de la plataforma Moodle y todas las herramientas que esta ofrece? 42% Si y 58% No Aspectos relativos al Contenido: 5. La organización del contenido es respetado de acuerdo al programa? 100% 6. Se ofrecen contenidos adicionales para quienes desean profundizar en el tema? 67% Si y 33% No 7. Provoca en el alumno la necesidad de buscar fuentes de información fuera del propio material? 50% Si y 50% No 8. Se especifica con claridad en qué consiste la tarea a desarrollar? 100% Si 9. Se observa congruencia entre contenidos y tipos de actividades de aprendizaje? 100% Si 10. Se entiende como una actividad que parte de un proceso o como una actividad desligada del todo? 92% Parte de un proceso y 8% Como una actividad desligada del todo 11. Hay coherencia entre la actividad planteada y el material presentado? 100% Si 12. Se informa con claridad cuándo inicia y termina la actividad? 100% Si 13. A quién o dónde se debe hacer la entrega de la actividad? 83% Si y 17% No 14. La redacción de la actividad le deja saber si se trata de una experiencia a desarrollarse individual o en grupo? 83% Si y 17% No Aspectos relativos a la Evaluación: 15. Se le informa con claridad el valor de la actividad? 92% Si y 8% No 16. Se especifican las fechas de entrega y/o realización de actividades? 100% Si 17. Existe un examen de conocimientos al final de la asignatura? 92% Si y 8% No 18. Hay relevancia con respecto a los contenidos del curso? 100% Si 19. Hay claridad conceptual y facilidad de comprensión? 92% Si y 8% No Aspectos relativos al Tutor Virtual: 20. Hay claridad y pertinencia en los mensajes del tutor? 100% Si 21. Son efectivos los procesos de comunicación asincrónicas? 92% Si y 8% No 22. Qué aspectos cambiarías del trabajo en el Aula Virtual? Nada. Todos los profesores utilicen esta plataforma. La mayoría no lo hace y nos siguen enviando por mail los materiales. Cuando podrían utilizar esta plataforma para que la comunicación entre alumnos y profesores sea más eficiente. Sugiere un taller de cómo utilizar educa para los profesores, para que de esa manera, la mayoría lo haga. También que los contenidos de las materias ya cursadas o actualizaciones de la misma sigan disponibles. Aumentar un poco más el tiempo para responder las preguntas. Tener un modelo estándar de trabajo en conjunto. Y mayor productividad y participación. La manera de entregar un trabajo práctico. Que se pueda realizar de otra manera los exámenes virtuales, o al menos mejorarlo, porque muchos compañeros no pudieron completar bien el cuestionario debido a problemas con el tiempo que aparecía en pantalla. 23. Cómo valoras el funcionamiento de la tutoría? 58% Bien y 42% Puede mejorar CONCLUSIONES La literatura sobre las plataformas virtuales coinciden en que brindan muchísimas oportunidades al aplicarlas y conocerlas, esta experiencia lo demuestra, ya que con errores y aciertos como en cualquier actividad, construimos nuestro aprendizaje en ambos sentidos estudiantes y docentes. Existen puntos que mejorar en esta experiencia, pero creo que el hecho de haber iniciado el trabajo ya representa el 50% del existo. En la encuesta de satisfacción se destaca que se lograron algunos de los puntos propuestos: - Unificar la bibliografía utilizada. - Evaluaciones por proceso y control de lectura. - La posibilidad de acceder a las actividades propuestas para cada unidad, a pesar de las ausencias en las clases presenciales. - Comunicación constante y simultánea con los estudiantes, ya que es una herramienta disponible las 24 horas. - Reducción del uso de papel. Esta experiencia me animará a incluir esta modalidad de enseñanza, en mis demás asignaturas. CONES (2016) Reglamento de Educación Superior a Distancia y Semipresencial. Decoud, Carla; Demattei, Lilian (2015) Experiencia de la Plataforma Educa del Departamento de Elearning de la Facultad Politécnica de la UNA. Revista Iberoamericana de Ciencias Sociales http://www.revibecs.com/wr-resource/ent8/1/ExPla.pdf Decoud, Carla y otros (2017). Gestión de la Educación a Distancia en la Educación Superior: Modelo Elearning de la Facultad Politécnica de la UNA. Decoud, Carla (2017). Conferencia “Reflexiones sobre la Realidad y Desafíos del Reglamento de Educación Superior a Distancia de Paraguay: Experiencia de la Facultad Politécnica de la Universidad Nacional de Asunción”. Libro de memorias del Simposio Internacional Dirección, Gestión, Liderazgo y Política Educativas: 978-958-8967-20-2. Se publicará en coedición Editorial Redipe – Universidad Católica del Maule y Universidad Andrés Bello. Facultad Politécnica Universidad Nacional de Asunción (2016) Reglamento del programa de postgrado en la modalidad de educación a distancia de la FP-UN. García Aretio, L. (2014). Bases, mediaciones y futuro de la educación a distancia en la sociedad digital. Madrid: Síntesis. Rosangela Martins Carrara y otros (2016). Formación de Profesores en América Latina: Posibilidades y contradicciones en la Educación a Distancia. Fitopatología 2.0, aprender sin coincidir en el tiempo y el espacio: Una alternativa metodológica para la enseñanza de la fitopatología ABSTRACT The inclusion of ICTs in education has produced a genuine pedagogical revolution. It is not a question of incorporating new technologies in the service of traditional teaching models, with content-transmitting teachers and students who are recipients of it, and rigid organizations of space and time. It has become necessary to innovate in pedagogical conceptions and practices, developing more open and flexible teaching-learning models, transforming the ways, forms and times of interaction between teachers and students, favoring their collaboration and autonomy in their learning. In this context, ICTs are an ideal instrument for the creation of virtual learning environments that integrate to the classroom environment, raising the quality of education. It is not a question of replacing the classroom class but of complementing it and that is why in this work a pedagogical-didactic proposal mediated by ICT was developed, based on an endogenous communication model with a didactic design of socio-constructivist character, integrated to the space Educational at the university, for teaching and learning Phytopathology. It is an innovative methodological resource that allows the student to learn without coinciding in time and space. INTRODUCCIÓN En una Sociedad de la Información, las Tecnologías de la Información y Comunicación (TIC) crecen exponencialmente y dan lugar a nuevas formas de producir, almacenar y difundir la información, creando un nuevo ambiente comunicacional y modificando, sustancialmente, las relaciones interpersonales y los sistemas productivos de educación y entretenimiento. Se trata de una verdadera revolución de carácter cultural y la educación no puede mantenerse estática ni al margen de estos cambios sociales. Así es que la alfabetización tecnológica se convierte hoy en una condición necesaria para poder desenvolvernos sin problemas en esta nueva sociedad. No se trata sólo de innovar su tecnología, sino también sus concepciones y prácticas pedagógicas, lo que significa modificar el modelo de enseñanza en su globalidad. Con las TIC se rompen las barreras del tiempo y el espacio para desarrollar las actividades de enseñanza y aprendizaje, por lo que para integrar las TIC en los procesos de formación, las instituciones educativas deben flexibilizarse y también se hace necesario, comprender el nuevo rol de los alumnos y docentes, los primeros dejan de ser simples receptores para pasar a ser constructores de su propio conocimiento y los segundos, dejan de ser los generadores del conocimiento para convertirse en los guías del aprendizaje. Todo esto implica que se deben realizar cambios en el modelo pedagógico. El sistema educativo tiene que replantear el concepto de la relación alumno - profesor y el proceso mismo del aprendizaje, los contenidos curriculares y revisar críticamente los modelos mentales que han inspirado el desarrollo de los sistemas educativos. Palabras Claves: Fitopatología, TIC, Recursos metodológico, Enseñanza, Sitio Web Educativo. El gran desafío de los docentes consiste en “aprender a aprender”, en diseñar programas y contenidos curriculares que incluyan la utilización de las TIC, aprovechando al máximo su potencial pedagógico. No se trata solo de manejar herramientas informáticas, sino de promover competencias en los alumnos para actuar y producir en la sociedad que las mismas TIC han contribuido a crear. Cualquier proyecto educativo que implique la utilización de las TIC, constituye una innovación. Un sitio web educativo es un espacio o página en la red que ofrece información, recursos o materiales relacionados con el campo o ámbito de la educación. Pueden ser de naturaleza informativa o pedagógica. Los sitios web educativos de naturaleza pedagógica son aquellos que se utilizan para generar un proceso determinado de enseñanza-aprendizaje. Los materiales didácticos en red o web docentes son elaborados con finalidad formativa, cuya información está conectada hipertextualmente, tienen un formato multimedia, con una interfaz atractiva y fácil de usar, que permiten el acceso a una enorme y variada cantidad de información, que combinan la información con la demanda de realización de actividades, flexibles e interactivos para el usuario y que permiten la comunicación entre sus usuarios (Area Moreira, 2005). Respecto al uso de este recurso didáctico cabe señalar, que los entornos sociales para la interacción que ofrecen las aplicaciones de la Web 2.0, constituyen un instrumento idóneo en favor de las metodologías socio-constructivistas centradas en los alumnos y en el aprendizaje autónomo y colaborativo. El presente trabajo se realizó en el marco de la asignatura Fitopatología que se ofrece en el Tercer año de la carrera de Ingeniería Agronómica de la Universidad Nacional de Río Cuarto, es de régimen cuatrimestral de 70 horas de clases presenciales, teóricas y teórico-prácticas, distribuidas en 6 horas de clases semanales. En lo que respecta a los materiales de estudio, además de la bibliografía señalada en el programa de la asignatura, se brinda al alumno una Guía de Trabajos Prácticos disponible de manera impresa y en su versión digital, alojada en la red a través del Aula Virtual (espacio disponible de la asignatura en la Plataforma SIAT de la Universidad) la que también se emplea para brindar información de actividades a los alumnos y cargar los materiales de estudio. Además, se usa la red social Facebook para intercambiar opiniones, subir materiales bibliográficos, resolver dudas y ofrecerles la posibilidad de realizar actividades opcionales para reforzar los contenidos desarrollados en las clases prácticas y cuya resolución, puede hacerse y enviarse por la web o en forma impresa y del mismo modo se realiza su devolución. Se trata de un espacio curricular que sigue el modelo pedagógico transmisivo con un amplio programa de estudio, fundado en los conceptos que el docente considera importante y que, a pesar de emplear las tecnologías para la conectividad, lo hace con prácticas y concepciones pedagógicas tradicionales (Aparici, 2013). El incremento de la matrícula producido en los últimos años sin que se hayan modificado la cantidad de docentes y dedicaciones horarias, ha perjudicado la relación docente/alumno, afectando principalmente las actividades de aprendizaje desarrolladas en los trabajos prácticos. De lo expuesto, surge la necesidad de revisar las prácticas docentes, buscando alternativas metodológicas que mejoren los aprendizajes en este nuevo contexto de cursos presenciales masivos, sin descuidar el rigor científico necesario para seguir asegurando una formación de calidad. No se trata de reemplazar la clase presencial sino de complementarla con la inclusión de las TIC. Considerando las ventajas que los sitios web docente ofrecen y la variedad de herramientas de la web 2.0, se propone desarrollar una herramienta multimedia interactiva basada en un modelo de comunicación endógeno con un diseño didáctico de carácter socio-constructivista, como material educativo de apoyo a la docencia, particularmente para las clases prácticas. De manera que el presente trabajo tiene como objetivo desarrollar una propuesta pedagógico-didáctica mediada por TIC integrada al espacio educativo presencial universitario para la enseñanza y el aprendizaje de la Fitopatología. DESARROLLO El Diseño metodológico incluyó las siguientes acciones: búsqueda de antecedentes en la red en torno a la enseñanza de la Fitopatología mediada por las TIC, el desarrollo de una propuesta pedagógica didáctica de carácter socio-constructivista mediada por TIC y el diseño y producción de un sitio web. La creación del sitio web se realizó en el marco de la asignatura Fitopatología (Facultad de Agronomía y Veterinaria, de la Universidad Nacional de Río Cuarto (UNRC). Para el diseño del sitio el material se organizó considerando la estructura epistemológica de la asignatura como así también las características de los potenciales usuarios/alumnos, se propusieron actividades para facilitar el aprendizaje constructivista (Area Moreira, 2005), planteadas de modo que el alumno adopte un rol activo e interactivo en su proceso de formación, como así también se previó la participación en debates en los foros de manera de promover la interacción, la colaboración, la comunicación y la combinación de recursos. Al respecto, para las actividades del sitio web se eligió la red social Facebook y el foro de la plataforma SIAT. A los fines de crear una interfaz atractiva para el alumno y que posibilite su utilización de manera intuitiva, involucrándose con la propuesta didáctica, se realizó un diseño general, claro y atractivo de las pantallas, sin exceso de texto, con colores armónicos y una adecuada integración de imágenes, estáticas y en movimiento, avatar y videos. En lo que respecta a la interactividad, siguiendo la clasificación de Osuna y Busón (2008), esta propuesta cumple con el cuarto nivel de interactividad, es decir, que permite al usuario tomar la iniciativa y consultar el recurso mediante el teclado u otro dispositivo de entrada. Por otra parte, el usuario puede interactuar con el propio recurso o interactuar con sus pares a partir de las diferentes actividades propuestas. Se planteó un diseño de navegación jerárquico, simple e intuitivo, de manera que el acceso al contenido sea fácil, que pueda examinarse sin dificultad, según los propios intereses. La web docente llamada “FITOPATOLOGÍA 2.0, aprender sin coincidir en el tiempo y el espacio” fue elaborada con el editor on line gratuito wix (www.wix.com/nombre). Se diseñó el mapa de navegación, se elaboraron los contenidos multimedia y se seleccionaron los recursos didácticos necesarios, utilizando recursos propios y de uso gratuito disponibles en Internet, tales como imágenes, archivos de texto y/o audio, videos, entre otros y otras herramientas de comunicación mediadas tecnológicamente, con actividades interactivas que incluyen el uso de la red social Facebook y la plataforma SIAT de la UNRC, cuyas facilidades operativas fueron usadas para gestionar algunas de las acciones propuestas en el sitio web como la entrega y devolución de tareas sugeridas en los diferentes encuentros didácticos. El mismo se organizó de la siguiente manera: una página principal para la presentación de la propuesta, que es la que les aparece a los alumnos apenas ingresan al sitio y donde se encuentran las entradas correspondientes a cada una de las restantes páginas; una página para la presentación del equipo docente, otra para la descripción de las actividades de investigación; una página referida a la docencia presencial con acceso al programa de la asignatura, objetivos, cronograma de clases, contenidos y bibliografía y una página (que incluye varias subpáginas) de cada encuentro didáctico con las respectivas actividades, donde se concentraron los materiales recomendados, colocando los enlaces que les permiten acceder a ellos, algunos de los cuales corresponden a sitios externos y otros a materiales digitales alojados y compartidos desde Google Docs. También hay una página de contactos, que funciona como un foro de consulta, en donde los docentes y alumnos, a través de comentarios intercambien dudas, ideas, etc. Y, finalmente una página que incluye una encuesta de valoración del sitio y el mapa de navegación. Así, el sitio web docente, “FITOPATOLOGÍA 2.0, aprender sin coincidir en el tiempo y el espacio” se presenta como un nuevo escenario o espacio paralelo al tradicional de la clase presencial, el cual además de transmitir información también es un espacio en el que se desarrollan diversas acciones formativas (Área Moreira, 2005). En el espacio informativo del sitio se presenta al equipo docente, sus actividades de investigación y las actividades docentes. Las particularidades de este espacio del sitio fueron adecuadas a los requerimientos de un entorno informativo eficiente, específico, con contenidos ilustrativos, Se priorizó la facilidad de uso y de navegación, la bidireccionalidad de las propuestas, lograda mediante la presencia de enlaces y redes sociales, en un entorno de características estéticas, con contenidos audiovisuales y elementos multimedia. Mientras que el espacio formativo del sitio web, que en el menú principal aparece como “FITO 2.0”, está planteado de manera que allí se presenta a los alumnos contenidos conceptuales básicos sobre diferentes tópicos de la asignatura, organizados de acuerdo a la estructura epistemológica de la misma y siendo un material multimedia de naturaleza didáctica, diseñado con la intencionalidad de producir aprendizajes en sujetos con demandas y necesidades educativas propias (Área Moreira, 2005). A modo de ejemplo, se desarrollaron dos módulos de aprendizaje, correspondientes a los temas Sintomatología y Hongos Fitopatógenos. Los contenidos conceptuales en ambos módulos de aprendizaje se presentan ordenados en subtemas secuenciados, manteniendo una organización interna del material y con actividades diseñadas en función de las características de los alumnos, es decir, que se trató que los contenidos a aprender en el entorno virtual estuvieran provistos de significatividad lógica y psicológica (Onrubia, 2005). Estos contenidos se introducen con un texto redactado en forma clara y concisa, conectado a documentos o textos complementarios, en archivos de formatos diversos que pueden ser abiertos, descargados y/o impresos para su estudio posterior y con predominio de imágenes con etiquetas identificadoras, a los fines de reforzar la información, motivar al alumno y así favorecer el proceso de observación, que en una perspectiva constructivista, implica “construir” la situación o fenómeno objeto de observación (Amieva, 2005). La convergencia de imágenes, videos, texto y publicaciones electrónicas con enlaces que establecen la interrelación entre la información de los mismos, dinamizan al sitio permitiendo que la secuenciación y selección de la información de los distintos medios esté determinada por las decisiones del alumno/usuario, según sus motivaciones y criterios, lo que le permite “navegar” sin un orden prefijado, permitiendo una mayor flexibilidad pedagógica en el estudio del tema, lo cual contribuye a la autogestión del aprendizaje (Área Moreira, 2005; Salinas, 1996). El sitio web propone en cada uno de los módulos de aprendizaje la realización de actividades que propician la construcción individual y colectiva a través de la interacción. Además, para todas las actividades se planearon instancias evaluativas, pensadas como evaluaciones de procesos, donde se valore la capacidad de realizar las actividades y el estado de los conocimientos de los alumnos, para ello se emplearon el foro y la cuenta de Facebook, ya que las mismas, son herramientas que permiten observar las secuencias de producción y de retroalimentación en los procesos de enseñanza-aprendizaje. CONCLUSIONES La masividad de los cursos presenciales nos llevó a buscar alternativas metodológicas para la mejora del aprendizaje y es en ese marco que se diseñó este sitio web al que llamamos “FITOPATOLOGÍA 2.0, aprender sin coincidir en el tiempo y el espacio” destinado a alumnos del tercer año de la carrera de Ingeniería Agronómica, Facultad de Agronomía y Veterinaria de la Universidad Nacional de Río Cuarto. Su diseño tecnológico está indisolublemente relacionado a su diseño pedagógico en el que subyacen los postulados del socio constructivismo. Es así que se presenta con una interfaz dinámica y atractiva que facilita la navegación intuitiva, con una propuesta de contenidos, objetivos y actividades de enseñanza y aprendizaje, flexible y adaptable, centrada en el aprendizaje, promoviendo la autogestión y la interacción e intercambio entre alumnos permitiéndole descubrir las ventajas del aprendizaje colaborativo y entre docentes y alumnos, lo cual favorece la evaluación de procesos. De manera que el sitio web FITOPATOLOGÍA 2.0, aprender sin coincidir en el tiempo y el espacio se erige como una herramienta educativa multimedia innovadora que se integra a la modalidad presencial de enseñanza de la Fitopatología. Se considera que experiencias únicas utilizando este recurso multimedia, así como el estudio de su impacto en el proceso de enseñanza y aprendizaje deberán ser objeto de futuras investigaciones. Amieva, R. (2005). La Observación en las prácticas de enseñanza. Apuntes para la Enseñanza. Grupo G.A.P.I. Facultad de Ingeniería, UNRC. p.2. Disponible en http://www.ing.unrc.edu.ar/gapi/archivos/LA_OBSERVACION_EN_LAS_PRACTICAS_DE_ENSENNANZA.pdf Aparici, R. (2013). Principios pedagógicos y comunicacionales de la web 2.0. En Revista Digital La educ@ción Nº 145. Portal Educativo de las Américas. OEA. Disponible en http://www.educas.org/portal/La_Educacion_Digital/laeducacion_145/articles/Roberto_Aparici.pdf Area Moreira, M. (2005). Internet en la Docencia Universitaria. Webs docentes y Aulas Virtuales. Guía didáctica. Departamento de Didáctica e Investigación Educativa. Universidad de La Laguna. Disponible en https://www.um.es/c/document_library/get_file?uuid=eaca8858-516f-4718-ab1b-76a4f057bc65&groupId=316845. Cardona Ossa, G. (2002). Tendencias educativas para el siglo XXI Educación virtual, Online y @Learning. Elementos para la discusión. En: Edutec: Revista Electrónica de Tecnología Educativa, Nº15. Disponible en http://www.uib.es/depart/gte/edutec-e/revelec15/car.htm Onrubia, J. (2005). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. Revista de Educación a Distancia. Número monográfico II, 1-16 Disponible en: http://www.um.es/ead/red/M2/. Osuna Acedo, S. y Busón, C. (2008). Convergencia de medios. La integración tecnológica en la era digital. Editorial Icaria, 158 p. Salinas, J. (1996). Multimedia en los procesos de enseñanza – aprendizaje: Elementos de discusión. Ponencia en el encuentro de Computación Educativa. Santiago de Chile. Disponible en: http://edutec.rediris.es/documentos/1996/multimedia.html Innovación educativa: Aprendizaje ubicuo con herramientas móviles ABSTRACT Este trabajo corresponde a un proyecto de investigación en proceso que pone énfasis en el aprendizaje ubicuo con herramientas móviles. Se sustenta en teorías educativas que hacen propicia la interacción, para dar lugar a la idea de compartir información y construir conocimiento en situaciones de colaboración y colectividad. Esta problemática lleva a plantearnos cómo se integran los estudiantes y docentes en el diálogo educativo en línea bajo la modalidad m-learning (aprendizaje móvil) y si los cursos masivos abiertos en línea permiten la comunicación didáctica y la interactividad desde la mirada de los estudiantes. Este proyecto se enmarca en el paradigma interpretativo que enfatiza la importancia de la comprensión de los fenómenos, tanto en su globalidad como en sus contextos particulares, intentando sacar sentido de los fenómenos de acuerdo con los significados que tienen para los sujetos implicados. Básicamente la tradición metodológica que subyace es la investigación-acción. INTRODUCCIÓN El desarrollo tecnológico va más rápido que la capacidad tanto teórica como práctica para su inserción en la educación con nuevos enfoques de enseñanza y aprendizaje, esto afecta al qué se aprende y al cómo se aprende, ya que problemática nace cuando nos preguntamos acerca de la eficiencia pedagógica de esas prácticas, la significatividad de los aprendizajes de los alumnos, la comunicación interpersonal, la interactividad, el diálogo, la integración de los alumnos en forma dinámica y activa, la posibilidad que el aprendizaje desde el “aula sin muros” sea igual de efectivo que en un aula tradicional. Surge la necesidad de incursionar en el marco de la innovación educativa, específicamente acerca de la integración de tecnologías emergentes en los procesos educativos, por lo cual se pretende indagar y sistematizar la información recabada en un nuevo proyecto de investigación que enfatice el planteamiento del aprendizaje ubicuo con herramientas móviles bajo el sustento de teorías educativas que propicien la interacción, para dar lugar a la idea de compartir información y construir conocimiento en situaciones de colaboración y colectividad en el marco de prácticas educativas abiertas. Por otra parte, están surgiendo a nivel mundial los cursos masivos abiertos en línea que permiten generar ofertas de formación desde instituciones prestigiosas a nivel mundial, como así también la creación de entornos personales de aprendizaje que conllevan a que el estudiante pueda dirigir su propio aprendizaje. Esto conlleva a incorporar en el trayecto de formación al aprendizaje informal, que posibilita conectar información de diversas fuentes, información que llega filtrada y comentada por la comunidad en la que se participa, con nuevas formas de socialización basadas en el trabajo colaborativo en red. Desde las instituciones universitarias es menester conocer las posibilidades de generar materiales y alternativas de formación acordes con estas nuevas tendencias, tal como expresan los informes NMC Horizon Report: Edición Educación Superior 2013 y 2015. Palabras Claves: Innovación educativa, tecnologías emergentes, m-learning, MOOC Tagua Marcela Adriana. Universidad Nacional de Cuyo. Argentina E-mail: firstname.lastname@example.org MARCO TEÓRICO Tendencias educativas en presencia de las tecnologías emergentes El desarrollo tecnológico generado a raíz de la denominada Web 2.0 implicó la aparición de dispositivos móviles, el uso de la computación en la nube y la proliferación de aplicaciones (apps). Estas tendencias impactan en la formación, lo cual implica enseñar y aprender en nuevos entornos donde cobra fuerza la ubicuidad. Existen numerosas experiencias de prácticas educativas que van desde una virtualización meramente instrumental, en la cual las plataformas sólo se utilizan como repositorio de información, hasta ofertas donde la tecnología mediataiza el proceso educativo sin la necesidad que profesor y alumno compartan tiempo y espacio, desde enfoques de b-learning, e-learning, m-learning. Tal como refiere el informe del Banco Mundial (2003:14) en relación a los retos para los países en desarrollo, la economía de aprendizaje global está transformando, en todo el mundo, los requerimientos del mercado del trabajo. Esto también plantea nuevas demandas en los ciudadanos, quienes necesitan más habilidades y conocimientos para poder desempeñarse en su vida cotidiana. Formar a las personas para atender estas demandas, requiere un nuevo modelo de educación y de capacitación, un modelo de aprendizaje permanente para toda la vida inmerso en un contexto plagado de tecnologías. LA FORMACIÓN EN ESCENARIOS UBICUOS: nuevas maneras de enseñar, nuevas maneras de aprender La integración tecnológica en los procesos educativos implica una disrupción de espacios, tiempos, métodos, recursos, roles. Como plantea García Aretio, L. (2014:260) ¿podremos calcular cuántos habitantes de nuestro globo aprenderán dentro de cinco años a través de dispositivos móviles?, ¿cuántos ciudadanos adquirirán conocimientos, competencias a través de cursos abiertos en línea? Esto implica nuevos modelos de formación, Roszack (2005) citado por Aparici (2010:8) sostiene que en el momento que las computadoras invaden las escuelas, resulta necesario que profesores y estudiantes distingan lo que hacen las máquinas cuando procesan información y lo que hace la mente cuando piensa, pero que, por ese “culto” que rodea a las computadoras, la línea que divide la mente de la máquina se va haciendo borrosa. Se coincide con Aparici, quien sostiene que “con nuevas o viejas tecnologías es imprescindible preguntarse sobre nuevas formas de enseñar y aprender. Los cambios metodológicos, la búsqueda de nuevos modelos pedagógicos y las prácticas interactivas basadas en el diálogo son cuestiones que están más allá del uso de una tecnología u otra […] es necesario pensar en otras alfabetizaciones ya que la actual responde al modelo de la sociedad industrial. La sociedad de la información exige la puesta en marcha de otras concepciones sobre una alfabetización que no se limite a la lectoescritura sino que considere todas las formas y lenguajes de comunicación” (p. 16-17). En la utilización de entornos mediados por tecnologías se produce un salto cualitativo, que implica que los entornos “virtuales” de aprendizaje migren hacia entornos “personales” de aprendizaje, donde el aprendiz adquiere un papel más activo aún, ya que puede gestionar su propio conocimiento haciendo uso de las herramientas disponibles en Internet, esto conlleva, indudablemente, una nueva forma de entender el papel de las TIC en la educación. Sumado a la creación de entornos personales de aprendizaje (PLE) - lo cual permite que el estudiante pueda dirigir su propio aprendizaje tal y como ocurre con el aprendizaje informal, conectando información de diversas fuentes, información que llega filtrada y comentada por la comunidad en la que se participa, con nuevas formas de socialización basadas en el trabajo colaborativo en red-, tenemos la oportunidad de hacer uso de las tecnologías emergentes, que generan nuevas posibilidades y oportunidades que repercuten directamente en la educación superior. Nuevas maneras de aprender a través de los PLE dan lugar a nuevas maneras de enseñar con tecnologías digitales a través de los MOOC. Desde 2011 se observan innovadores escenarios en la enseñanza y aprendizaje virtual con la presencia de los MOOC (cursos masivos abiertos en línea) que permiten generar ofertas de formación desde instituciones prestigiosas a nivel mundial para audiencias masivas (miles de alumnos asisten a la vez a los cursos), con metodologías basadas en sistemas multimedia, sistemas de evaluación a modo test y por pares, integración con las redes sociales, todo ello bajo una modalidad gratuita. La educación ubicua se centra en cómo sacar provecho de la enorme cantidad de información al alcance de todos y la posibilidad de disponer de la misma en cualquier momento y lugar lo cual brinda la posibilidad de aprender en cualquier situación o contexto, aprender en, con, de y desde el entorno […]. A partir del aprendizaje móvil las instituciones de formación tienen que explorar nuevas metodologías de enseñanza. Desde esta nueva realidad es necesario asumir la transformación de la educación, concibiendo a los alumnos como participantes creativos y comunicativos del proceso de aprendizaje (Vázquez 2015:15). Tal como sostiene García Aretio, L. (2014:270-271) la ilusión de poder estar conectados siempre sin importar tiempo y espacio, ya no es una entelequia […] y, naturalmente, en el ámbito educativo esto se está convirtiendo en un gran reto para las instituciones educativas […] La ubicuidad de estos formatos de aprendizaje rompe la dependencia y sujeción a un lugar concreto para llevar a cabo una sesión de aprendizaje. Así, el aprendizaje individual y colaborativo se hace realidad a través de estas tecnologías. **DESARROLLO** **Diseño metodológico. Objetivos** **General:** Profundizar la integración de tecnologías emergentes en el aula desde una concepción de prácticas educativas abiertas en un contexto de ubicuidad y movilidad (m-learning). **Específicos:** Continuar el proceso de integración de tecnologías emergentes en el aula con énfasis en el m-learning (aprendizaje móvil), diseñar una propuesta de curso masivo en línea (MOOC) destinada a estudiantes, diseñar recursos multimediales bajo un enfoque abierto, promoviendo el uso, reutilización y remezcla de los mismos. **ENFOQUE METODOLÓGICO** Este proyecto se enmarca en el paradigma interpretativo que postula que toda labor de cultura es una interpretación. Se enfatiza la importancia de la comprensión de los fenómenos, tanto en su globalidad como en sus contextos particulares. Básicamente la tradición metodológica que subyace es la investigación-acción. En virtud de la triangulación de métodos, se considera que el relevamiento de datos cualitativos se utilizará en forma conjunta con el manejo de técnicas cuantitativas de recolección de datos. **RESULTADOS** Curso MOOC para docentes: Desde el equipo de investigación se participó en propuestas de MOOC en Coursera, MiriadaX. Resulta interesante observar la forma en la que los alumnos se involucran en el curso, las posibilidades que brindan las plataformas con acceso a los videos de cada tema, a los cuestionarios de seguimiento, evaluación entre pares y las posibilidades de interactuar a través de foros y redes sociales conformando comunidades de aprendizaje que perduran más allá de la finalización de los mismos. Un primer paso en relación al diseño de una propuesta de formación bajo la concepción de los MOOC se llevó a cabo a través de un curso denominado ABC Moodle destinado a docentes. El mismo cuenta con instructivos y actividades a desarrollar en aulas virtuales de prueba que permite a los docentes diseñar el propio espacio de enseñanza y aprendizaje. Se ofreció la posibilidad de participar en forma autónoma o con la guía de tutores. Al momento, han participado 148 docentes con apoyo de tutoría y 151 docentes en forma autoasistida. Para conocer la opinión de los docentes participantes se formuló una encuesta que fue suministrada en línea, cuyo enlace es: http://bit.ly/2q7hCvG. La misma fue respondida por el 38% de los docentes inscriptos en la modalidad tutorizada. De los resultados obtenidos, surge que el 56,4% ha participado en cursos en modalidad en línea. El 100% considera que los contenidos del curso han sido útiles para diseñar su propia aula virtual. En relación a los foros, el 73,4% de los participantes pudo interactuar con sus pares. Acercá de las actividades propuestas, el 96,4% sostiene que las actividades propuestas permitieron llevar a la práctica los conceptos brindados y que el grado de dificultad fue normal. Sobre la tutoría, el 69,1% consideró que el nivel de acompañamiento fue muy alto. En relación a los medios de comunicación, la preferencia fue la mensajería interna (80%) y el correo electrónico (69,1%). El 90,9% cumplimentó con la totalidad de las actividades propuestas. En relación a las expectativas del curso, el 45,5% respondió que fue lo que esperaba, el 36,4% consideró que fue mejor que lo que esperaba y el 16,4% que superó sus expectativas. En relación a esta experiencia en modalidad virtual, el 52,7% sostuvo que fue muy buena y el 36,4% que fue excelente. En lo relativo a la duración promedio del curso, el 41,8% pudo hacerlo en el tiempo previsto. Para finalizar, el 89,1% de los participantes respondió que prefiere formarse en la modalidad virtual. GUÍAS PARA ESTUDIANTES A partir de esta experiencia con los docentes, se diseñaron guías destinadas a estudiantes, con el objetivo de desarrollar habilidades en el uso de la Plataforma Moodle. Los instructivos audiovisuales se formularon teniendo en cuenta el uso de dispositivos móviles para su seguimiento, en virtud que es la tecnología con la cual cuentan la mayoría de los estudiantes que asisten a la institución. Este trayecto de formación se ofrece totalmente en línea, en forma autónoma y la práctica está pensada para ser llevada a cabo directamente en las aulas de cursado de las diversas asignaturas. Al momento han participado 173 estudiantes. Está previsto continuar el desarrollo de este trayecto de formación incorporando actividades e instancias de evaluación para que los alumnos puedan obtener un certificado de aprobación. Relacionado con ello y con el objeto de conocer el grado de incidencia en el uso de dispositivos móviles, se ha diseñado una encuesta para conocer en qué medida es factible la modalidad m-learning en la universidad. La misma se puede acceder desde el siguiente enlace: http://bit.ly/2q1UC9t y está vigente en este momento, por lo cual aún no se incorporan los resultados. CONCLUSIONES Frente a los retos que ofrece la sociedad actual a las instituciones educativas, es imprescindible que la docencia vaya acompañada de investigación, de manera tal que los procesos de formación desarrollados en entornos mediados por tecnologías propicien y promuevan la innovación pedagógica y tecnológica sobre la base de un modelo de calidad educativa. La cotidianidad y el proceso de integración exponencial que están teniendo las tecnologías en todos los campos han provocado cambios cada vez más significativos en las formas de enseñanza y aprendizaje. Dentro de estos cambios se encuentra la utilización cada vez más frecuente de entornos virtuales como vía de formación y la presencia de tecnología móvil que propicia enseñar y aprender sin requerimientos de espacio y tiempo. Los avances en esta línea de investigación han permitido, al momento, avanzar en el diseño de propuestas de formación desde la concepción de cursos MOOC. Y hablar de MOOC e innovación educativa necesariamente implica partir de la base del concepto del movimiento educativo abierto. Las actividades educativas de acceso abierto permiten prácticas formativas que utilizan recursos educativos abiertos (REA) disponibles en internet, producción de materiales con licenciamiento abierto, selección de recursos a través de repositorios, diseminación de prácticas en entornos académicos y la movilización hacia prácticas educativas. En este sentido, se llevaron a cabo diversas actividades en el aula como una forma de apropiación y transferencia a la labor docente. TRABAJO FUTURO Desde esta investigación en proceso se pretende realizar un aporte con transferencia directa a los actores implicados en el contexto de la universidad y la sociedad. Ello implica la comunidad educativa universitaria desde las ofertas de pre-grado, grado, posgrado y extensión, que estén interesados en las nuevas tendencias en educación. Serán beneficiarios los docentes y alumnos que actualmente o potencialmente se desempeñen en ofertas de formación en línea, como así también los responsables de gestionar propuestas bajo esta modalidad, abriendo oportunidades de aprendizaje permanente con énfasis en la calidad y pertinencia de la oferta brindada. BIBLIOGRAFÍA Aparici, R. (comp.) (2010). Educomunicación: más allá de la web 2.0. Edisa, Barcelona. Banco Mundial Report (2003). Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries. Disponible en: http://siteresources.worldbank.org/INTLL/Resources/Lifelong-Learning-in-the-Global-Knowledge-Economy/lifelonglearning_GKE.pdf Castaño Garrido, C. & Cabero Almenara, J. (cords.) (2014). Enseñar y aprender en entornos m-learning. Madrid: Síntesis. García Aretio, L. (2014) Bases, mediaciones y futuro de la educación a distancia en la sociedad digital. Madrid: Síntesis. Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: Edición Educación Superior 2015. Austin, Texas: The New Media Consortium. Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium. Tagua, M. (2012). Aulas sin muros: un estudio sobre las prácticas educativas mediadas en un entorno virtual de aprendizaje. Buenos Aires: Ed. Libros en Red. Vázquez Cano, E. & Sevillano García, M.L. (edits.) (2015). Dispositivos digitales móviles en educación. El aprendizaje ubicuo. Madrid: Narcea La WEB 2.0 y los docentes de las áreas ciencias naturales en la educación secundaria ABSTRACT El estudio hace foco en una población de docentes de las diferentes asignaturas que conforman las Ciencias Naturales del Colegio Secundario N° 21 y su relación con la Web 2.0. El problema formulado a través de la pregunta ¿los docentes de las áreas de Ciencias Naturales que usan TIC’s diseñan las propuestas pedagógicas incluyendo las Web 2.0? Los objetivos -al igual que otros aspectos- fueron sufriendo modificaciones en relación al recorte del objeto de estudio, a la teoría y a la población. En la acción investigativa se busca indagar acerca de las herramientas Web 2.0 que utilizan los docentes para la enseñanza. El proceso de investigación opta por la naturaleza cualitativa, es abordado desde la técnica de estudio de caso. Es pertinente la necesidad holística, mediante el análisis interpretativo de los datos encontrados en relación al uso colaborativo y aplicación de las herramientas web que hacen los docentes. Se estima que las ideas encontradas son relevantes a los efectos de generar algunos constructos para ser compartidos hacia el interior de la institución como posibilidad de iniciar algunos cambios en el campo de lo didáctico-pedagógico en relación al uso y aplicación de las herramientas web 2.0. Desde lo pedagógico aún no se logra advertir el cambio metodológico y el nuevo estilo de aprendizaje. I. Bases teóricas / Prácticas de la investigación En el desarrollo de la operatividad en la construcción del diseño de investigación se visibiliza el entrecruzamiento de tres campos constantes que aparecen de manera permanente todo el tiempo del proceso de investigación y que posibilitan alcanzar ciertos ejercicios a través de distintos tipos de intereses: • **Desde el punto de vista práctico:** indagar en el diseño de las propuestas didácticas-pedagógicas que concretan los docentes que son investigados. No se trata de profundizar en las tradicionales propuestas didáctico-pedagógicas, sino en las propuestas que suponen el aprovechamiento de la actual tendencia y dotación tecnológica en los ámbitos educativos y familiares en beneficio de las prácticas de la enseñanza. La dotación de la infraestructura tecnológica modifica el escenario pedagógico y constituye un argumento más para la necesaria re-conceptualización epistemológica revisando la enseñanza a través del uso y la aplicación de la tecnología. • **Desde el punto de vista teórico:** producir información relevante en relación al tema que pueda ser utilizada en la institución. Al momento de iniciar el proceso de construcción del diseño de investigación y realizar el rastreo teórico se hizo evidente la falta de cobertura teórica en el campo de la incorporación de la Web 2.0 a los procesos de aprendizaje de los contenidos de las diferentes áreas curriculares de los alumnos de educación secundaria. Solo algunas descripciones de acciones pedagógicas aisladas en algunos contextos escolares cuentan como información en relación a la tecnología educativa. Después del transcurso de dos años, surge un importante volumen de investigaciones Palabras Claves: Docentes, Web 2.0, enseñanza, Ciencias Naturales, herramientas, colaborativo realizadas en relación a la tecnología educativa, la misma sigue aún, siendo limitada en el campo de la aplicación didáctica de esta tecnología. - Desde el punto de vista metodológico: llevar adelante un proceso investigativo no solo a los efectos del cumplimiento del Trabajo Final sino hacer un recorrido para capturar datos teniendo en cuenta un conjunto coherente y consistente para analizarlos desde las particularidades que identifican a la investigación cualitativa. **APORTE PEDAGÓGICO (Recurso Educativo)** A la hora de aplicar el término al proceso educativo hay características que tienen que estar siempre presentes: - Interactividad - Conectividad - Aplicaciones dinámicas y de estándares abiertos - Colaborativas y participativas - Aplicaciones simples e intuitivas - Gratuidad de las aplicaciones - Movilidad Algunos Recursos de la Web 2.0 que pueden incluirse dentro del proceso educativo son: - Blogs - Wikis - Podcast y Vodcast - Redes sociales y mundos virtuales - Slideshare, Scribd y mapas conceptuales - Flickr o Picasa - YouTube, Ustream - Mapas colaborativos. Google Maps - Plataformas virtuales (Moodle) y foros - Google Drive, One Drive, Dropbox, Prezi, Trello, Teambox **Los cuatro pilares de la WEB 2.0** - Redes sociales - Contenidos - Organización Social e inteligente de la información - Aplicaciones y servicios **La WEB 2.0 aplicada a la educación** El valor principal que ofrecen estas herramientas es la simplificación de la lectura y escritura en línea de los estudiantes. Esto se traduce en dos acciones simples del proceso de aprendizaje: generar contenidos y compartirlos. Se podría hablar de un “Aprendizaje 2.0” que se apoya en dos principios básicos: contenidos generados por el usuario y arquitectura de la participación. La idea principal de este aprendizaje es lograr un conocimiento intercambiable, acumulativo, colaborativo, que puede ser compartido, transferido y convertido en un bien público. Tipologías diferentes de aprendizaje a) Aprender haciendo b) Aprender interactuando c) Aprender buscando d) Aprender compartiendo II. El contexto de la investigación En las investigaciones con objetos complejos como la educación se debe abarcar las condiciones institucionales internas y externas que son las que van a marcar y delimitar líneas y objetos para la investigación potenciando la producción de los planteos. Estas condiciones institucionales van a incidir en el qué y en el cómo del trabajo que se lleva adelante como tema de interés. La institución escolar de educación secundaria, elegida como el espacio de investigación es el Colegio Secundario N° 21 y se ubica en el Barrio Mariano Moreno de la ciudad de San Salvador de Jujuy. Es una institución que actualmente funciona con una matrícula aproximada de 500 alumnos distribuidos en dos turnos. Posee una infraestructura escolar relativamente nueva; el edificio ha sido construido en la década del 2.000 por el Programa 700 Escuelas. Se caracteriza por ser una escuela que marca tendencia en la acción inclusiva de quienes demandan incorporarse a ella. En sus inicios el requerimiento de apertura lo impulsan los alumnos de los distintos barrios de la ciudad que no encontraban vacantes en otros establecimientos escolares, alumnos que trabajan para la contribución al sostenimiento de sus familias y alumnos sin el secundario completo pero con claras aspiraciones personales puestas en la terminalidad educativa. Actualmente la población evidencia rasgos de descenso en la matrícula de algunos cursos, situación que preocupa a los directivos porque los efectos que produce el impacto de la reducción de números implica tanto a los alumnos como a los docentes. El posible cierre de cursos supone el abandono escolar con la consecuente alteración/ruptura de la trayectoria educativa de un alumno y en el caso del docente es el cerrar horas y quedarse sin trabajo. El Colegio Secundario presenta entre sus objetivos institucionales la renovación de las tradiciones pedagógicas propiciando el desarrollo de propuestas de enseñanza que posibiliten aprendizajes consistentes y significativos; con especial énfasis en la atención de aquellos alumnos en situación de alta vulnerabilidad socioeducativa. Hacia el interior de la institución se generan normativas internas vinculadas al proceder de los alumnos, docentes, directivos como instrumentos que regulan los aspectos básicos que hacen a la buena convivencia escolar. Desde el punto de vista de la infraestructura el Colegio tiene un edificio con dos plantas donde se distribuyen las aulas, el laboratorio, la sala de informática, la biblioteca y las demás dependencias administrativas de la institución; también cuenta con un amplio patio descubierto que está destinado al descanso y al esparcimiento de los alumnos. En relación a los recursos tecnológicos con los que cuenta la institución y a los efectos de la investigación, la sala de informática está equipada con computadoras de escritorio ubicadas de manera similar a la de los cibers. Hay conectividad a internet a través del sistema de wi-fi, la clave es de acceso a todos los alumnos. Los directivos y docentes también utilizan las computadoras para realizar escritos o revisar archivos correspondientes a la administración escolar, en algunas ocasiones los docentes se reúnen de manera grupal para realizar trabajos pedagógicos correspondientes a una determinada área. Cuando los docentes trabajan en las computadoras lo hacen para revisar sus correos o bajar información -archivos, correo, Web-. El aprovechamiento de este espacio solo se limita a los usuarios de la institución escolar. El personal a cargo de la sala de computación se encuentra distribuido en tres diferentes turnos: mañana, vespertino y tarde. Los cinco agentes designados para llevar adelante las tareas de funcionamiento y mantenimiento del lugar no son profesionales del área, pero la experiencia del trabajo durante mucho tiempo los convirtió en idóneos. Un aspecto importante a destacar es la asignación de la partida de fondos a través de diversas fuentes de financiamiento del Ministerio de Educación de Nación, para trabajar con diferentes proyectos que incluyen el uso de estos recursos tecnológicos. Los alumnos de la institución cuentan con notebook, en ellas sistematizan trabajos prácticos solicitados por los docentes acceden a algunos sitios web o buscadores de información, música, juegos, Facebook, o chat. La tenencia de uso de este recurso no moviliza a los docentes en la definición de nuevas estrategias pedagógicas, para algunos casos el recurso es indiferente en otros se lo adopta no como una herramienta movilizadora sino almacenadora. En relación a la capacitación: los docentes de la institución cursan instancias de formación vinculadas a diferentes áreas o en relación a temas transversales. Generalmente en esta acción no hace el abordaje de la articulación de las áreas curriculares con las TICs. Algunos docentes refieren a tener problemas con la aplicación de diferente software esa dificultad a lo mejor no pueda ser superada rápidamente o se lo haga de manera muy lenta debido a las restringidas o aisladas ofertas de capacitación o a la escisión en el abordaje de las áreas curriculares por una lado y por otro las TICs. Otra variante que atraviesa el uso de las nuevas tecnologías es el miedo al uso de los recurso, sea por desconocimiento o sea por quedarse con lo que les resulta más conocido y los posiciona desde otro lugar. Entre otras dificultades que se pueden advertir en la institución en relación al uso de los recursos tecnológicos que pueden facilitar la aplicación de herramientas Web son: - El hardware desactualizado o con la necesidad de reparación de sus componentes. - El robo de partes de los equipos informáticos. - El personal a cargo de las salas con idoneidad técnica y no pedagógica. - El contenido de los aprendizajes para los alumnos reducido al uso de los procesadores de texto y de las planillas de cálculo como herramientas principales. - El uso de Internet sujeto a la realización de actividades complementarias a la tarea escolar. - Docentes sin computadoras. - Docentes con computadoras que limitan la acción al uso del procesador de texto y la planilla de cálculo para la presentación de trabajos escritos y notas. - El concepto de TICs no entendido por los docentes y los padres, como una posibilidad diferente que facilita el acercarse al conocimiento. - Docentes despreocupados en la formación y el uso de los TICs y las herramientas de aplicación de Web 2.0. - Ausencia de programas integrales, serios y sostenidos, no solo con inversión en equipos sino con toda una infraestructura y logística en operatividad y capacitación en TICs. El panorama que presenta la institución -con acento en el análisis de la dotación tecnológica, aspecto importante para el tema de la investigación- configura un escenario donde la inclusión de las nuevas tecnologías a la enseñanza es una actividad que no supone una incorporación real y se la considera como a al largo plazo. III. Proceso de la investigación Metodología El proceso de investigación opta por la naturaleza cualitativa, es abordado desde la técnica de estudio de caso. Problematización “Foco en una población de docentes de las diferentes áreas que conforman las Ciencias Naturales del Ciclo Orientado del Colegio Secundario N° 21 y su relación con la Web 2.0.” Problema “¿Los docentes de las áreas de Ciencias Naturales que usan TIC’s diseñan las propuestas pedagógicas incluyendo las Web 2.0?” Objetivos Indagar acerca de los recursos tecnológicos y las herramientas Web 2.0 que utilizan los docentes para enseñanza de las Ciencias Naturales. Identificar las herramientas Web 2.0 que se usan y aplican en la enseñanza de las Ciencias Naturales. Determinar las características de las estrategias pedagógicas que incluyen herramientas Web 2.0 en la enseñanza de las Ciencias Naturales. Primera Etapa En esta instancia los docentes en sus comentarios enuncian algunas ideas relevantes para la investigación, vinculados a: - La inexistencia de instancias de capacitación didáctica aplicando las herramientas Web 2.0. - El pedido de los directivos y de la supervisora para trabajar con los recursos tecnológicos sin explicaciones ni instancias de capacitación. - Las dificultades que generan el uso y la aplicación de herramientas web cuando no hay mantenimiento ni las instalaciones ni las máquinas tienen el cuidado adecuado. - Algunos docentes no quieren trabajar con los recursos tecnológicos por el miedo a lo desconocido. - La conexión a internet como requerimiento para trabajar con Web 2.0; no basta solo con tener la computadora. - El uso y la aplicación de algunas herramientas Web 2.0, en la vida diaria de relación y socialización. - La capacitación en el uso solo de algunas herramientas Web. Ej: woki. - Las máquinas no reemplazaran a los docentes. - Si el alumno no tiene internet, tampoco sirve de nada diseñar estrategias. - Planificar aplicando Web, lleva su tiempo y no se cuenta con él. - Tener recursos y no utilizarlos en el proceso enseñanza aprendizaje. - Frente a la pregunta relacionada con la inclusión de las TIC en las clases, las respuestas de los profesores difieren ampliamente y van desde el no haber experimentado su uso hasta la aplicación periódica como alternativa metodológica que facilita el trabajo áulico y como una actividad que permite aprovechar tanto los recursos disponibles como el uso permanente que hacen los alumnos de la tecnología. • Una variante que aparece en las entrevistas, da cuenta del factor tiempo –en la versión negativa– está relacionado con la frecuencia del uso de las Tics en las clases asociado al tiempo que se necesita para planificar usándolas. • Las Tics favorecen los aprendizajes, todos responden afirmativamente; las caracterizan como un “recurso” para el docente, o una “herramienta innovadora”, básicamente para “motivar” al alumno. Ven en este recurso una herramienta para captar la atención del alumno y no como un recurso para la construcción del conocimiento. El docente apela a las imágenes de los videos, a los movimientos, a las “simulaciones” para que los alumnos estén “motivados” para vincularse al tema, destacan que “una imagen vale más que mil palabras” o que algunos alumnos con ellas se “entusiasman”. En tanto que como profesores se posicionan en el lugar de “migrantes” sostienen que “tienen que acomodarse y actualizarse”. Consideran que entre los docentes y los alumnos hay una brecha de tipo práctico: no tan amplia sobre todo cuando se experimentó el traspaso del teclado de la máquina de escribir a la pc de escritorio, a la notebook, a la Tablet y ahora al celular. • Cuando se les pregunta si conocen los recursos Web 2.0, todos responden afirmativamente; hacen referencia al haber realizado trabajos usando alguna herramienta con otros docentes, haber aplicado alguna vez en algunas áreas. La mitad de los entrevistados evidencia ciertas destrezas tecnológicas, no el dominio de todas las herramientas pero sí un acercamiento a este tipo de recurso que lo demuestran en sus discursos cuando hacen referencias a Facebook, whatshap, wiki, power point, prezzi, woki, movi maker o a la realización de algunas actividades de aplicación que preparan para los alumnos. • En relación a la actitud del alumno frente a las herramientas Web; se la califica de positiva; un docente sostiene que el alumno primero se resiste al uso. Consideran que es importante motivar al alumno para que haga uso de las herramientas, pero sobre todo que utilicen productivamente las computadoras. • En ningún momento de esta etapa los docentes participantes han referido a las habilidades reales que se adquieren cuando se aplican las TIC y las herramientas Web 2.0 en las actividades pedagógicas: de hecho, se descubre cierto desconocimiento acerca del tema sobre todo en relación al salto cualitativo que los entornos tecnológicos pueden hacer en el proceso de adquisición de conocimientos. De los resultados de las entrevistas y de lo que expresan en los encuentros informales es posible reconocer algunas ideas muy interesantes por ejemplo, una de ellas es admitir que las Tics favorecen al aprendizaje pero que su utilización y aplicación no se concreta del todo ni se consolida porque existen múltiples factores como el contexto escolar, del alumno y del perfeccionamiento docente que imposibilitan la inclusión plena y masiva. Segunda Etapa Encuentro con docentes ha sido dialogar acerca de los aspectos pedagógicos y didácticos relacionados con la Web 2.0 desde tres aspectos particulares: la naturaleza de los contenidos, las estrategias didácticas de las ciencias naturales y los procesos comunicativos que posibilitan la interacción entre quienes conforman estos procesos formativos. En el marco de este intercambio, se reiteran algunas ideas que se consideran potentes pero también aparecen otras como: • Contar o no con recursos es responsabilidad del Estado como parte de la política pública y de los planes locales de la educación vigente. • No se puede hacer nada, si las escuelas no tienen internet o si no se tiene las notebook desbloqueadas. • Todo lo que implique inversión y recursos de parte de ciertas áreas del Ministerio es lento: la capacitación aún no se concretó de manera sistemática. - Los alumnos tienen problemas de aprendizaje y si se les pide que trabajen en sus computadoras se distraen más. - La planificación con otras estrategias lleva tiempo, “no hay tiempo”, “en qué momento pensás la estrategia”, “en qué momento la armás…” - Si nos capacitamos a lo mejor seamos competentes en el manejo de las herramientas Web. - Los supervisores ven mal que los menores estén conectados a internet, de forma permanente. Tercera Etapa Un hallazgo importante está vinculado con la relación entre las herramientas web 2.0 y el cambio del rol docente como transmisor de información. Los docentes involucrados en ninguna etapa advierten que su rol debe modificarse, ya no serán los transmisores de saberes sino que se convertirán en re-formuladores de problemas, coordinarán los equipos de trabajo, sistematizarán experiencias, serán orientadores de los aprendizajes, serán organizadores de entornos de aprendizaje o consultores. IV. Consideraciones Finales Es importante aportar ideas no concluyentes, primero sabiendo que el tema de estudio es de reciente abordaje en el país y en la región, también considerando que las ideas se pueden complejizar con sucesivas incursiones en el terreno. Se estima que las ideas encontradas son relevantes a los efectos de generar algunos constructos para ser compartidos hacia el interior de la institución como posibilidad de iniciar algunos cambios en el campo de lo didáctico-pedagógico en relación al uso y aplicación de las herramientas web. Los objetivos de la investigación han sido alcanzados pero es importante destacar algunas ideas claves que se destacan en la institución. - El uso y la aplicación de las herramientas web está iniciando un camino con diferentes matices desde lo técnico. - Desde lo pedagógico aún no se logra advertir el cambio metodológico y el nuevo estilo de aprendizaje. En la institución que se realiza la investigación lo técnico no logra trascender lo pedagógico, en tanto esa realidad se muestra atravesada por espacios en permanente tensión: a) **La dotación tecnológica o la capacitación.** La dotación de la tecnología en la institución no modifica ninguna propuesta pedagógica; la implementación del programa que genera la distribución de los recursos tecnológicos desde su origen no se asocia con un proceso planificado de instancias de capacitación para los docentes de los diferentes espacios curriculares en relación al aprovechamiento de las tics y las herramientas Web. b) **La clase con pizarrón o los nuevos entornos tecnológicos.** El abandono progresivo del pizarrón depende que los docentes adquieran dominio y sientan seguridad para incursionar en la tecnología con sentido didáctico-pedagógico y no meramente técnico. c) **Las viejas estrategias didácticas o las herramientas Web 2.0.** La posibilidad de contar con recursos tecnológicos tiene que asociarse a un cambio que potencie la creatividad de los conocimientos y la investigación. El imperativo es abandonar el tipo de clases en el que el profesor emite conocimientos y el alumno escucha atento. El diseño de las estrategias y la organización de los conocimientos con la Web 2.0, tiene que ser fomentando sobre la base del constructivismo y la investigación como desafío principal. d) Los alumnos activos y los docentes mediadores/facilitadores. El educador debe cambiar su forma de dar clase. De orador de conocimientos tiene que pasar a organizador /orientador /mediador/ facilitador de la información. El alumno de oyente pasivo del aula, pasar a ser participativo y colaborador en la realización de las tareas. e) La conectividad y los contenidos. Internet posibilita un amplio flujo de información, el diseño de las nuevas estrategias didácticas tiene que contemplar la posibilidad de que el alumno discrimine y priorice datos, sepa filtrar la información que necesita. f) La dimensión técnica y la didáctica pedagógica Lo importante es superar el reduccionismo del dominio técnico y apoyarse en los 4 pilares del aprendizaje 2.0. g) Reproducir información o adquirir nuevas competencias. Se debe fomentar el desarrollo de nuevas competencias y destrezas para buscar, recopilar y procesar la información y convertirla en conocimiento. h) Las posibilidades y los miedos. Algunos cambios suponen miedos, superarlos depende de reconocer en la oportunidad tecnológica la posibilidad de llegar a niveles pedagógicos de excelencia. i) El aula y el espacio virtual. Las presencias y las ausencias físicas se superan con la posibilidad de la conexión permanente en un espacio virtual. Los entornos tecnológicos potencian las prácticas educativas de cualquier área curricular, la incorporación de nuevas estrategias pedagógicas con uso y aplicación de las herramientas Web 2.0 depende de ciertas características: relevantes desde el punto de vista pedagógico, interesantes desde el punto de vista epistemológico y originales desde el punto de vista práctico. BIBLIOGRAFÍA Aguaded Gómez, José Ignacio y Fandos Igado, Manuel. (2008). Web 2 (y 3), 0 desde una óptica empresarial. (En línea). Disponible: http://www.edutec.es/revista/index.php/edutec-e/article/view/467/200 (2013, Marzo 13) Anderson, Paul. (2007). Seis grandes ideas que subyacen en la Web 2.0. (En línea). Disponible: http://eduteka.icesi.edu.co/pdfdir/Web20Ideas.pdf (2013, Febrero 9) Becerra, Martín y Lacunza, Sebastián. (2012). Wiki Media Leaks. Ediciones B. Buenos Aires. Burbules, C. Nicholas y Callister, Thomas A. (2008). Riesgos y promesas de las nuevas tecnologías de la información. Granica. Buenos Aires. Cobo Romani, Cristóbal; Pardo Kuklinski, Hugo. (2007). Planeta Web 2.0. Inteligencia colectiva o medios fast food. Grup de Recerca d’Interaccions Digitals, Universitat de Vic. Flasco México. Barcelona / México DF. (En línea). Disponible: http://www.ite.educacion.es/formacion/materiales/155/cd/modulo_1_Iniciacionblog/concepto_de_web_20.html (2016, Julio 19) Maggio, Mariana (2012). Enriquecer la enseñanza: los ambientes con alta disposición tecnológica como oportunidad. Paidós. Buenos Aires. O’Reilly, Tim. (2006). Qué es Web 2.0. Patrones del diseño y modelos del negocio para la siguiente generación del software. (En línea). Disponible: http://sociedadinformacion.fundacion.telefonica.com/DYC/SHI/Articulos_Tribuna_-Que_es_Web_20/ (2013, Febrero 26) Piscitelli, Alejandro, Adáime, Ivan y Binder, Inés. (2010). El proyecto Facebook y la Posuniversidad. Ariel. Buenos Aires. Piscitelli Alejandro. La educación en la era digital. Ponencia. (2014). (En línea). Disponible:http://blog.fieced.com/ponencia-de-alejandro-piscitelli-la-educacion-en-la-era-digital/ Piscitelli, Alejandro. (2006). ¿Por qué la Web 2.0 no se convertirá nunca en los Medios 2.0? (En línea). Disponible: http://portal.educ.ar/debates/educacionytic/debate/por-que-la-web-20-no-se-convertira-nunca-en-los-medios-20.php (2013, Febrero 25) Turkle, Sherry. (1997). La vida en la pantalla. Paidós. Buenos Aires. La formación presencial complementada por un EVEA institucional en el Nivel Superior. Particularidades del aspecto comunicativo en este contexto. El caso del Instituto Sedes Sapientiae ABSTRACT El presente trabajo de investigación indaga acerca de las características de la práctica en un Instituto de Nivel Superior de base presencial que complementa sus prácticas de enseñanza con un Entorno Virtual de Enseñanza y Aprendizaje (EVEA) institucional. A raíz de analizar esta articulación de escenarios, cuya información surge de las entrevistas realizadas a docentes de la Institución, se advierten particularidades inherentes al trabajo en este contexto, que resultan interesantes de conocer. En esta presentación se analizaron las reflexiones acerca de uno de los aspectos investigados, que tiene que ver con la comunicación escrita a través de foros. PRESENTACIÓN En 2008 el Instituto Sedes Sapientiae (ISS) incorporó un Entorno Virtual Moodle, denominado Sedes On Line. El objetivo de la implementación de dicha plataforma educativa fue contar con una estructura virtual que sirviera de apoyo a la presencialidad, permitiendo de este modo traspasar las paredes físicas del aula, permitiendo mayor flexibilidad al acto educativo y utilizando un medio conocido por los alumnos que es la virtualidad. Esta investigación surge de la iniciativa de detectar cuáles son las estrategias didácticas que se llevan a cabo en el escenario presencial/virtual a partir de la implementación de la plataforma de enseñanza y aprendizaje utilizada en el ISS. En este informe de resultados, se hará hincapié en el aspecto comunicativo mediado a través de la participación en foros. DISCUSIÓN TEÓRICA La comunicación mediada por tecnologías y su valor para el aprendizaje colaborativo. En el contexto virtual la comunicación es prioritaria. En la virtualidad el cara a cara se reemplaza, por ejemplo, por el texto escrito, y este acto comunicativo, que conlleva fines pedagógicos, requiere de ciertas destrezas por parte del docente, como también del alumno. En su publicación Manzur (2009) menciona a Edward Mercer quien sostiene que cada nuevo descubrimiento solo llega a existir cuando es comunicado. La autora investiga sobre la comunicación mediada por tecnologías. Esta comunicación se lleva a cabo a través de vías sincrónicas (ocurren mientras dos o más personas están conectadas, ejemplo: la videoconferencia, chat) o asincrónicas (ocurren en diferido, no es necesario estar conectados al mismo tiempo, ejemplo: el foro, el correo). En esta última se requiere escribir, y al respecto la autora revela que este es un proceso más consciente que hablar, ya que el habla no involucra supervisión alguna, mientras que la escritura requiere necesariamente la revisión. Ciertamente, expresarse en la virtualidad a través de la escritura, utilizando para ellos recursos asincrónicos, permite trabajar más lo escrito, repensar, reelaborar, y volver a escribir. La escritura asincrónica permite manejar otros ritmos, otorgando mayor tiempo para la reflexión. Manzur (2009), cita a Burbules, quien habla específicamente de la comunicación en términos pedagógicos, y dice que ella es una interacción conversacional deliberadamente dirigida a la enseñanza y al aprendizaje, y continúa expresando que esta comunicación permite entender que estas intervenciones del docente están dirigidas a provocar comprensiones que mejoren el conocimiento. A esto la autora agrega, que también permite diferentes niveles de profundización y problematización del conocimiento. Todo esto nos hace pensar en el valor de la comunicación en escenarios virtuales. Refiriéndonos ahora a cómo potencia la comunicación el aprendizaje colaborativo, se trae a colación nuevamente a Manzur, pero esta vez a través de su publicación online en un sitio de la UBA, quien sobre este tipo de aprendizaje describe: Supone la asunción del protagonismo por parte de un grupo en el aprendizaje de sus miembros, la participación se basa siempre en la negociación y renegociación situada de significados en el mundo, y que esta participación se realiza mediante el diálogo, el mismo suministra siempre el marco para que los estudiantes adopten la estructura discursiva, las metas, los valores y los sistemas de creencias de la práctica, de los campos de conocimiento. Esta concepción del diálogo nos permite entender las intervenciones del docente en tanto están dirigidas a provocar comprensiones que mejoren el conocimiento, a promover el descubrimiento, a generar una comprensión nueva, que enriquece la inteligencia o la sensibilidad de los que toman parte en él.\(^1\) Ciertamente, el aprendizaje colaborativo está centrado básicamente en el diálogo, en la negociación, en la palabra, en el aprender por explicación. Podemos decir entonces que el aprendizaje colaborativo conforma un entorno “conversacional” y, que según la teoría de Vygotsky, “aprender es por naturaleza un fenómeno social”. Fiorio (2013), nos dice que en los EVEA existen diferentes recursos que potencian el trabajo colaborativo, y menciona especialmente el lugar del foro, donde es posible debatir cuestiones teóricas, plantear nuevas ideas, compartir interrogantes, cuestiones de organización, ya sea entre alumnos o con el docente. Menciona también la importancia de la buena pregunta en estos entornos, siendo aquella la que ayuda y no entorpece, entusiasma y no inhibe, estimula y no atemoriza, basada en el deseo de que los alumnos aprendan y comprendan, y se transformen en desafíos para la cognición. La autora menciona que en estos espacios es importante lograr agilidad y fluidez en los intercambios. Fiorio, también destaca el uso de Wikis, como espacios que permiten la construcción colaborativa de textos. Finalmente enfatiza sobre la importancia de aspirar a una “cultura de la colaboración”, donde el grupo persiga el cumplimiento de metas comunes, donde el aprendizaje de uno puede alcanzarse asegurando también el aprendizaje del otro, respetando tiempos individuales, y donde se valore el propio proceso de construcción. Lograr todo esto, requiere sin dudas, un sistema de comunicación a la altura de las circunstancias. \(^1\)“La comunicación mediada tecnológicamente” Recuperado el 28/08/2015 de: http://asesoriapedagogica.ffyb.uba.ar/?q=la-comunicacion-mediada-tecnologicamente DECISIONES METODOLÓGICAS El diseño de esta investigación es de tipo cualitativo. El punto de partida en este enfoque está en “la realidad por descubrir, construir e interpretar”, según Hernández Sampieri, Fernández Collado, y Baptista (2006), y a partir de ello buscar claves que permitan comprender en profundidad la perspectiva de los sujetos y la complejidad de sus prácticas. Corresponde a un estudio de caso, siendo el caso objeto el Instituto Superior Sedes Sapientiae, de la ciudad de Gualeguaychú. El objetivo en la estrategia de investigación, según la clasificación de Yin (1994), corresponde al ámbito descriptivo (se analiza cómo ocurre un fenómeno organizativo dentro de su contexto real), y explicativo (facilita la interpretación). El número de aulas relevadas en Sedes On Line con algún tipo de movimiento en el último ciclo, desde que se inicia la investigación, asciende a 58. Seguidamente, se buscó conocer qué docentes estaban a cargo de las aulas, y se listó un total de 27. De esos 27 docentes listados, se buscó qué aulas estaban activas. Una vez realizado este chequeo se constató que efectivamente utilizaban sus aulas virtuales 22 docentes. Se realizaron entrevistas semiestructuradas a los docentes intervinientes en la investigación, en conversación libre, para poder hacer foco en lo relevante para la investigación. HALLAZGOS / RESULTADOS Al analizar las entrevistas se observa que el trabajo bimodal resulta más enriquecedor e interesante, cuando se trata de grupos donde los participantes no se ven todos los días en clase. El no verse diariamente da un marco especial para que lo virtual cobre mayor relevancia, sobre todo a nivel comunicacional. A pesar de lo dicho, es cierto que también se observó la misma dinámica en grupos de alumnos que cursan/recursan alguna materia y no se ven diariamente. En cursos donde los alumnos comparten la cursada diariamente, los resultados son otros, a nivel comunicacional, o al menos diferente a los que generalmente se pretenden en espacios virtuales, según las dinámicas propuestas para estos entornos. Es cierto también, que la bibliografía al respecto en general está orientada a formación E-learning o B-learning, donde el contexto es diferente, y el intercambio fluye más naturalmente, porque se necesita, ya que es la única vía de comunicación. Entonces, ¿es posible realmente plantear entornos colaborativos comunicacionales en espacios donde la base es presencial? Esto queda como interrogante, y uno interesante, porque los docentes muchas veces sienten cierta frustración al ver que este tipo de propuestas no prospera. Particularidades sobre el aspecto comunicativo en la virtualidad como escenario de complementación de la presencialidad. Cuando se habla de formación en la virtualidad, generalmente se refiere a trayectos educativos planificados desde el inicio bajo esa modalidad única, que sin dudas tiene sus rasgos distintivos. Bien sabemos que no es lo mismo formar en la presencialidad, que hacerlo en la virtualidad, y es aquí donde surge uno de los elementos que caracteriza a esta dinámica en E-learning: “la comunicación”. En la bibliografía, en general, se otorga gran énfasis a este elemento comunicativo, porque realmente es parte relevante, y es así como podemos encontrar guías y estrategias sobre la moderación de foros, el uso de videoconferencias, cómo y cuándo utilizar el chat, o simplemente comunicarnos individualmente a través de la mensajería, incluso cómo comunicarnos a través de los contenidos o de las actividades que se proponen. La comunicación es un arte, y no solo se trata de conseguir un diálogo, sino de encontrar qué medio es mejor para cada situación, y sobre todo cómo lograr que luego de esta instancia conversacional el alumno salga fortalecido en pos de la construcción de conocimientos. Pero la realidad parece ser otra cuando la formación a través de medios virtuales no es la modalidad de base, sino que la misma es la presencialidad. Aquí es donde se encuentra un primer escollo, que tiene que ver con que la literatura en general hace referencia al E-learning puro, pero es difícil encontrar bibliografía que haga referencia a la relevancia del aspecto conversacional en contextos presenciales complementados por entornos virtuales de formación. Entonces nos encontramos con una realidad que es presencial, con apoyo de un EVEA, pero con bibliografía que habla sobre E-learning, y donde se resalta particularmente (y justificadamente) el aspecto dialógico. A través de las entrevistas realizadas, se pudo observar que algunos docentes han tenido experiencia en la modalidad E-learning y saben que la comunicación en este contexto es prioritaria. Pero por otro lado viven la realidad de su práctica, y es aquí donde se comienza a percibir cierta dicotomía entre lo que se espera y lo actuado, o mejor dicho entre lo que se espera (desde la bibliografía) y lo que se logra realmente. En estos primeros pasos se aprecia cierta frustración por no poder lograr esa instancia comunicacional genuina en un EVEA. Entonces aparecen ciertos interrogantes: ¿Es posible lograr una comunicación virtual plena, que conduzca a la construcción de aprendizajes cuando los alumnos y docentes se ven a diario? Si se logra una comunicación, ¿es forzada o se da naturalmente? Forzar situaciones de comunicación virtual, ¿tiene alguna beneficio real para los alumnos en el camino de construir aprendizajes o sólo se hace para cumplir, ocasionando que se convierta en un tedio? Los docentes manifiestan, con cierto desánimo, que este tipo de comunicación en el entorno virtual es un tema pendiente, o que no ha sido logrado plenamente. Mayor contacto presencial, ¿desmejora las posibilidades comunicativas en la virtualidad?. Leamos estos dos fragmentos, tomados de dos docentes a través de la entrevista: “Cuando he planteado de intercambio no resulta. Porque nos vemos tan seguido que no surten el efecto reflexivo, comunicativo, de construcción del conocimiento mediante el foro, que uno lograría si fuese una modalidad totalmente a distancia. (...) La materia es corta, con carga horaria suficiente y permite que uno pueda desplegar todas las dudas en la presencialidad..” (Entrevista n° 5, pág. 1). “Una crítica a esta idea de poder plantear debates, que sea un intercambio, fue interesante en el curso, pero podría haber sido más potente. He participado de otras instancias virtuales donde el intercambio es más interesante. Pero bueno, también nosotros sabemos que nos encontramos en algún momento”. (Entrevista n° 7, pág. 5). De las palabras de estas docentes no solo se puede observar lo expresado en la introducción de este apartado, sino que además se desprende, que a menor contacto presencial, mayor lograda es la comunicación virtual. Sabemos que en el acto educativo la comunicación, el diálogo, es imprescindible, lo que puede variar es el medio que se utiliza para lograrlo, y por supuesto las estrategias comunicativas utilizadas en cada caso. El estar en contacto diario, y varias horas, no brinda el contexto ideal para que el diálogo virtual también se despliegue en forma plena. Por el contrario, no verse diariamente, da lugar a que el dialogo mediado se lleve a cabo cuando es necesario, o cuando es requerido, porque sino se debe esperar a una próxima clase presencial, lo cual obstaculiza el poder preguntar en el momento exacto donde la duda o una opinión surge. De todos modos, cabe aclarar que la comunicación virtual plena, no está garantizada porque haya menos presencialidad, obviamente esto tendrá que ver, en gran parte, con la experticia del tutor en el conducción de este elemento, y con la predisposición de los cursantes para hacerlo. **Participo y me voy...** Resulta interesante conocer la dinámica que manejan los alumnos cuando se les propone una actividad con foros, sobre todo teniendo en cuenta el subtítulo anterior donde se indica que a los alumnos no les atrae comunicarse “también” en forma virtual, porque se ven diariamente. Esta docente describe claramente la forma en que se mueven los alumnos en foros virtuales, en este contexto específico: “Los alumnos participaban, pero ellos vienen con una práctica de compartir algo en el foro, lo escribo, lo digo y me olvido que el foro está abierto y que los demás siguen escribiendo, y que yo puedo seguir contribuyendo con otro punto de vista a ese aporte que mi compañero hace. Entonces ahí como docentes estuvimos constantemente pendientes del foro para retomar el cuestionamiento del principio, la pregunta inicial, lo que generaba el debate, retomábamos el discurso de alguno de los compañeros y volvíamos a redoblar la apuesta con otra pregunta, con otra consulta para seguir generando intercambio.” (Entrevista n° 2, pág. 2). Esto dificulta la cuestión, porque no solo está el trabajo del docente de no perder el foco de la discusión, sino también de introducir a los alumnos a esta forma de trabajo en foro, e ir recordándolo cada vez que es necesario, porque sino ocurre esto que manifiesta la docente, de que los alumnos realizan sus aportes y ya no vuelven al foro, por ende no se puede establecer un diálogo, no se construye colaborativamente, perdiéndose de este modo la esencia de esta forma de comunicación. Es como arrastrar la práctica tradicional de pregunta y respuesta escrita, solo que llevado al contexto virtual. En cierto modo es una domesticación de este elemento particular. **Participación y recompensa** Algunos de los docentes entrevistados indican que los foros en lo que han logrado mayor grado de participación son los evaluados, los que se puntúan, los que tienen alguna recompensa a criterio del docente, etc. Veamos algunas voces al respecto: “Para motivarlos les dije que se puntuaba, yo punteaba de a uno y sumaba. La suma de puntajes que la iba descontando puntos de un trabajo práctico. Eso funcionó bastante, pero funcionó porque sabían que sumaba.” (Entrevista n° 1, pág. 5). “Participaban. (...) Ellos ya sabían que la participación en el foro también tenía su puntaje.” (Entrevista n° 3, pág. 1). Una de las preguntas que se introdujo en este apartado, vuelve a tomar lugar aquí, ¿es realmente constructivo forzar una situación de diálogo virtual? ¿Se logra una instancia conversacional que lleva a un proceso de aprendizaje por parte del alumno?. Digamos que son formas diferentes de comunicación, no es una u otra. La comunicación virtual permite la utilización de otro tipo de código que no es posible manejar a través del diálogo tradicional. Por ejemplo, en la comunicación mediada puede hacerse uso de iconografía, enlaces, videos, presentaciones, y demás material multimedia, que enriquecen una participación de texto. Exponerse a través de la participación / Falta de maduración de esta forma de comunicación. Una de las docentes manifiesta que posiblemente el bajo nivel de participación en foros tenga que ver con la exposición que sienten los alumnos (en este caso particular eran docentes, y alumnos avanzados) al realizar una participación, o la falta de maduración en este tipo de propuestas. Leamos parte de este relato: “Cuando sugería la actividad, en el foro ya mandaba algo, y me encuentro con que claro, en el foro todos nos leen, entonces frente a algo que parece novedoso, no se animaban a preguntar. Hubo personas que participaron porque yo insistía en que había que participar, con algo, por lo menos que me diera cuenta que se había leído. Fundamental mente lo evaluaba desde un punto, desde la actitud. Se entró en el aula, se miró, y después cuando estaba en lo presencial ahí tomaba el asunto. Ahí encontraba que a la manera tradicional, se venían con síntesis escritas que pretendían leerlas, sin haberlas subido al foro. No me parece un defecto, es falta de la maduración de algo. Es decir, se miró, y se contestó ahí, pero no me animo a manejarlo.” (Entrevista nº 4, pág. 3). Resulta interesante leer que los cursantes (en este caso docentes en ejercicio) trajeron escritas sus respuestas y no las postearan en el foro, y trae a la memoria este concepto de “inmigrantes digitales” de Marc Prensky, que entre sus características, por ejemplo, mencionaba esta particularidad de imprimir los mails, o llamar por teléfono corroborando si se recibió un correo enviado. Esto, en cierto modo, da la pauta de una falta de maduración en este tipo de dinámicas, a la que sin dudas hay que introducir. Si gusta, ¿puede funcionar?... Una de las docentes entrevistadas manifestó su alegría en el desarrollo de una actividad con foro, por la alta repercusión que tuvo a nivel de participaciones. Según su percepción, indica que posiblemente esto esté dado por el interés que mostraban los alumnos en el tópico presentado. ¿Mayor gusto o interés por un tópico, equivale a mayor cantidad de participaciones? Mayor cantidad de participaciones, ¿es sinónimo de calidad? Es difícil establecerlo teniendo en cuenta un solo relato, pero, es bueno apreciarlo como una referencia. Este es el relato de una docente jubilada del área de historia, que no tiene formación en el área virtual, pero que es el segundo año que utiliza el EVEA institucional en cursos de formación continua: “Una actividad fue busquen sobre una fiesta que fue de Judas. La consigna fue así, busquen. Siempre trato de orientar, pero ahora fue “busquen”. Todo vino a partir de una fuente en clase. Busquen, consulten. Esa fue, estallaba el foro. Son cosas que no han vivido, entonces iban y consultaban a suegras, madres, y a partir de ahí volcaban la experiencia, con una pauta sencilla”. (Entrevista nº 4, pág. 6). Modular como clave fundamental en los espacios de diálogo virtual Sea cual sea la modalidad de base, si se decide trabajar con foros, una buena moderación de los mismos resulta ser prioritaria. Esto es trabajoso, y los docentes suelen plantear el tema del tiempo adicional que requiere, aunque es gratificante lograrlo. Una de las docentes entrevistadas decía: “Por ejemplo el tema de evaluación lo trabajábamos ahí, con lectura de material bibliográfico, un trabajo práctico y luego en el foro de intercambio una apreciación personal sobre ese trabajo. Siempre con mi intervención desde lo que es la guía y el asesoramiento, porque por ahí sucedía que algunas se limitaban a su aporte, pero era claro que no tenía relación con lo anterior, entonces el hecho de modular, hacer que tengan en cuenta el aporte de los demás, era un trabajito que había que hacer.” (Entrevista n° 3, pág. 2). Entonces, por un lado se destaca la moderación de un foro como base esencial para que el trabajo en el mismo sea productivo, pero también se menciona que esto requiere de mucho trabajo diario, tiempo adicional que se suma a su carga horaria establecida para una materia. Esto resulta ser un contrapunto importante a tener en cuenta. CONCLUSIONES Al comenzar esta investigación se pudo advertir que existe gran cantidad de material bibliográfico referido a la educación virtual en formato E-learning o B-learning. Se encuentra información en cuanto a modelos a adoptar, estrategias específicas, diseño instruccional, características de los materiales para la modalidad, tutorías, etc, pero la realidad de muchas instituciones educativas de Nivel Superior aún dista mucho de estos formatos, y de hecho la educación de base presencial continúa siendo lo corriente. A pesar de esto, se vislumbra el comienzo de la construcción de un camino en el ámbito de la virtualidad en este contexto, a partir de la implementación de entornos virtuales de enseñanza y aprendizaje como complemento de la formación presencial. Sobre esta práctica específica hay escasa bibliografía, y sería interesante contar con ella porque vimos que esta forma de trabajo tiene sus particularidades, y a ello se apuntó. En esta presentación se realizó un recorte de los resultados, consignando únicamente los ligados al aspecto comunicativo. Lo evolucionado en términos de E-learning o B-learning, es sumamente útil en pos de conocer la cultura virtual en el escenario educativo, pero siempre debemos tener en cuenta, que al utilizarlo como “complemento”, el escenario de aplicación es otro, diferente, y que por ende tendrá sus particularidades, y que no todo lo que funciona en una modalidad indefectiblemente funcionará en la otra. Tal es el caso de la interacción en contextos virtuales, ya que ciertamente no es lo mismo interactuar en modalidad E-learning, donde la comunicación mediada es el único canal para establecer el diálogo, que hacerlo en un EVEA que funciona como complemento, donde la presencialidad es el ámbito por excelencia para la comunicación. Continuando con esta particularidad en torno al aspecto comunicativo, también surge de la investigación que no solo el verse periódicamente afecta esta práctica, sino que la falta de maduración de este modo de comunicación también lo hace, y esto se observa a partir de intervenciones, particularmente en foros, que no denotan el seguimiento del diálogo, el aporte de los compañeros, o el material bibliográfico, y no solo esto, sino que además son intervenciones que ocurren en el momento de ingreso con intención de aportar, y que allí terminan, sin volver acceder nuevamente al espacio. En el mejor de los casos sucede que los foros incrementan su nivel participativo cuando los mismos son de aportación obligatoria porque son evaluados, o también sucede cuando la temática es de real interés de los estudiantes. Como clave se menciona la moderación de estos espacios por parte del docente, que si bien destaca el tiempo adicional que esto requiere, colabora en la consecución de los objetivos propuestos al diseñar este tipo de actividad. Descubrir estas características de la comunicación virtual, cuando la base es presencial, es un puntapié importante para pensar de qué forma se pueden trabajar propuestas de interacción genuina, si es que a pesar de lo dicho, se valora como importante que los alumnos tengan este tipo de experiencias. En el diseño de estas propuestas tendrán que tener en cuenta que es necesario encausar a los alumnos en esta práctica, introducirlos a esta forma de trabajo para que tengan conocimiento de qué se espera de ellos, la dinámica que se establece, el cuidado de las formas en la comunicación, etc. Además, y sobre todo, deberán elegirse criteriosamente los temas a debatir a fin de que sean motivadores y llamen a la participación, esto es esencial. Deberán pensarse los tiempos asignados, teniendo en cuenta que siempre hay presencialidad en el medio, y cómo beneficiarnos de esta articulación. Por último, es aconsejable que esta actividad forme parte de una estrategia que es evaluada. BIBLIOGRAFÍA Florio, M. P. (2013). “Estrategias de tutoría para la interacción en entornos virtuales”, en Escenarios educativos con tecnología. 1ª ed. Dentro del Programa Virtual de Formación Docente del Centro de Innovación en Tecnología y Pedagogía (Citep) de la Secretaría de Asuntos Académicos del Rectorado de la Universidad de Buenos Aires. Hernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, P. (2006) “Metodología de la investigación”. 4ta edición. Mc. Graw Hill Interamericana Editores. Manzur, A. (2009). “Repensando las tutorías: la comunicación mediada tecnológicamente en la convergencia”, en Comunicación y Educación en entornos virtuales de aprendizaje: perspectivas teórico-metodológicas. Compilado por Sara Pérez y Adriana Imperatore. Universidad Nacional de Quilmes. Liberando el Entorno Virtual SIAT de la UNRC como aporte a la educación y la soberanía tecnológica ABSTRACT La Universidad Nacional de Río Cuarto cuenta desde hace más de una década con un entorno virtual de enseñanza y aprendizaje desarrollado por el Centro de Capacitación y Desarrollo en Tecnologías de la Información y Comunicación - Informática Región Centro (Centro IRC), área dependiente de la Secretaría de Extensión y Desarrollo. Desde sus inicios hasta la fecha el entorno virtual SIAT (Sistema Informático de Apoyo a la Teleformación) ha evolucionado notablemente, adaptándose a la forma de trabajo de la institución y a las demandas de los usuarios. Hace un par de años, el Centro IRC está analizando la liberación del uso y código fuente del entorno virtual. En este trabajo se presentan las etapas para la liberación de EVEA SIAT que, una vez libre, pasará a llamarse Entorno Virtual Educativo Libre Argentino (EVELIA). INTRODUCCIÓN La Universidad Nacional de Río Cuarto (UNRC) cuenta con el entorno virtual SIAT desarrollado por el área de desarrollo del Centro IRC, como así también por estudiantes de las carreras Analista en Computación y Licenciatura en las Ciencias de la Computación del Departamento de Computación de la Facultad de Ciencias Exactas, Físico, Químicas y Naturales (FCEFQyN) de la propia Universidad. Al contar la UNRC con carreras afines al desarrollo de software hace posible un marco institucional donde los trabajos de investigación y tesis de carrera son aportes fundamentales para futuras extensiones del entorno virtual. La utilización del Campus Virtual SIAT comenzó brindando aulas para las carreras dictadas en una modalidad a distancia de la Facultad de Ciencias Económicas de la UNRC, luego pasó a ser utilizado por todas las Facultades en la modalidad de apoyo a la presencialidad. En estos momentos el Centro IRC está involucrado en el desarrollo de EVELIA. El mismo, es un proyecto que toma lo mejor de EVEA SIAT para ponerlo a disposición de la comunidad. Para ello se está trabajando en dos líneas, con el aporte y asesoramiento de especialistas en el área legal y técnica. Por un lado el derecho de autor y sus aspectos contractuales y legales derivados de los mismos; y por otro, el proceso de desarrollo de software y su posterior liberación. MARCO TEÓRICO El entorno virtual SIAT es, básicamente, una aplicación web que permite la automatización de los procesos de gestión y administración de cursos virtuales y el seguimiento de las comunicaciones entre los docentes y alumnos participantes.[1] El entorno cuenta con distintas herramientas de comunicación (correo electrónico, foro, mensajería interna), de gestión de materiales de aprendizaje (materiales, software, enlaces, entre otros), herramientas informativas (calendario, pizarrón, noticias, alertas), de almacenamiento (carpeta personal “Mis Materiales”), de evaluación (actividades y calificaciones, evaluación), de seguimiento (estadísticas) y administrativas (secretaría). El entorno virtual SIAT posee diferentes niveles de jerarquías que estructuran la organización y el predio educacional, al igual que sucede en la Universidad presencial. Es decir, SIAT es un espacio virtual que está compuesto por distintos niveles o secciones, en donde cada uno tiene sus funcionalidades y objetivos. Mencionaremos dichos niveles en orden de abarcado, de mayor a menor, éstos son: Campus, Organizaciones (Facultades o Carreras), Materias (o Aulas), Comisiones y Grupos.[2] En el espacio virtual que ofrece SIAT, diversos docentes, tutores y alumnos comparten un sitio en común para llevar adelante diferentes actividades con fines educativos, ya sea en modalidad presencial o a distancia, a nivel grado o postgrado. [3] En los últimos años tomó un auge importantísimo la utilización del entorno virtual para la formación universitaria de grado de carácter presencial, formaciones de postgrado y de grado a distancia, las cuales, trajeron aparejado la incorporación masiva de docentes y estudiantes de la propia Universidad, generando un interesante crecimiento de usuarios en el sistema. Desde la incorporación del nivel medio al uso del entorno virtual, se comenzó a analizar y modificar el sistema para que sea un entorno pensado, no sólo para la universidad, sino para instituciones educativas en general, sin que se encuentre asociado a un nivel educativo determinado. FUNDAMENTOS Desde su inicio en el año 2001 el desarrollo de EVEA SIAT fue financiado por la Universidad, teniendo en cuenta las demandas propias (sus docentes y alumnos). Por ello, se entiende, que el desarrollo de éste producto es fruto del trabajo realizado por el Estado Nacional, en el marco de una Universidad Nacional Pública y Gratuita. Por ese motivo es considerada una herramienta que resultaría altamente beneficiosa para la comunidad educativa en general, y a su vez, es un deber del Estado posibilitar el acceso libre al EVEA SIAT. OBJETIVOS El equipo de desarrollo de EVEA SIAT está trabajando en el proyecto de liberación del mismo, del cual se desprenden dos objetivos: promover la utilización de forma masiva por todos los actores educativos que necesiten este tipo de productos, y conformar una comunidad de desarrollo con fuerte anclaje en el sistema universitario para continuar con la evolución del EVEA y permitir su adecuación a nuevos contextos. DESARROLLO Hacia la liberación, primeros pasos Para dar inicio al proceso de liberación, el Centro IRC se puso en contacto con profesionales con el fin de obtener asesoramiento legal y técnico. ASESORÍA LEGAL El asesoramiento legal es realizado por un abogado que se encuentra vinculado a la Universidad brindando asesoramiento desde el año 2009. En el Centro IRC, el profesional legal se encuentra desarrollando tareas de asesoramiento en Derecho de la Propiedad Industrial y en Derecho Administrativo, en derecho de patentes de invención y modelos de utilidad nacional, aplicando asimismo el derecho administrativo vigente, siendo asesor legal de la Administración Nacional de Patentes del INPI. Respecto a los derechos de autor, se observa que en el desarrollo de EVEA SIAT participaron y participan docentes, profesionales, y estudiantes (tesistas, becarios, pasantes). Es por ello, que se advierte la necesidad de generar la debida protección de dicho desarrollo informático. Así las cosas, se están llevando a cabo dos acciones: por un lado el diseño y aplicación de un sistema de acuerdos de confidencialidad de la información para el desarrollo de EVELIA en relación a las personas que participan en su desarrollo. Su objetivo es el de resguardar y proteger dicha información de la cual la Universidad como titular conserva las facultades otorgadas por el derecho de autor, estando los profesionales intervinientes debidamente informados. Y, por otro lado, el diseño de un contrato de licencia de software que define las funcionalidades de los tipos de EVELIA, simple y completo; las dos versiones que se generarán al liberar el Campus Virtual SIAT. El mismo establece las pautas sobre las cuales se puede utilizar y modificar el programa. ASESORÍA TÉCNICA Desde fines del 2015 se comenzó a trabajar más fluidamente con parte del equipo de desarrollo de Huayra/Linux (grupo de profesionales referentes sobre software libre y Huayra/Linux, el Sistema Operativo de las nets del Programa Nacional “Conectar Igualdad”), quienes guían el camino hacia la liberación del entorno virtual de la UNRC. La experiencia ya capitalizada de tareas similares en el Programa Conectar Igualdad a nivel nacional, y el desarrollo y liberación de la familia de Sistemas Operativos Huayra, sirve de antecedente más que válido para estas tareas. En el mismo sentido de construcción colaborativa, edificación del marco legal y difusión de la tarea desarrollada en el ámbito educativo. Es fundamental comprender que “liberación” implica poner a disposición de la comunidad el código fuente de las piezas de software desarrolladas, esto permite que se pueda estudiar el funcionamiento, aportar mejoras y corregir errores, adaptarlo a diferentes escenarios y a su vez la distribución de estos aportes. Esta liberación no solamente producirá una mejora de EVELIA, sino un trabajo de construcción federal, disparado por la UNRC, que puede redundar no solo en el posicionamiento formal y pionero de la Universidad en este campo, sino en otros frutos como hacer realidad el sueño de poner a disposición de la ciudadanía un producto desarrollado a lo largo de más de 15 años de trabajo, y realizado gracias a la inversión de la UNRC como parte del Estado Argentino, quien debe ser garante del derecho a la educación, de calidad y para todos los ciudadanos. Las versiones del Entorno Virtual SIAT - EVELIA En este proceso de liberación, el entorno virtual necesita adaptarse a ciertas características que antes no se habían contemplado, y que, como siempre el desarrollo del SIAT, en su evolución fue teniendo cambios en las funcionalidades, y ésta es una más de las adaptaciones en la que el área de desarrollo del Centro IRC se encuentra trabajando. Pensando en la liberación del sistema, se consideró hacer dos versiones del mismo, una versión que contenga las prestaciones básicas de SIAT que se llamará “EVELIA Simple”, y otra versión que contenga los demás módulos, estables, de SIAT denominada “EVELIA Completa”. Por otra parte, y no dentro de las versiones libres, se seguirán desarrollando funcionalidades, módulos que en un futuro serán parte de alguno de los EVELIA, pero que en un principio, al ser desarrollos nuevos estarán dentro de la versión “EVELIA Beta o SIAT”. El entorno virtual SIAT posee varios módulos que han sido mencionados previamente. Cada módulo nuevo del entorno virtual se encontrará en el tipo de versión “EVELIA beta”. Una vez que el equipo del Centro IRC lo considere estable a dicho módulo, éste pasará a formar parte del tipo de versión “EVELIA Completo”, y luego, una vez que pase a formar parte de una actualización de EVELIA Simple, ya habrá cumplido el recorrido completo, donde estará disponible en el servidor, el instalador para su uso junto con el código fuente. Por lo tanto, cada módulo nuevo del entorno virtual, nacerá en EVELIA beta, pasará por EVELIA Completo (donde sólo estará disponible bajo convenios institucionales con la UNRC) y madurará, culminando su trayecto, en la versión que todo ciudadano pueda utilizar, EVELIA Simple. Liberación de uso y liberación completa (uso y código fuente) En consideración de las adaptaciones a realizar en SIAT para liberarlo, los tiempos necesarios para ello, como así también de los objetivos de este proceso, es que se planificaron distintas etapas, distintas liberaciones y prestaciones del entorno virtual. Las diferentes liberaciones que el equipo del centro IRC en conjunto con el asesoramiento de los profesionales han definido son: liberación de uso y liberación de uso más el código fuente. En primer lugar se realizará la publicación del uso de EVELIA Simple, es decir, quedará disponible para su uso, la aplicación sin el código fuente, sin los archivos donde está escrito el software pero con documentación de usuario final. Luego se continuará con la liberación del código de EVELIA Simple, aquí además del instalador, la versión contendrá todos los archivos fuentes (archivos con extensión .java, .css, .js, .jsp entre otros) que contienen la información de cómo está hecho el sistema, sumada a documentación del entorno virtual, no sólo sobre el uso, destinada para usuarios finales, sino también sobre el código. En una tercer y última etapa, con la liberación de EVELIA Completa, la cual estará disponible a través de convenios específicos con Instituciones. CONCLUSIONES Es fundamental comprender que “liberación” implica poner a disposición de la comunidad el código fuente de las piezas de software desarrolladas, esto permite que se pueda estudiar el funcionamiento, aportar mejoras y corregir errores, adaptarlo a diferentes escenarios y a su vez la distribución de éstos resultados. Esta liberación no solamente producirá una mejora de EVELIA, sino fundamentalmente un trabajo de construcción federal, disparado por la UNRC y que redundará no solo en el posicionamiento formal y pionero de la Universidad sino en otros frutos como podría ser el Sistema Operativo propio prohijado desde la misma institución. Desde el equipo del centro IRC este proyecto entusiasma, hace rever el sistema, mejorarlo, compartirlo, con expectativas de poder tener un feedback con desarrolladores que permita, junto a ellos, poder desarrollar un sistema con más y mejores prestaciones. De la misma manera, se espera pueda ser aprovechado, instalado y utilizado, y resulte útil como herramienta para mejorar la enseñanza, que permita a distintos actores de la educación, favorecer los procesos de enseñanza y aprendizaje. Gracias a este proceso de liberación, se está evolucionando en la metodología de trabajo en el área de desarrollo, como así también, el entorno virtual está teniendo más flexibilidad, lo cual va acorde a otros proyectos que se están llevando a cabo desde el Centro IRC, como el de tener en cuenta al entorno virtual como un sistema acorde a distintas instituciones educativas y no estar anclado sólo en el ámbito universitario. TRABAJO FUTURO Ahora bien, para lograr la liberación de EVEA SIAT a EVELIA, se desmenuza este gran objetivo en distintas metas, algunas de ellas han sido realizadas, otras están en proceso o restan aún trabajar en ellas: Metas realizadas: • Investigar sobre licencias de software libre y contando con asesoramiento de profesionales con gran experiencia en la temática. • Definir una licencia para un conjunto de funcionalidades de EVEA SIAT. • Identificar un conjunto de funcionalidades de EVEA SIAT para ajustar a estándares internacionales de calidad. • Asesoría legal en Buenos Aires (INPI, INTI). Reuniones, captura de requerimientos, instalación, capacitación. [4] Metas en proceso: • Registrar la propiedad intelectual ante el Instituto Nacional de la Propiedad Industrial (INPI). • Definir, diseñar y registrar la marca. • Adecuación de la normativa laboral y académica del personal involucrado en el desarrollo para generar una licencia. • Desarrollar nuevas funcionalidades de EVEA SIAT respetando estándares internacionales de calidad. • Diseño comunicacional de las funcionalidades de EVEA SIAT. • Configuración inicial de usuarios, permisos, proceso de backup, etc. • Generación de una herramienta para automatizar la instalación de EVEA SIAT. Instalar el EVEA SIAT en un servidor de acceso público Metas por realizar: • Realizar una auditoría del código fuente de EVEA SIAT que indique las modificaciones a realizar para adecuarlo a estándares internacionales de calidad. • Adecuar el código fuente de las funcionalidades existentes de EVEA SIAT a estándares internacionales de calidad. • Realizar tests de inspección de código, usabilidad y accesibilidad. • Instalación del Sistema Operativo Ubuntu Server, servidor de bases de datos Mysql, servidor web Apache Tomcat, antivirus, etc. en el servidor de acceso público. • Realizar cursos de capacitación para: Soporte técnico, Webmaster, mesa de ayuda y docentes. • Realizar manuales de uso para cada capacitación y material multimedia. BIBLIOGRAFÍA [1] Ferreira Szpiniak, Ariel; Thuer, Sebastián. Características y potencialidades de la plataforma para educación a distancia SIAT. ISBN 15 950-665-276-7. 1ra. Edición. Río Cuarto. Universidad Nacional de Río Cuarto. Año 2004. [2] Asaad, C.; Thüer, S; Ferreira Szpiniak, A; Guazzone, J. Redes colaborativas, tecnología e identidades en las redes conformadas a partir del uso de la plataforma de educación a distancia SIAT de la UNRC. Congreso Internacional Educación Superior y Nuevas Tecnologías. Santa Fe. Argentina. 2005. [3] Conde, J. Ferreira Szpiniak, A. Pereyra, N. “Diseño de Módulo para trabajo en Grupo”. Congreso TE&ET 2009. La Plata (Buenos Aires). Argentina. 2009. [4] Resolución 1615-15 de la UNRC. Convocatoria Nacional a la Presentación de Proyectos de Investigación y Constitución de Redes Universitarias, en el marco del Programa de Educación en Cooperativismo y Economía Social en la Universidad, la Secretaría de Políticas Universitarias (SPU) del Ministerio de Educación de la Nación. Muro colaborativo en línea ABSTRACT Actualmente un punto central del escenario educativo reclama un cambio para que el proceso de enseñanza-aprendizaje sea más significativo, donde el estudiante pueda desplegar todas sus capacidades de interacción y participación activa con otros estudiantes y docentes, si bien el docente debe desarrollar técnicas que permitan estimular actividades grupales para generar la motivación necesaria para el logro del mismo. Es por esto que se debe fomentar un aprendizaje colaborativo donde a través de un trabajo grupal apunte a aceptar las responsabilidades y puntos de vista de otros, construyendo consenso con los demás, donde cada estudiante pueda mejorar su aprendizaje y resultados, pero también el de sus compañeros, mediante la utilización tecnológica correspondiente. Esta presentación tiene como objetivo compartir una propuesta tendiente a favorecer el aprendizaje colaborativo en línea. INTRODUCCIÓN El propósito de esta presentación es dar a conocer una propuesta factible de ser desarrollada en el segundo semestre del ciclo lectivo 2017, durante el cursado de la materia “Educación a distancia” de la Licenciatura en Ciencias de la Educación en la Universidad Nacional de San Luis. Como estudiante de la carrera de referencia y en el marco de una pasantía realizada en el Proyecto de Investigación Nº 4-1516, se presentan fundamentos y particularidades de una práctica que recupera la construcción de un muro colaborativo (Padlet) como apoyo al aprendizaje en línea. MARCO TEÓRICO Partiendo de lo expresado por Perec (Perec, G., en Gros Salvat, 2008) el aprendizaje colaborativo no requiere necesariamente de un soporte tecnológico. Sin embargo, en el marco de esta presentación interesa revisar el aporte que la tecnología puede realizar en procesos de aprendizaje mediados, facilitando la interacción y la tarea grupal. En este sentido, al analizar el aprendizaje colaborativo mediado el autor recupera dos ideas importantes: la posibilidad de aprender de forma colaborativa, considerando que el estudiante no está solo sino en interacción con otros, pudiendo compartir objetivos, distribuir responsabilidades. La otra idea hace referencia al soporte informático como elemento que sirve de apoyo al proceso, que facilita la interacción, la resolución conjunta de problemas, la construcción del conocimiento. Es así que, el diseño entornos que intenten potenciar el aprendizaje colaborativo, requiere considerar una serie de aspectos críticos, entre otros: la responsabilidad individual, la interdependencia positiva entre los miembros del grupo, el carácter de la tarea, su nivel de relevancia para los estudiantes, el tipo de interacción y participación, de estudiantes y profesores. Los soportes tecnológicos están llamados a facilitar el proceso, favorecer el seguimiento y la evaluación de las actividades; tienen que ser una herramienta de andamiaje y de comunicación entre los miembros de la comunidad. Para impulsar actividades de aprendizaje en línea que propicien la colaboración, es necesaria una readaptación del modelo comunicativo, como así también una revisión de la concepción de aprendizaje, de los roles que ocupan los estudiantes y los docentes. (Osuna Acevedo, 2011). La autora señala que las actuales plataformas digitales -particularmente entornos de la Web 2.0- se configuran como la infraestructura ideal para ofrecer un modelo horizontal y no jerarquizado de comunicación «todos a todos». En esos ámbitos cada individuo es al mismo tiempo sujeto emisor y sujeto receptor, razón por la que el sentido de la comunicación es de EMIREC a EMIREC, de manera bidireccional y permanente. Respecto a la concepción de aprendizaje, Osuna recupera los escenarios constructivistas, que permiten esa bidireccionalidad y horizontalidad en la comunicación; escenarios en los que el docente asume un papel mediador, posibilitando que el conocimiento se vaya construyendo con los aportes y descubrimientos del grupo. DESARROLLO Se comparte la propuesta de una práctica que requiere articular herramientas de la Web 2.0 con el aprendizaje colaborativo, factible de ser desarrollada con los estudiantes que cursen la asignatura “Educación a distancia” de la Licenciatura en Ciencias de la Educación en el ámbito de la Universidad Nacional de San Luis. La práctica de referencia se orienta a la construcción de un muro multimedia, de manera colaborativa, sobre el tema: “Generaciones de la educación a distancia”, contenido básico incluido en el programa de la asignatura. La Web 2.0, conocida también como Web social, está fuertemente asociada con el aprendizaje colaborativo. El término -acuñado por O’Reilly Media- hace referencia a toda una generación de aplicaciones que propician la participación y la interacción en línea de los usuarios. Existen diversas herramientas para confeccionar muros colaborativos, entre otras: Koowall, Linoit, Stormboard, Padlet. La diversidad de herramientas disponibles actualmente llevó a analizar –en primer término– los criterios que pueden orientar la selección de la herramienta apropiada en el marco de una experiencia tendiente a favorecer el aprendizaje colaborativo. En este sentido, la adopción de Padlet para la construcción de un muro colaborativo, estuvo precedida por criterios como los siguientes: ubicuidad, interfaz amigable, acceso gratuito, comunicación en modo asincrónico, posibilidad de compartir información en diversos formatos (texto, videos, fotografías, presentaciones, audios, mapas...), posibilidad de compartir enlaces e información de manera centralizada, posibilidad de recuperar organizadores gráficos, herramientas visuales que permitan ordenar información, trabajar con ideas y conceptos, configurar comunidades privadas para trabajar en temas concretos (o, de ser necesario, crear espacios públicos de reflexión y debate), poner en común resultados de búsquedas, conclusiones, ideas, dudas, opiniones, entre otros. Padlet es una aplicación online utilizada habitualmente para crear tablones de anuncios, notas virtuales. Cada usuario puede crear su muro y utilizar la URL personalizada que el sitio proporciona al crearlo. Es posible restringir tanto el acceso como la publicación del mismo (privado-público). La herramienta es aplicable a cualquier contenido curricular y permite realizar variadas propuestas de escritura; a modo de ejemplo: desarrollar conocimientos previos, recoger datos generados por una lluvia de ideas, crear notas nuevas a partir de las anteriores, sistematizar y organizar las tareas a realizar, organizar guías de preguntas, producir textos descriptivos con frases cortas, organizar un proyecto, favorecer la socialización, la posibilidad de darse a conocer ante los demás, compartir los resultados en redes sociales (Facebook, Linkedin y otras). Para el desarrollo de la práctica, desde la perspectiva docente se prevé la necesidad de atender a cuestiones como las siguientes: partir de los conocimientos previos y habilidades de los estudiantes, aportar las explicaciones y ejemplos que resulten necesarios, presentar la propuesta, realizar el seguimiento de las tareas que desarrollan los estudiantes, coordinar los debates, animar a la participación, destacar aciertos, señalar errores, propiciar espacios de reflexión, planificar, proponer criterios de evaluación, aportar síntesis, atender a los imprevistos que surjan en el proceso. Por lo que se intentará: - Generar un proceso de enseñanza que promueva un aprendizaje colaborativo en línea. - Promover y/o estimular en los/las estudiantes la comprensión, análisis y reflexión de los contenidos a trabajar: Generaciones de la Educación a Distancia propuestas por D.R. Garrison. - Fomentar un espacio de reflexión y de responsabilidad frente a la/s actividad/es propuesta/s en el muro colaborativo. - Fomentar instancias de trabajo grupal, que le permitan a cada estudiante intercambiar ideas y experiencias con sus compañeros/as. - Reflexionar sobre la importancia del aprendizaje colaborativo. De acuerdo a la práctica a realizar, en primer término se expondrá a los estudiantes el tema y la metodología de trabajo. Seguidamente se solicitará la conformación de grupos, de no más de tres integrantes; luego se procederá a la presentación de la herramienta (Padlet), considerando sus posibilidades y prestaciones. En ese momento ya estarán subidas las consignas de las tareas a desarrollar: la primera es construir una definición sobre aprendizaje colaborativo, partiendo de dos textos analizados previamente en la materia (Educación a distancia), como así también, que puedan visualizar los aspectos positivos de trabajar este tipo de aprendizaje mediante el uso de dispositivos móviles. En un segundo momento, dentro del entorno de la herramienta se abordará el tema de las “Generaciones de la educación a distancia”, donde cada grupo trabajará sobre una de las cinco generaciones propuestas por el autor, presentando lo trabajado en el muro, a través de una forma creativa y recuperando las posibilidades multimediales de la herramienta: presentando un video, un podcast, una infografía...). En el tercer momento, una vez subidas las producciones, cada grupo deberá realizar al menos un comentario a lo que hicieron el resto de sus compañeros; serán preguntas disparadoras: ¿Se entendió? ¿Fue claro? ¿Algo para aportar? ¿Qué más agregarían? El tiempo estimado para la realización de la práctica será de aproximadamente quince días. CONCLUSIONES El aprendizaje colaborativo en línea resulta un tema de interés para las instituciones educativas, particularmente en tiempos de avances tecnológicos que favorecen la interacción social, y en los que es posible utilizar herramientas cuya finalidad es generar una participación activa de todos los estudiantes. La práctica que se propone pretende colaborar con la necesidad de formación de los estudiantes de Ciencias de la Educación, fortaleciendo la vivencia de estrategias colaborativas significativas y placenteras, que puedan extrapolarse o extenderse a su próximo quehacer profesional. La selección de la herramienta para trabajar en la elaboración del muro no fue sencilla. Luego de explorar distintas alternativas Padlet resultó una opción apropiada, por tratarse de una herramienta de fácil utilización, con amplias posibilidades multimediales. En síntesis, una aplicación que posibilitará vivenciar un proceso de colaboración apoyado en medios digitales, facilitando la tarea de compartir contenidos, información en diversos formatos, producciones y reflexiones grupales. BIBLIOGRAFÍA Avello Martínez, Raidell, Duart, Josep M. Nuevas tendencias de aprendizaje colaborativo en e-learning. Claves para su implementación efectiva. Estudios Pedagógicos. vol.42, no.1, 2016. Disponible en: http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052016000100017 García Aretio, L. (2014). Bases, mediaciones y futuro de la educación a distancia en la sociedad digital. Madrid, UNED-Editorial Síntesis Osuna Acevedo, Sara. Aprender en la web 2.0 Aprendizaje colaborativo en comunidades virtuales. OEA-OAS, La Educ@ción, Revista digital Nº 145, mayo 2011. Disponible en: https://www.educoas.org/portal/La_Educacion_Digital/laeducacion_145/articles/ART_osuma_ES.pdf Perec, G. (2008). “El aprendizaje colaborativo mediado”. En: Gros Salvat, B., prendizajes, conexiones y artefactos. La producción colaborativa del conocimiento, Barcelona, Gedisa, págs. 89-128 Tutorial Padlet. Aplicación online sencilla para crear tablones de anuncios o notas virtuales Colección de aplicaciones gratuitas para contextos educativos. Buenos Aires Ciudad, Plan Integral de Educación Digital. Recuperado de: http://d20uo2axdbh83k.cloudfront.net/20140422/7876305342009cfe9a9ffde365643621.pdf Uso de EVEAs en la UNRC: Miradas desde la gestión ABSTRACT Los actuales escenarios educativos en el nivel superior están demandando una revisión de las políticas institucionales para dar respuestas a los desafíos de la Sociedad de la Información y el Conocimiento. Los entornos virtuales de enseñanza y aprendizaje (EVEAs) constituyen espacios propicios para el diseño de ambientes de aprendizaje más flexibles que posibiliten la extensión del aula más allá de los límites físicos y temporales reconfigurando las modalidades en la enseñanza presencial. En consonancia con este proceso de cambio y mejora en la gestión universitaria, el objetivo de la presente comunicación es socializar un estudio realizado en la Universidad Nacional de Río Cuarto (UNRC) respecto al uso de entornos virtuales como apoyo a la presencialidad en las distintas carreras de pregrado y grado de las cinco facultades. El siguiente trabajo constituye el punto de partida en vista a los próximos cambios curriculares con la intención de adecuar las prácticas educativas a los nuevos modos de enseñar y aprender en la educación superior que incluyen las tecnologías de la Información y la Comunicación (TIC) en sus propuestas didáctico-pedagógicas como apoyo a la enseñanza presencial y a modo de aula extendida. INTRODUCCIÓN Los actuales escenarios educativos en el nivel superior están demandando una revisión de las políticas institucionales para dar respuestas a los desafíos de la Sociedad de la Información y el Conocimiento. La irrupción de las TIC en el aula está transformando la configuración tradicional de la educación presencial al diluirse los límites espacio-temporales, generando nuevas presencialidades con el apoyo de la tecnología. Los EVEAs, con sus herramientas de comunicación sincrónica y asincrónica, gestión de materiales educativos y de usuarios, incluidos sistemas de seguimiento y evaluación del progreso de los alumnos, ofrecen recursos que potencian la actuación tanto de docentes como estudiantes. En palabras de Burbules y Callister (2008) “las nuevas tecnologías no solo constituyen un conjunto de herramientas, sino un entorno —un espacio, un ciberespacio- en el cual se producen las interacciones humanas (...) una manera más fructífera de concebir el papel de las tecnologías en la educación es considerarlas, no un depósito ni un canal, mediante el cual los docentes “proveen” de información y los alumnos “obtienen acceso” a ella, sino más bien como un territorio potencial de colaboración…” (2008:19). De este modo, los EVEAs constituyen espacios propicios para el diseño de ambientes de aprendizaje flexibles, interactivos y colaborativos. La combinación del uso del aula presencial y del aula virtual recibe el nombre de “aprendizaje combinado” también conocido como blended learning. Mientras que el aula virtual concebida como un espacio de ampliación, complemento y/o extensión de las clases presenciales reciben el nombre de aula extendida, ampliada o complementaria. En el contexto de la UNRC conviven varios sistemas de aulas virtuales, dos de los cuales son de desarrollo propio: el Sistema Integral de Alumnos (SIAL) que depende de la Unidad de Tecnologías de la Información de la Secretaría General, y el Entorno Virtual para la Enseñanza, Libre, Argentino (EVELIA) diseñado por el centro de desarrollo y capacitación en TIC dependiente de la Secretaría de Extensión. Si bien coexisten estos dos sistemas, como integrantes de un equipo de investigación que sistemáticamente ha estudiado el uso de entornos virtuales en la universidad, consideramos que hay un desconocimiento y desaprovechamiento del potencial pedagógico de estos entornos por parte de docentes y autoridades de las diferentes unidades académicas correspondientes a las cinco facultades. En referencia a dicha situación, el objetivo de la presente comunicación es describir lo que ha estado aconteciendo en los últimos años en la UNRC respecto al uso de entornos virtuales como apoyo a la presencialidad en las distintas carreras de pregrado y grado. MARCO TEÓRICO Los fundamentos teóricos que subyacen al presente trabajo están relacionados al nuevo paradigma educativo impulsado por el surgimiento de la Web 2.0 y el software social que favorece la interacción entre personas que comparten intereses comunes y potencia la construcción del conocimiento de manera colaborativa. Partiendo de los principios básicos del constructivismo social (Vygotsky 1979, 1981) y del conectivismo (Siemens, 2004), nos hacemos eco de las palabras de Barberá (2010) al expresar que estamos pasando de la “cultura del átomo a la cultura del bit, donde predomina la pedagogía 2.0 caracterizada por: la ubicuidad, el posicionamiento del alumno como eje central del aprendizaje de manera proactiva, regida por los principios socioconstructivos del aprendizaje, la colaboración y la cooperación entre los diferentes agentes educativos, la construcción conjunta de conocimiento, la autodirección, la elaboración de entornos y redes personales de aprendizaje, etc.”. (2010; 7) Si bien todas las características anteriormente mencionadas por Barberá (2010) están integradas y constituyen la base que sustentan los entornos virtuales de enseñanza y aprendizaje, no todos los EVEAs cuentan con recursos abiertos de colaboración y coproducción de conocimiento. El campus virtual EVELIA cuenta con herramientas tanto dentro del propio sistema como aquellas de la Web 2.0, favoreciendo la naturaleza social del aprendizaje y el aprendizaje centrado en el estudiante. Este entorno, desarrollado por un equipo multidisciplinario de profesionales de la UNRC, es lo suficientemente versátil como para poder adaptarse a las necesidades de sus usuarios tanto docentes como estudiantes. El EVELIA permite distribuir materiales educativos en línea, integrar contenidos de la Web, publicar y compartir información en formato multimedial, evaluar actividades o tareas pedagógicas y construir conocimiento a través de sus herramientas colaborativas. Aunque en sus comienzos se utilizó para el desarrollo del proceso de enseñanza y aprendizaje en modalidad distancia en las carreras de grado de la Facultad de Ciencias Económicas, en la actualidad el EVELIA es utilizado como apoyo a la presencialidad tanto en pregrado, grado como posgrado. Por otro lado, el SIAL es un sistema que funciona vía web y posibilita la gestión académica tanto para estudiantes como docentes. Incluye también un sitio para cada asignatura desde el cual los profesores pueden cargar documentos destinados a sus estudiantes como materiales didácticos, notas de parciales, aulas y horarios de cursado y examen, entre otros. Ambos sistemas SIAL y EVELIA, son utilizados en la enseñanza a modo de aula extendida. Se entiende por aula extendida a un entorno virtual complementario de las clases presenciales que se articula con la propuesta de enseñanza y aprendizaje y tiene como fin acompañar y potenciar ambos procesos. Lo acontecido en el aula presencial puede continuar y profundizarse en los espacios de discusión del entorno virtual con la visualización de videos, lectura de materiales multimedia o por medio de la entrega de tareas o actividades de aprendizaje individual o grupal, entre otras. Aunque muchos docentes han solicitado la apertura de un aula en el campus virtual como complemento a sus clases presenciales, no todos aprovechan el potencial social e interactivo del entorno EVELIA. Es de singular importancia que se conozcan las distintas herramientas que ofrece este entorno para adaptar sus usos a cada propuesta pedagógica y poder integrar la tecnología siguiendo los últimos lineamientos político-institucionales de nuestra universidad. En la actualidad se han elaborado y aprobado programas para promover la inclusión educativa y la democratización del conocimiento tales como Programa de Ingreso, Continuidad y Egreso en las Carreras de pregrado y grado; Proyecto de Integración a la Cultura Universitaria; Proyecto Potenciar la Graduación y el proyecto Hacia un currículo contextualizado, flexible e integrado que incluye lineamientos para la innovación curricular y que se enmarca en el Plan Estratégico de la UNRC. Dichos programas se enriquecerían si los actores partícipes utilizaran el entorno virtual EVELIA en todo su potencial como complemento a las instancias presenciales. **DESARROLLO: recolección y análisis de datos** Para describir el uso de los entornos virtuales en la UNRC, principalmente y específicamente en la enseñanza de grado, se pensó en distintos aspectos que pudieran dar cuenta de la manera en que hoy en día las TIC acompañan los procesos de enseñanza-aprendizaje. Considerando primordial conocer qué entornos virtuales, con qué fines y en qué medida se utilizan, se diseñó una entrevista y un cuestionario online. En una primera instancia se entrevistaron a los secretarios académicos de las cinco facultades existentes en la UNRC. En una segunda fase, se difundió un cuestionario en línea dirigido a los docentes de las asignaturas de las diferentes carreras de grado de cada facultad. **1er etapa de la recolección de datos** En el marco del encuentro con los Secretarios Académicos de las Facultades se utilizó como instrumento una entrevista semi-estructurada en torno a tres ejes temáticos: i) EVEAs usados hasta la fecha y el motivo de su uso ii) formación docente iii) percepciones de uso por parte de los alumnos. **ANÁLISIS DE LAS ENTREVISTAS** **1er eje temático: aplicación de EVEAs** Complementando los relevamientos estadísticos previos sobre el uso de los EVEAs, este trabajo constituirá la primera instancia de acercamiento a datos cualitativos. En las entrevistas a los secretarios académicos se señaló el uso de los EVEAs, principalmente del SIAL, donde los docentes cargan los programas de las asignaturas, horarios de consulta y material de trabajo; y los alumnos participan en los foros y suben sus propios materiales. Como resultado se visualiza que se va utilizando progresivamente, aunque aún no se aplica en la totalidad de los espacios curriculares, ni se utiliza en todo su potencial. Se destacó la referencia a la convivencia de los dos sistemas propios de la universidad y que algunos docentes optan por el SIAL, por ser el sitio administrativo académico, o por desconocimiento del potencial pedagógico del EVELIA y la falta de familiaridad para el uso de las tecnologías. Así mismo, algunos profesores están incorporando las TIC luego de participar en espacios de formación, reconociendo su rol fundamental para la transformación curricular y la adopción de un sistema semi-presencial. Las últimas resoluciones sobre enseñanza de grado están considerando un porcentaje de horas cátedra en modalidad virtual, incluyendo carreras de posgrado y los proyectos institucionales previamente mencionados. El uso de otros entornos, tales como las redes sociales Facebook y Whatsapp, también es común en las prácticas educativas universitarias. Otras plataformas se aplican en forma individualizada, entre estas Claroline, Moodle, Google Drive, Dropbox y Skype. Atendiendo a la vinculación con el nivel medio y las actividades de pre-ingreso, se está generando una propuesta de co-creación de materiales educativos digitales. 2do eje temático: formación docente para la aplicación de EVEAs Si bien ha habido instancias de formación en la misma universidad, la participación ha sido bastante escasa en relación al total de la planta docente, y se descartan razones generacionales. Entre las acciones desarrolladas se pueden mencionar proyectos de digitalización y mediación de materiales de estudio, de lectura y escritura académica mediadas por tecnologías, y diseño de ambientes de aprendizaje interactivos. Por su parte, la Facultad de Ciencias Económicas, que integra la red de Universidades en América Latina con modalidad a distancia, ha invitado a especialistas para la capacitación docente centrada en el uso de tecnologías para la enseñanza y el proceso de aprendizaje. A pesar de estas instancias subsiste tanto la falta de iniciativa personal por parte de los docentes en la incorporación de TIC y uso de entornos virtuales como la falta de uso consciente del potencial de las herramientas que brindan los EVEAs, que se traduce en una incorrecta elección del entorno y su utilización en forma aislada o reducida. 3er eje temático: percepciones sobre el uso de EVEAs por alumnos En general los estudiantes están habituados a los entornos virtuales y redes sociales como repositorio de materiales. El SIAL se percibe como un espacio ‘natural’ para los trámites académicos-administrativos. El correo electrónico es una herramienta de comunicación poco usada. Facebook sigue siendo la plataforma favorita. Internet se usa ampliamente para la búsqueda de información y se administran grupos de Whatsapp para la comunicación entre pares y docentes. Los alumnos han señalado la importancia de contar con herramientas tecnológicas en el celular para la organización administrativa de las cátedras principalmente en términos de información a último momento. 2da etapa de recolección de datos Se difundió una encuesta online dirigida a los docentes sobre el uso de los EVEAs, según si se aplican a materias de grado, posgrado o en otros proyectos educativos. Esta indaga sobre los motivos de selección de los distintos entornos, si se han transitado cursos de formación y por qué, y cuáles han sido los resultados alcanzados, incluyendo sus propias percepciones y de sus alumnos al respecto. Actualmente estamos en el proceso de recolección y análisis de los datos provistos en las encuestas on-line para luego proponer acciones que vayan en línea con lo especificado por los actores de la educación y que respondan a las necesidades concretas. Por otro lado, se ha solicitado información al Área de Gestión de los sistemas de la UNRC para conocer cuántas y de qué modo las aulas virtuales se están utilizando. CONCLUSIONES Y TRABAJO FUTURO Se coincide en la necesidad de contar con un sólo sistema institucional de aulas virtuales para favorecer la concentración del estudiante y del docente. Igualmente, los secretarios académicos acuerdan en la importancia de incentivar el uso de herramientas de aprendizaje colaborativo. Otra acción a futuro respecto a la vinculación entre nivel medio y universidad es la utilización de un espacio virtual para mediar materiales con los contenidos mínimos requeridos al comienzo del ciclo lectivo universitario. De este modo se estaría ‘equipando’ al estudiante antes de su ingreso a la vida universitaria, previniendo su deserción. Es aquí donde las TIC y los EVEAs juegan un rol fundamental. Todas estas acciones pueden llevarse a cabo con un cambio de voluntades y convicciones personales por parte de los docentes para la incorporación de las TIC en la enseñanza. Por último, se requiere continuar realizando esfuerzos por medio de talleres o charlas de formación y reflexión sobre la selección y uso apropiado de los EVEAs, los que responderían a los nuevos lineamientos políticos-institucionales para orientar la innovación curricular. BIBLIOGRAFÍA **Burbules, N. y Callister T.** (2008). Educación, riesgos y promesas de las nuevas tecnologías de la información. Granica. Buenos Aires. **Siemens, G.** (2004) Conectivismo: Una teoría de aprendizaje para la era digital. disponible en http://clasicas.filos.unam.mx/files/2014/03/Conectivismo.pdf **Rodera, A.M & Barberá, E.** (2010). LMS y web 2.0 una relación simbiótica en la aulas universitarias. Diseño e integración de actividades pedagógicas 2.0 en una plataforma Blackboard. Revista de Educación a Distancia. Sección de docencia universitaria en la sociedad del conocimiento. **Vygotsky, L. S.** (1979) El desarrollo de los procesos psicológicos superiores. Buenos Aires: Grijalbo. **Vygotsky, L. S.** (1981) Pensamiento y Lenguaje. Buenos Aires: La Pléyade. Dimensiones de comunicación y diseño para la virtualidad Animaciones científicas para la enseñanza y el aprendizaje de la química en carreras de ingeniería: La evaluación de expertos en medios audiovisuales ABSTRACT Este trabajo muestra la evaluación de animaciones científicas utilizadas para la enseñanza de la química en las carreras de ingeniería por parte de expertos en medios audiovisuales. El material didáctico es desarrollado por docentes de la cátedra de Química General y está destinado a estudiantes de primer año de las diferentes especialidades de ingeniería. El material se encuentra publicado en YouTube y es utilizado como apoyo a la presencialidad a través del aula virtual. La evaluación tiene como objetivo valorar el material audiovisual desarrollado y, a partir de dicha apreciación, tomar decisiones para mejorar el próximo material didáctico a desarrollar. Los criterios de evaluación establecen aspectos técnicos, estéticos y expresivos, además de los pedagógicos. Los expertos destacan el formato audiovisual seleccionado para la presentación de los contenidos y la introducción de la narrativa vinculada con casos de la vida cotidiana. A partir de los aportes de los expertos, se propone la creación de un grupo de trabajo interdisciplinario. INTRODUCCIÓN Transitar el nuevo paradigma educativo permite generar ambientes donde el desarrollo de estrategias de enseñanza que se introducen a través de la incorporación de las tecnologías de información y comunicación (TIC) complementan y diversifican la oferta educativa. La incorporación de las TIC en las aulas universitarias demanda profesores que dediquen más tiempo a la preparación de sus clases y la realización de producciones originales. El desafío es actuar como docentes en la era digital desarrollando materiales didácticos que apoyen la presencialidad, entre los que es posible mencionar animaciones que permitan a los alumnos visualizar conceptos científicos abstractos adquiriendo los conocimientos necesarios para completar su formación de grado. El equipo de docentes investigadores y estudiantes que presenta esta publicación se encuentra trabajando en esta línea, a través del proyecto PID-UTN denominado “Diseño, desarrollo y evaluación de material didáctico animado para el estudio y enseñanza de la química”. El material didáctico está destinado a estudiantes de primer año de las diferentes especialidades de las carreras de ingeniería (Mecánica, Civil, Eléctrica, Electrónica, Industrial, Metalúrgica) de la Universidad Tecnológica Nacional, Facultad Regional Córdoba (UTN-FRC) y de la carrera de Ingeniería Química de la Universidad Nacional de Córdoba, Facultad de Ciencias Exactas, Físicas y Naturales (UNC-FCEFyN). Para la selección de los temas a animar, se realizó un estudio exploratorio que combinó procedimientos de recopilación y análisis de datos cualitativos y cuantitativos a través de encuestas a estudiantes y docentes. El primero de los temas elegidos por los estudiantes fue Electroquímica; por lo que dentro de la unidad temática se seleccionó el proceso de electrodepositión de metales, de amplia aplicación en el campo de las diferentes especialidades de la ingeniería. La temática seleccionada por los docentes para el realizar el segundo video fue Equilibrio Químico. El primer video, realizado y evaluado en el año 2015, se denominó “La moneda cobreada de Pipo” del tema Electroquímica, situado en https://www.youtube.com/watch?v=laOdlLzlbj_Y con una duración de 5 minutos 20 segundos. En 2016 con los aportes realizados por los expertos en medios audiovisuales, se desarrolló el segundo video, llamado “Pipo, Tere y el delfín pronosticador del clima” que aborda conceptos de Equilibrio Químico, de 3 minutos 58 segundos de duración y alojado en https://www.youtube.com/watch?v=thlooaqcILQ. Para el primer video se requirió del guion que corresponde al documento producido por expertos en contenidos científicos, especialistas docentes en TIC y la colaboración de un estudiante de la carrera de Diseño Industrial quien desarrolló las bases de algunas imágenes en Adobe Illustrator. Para dar vida a los personajes se utilizó el programa Corel Draw X3 permitiendo el diseño y tratamiento de imágenes. Las voces pertenecen a los integrantes del grupo de trabajo. Para grabarlas se utilizó un equipo mix, micrófonos y el programa de libre descarga Audacity. La última etapa del desarrollo correspondió a la edición secuenciándose imágenes y sonidos en el programa Movie Maker. Posteriormente se pasó al formato requerido para su publicación digital. Para el segundo de los videos animados, se incorporó al grupo de trabajo personal idóneo en animación, un técnico productor en medios audiovisuales quién realizó la animación de los personajes utilizando el paquete de Adobe, Illustrator, After Effects y Premiere para el diseño de las imágenes y la edición final. Los guiones fueron redactados por profesores expertos en química y TIC e incluían los contenidos, los materiales involucrados, las imágenes, los hechos y la manera se presentarían teniendo en cuenta el nivel de los usuarios. Para la estructura de los videos se consideró el planteamiento de las historias, los desarrollos y los desenlaces. Además, imaginaron la situación, la describieron y redactaron escenas, secuencias, acontecimientos y diálogos existentes entre los personajes siguiendo los pasos de la estructura teórica. La experta en animación indicó qué tipo de datos deben presentar las imágenes tales como dimensiones, colores, sonidos y movimientos, y determinó el tiempo de duración de la animación. En el presente trabajo se muestra la evaluación realizada por los expertos en medios audiovisuales a los videos mencionados anteriormente. MARCO TEÓRICO Entre los materiales didácticos multimediales, las simulaciones toman gran importancia, tal como lo señalan Hofstein y Luneta (1980) [1] quienes expresan que “las simulaciones son un medio para la enseñanza y el aprendizaje con un gran potencial para mejorar las prácticas educativas”. En la enseñanza de las ciencias las animaciones facilitan la visualización de la dinámica de un proceso mejorando la comprensión de los conceptos. Con esto se intenta que los estudiantes conecten más efectivamente entre sí las representaciones macroscópicas, simbólicas y microscópicas de los fenómenos, ayudando a superar la imagen estática y en dos dimensiones que brindan los modelos representados en papel (Raviolo, 2010) [2]. Para diferenciar las animaciones de las simulaciones dicho autor señala que la animación resalta aspectos cualitativos, mientras que la simulación trabaja aspectos cuantitativos. Pero en general a ambas se las llama simulaciones. La incorporación de los videos animados en la enseñanza de la química desarrollados por el grupo de trabajo, constituye un elemento motivador para la participación de los estudiantes, favorece la comprensión de los contenidos científicos y mejora el aprendizaje de la química (Saldis N., et al., 2015) [3]. Al analizar el material didáctico animado es importante considerar lo que Perales Palacios, F. (2006) [4] sostiene en cuanto a la enseñanza de las ciencias, “las imágenes, como en el medio natural, la diversidad es un indicio de calidad. La multiplicidad de tipos y funciones didácticas posibles debe aprovecharse en el ámbito didáctico en función de las necesidades de los estudiantes. En especial, los contenidos complejos suelen ser los más favorecidos por su representación icónica. Y que además, el factor individual también cuenta: variables como el conocimiento previo del estudiante, su estilo de aprendizaje, su nivel de desarrollo cognitivo o su actitud hacia los recursos visuales empleados juegan un papel relevante en los resultados del aprendizaje”. Es indispensable resaltar que Hansen y Liggera, (2013) [5] mencionan que “lo audiovisual no es una cuestión de medios, sino de lenguaje; no se trata, entonces, de usar medios audiovisuales, sino de expresarse audiovisualmente”. De aquí surge la necesidad de evaluar y mejorar el material didáctico audiovisual realizado. Aguilar Juárez, I et al., 2014 [6] propone que “la evaluación es un proceso sistemático de identificación, recolección y tratamiento de datos sobre elementos y hechos previamente seleccionados, con el objetivo de valorarlos primero y, a partir de dicha valoración, tomar decisiones. La toma de decisiones con bases en datos objetivos del contexto escolar ofrece la ventaja de mejorar las situaciones de aprendizaje de los alumnos”. Marquès Graells, P. (2001) [7] expone que “el guion de los videos didácticos está elaborado con una clara intencionalidad instructiva, tiene unos objetivos educativos perfectamente definidos y el desarrollo de los contenidos, seleccionados y organizados en función de sus destinatarios y de la tipología del video, se realiza de manera progresiva y sistemática. Las imágenes, música y explicaciones verbales, así como el ritmo de las secuencias y la composición audiovisual, también son meticulosamente seleccionadas de acuerdo con las características de los estudiantes a los que va destinado el video. Por ello, al evaluar estos materiales se tendrán en cuenta múltiples aspectos técnicos, expresivos, estéticos, pedagógicos y funcionales, considerando en todo momento que se trata de un producto audiovisual de tipo secuencial. Dentro de los aspectos técnicos, estéticos y expresivos, se encuentran las imágenes, los textos, los gráficos y las animaciones, la banda sonora, los contenidos, la estructura del programa y la secuenciación de las imágenes; y el planteamiento audiovisual. Para el aspecto pedagógico, se tiene en cuenta la capacidad de motivación, la adecuación a la audiencia (contenidos) y el planteamiento didáctico”. A partir de los aspectos propuestos en el trabajo de Marquès Graells, se establecieron los criterios y se desarrolló el instrumento de evaluación. DESARROLLO Con el objetivo de conocer cuáles son las apreciaciones de los expertos en lenguaje audiovisual referidas al desarrollo de las animaciones y evaluar el material didáctico animado se realizó una indagación a los técnicos. El instrumento empleado fue un cuestionario de respuestas abiertas. Los cuestionarios se enviaron a expertos en lenguaje audiovisual a través de correos electrónicos, junto al link del material animado y una breve explicación respecto del propósito de dicho cuestionario. Posteriormente el grupo consultado remitió las respuestas por la misma vía. Las valoraciones de los expertos fueron analizadas y a continuación se establecieron las acciones para el desarrollo del segundo video, con el de fin de mantener y potenciar los aspectos positivos destacados por los expertos y rediseñar aquellos señalados para mejorar. Los resultados de las encuestas de ambas animaciones y las acciones realizadas al segundo audiovisual se muestran en la Tabla 1. **Tabla 1:** Encuesta a expertos en lenguaje audiovisual y acciones a realizar. | Pregunta | Opinión de expertos | Acciones | Opinión de expertos | |--------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------|-----------------------------------------------------------------------------------| | ¿Le parece útil el formato audiovisual para presentar el tema? ¿Por qué? | Consideran que el formato audiovisual en el que se presenta el tema, ofrece un recurso de comunicación, que lo vuelve didáctico y entretenido. | Ninguna. | Destacan a fortaleza del formato audiovisual. | | ¿Considera atractiva e interesante la propuesta estética y narrativa del video? ¿Por qué? | Uno de los expertos considera que la propuesta estética infantil podría resultar poco atractiva para el público universitario y que su diseño es básico. Respecto a la narrativa, consideran que es clásica como propuesta. | Se propone mantener la propuesta de narrativa con una estética más adecuada al público universitario. | Los expertos coinciden en afirmar que la narrativa del video y el planteo estético de los personajes animados son apropiados. | | ¿Piensa que el lenguaje del video es acorde a las características del receptor/alumno? | En este espacio, los expertos consideran que es un lenguaje algo infantil para un público universitario. | Rediseño del lenguaje. | Consideran que el lenguaje entre los personajes animados es más acorde a un público adolescente | | ¿Le resulta interesante la historia con personajes o cree que sería mejor utilizar recursos narrativos dentro del género documental o infográfico, por ejemplo? | En este caso los expertos no concuerdan respecto a la utilización de la historia con personajes. Sin embargo, proponen el uso de varios recursos a la vez. | Incorporar otros recursos, como gráficos animados, tipografías, videos, narrador, etc. | Los expertos sugieren incorporar además otras narrativas, como las científicos/documental | | Pregunta | Opinión de expertos | Acciones | Opinión de expertos | |--------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------|-----------------------------------------------------------------------------------| | ¿Qué opinión tiene sobre la creación e interpretación de los personajes (relación entre ellos, descripciones, diálogos, credibilidad, ritmo de la actuación) | Concuerdan en mejorar el dinamismo e interpretación de los personajes respecto a la actuación, de manera que suene natural y creíble. Incorporar un lenguaje dirigido a nivel universitario. | Incorporar personajes animados y acercarlos a la vida real. | Opinan que la interpretación de los personajes podría mejorarse. | | ¿Considera la duración y ritmo del video adecuado? | Expresan que en algunos paisajes, el video es un poco lento. | Menor duración y más dinamismo en la presentación. | Consideran que la duración general y el ritmo podrían ser los adecuados. | | ¿La cantidad de información es adecuada? | Si, aunque se podría simplificar aún más y haberse reforzado la información con recursos audiovisuales para resaltar los datos más importantes. | Recortar los contenidos a desarrollar. Especificar el fin del video. | Consideran que la información se podría simplificar introduciendo gráficos y textos. | | ¿Considera que los recursos de diseño y animación son de calidad? (Videos, animaciones, ilustraciones, sonido, etc.) | Los expertos consideran que las imágenes son de buena calidad, pero deben ser dinámicas. El sonido ha sido observado por ambos como un aspecto a mejorar. | Mejorar la calidad de las imágenes y el dinamismo de las mismas. Mejorar el sonido. | Los expertos consideran que existe una diferencia muy marcada en la calidad de los recursos utilizados (audio y video). Además, proponen que el audio de los videos y la voz en off se graben en un estudio. | | Pregunta | Opinión de expertos | Acciones | Opinión de expertos | |-------------------------------------------------------------------------|-------------------------------------------------------------------------------------|----------|-------------------------------------------------------------------------------------| | ¿Crees que podrían agregarse subtítulos o palabras claves en el video? | Acá los expertos no coinciden. Uno sugiere enriquecerlo y el otro lo considera suficiente. | Ninguna | Destacan la importancia de incorporar otros recursos tales como gráficos, cambios de ángulos, sonido, texto y cambio de planos. | | ¿Qué te ha gustado y que recomiendo mejorar del video? | Los expertos destacan: Presentar el tema a través de un ejemplo cotidiano y la didáctica. Mejorarían: Los diálogos y el lenguaje, (guion), la dinámica general (diseño) y el audio. | Aspecto a mantener: Presentar el tema a través de un ejemplo cotidiano. | Destacan la manera de presentar el tema a través de un ejemplo cotidiano. Mejorar: • La dinámica de la animación. • La calidad del sonido. • Mejora las actuaciones. • Incorporar otros recursos. • utilizar una narrativa más acorde al público. | En la Tabla 2 se muestran algunas imágenes comparativas entre ambos materiales didácticos. Cabe destacar que para el desarrollo del segundo video, se priorizan los siguientes aspectos resaltados por los expertos: - Presentar el tema a través de un ejemplo cotidiano y mantener la propuesta de narrativa. - Especificar el fin conceptual del video y recortar los contenidos a desarrollar. Disminuir la duración y dar más dinamismo en la presentación. - Mejorar la calidad de las imágenes. - Orientar la estética a un público universitario e incorporar personajes animados. - Rediseñar el lenguaje, mejorar el sonido e Incorporar otros recursos como gráficos animados, tipografías, videos, narrador, etc. Tabla 2: Comparación entre los vídeos antes y después de la evaluación de los expertos. VIDEO N° 1: La Moneda cobreada de Pipo. Se abordan diferentes conceptos. Duración de 5 minutos 20 segundos. Los personajes son estáticos y de aspecto infantil. Los fondos permanecen inmóviles y la técnica utilizada es stop motion. VIDEO N° 2: Pipo, Tere y el delfín pronosticador del clima. Se aborda un único concepto. Duración de 3 minutos 58 segundos. Los personajes son dinámicos y con aspecto adolescente. El fondo es animado y se realizó con programas de animación. Se incorporó un video. CONCLUSIONES Tanto las opiniones de los expertos en medios audiovisuales como entrevistas informales a estudiantes y profesores destacan ampliamente el formato audiovisual seleccionado para la presentación de los contenidos, lo que permite establecer que se seguirá en el camino del desarrollo de material didáctico animado. Además, estudios realizados con anterioridad por el grupo de investigación que presenta este artículo, han demostrado que el uso de animaciones favorece el aprendizaje de contenidos científicos y mejora el rendimiento académico. Si bien los vídeos presentaron aspectos a mejorar, la introducción de la narrativa y la vinculación con casos de la realidad han sido destacadas como cuestiones relevantes al momento del análisis de los vídeos. Estos resultados nos indican que la conformación de un grupo de trabajo interdisciplinario se vuelve imprescindible a los fines de desarrollar materiales con contenidos científicos y tecnológicos, que presenten elementos atractivos para facilitar el aprendizaje de los estudiantes de ingeniería. BIBLIOGRAFÍA [1] Hofstein, A. y Luneta, V. (1980) “The role of the laboratory in science teaching: research implications”. NARST symposium, Boston, Massachusetts. http://gpequae.iqm.unicamp.br/gtexperimentacao.pdf [2] Raviolo A. (2010) “Simulaciones en la enseñanza de la química”. Conferencia VI Jornadas Internacionales y IX Jornadas Nacionales de Enseñanza Universitaria de la Química. Santa Fe, 9-11 de junio, 2010. [3] Saldis N., Colasanto C., C Arreñoc. (2015) “Animación científica para el apoyo a la educación presencial en Ingeniería química”. II Jornadas Nacionales y IV Jornadas de Experiencias e Investigación en Educación a Distancias y Tecnología Educativa en la UNC. [4] Perales Palacios, F. (2006) “Uso (y abuso) de la Imagen en la enseñanza de las Ciencias. Enseñanza de las Ciencias”. Departamento de Didáctica de las Ciencias Experimentales. Facultad de Ciencias de la Educación. Campus Universitario de Cartuja. Universidad de Granada. 18071 Granada. España. [5] Hansen, L. y Liggera, M.P. (2013). “Clase 3: La realización del lenguaje audiovisual. Propuesta educativa con TIC: Artes Audiovisuales y TIC I”. Especialización docente de nivel superior en educación y TIC. Buenos Aires: Ministerio de Educación de la Nación. [6] Aguilar Juárez, I. (2014) “Análisis de criterios de evaluación para la calidad de los materiales didácticos digitales”. Revista Iberoamericana de ciencia, tecnología y sociedad. vol.9 no.25. Ciudad Autónoma de Buenos Aires. Disponible en: http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1850-00132014000100005 [7] Marqués Graells, P. (2001) “Evaluación de los videos didácticos” Disponible en: http://www.peremarques.net/videov2.htm (última revisión: 19/08/04) Aplicación de videotutoriales como recurso educativo abierto en asignaturas semipresenciales de carreras de grado en Ciencias Económicas de la Universidad Nacional de La Matanza ABSTRACT En el presente trabajo de investigación se ha propuesto probar experimentalmente la eficiencia didáctica del videotutorial como recurso educativo abierto aplicado aplicado a la enseñanza de asignaturas de grado en modalidad semipresencial en las carreras de grado del Departamento de Ciencias Económicas de la UNLaM. Para ello se dictó en el primer año del proyecto un curso presencial de edición digital de video dirigido a docentes a cargo de cursos en modalidad semipresencial en la citada unidad académica. Como resultado se obtuvieron videotutoriales de las asignaturas Economía General y Matemática I, que fueron posteriormente postproducidos por el equipo de investigación del proyecto y puestos a disposición de los profesores titulares de cátedra de las asignaturas Economía General y Matemática I. En el transcurso del mes de septiembre y octubre los videotutoriales serán utilizados por los estudiantes y se comparará el rendimiento académico utilizando videotutoriales respecto de los habituales métodos de enseñanza, utilizando como fuente de información los exámenes parciales escritos tanto del grupo experimental como el grupo control. Durante la exposición del trabajo durante la jornada se difundirán los resultados de la prueba experimental, acompañados de los resultados de una encuesta de experiencia de uso del videotutorial aplicada a los estudiantes que participaron del grupo experimental. INTRODUCCIÓN En el presente trabajo dedicado a dar cuenta de los avances del proyecto de investigación: Producción de recursos educativos abiertos (REA) en soporte de video digital en asignaturas de enseñanza semipresencial de carreras de grado del Departamento de Ciencias Económicas de la UNLaM (2016-2017)\(^1\), se describe el estado de desarrollo de la propuesta de establecer la eficiencia didáctica del videotutorial como recurso educativo abierto aplicado aplicado a la enseñanza de asignaturas de grado en modalidad semipresencial en las carreras de grado del Departamento de Ciencias Económicas de la UNLaM. El presente proyecto de investigación continúa la línea de investigación planteada en el proyecto CyTMA2-ECO 023 “Impacto y potencial de los recursos educativos abiertos (REA) en los procesos de enseñanza-aprendizaje en modalidad virtual en las carreras de grado de Ciencias Económicas en la Universidad Nacional de la Matanza (UNLaM) 2014-2015”, y a partir de los resultados obtenidos en él, se ha detectado el uso frecuente de videos disponibles en YouTube por parte de los docentes a cargo de cursos en modalidad semipresencial. Estos recursos de video ampliamente utilizados por los docentes como materiales de aplicación a la enseñanza en modalidad a distancia provienen en su totalidad de fuentes externas a la Universidad, con lo cual se planteó la necesidad en el actual de proyecto de impulsar la creación de recursos educativos abiertos en formato de video por parte de los propios docentes a cargo Carlos Enrique, Ezeiza Pohl. Gabriela Ángela Gómez. Laura Cristina, Madrid. Myrian Carina, Vázquez Sowa. Eduardo Daniel, Ferrero. Gabriel Eduardo, Pousada. Héctor Guillermo, Codecido. Agustina Rojo. Lucas, Fenoglietto. Universidad Nacional de La Matanza E-mail: email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com Palabras Clave: Diseño didáctico, Materiales didácticos multimedia, Educación a distancia, REAs \(^1\) Proyecto de investigación acreditado en el “Programa de Investigación Científica, Desarrollo y Transferencia de Tecnologías e Innovaciones CyTMA2” bajo el código C2-ECO-031, en el Departamento de Ciencias Económicas de la Universidad Nacional de La Matanza, iniciado el 1/1/2016 y finaliza el 31/12/2017, financiado con fondos propios de la Universidad Nacional de La Matanza. Director: Carlos Ezeiza Pohl. Integrantes: Gabriela Ángela Gómez; Laura Cristina Madrid; Myrian Carina Vázquez Sowa; Eduardo Daniel Ferrero; Gabriel Eduardo Pousada; Héctor Guillermo Codecido. Becarios de investigación UNLaM: Agustina Rojo; Lucas Fenoglietto. de asignaturas en modalidad semipresencial en las carreras de Ciencias Económicas en la UNLaM. A continuación daremos cuenta del encuadre teórico en el cual se entiende desde el equipo de investigación de este proyecto, la producción de recursos educativos abiertos (REA) en soporte de video digital. MARCO TEÓRICO El concepto de recursos educativos abiertos (REA), tiene ya una notable repercusión a través del impulso que UNESCO le ha imprimido desde el año 2002, en que este término fue acuñado en el Foro de la UNESCO sobre las Incidencias de los Programas Educativos Informáticos Abiertos (Open Courseware), y designa como recursos educativos abiertos (REA) a “materiales de enseñanza, aprendizaje e investigación en cualquier soporte, digital o de otro tipo, que sean de dominio público o que hayan sido publicados con una licencia abierta que permita el acceso gratuito a esos materiales, así como su uso, adaptación y redistribución por otros sin ninguna restricción o con restricciones limitadas. Las licencias abiertas se fundan en el marco existente de los derechos de propiedad intelectual, tal como vienen definidos en los correspondientes acuerdos internacionales, y respetan la autoría de la obra” (UNESCO, 2012). A partir de investigaciones realizadas por este equipo de investigación (Ezeiza Pohl, et al, 2015), y ampliando lo establecido en el párrafo anterior, ESVI-AL (2013) da cuenta que “los recursos educativos abiertos (REA) son materiales digitales (incluyendo aquellos en formato multimedia) que tienen un valor educativo potencial y que se comparten y publican libremente y abiertamente a través de Internet con licencias abiertas o residen en el dominio público para ser usados por educadores, estudiantes y autodidactas (White, Manton, 2011). Algunos materiales sólo pueden ser utilizados en su forma original, otros REA en cambio pueden ser modificados y redistribuidos. Los REA son generados tanto por universidades, bibliotecas, organizaciones comerciales como editoriales, o cualquier persona que desarrolle recursos educativos para compartir. Además, pueden ser de diferente tipo y tamaño (Downes, 2007). En cuanto a objetos específicos los REA pueden incluir ESVI-AL (2013): • Open Courseware y contenidos abiertos. • Herramientas de software abierto (por ejemplo, los sistemas de gestión del aprendizaje) y cualquier otra herramienta. • Materiales de cursos, módulos de formación. • Libros de texto, vídeo, tests. • Repositorios de objetos de aprendizaje. • Cursos completos, educativos y libres. • Material o técnica usada para potenciar el acceso al conocimiento. • Juegos, simulaciones y otras aplicaciones para el aprendizaje. • Herramientas de evaluaciones y virtualmente cualquier material utilizado con objetivos educativos. En la Figura 1 se dispone las siguientes dimensiones que comprenden el desarrollo de todo REA: **Figura 1:** Dimensiones constitutivas de un REA (Ezeiza Pohl, 2016) Cuando nos ocupamos en la producción de un REA, -en nuestro caso un video digital en la modalidad de “videotutorial”- y siguiendo la Figura 1, es necesario considerar cuatro aspectos o dimensiones que deben ser atendidas a saber: I. **Contenido:** Corresponde a un desarrollo de tipo conceptual o procedimental extraído de una unidad del programa de la asignatura, y puede implementarse bajo una secuencia didáctica parcial (presentación, desarrollo, conclusiones), o una secuencia didáctica completa (sumando a la secuencia anterior actividades y evaluación). La elección de una u otra secuencia dependerá del propósito específico asignado al REA y de la complejidad conceptual/procedimental del contenido, y llegado el caso el desarrollo de un contenido puede involucrar la elaboración de varios REA articulados. II. **Licencia de uso:** Toda producción de un REA involucra los términos legales que determinan el alcance y limitaciones que afectan al uso del recurso por parte de los respectivos usuarios, e incluye también el cumplimiento de lo establecido por la Ley de Propiedad Intelectual 11.723 en el cuanto al uso de productos cuyos derechos se encuentran reservados (imágenes, música, etc.) para la elaboración del recurso. Para facilitar la selección de licencia de uso en ambientes digitales se han desarrollado las Licencias Creative Commons (CC), lo cual no significa que poner una obra bajo una licencia Creative Commons no tenga copyright. III. **Producción multimedial:** El desarrollo informático de un REA puede involucrar el uso de distintas herramientas informáticas a escoger según la necesidad del caso y nivel de experticia de los diseñadores. (Bernis, 2016). En nuestro caso utilizamos el software comercial Wondershare Filmora Video Editor en su versión de prueba según descarga gratuita. La elección de este software corresponde a su facilidad de uso y por haber sido usado por el director de proyecto durante su capacitación Edición de video no lineal 2.0 en la UTN-FRBA. IV. **Alojamiento.** Siguiendo la filosofía REA el acceso a dichos recursos debe realizarse a través de un sitio web de acceso libre. En el ámbito académico se han desarrollado a tal fin los repositorios institucionales (RI). La UNLaM cuenta con un Repositorio Digital Institucional desarrollado por la Secretaría de Ciencia y Tecnología accesible en la dirección web: http://repositoriocyt.unlam.edu.ar/ A continuación describiremos el estado de avance de la implementación de la prueba de eficiencia didáctica de los videotutoriales producidos hasta el momento dentro de las actividades del equipo de investigación. **DESARROLLO** Durante el año 2016, en el primer año del actual proyecto de investigación, se desarrolló la secuencia didáctica, diseño, contenido y materiales e implementar de un Taller de capacitación de producción de videos como recursos educativos abiertos de apoyo a la enseñanza semipresencial. Este espacio de capacitación fue dirigido exclusivamente a docentes a cargo de cursos en modalidad semipresencial en las carreras de grado del Departamento de Ciencias Económicas, interesados en introducirse en el manejo de una herramienta accesible de edición digital de video (Wondershare Filmora Video Editor), mediante la cual pudieran producir materiales de video al estilo “videotutorial” para el desarrollo de contenidos de las asignaturas a cargo, con el fin de elaborar recursos didácticos audiovisuales a ser utilizados por los alumnos como apoyo a las clases semipresenciales. Participaron en el curso ocho profesores a cargo de comisiones en modalidad semipresencial, los cuales utilizan habitualmente la plataforma MieL (Materias Interactivas en Línea)\(^2\), de las siguientes asignaturas: Costos y Actividades Especiales, Matemática I, Geografía Económica, Derecho Civil y Comercial, Macroeconomía, Costos y elementos de finanzas, y Economía General, y se presentaron trabajos finalizados en los casos de Matemática I y Economía General. Finalizado el curso, durante el primer semestre del año 2017 se seleccionaron dos videotutoriales correspondientes a las asignaturas Economía General y Matemática I. El criterio de selección correspondió a que los profesores titulares de dichas asignaturas estimaron conveniente la temática tratada en los videos seleccionados para que pudieran ser utilizados por los estudiantes durante el segundo semestre del año 2017. Los videos seleccionados fueron\(^3\): - Límite de una función en un punto, desarrollado por el Profesor Jorge Salvel (Matemática I, semipresencial). - Gráfico de monopolio, desarrollado por la Profesora Carla Souza Conrado (Economía General, semipresencial). Luego de un intenso trabajo de postproducción de estos videos, consistente en uniformar un estilo visual y de identidad institucional, sumado al agregado efectos de animación, corrección y edición de la voz en off de los profesores, y normalización de tipografía, colores y diseño en general, y previa revisión general de los profesores titulares de dichas asignaturas, se dispusieron para ser utilizados por las comisiones a distancia al comienzo de la cursada del segundo cuatrimestre. El modo de hacer disponibles estos recursos de video entre los estudiantes se implementará a través de un acceso compartido para su descarga desde Google Drive. Posteriormente los estudiantes una vez utilizado el recurso completarán una encuesta en línea para relevar la experiencia de uso de este tipo de recurso tecnológico respecto de los materiales tradicionalmente utilizados durante el aprendizaje. Por otra parte, la medición específica de la eficiencia didáctica de los videotutoriales será realizada identificando los resultados obtenidos por los estudiantes que utilizaron dichos recursos en sus calificaciones de los exámenes parciales escritos realizados en modalidad presencial, aislando en particular los ítems evaluados correspondientes a las temáticas tratadas en los videotutoriales, y comparando luego estas calificaciones con las obtenidas por una muestra de estudiantes que cursaron las materias en modalidad presencial y utilizaron materiales tradicionales de aprendizaje (apuntes impresos, libros, etc. --- \(^2\) Desarrollo propio de la UNLaM implementado por la Secretaría Académica. Disponible en: http://miel.unlam.edu.ar/ \(^3\) Se encuentra bajo desarrollo al momento de la presentación de este trabajo un videotutorial sobre Toma de decisiones y análisis marginal preparado por la Profesora Gabriela Gómez, integrante de este equipo de investigación que, también es docente en la cátedra de Gestión de costos para contadores, a cargo del Profesor Titular Dr. Sergio Andrés Ghedin de la Facultad de Ciencias Económicas de la UBA. Será postproducido por la becaria de investigación UNLaM, Agustina Rojo estudiante avanzada de la carrera de Comunicación Social, y será aplicada en una comisión a distancia en la FCE-UBA en el mes de octubre de 2017. CONCLUSIONES y TRABAJO FUTURO Se espera que una vez alcanzados los resultados obtenidos con las pruebas de medición de eficiencia didáctica de los videotutoriales aplicados durante la cursada del segundo cuatrimestre en la carreras de Ciencias Económicas de la UNLaM, pueda establecerse el valor agregado que aportan los recursos educativos abiertos en formato de video en los procesos de enseñanza aprendizaje en Educación Superior. En el corto plazo a partir de los resultados a ser presentados en este evento se continuará con el desarrollo de un nuevo proyecto de investigación que intensifique la producción de videotutoriales a la totalidad de cátedras en las carreras de Ciencias Económicas de la UNLaM que dictan materias a distancia. Bernis, L. (2016). Video 2.0. Curso virtual a cargo de la Secretaría de Extensión Universitaria. Universidad Tecnológica Nacional. Facultad Regional Buenos Aires. Downes S. (2007). Models for Sustainable Open Educational Resources. Interdisciplinary Journal of Knowledge and Learning Objects, vol 3. ESVI-AL (Educación Superior Virtual Inclusiva – América Latina). Mejora de la Accesibilidad en la Educación Superior Virtual en América Latina (2013). Informe de estado del arte de Recursos Educativos Abiertos que puedan apoyar la formación superior virtual de personas con discapacidad. Ezeiza Pohl, C.E.; Ferrero, E.D.; Gomez, G.A.; Codecido, H.G.; Madrid, L.C.; Pousada, G. E.; Vázquez Sowa, M.C. (2015) El acceso a los recursos de información en Ciencias Económicas disponibles en Internet, y su impacto en los procesos de enseñanza y de aprendizaje en las carreras de grado en Ciencias Económicas en la Universidad Nacional de La Matanza 2012-2013. Revista RInCE (Revista de Investigaciones del Departamento de Ciencias Económicas de la Universidad Nacional de La Matanza). Nro 11. Vol.6. Septiembre. Disponible en: http://rince.unlam.edu.ar/index.php?seccion=29&idArticulo=130 [Fecha de acceso: 04/4/2017] Ezeiza Pohl, C.E.; Ferrero, E.D.; Gomez, G.A.; Codecido, H.G.; Madrid, L.C.; Pousada, G. E.; Vázquez Sowa, M.C. (2016). Factibilidad de aplicación de los recursos educativos abiertos (REA) en los procesos de enseñanza-aprendizaje en modalidad virtual en las carreras de grado de Ciencias Económicas en la Universidad Nacional de la Matanza. TE&ET 2016. XI Congreso de Tecnología en Educación y Educación en Tecnología - ISBN 978-987-3977-30-5. Disponible en: Índice del Libro de actas: http://teyet2016.unimoron.edu.ar/doc/Indice.pdf [Fecha de acceso: 13/7/2017]. Libro de Actas completo: http://teyet2016.unimoron.edu.ar/doc/Acta.zip [Fecha de acceso: 13/7/2017]. UNESCO (2012). Declaración de París de 2012 sobre los REA. Congreso Mundial sobre los Recursos Educativos Abiertos (REA). UNESCO, París, 20-22 de junio de 2012. Disponible en: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/C1/CI/pdf/Events/Spanish_Paris_OER_Declaration.pdf [Acceso 20/02/2017] White D., Manton M. (2011). JISC-funded OER Impact Study. University of Oxford. Construcción de Competencias Genéricas utilizando Material Multimedia ABSTRACT En búsqueda de estrategias que permitan incluir las TIC al proceso educativo para desarrollar diferentes competencias genéricas en estudiantes de ingeniería, se ha detectado un escaso desarrollo de materiales multimedia regionales y su aplicación en la formación de alumnos de grado. El equipo de investigación diseñó y desarrolló animaciones científicas para apoyo a las clases presenciales. Este trabajo presenta los resultados obtenidos tras la aplicación de la animación “Pipo, Tere y el delfín pronosticador del tiempo” entre profesores-expertos y estudiantes de primer año de Ingeniería Química de la Universidad Nacional de Córdoba. El estudio exploratorio combinó procedimientos de recopilación y análisis de datos cualitativos y cuantitativos a través de encuestas a profesores, y preguntas cognitivas a los estudiantes. El análisis de estos resultados permite afirmar que el uso asincrónico y ubicuo del video animado colaboró con el desarrollo de competencias referidas al aprendizaje autónomo de los estudiantes, y de resolución de situaciones problemáticas. Además mejoró la redacción y la comunicación escrita, considerada como competencia básica para el aprendizaje de cualquier conocimiento, y puede ser visto como un recurso didáctico innovador y motivador del aprendizaje de contenidos científicos y tecnológicos. INTRODUCCIÓN Hoy nos encontramos ante la necesidad de hallar estrategias que introduzcan las tecnologías de información y comunicación (TIC) a nuevos paradigmas educativos ya que éstas posibilitan generar nuevos ambientes de formación que permiten complementar y diversificar la oferta educativa. En búsqueda de herramientas para desarrollar un plan de acción que incluyan las TIC al proceso educativo, con el objetivo de desarrollar diferentes competencias genéricas en estudiantes de carreras de ingeniería, el equipo que presenta este artículo observó un escaso desarrollo de materiales multimedia regionales y su aplicación en la formación de alumnos de grado de las carreras científicas y tecnológicas. Esta situación llevó al planteo de los siguientes interrogantes ¿Es posible producir e incorporar animaciones científicas de calidad en los procesos educativos? ¿Qué competencias se ponen en juego con el uso de estas animaciones científicas?. El equipo de investigación diseñó y desarrolló un conjunto de materiales multimedia, en especial animaciones científicas consideradas como visualizaciones concretas de modelos científicos para apoyo a la presencialidad. El presente trabajo hace referencia específicamente al análisis de los resultados obtenidos tendientes al desarrollo de competencias, tras la aplicación de la animación “Pipo, Tere y el delfín pronosticador del tiempo” entre profesores-expertos en Química y Tecnologías Educativas y estudiantes de primer año de Ingeniería Química de la Facultad de Ciencias Exactas Físicas y Naturales – Universidad Nacional de Córdoba (FCEFyN-UNC). La metodología empleada para el estudio exploratorio combinó procedimientos de recopilación y análisis de datos cualitativos y cuantitativos a través de encuestas a profesores, y preguntas cognitivas a los estudiantes. MARCO TEÓRICO Desde hace tiempo, en las aulas de las universidades argentinas se perciben las falencias con las cuales los estudiantes ingresan al sistema de enseñanza superior. Recientemente, este hecho se vio ratificado con los resultados de las evaluaciones realizadas por el Ministerio de Educación y Deportes de la Nación “Aprender 2016”[1]. Ante esta situación, es importante que los actores involucrados en los procesos educativos de los diferentes niveles realicen una profunda reflexión sobre la necesidad de forjar nuevos paradigmas en los procesos de enseñanza y de aprendizaje que permitan gestar los individuos y profesionales que la sociedad y el mundo laboral demandan. En el año 1998, la UNESCO en la Conferencia Mundial sobre la Educación Superior manifestó que es menester considerar cambios en este sentido al expresar “es necesario propiciar el aprendizaje permanente y la construcción de las competencias adecuadas para contribuir al desarrollo cultural, social y económico de la sociedad” (Vázquez, 2001)[2]; entendiendo por “competencia a la capacidad de articular eficazmente un conjunto de esquemas (estructuras mentales) y valores, permitiendo movilizar (poner a disposición) distintos saberes, en un determinado contexto con el fin de resolver situaciones profesionales” (CONFEDI, 2008)[3]. En este sentido, el Consejo Federal de Decanos de Ingeniería (CONFEDI) acordó junto a otras organizaciones responsables de la educación superior, la firma de un documento en el cual se plantearon entre diferentes aspectos, las competencias de acceso de los ingresantes a las carreras de grado, y que dichas competencias pueden ser desarrolladas y consolidadas durante la escolaridad previa en los cursos de ingreso o nivelación y en los cursos de grado (CONFEDI, 2014)[4]. Así al repensar los paradigmas educativos existentes y en la búsqueda de estrategias alternativas dentro del marco de los procesos de enseñanza y de aprendizaje es imposible hoy en día no considerar las tecnologías digitales, las cuales han tomado un rol protagónico en las actividades diarias de los individuos. Nadie puede dudar que la influencia de las TIC ha modificado las prácticas culturales de los jóvenes. La mayoría de ellas están orientadas a la utilización en relaciones interpersonales, consumo de música, videos, juegos, etc. Esta situación permite pensar en estrategias que asocien las prácticas mencionadas con procedimientos de tipo pedagógico que contribuyan a enriquecer significativamente el proceso educativo (Dussel y Quevedo, 2010)[5], (Barberá y Badia 2005)[6]. Así surgen nuevos ambientes de formación no necesariamente tendientes a sustituir las aulas tradicionales, sino que complementan y diversifican la oferta educativa, aspectos que son importantes a tener presentes en los nuevos enfoques de la enseñanza superior. La incorporación de herramientas digitales, permite a los docentes, estudiantes y contenidos científicos encontrarse en el mismo escenario interconectados por las TIC de manera diacrónica y ubicua, cuyas principales características son la conectividad y la interactividad. En este sentido, Dussel (2001)[7] señala que “las tecnologías digitales han creado un nuevo escenario para el pensamiento, el aprendizaje y la comunicación humana, han cambiado la naturaleza de las herramientas disponibles para pensar, actuar y expresarse… la cultura digital supone… una reestructuración de lo que entendemos por conocimiento, de las fuentes y criterios de verdad, y de los sujetos autorizados y reconocidos como productores de conocimientos”. La disponibilidad de herramientas tecnológicas digitales es extensa y variada; dentro de ese universo, Raviolo (2010)[8] destaca los beneficios de trabajar con simulaciones y expresa que “son particularmente útiles cuando por razones de seguridad, tiempo, económicas o administrativas, los estudiantes no pueden actuar directamente sobre el material estudiado”. También sostiene que “en la enseñanza de la química las simulaciones o animaciones facilitan la visualización de la dinámica de un proceso químico, mejorando la comprensión de los conceptos, más aún a nivel molecular. Por ejemplo, ayudan a superar la imagen estática y en dos dimensiones que brindan los modelos representados en papel”. Por otro lado, Sierra Pérez (2016)[9], propone que “el estudiante obtiene autonomía al lograr criticidad e independencia intelectual; al ser capaz de reestructurar el pensamiento a partir de textos ajenos que se han balanceado desde la auscultación cuidadosa y argumentada de saberes previos y nuevos”. Los materiales multimedia, llámesese animaciones diseñadas y desarrolladas que pueden ser utilizadas por los docentes a través de este modelo de enseñanza, pretenden brindar a los estudiantes herramientas básicas que les permitan dar los primeros pasos en el desarrollo de algunas estrategias de aprendizaje autónomo. Así, es posible que puedan contribuir con el desarrollo de determinadas competencias genéricas, entendiendo por tales a aquellas vinculadas a las competencias profesionales comunes a todos los ingenieros, considerando por un lado las tecnológicas, y las sociales, políticas y actitudinales por otro, ver tabla 1(CONFEDI, 2014)[4]. | Competencias Genéricas | |------------------------| | **a) Competencias Tecnológicas** | **b) Competencias Sociales, Políticas y Actitudinales** | | Identificar, formular y resolver problemas de ingeniería. | Desempeñarse de manera efectiva en equipos de trabajo. | | Concebir, diseñar y desarrollar proyectos de ingeniería. | Comunicarse con efectividad. | | Gestionar-planificar, ejecutar y controlar proyectos de ingeniería. | Actuar con ética, responsabilidad profesional y compromiso social, considerando el impacto económico, social y ambiental de su actividad en el contexto local y global. | | Utilizar de manera efectiva las técnicas y herramientas de la ingeniería. | Aprender en forma continua y autónoma. | | Contribuir a la generación de desarrollos tecnológicos y/o innovaciones tecnológicas. | Actuar con espíritu emprendedor. | Tabla 1. Competencias Genéricas propuestas por el CONFEDI[4] DESARROLLO Para realizar el trabajo exploratorio, se comenzó por preparar una encuesta para ser distribuida entre docentes-expertos. Para ello, se habilitó un formulario Google y se lo incorporó en el grupo cerrado de la red social Facebook denominado “Química” en el que participan profesores expertos en dicha área y en tecnologías educativas de todo el país. Para responder el cuestionario, se los invitó a observar el video ubicado en https://www.youtube.com/watch?v=thlooaqc1LQ. La encuesta contenía 1 pregunta cerrada y 7 abiertas, y fue respondido por 9 participantes. Luego se procesaron los datos. Por otro lado, en una clase magistral expositiva tradicional frente a 40 estudiantes de primer año de Ingeniería Química de la UNC, el docente a cargo desarrolló el tema Equilibrio Químico, donde incluyó el ejemplo análogo al utilizado en el audiovisual. A continuación se solicitó a los alumnos que en sus hogares observaran el video en cuestión las veces que consideren necesarias e intenten responder las preguntas críticas incluidas en él. Transcurridas dos semanas se les instó a resolver una situación problemática específica de manera individual en una clase presencial. Posteriormente se analizaron las respuestas, se las clasificó con porcentajes de aciertos considerando la escala del 0 al 100%. Para definir las posibles competencias desarrolladas por los estudiantes se observaron ciertos indicadores los cuales están expresados en la Tabla 2. | Indicador | Posible Competencia Desarrollada | |--------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------| | Si el estudiante observó el video en una o más ocasiones. | Autonomía de aprendizaje. Regulación de su propio aprendizaje. | | Si ha buscado información para contestar las preguntas críticas. | Autonomía de aprendizaje. Regulación de su propio aprendizaje. | | Si la redacción de la respuesta a la situación problemática es clara. | Capacidad oral y escrita para transferir conceptos. Producir textos. | | Si redacta con vocabulario técnico adecuado y lo utiliza correctamente. | Comprender conceptos. Capacidad oral y escrita para transferir conceptos. Producir textos. | | Si identificó de manera correcta los colores que toman las especies con y sin presencia de agua. | Interpretar situación problemática. Transferir el conocimiento a otra situación problemática. Resolver la situación problemática de Equilibrio Químico. | | Si fue capaz de relacionar la situación con un equilibrio químico. | Capacidad de análisis crítico. Analizar fenómeno sencillo. | | Si justificó a través del principio de Le Chatelier. | Reconocer y utilizar un concepto. | | Si el alumno usó el video a través del aula virtual. | Uso de tecnologías informáticas para el aprendizaje. | Tabla 2. Indicadores y posibles competencias desarrolladas a través del uso de un audiovisual Al analizar los datos se clasificaron las pruebas observando esos indicadores para identificar las posibles competencias desarrolladas. Posteriormente se entrecruzaron los resultados para conocer si las competencias esperadas por los docentes con el uso del video animado eran coincidentes con las que pudieron desarrollar los estudiantes. RESULTADOS y CONCLUSIONES De la encuesta realizada a los profesores, en relación a la pregunta cerrada ¿Cree usted que el video está planeado sistemáticamente, es decir, guarda un orden relacionado con la introducción, el desarrollo y el cierre de la problemática que presenta? el 100% de los docentes coincidió en responder afirmativamente. En cuanto a las respuestas a preguntas abiertas, éstas se agruparon en categorías dando los siguientes resultados. 1. ¿Qué opina usted acerca de la analogía utilizada en el video en relación a las velocidades? ¿Puede ser interpretada fácilmente por los estudiantes de primer año de la universidad? Seis profesores respondieron que la analogía es “excelente” y puede ser interpretada por los estudiantes de manera sencilla; los restantes consideraron que no podrán comprenderla y que se debería presentar la situación de manera concreta pues algunos estudiantes de primer año no estarían preparados para lograr ciertas abstracciones. 2 y 3. ¿Qué le parece la idea de no resolver definitivamente la incógnita del cambio de color del delfín, dejando un final abierto? ¿Qué opinión tiene usted de las preguntas críticas finales, estima que incentivan al estudiante continuar aprendiendo de manera cada vez más eficaz y autónoma? Tres de los profesores coinciden con la propuesta de un final abierto para incentivar la búsqueda de información, el aprendizaje autónomo, la metacognición y despertar el interés en otros contenidos. Si bien otros tres profesores estuvieron de acuerdo con que las preguntas críticas incentivan al estudiante a continuar aprendiendo, propusieron incluir un link con las respuestas posibles para el cotejo de sus propuestas. Tres profesores sugieren resolver la situación planteando directamente la respuesta. 4. Considera que el video didáctico ¿está adecuadamente planteado para lograr el aprendizaje de conceptos claves de Equilibrio Químico, por qué?. La totalidad de los profesores contestaron de manera afirmativa, que está planteado de una forma dinámica y es perfectamente comprensible, que les resultó novedoso y atractivo, aunque dos de ellos estiman que lo presentarían con los contenidos más “masticados”. 5. ¿Qué aspectos positivos destacaría en el video tanto desde el punto de vista conceptual, como técnico y didáctico? En este sentido, todos los expertos rescataron desde lo didáctico, que el video es entretenido, motivador y novedoso. Que posee un contexto real, con personajes creíbles, como así también contiene diálogos sencillos cercanos a los estudiantes. Desde lo conceptual, les interesó la demostración del concepto de Equilibrio y las estrategias utilizadas para el desarrollo de conceptos teóricos. Con respecto a lo técnico, les llamó la atención el movimiento de las animaciones y la idea general del guión. 6. ¿Qué aspectos negativos destacaría en el video desde el punto de vista conceptual, técnico y didáctico? Desde lo conceptual y didáctico los profesores no realizaron aportes, sólo dos docentes insistieron en presentar los contenidos de la manera mencionada en 1, 2 y 3. En lo referido a lo técnico, observaron que el sonido de fondo es más intenso que la voz narradora, sugirieron voces neutras (sin “tonadas”) y un docente aconsejó dar más movilidad aún a los personajes animados. El análisis de las respuestas vertidas por los profesores encuestados permite concluir que el material multimedia en cuestión puede resultar un elemento didáctico innovador, y es posible que atraiga la atención de los estudiantes de primer año de Ingeniería Química posibilitándoles el aprendizaje autónomo. Al parecer el video es claro, guarda un orden, contiene analogías originales con personajes creíbles y simpáticos, posee una situación cercana a la realidad, y resulta fácil de entender. Tal vez necesite la revisión de cuestiones referidas al sonido. Cabe destacar que se ha dejado para el final la pregunta relacionada con competencias a los fines de anclarla con las respuestas de los estudiantes. 7. ¿Qué competencias estima usted que podría desarrollar en sus estudiantes la observación de este video? Para sintetizar la respuesta se elaboró un listado con lo expresado por los docentes. Ellos mencionaron: capacidad de análisis crítico, autonomía de aprendizaje, comunicación escrita sobre este contenido, resolución de situaciones problemáticas utilizando el concepto de equilibrio químico y búsqueda de información. En cuanto a la situación problemática presentada a los estudiantes en la clase presencial ésta decía: “Un muñequito indicador del tiempo se puede construir con Cl2Co hidratado que cambia de color como resultado de la siguiente reacción: [Co(H2O)6]Cl2(s) <====> [Co(H2O)4]Cl2(s) + 2H2O(g) El hexahidratado es de color rosa y el tetrahidratado de color azul. ¿De qué color se torna el adorno cuando el clima está seco? ¿y cuando está lloviendo? Justificar en no más de 4 renglones”. Figura 1. Cantidad de estudiantes y porcentajes de respuestas correctas obtenidos en la prueba. A la prueba asistieron 38 estudiantes. Entrevistas paralelas pudieron determinar que los seis alumnos que obtuvieron 0% no vieron el video, como tampoco lo hicieron tres de los siete que obtuvieron 50%, o el que consiguió el 25%; mientras que quienes obtuvieron porcentajes mayores de respuestas correctas al 50% sí observaron el video (28 personas). Podría significar entonces que los estudiantes que desarrollaron la competencia de resolución de situaciones problemáticas utilizando el concepto de Equilibrio Químico vieron el video y asistieron a la clase expositiva, quizás consiguiendo una autonomía de aprendizaje con habilidades para buscar nueva información y relacionarla con los contenidos previos. Esta acción es posible que esté vinculada a la capacidad de análisis crítico, competencia también supuesta por los profesores y coincidente con aprender en forma continua y autónoma y actuar con espíritu emprendedor, ambas competencias incluidas entre las sociales, políticas y actitudinales. Al realizar el análisis de los textos escritos durante la prueba, se encontró que 24 de los 38 estudiantes pudieron explicar correctamente la respuesta con porcentajes de aprobación entre 90 y 100%, tal como se muestra en la Figura 1. Las pruebas contenían expresadas de manera clara y completa la relación existente entre el equilibrio químico y los colores que adopta el adorno según varíe la presencia de humedad, como así también la justificación a través del Principio de Le Chatelier, usando vocabulario técnico apropiado. En este sentido puede aseverarse que los estudiantes han conseguido identificar, formular y resolver problemas de ingeniería, saberes pertenecientes a las competencias tecnológicas acordes a un primer año. Podría pensarse que la observación del video y el conjunto de acciones propuestas tales como la clase expositiva, la búsqueda de información y la tarea de redactar relaciones encontradas como modo de anclar nuevos conocimientos a los previos, han permitido mejorar la competencia de comunicación escrita de varios alumnos. Es decir, han logrado comunicarse con efectividad, saber incluido en las competencias sociales, políticas y actitudinales citadas en el marco teórico. El análisis de estos resultados permite afirmar que el uso asincrónico y ubicuo de elementos multimedia tal como el video animado empleado en este estudio colabora con el desarrollo de competencias referidas al aprendizaje autónomo de los estudiantes, y de resolución de situaciones problemáticas. Además mejora la redacción y la comunicación escrita, considerada como competencia básica para el aprendizaje de cualquier conocimiento, y puede ser visto como un recurso didáctico innovador y motivador del aprendizaje de contenidos científicos y tecnológicos. TRABAJO FUTURO El equipo de investigación que presenta este artículo se encuentra trabajando en un conjunto de propuestas vinculadas a la enseñanza y al aprendizaje ubicuo. Este comprende el diseño y elaboración de videos con contenidos científicos, aplicaciones telefónicas y actividades interactivas conectadas a través de Códigos QR. Con ellos se espera contribuir con el desarrollo de competencias generales y específicas que podrían desarrollarse en los estudiantes con el uso de estos elementos. Los usuarios son y serán alumnos del último curso del secundario y del primer año de ingeniería. Las acciones permitirán seleccionar materiales didácticos adecuados para desarrollar competencias de articulación interniveles. BIBLIOGRAFÍA [1] Ministerio de Educación y Deportes Presidencia de la Nación. (2016), “APRENDER 2016”. URLs: https://www.argentina.gob.ar/sites/default/files/las_claves_de_aprender.pdf (consultado 26/04/2017) [2] Vázquez, Y. A. (2001), “Educación basada en competencias”. Educar: revista de educación/nueva época, vol.16, pp.1-29. [3] Anónimo. (2008). “La modernización de los planes de estudio de las carreras de Ingeniería. Desarrollo de competencias en la enseñanza de la Ingeniería Argentina”. (Presentación PowerPoint). Villa Carlos Paz, 2008. [4] Anónimo. (2014), “Documentos CONFEDI. Competencias en Ingeniería”. Universidad Fasta. ISBN 978-987-1312-62-7. URLs: http://red.ufasta.edu.ar:8080/xmlui/bitstream/handle/123456789/409/Comp_Confedi_978`-987-1312-62-7_red.pdf?sequence=1 (consultado 22/05/2015) [5] Dussel, I. y Quevedo, L. A. (2010), VI Foro Latinoamericano de Educación. “Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo digital”. Buenos Aires: Santillana. [6] Barberá, E. y Badia, A., (2005). “El uso educativo de las aulas virtuales emergentes en la educación superior”. Revista de Universidad y Sociedad del Conocimiento. [7] Dussel, I (2001) en Pérez Gómez, A (2012) “Educarse en la era digital”. Madrid: Morata. [8] Raviolo, A; (2010) “Conferencia VI Jornadas Internacionales y IX Jornadas Nacionales de Enseñanza Universitaria de la Química”. Santa Fe, 2010. [9] Sierra Pérez, J. (2016), “Aprendizaje autónomo: Eje articulador de la Educación Virtual”. (consultado 15/02/2016). URLs: http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/viewFile/261/492 . Diseño de material didáctico para la formación docente en entornos virtuales. La experiencia de la producción colaborativa del “Dossier sobre uso del campus virtual moodle” ABSTRACT Uno de los desafíos de la implementación de propuestas bimodales en la universidad es la formación de los docentes que deberán articular en sus propuestas de enseñanza los aspectos disciplinares y tecnopedagógicos. El equipo del AED de la Facultad de Ciencias de la Salud de la UNER viene elaborando una serie de dispositivos de formación de docentes que han tomado diferentes formas: cursos teórico-prácticos, conferencias, asesorías personales y grupales, etc. Como producto de esa experiencia, el equipo elaboró durante el año 2016 un material, denominado Dossier de Uso del Campus Virtual, formado por 9 capítulos en los cuales se presentan las diferentes herramientas del campus (sostenidos por Moodle 3.0). La novedad estriba en que se ha realizado una presentación contextualizada desde lo pedagógico didáctico y con recomendaciones de uso. Este dossier, a su vez, ha retroalimentado el dispositivo de formación docente. El dossier ha contribuido significativamente a la consecución de los objetivos estipulados por el AED. Su uso, junto con las estrategias de apoyo y asesoría presencial permanente a los docentes, se ha visto reflejado en un cambio sustancial en el diseño tecnopedagógico de las aulas, que han dejado de ser un mero espacio de repositorio de material para constituirse como verdaderos entornos de enseñanza y aprendizajes. INTRODUCCIÓN La configuración actual de las propuestas de enseñanza a distancia tiene mucho que ver con los cambios que se han producido en los últimos años en los escenarios sociales, económicos, culturales y tecnológicos. Hoy en día es difícil encontrar alguna actividad humana en la que no haya una mediación más o menos acusada de las tecnologías de la información y la comunicación. Basta con revisar las prácticas cotidianas para comprobar la presencia de las TIC en los ámbitos laborales, del ocio y el entretenimiento, las comunicaciones personales, etc. Esta realidad cotidiana se inscribe genealógicamente en las transformaciones –vertiginosas y acusadas- que viene experimentando en las últimas cuatro décadas la llamada Sociedad de la Información, y que tiene en Internet y en las tecnologías y aplicaciones asociadas a uno de sus elementos más relevantes. Dentro de este contexto también han cambiado de modo profundo los modos de enseñar, de aprender y de colaborar en la producción, generación y gestión del conocimiento en las instituciones universitarias. En el caso de América Latina, por ejemplo, las políticas universitarias han insistido en la potencialidad de la EAD como modo de cumplir con los objetivos de inclusión social sin renunciar a la calidad educativa y la igualdad de oportunidades. Esto se traduce también en el intento de construir un modelo pedagógico virtual que sea adecuado para la región (Nieto y de Majo, 2012) que permita al mismo tiempo el escalamiento de las propuestas y su mejoramiento continuo. En ese sentido, las universidades podrían fomentar el desarrollo de los planes de estudio con el apoyo y la utilización de recursos en línea y el e-learning para llegar a más estudiantes y profesionales para la formación inicial y continua. Sin duda ésta es una tarea compleja que conlleva múltiples desafíos en diferentes dimensiones institucionales: organizativas, de gestión, de infraestructura, financiera, del diseño tecnopedagógico y la formación de los docentes, alumnos y el personal involucrado en las propuestas virtuales, etc. En este contexto, la Facultad de Ciencias de la Salud de UNER viene desarrollando y consolidando una serie de acciones y espacios institucionales para la formación de recursos en salud con el uso de metodologías a distancia, en entornos virtuales y en complementación de enseñanza presencial con enseñanza virtual. En este trabajo se presentará la experiencia de diseño, elaboración y puesta en uso de un dossier sobre Uso del Campus Virtual, realizado por los profesionales que integran el área y que se viene utilizando dentro de un dispositivo de formación de tutores y docentes. MARCO TEÓRICO Uno de los modelos pedagógicos -a nuestro juicio más potente y fructífero- en la educación virtual, es el sustentado en teorías de corte socio-cultural y constructivistas, cercanas también a otras que entienden al aprendizaje como práctica situada (Fainhole, 2012; Koshmann, 2013; Wenger, 2001; Wertsch, 2002). Siguiendo estas perspectivas teóricas conceptualizamos los procesos de aprender y de enseñar como actividades socialmente situadas, que se desarrollan en contextos históricos, sociales y culturales, en los cuales se configuran y de los cuales se nutren. Todo ello supone pensar las prácticas de enseñanza y aprendizaje como un todo en el que se incluyen los aprendices, los profesores y también los ambientes de aprendizaje que se crean mediados por determinados artefactos culturales: el conocimiento disciplinar, las mediaciones didácticas y tecnológicas que adoptan un papel central en la enseñanza a distancia a través, por ejemplo, de la organización de ambientes virtuales de enseñanza, las estrategias de interacción, los materiales didácticos, etc. En las propuestas de enseñanza bimodal que se desarrollan en la Facultad de Ciencias de la Salud, las estrategias de interacción e interactividad -entre los docentes y los estudiantes; de los estudiantes entre sí, y entre los docentes, los estudiantes y los contenidos- tienen como objetivo la apropiación y la construcción crítica de conocimiento; sobre todo aquel que hace a la formación de competencias específicas de los profesionales de los equipos de salud: el análisis de la práctica, la planificación de las intervenciones en salud, el trabajo en equipo, la gestión y toma de decisiones, etc. Estas estrategias promoverán también el desarrollo del trabajo colaborativo y el establecimiento de una comunicación académica respetuosa y motivadora del aprendizaje. En este marco, el modelo educativo que sustenta el material del “Dossier”, implementado en mayor o menor medida en las propuestas bimodales de la Facultad -también incluye los necesarios componentes de seguimiento y evaluación de la propuesta educativa, que se implementarán a través de diferentes estrategias como son la labor de acompañamiento a los estudiantes por parte de los tutores, profesores y coordinación de la carrera, la evaluación continua y final de los aprendizajes, etc. El Dossier se constituye a su vez, como material didáctico de formación de docentes (tanto para quienes trabajan en educación a distancia, como así también para quienes utilizan el campus como apoyo a la presencialidad), con el objetivo de que los profesores ganen autonomía a la hora de diseñar sus aulas para que estas sean reflejo de una pensada propuesta didáctico-pedagógica y no sólo un repositorio de bibliografías y enlaces a videos. Así, el Dossier, es también el resultado de una estrategia de acompañamiento que ha realizado el AED para la autonomía y autoformación docente. DESARROLLO El panorama educativo actual impone, a nivel general, nuevos desafíos a partir de la incorporación de las TIC, que generan nuevas formas de aprender, de intercambiar y de construir conocimiento caracterizadas por formatos colaborativos y ubicuos (Burbules, 2012; Pérez Gómez, 2012; Wertsch, 2003). Esto implica una serie de transformaciones en la docencia, en la investigación y en la extensión universitaria, lo que requiere que las instituciones educativas se adecúen y creen espacios de coordinación, de gestión y de apoyo para esas innovaciones. En este contexto, y como parte fundamental de la política institucional, en el año 2014 se creó el Área de Educación a Distancia de la Facultad de Salud de la UNER constituyendo un espacio primordial de contribución a la democratización, igualdad y ampliación de oportunidades. Entre los objetivos generales del Área se encuentra el de potenciar y apoyar el desarrollo y la implementación de propuestas de enseñanza a distancia y el uso de entornos virtuales y TIC en todos los niveles de enseñanza de la Facultad de Ciencias de la Salud, así como también en la gestión, la investigación y la extensión universitaria. También se busca generar una conciencia crítica y favorable sobre las potencialidades de las propuestas de enseñanza y aprendizaje virtuales y mediadas por TIC, como parte de una estrategia institucional centrada en la formación de profesionales de la salud, en la educación para la salud y en el bienestar y la inclusión social. A su vez, como parte de sus objetivos específicos, el Área brinda asesoramiento, capacitación y apoyo para el desarrollo de los aspectos pedagógicos, organizacionales, tecnológicos y comunicacionales que involucren las propuestas de educación a distancia. También colabora en la alfabetización digital de los estudiantes, docentes, autoridades y personal no docente, a fin de aprovechar los recursos virtuales con que cuenta la universidad (plataforma Moodle, sistema de gestión SIU Guaraní, etc.) Para llevar adelante todas estas tareas, el AED fue conformando un equipo de trabajo multidisciplinario en el cual cada uno de los profesionales cumple un rol específico a la vez que aporta su mirada en todas las acciones emprendidas. Como se mencionó anteriormente, el AED surge en buena medida como respuesta a la demanda de formación a distancia en carreras vinculadas a la salud y el medio ambiente. Es así, que entre los principales desafíos se encuentra el de ofrecer los actuales Ciclos de Complementación Curricular en Instrumentación Quirúrgica y en Obstetricia como modalidad virtual en el marco de la normativa vigente en el país y acompañar todos los procesos organizacionales, institucionales y de gestión que este proceso implica. En este sentido, el equipo desarrolló una metodología de trabajo que incluyó una serie de dispositivos para el diseño tecno-pedagógico y didáctico de las carreras en modalidad virtual, la formación de los docentes, los estudiantes y el personal administrativo, y la producción de materiales para estas propuestas. Las tareas contempladas en cada uno de los dispositivos no fueron planificadas para ser llevadas adelante sobre la base de una lógica lineal o por etapas, sino que por el contrario, fueron pensadas como proceso dinámico y sincrónico teniendo en cuenta principalmente las necesidades que fueron surgiendo y la retroalimentación entre cada una de ellas. En ese marco, el Dossier forma parte del trabajo del Área en la apropiación de las herramientas del Campus Virtual y el consecuente acompañamiento a los docentes y estudiantes de la Facultad. El Dossier surge como iniciativa del AED, con el objetivo de poner a disposición de la comunidad educativa de la institución, una guía para la creación de propuestas de educación virtual. El material presentado es el fruto del trabajo y la experiencia del AED en sus tres años de creación y pretende sistematizar algunas herramientas conceptuales y técnico-pedagógicas que han ido elaborándose en diferentes capacitaciones y cursos virtuales. A su vez, en lo que respecta a la elaboración, es de resaltar el carácter colectivo y colaborativo de la producción y al mismo tiempo reconocer el buen hacer del equipo. La lógica que organiza el contenido del Dossier es la siguiente. En primer término se presentan dos capítulos que sirven de marco conceptual y están destinados a brindar y actualizar conocimientos pedagógico-didácticos específicos de la educación mediada por tecnologías. Así, en el primer capítulo, se realiza una presentación de la enseñanza virtual en las ciencias de la salud y en el marco institucional de la Facultad. En el segundo capítulo se desarrolla el modelo pedagógico que sostiene conceptualmente a las propuestas educativas virtuales en tanto procesos de enseñanza-aprendizaje. Este modelo se adscribe a una perspectiva socio-constructivista del aprendizaje. El segundo bloque reúne una serie de capítulos que describen las diferentes herramientas y actividades que puede llevarse a cabo en un aula virtual del Campus Virtual de la UNER. Al tratarse de un material introductorio, se pensó en incluir los aspectos que fueron más consultados y trabajados en las reuniones e instancias de formación presencial con los docentes en el marco del lanzamiento de las carreras virtuales. Con este criterio, los capítulos que forman parte de esta segunda parte del dossier son: registro en el campus, recursos, foros, wikis, diseño de tareas y cuestionarios. (Ver imagen 1 del anexo). Por otro lado, la novedad del dossier radica en la explicitación de la dimensión didáctica de cada herramienta y actividad, y en la presentación esquemática y visual con la que se muestran los procedimientos “técnicos”; lo que, a criterio da por resultado un material que excede los típicos manuales de uso de la plataforma Moodle. Como ejemplo, en el capítulo dedicado a los foros no sólo se explica qué es un foro, sino también su potencial como herramienta didáctica para favorecer determinados procesos de aprendizajes. A su vez, se describen los tipos de foro que permite la plataforma, junto con una recomendación de uso según la intencionalidad de la enseñanza y el modo de crear foros en las aulas virtuales (Ver imágenes 2 y 3 del anexo). El Dossier, como se ha mencionado anteriormente, forma parte de un dispositivo de formación docente que se articula de la siguiente manera: el material está abierto y disponible para ser descargado desde la página web del AED. Ocasionalmente, se han entregado ejemplares impresos. Los docentes que desean abrir aulas en el campus deben en primera instancia acercarse al AED para tramitar, ante el rectorado de la universidad, el pedido correspondiente. Una vez abierto el espacio, se invita a los docentes a leer el material del Dossier para que comiencen a trabajar en el diseño de las mismas, como así también en la carga de contenidos y definición de las actividades planificadas para los alumnos. Se los invita también a acercarse al AED para resolver problemas o realizar consultas puntuales y se los atiende en individual o grupal, según la ocasión. Por otro lado, en el caso de la implementación de carreras a distancia, el material del Dossier se acompaña de reuniones grupales de formación. CONCLUSIONES El diseño tecno-pedagógico que subyace las propuestas virtuales de la Facultad se inspira, como se ha mencionado, en aproximaciones socioconstructivistas sobre el aprendizaje y la enseñanza. Por ello, se trata de potenciar un espacio virtual que combine y adapte las características de las comunidades de aprendizaje y de las comunidades de prácticas (Wenger, 2001). Esto significa la creación de un espacio (en este caso, virtual) en el cual aprender y resolver colaborativamente problemas vinculados a la práctica profesional, con el objeto de reflexionar críticamente sobre ella y proponer estrategias de gestión e intervención específicas. Ahora bien, para que ello se “traduzca” en las aulas virtuales y favorezca entornos de aprendizaje variados y flexibles, que sirvan tanto para el aprendizaje virtual individual como para el aprendizaje virtual en formato colaborativo, es indispensable contar con docentes formados y con un alto grado de autonomía en el manejo y diseño de dichos espacios. En ese sentido, el Dossier producido por el AED ha contribuido en un alto grado a la consecución de los objetivos estipulados y, junto con las estrategias de apoyo presencial; ha significado un cambio sustancial en el diseño tecnopedagógico de las aulas, que han dejado de ser un mero espacio de repositorio de material para constituirse como verdaderos entornos de enseñanza y aprendizajes. TRABAJO FUTURO En relación al Dossier actual, se espera avanzar en la impresión de un mayor número de ejemplares para su distribución entre el plantel docente. Resta además, como desafío a mediano plazo, la producción de un segundo volumen del dossier, en el que se aborden aspectos más avanzados en relación al manejo de las herramientas y actividades que posibilita la plataforma Moodle (rúbricas, grupos, etc.) y nociones generales de diseño gráfico para que los docentes puedan generar sus propios recursos al momento de “vestir” las aulas para lograr la identidad visual deseada. ANEXO Imagen 1: índice del Dossier El foro es una herramienta de comunicación asincrónica que se encuentra, en nuestro caso, dentro de un aula virtual. Es asincrónico porque la comunicación es “diferida” en el tiempo; es decir no existe conexión simultánea o en línea como sucedería en un chat. Cada “entrada” al foro queda registrada con el nombre de quien la realizó y la fecha y hora de la publicación. En el foro se producen procesos comunicacionales y también de aprendizaje, al permitir el intercambio entre estudiantes y docentes y entre los propios estudiantes. **Creación y configuración de Foros.** a) Cliqueamos en “activar edición”. b) Vamos al tema en el que se quiere agregar el foro y pulsamos en “añadir actividad o recurso”. Seleccionar foro. c) Cliqueamos en “agregar”. Existen diferentes tipos de foros que se distinguen entre ellos por su configuración, función dentro del aula e intencionalidad de uso que le da el docente. Aquí vamos a distinguir entre foros de novedades, foros de preguntas y respuestas y foros temáticos. En casi todas las aulas virtuales aparece, dentro de un apartado inicial, un módulo de comunicación en el cual se incluyen dos foros: **Foro de “Novedades”**: A través del foro de “Novedades” podemos escribir a los estudiantes todas las noticias que puedan presentarse a lo largo del curso. Así mismo podemos escribir cada semana un balance, contando qué se ha hecho, qué se está haciendo y qué se va a hacer, con el fin de motivar la participación en las actividades y la lectura del material de estudio. - Los mensajes deben ser claros, concretos, completos y contextualizados, pues de la información que se transmita en el foro dependerá en gran medida la forma como se desarrolle el curso, el título del mensaje debe de alguna manera sintetizar su contenido. - **Foro de preguntas y respuestas** (también denominado “Foro de dudas”, “Foro de consultas”, etc): el “Foro de preguntas y respuestas” se dedica a resolver dudas generales sobre el funcionamiento de la materia, plazos de entrega de tareas, y todas aquellas cuestiones que atañen al funcionamiento del aula. No es un foro para hacer preguntas de contenidos de la materia. Por otro lado, están los... - **Los foros temáticos**, en cambio, están diseñados especialmente por los docentes en función de decisiones didácticas, ya que son foros dedicados a la discusión y a la construcción compartida de conocimiento en relación con los contenidos específicos de la materia. Requieren una activa participación de los estudiantes y una especial dedicación de moderación docente. Estos foros pueden cumplir diferentes objetivos: **Como espacio de construcción de conocimiento.** Los docentes han previsto consignas para promover el aprendizaje y el intercambio entre los estudiantes. El foro se convierte en espacio para intercambiar opiniones fundamentadas sobre algún texto leído, una actividad propuesta, etc. En estos foros los estudiantes pueden realizar participaciones que pueden seguir una fase de crecimiento en cuanto elaboración y complejidad. Fase 1: compartir y comparar información. A. Realizar un comentario o dar una opinión B. Acordar con la opinión o participación de otro u otros compañeros. C. Corroborar ejemplos provistos por uno o más participantes D. Hacer y responder preguntas que busquen clarificar algún punto E. Definir, describir o identificar un problema. Fase 2: descubrimiento y exploración de desacuerdos o inconsistencias entre ideas y conceptos. Esta fase involucra normalmente el trabajo grupal. Se produce cuando el estudiante encuentra una inconsistencia entre lo que sabe (sus conocimientos previos) y los conceptos o habilidades nuevas que se le proponen. Las operaciones de esta fase incluyen: A. Identificar y distinguir las áreas de desacuerdo. BIBLIOGRAFÍA **Burbules, N.** (2012). “El aprendizaje ubicuo y el futuro de la enseñanza”. Encuentros en Educación, 13. **Fainholc, B.** (2012). Los encuadres epistémicos prevalecientes en los Programas de Educación Abierta y a Distancia. En: García Aretio, L. (ed.) Educación a Distancia y Tecnologías. Lecturas desde América Latina. Buenos Aires: Universidad del Salvador. **Koschmann, T.** (2013). Learning in (and as) interaction. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell. **Pérez Gómez, A.** (2012). Educarse en la era digital. Madrid: Morata **Wenger, E.** (2001). Coda II. Comunidades de aprendizaje. En: E. Wenger, Comunidades de práctica. Aprendizaje, significado e identidad. Barcelona: Paidós. **Wertsch, J.** (2002). “Computer mediation, PBL and Dialogicality”. Distance Education, vol. 23, 1. Diseño y uso de materiales para la docencia presencial y virtual ABSTRACT En la última década se está produciendo una revolución educativa en el ámbito de la educación superior debido a las actuales necesidades de conocimiento, formación y aprendizaje y, a la sustancial incursión de Internet y de las Tecnologías de la Información y la Comunicación (TICs). Este cambio docente ha traído consigo la aparición de los MOOC (Massive Online Open Course), de los SPOC (Small Private Online Course) y de nuevas metodologías pedagógicas como Flipped Learning. Todos ellos tienen en común el uso de herramientas digitales. El objetivo de este trabajo es el de presentar y dar a conocer diferentes recursos didácticos para la creación y edición de materiales educativos (cuestionarios, foros, presentaciones, edición de vídeos y mapas conceptuales) para su uso en la docencia presencial y virtual. Son centenares los programas y herramientas online que existen para la elaboración de materiales educativos interactivos y audiovisuales. Sin embargo, a nivel docente no se conocen bien todas las posibilidades que ofrecen cada uno de estos recursos educativos ni se sabe bien para qué fin utilizarlos. INTRODUCCIÓN y MARCO TEÓRICO Las necesidades de conocimiento, formación y aprendizaje sumadas a la sustancial incursión de Internet y de las Tecnologías de la Información y la Comunicación (TICs) a nivel educativo han ocasionado en la última década un cambio radical docente en el contexto de la educación superior. Por un lado, la aparición de los MOOC (Massive Online Open Course, siglas en inglés de Cursos Online Masivos y Abiertos) como recurso educativo del aprendizaje permanente y universal. Se trata de cursos, muchas veces gratuitos, cuyo principal objetivo es el de divulgar el saber (por medio del aprendizaje en red), aprender del otro (trabajo colaborativo) y el acceso masivo a contenidos (mediante Internet, sin límites de número de alumnos). Estos cursos suelen constar de varias sesiones de clases con vídeos junto con cuestionarios de autoevaluación y actividades que permiten al alumno poner en práctica lo aprendido y reforzar el aprendizaje. Además, estos cursos cuentan con un foro que permite plantear dudas o cualquier otro tipo de comentario tanto a los profesores del curso como a los alumnos participantes. Estos MOOC están disponibles en diferentes plataformas asociadas a universidades o empresas entre las que cabe citar Edx (Instituto Tecnológico de Massachusetts y la Universidad de Harvard), Udacity (Universidad de Stanford), Coursera (plataforma a la que aportan cursos numerosas instituciones universitarias como Universidad de Toronto, Universidad de Washington, Escuela politécnica federal de Lausana, Universidad de Edimburgo, Instituto Tecnológico de Georgia, entre otras) y MiriadaX (creada por las empresas españolas Banco Santander y Telefónica y en la que participan un total de 45 universidades de 9 países diferentes). Recientemente y basados en los MOOC, han aparecido en las universidades los conocidos como cursos SPOC (Small Private Online Course, siglas en inglés de Cursos online en pequeños grupos privados). Siguen la misma metodología que los MOOC en cuanto que son cursos en línea y participativos basados en vídeos pero... están destinados a grupos reducidos de estudiantes con un perfil definido. Entre estos cursos se incluyen los denominados como cursos cero y los cursos a distancia de formación universitaria. Por otro lado, la patente revolución educativa en las aulas de las universidades con la aparición de nuevas metodologías pedagógicas. Las clases magistrales, entendidas como clases teóricas presenciales en las que el profesor cuenta la lección a los alumnos que posteriormente tienen que estudiarse están siendo poco a poco reemplazadas por clases activas y participativas, en las que el alumno es el verdadero protagonista de su aprendizaje y en el que las herramientas digitales son claves en esta nueva enseñanza. Uno de estos modelos pedagógicos más en auge en la educación superior es el Flipped Learning que es una modalidad del aprendizaje semipresencial. Este enfoque metodológico consta de tres fases: antes, durante y después. La fase de antes (aprendizaje autónomo), que tiene lugar fuera del aula, se centra en los niveles de recordar y comprender de la taxonomía del aprendizaje de Bloom. Consiste en que el alumno vea vídeos, presentaciones, lea artículos, etc., que el profesor previamente ha subido a una plataforma como Moodle. Esta fase de antes de la clase, viene acompañada de actividades para que el alumno evalúe sus propios conocimientos. La fase de durante que da respuesta a los niveles de aplicar, analizar, evaluar y crear de la taxonomía del aprendizaje de Bloom tiene lugar dentro del aula y consiste en plantear problemas o casos para que los alumnos los discutan en clase en base a lo aprendido en la fase de antes con feedback del profesor. Por último, en la fase de después que abarca todos los niveles del ciclo de aprendizaje de Bloom, los estudiantes continúan aplicando sus conocimientos mediante proyectos colaborativos, trabajos, etc. A lo largo de estas tres fases el profesor evalúa los conocimientos adquiridos mediante herramientas de autoevaluación, coevaluación y heteroevaluación, lo que convierte a esta metodología en un proceso de enseñanza-aprendizaje continuo. Entre las ventajas descritas para el Flipped Learning cabe destacar que el aprendizaje es personalizado (se adapta a los ritmos individuales de trabajo de cada alumno), permite profundizar más en el temario, el alumno es el centro del aprendizaje y, fomenta las habilidades de colaboración y de interacción entre alumnos y profesores. Entre las principales desventajas se incluyen que esta metodología requiere más tiempo de preparación tanto para el profesor (creación de materiales digitales) como para el alumno (que tiene que estudiarse la lección en base a los contenidos creados antes de la clase presencial). En esta revolución educativa a nivel universitario, las herramientas digitales son fundamentales para la creación de los contenidos (vídeos, presentaciones, wikis, mapas conceptuales, cuestionarios) necesarios para la preparación de los MOOC, SPOC y de las nuevas metodologías pedagógicas dentro del aula como Flipped Learning. El objetivo de este trabajo es el de conocer diferentes herramientas didácticas para la creación de materiales educativos online para su uso en la docencia presencial y virtual. DESARROLLO La introducción e incorporación de la era digital en la educación ha traído consigo la aparición de cientos de recursos educativos para la elaboración de material docente. Dada la imposibilidad de abarcar todos estos recursos, en este trabajo nos centraremos sólo en los más utilizados y conocidos para la mejora de la praxis docente. Estos recursos se van a clasificar en función de su fin: creación de cuestionarios interactivos, herramientas de participación web (foros, chats, encuentros digitales), elaboración de presentaciones, herramientas de edición de vídeos y creación de mapas conceptuales (Figura 1). Figura 1. Diferentes herramientas docentes para la elaboración de cuestionarios, presentaciones, mapas conceptuales, edición de vídeos y participación web. Creación de cuestionarios interactivos Este tipo de herramientas permite crear diferentes tipos de cuestionarios orientados tanto a la autoevaluación como a la evaluación continua. - **Google Drive** (https://www.google.es/intl/es/forms/about/). Herramienta gratuita de Google disponible para usuarios de Gmail que permite elaborar cuestionarios y generar un análisis una vez respondidos. - **Quizbean** (https://www.quizbean.com/home). Este recurso permite elaborar pruebas y cuestionarios asociadas a imágenes. Existe una versión gratuita y una de pago en función del número de test que se quieran elaborar y del número de estudiantes en los que se quiera realizar. - **Socrative** (https://www.socrative.com/). Programa para la creación de cuestionarios (preguntas de tipo test y de respuesta corta) que permite incluso emplear la gamificación (juegos aplicados al ámbito educativo) dado que tiene una opción de concurso. Al igual que Quizbean está disponible en versión gratuita y de pago. - **Gnowledge** (http://www.gnowledge.com/). Reconocida en el ámbito educativo como una de las mejores herramientas para la realización de test. Es gratuita. Herramientas de Participación WEB (foros, chats, encuentros digitales) Este tipo de herramientas permite crear espacios de interacción entre los alumnos y los profesores. Se utilizan para plantear y resolver dudas así como para promover discusiones sobre una determinada temática. - **WordPress** (https://es.wordpress.com/). Software para la creación de sitios web y de blogs. Existe una versión gratis y versiones de pago (según el espacio de almacenamiento, el grado de personalización y otras funciones más específicas). - **PHPFreeChat** (http://www.phpfreechat.net/). Para integrar un chat (público y privado) en una web. - **Dilmot** (https://www.dilmot.com/es). Herramienta de participación en línea para organizar encuentros digitales. Elaboración de presentaciones - **Office Mix Customer Preview** (https://mix.office.com/es-es/Home). Es un complemento de Microsoft Office que se inserta en PowerPoint para la creación de cursos y lecciones interactivas online. Permite añadir videos y audios, insertar encuestas, concursos y ejercicios, así como escribir al tiempo que se presentan las diapositivas. - **Office Sway** (https://sway.com). Es una herramienta portafolio digital de Microsoft Office de agregado de contenidos para crear informes, boletines, artículos y presentaciones. Permite crear tu propio proyecto, darle formato e integrarlo en la web y redes sociales para compartirlo. - **Genial-ly** (https://www.genial.ly/es). Es una plataforma española online y colaborativa que permite crear contenidos (presentaciones, pósteres, imágenes, infografías) interactivos y dinámicos. Esta herramienta permite transmitir información y conocimientos de manera atractiva al dotar a los contenidos de animación (en cada elemento de la plantilla o en la transición de diapositivas), de interactividad (permite añadir explicaciones a las imágenes mediante enlaces, ventanas emergentes, etiquetas y anclas) y de recursos (vídeos, mapas, ilustraciones, audios). - **Prezi** (https://prezi.com/es/). Para la creación de atractivas y dinámicas presentaciones con la particularidad de que presenta una interfaz gráfica con zoom. Existe una versión gratuita y una versión de pago (con más funciones). Herramientas de edición de vídeos - **Camtasia** Software para la edición de videos. Permite incorporar a los videos desde anotaciones, fondos animados, audios con subtítulos hasta hipervínculos a otros recursos. (http://discover.techsmith.com/camtasia). - **Windows Movie Maker** Software de edición de videos de Microsoft para la elaboración de sencillos vídeos de forma fácil e intuitiva. Permite incorporar a los videos música, efectos especiales y animaciones. (http://www.windows-movie-maker.org/es/). - **Adobe Presenter** Herramienta muy utilizada en el Flipped Learning ya que convierte las presentaciones de Powerpoint en videos. (http://www.adobe.com/es/products/presenter.html). Creación de mapas conceptuales - **Mindmeister** (https://www.mindmeister.com/es). Para crear y compartir mapas conceptuales. Versiones gratis y de pago. - **Mindomo** (https://www.mindomo.com/es/). Recurso para la creación de mapas mentales, mapas conceptuales y esquemas. También con versiones gratuitas y de pago. CONCLUSIONES y TRABAJOS FUTURO Son centenares los programas y herramientas online que existen para la elaboración de materiales educativos interactivos y audiovisuales para su aplicación y uso tanto en los MOOC, SPOC como en las nuevas metodologías activas como Flipped Learning. Sin embargo, a nivel docente no se conocen bien todas las posibilidades que ofrecen cada uno de estos recursos educativos ni se sabe bien para qué fin utilizarlos. Sería de interés el organizar cursos de formación docente orientados a dar a conocer estas herramientas digitales para su uso en la docencia presencial y virtual. BIBLIOGRAFÍA Barberà Gregori, E.; Badia Garganté, A. (2005). «El uso educativo de las aulas virtuales emergentes en la educación superior» [artículo en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC) (vol. 2, n.o 2). UOC. Daniel, J., Vázquez Cano, E. y Gisbert, M. (2015). El futuro de los MOOC: ¿aprendizaje adaptativo o modelo de negocio? RUSC. Universities and Knowledge Society Journal, 12(1). págs. 64-74. doi http://dx.doi.org/10.7238/rusc.v12i1.2475 McNally B, Chipperfield J, Dorsett P, et al. (2016). Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education. Selvabarathi E and Govindarajan K. (2016). Flipped classroom a new generation classroom in higher education. International Education adn Research Journal 2(9): 26-27. Valles Alvarez M., Amaya Amaya A. Beneficios de los MOOC en Educación Superior. Memorias del Encuentro Internacional de Educación a Distancia. Universidad de Guadalajara Sistema de Universidad Virtual México. Año. 4, núm. 4, diciembre 2015-noviembre 2016. ISSN: 2395-8901. Vázquez Cano, Esteban, López Meneses, Eloy. (2014). Los MOOC y la educación superior: la expansión del conocimiento. Profesorado. Revista de Currículum y Formación de Profesorado. 18. Diseño digital y accesibilidad. El rol profesional y docente hoy ABSTRACT Reflexionar sobre el cambio de paradigma que propone la incorporación de las tecnologías de la información y comunicación (TIC) en las realizaciones proyectuales y en los procesos de aprendizaje obliga a cuestionarnos acerca de las prácticas del diseño en ambos ambientes de incumbencia profesional. El enfoque de este trabajo está orientado a las producciones digitales específicamente relacionadas con la producción de materiales didácticos y entornos de aprendizaje, considerando que estos deben diseñarse con accesibilidad. Al mismo tiempo, se hace referencia de las decisiones institucionales sobre formación docente en esta línea, llevadas a cabo por la Secretaría de Posgrado de la Facultad de Bellas Artes, de la Universidad Nacional de La Plata (Argentina). Proyectar para educación en términos de accesibilidad implica –tanto en la práctica docente como en la profesional– hacerlo valorando la inclusión, la igualdad y la integración. INTRODUCCIÓN Hace poco, un trabajo que participaría de unas jornadas en la Argentina iniciaba con la cita de María Ledesma: “Hay dos maneras de situarse ante el diseño: la espera del pedido de un comitente y la búsqueda de preguntas” (en Arfuch et ál., 1999: 15). El planteo implicaba una reflexión hacia el interior de la práctica del diseño, desde la perspectiva del diseño universal y la inclusión de sus principios dentro del proceso de proyección. No es importante saber qué fue primero y qué después –aunque podemos sospecharlo–, pero pareciera que el rol activo que proponen las tecnologías de información y comunicación (TIC) –durante todo el proceso de producción, circulación y reconocimiento– pone actualmente al productor a pensar cuestiones que otrora no se consideraban, ya que la interacción era demorada o nula. Ser diseñador hoy conlleva ampliar las condicionantes proyectuales para incorporar perspectivas alineadas con derechos tales como igualdad, accesibilidad, participación ciudadana e inclusión. En consecuencia, debemos situarnos –frente a la solicitud de un comitente– con preguntas que perfilen hacia proyectos vinculados con la realidad social contextual y que converjan en respuestas accesibles y participativas. Una cuestión ya no puede escindirse de la otra. Todos pasamos a ser el comitente, todos recirculamos en la red comunicacional y actuamos en cada rol. En 2002, Jesús Martín-Barbero decía: “Si comunicar es compartir la significación, participar es compartir la acción” (2002). Hoy se reclama acción en cada napa social, hoy debemos brindar la posibilidad de acción en cada proyecto de diseño. La educación es una de ellas, y el diseño es un destacado actor en los “modos de habitar”: La materialización proyectual se refiere a la concreción efectiva del proyecto y la habitabilidad a los valores sociales que operan en la comunidad, puestos en juego y modificados por el diseño (Ledesma en Arfuch et ál., 1999: 39). Silvia Andrea Cristian Ladaga. Paula Elena Calvente. Facultad de Bellas Artes. Universidad Nacional de La Plata E-mail: firstname.lastname@example.org email@example.com Palabras Claves: Accesibilidad, diseño social, formación continua, docencia virtual, materiales didácticos digitales. Diseñadores, seamos sinceros, tenemos que reinventarnos, tenemos que volver a educarnos en torno a las cosas importantes, tenemos que trabajar más fuera de nuestra zona de comodidad y tenemos que ser mejores ciudadanos en nuestro propio patio de atrás. Emily Pilloton ¿A qué aluden todas estas palabras? A asumir un rol social activo como diseñadores, más aún si parte de nuestra práctica es ser docentes en ejercicio: implicándonos en la formación de las generaciones jóvenes y también en la de nuestros pares, formándonos continuamente y entendiendo que, proyectando con factores de accesibilidad, estamos creando puentes. DISEÑO ACCESIBLE El enfoque de este trabajo está orientado al diseño de producciones digitales, más específicamente, a la generación de materiales didácticos y a los ambientes de aprendizaje. Utilizamos aquí el sintagma “materiales didácticos” en relación con el uso de las Tecnologías de la Información y Comunicación (TIC) para el aprendizaje: Materiales didácticos son aquellos que suponen un procesamiento didáctico para que respondan a una secuencia y propósitos pedagógicos, son previstos para enseñar determinados contenidos en el contexto de una propuesta educativa y que se disponen para que los estudiantes interactúen en forma directa con el propósito de aprender (Schwartzman, et ál., 2014: 92). Consideramos que las mencionadas producciones deben proyectarse –desde el primer momento del proceso de diseño– para la accesibilidad. En paralelo, las TIC son herramientas que brindan a los sujetos un amplio tipo de soluciones relativas a educación, a información, a entretenimiento y a acción ciudadana (esto último tiene que ver con trámites, servicios y gestiones a través de la Red). Entonces, se trataría de materiales didácticos digitales y accesibles. Pero ¿a qué refiere “accesibilidad” en término de materiales didácticos digitales? Ya expresado en otros escritos, es relevante situarnos en la “accesibilidad web” desde las primeras definiciones, como la enunciada por el creador y director del consorcio World Wide Web (W3C), Tim Berners-Lee: “El arte de garantizar que, tan amplia y extensamente como sea posible, los medios (como por ejemplo, el acceso a la web) estén disponibles para las personas, tengan o no deficiencias de un tipo u otro”\(^1\). Si planteamos materiales didácticos digitales, también incluimos la Red como espacio de circulación: blog y sitios de cátedra, redes sociales, entornos de aprendizaje, etcétera. En este contexto ampliado del aula tradicional y de la práctica proyectual, ya más que un desafío debería ser un propósito para todo profesional del diseño considerar estas cuestiones en la proyección. En este sentido, los objetos culturales diseñados desde esa perspectiva integrarían procesos de participación, integración e inclusión. Como sabemos, el “Diseño para todos”\(^2\) –o Design for All– es una perspectiva de diseño de sistemas, entornos y productos de simple acceso que apunta al mayor número de sujetos posibles. La idea es proyectar holísticamente partiendo del criterio de diversidad humana, que implica “accesibilidad”: [El diseño para todos] centra su actividad en la búsqueda de soluciones de diseño para que todas las personas, independientemente de la edad, el género, las capacidades físicas, psíquicas y sensoriales o la cultura, puedan utilizar los espacios, productos y servicios de su entorno y, al mismo tiempo, participar en la construcción de nuestra sociedad (Libro Blanco del Diseño para Todos en la Universidad, 2006: 3). --- \(^1\) Traducción de “The art of ensuring that, to as large an extent as possible, facilities (such as, for example, web access) are available to people whether or not they have impairments of one sort or another”. \(^2\) “Conceptos similares se han desarrollado paralelamente en otras partes del mundo. Los estadounidenses, con la Americans with Disability Act, han contribuido a la evolución del Diseño Universal (Universal Design), mientras que el Diseño Inclusivo (Inclusive Design) ha ganado terreno en el Reino Unido”. Véase en línea la Declaración de Estocolmo de EIDD: <http://bit.ly/2dLQuhX>. Cuando planteamos un diseño accesible, facultamos para que este pueda ser un recurso de interactividad e interacción para el mayor número de sujetos posibles. Esto involucra tanto a sujetos con capacidades comunes como a quienes tienen capacidades restringidas genética, crónica o temporalmente. En este último grupo, es común que aparezca la palabra “discapacidad”. Aquí hacemos una pausa para definir el enfoque de ese término desde una perspectiva ampliada, y esto se nos facilita a través de la interpretación formulada por la Organización Mundial de la Salud (OMS) que entró en vigor en mayo de 2008: … la discapacidad como un término genérico que engloba deficiencias, limitaciones de actividad y restricciones para la participación. La discapacidad denota los aspectos negativos de la interacción entre personas con un problema de salud (como parálisis cerebral, síndrome de Down o depresión) y factores personales y ambientales (como actitudes negativas, transporte y edificios públicos inaccesibles, y falta de apoyo social) (OMS, 2011: 7). El mismo documento menciona que la discapacidad va en aumento para las próximas décadas, en función del envejecimiento de la población y el “incremento global de los problemas crónicos de salud, como la diabetes, las enfermedades cardiovasculares y los trastornos mentales” (OMS, 2011: 8). El segmento históricamente asociado a la palabra discapacidad hoy se amplía e incluye el envejecimiento al que, antes o después, cada uno de nosotros llegaremos y nos veremos limitados en la actividad y la participación social debido a la disminución de la visión, de la motricidad general o al deterioro biológico. La ecuación del envejecimiento y la enfermedad se completa con la discapacidad. […] Los ancianos y los discapacitados tienen en común un cierto grado de dependencia de terceras personas, que prestan su ayuda en tareas cotidianas como el aseo y la alimentación. […] las líneas de investigación biomédicas y biomecánicas, entre los múltiples aspectos que la ciencia estudia la relación entre discapacidad y envejecimiento, cobra fuerza la adaptación de las TIC a estos colectivos, en cuyo desarrollo están interviniendo grupos multidisciplinares (Fundación General CSIC, 2010). Desde esta perspectiva –entendemos– debemos encarar los procesos proyectuales de diseño; en este caso, enfocado a la accesibilidad en las TIC, buscando en las condiciones de producción el aporte sustancial a un segmento ampliado de usuarios que implique inclusión e igualdad de oportunidades para el trabajo, la educación, el entretenimiento y la acción ciudadana. EN LA PRÁCTICA Los diseñadores que combinamos, en la práctica profesional, la producción y la docencia, tenemos ese doble rol responsable de transmitir a los estudiantes las cuestiones que devienen de leer cotidianamente el acontecer de las situaciones sociales. Acompañar la mirada sobre nuestro entorno regional-global y la incidencia del rol activo del diseñador, es un gesto insoslayable para consagrar. ¿Asumimos los diseñadores las competencias y el compromiso necesarios en los proyectos ligados a la digitalidad? ¿Ampliamos nuestras competencias docentes a través de la formación continua? Cada uno podrá dar su respuesta a estas preguntas. En cuanto a la docencia y relatando el propio contexto, la Secretaría de Posgrado –Facultad de Bellas Artes (FBA), de la Universidad Nacional de La Plata (UNLP), Argentina– desde 2013, ha puesto en línea a través de la plataforma Moodle\(^3\), los seminarios “Docencia en Entornos Virtuales de Aprendizaje” (Docencia en EVA), “Diseño de Materiales Didácticos Digitales” (MDD) y “Diseño de Materiales --- \(^3\) Moodle es una plataforma de aprendizaje diseñada para proporcionarle a educadores, administradores y estudiantes un sistema integrado único, robusto y seguro para crear ambientes de aprendizaje personalizados. Moodle está construido por el proyecto Moodle, dirigido y coordinado por el Cuartel General Moodle, una compañía australiana de treinta desarrolladores, que está soportada financieramente por una red mundial de cerca de sesenta compañías de servicio Moodle Partners (Socios Moodle). Extraído del sitio oficial: <https://docs.moodle.org/all/es/Acerca_de_Moodle> [Consulta: octubre de 2016]. Didácticos Digitales. Narrativas Transmedia (MNT)”; procurando así un camino de actualización para sus docentes y egresados que, en gran parte, son diseñadores de las diversas ramas\(^4\). Esta facultad tiene una amplia propuesta educativa que abarca carreras de grado, cursos de posgrado, especializaciones, maestrías y doctorado en plástica, música, multimedia, historia del arte, audiovisual, diseño industrial y diseño en comunicación visual. Con una matrícula de 15.000 estudiantes, forma sujetos productores de objetos culturales y simbólicos para nuestra sociedad. No es significativo aquí detallar las experiencias, solo nos interesa mencionar que el enfoque con el que se plantearon estas actualizaciones tuvo como propósito reflexionar metacognitivamente sobre la propia práctica profesional y docente, para motivar la generación de cambios. El primer seminario (Docencia en EVA) invita a desarrollar y adquirir competencias en herramientas y recursos pedagógicos mediados por TIC. Está orientado a comprender el proceso de construcción de conocimiento colaborativo mediado, incorporar pedagogías asociadas y habilitar las TIC como sucesión total o parcial de cursos de aula presencial. El segundo seminario (MDD) acerca conceptos, recursos y herramientas ancladas en el área de la comunicación visual para posibilitar la producción de materiales didácticos digitales a los ámbitos docente y profesional. El docente —del área disciplinar que sea— se erige como productor de sus propios materiales didácticos, sea para las aulas o para presentaciones en diferentes ámbitos (académicos, congresos, etc.). En 2016, se incorpora la tercera propuesta (Diseño de Materiales Didácticos Digitales. Narrativas Transmedia - MNT), que avanza un paso más y se dirige, específicamente, a docentes y profesionales de las áreas del diseño (gráfico, de información, en comunicación visual, industrial y multimedial). Parte de las bases y conceptos propios de la disciplina, pero profundiza en la producción de materiales didácticos para la digitalidad desde la perspectiva del diseño universal, el aprendizaje mediado y la narrativa transmedia. Cabe aclarar que los mencionados seminarios estuvieron planteados con una duración de sesenta horas totales y en la modalidad ciento por ciento a distancia a través de la plataforma Moodle. El posicionamiento pedagógico propuesto se ubica dentro del constructivismo, especialmente en el aprendizaje significativo de Ausubel que se hilvana entre la teoría y la práctica: “El aprendizaje significativo ocurre cuando una nueva información ‘se conecta’ con un concepto relevante (subsunsor) preexistente en la estructura cognitiva” (Ausubel, 1983: 2), asociado a la perspectiva conectivista y la posibilidad de la generación de la red personal de acceso al conocimiento: … ¿qué ajustes deben realizarse a las teorías de aprendizaje cuando la tecnología realiza muchas de las operaciones cognitivas que antes eran llevadas a cabo por los aprendices (almacenamiento y recuperación de la información)?, ¿cómo podemos permanecer actualizados en una ecología informativa que evoluciona rápidamente? (Siemens, 2004). Estos seminarios de posgrado convocaron a docentes de todas las áreas disciplinares de la Universidad Nacional de La Plata (excepto el de MNT que fue dirigido exclusivamente a diseñadores). El 80 % de los inscriptos pertenecía a la Facultad de Bellas Artes, y el resto fueron profesores de las Facultades de Veterinaria, Ingeniería, Comunicación Social, Humanidades y Ciencias Económicas de la UNLP, de otras universidades nacionales y algunos casos de universidades internacionales. \(^4\) Para mayor información sobre estos seminarios, véase: <http://bit.ly/2ehRNP>. De las carreras de la Facultad de Bellas Artes, se inscribieron docentes titulares, adjuntos, jefes de trabajos prácticos y ayudantes de Diseño en Comunicación Visual, Diseño Industrial, Música, Multimedia, Historia del Arte, Plástica y Escenografía, muchos de los cuales trascendieron las propias vacilaciones que les surgían al pensar cómo extrapolar los contenidos y actividades de su disciplina a un ámbito mediado por tecnología digital. Esto demuestra el interés por parte de docentes de gran variedad de áreas disciplinares, lo que da cuenta de la disposición sobre actualización en producción e incorporación de TIC para la educación. También consideramos relevante mostrar el rango etario de los cursantes: Como puede observarse, el rango de edad que va de 40 años a mayores de 49 significa el 45% de la muestra, lo que nos estaría manifestando que los docentes/profesionales de mayor trayectoria relativa respecto a su edad están altamente interesados en actualizarse y reconfigurar su rol para la digitalidad. El rango etario medio representa el 41% y pertenece a personas que nacieron alrededor de los años ochenta –el computador personal estaba más presente cuando alcanzaron su adolescencia–, por lo que se muestran más naturalizadas las inclusiones de TIC. Aquí podríamos hacer una apreciación basada en entrevistas, cuestionarios y análisis realizados: en el ámbito local se percibe, de 2013 a la fecha, una menor resistencia a incorporar TIC en los docentes de mayor edad o trayectoria. El hecho de que los estudiantes manejan este tipo de herramientas de manera “natural” no implica necesariamente que sepan utilizarlos como recurso para aprendizaje, por lo tanto, los docentes asumen la necesidad de actualizar sus propias competencias en este sentido. [Los docentes] Tenemos entonces una doble problemática que abordar y articular: la necesidad epistemológica que surge cuando reconocemos que las tecnologías sostienen la trama de la construcción del conocimiento en la actualidad y la tendencia cultural por la cual la subjetividad de los jóvenes está profundamente atravesada por las tecnologías en la sociedad contemporánea (Maggio, 2014: 66). Asimismo, considerar las condiciones que van desde un código elemental de programación hasta los software asistivos, seguramente, nos implicará en proyectos de producción interdisciplinaria, pero no podemos desconocer los diversos aspectos que intervienen hoy en el desarrollo de diseños accesibles. Por ejemplo, para crear los contenidos digitales, se han dispuesto las “Pautas de Accesibilidad al Contenido en la Web” (WCAG)5 –iniciativa de Accesibilidad Web (WAI), del Consorcio World Wide Web (W3C)6– cuya función principal es proporcionar las recomendaciones para el diseño de páginas web con esa característica reduciendo, de esta forma, las barreras a la información. Algunas de estas consideraciones son trasladables a la producción de materiales didácticos digitales: --- 5 Véase en línea: http://w3c.es/Divulgacion/GuiasBreves/Accesibilidad 6 Véase en línea: https://www.w3.org/ • Proponer un texto alternativo para describir el contenido de todas las imágenes y animaciones. Generar subtítulados. • Jerarquizar la información con etiquetas de encabezado (h1-h6), de modo de organizar tanto el contenido como el formato de los títulos. • Ofrecer un contenido alternativo siempre que se empleen scripts, applets y plugins. • Evitar comunicar únicamente través del color, el contenido debe ser interpretado independientemente del color y la forma. • Comprobar y analizar el código con herramientas on-line llamadas validadores, con el fin de evitar los errores de sintaxis de HTML/CSS. Tener en cuenta estas (y otras muchas) recomendaciones beneficia a los usuarios que se apoyan en tecnologías asistivas, como programas de lectores de voz, magnificadores de pantalla, mouses y teclados virtuales. Software Además de software, también existe una amplia variedad de hardware asistivo: dispositivos que permiten la lectura, el ingreso de datos y la navegabilidad en la web. Entre ellos, podemos mencionar mouses magnificados, teclados adaptativos y reducidos, dispositivos para teclear (licornios) y línea Braille. Hardware REFLEXIONES FINALES En el resumen del informe The NMC Horizon Report: 2016 Higher Education Edition, se identifican y describen seis tecnologías emergentes que tendrán un impacto significativo en la educación superior en los próximos cinco años, es decir, 2016-2020. Allí se mencionan: la nueva tendencia Trae tu propio Dispositivo –Bring Your Own Device (BYOD)–; la Realidad Aumentada; los Talleres Creativos –Makerspaces–, en los que se ofrece un acceso cooperativo a dispositivos y suministros; la Robotica; y los muy difundidos Massive Open Online Course (MOOC) o cursos online masivos abiertos; en suma, se trata de acceder al aprendizaje y ser altamente productivo desde cualquier ubicación a través de teléfonos inteligentes, tabletas o portátiles. Los modos de conocer se transforman a la vez que enseñamos. Prepararnos para la docencia implica reconocer estas transformaciones permanentes que atraviesan tanto los campos que son objeto de nuestra enseñanza como a los sujetos que son nuestros alumnos y a nosotros mismos (Maggio, 2014: 70). Como se ha expresado, desde nuestra institución comenzamos, con paso firme, a favorecer el desarrollo de competencias en TIC para los profesionales y colegas, y de actualizaciones que incluyan opciones de accesibilidad para sus prácticas, sean docentes o proyectuales. Más allá de los casos particulares a los que podemos aludir, actualmente, las propuestas de formación en tal sentido –a escala global– son profundas y en las más diversas modalidades: b-learning, e-learning o presenciales; gratuitas o rentadas; de institutos, laboratorios o universidades. Convocar a los diseñadores a una inmersión sobre esta realidad digital e hiperconectada que permita aportar desde nuestra perspectiva los “modos de habitar” y de “actuar” en ella es la propuesta de esta reflexión. Al mismo tiempo, no podemos desconocer que esto amplía el campo de incumbencia del área, y abre diversas posibilidades de producción a las nuevas generaciones de profesionales del diseño. En cuanto a los modos de formular recursos didácticos para el aprendizaje y considerar la manera de concebirlos: El Design for All es el diseño que tiene en cuenta la diversidad humana, la inclusión social y la igualdad. Este acercamiento holístico e innovador constituye un reto creativo y ético para todos los responsables de la planificación, el diseño, la gestión y la administración, así como para los políticos. El Design for All tiene como objetivo hacer posible que todas las personas dispongan de igualdad de oportunidades y de participar en cada aspecto de la sociedad. Para conseguir esto, el entorno construido, los objetos cotidianos, los servicios, la cultura y la información, en resumen, todo lo que está diseñado o hecho por personas para las personas ha de ser accesible, y útil para todos los miembros de la sociedad y consecuente con la continua evolución de la diversidad humana (Declaración de Estocolmo de EIIDD, 2004). Tanto en la producción de objetos visuales como en el rol docente de las carreras de diseño, proyectar desde la accesibilidad nos incumbe como actores sociales: El diseño es mucho más que la actividad de un maquillador de productos o de imágenes, es mucho más que una estética de consumo. Es la actividad que da categoría de existencia al mundo de los objetos tal como lo conocemos, es la actividad fundante del orden actual de las cosas (Ledesma, 1997: 32). --- 7 Este informe, que circula por la Red, fue presentado por el Departamento de Proyectos Europeos del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF), producido conjuntamente por New Media Consortium (NMC) y EDUCAUSE Learning Initiative (ELI). 8 Es doctora en Literatura Moderna, graduada en la Universidad Nacional de Córdoba, profesora e investigadora especialista en teoría del diseño y de la imagen. También es profesora titular de la materia Comunicación I y II en la Carrera de Diseño Gráfico, de la Facultad de Arquitectura, Diseño y Urbanismo, de la Universidad de Buenos Aires, carrera en la que también se ha desempeñado como vicedirectora. Véase en línea: <http://maestriadicom.org/integrantes/dra-maria-del-valle-ledesma/>. Teniendo en cuenta que mil millones de personas tienen algún tipo de discapacidad, es decir, alrededor del 15% de la población mundial (OMS, 2011: 7), el objetivo es crear interfaces (plataformas, sitios web o materiales didácticos digitales) que no presenten barreras de accesibilidad o que estén previsiblemente preparadas para admitir dispositivos de asistencia que amplíen el rango de usuarios (diversas capacidades físicas o cognitivas). Superar el concepto cristalizado de discapacitado (invidente, sordo, mudo, paralítico) y reconocer que todos tenemos diferentes grados de minusvalía –disminución visual por una patología o por el paso del tiempo, pérdida de la motricidad fina o afectaciones cognitivas propias del avance de la edad (en consecuencia dificultad en la resolución de problemas, memoria, atención y comprensión visual)–, es el modo responsable de proyectar diseño, representa un beneficio social directo e incrementa el número de personas con acceso a contenidos educativos y a acciones ciudadanas. Los invito entonces a asumir, desde la génesis de los proyectos de diseño y en nuestras clases, la actitud de actor social comprometido. En tal sentido… propongamos un ambiente de “habitabilidad” accesible. BIBLIOGRAFÍA Aguado, J. M.; Feijóo, C. y I. J. Martínez (coords.) (2013), *La comunicación móvil. Hacia un nuevo ecosistema digital*, Barcelona, Gedisa. Arfuch, L.; Chaves, N. y M. 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Diseño de materiales digitales e interdisciplinarios en el Plan Vuelvo a Estudiar Virtual en Santa Fe ABSTRACT El trabajo relata una experiencia de diseño de materiales didácticos en el marco del “Plan Vuelvo a Estudiar Virtual”, iniciado en el Ministerio de Educación de la Provincia de Santa Fe en 2015 como una alternativa más para garantizar el derecho a la educación de jóvenes y adultos que por distintas razones abandonaron o no iniciaron su escolarización secundaria. Para ello el Ministerio de Educación de Santa Fe elaboró un plan de estudios de estructura modular, interdisciplinar y de cursado semipresencial, mediado por el uso de una plataforma educativa virtual y potenciado por las TIC. Para su implementación, el Ministerio realiza instancias de formación docente desde una perspectiva interdisciplinar, afectiva e inclusiva (paradigma affective learning), tomando los aportes del campo de la Tecnología Educativa y de la Educación a Distancia. Uno de los aspectos innovadores del Plan Vuelvo a Estudiar Virtual consiste en que los docentes tutores elaboran los materiales didácticos artesanales (escritura de los módulos, videos, gráficas hipermediales), atendiendo a las trayectorias escolares de los estudiantes, quienes acceden a través de las herramientas que proporciona la plataforma educativa, utilizando foros, chat, videoconferencias y otras actividades, con flexibilidad de tiempos y espacios para el estudio y la cursada. INTRODUCCIÓN Esta presentación tiene como objetivo socializar con referentes académicos, investigadores y especialistas, la experiencia de implementación del formato educativo del Plan Vuelvo a Estudiar Virtual, atendiendo fundamentalmente a uno de sus aspectos distintivos que radica en el diseño y la elaboración de materiales didácticos artesanales por parte de los docentes tutores que se desempeñan en el Plan. Cabe hacer una breve mención a los orígenes y para ello remitirse al año 2013 donde, en el marco del Gabinete Social de la Provincia de Santa Fe -integrado por los Ministerios de Salud, Educación, Desarrollo Social, Seguridad-, surge el Plan Vuelvo a Estudiar, dependiente de la Secretaría de Planificación y Articulación Educativa del Ministerio de Educación, constituyéndose en uno de los planes fundamentales del Gobierno provincial, en materia de calidad e inclusión socioeducativa, en consonancia con la línea “Calidad Social” del Plan Estratégico Provincial Visión 2030. El Plan Vuelvo a Estudiar Virtual se implementa desde 2015 y se enmarca de la modalidad de la Educación Permanente de Jóvenes y Adultos (LEN N°26206/06), a través de dos Bachilleres\(^1\), con una estructura modular, conforme a los lineamientos de las Resoluciones CFE N°32/07 y N°118/10. Los planes de estudios están conformados por doce módulos interdisciplinares distribuidos en tres años de cursada (siendo el último año con módulos específicos de las orientaciones --- \(^1\) Se desarrollaron dos planes de estudios con las Orientaciones Agro y Ambiente y Economía y Administración. Ambos fueron aprobados por el Consejo Federal de Educación conforme a los Dictámenes N° 1800/15 y 1801/15 respectivamente con aprobación plena por cuatro años y a la Resolución Ministerial Provincial N°825/15. Agro y Ambiente y Ecomonía y Administración), que se presentan a partir de una situación problemática donde cada disciplina se pone en disponibilidad para negociar significados y brindar, a su vez, resoluciones alternativas a través de la elaboración de un Proyecto de Acción Sociocomunitario\(^2\) que cada estudiante lleva a cabo en su barrio o comunidad. **MARCO TEÓRICO** Antes de adentrarse en la especificidad de la experiencia que se relatará, se hace imprescindible la referencia a la propuesta curricular del Plan Vuelvo a Estudiar Virtual, atravesada por conceptos medulares tales como complejidad (Morin, 2002), interdisciplinariedad (Cullen, 1997; Follari, 2007), pedagogía liberadora (Freire, 1999), educación dialógica (Freire, 2014), saberes socialmente significativos y saberes educativos de la experiencia (RM 825/15), curriculum (De Alba, 1998) que se vinculan entre sí permanentemente. En este contexto, los conceptos son atravesados por los avances de las tecnologías, motivo por el cual se hace referencia a Mariana Maggio (2012) cuando propone entender que, en los escenarios de la contemporaneidad, el entramado que se produce entre tecnologías de la información, comunicación, cultura y conocimiento “generan hoy más que nunca posibilidades ricas y diversas para la enseñanza poderosa” (Maggio, 2012, p.65). Una enseñanza que desde su mirada da cuenta de un abordaje teórico actual, permite pensar al modo de la disciplina, mira en perspectiva, está formulada en tiempo presente, ofrece una estructura que en sí es original y sobre todo “conmueve y perdura”. No obstante, se considera que para la educación del Siglo XXI se hace imprescindible pensar en nuevos formatos con un abordaje interdisciplinar, donde las disciplinas dialogan e interactúan con sus enfoques (Cullen, 1997) con una predisposición para la negociación de significados y la construcción de nuevos conocimientos. En palabras de Follari: “(…) Se trata de promover algo que antes no estaba; y para promoverlo, hay que trabajar. Hay que ver en qué se pueden poner de acuerdo estos discursos que al principio funcionan como muy externos uno al otro, y que no se entienden entre sí, para que a partir de condiciones de cierto mutuo entendimiento se pueda avanzar hacia confluencias cada vez más nuevas (Follari, 2007, p. 8). Esta es la esencia de la propuesta curricular y de la metodología pedagógico-didáctica del Plan Vuelvo a Estudiar Virtual. Cabe destacar que los conceptos que dan sustento teórico al Plan Vuelvo a Estudiar Virtual atraviesan a su vez, las propuestas de diseño y construcción de los materiales didácticos que los docentes tutores realizan para los estudiantes, a la luz de la perspectiva de la Tecnología Educativa, entendida como “…cuerpo de conocimientos que, basándose en disciplinas científicas referidas a las prácticas de la enseñanza, incorpora todos los medios a su alcance y responde a la consecución de fines en los contextos socio-históricos que le otorgan significación” (Litwin, 1995, p.27). Teniendo en cuenta que este es un Plan creado y desarrollado por santafesinos para ciudadanos de esta provincia, los materiales didácticos se realizan atendiendo a las diferencias sociales, culturales, económicas y geográficas que la constituyen. **Diseño y desarrollo de materiales en el Plan Vuelvo a Estudiar Virtual** En primera instancia es preciso señalar que el diseño y desarrollo de los materiales se llevan a cabo a través de dos Coordinaciones específicas que forman parte del Equipo de Gestión del Plan Vuelvo a Estudiar Virtual: la Coordinación de Diseño, Desarrollo y Evaluación de Contenidos Curriculares Interdisciplinarios y la --- \(^2\) Se entiende por Situaciones Problemáticas a aquellos aspectos o dimensiones de la compleja realidad que comprometen a los sujetos en relación con el contexto social, político, económico, cultural, ecológico e institucional y a los Proyectos de Acción Sociocomunitarios como el desarrollo de actividades que responden a necesidades sociales significativas del contexto local, provincial o nacional (RM N°0825/15, p.16). Coordinación de Diseño, Desarrollo y Evaluación de Materiales Digitales. Ambas trabajan de manera conjunta y allí participan docentes tutores que se encargan de las siguientes funciones que a continuación se desarrollan a través de ítems: Elaborar los guiones interdisciplinarios de los módulos didácticos que constituyen el material de lectura obligatorio para los estudiantes. A modo de ejemplo: La imagen 1 es una captura de pantalla de una página del Módulo 04, donde se presenta el contenido desarrollado en torno a un tema a la vez que aparecen imágenes creadas de manera artesanal por los docentes tutores. 3. ¿CÓMO NOS COMUNICAMOS? Como vimos en el apartado anterior, para que pueda concretarse una situación comunicativa deben intervenir al menos dos sujetos: un emisor (que produce el mensaje) y un receptor (que lo recibe). Además, quienes integran este acto, transmiten cierta información acerca de un tema determinado (referente). Recordemos que este intercambio se realiza mediante un canal -oral, escrito o visual- y además, ambos sujetos, deben compartir el mismo código. Por otro lado, los roles de emisor y receptor pueden alternar. Al emitir una respuesta, quien fue receptor se convierte ahora en emisor y viceversa. Ahora bien, si nos centramos en el canal por donde circula la comunicación, puede darse de diferentes maneras: • 1) La comunicación oral es aquella que se establece a través del uso de la voz. La oralidad es una de las formas más comunes de comunicarnos y su característica principal es la inmediatez, es decir, que se produce “aquí y ahora”. Por ejemplo, cuando hacés una videoconferencia con tus profesores tutores, las videollamadas, entre otras. • 2) La comunicación escrita se diferencia de la comunicación oral, principalmente porque aquí no es necesario el contacto inmediato entre el emisor y el receptor. Por ejemplo, cuando le dejás un mensaje a tus profesores tutores en plataforma. Imagen 1 – Contenido del Módulo 04 “Comunicación y Lenguajes” Desarrollar las gráficas hipermedias (gráficos, presentaciones, videos, audios a modo de relatos sonoros, presentaciones en power point, imágenes), tutoriales y otros materiales de carácter artesanal para fortalecer y favorecer la comprensión de los módulos didácticos interdisciplinarios: Imagen 2 - Mapa conceptual del Módulo 01 y video introductorio del Módulo 01 “Construcción Social de Ciudadanía” Es preciso señalar que cada módulo didáctico interdisciplinar se presenta con un mapa conceptual, donde se exponen: la situación problemática, las ideas-fuerza de cada módulo y los proyectos de acción sociocomunitarios posibles. El mapa conceptual se recupera y se amplía con un video introductorio, donde se explica, además, la modalidad de cursada y de evaluación. Los estudiantes cursan los módulos interdisciplinarios mediados por las TIC a través de la Plataforma Educativa y acceden a la participación en foros de discusión, debates online, chats y videoconferencias; herramientas con las cuales se interrelacionan de manera virtual con sus tutores y el resto de sus compañeros en el tiempo y espacio que dispongan. En este sentido, el material de lectura obligatorio se puede descargar e imprimir, opción que se ha comenzado a implementar a raíz de la solicitud de los estudiantes que, por motivos laborales (como viajantes, camioneros, trabajadores de estaciones de peaje, entre otros) no disponen en todo momento de conectividad. Plantear actividades en el marco de los módulos que contribuyan a la realización del proyecto de acción sociocomunitario y proponer que los mismos sean posibles de ser realizados, conforme a la comunidad y/o entorno de los estudiantes. Imagen 3 - Proyecto de Acción Sociocomunitario del Módulo 07 “Promoción y construcción de entornos saludables”. Video disponible en: https://www.youtube.com/watch?v=gxM9P_Ck8yc#action=share Blog elaborado por un grupo de estudiantes: https://siembroriegoyrecolecto.blogspot.com.ar/?m=1 • Diseñar el aula virtual de la Plataforma Educativa (el entorno educativo virtual utilizado es la aplicación Moodle en su versión 2.4.7+). • Elaborar guías didácticas y materiales complementarios para docentes y estudiantes. Es decir son ellos quienes diseñan, elaboran y desarrollan los módulos didácticos interdisciplinarios y otros recursos artesanales, a través de diferentes herramientas tecnológicas, los cuales son revisados de manera permanente. Cabe destacar que todos los docentes tutores que forman parte del Plan Vuelvo a Estudiar Virtual han participado de alguna de las instancias de Formación Docente\(^3\) específica en el trabajo interdisciplinario y la creación de materiales artesanales que el Ministerio de Educación viene desarrollando desde el año 2014. **CONCLUSIONES** “Decir ‘vuelvo a estudiar’ significa enunciar en primera persona la voluntad de reingresar al sistema educativo. Compromete en la misma enunciación a quien decide volver, e implica reconstruir una definición pasada, hacer una vuelta atrás y repensar los proyectos a futuro. Pensamos que el Estado tiene que poder empezar a recuperar la construcción de la identidad de los jóvenes: no hay vuelta a estudiar si no hay un reforzamiento de la identidad Dra. Claudia Balagué. Ministra de Educación Provincia de Santa Fe (2017) El Plan Vuelvo a Estudiar Virtual, cuya modalidad de cursado es semipresencial (89% virtual y 11% presencial), implica que las interacciones entre docentes y estudiantes no siempre ocurren en el mismo tiempo y espacio. Por ese motivo, el diseño y elaboración de materiales didácticos artesanales adquiere un lugar preponderante ya que se constituyen en un medio para democratizar y garantizar el derecho a la educación de todos aquellos jóvenes y adultos que por distintas razones no pudieron iniciar o abandonaron la educación secundaria, y que acceden a esta propuesta. Esto implica, a su vez, poder contemplar la trayectoria educativa de cada estudiante, teniendo en cuenta sus experiencias, vivencias y recorridos por el sistema educativo, asumiendo un doble desafío: volver a estudiar en el marco de un nuevo formato que requiere de una nueva alfabetización: la digital. Es por ello que podemos considerar al Plan Vuelvo a Estudiar Virtual como innovador, en tanto “…proceso que viaja entre las estaciones de la política educativa, las escuelas y las pedagogías” (Rivas, 2017, p. 96), teniendo en cuenta las necesidades del contexto sociohistórico particular en el que surge y conforme a las características que asume: propuesta educativa interdisciplinar de alcance provincial, semipresencial y plan de estudios de estructura modular. La educación en general y el nivel secundario en particular ameritan repensar nuevos formatos curriculares, pedagógicos y didácticos, como así también una flexibilización de tiempos y espacios educativos para promover aprendizajes relevantes y conocimientos socialmente significativos acordes a los desafíos de este milenio, con foco en la calidad educativa priorizando siempre, la inclusión socioeducativa. --- \(^3\) “Tutores Virtuales, Humanizadores, Afectivos e Inclusivos” (R.M. N° 1674/14), en convenio con la Universidad de Granada (España), la Universidad Nacional de Rosario y la Universidad Tecnológica Nacional (Regional Rosario). 2) “La formación del Docente Tutor del Plan Vuelvo Virtual para una educación socio-inclusiva” (R.M. N° 2091/15), desarrollada por el Equipo de Gestión del Plan Vuelvo a Estudiar Virtual. 3) “La formación del Tutor virtual afectivo e inclusivo del Plan Vuelvo a Estudiar Virtual” (R.M. N° 0673/17). BIBLIOGRAFÍA Cullen, C. (1997). Crítica de las razones de educar. Buenos Aires: Paidós. De Alba, A. (1998). Curriculum. Crisis, mito y perspectiva. Buenos Aires: Miño y Dávila. De Alba, A. (2007) Curriculum – sociedad. El peso de la incertidumbre, la fuerza de la imaginación. IISUE-UNAM. México: Plaza y Valdés. Freire, P. (1999) La Educación como práctica de la libertad. Buenos Aires: Siglo XXI Editores. Freire, P. (2014) Miedo y Osadía. Buenos Aires: Siglo XXI Editores. Follari, R. (2007) “La interdisciplina en la docencia” en Polis. Revista Latinoamericana. Disponible en: https://polis.revues.org/4586 Fecha de consulta: 11de agosto de 2016. Gobierno de la Provincia de Santa Fe (2013). Plan Estratégico Provincial 2030. (Versión Digital) Hernández Sánchez, A. Y Ortega, J. (2014) Aprendizaje Electrónico Afectivo: un modelo innovador para desarrollar una acción tutorial virtual de naturaleza inclusiva. En Revista Formación Universitaria, Vol 8 (2), pp. 19-26. Disponible en: http://www.scielo.cl/pdf/formuniv/v8n2/art04.pdf. Fecha de consulta: 30/07/2016. Litwin, E. (1995). Tecnología Educativa. Buenos Aires: Paidós. Maggio, M. (2012). Enriquecer la Enseñanza. Buenos Aires: Paidós. Ministerio de Educación de Santa Fe (2017) Decir Presente. Plan Vuelvo a Estudiar. Voces y miradas en torno a una experiencia de inclusión socioeducativa en la provincia de Santa Fe. Santa Fe: Ministerio de Educación de la Provincia de Santa Fe. Morín, E. (2002) Los siete saberes necesarios para la educación del futuro. Buenos Aires: Nueva Visión. Rivas, A. (2017) Cambio e innovación educativa: las cuestiones cruciales. Buenos Aires: Santillana. CONFERENCIAS Gerlero, C. y Copertari, S. (2016). El Plan Vuelvo a Estudiar de inclusión socio educativa. Líneas estratégicas, territorialidad y calidad social como política pública del Estado santafesino. Conferencia presentada en el Seminario Internacional Sobre Inclusión de Adolescentes en la Educación Secundaria. Belo Horizonte, Minas Gerais, Brasil. Orozco, B. (2014). Investigación, problematización y producción de conocimiento específico. Conferencia. 24 de Octubre de 2014. Ministerio de Educación – Provincia de Santa Fe. NORMATIVA Ley de Educación Nacional Nº 26.206/06. Resolución CFE Nº 32/07. Resolución CFE Nº 118/10 y anexos. Resolución Ministerial Nº 825/15. El diseño de materiales educativos digitales. Una mirada desde los estudiantes usuarios ABSTRACT El acceso a la información empleando tecnología cada vez más avanzada es un fenómeno social que abarca hasta las poblaciones más apartadas y de distinto nivel socioeconómico. El uso de los dispositivos móviles y los nuevos sistemas de acceso al conocimiento, como la realidad aumentada y los códigos QR permitirían enriquecer los contenidos textuales con diferentes medios: videos, juegos, actividades y material interactivo y poder acceder a los mismos desde cualquier lugar. Nuestro objetivo es mostrar el diseño de contenidos utilizando estas tecnologías como así también la evaluación de dichos materiales por parte de los alumnos en el Curso semipresencial de Ingreso a la Facultad de Ciencias Naturales e IML (UNT). Para su confección se realizaron análisis bibliográficos, recopilación de material multimedial adecuado, software de diseño y software de generación de código QR. Para la evaluación del material por parte de los alumnos, se utilizaron las respuestas a una encuesta de evaluación general del curso. Consideramos que este material utiliza nuevos paradigmas de aprendizaje y contribuye a la motivación y la adquisición de competencias tecnológicas, tan importantes en el inicio de una carrera universitaria, a la vez que posibilita el acceso de los alumnos de un amplio rango de condiciones socio-culturales que aspiran iniciar una carrera universitaria. INTRODUCCIÓN Este trabajo se enmarca dentro de las acciones llevadas a cabo durante el diseño, implementación y seguimiento del Curso de Ingreso a la Facultad de Ciencias Naturales e IML de la Universidad Nacional de Tucumán para el período lectivo 2017. El diseño instruccional del mismo se efectuó tomando como eje los objetivos que se busca alcanzar en los futuros ingresantes, entre los cuales se ha priorizado la autorreflexión vocacional y del hacer, la motivación, la autogestión y la socialización, como competencias necesarias a desarrollar en esta etapa que implica el inicio de una carrera de profesionalización. En ese contexto, el propósito del presente trabajo es mostrar un ejemplo de diseño de material educativo y su posterior evaluación por parte de los alumnos. En este material confluyen componentes tradicionales, como el texto con contenido informativo y las tecnologías emergentes como el código QR utilizado como un nivel básico de realidad aumentada para promover el uso de distintos modos de interacción y medios, que posibilitan la adecuación a las diferentes inteligencias múltiples inherentes a la naturaleza del aprendizaje humano. El material educativo al que nos referimos en este trabajo es parte de los contenidos del curso. El diseño de dicho material, forma parte del diseño instruccional situado, es decir adecuado al grupo de estudiantes al que se dirige, a sus necesidades, teniendo en cuenta su contexto y ligado a los objetivos que se persiguen. Esta propuesta comenzó a gestarse en el período lectivo 2015 cuando se le solicita al Centro de Informática Educativa que organice el curso de ingreso. En esa instancia se modifica el modelo pedagógico para pasar del objetivo de nivelar contenidos utilizando clases teóricas. Enrico Roxana Judith. Casanova Beatriz Adriana Enrico Eugenia Elizabeth. Bossolasco María Luisa. Centro de Informática Educativa, Facultad de Ciencias Naturales e Instituto Miguel Lillo E-mail: firstname.lastname@example.org Palabras Claves: Diseño de Material Educativo, Código QR, Ingreso universitario. magistrales con contenidos y ejercicios en cuadernillo impreso en papel, a un modelo que pretende adaptarse a las tendencias de innovación y adopción de nuevas tecnologías en la Educación Superior, que vienen siendo estudiadas a nivel mundial y que coincide con el perfil de competencias necesarias para el desarrollo profesional, propuestas en el NMH Informe Horizon, en sus distintas ediciones. En este sentido, el curso se diseñó en modalidad bleanding learning que mediante el uso de entornos virtuales de aprendizaje facilita el aprendizaje ubicuo y posibilita el acceso e integración de elementos multimedia y tecnologías sofisticadas, que permiten también el diseño de materiales autogestionados para promover un aprendizaje autónomo. Al finalizar el cursado, se les administró a los alumnos una encuesta de evaluación del curso, de la que tomaremos algunas variables de análisis relacionadas con la evaluación de los materiales, dificultades para su utilización, autoevaluación en el desempeño del curso y nivel de acceso a la tecnología. Esta información nos permite realizar una evaluación de la implementación de estos materiales educativos, objeto de estudio. MARCO TEÓRICO El aprendizaje ubicuo es un nuevo paradigma educativo posible, en esta nueva sociedad de la tecnología y de la información. Al respecto, Nicholas Burbules expresa que el aprendizaje, en especial con la conectividad wireless y la tecnología, ya no es una experiencia que se limita a las instituciones educativas formales, sino que se da en muchos lugares, en el hogar, en el lugar de trabajo, en las confiterías, etc., y para los jóvenes especialmente la movilidad y la portabilidad de estos dispositivos significa que el aprendizaje pasó a ser una actividad que se da en cualquier lugar y en cualquier momento. La inclusión de códigos QR en este material educativo, que enriquece el material textual con la posibilidad de ampliar esa información de manera inmediata, activa y multimedia, se pensó para permitir el aprendizaje en tiempos y espacios organizados por el alumno, además de incentivar la motivación y generar oportunidades fuera del entorno formal de aprendizaje. En el año 2012 en el HMC Informe Horizon ya se describían ejemplos de las tecnologías emergentes que prometían tener gran impacto en la enseñanza. En ese informe se mencionaba que tanto los dispositivos móviles como sus aplicaciones comenzaban a ser introducidos como herramientas de aprendizaje en los currículos y en los programas educativos. En la actualidad, la omnipresencia de los dispositivos móviles está cambiando la forma en que las personas interactúan con el contenido y sus alrededores. A medida que el poder de procesamiento de los smartphones, smartwatches y tablets sigue aumentando dramáticamente, el aprendizaje móvil permite que los estudiantes accedan a los materiales en cualquier lugar, a menudo a través de múltiples dispositivos (Informe Horizon 2017). De acuerdo a Cobo y Moravec (2011) “El término realidad aumentada (RA) hace referencia a la visualización directa o indirecta de elementos del mundo real combinados (o aumentados) con elementos virtuales generados por un ordenador, cuya fusión da lugar a una realidad mixta”. Una tecnología de gran potencial que puede ser utilizada tanto en computadoras personales como en dispositivos móviles. Los códigos QR representan una forma útil y muy sencilla para incorporar los smartphones (teléfonos inteligentes con conexión a Internet) y la realidad aumentada a la enseñanza. Permiten enriquecer la representación en papel con contenidos multimedia, es decir, que complementan la información del entorno físico con contenidos online (realidad aumentada). De esta forma, la Realidad Aumentada aplicada a los dispositivos móviles se convierte en una herramienta cada vez más omnipresente, haciendo más difusos los límites entre el aprendizaje formal e informal, facilitando la incorporación de los conceptos que deseamos dentro y fuera del ámbito educativo. De hecho, el potencial para el aprendizaje y la exploración en tiempo real es uno de los aspectos más atractivos de esta tecnología. En este sentido, coincidimos y fundamentamos el uso de códigos QR incorporados en los diseños de materiales educativos en los que venimos trabajando desde 2013 (Casanova y Enrico, 2013) y particularmente en estos cursos de ingreso que representan una innovación pedagógica que acompaña este cambio de paradigma de la sociedad del conocimiento. **Diseño de Materiales y su evaluación por los estudiantes** Para la creación de los materiales se utilizaron herramientas y estrategias metodológicas que incluyen: análisis bibliográfico, recopilación de material multimedial adecuado, software de diseño y software de generación de código QR. El curso de ingreso se organizó en torno a cuatro módulos: 1) Vida Universitaria; 2) Matemática; 3) Química y 4) Disciplina específica de cada carrera: Biología, Geología, Arqueología y Museología. A lo largo de esos módulos se propusieron a los alumnos actividades presenciales y virtuales y se diseñaron diferentes materiales que actuaron como soporte para que los alumnos accedieran a los contenidos del curso y dieran respuesta a las actividades propuestas. Para cada módulo se elaboraron contenidos donde se ha respetado el mismo diseño estético y la misma estructura narrativa e instruccional. Con este patrón de diseño, permitimos a los alumnos identificar la información dentro del curso de ingreso, ya sea que estén disponibles en forma virtual o en forma impresa (cronogramas, carteles impresos indicadores de actividades, avisos orientadores impresos, etc). En el diseño del material empleado “a distancia”, es decir aquel que será utilizado en forma autónoma, se recomienda incorporar un personaje guía que permite la ubicación y el acompañamiento del alumno. En este caso, se diseñó una lechuza que se expresa con diferentes gestos indicando acciones a realizar y ayudando a crear vínculos afectivos. Se eligió este personaje porque forma parte del logo institucional e identifica a la Facultad de Ciencias Naturales e IML, para fortalecer relación de pertenencia. Desde la psicopedagogía es conocido que el color juega un papel clave en la creación de un entorno que fomente el aprendizaje (Ortiz Hernández, 2014). Y por ende es fundamental en el diseño de material educativo (Richardson et al., 2014). Todos los materiales de este Curso fueron diseñados con una paleta de colores seleccionados para promover atención y emociones que favorezcan el aprendizaje. Además, los colores se combinaron de acuerdo a su complementariedad y suplementariedad. Se eligieron los colores: verde manzana, naranja y violeta. Estudios realizados demostraron que el verde, de baja longitud de onda, promueve la calma, y mejora la eficiencia, la concentración y la claridad a largo plazo. Es un excelente color para emplearse en e-learning (Kallem, 2012). El naranja, tiene efectos positivos en el estado de ánimo de los alumnos, así como en promover la comodidad y mejorar el funcionamiento neuronal, fue empleado con moderación y en menor dosis para evitar la sobreestimulación (Richardson et al., 2014). Finalmente, el violeta, favorece las capacidades cognitivas (Arnheim, 1992). En general, para la organización espacial se ha dividido la página en tres partes, con dos tercios ocupados por el contenido (información estática) y el tercio restante con indicaciones o códigos QR introducidos con la metáfora de un televisor, desde donde se pueden ejecutar videos, juegos o actividades interactivas relacionadas a la temática de ese espacio (información dinámica). En la Figura 1 se pueden observar páginas del material ofrecido en el curso. ![Figura 1: Páginas de ejemplo del diseño del material educativo para los módulos de Matemática (izquierda) y de Química (derecha).](image) La inclusión de los códigos QR también responde al aumento en el empleo de los celulares por los estudiantes. Este fenómeno ha sido registrado con una evolución notable entre los años 2015 a 2017. Se puede remarcar que en las tres ediciones de ingreso, el uso de las computadoras del Programa Conectar Igualdad ha evidenciado una estabilidad, con un porcentaje de alumnos que la emplean apenas mayor en el año 2015 (Fig. 2). ![Figura 2: Porcentaje de alumnos que emplean diferentes dispositivos para acceder a la información, materiales y actividades propuestas en el Curso de Ingreso a las carreras de Ciencias Naturales en los años 2015, 2016 y 2017.](image) Se han puesto en evidencia algunas dificultades en el empleo de los teléfonos celulares que nos llevan al análisis y mejora de los materiales para facilitar su acceso (Fig. 4). Las dificultades identificadas tienen que ver con formatos, tamaños de archivos o desconocimiento de los alumnos sobre aplicaciones para dichos dispositivos, que constituyen brechas de uso (Bossolasco et al., 2017). En ningún caso involucra el diseño del material descripto en este trabajo, que ha sido ponderado por los alumnos en las respuestas con formato abierto referidas a las cuestiones positivas del curso: “Buenos materiales de aprendizaje con teorías, ejercicios, lecturas, etc. - Los ejercicios para realizar fueron de ayuda al momento de ejercitar aquello que ya pudimos leer en la teoría. - Las actividades y cuestionarios que se realizó en el curso de ingreso me ayudaron a recordar temas y materiales que no recordaba de la secundaria. - Materiales aptos a mi conocimiento y fáciles de entender - Actividades divertidas y dinámicas.” Para la evaluación del material por parte de los alumnos, se analizaron 326 respuestas a las variables de la encuesta realizada al finalizar el Curso de Ingreso a la Facultad de Ciencias Naturales e IML (UNT) que se detallan a continuación: - Calificación de la claridad de los materiales: variable categórica ordinal que evalúa los materiales del 1 al 5 según la escala de Likert. - Dificultades de acceso a los materiales: variable de texto, con respuesta abierta, para expresar cuál fue la dificultad específica que tuvieron para usar el material. - Percepciones positivas sobre el curso: variable de texto, con respuesta abierta, donde debían señalar tres aspectos positivos del curso. - Disponibilidad de tecnología: variable categórica con los valores: CPU de escritorio; teléfono celular, Tablet, Notebook o netbook particular, Netbook del programa conectar igualdad, Otros. Para el análisis del texto de las preguntas abiertas se utilizaron técnicas de minería de textos con el software IRAMUTEQ (Interfaz de R para el Análisis Multidimensional de los Textos y Cuestionarios) que es un software libre, desarrollado en la Universidad de Tolouse. El software permite realizar análisis multidimensional de textos de diferente naturaleza (Molina Neira, 2017). En la encuesta se les pidió una valoración de la claridad con que se presentaba la información tanto en las consignas de actividades a realizar como en los materiales específicos de las asignaturas Matemática y Química (textos, videos, power point). La calificación en general fue muy buena registrándose diferencias de acuerdo a la disciplina que están relacionadas con sus saberes previos, la vinculación afectiva a la temática y el lenguaje específico de la disciplina, ya que el diseño es el mismo para todos los materiales (Fig. 3). **Figura 3:** Porcentaje de alumnos que calificaron la claridad de los materiales educativos. Se empleó escala Likert donde 1 = poco claro y 5 = muy claro. Guía VU = Material de módulo Vida Universitaria. En relación a la accesibilidad a los materiales, la mayoría de los alumnos señaló que los materiales le resultaron accesibles y que no tuvieron dificultades para descargar o visualizar. Un 16% de los alumnos que respondieron el cuestionario, señalaron haber tenido alguna dificultad en relación a los materiales. La mayoría de ellos, expresa que las dificultades estuvieron asociadas a sus posibilidades para conectarse a internet o contar con una PC o dispositivos y/o aplicaciones instaladas en sus dispositivos, que le permitieran acceder a los formatos de archivos en que se encontraban los materiales en el aula. Las mayores dificultades estuvieron relacionadas con la visualización de archivos en formato pdf. Dos alumnos expresaron que tuvieron dificultades para visualizar videos. Carencia tecnológica de los alumnos: Existen varios alumnos que manifiestan no disponer de tecnología, poseer escasas competencias digitales o de sentirse más cómodos para estudiar con materiales tradicionales: cuadernillo, dictado en clases, etc. Muchos alumnos no tienen acceso a la tecnología por su situación socio-económica o geográfica por lo que solicitan una modalidad menos virtual y más presencial. Esta situación también se manifestó verbalmente, durante el cursado. “Podrían implementar cuadernillo con los contenidos del curso para facilitar la lectura y para algunos que no tiene una computadora - El acceso del material de estudio en la fotocopiadora de la facultad antes del inicio del curso de ingreso, ya que no todos cuentan con una computadora y es más práctico a la hora de estudiar - En lo subjetivo me es más fácil estudiar con material impreso (libros, cuadernillos, etc) - Tener que hacer todo por internet me dificulto un poco - Que no sea todo virtual, ya que no todos tienen acceso para realizarlo - La forma de rendir los evaluativos, ya que algunos vivimos lejos y no contamos con posibilidad de tener buena señal o como ingresar para rendir.” Estas dificultades se pueden apreciar claramente en el análisis con minería de texto de las respuestas abiertas de los alumnos que revelan dos tipos de inconvenientes: el primero está relacionado con la imposibilidad de descargar algunos archivos desde sus dispositivos móviles y el segundo relacionado con la disponibilidad de internet. Para visualizar esta información se utilizó un análisis de similitud con el software Iramuteq que, mediante un gráfico de palabras, muestra las palabras (formas) asociadas a otras palabras del corpus de texto analizado. (Fig. 4). **Figura 4:** Gráfico de clase elaborado con análisis de similitud a partir de las respuestas abiertas de los alumnos con respecto a sus dificultades con el uso de los materiales. CONCLUSIONES Los avances en las TIC hacen que los materiales educativos tengan que ser replanteados con mayor frecuencia que hace una década. Cobra relevancia así enmarcar los materiales en diseños instruccionales situados. La carencia de acceso a internet es una realidad de nuestros estudiantes, que si bien conforman un porcentaje bajo, representan a muchos alumnos. Con este material se pretende incluir a estos alumnos y darles la oportunidad de lectura de contenidos suficientes garantizado por el diseño en texto plano, de modo tradicional y accesible de forma impresa. La información adicional que enriquece el material a través de los códigos QR y realidad aumentada podrá ser accesible cuando el alumno se acerque a un sitio con conexión a Internet gratuito como la institución educativa. En concordancia con lo expresado en el Informe Horizon 2017, hemos registrado un aumento significativo en el uso del celular comparando las cohortes de ingreso de 2015 a la actualidad. En oposición, ha ido decreciendo el acceso al aula virtual desde la CPU de escritorio y desde computadoras portátiles. Es innegable la importancia que adquiere el aprendizaje ubicuo, entendido como el que se produce en cualquier lugar y momento dado el uso de la tecnología ubicua (informática cercana a la persona, por ejemplo, un teléfono móvil) que potencia considerablemente este tipo de aprendizaje. Evidentemente, si los contenidos y actividades formativas son accesibles a través de tecnologías ubicuas y estas siempre nos acompañan, se facilita considerablemente el acceso a dichos recursos formativos. Al usar códigos QR se puso a disposición de los estudiantes una mayor cantidad de información y en diferentes formatos, cuyo uso flexible posibilita a su vez la autogestión de los mismos. Además, en la práctica, la mayoría de nuestros alumnos recurre a los videos de Internet, para aclarar dudas o buscar tutoriales como materiales adicionales de aprendizaje, que complementan las explicaciones del profesor. En este sentido, los videos incluidos en los materiales han sido supervisados por los docentes y especialistas de cada disciplina, lo que incrementa su valor, como así también el agregado de juegos y otras actividades educativas de refuerzo utilizando la misma tecnología con sentido pedagógico. Pese a que con este material hemos tratado de abarcar mayor cantidad de posibilidades de accesibilidad, aún queda una pequeña proporción de alumnos que evidencia problemas por falta de conexión a internet, falta de equipos para hacerlo y por carencia de competencias digitales. Se continúa con el desafío de evolucionar en el diseño de materiales con la apropiación de los avances tecnológicos que permitan potenciar un aprendizaje profundo y una mayor inclusión. Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). “NMC Horizon Report: 2017 Higher Education Edition”. Austin, Texas: The New Media Consortium. Disponible en https://www.nmc.org/publication/nmc-horizon-report-2017-higher-education-edition-spanish/. Araguz, M.A. (2012). “Informática móvil y realidad aumentada: uso de los códigos QR en educación”. En Observatorio Tecnológico - NIPO 820-10-289-9. Ministerio de Educación, Cultura y Deporte, Gobierno de España. Noviembre de 2012. Disponible en http://recursostic.educacion.es/observatorio/web/es/equipamiento-tecnologico/didactica-de-la-tecnologia/1072-informatica-movil-y-realidad-aumentada-uso-de-los-codigos-qr-en-educacion Arnheim, R. (1992). “Las armonías del color”. Editorial Paidos. Segunda Edición. Bossolasco, M.L., Enrico, E.E., Casanova, B.A. y Enrico, R.J. (2017). “Análisis de brechas de accesibilidad, uso y apropiación de TIC en ingresantes al Nivel Superior Universitario”, IX Conferencia Internacional de Ambientes Virtuales de Aprendizaje Adaptativos y Accesibles. Aceptado para su publicación. Bourbules, N.C. (2012). “El aprendizaje ubicuo y el futuro de la enseñanza” en Encounters/Encuentros/Rencontres on Education Vol. 13, 2012, 3 - 14. Disponible en https://ojs.library.queensu.ca/index.php/encounters/article/view/4472/4498 Casanova, B y Enrico, R (2013). “Diseño de material educativo empleando códigos QR y realidad aumentada para la prevención sísmica”. Cobo Romani, C.; Moravec, J.W. (2011). “Aprendizaje Invisible. Hacia una nueva ecología de la educación”. Col·lecció Transmedia XXI. Laboratori de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona. Barcelona. Kallem, M. (2012). How do colors impact E-learning design and learning? Retrieved December 10, 2012 from http://blog.commlabindia.com/elearning/colors-elearning-mlearning-courses Molina Neira, J. (2017). “Tutorial para el análisis de textos con el software Iramuteq” disponible en https://www.researchgate.net/publication/315696508_Tutorial_para_el_analisis_de_textos_con_el_software_IRAMUTEQ Ortiz Hernández, G. (2014). “El color. Un facilitador didáctico”. Disponible en https://www.uv.mx/psicologia/files/2014/09/El-color-un-facilitador-didactico.pdf Richardson, R.T., Drexler, T.L. y Delparte, D.M. (2014). “Color and Contrast in E-Learning Design: A Review of the Literature and Recommendations for Instructional Designers and Web Developers”. MERLOT Journal of Online Learning and Teaching Vol. 10, No. 4. Rodríguez, S. (2009). “Aprendizaje ubicuo” en Observatorio Tecnológico - NIPO 820-10-289-9. Ministerio de Educación, Cultura y Deporte, Gobierno de España. Noviembre de 2012. Disponible en http://recursostic.educacion.es/observatorio/web/ca/cajon-de-sastre/38-cajon-de-sastre/910-monografico-informatica-ubicua-y-aprendizaje-ubicuo?start=4 El simulador en línea como herramienta de formación para personas con pérdida auditiva ABSTRACT Este trabajo consiste en la presentación de la mejora de un simulador educativo en línea, para aprender el uso de herramientas digitales como medio para optimizar sus estrategias comunicacionales en una entrevista laboral; dicho simulador se denominará ELH (entrevistas laborales para personas con hipoacusia) y será utilizado en un curso de capacitación a personas con pérdida auditiva que utilizan dispositivos auditivos (audífonos o implantes cocleares). Se basa en el trabajo final presentado en el seminario de Psicología Cognitiva de la Maestría en Tecnología Informática Aplicada en Educación de la Facultad de Informática de la Universidad Nacional de La Plata. INTRODUCCIÓN Soy hipoacúsica postlocutiva. Esto quiere decir que no soy sorda de nacimiento. Adquirí el idioma castellano y hasta estudié dos lenguas extranjeras. Pero comencé a perder gradualmente la audición hace más de 15 años. Esta situación auditiva ha cambiado mi vida personal y profesional. Las personas hipoacúsicas se ven limitadas en muchas situaciones de interacción social entre ellas, situaciones educativas. Como profesional - soy profesora en Lengua y Literatura Inglesas tuve que adaptarme a mi hipoacusia descubriendo que las Tecnologías de la Informática y la Comunicación (TIC) al ser altamente visuales me permitieron continuar mi formación en el área de tecnología aplicada a la educación. Lamentablemente no todas las personas tienen los mismos recursos o la suficiente capacidad de resiliencia para adaptarse a la pérdida auditiva si ha sido oyente. Por esta razón nos hemos comprometido en la investigación sobre cómo las TIC pueden ayudar el acceso a la educación a los jóvenes mayores adultos hipoacúsicos que usan prótesis auditivas por ser un grupo etario poco considerado en situaciones de aprendizaje. El rol del diseño como herramienta de conocimiento o tecnología intelectual David Hakken (1999: 21) sostiene que en el discurso de la tecnología de información y del diseño de información, existe una “cadena lingüística progresiva que va desde los datos, pasa por los datos procesados (información) hasta la verificación de datos (conocimiento) y llega a lo que tal vez sea la información existencialmente confirmada (¿sabiduría?).” En el siglo XXI, el diseño ha adquirido un rol cognoscitivo crucial en la vida cotidiana, el aprendizaje y el conocimiento; un rol que se torna cada vez más evidente con la continua expansión de la tecnología de información. El desafío que hoy se está dando en la presentación de la información interactiva es que “si bien nos hemos vuelto hábiles en procesar a la información, no estamos capacitados para decir qué es porque no tenemos un sustento científico-teórico sobre el cual basar una definición aceptable.” (Stuart Card, Jack D. Mackinlay and Ben Shneiderman, 1999:7). Sin la intervención del diseño, la presentación del conocimiento y la comunicación no funcionarían, pues el conocimiento necesita ser mediatizado por una interface que puede ser percibida y asimilada. Aquí se encuentra un punto de anclaje firme para considerar al diseño de información como una herramienta indispensable en el proceso de comunicar y revelar conocimientos (Bonsiepe, 2008). El concepto fundamental de comunicación ha sido enriquecido por los medios digitales interactivos. Entendemos por interacción o interactividad a la modalidad de presentar la información a una comunidad de usuarios en una forma no lineal, como el hipertexto o información en forma de estructuras entrelazadas, compuestas por nodos semánticos que permiten al usuario elegir cómo moverse dentro de esta red de nodos (Sangrá 2013). Aquí es donde la presentación cubre los recursos de los diferentes canales perceptuales y puede hacer uso de nuevas formas de presentar la información, la cual permite un acceso selectivo y un formato de diálogo simulado. Tratar con éxito con estos medios multicanales - sonido, música, voz, tipografía, imágenes, películas, movimiento - requiere diferentes competencias, que son reunidas en equipos compuestos por los llamados proveedores de contenidos: representantes de la psicología cognoscitiva, especialistas en música y sonido, ilustración, programación, escritura y diseño interactivo. Podemos percibir dos características básicas constantes para definir la responsabilidad profesional del diseñador en los medios digitales. Por un lado, la relación con el usuario y por el otro la calidad estética. “Hay esencialmente dos aproximaciones básicas al diseño: el ideal artístico de expresarse Ud. mismo y el ideal de la ingeniería de resolver un problema para el usuario”. (Hassan, 2005). El modo apropiado para diseñar en los medios digitales consiste en observar a los usuarios y descubrir qué es lo que les gusta, qué es lo que les resulta fácil y dónde encuentran con dificultades. Aquí encontramos un área de conflicto, pues los representantes de las ciencias cognoscitivas relacionados con el diseño web focalizan su atención en los métodos de usabilidad. “El diseño se vaporiza en la nada y el know-how de los diseñadores es descartado como irrelevante para el proceso de hacer software utilizable.” (Fernandez, Bonsiepe G, 2008). El diseño enfrenta por lo tanto una tarea cognoscitiva de navegación, por ejemplo un acercamiento a un banco semi-estructurado de datos en distintos formatos tales como textos, videos, grabaciones de voz, fotografías, ilustraciones, diagramas y animaciones sobre un tema de educación, a través de una interfase que puede ser percibida, comprendida y manipulada por el usuario que quiere aprender algo. Por lo tanto, el diseño de información requiere en primer lugar dar una estructura a una masa de datos y luego traducirlos a un ámbito visual y auditivo con un patrón en forma de red para la navegación. Criticamos el interés unilateral por encontrar velozmente una información en un sitio web, pues la tarea central en el diseño web es comunicar y aumentar la comprensión. Señalamos que la rapidez no es un objetivo absoluto en el diseño de medios digitales educativos. Una comunicación efectiva, en cambio, sí lo es. La producción de conocimiento no es la especialidad de los diseñadores, pero ellos pueden jugar un rol importante en la presentación del conocimiento. A la hora de diseñar material educativo se debe tener nociones de jerarquía, estructura, y lo que podría llamarse “gestión sensorial” (sensory management), la experta selección de estímulos que guían a los lectores y mantienen cautivas y atentas a las audiencias. El rol de quien diseña información es reducir la complejidad del conocimiento y producir claridad contribuyendo a la transparencia y a la comprensión. Su objetivo es facilitar el metabolismo del conocimiento, es decir, la asimilación del saber. Aprendizaje significativo y adquisición de conocimientos Se presentan los procesos y habilidades cognitivas que se ponen en juego en el simulador en línea de entrevistas laborales propuesto como recurso educativo para un curso de capacitación en línea (García, Carbonelli; 2007). David Ausubel (2002) desarrolla una teoría cognitiva del aprendizaje verbal significativo en contraposición al aprendizaje verbal memorista. Para Ausubel, el aprendizaje debe ser significativo, no memorístico, y para ello, los nuevos conocimientos deben relacionarse con los saberes previos que posea el aprendiz. El aprendizaje significativo es un proceso activo, integrador e interactivo que tiene como producto la adquisición y retención de un conocimiento significativo a partir de la interacción entre significados potenciales pertenecientes a un dominio en cuestión y las ideas pertinentes (de anclaje) de la estructura cognitiva de quien aprende. Este proceso es significativo porque produce nuevos significados (conocimientos) que se estructuran en un sistema organizado. Para que tenga lugar el aprendizaje significativo, es decir, para que emerjan nuevos significados con motivo del proceso, se necesita que se cumplan dos condiciones: a) Es necesario que el material de aprendizaje sea potencialmente significativo, es decir, que pueda relacionarse de manera no arbitraria y no literal (plausible, razonable y no aleatoria) con aspectos (ideas) apropiadas y pertinentes de la estructura cognitiva del sujeto que aprende. b) Es también necesario que haya una actitud de aprendizaje significativa. Esto implica, entre otras cosas, que existan, en la estructura cognitiva del sujeto, ideas de anclaje pertinentes. De la interacción entre los significados potencialmente nuevos y las ideas pertinentes existentes surgen los significados reales o psicológicos. Ausubel propone tres tipos de aprendizajes significativos: El aprendizaje representacional, el de conceptos y el proposicional. En el aprendizaje representacional el significado de los símbolos surge de equiparar esos símbolos con sus referentes. El aprendizaje de conceptos se produce por formación, con la experiencia directa en los niños, y por asimilación en los escolares y adultos, por la combinación de referentes ya existentes. Los conceptos son importantes en el aprendizaje significativo porque la resolución significativa de problemas depende de la disponibilidad, en la estructura cognitiva, de conceptos de orden superior y subordinados a los que los nuevos conceptos se puedan adaptar. Hay tres tipos de aprendizaje proposicional: En el subsumidor, las nuevas proposiciones se relacionan con proposiciones de orden superior; en el de orden superior, la proposición nueva ordena proposiciones subordinadas; y en el combinatorio, se da una combinación de contenidos pertinentes y no pertinentes. En el aprendizaje significativo se produce una modificación de las ideas de anclaje cuando se produce el vínculo entre las ideas nuevas y las ideas preexistentes. Este autor también propone una teoría de la asimilación, donde señala que la asimilación implica la relación de una idea potencialmente significativa con una/s idea/s relevante/s existente/s en la estructura cognitiva/cognoscitiva, el almacenamiento del significado recientemente adquirido en vinculación con la idea/s de afianzamiento con las cuales se relaciona en el desarrollo del aprendizaje y su reducción o pérdida subsecuente de disociabilidad. Los errores en el proceso de aprendizaje El error es parte del aprendizaje. Según el DRAE el error es “acción desacertada o equivocada”. “El error siempre es una transgresión, desviación o uso incorrecto de una norma que en el caso que nos ocupa puede ser lingüística pero también cultural y pragmática, y de una gran variedad de tipos más”. (Blanco, 2002:15) Al error se le han atribuido diferentes causas en función del método pedagógico existente en su momento y el valor que se le ha dado a lo largo de la historia de la adquisición de una lengua extranjera, ha ido variando. Hasta finales de los años 60, por la influencia de las teorías conductistas se consideraba al aprendizaje como la adquisición de una serie de hábitos. El hábito consistía en la habilidad de producir, de forma automática, una respuesta determinada (estímulo-respuesta). Se debían evitar a toda costa los errores para que no se fijaran y era necesario reforzar las formas correctas. La mayoría de los métodos existentes consideraban al error como algo indeseable dentro del proceso de aprendizaje y entre estos métodos se quería evitar por todos los medios su aparición e incluso se llegaba a sancionar al alumno para que no se equivocara. A partir de los años 70, el error pasa a ser visto como algo positivo y forma parte del proceso de enseñanza y aprendizaje debido a que el alumno pasa a ser el verdadero protagonista y el profesor sólo es el ayudante, el guía que conduce al alumno. (Collantes Cortina, 2012). Chomsky en su teoría cognitiva reconoce la importancia de los procesos mentales del aprendiente y plantea el interrogante de cómo se establece el conocimiento, cómo éste se hace automático y cómo se integra el nuevo conocimiento en el sistema cognitivo. En este momento se empieza a buscar la causa de los errores. Pero por no contemplar todavía por aquellos años el carácter creativo del proceso mental en la adquisición y entender éste como algo totalmente automatizado, esta corriente también consideraba el error como algo intolerable por poder generar hábitos incorrectos. En el siglo XXI, autores como Saturnino De la Torre hace un profundo análisis didáctico del error, y explica que se dan errores diferentes y detrás de cada uno existe un por qué. Averiguar ese por qué a cada error nos abriría muchos secretos del aprendizaje. (De la Torre, 2004). En el simulador que este trabajo propone, la pedagogía del error aplicada parte de análisis diagnósticos e intervenciones en el proceso. Se fijan objetivos, pero, de tal modo que puedan modificarse en base al análisis que se va realizando durante el proceso de aprendizaje de los participantes. Este simulador imita situaciones problemáticas que permitan a los alumnos interactuar de forma flexible y obtener una retroalimentación consecuente con dicha actividad, la cual tiene como objetivo crear nuevos conocimientos y dar lugar a aprendizajes significativos. Recurso desarrollado para el Área temática: Formación profesional y Comunicación A partir de los años 70, se empiezan a analizar los errores en sí mismos, constituyendo lo que se ha llamado “Análisis de Errores”, que caracteriza la actual forma de concebir el proceso de aprendizaje como algo creativo y adaptado a las posibilidades de cada individuo que utilizan dispositivos auditivos. Poseen formación secundaria o terciaria y pretenden aspirar a un puesto de trabajo. En el caso de esta propuesta educativa de formación, se consideran relevantes los presupuestos teóricos de D. Ausubel puesto que aportan una visión integradora para comprender la adquisición de conocimientos. Desde el punto de vista del usuario de este simulador educativo, se pretende generar en el mismo un proceso de cambio conceptual, a través del anclaje de los conocimientos nuevos en los ya disponibles: es decir, el usuario podrá aprovechar de una manera eficaz su propio conocimiento ya existente, como una matriz ideacional y organizativa para la incorporación, comprensión, retención y organización de ideas nuevas. En este recurso de simulación se distinguen dos tipos de procesos de aprendizaje verbal significativo: los procesos perceptivos y los cognitivos (la diferencia entre ambos es de inmediación y de complejidad). La percepción de los videos supone un contenido inmediato de la conciencia. Por otro lado, para la resolución de problemas se apelará a la cognición, que supone procesos como relacionar el nuevo material con aspectos pertinentes de la estructura cognitiva ya existente, determinar cómo se puede conciliar el nuevo significado resultante con el conocimiento establecido y recodificarlo en un lenguaje más familiar e idiosincrásico. Los usuarios apelarán a distintas maneras jerárquicas de relacionar la nueva información con sus ideas de anclaje en la estructura cognitiva. A saber: - Aprendizaje subordinado o subsunción correlative, en el que el nuevo material es una extensión, modificación o matización de conceptos o proposiciones aprendidos previamente. (Ausubel, 2002). - Aprendizaje de orden combinatorio, en donde se combinan de manera no arbitraria las ideas aprendidas previamente con un amplio fondo de contenidos pertinentes. - Aprendizaje basado en el descubrimiento. Daniel Goleman (Goleman and Senge, 2015) ha investigado los efectos que una adecuada inteligencia emocional ejerce sobre las personas. En el caso de las personas con hipoacusia y en especial a aquellas que se les suma la afeción de tinnitus, su estado emocional es altamente sensible. Al ser un tipo de discapacidad que no se ve, las personas oyentes desconocen la condición del hipoacúsico viéndose éste en la obligación de estar continuamente informando de su situación. El estar repitiendo constantemente su condición limitante comunicacional hace bajar su autoestima y lo aisla socialmente. Es fundamental impulsar y fortalecer la formación de todos los individuos con discapacidad auditiva con dispositivos auditivos para lograr su incorporación a la vida socio-cultural en la cual predomina la oralidad. De este modo, se busca lograr que la simulación se constituya en experiencia previa del aprendiz, para así facilitar su desempeño y favorecer su autonomía en la situación de entrevista y toma de decisiones en la vida real. **Objetivo General:** Capacitar a personas con distintos grados de hipoacusia (pérdida auditiva) que utilizan dispositivos auditivos (audífonos e implantes cocleares) a resolver instancias de una situación de entrevista laboral con éxito. **Objetivos específicos:** - Familiarizar al alumno con el uso de un simulador como recurso de aprendizaje. - Favorecer que al alumno hipoacúsico acumule experiencia en la toma de decisiones de respuestas acertadas en una entrevista laboral. - Practicar la aplicación de técnicas comunicacionales eficaces en una entrevista laboral. Características del Material Educativo Hipermedia Es importante tener en cuenta que el texto sigue siendo el recurso líder de Internet y siempre debe ser considerado como un elemento indispensable en el caso de las personas con hipoacusia (ONU, 2008). También se presentará variedad de las imágenes dado que las personas con hipoacusia desarrollan la memoria visual, para lo cual se utilizarán infografías, presentaciones y videos subtitulados (Sacco, 2009). Contenidos a trabajar: Estrategias comunicacionales eficaces en una entrevista laboral. En el desarrollo del material se incluirán los siguientes temas: - La entrevista laboral. Características. Tipos de entrevista. - Fases de la entrevista de selección: Inicial, de desarrollo y de cierre. - Preparación de la entrevista: Cómo desarrollar estrategias comunicacionales efectivas presenciales y por videoconferencia. Guión Didáctico La creación de un simulador es una tarea de complejidad porque requiere conocimientos pedagógicos relacionados con los diseños y metodologías didácticas, la recreación de escenarios y la interacción a reproducir en los mismos, partiendo de la guionización de patrones de comportamiento, así como de las competencias relacionadas con el conocimiento de los procesos de enseñanza-aprendizaje. Dicha complejidad se potencia más aún cuando hablamos de un simulador cuya funcionalidad es de carácter educativo (Fernandez, 2013) (Ainciburu, M.; 2009). La mezcla de ambos mundos, el informático y el educativo exige la formación de un equipo de trabajo e identificación de los roles de los participantes, a saber: - Usuario o participante: a la persona hipoacúsica que va a ser capacitado mediante dicho recurso. - Profesor/Tutor: profesor o licenciado en comunicación. - Diseñador gráfico profesional que diseña y aplica recursos de simulación y material educativo para resolver una situación-problema de aprendizaje dada. Programador desarrollador del software del simulador. - Contenidista desarrollador y editor de los textos solicitados por el Profesor/tutor. - Equipo Audiovisual como equipo de profesionales responsables de los videos del simulador. Diagrama de Navegación Se presenta a continuación en la figura 1 el diagrama de navegación propuesto para los contenidos del recurso. Figura 1 Entendemos por interfaz de usuario al medio con que el usuario puede comunicarse con una máquina, computadora o dispositivo, y comprende todos los puntos de contacto entre el usuario y el equipo. Este simulador aspira a resultar ser amigable e intuitivo. La interfaz estará compuesta de elementos de acción, alternativas en cuanto a navegación y contenidos. Teniendo en cuenta precisamente la importancia que tiene la mencionada interfaz, se le indica a los diseñadores y programadores del simulador que deben poner el máximo cuidado para hacerla atractiva, sencilla y funcional conforme a Ley 26.653 de Accesibilidad de la Información en las páginas Web. A continuación en la figura 2 puede observarse el esquema general de la interface pensada para el prototipo del simulador, donde se presentan las áreas de trabajo. Con respecto al tratamiento del error a medida que se recorre el simulador, se les informa a los participantes que las actividades interactivas les darán el resultado de sus actividades y una retroalimentación para tener en cuenta si el participante decide repetir la práctica. Se presenta una entrevista final por videoconferencia, en la cual no se corregirá nada durante el desarrollo de la misma. Se tomarán en cuenta los errores que están dentro de la competencia adquirida esperada al finalizar todos los módulos teniendo en cuenta la variabilidad de factores tales como la efectividad comunicativa. El simulador presenta un personaje cuyas funciones son dar la bienvenida, presentar información general e indicar la secuencia de las actividades a realizar - proporcionar pistas más o menos sutiles, corregir cuando el participante se equivoque y explicarle el origen de su error, felicitar y estimular al participante cuando de la respuesta esperada. Se elige a un personaje para que la interacción simulador - participante sea más amigable y motivante. En la figura 3 se observa la página de inicio al recurso, donde se presenta y da la bienvenida el personaje. Las actividades colaborativas planteadas: actividad grupal y webquest en parejas, intentan promover la interacción oral y compartir las estrategias que los participantes desarrollan para que situaciones comunicacionales sean efectivas a pesar de su limitación auditiva. Figura 2: Esquema general de la interface Figura 3: Pantalla de inicio y personaje La exploración, discusión y negociación serán de gran ayuda para la comunicación. Además, las actividades colaborativas darán lugar a una mayor satisfacción y motivación del participante, mejorará las relaciones interpersonales y disminuirá los sentimientos de aislamiento. Las funciones cognitivas que pretende estimular este simulador son: - Atención y concentración: para escuchar y estar atentos. - Memoria: para recordar y aprender con ello, lenguaje apropiado a una entrevista para comunicarse efectivamente. - Ejecutiva: para planificar actividades - Lenguaje: para una mejor comunicación. Percepción y reconocimiento o inteligencia emocional (término acuñado por Howard Gardner) entendiéndose por la habilidad cognitiva de una persona para comprender el universo emocional de otra. El propio historial emocional de las personas hipoacúsicas puede afectar o distorsionar qué emociones se perciben en los demás. CONCLUSIONES Se ha presentado la fundamentación, el diseño y las funcionalidades de un simulador orientado a entrevistas laborales con personas hipoacúsicas, si bien es adaptable a otras funcionalidades educativas para personas con discapacidades auditivas. En el diseño se ha puesto énfasis en el tratamiento del error, la comunicación, la interactividad, la simplicidad para el usuario y las actividades colaborativas. El simulador está en desarrollo, con un enfoque de código abierto colaborativo, para permitir su evolución y perfeccionamiento. TRABAJO FUTURO Una vez probado y validado el simulador actualmente en desarrollo sobre una plataforma de PC convencional, se trabajará sobre una versión para móviles, multiplataforma. Este simulador quedará abierto a modificaciones conforme a los resultados de satisfacción obtenidos de los usuarios a través de un cuestionario interactivo. Las mejoras podrán ser tanto educativas como técnicas conforme a los avances que a lo largo surjan con el tiempo en ambas áreas. Para lo cual se reunirá un equipo de especialistas. Asimismo se plantea la extensión del objetivo educativo para hipoacúsicos más allá del tema de las entrevistas laborales, abriendo nuevas aplicaciones con la misma plataforma de base y otros contenidos orientados al problema específico. Ainciburu, María C. (2009). Simulación en la Web2 y los lenguajes específicos, la comunicación profesional a través de la red Universidad de Siena Recuperado de: http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/20/20_0103.pdf Ausubel, D. P. (2002). Adquisición y retención del conocimiento una perspectiva cognitiva (No. 370.15 A9). Blanco Picado, A.I. (2002). El error en el proceso de aprendizaje. Cuadernos Cervantes de la Lengua Española. 38, 12-22. Recuperado de: http://www.cuadernoscervantes.com/art_38_error.html Card, S. K., Mackinlay, J. D., & Shneiderman, B. (1999). Readings in information visualization: using vision to think. Morgan Kaufmann. Collante, Cortina, F. (2012). El tratamiento del error en clase de ELE. Recuperado de: http://www.fidescu.org/attachments/article/72/Fernando%20Collante%20Cortina.pdf De la Torre, S. Aprender de los errores. Editorial Magisterio del Río de La Plata. Buenos Aires (Argentina) Cap 3 - Parte 1 Recuperado de: http://www.terras.edu.ar/biblioteca/31/31DE-LA-TORRE-saturnino-Cap3-Partel-exito-error.pdf Hakken, D. (1999). Cyborgs@ cyberspace? An ethnographer looks to the future. Psychology Press. Bonsiepe, G. (2009) Una Tecnología Cognoscitiva. 2000 - 08 Recuperado de: http://guibonsiepe.com.ar/guiblog/text/ Fernández, S., & Bonsiepe, G. (2008). Historia del diseño en América Latina y el Caribe. San Pablo: Blücher. Fernández, C. A. Diseño pedagógico del simulador SIPAD (2013). Trabajo fin de grado. Facultad de ciencias de la educación. Curso 2013/2014. Recuperado de: http://www.terras.edu.ar/biblioteca/31/31DE-LA-TORRE-saturnino-Cap3-Partel-exito-error.pdf García-Carbonell, A. y WATTS F. Perspectiva histórica de simulación y juego como estrategia docente: de la guerra al aula de lenguas para fines específicos. (2007) Ibérica 13:65-84 Goleman, D., & Senge, P. (2014). The triple focus: A new approach to education. Florence, MA: More than Sound. Hassan Montero, Y., & Martín Fernández, F. J. (2005). La experiencia del usuario. No Solo Usabilidad, (4). ONU. (2008); “Convención sobre los Derechos de las Personas con Discapacidad y Protocolo facultativo”, Fundación AEquitas y Colegio de Escribanos de la Provincia de Buenos Aires; FEN Editora Notarial. Sacco, Antonio. (2009). Estrategias para la utilización de tecnología en educación especial. Análisis de la implementación de las TICs en la atención a la diversidad. Propuestas para su eficaz aprovechamiento. Recuperado en Marzo 2017 desde: http://sedici.unlp.edu.ar/handle/10915/4165 Sangrà, A., & Wheeler, S. (2013). Nuevas formas de aprendizaje informales: ¿O estamos formalizando lo informal? RUSC. Universities and Knowledge Society Journal, 10(1), 107-115. Enseñanza de la Literatura y TIC: Avances de una investigación documental y análisis de un caso en clave booktuber ABSTRACT Este trabajo tiene por objetivo exponer los lineamientos principales de un proyecto de investigación documental cualitativo titulado “Modalidades de inclusión de TIC en propuestas de enseñanza de la Literatura: los Objetos de Aprendizaje del Portal Educ.ar”, iniciado en el año 2015 en el marco de la Maestría en Tecnología Educativa de la Universidad de Buenos Aires. Con este fin, desarrollaremos primero el problema que busca abordar la investigación en cuestión y delinearemos el marco teórico que la dota de sentido. A su vez, expondremos las bases de la Teoría Fundamentada, que guía la investigación, y fundamentaremos la pertinencia de su elección. Luego, en la segunda parte de la ponencia, presentaremos de forma sintética e ilustrativa el análisis de un caso particular, el Objeto de Aprendizaje titulado “Booktubers en español: cinco canales recomendados”, con el objetivo de brindar una muestra de las posibilidades que brinda el dispositivo teórico-metodológico del que nos valemos para llevar adelante este estudio. Por último, en las conclusiones plantearemos resumidamente las tareas que quedan pendientes para finalizar la codificación de datos de esta investigación. INTRODUCCIÓN En esta ponencia presentamos los lineamientos principales y algunos avances provisorios de un proyecto de investigación documental iniciado en el año 2015 en el marco de la Maestría en Tecnología Educativa de la Universidad de Buenos Aires. El estudio, cuyo título es “Modalidades de inclusión de TIC en propuestas de enseñanza de la Literatura: los Objetos de Aprendizaje del Portal Educ.ar”, se encuentra actualmente en la fase de codificación de datos, propia del diseño de la Teoría Fundamentada que guía la investigación. Enmarcado de forma transdisciplinaria en dos campos, la Tecnología Educativa y la Didáctica Específica de la Lengua y la Literatura, el estudio que presentamos se propone dar cuenta de las implicancias que presenta la inclusión de TIC para los problemas que se recortan particularmente en las líneas que configuran las tradiciones de enseñanza de la Literatura y que se perfilan en las propuestas de enseñanza detectadas en los Objetos de Aprendizaje, un tipo específico de material didáctico localizado en el Portal Educ.ar. A modo ilustrativo de las posibilidades que ofrece este enfoque para el abordaje de los procesos de inclusión de TIC en los materiales didácticos, en la segunda parte de esta ponencia presentamos brevemente un caso de análisis, el Objeto de Aprendizaje (OA) titulado “Booktubers en español: cinco canales recomendados”. Palabras Claves: Objetos de Aprendizaje, Propuesta de enseñanza, Mediaciones didácticas y tecnológicas, Nuevas tecnologías en la enseñanza, Ambientes virtuales de aprendizaje. MARCO TEÓRICO El proyecto de investigación que expondremos aquí parte del reconocimiento de un problema. Las tecnologías de la información y la comunicación (TIC) han transformado cualitativamente las diferentes esferas de la vida humana, los modos de construir y hacer circular el conocimiento, de comunicarnos y habitar el mundo (Dussel, 2011). En lo que refiere específicamente a las prácticas de lectura y escritura, objetos que interpelan directamente a la Didáctica de la Lengua y la Literatura, podemos señalar algunas transformaciones visibles: el surgimiento de nuevos géneros digitales y de comunidades de lectores y escritores con pautas culturales distintas de las que encontramos en otros ámbitos; nuevos modos de promocionar, comentar y valorar la literatura (Cassany, 2011); entornos, objetos y prácticas culturales atraviesados por la multimodalidad, la hipertextualidad y la hipermedialidad (Cano, 2011) y, sobre todo, un reconocimiento cada vez más consensuado desde diferentes líneas de trabajo (Burbules y Callister, 2001; Buckingham, 2012; Dussel, 2011; Magadán, 2013; Maggio, 2012) en torno a la necesidad de contemplar estas transformaciones como parte de los objetos que interpelan los procesos de enseñanza y aprendizaje que se desarrollan en la escuela. Como respuesta a estas transformaciones, en nuestro país se han llevado adelante diversas políticas que han apuntado a superar no solo la brecha en cuanto al acceso sino también a los usos tecnológicos (Maggio, 2015; Tedesco, 2012). En esta línea, desde el año 2010 el Portal Educ.ar, que sirve de repositorio de los materiales didácticos que analizaremos en este estudio, se orienta a crear y proveer contenidos educativos para el Plan Conectar Igualdad, y – en conjunto con una batería de dispositivos que comprenden desde postítulos hasta cursos en y fuera de servicio en distintas modalidades-, se vuelve de este modo a la búsqueda de lograr una inclusión de las TIC en el campo educativo con sentido pedagógico. El proyecto de investigación que aquí presentamos se concibe como una respuesta a la necesidad de realizar estudios que puedan dar cuenta de los modos en que los procesos de inclusión de TIC propuestos desde el Estado como parte de un proyecto pedagógico se han volcado en diferentes propuestas formativas y materiales didácticos. Una inquietud que se ha visto encarada desde estudios sobre las prácticas de enseñanza (Maggio, Lion & Sarlé, 2012), pero no sobre los materiales didácticos que, de distintos modos, buscan orientar esas prácticas. Para abordar este proyecto de investigación, proponemos, como en otros trabajos (González López Ledesma, 2015, 2016) un marco que articula las búsquedas de la Tecnología educativa y la Didáctica específica de la Lengua y la Literatura. Las indagaciones a nivel local del primero de estos campos han abordado las TIC en estrecho diálogo con las teorizaciones sobre la enseñanza y han guiado esa búsqueda a partir del compromiso ético y epistemológico que brinda el estudio en torno a las buenas prácticas (Fenstermacher, 1989; Litwin, 1997; Maggio, Lion & Sarlé, 2012). La Didáctica específica de la Lengua y la Literatura se ha abocado, en cambio, a estudiar las prácticas de enseñanza de esa disciplina en particular. Algunas de sus líneas de investigación más importantes, entre las cuales contamos los estudios que adscriben a un enfoque histórico y sociocultural de la enseñanza (Bombibini & Cuesta, 2006), combaten el (…) “presentismo ahístórico para el que las tradiciones y prácticas de la cultura escolar, o bien no existen -o sea, no son tenidas en cuenta-, o bien se considera que pueden ser eliminadas o sustituidas por las que se ordenan o proponen sin problema alguno y en un corto espacio de tiempo” (Viña, 2002: 78). En esta línea, el estudio que desarrollamos busca comprender los modos en que las TIC, entendidas como apuestas de transformación e innovación, interpelan a las tradiciones de enseñanza de la Lengua y la Literatura que se inscriben en los materiales didácticos de Literatura del Portal Educ.ar. Podríamos, entonces, formular la siguiente pregunta de investigación: ¿De qué modo la inclusión de TIC, entendida como un proceso de innovación desplegado en un marco más general desde el Estado hacia el sistema educativo, interpela las propuestas de enseñanza de la Literatura que detectamos en los Objetos de Aprendizaje del Portal Educ.ar? Los Objetos de Aprendizaje son un tipo particular de materiales didácticos definidos por los especialistas como medios didácticos diseñados para servir en un proceso educativo (Prendes Espinosa, Martínez Sánchez & Gutiérrez Porlán, 2008). Poseen una entidad instrumental (como medio, archivo, unidad material) y simbólica (como información, estructura y lenguaje específico). Entre los rasgos que se les han atribuido encontramos su carácter de piezas autocontenidas, reutilizables y su organización en metadatos, orientada a que el usuario pueda buscarlos e identificarlos en un repositorio. En el caso de los OA que abordamos aquí, el repositorio está dado por el Portal Educ.ar, que alberga los OA entre los recursos destinados a los docentes. A su vez, los OA han sido objeto de polémicas en las que no nos detendremos particularmente en este estudio. Baste afirmar que su categorización aquí entre los materiales didácticos se debe al hecho incontrastable de que los OA se encuentran configurados a partir de prescripciones del orden de lo didáctico que hacen que los distinguamos de los recursos didácticos, caracterizados por no estar diseñados específicamente para ser utilizados en contextos educativos. Un ejemplo esquemático de esto sería una planta, susceptible de ser utilizada en una clase de biología. Tal como lo entendemos, el reconocimiento de la dimensión didáctica propia de los materiales didácticos, su búsqueda prescriptiva, configuradora de objetos de enseñanza, por más censurable que resulte -o, más bien, sobre todo, por su naturaleza censurable- precisa ser abordada desde categorías didácticas que exceden a los llamados recursos didácticos y que permitan comprender los alcances pedagógicos de sus formulaciones. El estudio de la inclusión de TIC en las propuestas de enseñanza de la Literatura de los OA que analizamos se organiza a partir de un diseño de investigación particular. Metodológicamente, esta es una investigación documental de carácter cualitativo, exploratorio y correlacional, que, a través del diseño de la teoría fundamentada, busca describir, interpretar y generar teoría sobre las formas que adopta la inclusión de TIC en las propuestas de enseñanza de literatura en OA del Portal Educ.ar. La Teoría Fundamentada (TF) (Glaser & Strauss, 1967) constituye un diseño de investigación que se vale de un procedimiento sistemático a fin de generar una teoría que pueda explicar en un nivel conceptual una acción, una interacción o un área específica. En nuestro caso, la elección de este diseño en particular responde a diversas razones: primero, permite generar teoría de carácter sustantivo, local, menos general que las teorías formales formal, lo cual se adapta al tipo de teoría que se busca formular sobre los OA del Portal Educ.ar. En segundo lugar, la TF, como hemos mencionado, deposita un fuerte énfasis en la generación de teoría, pero no de cualquier modo, sino a partir de un trabajo riguroso y próximo a los casos abordados, en base a procedimientos como el método comparativo constante. Esta proximidad y apertura sistemática a los casos de estudio y a sus características es particularmente provechoso cuando las teorías existentes no los explican o cuando la teoría no contempla la muestra de interés seleccionada por el investigador, como es el caso de los OA de Literatura del Portal Educ.ar. En este sentido, si bien existen estudios en el campo de la didáctica específica sobre las prescripciones didácticas de los libros de texto, no los hay sobre los OA, que han sido abordados mayormente desde la informática, a partir de paradigmas preeminentemente instrumentalistas. Al mismo tiempo que la TF habilita una apertura sustancial a los casos en cuestión, también presenta un carácter fuertemente relacional. Esto se debe a que, como parte del proceso de codificación, invita al investigador a desarrollar relaciones dinámicas, interpretativas y explicativas entre diferentes categorías, sobre todo al momento de la etapa de codificación axial. Este carácter relacional resulta compatible con los objetivos del proyecto de investigación, en la medida en que permite concebir a los OA en relación con otras dimensiones de naturaleza histórica, disciplinar, curricular e institucional que dotan de sentido a las propuestas de enseñanza que incorporan TIC, tales como: 1. los diseños curriculares NAP de Lengua; 2. los documentos del Portal Educ.ar; 3. los estudios sobre las tradiciones de enseñanza de la Lengua y la Literatura y los libros de texto de esta disciplina. Luego de realizar un relevamiento y seleccionar una muestra de 50 OA destinados a la enseñanza de la Literatura, a partir de criterios vinculados a categorías tecnológicas, didácticas y disciplinares, actualmente nos encontramos en la etapa de codificación de datos y generación de un modelo teórico correlacional que permita explicar los modos en que las TIC han sido incluidas en las propuestas de enseñanza en cuestión. **DESARROLLO** El OA que analizamos para esta ponencia se titula “Booktubers en español: cinco canales recomendados”, y puede ser localizado en el Portal Educ.ar dentro del sector de Recursos destinados al docente, a partir de las etiquetas de “Secundaria”, “Literatura” y “Artículo periodístico”, que corresponden al “Nivel” educativo, la “Disciplina” y el “Tipo de recurso”. La clasificación de este material como un “Artículo periodístico”, podría ubicarlo por fuera de los OA, dado que estos se caracterizan por estar atravesados en su diseño por una intención de intervenir en los aprendizajes. Sin embargo, pese a formar parte de este género, a diferencia de otros artículos periodísticos, además de ubicarse entre los recursos para el docente, este material presenta prescripciones vinculadas a la enseñanza de la Literatura y a la configuración de un objeto de enseñanza, lo cual, siguiendo nuestra clasificación, lo ubica entre los OA. Esta prescripción didáctica, en la cual centraremos nuestro análisis, se formula en términos de orientaciones posibles que actúan como sugerencias y que resultan distintas de la forma que cobra la prescripción en los libros de texto tradicionales, donde podemos localizar secuencias de actividades organizadas de forma más o menos rígida y emarcadas en unidades. Antes de continuar, veamos el OA en cuestión: --- 1 Las justificadas críticas a los OA aluden, entre otras cuestiones, a su carácter descontextualizador de la práctica pedagógica, su naturaleza reutilizable, la economización de costos que fundamenta su producción. Como podemos ver, los canales de los booktubers, las características que los tornan una nueva forma del consumo cultural, son aquí presentados como recursos didácticos que “la clase de Literatura o Comunicación puede recuperar”. Esta forma de la prescripción sugerida, esta “posibilidad” de aprovechamiento, tal como lo entendemos, responde a la forma que presenta el ingreso de un nuevo objeto cultural en la escuela; un objeto sin tradición ni legitimidad en la asignatura, que debe negociar su ingreso dando cuenta, precisamente, de sus posibilidades didácticas. ¿Cuáles serían esas posibilidades, en este caso? A partir de lo formulado en el OA, los canales de booktubers: “Pueden introducir una obra que se va a trabajar en clase, servir de ejemplo para que los alumnos produzcan videos en el mismo formato, ser una fuente de consulta para comparar posturas. Además, sus recursos se pueden analizar y contrastar con otros discursos de crítica literaria. Introducir estas nuevas prácticas en la enseñanza es una forma de dialogar con los consumos de los alumnos y a la vez renovar las miradas de los textos académicos.” Si asumimos una posición disciplinar, podemos reconocer que existen sugerencias que podrían estar dirigidas a docentes de otras asignaturas o áreas, como Comunicación (otra disciplina que si bien se encuentra enunciada en este texto, no se localiza entre las etiquetas del OA), y que no se refieren al aporte que el booktube supone para la literatura como objeto de enseñanza. Podemos contar entre este tipo de sugerencias: servir de ejemplo para que los alumnos produzcan videos en el mismo formato o ser una fuente de consulta para comparar posturas. No podemos decir lo mismo de la orientación que les sigue a las anteriores, referida al análisis de los booktubers y su contraste con otros discursos de la crítica literaria. Este enunciado no se encuentra aislado, sino que articula su sentido con las dos sugerencias resaltadas en negritas: “Introducir estas nuevas prácticas en la enseñanza es una forma de dialogar con los consumos de los alumnos y a la vez renovar las miradas de los textos académicos.” Tal como lo entendemos, en la conjugación de estas tres sugerencias tenemos un movimiento que va del reconocimiento de un sujeto con consumos específicos que debe ser reconocido en la escuela, propia de la tradición sociocultural de enseñanza de la Literatura (Bombini y Cuesta, 2006), a la comparación y reconocimiento de los contrastes que existen entre ese consumo cultural y las formas en que en la escuela se trabaja con la valoración y el comentario sobre la literatura. Ahora bien, lo interesante aquí es que la cuestión sobre cómo abordar ese movimiento que vendría a representar el aporte de la inclusión de los canales de booktube para la enseñanza del objeto literario resulta indetectable en el OA. De algún modo, el movimiento que va de los sujetos y sus consumos provenientes de fuera de la escuela, a las formas de comentar y promocionar la literatura que forman parte de las tradiciones escolares -eso que en el campo de la TE ha sido denominado la segunda brecha digital o la brecha entre los usos que los jóvenes hacen de las TIC dentro y fuera de la escuela (Buckingham)- ofrece un hiato y no se encuentra abordado en el OA. Esto se profundiza cuando leemos el modo en que continúa el OA. Luego de realizar la orientaciones didácticas, allí se expone un presentación multimodal, a través de gifs y texto, de diferentes canales de youtube de booktubers. Como vemos en esta captura, el OA retoma el género de artículo periodístico para presentar a los booktubers y las características salientes de sus canales, sin hacer alusión a las posibilidades didácticas que brindan para el aula de Lengua y Literatura. Así, el OA queda segmentado en dos partes: una de ellas orientada a las prácticas de enseñanza, que aborda el campo de posibilidades que supone establecer un diálogo entre los consumos de los jóvenes y los modos de leer literatura en la escuela, y la otra desligada de ese cuerpo de posibilidades en torno a los consumos culturales novedosos. Podemos detectar una tensión entre lo posible -la dimensión didáctica del aporte del booktube a la enseñanza de la Literatura- y lo presentado -la dimensión cultural que exhibe los consumos con “neutralidad”, del mismo modo en que podríamos encontrar una descripción en los canales de esos booktubers-, un corrimiento de la didáctica hacia aquello que es y existe por fuera de la escuela, sin mediaciones -aparentes-. En definitiva, un recorrido que, al trazar caminos que corren en paralelo, descarta la posibilidad de indagar en aquello que distingue las formas de leer la literatura en la escuela y fuera de ella. CONCLUSIÓN y TRABAJO FUTURO En este muy sintético análisis de una propuesta de enseñanza de la Literatura, hemos buscado dar cuenta de manera introductoria de algunos de los modos en que se vinculan las orientaciones prescriptivas de la enseñanza y las TIC en los OA del Portal Educ.ar y de las tensiones que genera ese cruce. Como hemos adelantado, este análisis forma parte del proceso de codificación de datos del diseño de investigación de la teoría fundamentada, que nos habilita a desarrollar correlaciones para brindar modelos explicativos de fenómenos como es en este caso la inclusión de TIC en propuestas de enseñanza de la Literatura. Como parte de esta investigación, queda por delante desarrollar líneas de análisis que permitan categorizar los diferentes modos en que las TIC hacen su ingreso en las propuestas de enseñanza, en función de las relaciones que establecen con las tradiciones que podemos detectar en otros materiales didácticos como los libros de texto de esta disciplina. A su vez, resta profundizar en otros niveles de análisis que nos permitan vincular esos modos de orientar las prácticas de enseñanza de la Literatura con los diseños curriculares de los NAP de Lengua y las búsquedas propias del Portal Educ.ar. BIBLIOGRAFÍA Bombini, G., & Cuesta, C. (2006). Lengua y Literatura: campo de la didáctica específica y prácticas de enseñanza. En Fioriti, Gema (comp.), Didácticas Específicas. Reflexiones y aportes para la enseñanza (53-77). Buenos Aires: Miño y Dávila. Buckingham, D. (2012). Más allá de la tecnología. Buenos Aires, Manantial. Burbules, N. & Callister, T. Jr. (2001). Educación: Riesgos y promesas de las nuevas tecnologías. Buenos Aires: Granica. Cano, F. (2013). Leer y escribir con las nuevas tecnologías. En: Brito, A. (coord.) Lectura, escritura y educación. Rosario: Homo Sapiens. Cassany, D. (2011). La metamorfosis digital: cambios, ventajas y riesgos de leer y escribir en la red. En: Goldin, D.; Kriscautzky, M y Perelman, F (Coords.), Las TIC en la escuela, nuevas herramientas para viejos y nuevos problemas. México DF: Océano Travesía. Dussel, I. (2011). Aprender y enseñar en la cultura digital. VII Foro Latinoamericano de Educación TIC y Educación: experiencias y aplicaciones en el aula Documento Básico. Buenos Aires: Santillana. Fenstermacher, G. (1989). Tres aspectos de la filosofía de la investigación sobre la enseñanza. En Wittrock, M., La investigación de la enseñanza. Tomo i (pp. 150-176). Barcelona: Paidós. Glaser, B. & Strauss, A. (1967). El desarrollo de la teoría fundada. Chicago, EEUU: Aldine. González López Ledesma, A. E. (2015). Tecnología Educativa y Didáctica de la Lengua y la Literatura: trayectorias, convergencias y propuestas. Revista del IICE, (37), 55-68. González López Ledesma, A. E. (2016). Los Objetos de Aprendizaje del Portal Educ.ar: inclusión de tecnologías digitales en materiales didácticos de Lengua y Literatura. Álabe, (13). Litwin, E. (1997). Las configuraciones didácticas. Una nueva agenda para la enseñanza superior. Buenos Aires: Paidós. Magadán, C. (2013). Enseñar Lengua y Literatura con las TIC. Buenos Aires, Cengage Learning. Maggio, M. (2012). Enriquecer la enseñanza. Los ambientes con alta disposición tecnológica como oportunidad. Buenos Aires, Editorial Paidós. Maggio, M. (2015). Entre la inclusión digital y la recreación de la enseñanza: el modelo 1 a 1 en Argentina. Campus Virtuales, 1(1), 51-64. Maggio, M., Lion, C., & Sarlé, P. (2012). Creaciones, experiencias y horizontes inspiradores. La trama de Conectar Igualdad. Buenos Aires: Educ.ar SE. Prendes Espinosa, M. P., Martínez Sánchez, F., & Gutiérrez Porlán, I. (2008). Producción de material didáctico: los objetos de aprendizaje. RIED. Revista iberoamericana de educación a distancia, 11(1). Tedesco, J.C. (2012). Una computadora por alumno. En Especial RelPe. En línea: http://www.oei.es/noticias/spip.php?article10818. Viña, A. (2002). Sistemas educativos, culturas escolares y reformas: continuidades y cambios. México: Ediciones Morata. Estudios Universitarios y Tecnologías: Una propuesta narrativa virtual para los ingresantes a la modalidad a distancia de la UNL ABSTRACT El presente trabajo retoma la experiencia de revisión y rediseño del curso introductorio “Los Estudios Universitarios y las Tecnologías”, destinado a los ingresantes de las distintas propuestas formativas que se ofrecen a través de UNLVirtual. Su objetivo es familiarizar a los estudiantes con el ambiente académico virtual, a la vez que se les introduce en la reflexión sobre las prácticas de enseñanza y aprendizaje universitarias en el contexto de la cultura digital. Se realiza aquí un recorrido conceptual por las decisiones que estructuraron el diseño pedagógico y visual del aula virtual, dentro del cual se integran diferentes lenguajes para abordar los contenidos y actividades del curso. En estas hibridaciones cobran relevancia las narrativas, en tanto manifestaciones de la “convergencia comunicativa” (Scolari, 2013). En esta línea de trabajo, la innovación educativa se realiza en tanto redefinición narrativa de los actores que intervienen en el proceso y también del espacio y el tiempo. De esta manera, la impronta transmedia no sólo brinda recursos para el acceso a los contenidos sino también para la comunicación y el reconocimiento de otros ambientes institucionales, sumando a la lógica del trabajo sobre un conocimiento abierto, dinámico y colaborativo. INTRODUCCIÓN Estudios Universitarios y Tecnologías (EUyT) es un curso introductorio obligatorio para los ingresantes de los Bachilleres, Tecnicaturas y Licenciaturas que se ofrecen a través de UNLVirtual. El objetivo central del mismo es familiarizar a los estudiantes con el ambiente académico virtual y con los circuitos disciplinares y administrativos propios de la modalidad, a la vez que se introduce la reflexión sobre las prácticas de enseñanza y aprendizaje universitarias virtuales en el contexto de la cultura digital. Esta propuesta fue tomando diferentes formas a lo largo de la historia del Programa UNLVirtual, en función del tipo de carreras ofrecidas y del perfil de ingresantes que se recibía. El cambio del soporte analógico como centro de la propuesta didáctica a distancia -específicamente el cuadernillo impreso- al ambiente virtual como espacio de articulación de la experiencia de aprendizaje impactó también en la reconfiguración de este curso. Tal es así que, con motivo del ingreso 2017 y en virtud de las problemáticas detectadas por los tutores de EUyT se decidió modificar la propuesta, decidiendo por un lado disminuir el tiempo de cursado de 8 a 6 semanas para evitar la superposición con las primeras materias de cada carrera y, por otro lado, realizando Mercedes Nicolini. Florencia Puggi. UNLVirtual - Universidad Nacional del Litoral E-mail: email@example.com firstname.lastname@example.org Palabras Claves: Ambientes virtuales, narrativas transmedia, hipertexto, innovación educativa. un cambio en el tipo de narrativa del curso, incorporando nuevas actividades y recursos multimedia que enriquezcan la oferta. Así, el curso se rediseñó en la plataforma Moodle 2.5 en base a cuatro planes de trabajo. El primero de ellos está orientado a la familiarización y el acceso a las aulas; el segundo, invita a reconocer a los actores de la comunidad virtual y los recursos didácticos para la autogestión del alumno; el tercero recupera la línea tradicional del curso incentivando el uso de las TIC como herramientas para el aprendizaje; y el último plan propone que los alumnos reflexionen acerca del aprendizaje en ambientes virtuales de enseñanza y realicen un trabajo con pautas propias de la escritura académica. MARCO TEÓRICO La decisión de integrar diferentes lenguajes en las aulas virtuales, entendiendo a los mismos como “códigos lingüísticos (Royo, 2004) que pueden dividirse en dos tipos: por un lado, los códigos visuales (la escritura alfábética y no alfábética, y las imágenes fijas); y , por otro lado, los códigos secuenciales (la imagen en movimiento y la hipertextualidad), parte de la preocupación por generar experiencias de aprendizaje enriquecidas con los recursos que pueden aportar los diferentes medios digitales en que la información y el conocimiento circulan en nuestra sociedad. De este modo, entendemos que las comunidades universitarias, especialmente en la modalidad virtual, no debieran mantenerse al margen de los avances tecnológicos que inciden en nuestras maneras de comunicarnos, de conocer y de crear nuevos contenidos. Un concepto que no puede quedar fuera de este desarrollo, es el de “convergencia comunicativa” que plantea Scolari, el mismo dice que esta convergencia se manifiesta en la hibridaciones que se expresan a nivel de contenidos y narrativas (Scolari, 2013). En este marco conceptual, las actuales plataformas e-learning ofrecen un gran potencial para transformar las aulas virtuales en recursos multimedia, es decir, en ambientes virtuales integrados por diferentes lenguajes capaces de codificarse digitalmente: audio, imagen, texto y video. No obstante, estas capacidades no están del todo exploradas para la enseñanza, donde la naturaleza del multimedia pareciera no adecuarse a una concepción comunicativa y pedagógica más tradicional, donde el docente se adueña del discurso disciplinar y cualquier otro relato se corre de los límites de lo legitimado. Asimismo, un ambiente virtual que sólo presenta relatos acabados y no deja lugar para la devolución y la construcción de nuevas líneas narrativas a partir de los contenidos que lo integran no es en realidad un multimedia. El multimedia no es una acumulación de lenguajes sino una unidad, un lenguaje en sí mismo. En su interior, cada lenguaje conserva su autonomía y establece relaciones con los otros, que nunca son estáticas (Osuna y Busón, 2007). A su vez, hay una contradicción en la utilización de secuencias lineales en entornos interactivos como lo pueden ser las aulas virtuales, sin importar cuán breves sean pero si mantienen una introducción, un nudo y un desenlace (Moreno Sánchez, 2001). En otras palabras, si se concibe la virtualización de una propuesta académica como la transferencia de un recurso analógico a otro digital, se trabajará con narrativas y recursos fundamentados en otra lógica que no es la de los ambientes virtuales y la cultura de los nuevos medios en la que ellos se insertan. No se trata de acumular recursos disponibles en el aula virtual sino de construir con ellos una unidad de sentido, una estructura narrativa que se nutre de diferentes relatos puestos en diálogo, ya sean científicos, didácticos o periodísticos, etc. Así, el docente se convertirá en autor de una propuesta narrativa única, pero no por ello cerrada sobre sí misma. Por el contrario, pensamos que el aula virtual debe ser un punto de partida para mirar el mundo que hay más allá de las paredes del campus universitario y conducir al estudiante a cooperar activamente en la construcción de sus aprendizajes, proporcionándole la oportunidad de crear sus propios recorridos narrativos. El concepto de narrativa transmedia fue acuñado por Jenkins (2003) y remite a la expansión de los relatos de autor a través de las potencialidades que el medio digital permite. El autor la define como una “intertextualidad radical” facilitada por la multimodalidad y la vinculación en red. El transmedia entendido como cultura es el contexto de inserción de nuestra comunidad universitaria. Todos los discursos que ella misma produce son factibles de circular a través de las redes, pero para ello no es suficiente su digitalización sino que es necesario rediseñar el relato académico para adaptarlo a los entornos virtuales, de lo contrario se caerá en la elaboración de un gran reservorio de información cuyo hilo narrativo no interpela al usuario/estudiante. Para evitar este error hay que saber leer cada medio y evaluar los diferentes tipos de lenguajes, de manera que mantengan su autonomía y su relación con los otros al interior del universo multimedia, como ya dijimos, potenciando el valor del relato que construyó el docente para enseñar su propuesta. DESARROLLO En el aula virtual 2017 del curso introductorio a la modalidad “Estudios Universitarios y Tecnologías” que dicta UNLVirtual para sus ingresantes, se puede observar el desarrollo del concepto de recorridos narrativos, incluso desde la estructura general que organiza por pestañas los planes de trabajo como ejes estructurantes de los contenidos. También se observa la construcción de nuevos relatos por medio de diferentes recursos, como por ejemplo en una de las primeras actividades, donde se propone al estudiante buscarse y marcarse en un mapa de geolocalización. En este sentido, sostenemos que “la inclusión de diferentes tipos de lenguajes en el diseño de la propuesta de enseñanza virtual no sólo tiene que ver con el supuesto de brindar al estudiante distintas puertas de entrada al conocimiento sino también, fundamentalmente, con el reconocimiento de las potencialidades que cada medio puede brindar al tratamiento de los contenidos, rompiendo con la tradicional estructura lineal de las narrativas de la modalidad presencial, de modo que el resultado final sea un abordaje integral del programa” (Nicolini y Puggi, 2016). Así, a la tradicional consigna de presentación en el foro, en la cual solía sugerirse que se compartiera una foto de su lugar de origen, se la enriquece trabajando con una herramienta de geolocalización que además de permitir personalizaciones al pin generado por el usuario, contribuye a consolidar su identidad de estudiante de una propuesta virtual y a ubicarse en relación con una red de actores con características similares. http://www.unlvirtual.edu.ar/difusion/estesdondeestes/ Continuando con el caso de EUyT, podemos observar cómo se utiliza el concepto de transmedia entendido como cultura. Es el contexto de inserción de nuestra comunidad universitaria, donde se trabajan los relatos vinculados con la voz de otros interlocutores por medio de los recursos audiovisuales. Aula: Estudios Universitarios y tecnologías - Ingreso a modalidad Virtual - 2017. Una de las piezas audiovisuales utilizadas en este curso, por ejemplo, no fue inicialmente diseñada para la enseñanza sino para como herramienta para la autogestión del alumno de la modalidad virtual. Allí se presenta a los actores/interlocutores que lo acompañarán a lo largo de su actividad académica, caracterizándolos mediante sus funciones asignadas y los ambientes virtuales a través de los cuales pueden ser contactados. No obstante el objetivo que dio origen a esta producción, pudo insertarse en el marco de una estrategia de enseñanza, como parte de una narrativa que capitalizó los aportes de su propia comunidad y permitió establecer así vínculos con otros espacios de circulación y aprendizaje de los alumnos, como el canal de Youtube UNLVirtual y las redes sociales (Facebook, Twitter) en las que se realizó la difusión de este video. Los estudiantes podrán así cooperar activamente, siquiera con un clic, en el proceso de expansión del transmedia (Scolari, 2013), yendo de una ambiente virtual a otro y generando nuevos e inesperados circuitos de lectura. Video: https://www.youtube.com/watch?v=kpI56aFG5g0 Consideramos que la narrativa es una construcción mediante la cual el docente da forma y sentido al programa de la propuesta, por lo cual es válido pensar que es también la narrativa lo que permite que el estudiante reconozca y construya significados a partir de los contenidos disciplinares. La narrativa constituye algo así como la explicitación de la “configuración didáctica” en la que se soporta la práctica del docente, entendida por Edith Litwin (1997) como la manera particular en la que el profesor universitario promueve los procesos de aprendizaje. Cerrando lo anteriormente expuesto y siguiendo a López (2014), podemos concluir que “entender la narrativa como estrategia de enseñanza implica reconocer que la comprensión por parte de los estudiantes se favorece, no explicando los contenidos desde la lógica de las disciplinas, sino a través de generar explicaciones genuinas en las clases, basadas en relatos narrativos construidos por el docente. Es decir, la explicación en la clase no sigue la lógica disciplinar, sino la construcción narratológica situada, que organizó ese docente para sus estudiantes”. CONCLUSIONES En esta línea de trabajo, cuando hablamos de innovación educativa lo hacemos en tanto redefinición narrativa de los actores que intervienen en el proceso y también del espacio y el tiempo, para lo cual es indispensable revisar las acciones que se llevan a cabo en éste. Se hace necesario entonces explorar nuevas posibilidades hipermedia para no caer en el mimitismo cinematográfico y televisivo lineal en ambientes virtuales con potencialidad interactiva (Moreno Sánchez, 2011). De esta manera, la impronta transmedia no sólo brinda recursos para el acceso a los contenidos sino también para el trabajo con los alumnos. Uno de los foros propuestos, por ejemplo, pautaba la búsqueda de información y nuevas rutas de navegación en la red virtual de UNL, incluyendo el Portal UNL, UNLVirtual, UNLMedios y de las diferentes unidades académicas. De esta manera se ponían en común en el aula virtual y se proponía a otros compañeros seguir la pista de lectura, incorporando así no sólo el reconocimiento de otros espacios institucionales sino también la impronta del trabajo con un conocimiento abierto, dinámico y colaborativo. Una encuesta realizada a los miembros del Programa UNLVirtual que se desempeñaron como tutores del curso en esta última edición, arrojó que sobre un total de 1666 alumnos cursando el ingreso, promocionaron 1010 (60,6%). La diferencia entre ambos números, de 656 estudiantes (39,3%), representa a quienes abandonaron el cursado o bien estaban en condiciones de homologar el curso por haberlo acreditado para otra propuesta formativa, una situación cada vez más frecuente. Con respecto a estas cifras, una de las problemáticas del estudiantado que reconocen los tutores del curso es el desconocimiento y la falta de manejo de las pautas de escritura académica requeridas para elaborar el trabajo integrador final. Las normas de presentación, cuestiones de estilo y elementos centrales como la cita bibliográfica son las principales cuestiones a resolver para mejorar la calidad de estas reflexiones finales que se le exige a los estudiantes como requisito de acreditación. Entendiendo que estas son cuestiones compartidas con las propuestas de ingreso a la modalidad presencial, el desafío que nos resta para el próximo año es buscar una manera de integrar más fuertemente la impronta discursiva académica de manera más atractiva y comprensible para nuestros ingresantes. De este modo, creemos que podríamos destinar un apartado al trabajo de estas cuestiones en particular, procurando que no planteen un corte con el lenguaje audiovisual incorporado en esta edición sino que promuevan el alcance de cierto nivel de habilidades y competencias correspondiente a nuevos tipos de alfabetización que debería tener todo ingresante a la Universidad. BIBLIOGRAFÍA Cobo Romani, C.; Moravec, J. W. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Col-lecció Transmedia XXI. Laboratori de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona. Barcelona Lévy, P. (1995): ¿Qué es lo virtual? Buenos Aires: Paidós. Litwin, E. (1997): Las configuraciones didácticas. Una nueva agenda para la enseñanza superior. Buenos Aires: Paidós. López, Susana (2014): “Estrategias de enseñanza: Hacia la narrativa digital transmedia en el aula virtual”. UNED. Pp. 21 a 33. Maggio, M. (2012): “Enriquecer la enseñanza superior: búsquedas, construcciones y proyecciones”. En: InterCambios, nº 1, 2012. Disponible en: http://intercambios.cse.edu.uy Manovich, Lev (2006): El lenguaje de los nuevos medios de comunicación. La imagen en la era digital. Paidós. McEwan, H.: “Las narrativas en el estudio de la docencia” en McEWAN, H. y Egan, K. (1995): La narrativa en la enseñanza, el aprendizaje y la comunicación. Buenos Aires: Amorrortu. Moreno Sánchez, I. (2011): “Cultura digital y sociedad relato AUDIO-visual”. En GARCÍA GARCÍA, F. y RAJAS, M.: Narrativas audiovisuales: mediación y convergencia. Madrid: Icono14 Editorial. Nicolini, M. y Puggi, M. F. (2016): “Un recorrido desde la oralidad hacia la experiencia educativa hipermédia: Cursos virtuales de posgrado” en Villar, A. (Comp.): Bimodalidad: Articulación y Convergencia en la Educación Superior. Bernal: Universidad Virtual de Quilmes. Osuna, S. y Busón, C. (2007): Sociedad del conocimiento. Convergencia de medios. La integración tecnológica en la era digital. Barcelona: Icaria. Rama, C. (2008). Nuevos escenarios de la educación superior en América Latina. Cap. 3: “Macrotendencias y Macrotensiones: Las encrucijadas de la educación superior en América Latina”. Quito: Universidad Central del Ecuador. Scolari, C. A. (2013): Narrativas transmedias. Cuando todos los medios cuentan. Barcelona: Deusto. Centro Libros PAPF. Universidad Nacional del Litoral (2010): Plan de Desarrollo Institucional 2010-2019. Hacia la Universidad del Centenario. Santa Fe: UNL. Experiencia pedagógica mediada por tecnología: Derechos humanos, producción de contenido y trabajo colaborativo en la escuela secundaria. Los lápices siguen escribiendo, ahora con TIC ABSTRACT El presente trabajo reflexiona acerca de algunos aspectos esenciales al momento de planear secuencias didácticas en lengua extranjera. Los jóvenes enfrentan diversos desafíos y es nuestro rol como docentes poder identificar estrategias de enseñanza que se adapten a las experiencias que presenta el mundo de hoy. Con el fin de promover la autonomía, el pensamiento crítico, el compromiso con la historia de nuestro país y la divulgación de valores, se describe y reflexiona sobre una secuencia didáctica llamada Los lápices siguen escribiendo. En la misma, el rol de las TIC es indiscutido y las diversas tareas que se proponen se ven atravesadas por las nuevas tecnologías, por ser estas soportes y canales privilegiados de acercamiento a la pluralidad de voces provenientes de las lenguas-culturas que se aprenden. INTRODUCCIÓN El escenario actual propone a la educación nuevos desafíos que atañen tanto a alumnos como a docentes. Algunos de los escenarios que los jóvenes deben enfrentar son, por ejemplo, la complejidad lingüística, la heterogeneidad y las nuevas tecnologías, y es nuestro rol como docentes identificar estrategias de enseñanza que se adapten a las experiencias que viven nuestros alumnos fuera del aula, promoviendo estudiantes autónomos en un proceso aprendizaje que durará toda la vida. Entendiendo esto como primordial a la hora de planificar nuestras propuestas, se diseñó la secuencia didáctica llamada Los lápices siguen escribiendo. La reflexión que sigue a continuación está basada en el análisis del desarrollo de dicha experiencia pedagógica. La secuencia fue llevada a cabo con alumnos de 5to año nivel 2 (A2/B1 según el Marco Común Europeo de Referencia para las lenguas) del Colegio Liceo Víctor Mercante, un establecimiento educativo fuertemente comprometido con la lucha por los Derechos Humanos, la formación de jóvenes críticos y responsables, en posición de ejercer sus derechos, asumiendo una actitud de apertura hacia la otredad y de respeto por la diversidad. Esta secuencia busca revalorizar la lucha de los estudiantes tendiendo un puente entre la trágica noche en que jóvenes secundarios fueron raptados y posteriormente desaparecidos (tristemente conocida como la Noche de los Lápices) y la lucha por el reclamo de un boleto estudiantil gratuito. En este contexto, y como docentes de lengua, observamos a menudo que los alumnos secundarios en el ciclo superior han realizado un trabajo sostenido en cuestiones de género y lengua durante su trayectoria en el colegio, pero manifiestan dificultades a la hora de opinar o argumentar. Esta problemática no es exclusiva de la lengua extranjera e incluye: frustración o apatía antes de comenzar; dificultades no sólo para organizar las ideas y justificar las opiniones sino también para editar sus propias producciones. La problemática, entonces, se centra por un lado, en poder apropiarse de las formas y mecanismos de producción de estos textos, en sus modos orales y escritos, y por otro en poder participar de las discusiones o intercambios propuestos en clase. En general, los alumnos, no encuentran palabras para expresar sus ideas y organizarlas de manera que puedan ser comprendidas por otros. Teniendo en cuenta la problemática que presentamos, intentaremos mediante la implementación de TIC, facilitar la interacción, el trabajo colaborativo y la participación de todos los alumnos con libertad de acceso dentro y fuera del ámbito escolar, para poder en conjunto producir textos así como también exponer y justificar opiniones. La secuencia tiene como objetivo contestar la siguiente pregunta: ¿cómo generar en la clase de inglés un espacio para el debate y la argumentación en cuestiones sociales que hacen a nuestro pasado y presente? DESARROLLO Los nuevos contextos y desafíos que enfrentamos hoy nos llevan a repensar las prácticas institucionales y pedagógicas, y el docente, como agente del estado deberá garantizar el derecho a la educación y el conocimiento, propiciando un contexto en el que el diálogo y los jóvenes estén en el centro de atención. Es así que “se trata de interpelar algunas de las estructuras que han cimentado nuestra formación como docentes y volver a crear otras. Estructuras en las que todos los chicos puedan tener un lugar [...] que estemos dispuestos y podamos enseñarles con el fin de que aprendan no sólo nuestra asignatura sino también a ser ciudadanos activos, personas trabajadoras, sujetos políticos, futuros profesionales” (Wanger y otros (2014:4)). Esto es, promover prácticas que trasciendan los límites del aula y que sean inclusivas de todos los alumnos. Aprender otra lengua es la llave de acceso a otros sistemas de valores y formas de interpretar el mundo, alentando la comprensión intercultural y la tolerancia. Tradicionalmente, hemos expuesto a nuestros alumnos a diferentes tipos textuales, a través de diversos géneros y tópicos, y los analizamos desde sus características genéricas, su macro y micro estructura (el vocabulario, tiempos verbales y marcadores discursivos típicos). Sin embargo, esto no es suficiente para que los alumnos se apropien de la lengua y puedan usarla como vehículo para expresar sus ideas. En este marco, la concepción tradicional de alfabetización en el sentido de codificar y decodificar como forma de abordar los textos lineales y estáticos ya no es suficiente: se requiere de nuevos aprendizajes que conjuguen no sólo aspectos instrumentales de conocimiento de las herramientas, sino también maneras diferentes de observar, de conocer, de relacionarse e interactuar en un mundo en que las TIC invaden nuestra vida cotidiana. Así, es importante pensar las TIC “como ventanas de oportunidad para innovaciones educativas, como puertas de entrada para incorporar nuevas formas de hacer, de producir, de interactuar y, por tanto, de aprender a lo largo de toda la vida.” (Lugo, Kelly (2011:26-27). La incorporación de TIC nos permite atender a las diversas necesidades de los estudiantes y a las exigencias del mundo actual desde una perspectiva plurilingüe e intercultural. En este sentido la enseñanza de una lengua extranjera deberá integrar distintos modos a los medios de comunicación y las TIC, por ser estas soportes y canales privilegiados de acercamiento a la pluralidad de voces provenientes de las lenguas-culturas que se aprenden. El contenido en la clase de lenguas extranjeras es siempre flexible y nos proporciona un ámbito rico para la incorporación de materiales que nos conecten con otros mundos y que sirvan como disparador para reflexionar sobre la cultura propia y ajena. En esta secuencia en particular, nos conecta con nuestro pasado y las vidas de jóvenes que transitaron el colegio en la década del 70. Entonces, el uso de TIC es vital para la realización de proyectos o tareas de búsqueda, organización y comunicación de información, búsquedas en Internet en sitios multilingües y nos permite realizar comparaciones, confrontar y recuperar puntos de vista, trabajar con autonomía y crear redes de conocimiento. La integración de TIC a la propuesta pedagógica nos proporciona un contexto donde los aprendizajes colaborativos y autónomos están en el centro de atención y nos permite traspasar las fronteras del aula. Nuestra secuencia “se preocupa por el desarrollo de habilidades no solo técnicas sino también cognitivas, creativas y comunicativas necesarias para el desempeño presente y futuro de los jóvenes (...); facilita la expresión y visibilización de jóvenes de sectores desfavorecidos a través de la producción y puesta en circulación de mensajes propios que fortalecen la identidad local; articula el trabajo escolar (...) con prácticas que involucran a la comunidad” (Batista, 2007:14). Otra de las ventajas de las tareas colaborativas está relacionada a la interacción entre los alumnos menos expertos con los más expertos, los más creativos con los menos creativos: en la realización del trabajo todos se benefician y logran de esta manera un producto final que no podrían haber logrado a través de un trabajo individual. “Creemos que el valor del trabajo colaborativo responde a un modelo pedagógico que pone el acento en la interacción y la construcción colectiva de conocimientos, que sin duda se optimizan cuando se combinan con el trabajo en red.(...) Incentiva el aprender haciendo, el aprender interactuando, el aprender compartiendo. La riqueza de la colaboración también reside en que los estudiantes aprenden reflexionando sobre lo que hacen, ya que en el intercambio los saberes individuales se hacen explícitos y se tornan comprensibles para los demás. (...) Contar con un caudal importante de competencias para trabajar con otros y colaborar en experiencias de aprendizaje es cada vez más necesario en las llamadas sociedades de la información y la comunicación.” (Pico, Rodríguez, 2011:9). **SECUENCIA** Esta secuencia presenta a los alumnos con materiales de diferentes medios y géneros textuales, como por ejemplo canciones, imágenes, videos, cuestionarios en línea, sitios web, entre otros. Se realizan actividades individuales y grupales que, atendiendo a la diversidad del aula, son diversas, escalonadas y graduadas. El objetivo es desarrollar habilidades para la comunicación y la participación, tales como resolver conflictos, argumentar, escuchar y aceptar diferencias, considerar alternativas y establecer relaciones constructivas y pacíficas con pares. La implementación de tecnologías de la información y comunicación (TIC) facilita el recorrido en la producción de un video en forma colaborativa. Así, se propone la utilización de Movie Maker, Google Drive, Google Forms, Google Slides, Google Drawings y diferentes sitios web. Ahora bien, nuestro propósito es integrar todos estos conceptos en una secuencia didáctica en inglés, partiendo del análisis de fotografías hasta llegar a la elaboración de un video en conjunto. La secuencia ha sido diseñada para desarrollarse en cuatro semanas de clases, de tres módulos cada una. En vistas a un nuevo aniversario de la Noche de los Lápices, proponemos hacer “algo especial” y dejar de lado el libro por algunas clases: la elaboración de un video como producto final para proyectarse durante la semana de Jóvenes y Memoria. La primera actividad tiene como propósito despertar interés, activar conocimientos previos y comenzar a trabajar el área de vocabulario relacionado con el tópico. Así, partimos del análisis/descripción de imágenes, proyectadas a través de Google Slides, que muestran alumnos jóvenes y la lucha por el boleto estudiantil. Luego, se escucha y completa la letra de la canción Ellas bailan solas de Sting. Finalmente, de manera individual, los alumnos eligen una imagen (nueva o utilizada en la tarea de apertura) y escriben el pie de foto, utilizando el vocabulario y las ideas compartidas en las primeras instancias. Para esto utilizan Google Drawings y comparten su producción en una carpeta en Google Drive destinada para los trabajos de este proyecto. Presentar las tareas en forma escalonada en términos de complejidad lingüística y el trabajo grupal favorece a los alumnos con menos recursos lingüísticos, en un camino hacia la igualdad de posibilidades en el momento de la realización de la tarea final. Como actividad de desarrollo, los alumnos responden en grupos, un breve cuestionario en Google Forms basándose en el análisis de dos páginas web: la de Amnistía Internacional y la de las Naciones Unidas. Nos proponemos con esta actividad trabajar con material auténtico en términos discursivos y si bien todos los grupos comparten la misma guía, las fuentes de información son diferentes. En esta oportunidad las TIC auspician de auténticas “ventanas” a través de las cuales los alumnos se conectan con contenidos que trascienden los límites del aula, y esto es realmente significativos para ellos en tanto tienen la posibilidad de comprender, manipular y producir sus propios contenidos. En la reflexión final trabajamos con la DUDH y buscamos identificar qué derechos son vulnerados en relación con la desaparición forzada de personas y posibles acciones para garantizar la universalidad de nuestros derechos, haciendo énfasis en la difusión y divulgación de los mismos. Como cierre de la secuencia, y retomando la idea de divulgación como una forma de garantizar nuestros derechos trabajamos en grupos con diferentes tareas con el objetivo final, y común a todos, de realizar un video mostrando el desarrollo de la lucha por el boleto estudiantil desde sus comienzos hasta la puesta en marcha de la ley, en agosto de 2016. Este video tendrá una audiencia real ya que será compartido en la Wikie del colegio. En una primera actividad trabajamos con dos textos informativos que se encuentran en una carpeta de Google Drive compartida. Se seleccionan ideas principales y secundarias para después hacer una puesta en común. Luego, los alumnos se organizan en cinco grupos de cinco alumnos según sus preferencias personales: encargados de imágenes, encargados de audio, encargados de información actual, encargados de información sobre el pasado, encargados de edición. La tarea, así como también sitios sugeridos para realizarla, está disponible en carpetas en Google Drive. Aquí mismo se espera que suban sus sugerencias y producciones (imágenes, canciones y textos cortos), para que queden de esta forma accesibles a toda la clase. Uno de los objetivos es que en esta instancia de trabajo, los alumnos se desenvuelvan con total autonomía, que, por ejemplo, recurran a diccionarios bilingües en línea cuando surjan dificultades con la lengua extranjera. En cuanto a la evaluación, al finalizar la secuencia, aspiramos a que los alumnos logren aplicar el contenido abordado a la producción de un video, utilizando jerarquías entre los conceptos, con el objetivo de comunicar información y opiniones en lengua extranjera, así como también valorar la importancia de conocer sobre nuestra historia y ser parte activa de ella. CONCLUSIÓN A modo de conclusión nos parece importante resaltar que la incorporación de TIC favorece aprendizajes colaborativos y autónomos, desarrolla capacidades de diferentes tipos (lingüísticos, sociales e interculturales), y permite a los jóvenes mostrar sus voces. Creemos que el valor de esta secuencia está centrado en los aprendizajes colaborativos y autónomos de los alumnos, que con pocos recursos lingüísticos en LE, pueden mostrar sus voces. En el trabajo colaborativo, todos pueden tener un lugar, involucrándose con mayor o menor entusiasmo, pero a través de la producción y puesta en circulación de mensajes propios y colectivos se fortalecen los vínculos, los compromisos con sus compañeros y la comunidad local, promoviendo el ser ciudadanos más activos. Como reflexión final, nos parece importante resaltar el impacto que la incorporación de estas prácticas tiene en nuestros jóvenes. En la actualidad, nos encontramos frente a nuevas formas de comunicarnos, nuevas formas de informarnos, nuevas formas de participar de la vida en sociedad, y si queremos brindarle a nuestros alumnos las mejores herramientas para acceder al conocimiento debemos romper nuestras estructuras tradicionales e insertar TIC en nuestras planificaciones. No es tarea fácil diseñar e incorporar estas secuencias en nuestras aulas, y los obstáculos son numerosos, pero si trabajamos colaborativamente como profesionales, todo es posible. BIBLIOGRAFÍA Batista, M.; Celso, V. y Usubiaga, G. (2007) Tecnologías de la información y la comunicación en la escuela: trazos, claves y oportunidades para su integración pedagógica. P. 14. Coordinado por Viviana Minzi. - 1a ed. - Buenos Aires: Ministerio de Educación, Ciencia y Tecnología de la Nación. Consejo Federal de Educación (2012). Núcleos de Aprendizaje Prioritarios. Lenguas Extranjeras. Educación Primaria y Secundaria. Resolución nº 181/12 Extraído el 2 de julio de 2013 desde: http://www.me.gov.ar/consejo/resoluciones/res12/181-1201.pdf Díaz Barriga, A. (2013) “TIC en el trabajo del aula. Impacto en la planeación didáctica”, en Revista Iberoamericana de Educación Superior (RIES), México, UNAM-IIUSUE/Universidad, vol. IV, núm. 10, pp.3-21, http://ries.universia.net/index.php/ries/article/view/340 [consulta: 18/10/16] Lugo, M. y Kelly, V. (2011). El modelo 1 a 1: un compromiso por la calidad y la igualdad educativas. La gestión de las TIC en la escuela secundaria: nuevos formatos institucionales. Buenos Aires: Ministerio de Educación de la Nación. Extraído el 2 de julio de 2013 desde http://bibliotecadigital.educ.ar/uploads/contents/lugokelly_compromisocalidaded_conectar0.pdf Pico, L. y Rodríguez, C. (2011). Trabajo colaborativo. Buenos Aires: Ministerio de Educación de la Nación. Extraído el 2 de julio de 2013 desde http://bibliotecadigital.educ.ar/uploads/contents/trabajos_colaborativos0.pdf Wanger, E. y Lavari, M. (2013), “Clase 1: Educación secundaria obligatoria y derecho a la educación”, Marco político-pedagógico, Especialización docente de nivel superior en educación y TIC, Buenos Aires. SITOGRAFÍA Amnistía Internacional https://www.amnesty.org/en/ Google Drive, carpeta compartida Naciones Unidas http://www.un.org/en/index.html Sting, Ellas bailan solas https://www.youtube.com/watch?v=MS_bN5ECJTI TED, video sobre Derechos Humanos https://www.youtube.com/watch?v=nDgIVseTkuE UNESCO (2003) Education in a Multilingual World. Education Position Paper. Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf Wikie Liceo Victor Mercante http://www.lvm.unlp.edu.ar/ Explorando, desarrollando y ejercitando estrategias de aprendizaje de vocabulario: Diseño de material hipermedia en la enseñanza de ILE (inglés como lengua extranjera) Avances y reflexiones al interior del diseño de material mediado tecnológicamente en el marco de una tesis de posgrado. ABSTRACT El presente trabajo tiene como objetivo principal presentar los avances de una tesis final de posgrado en el marco de la Maestría en Procesos Educativos Mediados por Tecnología del Centro de Estudios Avanzados, Facultad de Ciencias Sociales, Universidad Nacional de Córdoba. La tesis de posgrado en cuestión se titula “Hacia el Aprendizaje Estratégico y Autónomo de Vocabulario en una Lengua Extranjera en la Universidad: Diseño de Materiales Mediados Tecnológicamente” y el planteo del problema surgió de necesidades específicas de una materia troncal en las carreras de grado de la Facultad de Lenguas y a partir de investigaciones avaladas y subsidiadas por SECyT entre los años 2010 y 2014. En tercer año del profesorado, traductorado y licenciatura de inglés, y en particular en el ámbito de la materia troncal Lengua Inglesa, surge la necesidad imperiosa de la adquisición y desarrollo de vocabulario específico a los temas que se tratan a este nivel y adecuado a los géneros y niveles de escritura académica que deben desarrollarse en este ámbito. En dos proyectos de investigación desarrollados en los bienios 2010-2011 y 2012-2013 enfocados en estrategias de aprendizaje de vocabulario, los docentes de la cátedra identificaron áreas de dificultad en los procesos de enseñanza y aprendizaje de estrategias de adquisición léxica, y procuraron fomentar la enseñanza explícita de estas herramientas con resultados muy alentadores. Así, el presente trabajo de tesis de posgrado propone el diseño de material hipermedia, con las bondades y prestaciones intrínsecas que dicho material presenta a nivel de su apertura y las posibilidades de interacción e interactividad, para complementar la enseñanza implícita y explícita de estrategias de aprendizaje de vocabulario ya abordadas en el material ya disponible en soporte papel y utilizado en la materia y la ejercitación presente en el EVEA. El propósito principal de la investigación abordada en esta tesis de maestría es, entonces, diseñar material mediado tecnológicamente que fomente el desarrollo de estrategias de aprendizaje de vocabulario y que conduzca hacia el aprendizaje auto-dirigido y autónomo de una lengua extranjera en la universidad. El presente artículo breve presentará los avances alcanzados hasta el momento, teniendo en cuenta que el cronograma para la concreción del trabajo y la entrega del documento escrito está estimado en un período no mayor a los cuatro meses a partir del estado presente de la cuestión. INTRODUCCIÓN: Primacía del Alumno, Ubicuidad Tecnológica y Gestión del Conocimiento. Históricamente, los estudios en lingüística y didáctica de la enseñanza del inglés como lengua extranjera han transitado un camino que parte desde el profesor como gestor y agente principal del proceso enseñanza-aprendizaje, hacia un modelo Palabras Claves: estrategias, vocabulario, hipermedia, autonomía, ILE. centrado en el alumno como artífice y constructor de sus propios aprendizajes (Seliger & Shohamy, 1989; Harmer, 1991; Nunan, 1992). La enseñanza de lenguas extranjeras en la universidad ha procurado fomentar la primacía del alumno como gestor de conocimiento en los últimos años, así como también ha dado cuenta de las posibilidades educativas que brindan las nuevas TIC. Hoy en día y en el marco de la Sociedad del Conocimiento y la Web 3.0, la formación universitaria a nivel global se dirige hacia la implementación de un modelo tridimensional en el que profesorado, estudiantes y medios juegan un papel fundamental y, principalmente, equilibrado (Duart & Sangrà, 2000). En este modelo, los medios tecnológicos más adecuados serán puestos al servicio de la facilitación de las tareas del profesorado y los estudiantes, con un énfasis en el proceso de aprendizaje y en la manera de convertir al estudiante “en su verdadero protagonista y gestor” (ibid., 2000, p.12). En un contexto atravesado por la ubicuidad de las TIC, en lo que respecta a la gestión del conocimiento surgen nociones esenciales como las estrategias de aprendizaje y la conducta estratégica, así como el aprendizaje autónomo como centrales a esta discusión (Oxford, 1990; Wenden, 1991). Afirma Onrubia respecto del proceso de reconstrucción personal que presupone el aprendizaje virtual, que el contenido en un entorno virtual está mediado por la estructura cognitiva del aprendiz, quien despliega en dicha reelaboración “estrategias de aprendizaje” y “capacidades meta cognitivas y de autorregulación,” entre otros elementos (2005, p.3). García Valcárcel & González Rodero, a su vez, afirman que los materiales virtuales interactivos conceden al alumno un alto grado de control sobre su proceso de aprendizaje, y mientras más se enfatiza esa interactividad, se logra mayor autonomía (2006). Lion (2006), a su vez, da cuenta de la posibilidad que brinda la organización hipertextual al estudiante de desarrollar flexibilidad cognitiva y de ejercer el pensamiento reflexivo en relación con sus propios procesos de aprendizaje. En este contexto y en vistas de la adopción de un modelo tridimensional equilibrado de educación en la universidad (Duart & Sangrà, 2000), el diseño de material hipertextual/hipermedial se torna deseable a fin de complementar el trabajo que actualmente se realiza en la clase presencial –en la interacción con materiales tradicionales- y en la plataforma Moodle –EVEA-, para completar el repertorio de estrategias de aprendizaje de vocabulario y fomentar el aprendizaje autónomo de los estudiantes. **Estrategias de Aprendizaje y Autonomía en la Universidad** Las clases presenciales en la Facultad de Lenguas, Universidad Nacional de Córdoba, y en particular la materia troncal Lengua Inglesa III, tienen como objetivo general fomentar el desarrollo del aprendizaje autónomo, y como uno de los objetivos específicos propiciar el desarrollo de estrategias de aprendizaje de vocabulario en inglés. El entorno virtual de aprendizaje Moodle funciona hoy en día mayormente como un repositorio de contenido y actividades interactivas simples donde se aumentan las posibilidades de que el alumno evidencie una conducta estratégica y logre auto-dirigir su aprendizaje. Teniendo en cuenta las posibilidades y los espacios mencionados, sería de esperar que los alumnos posean un amplio repertorio de estrategias de aprendizaje de vocabulario y que puedan lograr aprender de manera autónoma. Sin embargo, se observan persistentes problemas de adquisición de vocabulario entre el alumnado, evidenciados en la imposibilidad de interpretar consignas en exámenes parciales y finales, y en las dificultades que presentan ejercicios que testean específicamente el lexicón en varios contextos lingüísticos. Frente a estos problemas, parece oportuno y necesario investigar las estrategias de adquisición y retención de nuevo vocabulario que los alumnos no poseen para que sean fomentadas y desarrolladas a través del diseño de material hipertextual/hipermedial. En el presente trabajo final de posgrado se aborda, entonces, el desarrollo de material hipertextual/hipermedial, como complemento de las clases presenciales (enfoque semi-presencial) dictadas en la materia de Lengua Inglesa III. Aportes de la Tecnología a la Conducta Estratégica y al Aprendizaje Autónomo: Visiones desde la Investigación Las inquietudes propuestas en este trabajo surgen en el marco de una investigación sobre estrategias de aprendizaje de vocabulario en inglés en la universidad, en sus orígenes orientado hacia la clase presencial. El interés también surge de la necesidad de resolver un problema en el desempeño en parciales y finales, y que se atribuye a la falta de conductas estratégicas (con énfasis en estrategias de adquisición de vocabulario) en el estudio de la lengua inglesa. En las tres etapas del proyecto de investigación avalado por SECyT tituladas “Estrategias de Aprendizaje de Vocabulario en Alumnos de Niveles Post-Intermedio y Avanzado, en Carreras de Grado en Inglés” (2010-2011), “La Enseñanza Explícita de Estrategias de Aprendizaje de Vocabulario en Niveles Post-Intermedio y Avanzado, en Carreras de Grado en Inglés” (2012-2013), e “Impacto de un Registro de Contenidos Léxicos en el Aprendizaje de Vocabulario con Dificultades Generadas por Similitud Morfológica y Especificidad Semántica en Niveles Post-Intermedio y Avanzado de ILE (inglés como lengua extranjera)” (2014-2015) se investigó y se está estudiando la adquisición de dichas estrategias por parte de los alumnos en la clase presencial, y surge como un aspecto de gran interés el desarrollar material digital (hipertextual/hipermedial) que propicie el desarrollo de dichas estrategias que ya se fomentan en las clases presenciales dictadas dentro del marco de la investigación-acción (Hernandez Sampieri et. al. 2010). Objetivos de la Tesis El objetivo general es diseñar material hipertextual/hipermedial para complementar y completar el repertorio de estrategias de aprendizaje de vocabulario conducentes al desarrollo del aprendizaje autónomo de una lengua extranjera por parte de los alumnos. Los objetivos específicos son: 1) determinar cuáles son las estrategias de aprendizaje de vocabulario que necesitan adquirir y desarrollar los aprendices para completar el repertorio de estrategias que caracterizan a la conducta estratégica y al aprendizaje auto dirigido de una lengua extranjera en la universidad; 2) corroborar cuáles son las estrategias de aprendizaje de vocabulario que ya despliegan y desarrollan los alumnos en la clase presencial y en las actividades propuestas en la plataforma Moodle (EVA); 3) diseñar material mediado tecnológicamente (hipertextual/hipermedial) para fomentar el desarrollo de estrategias de aprendizaje de vocabulario en lengua extranjera. Marco Teórico Resumido El diseño de materiales hipertextuales/hipermediales pretende complementar efectiva y eficazmente aquellas estrategias que el estudiante ya despliega y desarrolla durante las clases presenciales a través del proceso enseñanza/aprendizaje en el aula. Se parte de la suposición de que el alumno adquirió dichas estrategias utilizando materiales en soporte papel, o durante la interacción del estudiante con la plataforma Moodle y las actividades propuestas en la misma (EVEA). Así, se busca complementar el repertorio estratégico y maximizar el desarrollo del aprendizaje auto-dirigido y autónomo. Se procura, de esta manera, establecer una relación dialéctica con la realidad educativa considerándola una práctica social que no escapa de las condiciones ideológicas, económicas, políticas e históricas de su entorno. La tensión dialéctica entre teoría y realidad, entonces, surge de la investigación crítica e intenta articularse y generarse en la práctica y desde la práctica. Se construye en una realidad situacional, social, educativa y práctica donde los sujetos en cuestión (los profesores y alumnos) comparten responsabilidades y problemas en su vida cotidiana. Se busca, así, transformar y mejorar esa realidad desde una dinámica liberadora y emancipadora (Godínez, 2013). El aprendizaje autónomo, que depende del desarrollo y despliegue de un amplio abanico de estrategias de aprendizaje de una lengua extranjera, se constituye en un objetivo deseable por parte de estudiantes universitarios en los tiempos de la Web 2.0 o 3.0. En un diálogo crítico con la realidad que dichos estudiantes enfrentan al interactuar con los materiales ya existentes, se pretende entonces diseñar material hipertextual/hipermedial que mejore y maximice las posibilidades de desarrollo de conductas estratégicas y aprendizaje autónomo. Adquisición de Vocabulario: Tendencias Presentes Con respecto a la adquisición de vocabulario, son numerosos los autores que traen a colación el problema de cierto descuido pasado en la investigación del área de vocabulario, así como de la metodología de la enseñanza y la producción de materiales (Meara, 1988, 2005; Ellis, 1995; Hedge, 2000). Sin embargo, se ha observado en los últimos años un renovado interés dirigido hacia el aprendizaje de vocabulario por parte de docentes, investigadores y creadores de materiales didácticos, que ha traído aparejadas ciertas nuevas tendencias en lo que respecta al desarrollo de estrategias de adquisición de vocabulario efectivas y eficaces, a partir de nuevos aportes respecto de la descripción de la lengua y los procesos enseñanza y aprendizaje/adquisición de vocabulario. Se destacan a nivel teórico la importancia que se le adscribe al estudio de las “frases léxicas” o “unidades prefabricadas” y la consecuente promoción de la necesidad de identificar y analizar patrones de lexis y de colocación típicos o usuales (Nattinger and DeCarrico, 1992; Lewis, 1997). A nivel metodológico, surge, entre otras tendencias, un nuevo énfasis en la combinación de estrategias de instrucción implícita y explícita que promuevan la adquisición del lexicon (Ellis, 1995; Hatch and Brown, 1995, Schmitt and McCarthy, 1997). Estrategias de Aprendizaje de Vocabulario Uno de los principales temas en esta renovada agenda es la necesidad de conocimiento de las estrategias de aprendizaje que aplican los sujetos para adquirir y retener vocabulario, la cual se constituye también en una extensa área de investigación. Como una aproximación inicial a las estrategias de aprendizaje en general en una lengua extranjera, podemos recurrir a los más conocidos investigadores, Rebecca Oxford y Michael O’Malley & Anna Chamot (1990; 1990), quienes las identifican y caracterizan, y luego profundizar en las diversas propuestas de taxonomías de estrategias de vocabulario y su categorización (Stoffer, 1995; Cook & Mayer, 1983; Nation, 1990; Schmitt, 1997; Nation, 2008). Se puede hacer una diferenciación global inicial entre estrategias cognitivas y meta cognitivas (Oxford, 1990; O’Malley & Chamot, 1990). Las cognitivas involucran operaciones mentales directas que permiten entender, categorizar y almacenar el “lexicón” mental (Hedge, 2000). Las estrategias cognitivas son las que permiten asociar palabras, agruparlas para aprenderlas, realizar inferencias a partir de palabras desconocidas o utilizar palabras claves para recordar nuevos términos. Las estrategias meta cognitivas, a su vez, operan de manera indirecta facilitando el aprendizaje a través de un esfuerzo activo y consciente para recordar palabras (Hedge, 2000). Se emplean estrategias meta cognitivas cuando se recolectan palabras importantes de contextos auténticos, o cuando se reactiva vocabulario de manera introspectiva, por ejemplo. La Autonomía en el Aprendizaje Por otro lado, y en consonancia con la necesidad de adquisición de estrategias de aprendizaje dentro de la noción de que el aprendizaje es un proceso activo y dinámico de autodescubrimiento (Nunan, 1988), términos tales como la autonomía, el aprendizaje individual o independiente, el aprendizaje autónomo, la autodirección o autorregulación (self-direction), ocupan un lugar prominente en el enfoque constructivista en el aprendizaje de una lengua, y en los discursos que posicionan al alumno en el centro (learner-centred approach). De hecho, existe un corpus significativo de literatura de investigación que echa luz sobre la autonomía en el aprendizaje, comenzando con el trabajo de Vygotsky (1962) y Bruner (1963), continuando con Holec (1979); Rubin y Thompson (1983); Kolb (1984); Littlejohn (1985); Dickinson (1987); Oxford (1990); van Lier (1996) y otros. La mayoría de estos autores postula que los alumnos que aprenden una lengua de manera efectiva tienen la capacidad de poner en práctica una conducta estratégica, ser responsables de su propio aprendizaje y ser independientes del docente. La ubicuidad tecnológica, a su vez, toma en cuenta a la lengua y las prácticas estratégicas que van más allá los límites áulicos y deja espacios para que los alumnos desplieguen conductas estratégicas y desarrollen el aprendizaje autónomo (Sharma & Barret, 2007). Nos dicen Burbules y Callister (2001), respecto del potencial del hipertexto informático, que este ofrece posibilidades expandidas y flexibles de realizar no sólo asociaciones lineales, sino también laterales, que proporcionan una libertad en la interacción con los contenidos con énfasis en el interés, la curiosidad y la experiencia individual del alumno. Con los horizontes expandidos a nivel de contenidos, con la posibilidad de resignificar el sentido del texto y de auto-dirigirse en el rumbo deseado que posibilita el material hipertextual/hipermedial (ibid.), se plantea como deseable el diseño de material digital que complete el abanico de estrategias de aprendizaje de vocabulario conducentes al aprendizaje autónomo de lengua extranjera en la universidad. METODOLOGÍA El alcance de la presente investigación es descriptivo porque se busca especificar e identificar aquellas estrategias de aprendizaje de vocabulario que los estudiantes poseen y despliegan en su interacción con los materiales que utilizan en la clase presencial y en el aula virtual (EVEA), y con la idea de un completo repertorio de estrategias de aprendizaje en mente, abordar el diseño del material mediado tecnológicamente. Se seleccionó un diseño de investigación-acción porque se parte de una falencia o problema cotidiano evidenciado dentro del propio contexto de acción educativa (Alvarez-Gayou, 2003; Merriam, 2009, citados en Hernandez Sampieri et. al, 2010, p.509). La investigación-acción suele enfocarse en el estudio de una situación social con el propósito de transformar la calidad de la acción en dicho contexto (Elliot, 1991, citado en Hernandez Sampieri et. al., 2010, p.509), y el proceso de investigación puede presentar pasos “en espiral” donde se investiga y se interviene a la vez (León y Montero, 2002, citado en Hernandez Sampieri et. al., 2010, p.509). El proceso investigativo de la investigación-acción consta de tres fases esenciales: observar -bosquejo del problema y recolección de datos-, pensar -análisis e interpretación-, y actuar -resolución de problemas e implementación de mejoras- (Stringer, 1999, citado en Hernandez Sampieri et. al., 2010, p.511). Así, partiendo desde la observación y análisis de los materiales en soporte papel y actividades en el aula virtual, pasando por el análisis de los mismos y pensando en completar el repertorio de estrategias de aprendizaje de vocabulario conducentes al aprendizaje autónomo, se logrará la acción transformadora a través del diseño de material mediado tecnológicamente. Avances de Investigación o Estado Presente del Trabajo El trabajo de elaboración del marco teórico resultó más complejo de lo anticipado. A partir del planteo inicial de provisión de conceptos teóricos concernientes a los temas de la relevancia y necesidad del estudio del vocabulario, con el foco evidente puesto en el rol de las estrategias de aprendizaje en general y de aprendizaje de vocabulario en particular al interior del desarrollo del aprendizaje autónomo, surgió la necesidad de desarrollar en mayor profundidad y detalle conceptos y aspectos concernientes a las bondades y prestaciones del hipermedia/hipertexto, con un énfasis en la discusión de nociones concernientes a caracterizar la interacción y la interactividad, el carácter abierto y no-lineal de los materiales hipermedia y las posibilidades propuestas por la heterarquía de voces y el concepto de co-autoría activa en la construcción del conocimiento online. Fueron justamente estos aspectos los que justificaron la elección del diseño de materiales educativos hipermedia como el contexto ideal para fomentar el desarrollo de estrategias de aprendizaje de vocabulario que completen el abanico necesario para que la conducta estratégica posibilite el aprendizaje auto-dirigido. Estos aspectos también se constituyeron en las cualidades necesarias que caracterizan a un material diseñado como complemento de y elemento funcional a otros materiales que existieron con anterioridad, dice se los materiales impresos producidos por los profesores titulares y adjuntos de la cátedra y los materiales disponibles en el EVEA. Debido a la necesidad de profundización en las cualidades del hipermedia, el momento de la escritura específica del marco teórico demandó un período de tiempo mayor al planteado de forma inicial. Otro aspecto que demandó un mayor trabajo y un período de tiempo mayor al anticipado fue la selección de una taxonomía de estrategias de aprendizaje adecuada para tomarla como punto de partida para el análisis del material existente. En este sentido, las taxonomías son bastante escasas y limitadas, y la mayoría están desactualizadas, por lo que aunque se consideró a la taxonomía de Schmitt (1997) como la más completa, se requirió su adaptación a un nivel de uso de la lengua inglesa alto-intermedio o avanzado. También surgió la necesidad, a la luz del análisis de las actividades propuestas en los materiales, de agregar algunas estrategias no presentes en la taxonomía de Schmitt, procurando clasificarlas y posicionarlas en un contexto adecuado, y principalmente no alterar el espíritu constitutivo y regulador de la taxonomía de Schmitt. A la hora del diseño del hipermedia también surgieron algunas complejidades que no se pudieron anticipar. Dada la gran cantidad de estrategias de aprendizaje de vocabulario presentes en la taxonomía seleccionada y aumentada, las prestaciones ofrecidas por interfaces gratuitas como Wix o Wordpress, con sus limitaciones a la hora del diseño gráfico y las posibilidades a nivel de solapas y pestañas, dificultaron la decisión en torno a una metáfora que guiará el material y que a la vez se adecuara a la estructura inicial sugerida por la taxonomía elegida. Luego de algunos intentos fallidos y de sendos experimentos con imágenes vectoriales para desarrollar imágenes icónicas, y con ejemplos de materiales hipermedia en mente que fueron el producto de un equipo de diseño y que resultarían muy costosos, se decidió recurrir a un diseñador gráfico y a un programador web que pudieran desarrollar la metáfora visual y proveer al hipermedia de una estructura base. A partir de ese diseño gráfico-estructural inicial, en este momento el trabajo de diseño se encuentra en sus momentos finales. Entre los requerimientos que trajo aparejado la limitación de tareas de diseño y estructuración básicos, y debido a los altos costos que este diseño significó para la maestranda, se debió recurrir a la exploración de la programación en HTML para dotar al material hipermedia/ hipertexto de la cualidades a nivel de interacción e interactividad necesarias para maximizar su apertura y flexibilidad. Es así que sumado al diseño de actividades puntuales como infografías, clases invertidas, pósteres interactivos, actividades realizadas en Voicethread y en muros colaborativos como Padlet, la maestranda debió adentrarse en la programación para lograr aproximarse a su idea original del material didáctico hipermedia. Aun así, se debieron modificar algunos aspectos para lograr la adecuación del material a la complejidad y vastedad planteadas por la taxonomía seleccionada. En este respecto en particular, inicialmente se había planteado el desarrollo e inclusión de aquellas estrategias que no estaban lo suficientemente abordadas en el material ya existente; sin embargo, a la hora del diseño se consideró que si sólo se incluían algunas estrategias de la taxonomía, el material presentaría una visión bastante sesgada de la misma. Por esta razón, se optó por la inclusión de la taxonomía completa y se hizo referencia a algunas actividades pertenecientes al material pre-existente y que se digitalizaron en formato PDF para su fácil acceso desde el hipermedia. Algunas de estas actividades se remixaron, aunque se intentó mantenerlas en su planteo original justamente para evidenciar su tratamiento en el material en soporte papel existente con anterioridad, y para diferencias de aquellas que no habían sido abordadas de manera implícita o explícita en el material analizado. El diseño de las actividades que integran el material hipermedia constituyó también una instancia de curaduría de contenidos web ya pre-existentes. Resta en estos últimos cuatro meses la puesta a prueba de la estabilidad del sistema y de la funcionalidad de los diferentes links, el cierre de algunos aspectos puntuales concernientes al diseño y a la programación, y el diseño puntual de algunas pocas actividades individuales faltantes. Se abordará la lectura final del documento escrito y se llevarán a cabo los ajustes necesarios para adecuarlo a los requerimientos formales de presentación de tesis de maestría. Luego de la escritura de las conclusiones finales, se procederá a la entrega del trabajo completo. CONCLUSIONES Particularmente a partir del planteo de diseño de material mediado tecnológicamente, y especialmente si se busca reflejar en el mismo constructos teóricos de gran complejidad como lo es una taxonomía o clasificación de estrategias de aprendizaje de vocabulario en una lengua extranjera, pueden surgir cuestiones concernientes al diseño gráfico, a la apertura del material y a sus posibilidades de interacción e interactividad que requieran un tiempo más prolongado dedicado al diseño, así como el entrenamiento y capacitación con competencias tecnológicas específicas como la programación HTML. Al momento de escritura del proyecto de tesis, estas cuestiones pueden no haberse evidenciado lo suficiente como para prever tiempos más extensos de realización de las diferentes etapas del trabajo, incluyendo el desarrollo y discusión de los conceptos y consideraciones teóricas relevantes y subyacentes al proyecto. Finalmente, siendo las posibilidades planteadas por el hipermedia totalmente abiertas y virtualmente infinitas, puede surgir la necesidad de un límite pre-establecido, para evitar que la titánica tarea del diseño se transforme en un emprendimiento incommensurable. BIBLIOGRAFÍA Alvarez-Gayou, J. L. (2003) Cómo Hacer Investigación Cualitativa: Fundamentos y Metodología. Mexico: Paidós. Bruner, J. (1963) The Process of Education. NY: Vintage Books. Burbules, N. y Callister, T. (2001) Educación: riesgos y promesas de las nuevas tecnologías de la información. Granica, Barcelona. Cook, L. K y R. E. Mayer (1983) Reading strategies training for meaningful learning from prose. En M. Pressley y J. R. Levin (eds.): Cognitive strategy research: Educational applications, New York, Academic Press. Dickinson, L. (1987) Self-instruction in Language Learning. Cambridge: CUP. Duart, J. y Sangrà, A. (2000) Formación universitaria por medio de la web: un modelo integrador para el aprendizaje superior. En Duart, J. y Sangrà, A. (comps.) Aprender en la virtualidad. Barcelona: Gedisa. Elliot, J. (1991) Action Research for Educational Change. Buckingham: Open University Press. Ellis, N. C. (1995) Vocabulary acquisition: Psychological perspectives and pedagogical implications. The Language Teacher 19 (2), 12-16. García Valcárcel, A. y González Rodero L. (2006) “Uso pedagógico de materiales y recursos educativos de las TIC”, Universidad de Salamanca, Segundo Congreso TIC en Educación, Valladolid. Godínez, V. L. M. (2013) Paradigmas de investigación. Manual multimedia para el desarrollo de trabajos de investigación. Una visión desde la epistemología dialéctico crítica. Harmer, J. (1991) The Practice of English Language Teaching. London: Longman Group UK Limited. Hatch, E., & Brown, C. (1995) Vocabulary, semantics and language education. Cambridge: Cambridge University Press. Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: OUP. Hernandez Sampieri, R., Fernández Collado, C., Baptista Lucio, P. (2010) Metodología de la Investigación. (5ta ed.). México: Mc Graw Hill. Holec, H. (1979) Autonomy and Foreign Language Learning. Oxford: Pergamon Press. Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. Lewis, M. (1997) Implementing the Lexical Approach. London: LTP Teacher Training. Lion, C. (2006) Imaginar con Tecnologías. Buenos Aires: La Crujía. Littlejohn, A. (1985) ‘Learner choice in language study’. ELT Journal 39/4: 253-Litwin, E. (2005) Tecnologías educativas en tiempos de Internet. Amorrortu. Bs As. Meara, P. y Jones, G. (1988) Vocabulary size as a placement indicator. En Grunwell, P. (Ed.), Applied Linguistics in Society, p. 80 - 87. London: CILT. Meara, P. (2005) Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics: Abstracts 13 (4), 221-246. Merriam, S. B. (2009) Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass. Nation, I. (1990). Teaching and Learning Vocabulary. Boston, MA: Heinle & Heinle. Nation, I. S. P. (2008) Teaching Vocabulary. Strategies and Techniques. Boston: Heinle Cengage Learning. Nattinger, J., & DeCarrico, J. (1992) Lexical phrases and language teaching. Oxford: Oxford University Press. La herramienta padlet como acto de comunicación digital ABSTRACT El presente trabajo da cuenta de la experiencia desarrollada en el marco del Programa Nuestra Escuela -programa de capacitación docente dependiente del Ministerio de Educación Nacional-, en el módulo Discurso y Sociedad del Postítulo Escritura y Literatura, en el cual entre las herramientas didáctico-pedagógicas utilizadas para el trabajo colaborativo fue el padlet (https://es.padlet.com/). INTRODUCCIÓN El programa “Nuestra Escuela”1 - iniciado en el 2014 por decisión gobierno de Cristian Fernández de Kirchner y ejecutada por el Ministerio de Educación de la Nación- propone una iniciativa de formación gratuita, universal y en ejercicio para todos los docentes del país a lo largo de tres cohortes consecutivas de tres años cada una de manera virtual y con encuentros presenciales en distintas sedes a lo largo de todo el país. El mencionado programa nace a partir de una demanda docente histórica: el derecho a la formación y que por primera vez, se llevó adelante durante tres años. Tuvo como fundamento esencial la construcción colectiva del conocimiento, entendiéndolo como parte de un proceso que recorre diferentes instancias de aprendizaje. Conforman/Conformaban2 el Programa “Nuestra Escuela”, varios Postítulos (a modo de Posgrados) referidos a áreas consideradas prioritarias dentro del sistema educativo: Ciencias Sociales Primaria, Ciencias Sociales Secundaria, Ciencias Naturales Primaria, Ciencias Naturales Secundaria, Educación Maternal, Alfabetización Inicial, Educación y Derechos Humanos, Problemática en Ciencias Sociales, Escritura y Literatura, Matemática Primaria, Matemática Secundaria, Políticas Socioeducativas, Educación Primaria y TIC, Educación y TIC. Como se mencionó anteriormente, los postítulos –que constan de varios módulos- se cursan en una primera parte, de manera virtual en una plataforma educativa moodle (es uno de los software libre más populares y utilizados por entidades, empresas y organizaciones) y en una segunda parte, en dos instancias presenciales: una de desarrollo normativo general relacionado a los contenidos del Postítulo y una, de coloquio final tras la presentación del trabajo integrador final que evalúa una comisión asesora, para de esta manera acceder a la certificación final. En relación a la virtualidad, la plataforma posee un sistema de registro que permite crear una interacción privada entre tutores y cursantes y se pueden subir recursos, crear actividades, noticias, establecer calendarios de fechas y trabajar de forma colaborativa. Resulta muy recomendable por la cantidad de módulos que se pueden integrar con distintas funcionalidades (Clarence …. [et al.], 2013: 72-76). Es importante mencionar que en cada uno de esos módulos, interactúan los distintos actores que componen al mismo: un responsable de contenidos, un coordinador de tutores, un tutor y los cursantes docentes de todo el país. Rossana Viñas. Cristian Secul Giusti. Mariela Viñas. Yemina López. Centro de Investigación en Lectura y Escritura (CILE). Facultad de Periodismo y Comunicación Social. Universidad Nacional de La Plata. E-mail: email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org Palabras Claves: Padlet, Educación, Formación docente, Recursos didácticos. 1 Se inició en 2014, como iniciativa del gobierno nacional a cargo de Cristina Fernández de Kirchner, en aquel momento y se ejecutó a través de la gestión del Ministro de Educación de la Nación, Alberto Sileoni. Cursaron alrededor de 2 millones de docentes. Con el cambio de gobierno en diciembre 2015, el Programa sufrió varios embates con el objetivo de desafectarlo pero pese a la acción sindical y de mucha lucha y resistencia de los tutores virtuales ha continuado hasta el momento. Sin embargo, el vaciamiento del mismo, poco a poco, hace pensar un futuro no demasiado promisorio con respecto a la continuidad, más allá del 2017. 2 El “conformaban” refiere a que varios Postítulos ya han dejado de funcionar por decisión del Ministerio de Educación y Deportes a cargo de Esteban Bullrich; por ejemplo, el Postítulo de Educación y Derechos Humanos. El responsable de contenidos es quien tiene la tarea de pensar y escribir cada una de las clases que conforman el módulo, teniendo en cuenta los distintos recursos didácticos posibles de utilizar, como foros de debate, videos, imágenes, recursos on-line, hipervínculos, entre otros. En tanto que el coordinador de tutores, debe llevar adelante la tarea de hacer posible la puesta en marcha de esos contenidos y de coordinar las aulas que tienen a cargo cada uno de esos tutores. Metafóricamente, es quien está en el backstage de todo el módulo. Por último, particularmente, uno de los roles estratégicos es el del tutor. Éste cumple un papel esencial en términos de la mediación pedagógica que realiza con ese otro, distante en kilómetros pero cercano en la virtualidad, con el fin de que la instancia de enseñanza-aprendizaje sea una instancia no dilémica en la que los contenidos y las tareas puedan abordarse y llevarse delante de la manera más dinámica. En función de la inclusión de estas diferentes especializaciones que regularizan contenidos y disciplinas (sitio web http://postítulo-lengua.educ.ar/), el módulo Discurso y Sociedad\(^3\) actuó como una parte inicial del Postítulo en Escritura y Literatura. El curso estaba constituido por seis clases virtuales que problematizaban el lenguaje humano en general y del discurso, en particular. Desde este lugar, se comprendía la noción de discurso básicamente como una práctica social, es decir, una forma de acción e interacción entre las personas que se articula a partir de un uso lingüístico contextualizado. **La noción discursiva de la cursada** En el mencionado módulo, se interpretaba al discurso como una forma de uso de lenguaje que estudiaba la conversación (producto del acto de habla) y el texto (producto de la escritura) en un contexto determinado de descripción y explicación sobre el empleo del lenguaje, su utilización y las modalidades. El análisis discursivo que se planteaba promulgaba la observación de diferentes fenómenos lingüísticos y los mecanismos de construcción del sentido social. En este sentido, se propuso reflexionar sobre algunos recorridos teóricos metodológicos del análisis del discurso que permitían analizar diferentes discursos sociales; identificar diversos fenómenos recurrentes que actúan como pistas para la reconstrucción del contexto discursivo; y analizar diversas estrategias discursivas en diferentes discursos sociales. ¿Por qué nos parece sustancial la reflexión sobre el lenguaje? Porque precisamente, somos seres del lenguaje: los seres humanos somos seres lingüísticos, todas nuestras experiencias se realizan a partir del lenguaje; es precisamente el lenguaje el que nos permite dar sentido a cada una de las acciones que realizamos y a casi todo lo que nos rodea (INFD, 2016). Para llevar adelante la tarea, las clases permitían entender, de un modo ordenado y procesal, un estudio iniciativo del discurso como concepto, una problematización sobre los géneros discursivos y la multiplicidad de voces en el discurso social, y, asimismo, una reflexión sobre la comunidad escolar en una situación de lectura, escritura y circulación de discursos. Por consiguiente, la reflexión sobre el discurso se revelaba como insumo importantísimo para re-significar nuestras prácticas docentes como así también para profundizar el debate sobre la democratización de los discursos sociales vigentes en los medios en la coyuntura social y política de la Argentina actual. En función de ello, la conjugación lúdica y didáctica de espacios para el debate --- \(^3\) Responsable de contenidos del módulo: Alejandra Valentino. Coordinadora de tutores: Rossana Viñas. Los autores del trabajo, además de Rossana Viñas, participaron como tutores del módulo. colaborativo cobraba importancia en este módulo –como en otros, seguramente-. Pero desde la instancia de discusión discursiva, tomaban relevancia los foros de exposición y las secciones de compartimento teórico –recomendación de lecturas y perspectivas de análisis y/o estudio-. Dentro de este mapa, la herramienta del padlet jugaba un lugar preponderante como ámbito de colaboración, edición y exposición del trabajo final que se solicitaba para la aprobación. El padlet es un instrumento que permite realizar un trabajo colaborativo y de exposición entre los cursantes. Es un recurso on line, o en “la nube”, que permite crear un muro en el que pueden incorporarse videos, imágenes y archivos de texto. A nivel didáctico, es un recurso útil para presentar una síntesis de materiales a utilizar en una consigna dada a los alumnos, ya que padlet es como un pizarrón en el que “pegamos” esos materiales. Puede utilizarse tanto para proponer actividades en el aula, si se dispone de una buena conexión a internet, compartiendo el enlace del muro creado; como así también en educación virtual, ya que se puede incrustar el padlet en cualquier entorno virtual (aula virtual, blog, redes sociales) (Padlet, 2014). Para los objetivos del módulo, la propuesta incluía la conformación de un espacio que sirviera como corolario para distribuir los Trabajos Prácticos Finales y compartirlos entre los estudiantes. De esta manera, la articulación entre cursantes y cursada permitía abrir un diálogo expositivo para desarrollar miradas y contribuciones específicas. En este aspecto, el padlet consignaba una reflexión conclusiva y material de todo un recorrido, a partir de la exhibición de los diferentes análisis efectuados por los cursantes. A raíz de ello, la centralización del espacio del padlet como espacio colaborativo forjaba una consideración sobre la relevancia del desempeño en conjunto y la construcción de saberes en un ámbito comunicacional. **Las valoraciones del padlet** El padlet es una aplicación educativa que brinda la posibilidad de “colgar” o distribuir trabajos, dibujos, audios y vídeos en un muro de entorno digital. Por tanto, la herramienta contribuye a una usabilidad colectiva para exhibir trabajos de una cursada determinada y aporta también como recurso en el universo de las tecnologías de la comunicación. La utilización del padlet revoluciona la forma de desarrollar la tarea docente y, por tanto, sirve como excelente opción para compartir diversos contenidos multimedia y erigirse como un archivo colectivo que funciona como pizarra de colaboración. Desde un primer momento, la aplicación ofrece un panel en blanco que se configura según las inquietudes y los propósitos de los docentes. En función de ello, cada usuario debe seleccionar, arrastrar y soltar los elementos que se busca guardar (pueden ser imágenes, videos, caricaturas, archivos doc o pdf, etc). Desde este plano, es posible integrar y articular contenidos colectivos. Específicamente, el padlet, como concepto y término digital, es una herramienta de edición abierta orientada a la construcción colaborativa de contenidos. Por esta razón, admite la creación de un campo semántico distributivo, creado por voluntarios y generadas con la intención de trabajo coordinado y de actualización permanente. Por tanto, el padlet provoca una posibilidad notable dentro de este ámbito: postula la creación de una red determinada con el propósito de producir colaboraciones distintivas. En la cursada de Discurso y Sociedad, el padlet actuó como apoyo didáctico y permitió intercambiar trabajos, ideas, información diversa, procesar textos, incluir imágenes, videos, páginas web, y contabilizar las visitas que los estudiantes harían a la plataforma (González Frías, 2015: 3). Al respecto, vale decir que el padlet parte de un lugar de conocimiento digital que debe ser reconocido por el cursante. Así, se debe reconocer un orden sencillo, pero importante en el uso, los recursos didácticos y la inclusión de contenidos. Más allá de ser un espacio de trabajo colaborativo, el padlet convoca también a un grupo de usuarios con el objeto de construir un muro de múltiple autoría, utilizando marcas simples de formato. Y en este caso particular, además, son docentes vinculados a las letras y a la comunicación, áreas en la que la escritura –aunque desde diferentes perspectivas- es una herramienta de uso diario. Continuando esta idea, el empleo del padlet particulariza el fomento de la lectura y la edición a partir de aportes que reconfiguran la estructura comunicacional en el universo digital: beneficia la capacidad orden en el espacio, permite la diversidad de trabajos y modalidades, valoriza los datos que se ponen en común y reconoce la posibilidad de leerse en conjunto. De esta manera, uno de los aspectos más valorados es la posibilidad de trabajar a distancia, dado que buena parte de los cursantes del grupo reside en ciudades distintas y la utilización de padlet prescinde de la reunión física (Silva-Peña; Salgado Labra, 2013). Y he aquí, uno de los mayores valores y potencialidades del uso de esta herramienta en el Programa Nuestra Escuela: llegaba a todos los rincones del país y los docentes interactuaban desde sus propios lugares de residencia. Sobre la experiencia en el módulo El Programa Nuestra Escuela se gestó como una política educativa con una fuerte presencia del Estado no sólo la etapa de la gestión del mismo sino también en todo su recorrido. Los diferentes postítulos que componían la oferta tenían como principal objetivo, la federalización del conocimiento y el intercambio de experiencias entre docentes de diferentes puntos del país, para lo que la virtualidad y los espacios de intercambio en la plataforma resultaron una herramienta clave. En este sentido, la presentación del postítulo en Escritura y Literatura expone claramente: Esta Especialización se desarrolló como un espacio de formación continua y actualización didáctica-disciplinar en el área de lengua y literatura con la finalidad de que los docentes incorporen nuevas formas de enseñar a escribir así como de leer y pensar la literatura en las aulas de las escuelas secundarias y en los institutos de formación docente (INFD, en línea). El módulo Discurso y Sociedad se pensó y desarrolló desde el año 2014 hasta mediados de 2017 con ese espíritu: el lograr que diferentes docentes, con sus experiencias y trayectorias formativas, se encontraran en un espacio de interacción común, debatiendo sobre temas que los atraviesan como profesionales, como ciudadanos e incluso como padres de esos estudiantes de los que tanto se habla en los medios de comunicación. De esta manera, la experiencia del padlet fue muy enriquecedora en tanto permitió que los propios docentes se vieran motivados a escribir sus trabajos, revisarlos y corregirlos en pos de compartirlos y ser leídos por otros colegas, de diferentes puntos del país. Esto, a su vez, los obligó a encontrarse en el lugar de estudiantes, con sus tiempos, sus complicaciones y ante la inminencia de ser evaluados por un otro, aspecto que muchos de hecho valoraron en las instancias de devolución. La experiencia, durante las diferentes ediciones del módulo, fueron valiosas y muy interesantes, no sólo por la instancia de intercambio y construcción de conocimiento colectiva realizada, sino también -y principalmente- por las devoluciones que en cada cierre de edición los docentes de diferentes puntos del país realizaron para con los tutores, coordinadores, responsables de contenido y el Instituto Nacional de Formación Docente (INFD). La posibilidad de capacitación gratuita y específica, la modalidad de virtualidad, el acompañamiento por parte de los tutores y los contenidos vistos a lo largo del módulo (muchos de ellos, como una posibilidad de reencontrarse con lecturas de su formación como docentes) fueron algunos de los aspectos que más se destacaron. También, muchos de ellos valoraron la posibilidad de encontrarse nuevamente escribiendo análisis discursivos, realizando trabajos escritos y pensando en un público lector. CONCLUSIONES La educación a distancia implica pensar recursos específicos, no sólo para la dinamicidad de los contenidos sino también para propiciar el trabajo colaborativo y colectivo de personas que se encuentran en puntos de residencia totalmente disímiles y distantes. Asimismo, pensar esa educación desde una mirada inclusiva, debe favorecer la interacción de los actores que la componen. El padlet permite que docentes y estudiantes, cursantes y tutores, visibilicen sus ideas, trabajos y proyectos para de esta manera, compartirlos con otros. Cabe destacar, que trabajar por un objetivo colectivamente en el que la lectura y el compartir con el otro un modo de pensar, un modo de sentir y un modo de hacer, es una dimensión pedagógico-política de gran importancia en todo proyecto educativo. Estamos convencidos que el proceso de enseñanza/aprendizaje nunca se da de manera unidireccional sino todo lo contrario. Los estudiantes no son un “depósito de saberes” y los docentes no son meros transmisores de conocimiento; en este proceso, ambos son hacedores de conocimiento. Y así fue en Discurso y Sociedad. Una educación que conjugue las tecnologías de la comunicación implica tener en cuenta la potencialidad de éstas para el desarrollo de propuestas pedagógicas y de recursos inclusivos que posibiliten la alfabetización tecnológica de todos. Por último, el desafío de la educación digital en la actualidad, es la de la formación y la actualización docente para poder hacer posible procesos de enseñanza-aprendizaje inclusivos y no ajenos al avance de las tecnologías de la comunicación y la convergencia digital. Clarenc, C. A…. [et al.] (2013). “Analizamos 19 plataformas de eLearning: Investigación colaborativa sobre LMS”. Grupo GEIPITE, Congreso Virtual Mundial de e-Learning. Recuperado el 16/08/2017 de: http://www.dgde.ua.es/congresotic/public_doc/pdf/31972.pdf Instituto Nacional de Formación Docente [en línea]. “Postítulo de Escritura y Literatura en la Escuela Secundaria”. Programa Nacional de Formación Docente Nuestra Escuela. Fecha de consulta: 28 de mayo de 2017. Disponible en: http://nuestraescuela.educacion.gov.ar/postituloescriturayliteraturaensecundaria/. “Padlet: crear un muro interactivo para compartir” (2014). [en línea]. Recuperado el 17/08/2017 de: https://www.fundacionluminis.org.ar/recursodidactico-online/padlet-crear-un-muro-interactivo-para-compartir “Padlet. Sitio web colaborativo”. [en línea]. Recuperado el 17/08/2017 de: https://es.padlet.com/ Los desafíos de la comunicación y la producción de Materiales educativos para Atamá, el ambiente virtual de aprendizaje de Entre Ríos ABSTRACT La presente experiencia intenta exponer las decisiones en cuanto al diseño de Atamá, el ambiente virtual de aprendizaje de Entre Ríos, las estrategias de comunicación con los docentes y los diferentes materiales que se fueron construyendo en torno a las propuestas de formación que se desarrollaron en la plataforma. El trabajo realizado significó un doble desafío, por un lado, la producción de materiales para enseñar a los docentes a cursar en la virtualidad, y por otro lado, con los mismos materiales, y con selección de recursos del Portal @prender se enseñó a partir de las Tecnologías de la Información y la Comunicación para que estas fueran a su vez, incorporadas en la enseñanza áulica. Asimismo, se analiza una propuesta concreta desarrollada durante 2016 y 2017 denominada “Planificando con TIC: Secuencias Didácticas con Inclusión de Recursos Digitales”, que, además de ser la primera propuesta de formación totalmente virtual dictada desde el Consejo General de Educación de la provincia, es una propuesta que implicó la toma de decisiones de un equipo de trabajo interdisciplinario conformado por una profesional de las Ciencias de la Educación y dos de Comunicación Social. En este sentido, partiendo del precepto de que la educación/comunicación siempre tienen que estar en vinculación para, en términos de Jorge Huergo, generar prácticas emancipadoras de los pueblos. INTRODUCCIÓN La Coordinación de Tecnologías de la Información y la Comunicación dependiente del Consejo General de Educación de la Provincia de Entre Ríos ha sido responsable desde su creación en el año 2008 del desarrollo e implementación de propuestas de formación docente continua en materia de TIC. Dado a los avances tecnológicos, las transformaciones culturales y las políticas educativas de inclusión digital nos encontramos en escenarios de alta disposición tecnológica. Estos escenarios han permitido, en parte, que se reduzca la brecha digital; no obstante la brecha en cuanto al tipo de uso y/o la apropiación de estos nuevos medios aún no está garantizada. La escuela es un lugar propicio para lograr una apropiación inteligente y crítica de estas tecnologías, es por ello que se apuesta a la formación docente permanente para lograr transformar las prácticas educativas con el objetivo de lograr que los estudiantes desarrollen las competencias de nuestro siglo, necesarias para participar activamente en la sociedad. En Argentina, la promulgación de la Ley 26.206 y la creación del Instituto Nacional de Formación Docente (INFoD), constituyeron uno de los principales puntos de partida para generar propuestas de formación continua que tengan un alcance nacional y permitan una mejora a la calidad educativa. Por Resolución 188/12 de Florencia Gareis. Julia Kendziur. Carla Machiavello. Coordinación de TIC dependiente del Consejo General de Educación de Entre Ríos. E-mail: email@example.com firstname.lastname@example.org email@example.com Palabras Claves: Formación docente continua, materiales, comunicación, ambientes virtuales de aprendizaje. Consejo Federal de Educación (CFE) se aprueba el Plan Nacional de Educación Obligatoria 2012-2016 el cual resultó un antecedente fundamental para la creación del Programa Nacional de Formación Permanente (PNFP) “Nuestra Escuela” tras la aprobación de la Resolución 201/13 CFE. Aparece, entonces, el Estado Nacional como garante del derecho a la formación continua, ofreciendo distintas líneas de actualización profesional que van desde la formación en servicio, situada, obligatoria y de alcance nacional (Componente I del Programa) hasta cursos cortos y propuestas de formación virtual dirigidas a destinatarios específicos. En este marco, se crean distintas Especializaciones Docentes que cubren la demanda de formación. Una característica común a las propuestas, y quizás la más desafiante, es el régimen de cursado, el cual se desarrolla de manera semi-presencial, con un total de horas mayoritariamente virtuales y en menor proporción presenciales. A nivel provincial, en Entre Ríos, la oferta de estas propuestas de carácter gratuito se mantuvo hasta el 2015 bajo un formato presencial y/o con propuestas semipresenciales que implicaban la elaboración de actividades por fuera del horario de los cursos sin la mediación de entornos digitales. Estos dispositivos de capacitación eran llevados a cabo en territorio y, por lo general, se nucleaba un gran número de docentes en diferentes sedes a partir de la realización de encuentros mensuales. Una de las características del territorio provincial es el gran porcentaje de escuelas rurales como así también la extensión de la ruralidad en el mismo territorio, lo cual dificultaba la organización de estos dispositivos de capacitación que se hacían difíciles de sostener para los docentes. En este sentido, resultaba complejo también el seguimiento y la evaluación permanente de las producciones realizadas por los mismos. Los cambios de gestión a nivel nacional a fines de 2015 provocaron fuertes transformaciones en relación a las propuestas de formación continua que dependían hasta entonces del INFoD. La descentralización de los programas de inclusión digital y también de la formación docente, plantearon importantes retos a cada jurisdicción, que debió asumir, de acuerdo a sus recursos, nuevas demandas y responsabilidades en torno a la actualización y profesionalización docente, entre otras cuestiones. En 2016 la Coordinación de TIC emprendió un desafío de construcción a partir de la experiencia y reconocimiento de distintas problemáticas. Con el objetivo de generar un espacio virtual con lógicas propias y regionales, se recorrieron escuelas y se dialogó con diferentes actores para poder pensar en los diferentes contextos y apuntar a las distintas modalidades y niveles de educación que ofrece la provincia. Se implementa, entonces, una plataforma Moodle denominada Atamá, que en lengua chaná significa Río, con lo cual en Agosto de dicho año se puso en funcionamiento la plataforma y actualmente más de 3.800 docentes entrerrianos han formado parte la experiencia de la formación permanente desde la virtualidad y semipresencialidad. Esto también permitió ofrecer un espacio para las demás Direcciones de Nivel, Coordinaciones y Programas que quisieran llevar adelante propuestas formativas virtuales, atendiendo a las modalidades mencionadas en el capítulo III de la Resolución 4120/13 del CGE de la Provincia de Entre Ríos, la cual plantea las Disposiciones para el reconocimiento de Acciones de Formación Continua. Entre esas modalidades, se menciona la modalidad a distancia o de educación virtual. Consideramos, entonces, que las tecnologías de la información y la comunicación juegan un papel central en este tipo de modalidades, ofreciendo entre ellas la posibilidad de trabajar en entornos virtuales especializados para prácticas de educación a distancia, como es en este caso la plataforma Moodle. De esta manera, este trabajo intenta reconstruir el camino recorrido en Atamá, presentando las decisiones tomadas en cuanto a los aspectos de diseño, los materiales y la comunicación en la educación en línea, de acuerdo a las distintas dinámicas, experiencias y trabajos, para pensar en el futuro de la educación a distancia desde el Consejo de Educación de la provincia y los desafíos en la producción de materiales para las propuestas de esta índole. **DESARROLLO** La puesta en marcha de una plataforma virtual permitió al Consejo General de Educación de Entre Ríos democratizar el acceso a la formación docente permanente con una impronta jurisdiccional en el contexto de los últimos cambios en el escenario político. Como señala Edith Litwin “el desarrollo actual de la tecnología favorece la creación y el enriquecimiento de las propuestas en la educación a distancia, en tanto permite abordar de manera ágil numerosos tratamientos de temas, así como generar nuevas formas de encuentro entre docentes y alumnos, y entre alumnos entre sí” (Litwin, E. 2003:20). Pero como todo proceso de cambio e innovación, requirió de aportes de diferentes integrantes con diversos perfiles del equipo técnico-pedagógico, como así también de la toma de decisiones en cuanto al diseño y la producción de materiales para cada propuesta a desarrollarse. Se optó por una plataforma Moodle, dado a que es un entorno flexible para su preparación y puesta en funcionamiento. Se decidió utilizar la plantilla Adaptable y se realizó por parte del Área de Diseño del Portal @prender la propuesta visual de la plataforma para lograr una interfaz amigable, en consonancia con la propuesta visual del Portal. Se introdujeron modificaciones en los textos de los distintos bloques propios de Moodle y se instalaron diversas extensiones, entre ellas un correo local que tiene las mismas funcionalidades que correos electrónicos comúnmente utilizados. Cada curso se rige por el formato de “Pestañas” y hay acuerdos comunes en relación a los requisitos que cada propuesta debe respetar, a saber: textos de bienvenida e introductorios para el docente, guías didácticas y hojas de ruta, que orientan desde el comienzo del curso hasta su finalización, consignas de debate y/o tareas que permitan problematizar los contenidos desarrollados. El interés estaba puesto en el destinatario: docentes entrerrianos que no tenían, en general, experiencia en entornos virtuales. Siguiendo con el planteo de Litwin (2003) el verdadero desafío de la educación a distancia, independientemente del soporte tecnológico, es el sentido político con el que nació la modalidad: su sentido democratizador, la calidad en las propuestas que se diseñen y en los materiales para las mismas. Tal como lo menciona Moreira (2007) en la historia de los materiales educativos o didácticos podemos tomar como punto de referencia la obra Orbis Sensualium Pictus de Comenio, elaborada en el siglo XVII. Hoy, se nos plantean nuevos desafíos en la elaboración de materiales para la educación a distancia. La no-simultaneidad con la que ocurren los procesos de enseñanza y aprendizaje en esta modalidad, nos obligan a pensar en la incorporación de medios y soportes. Se sabe que los materiales escritos siempre ocuparon un lugar fundamental pero era importante re-preguntarnos por el lugar de los mismos en propuestas de actualización docente. Para Salinas un entorno virtual de aprendizaje es “el espacio o comunidad organizados con el propósito de lograr el aprendizaje y que para que éste tenga lugar requiere ciertos componentes: una función pedagógica (que hace referencia a actividades de aprendizaje, a situaciones de enseñanza, a materiales de aprendizaje, al apoyo y tutoría puestos en juego, a la evaluación, etc.), la tecnología apropiada a la misma (que hace referencia a las herramientas seleccionadas en conexión con el modelo pedagógico) y los aspectos organizativos (que incluye la organización del espacio, del calendario, la gestión de la comunidad, etc.)” (Salinas Ibáñez, J. 2004). Estos aspectos fueron tenidos en cuenta al momento de diseñar acciones formativas en Atamá. Es importante destacar que la implementación del entorno virtual demandó la producción de materiales que facilitaran el acceso y recorrido de la plataforma sin mayores dificultades por parte de los participantes. Entre ellos podemos mencionar: - Materiales de información y orientación genérica: Se trataba de video-tutoriales, pdf, Prezi, que orientaban en el acceso y uso de la plataforma virtual. - Materiales instructivos: Son materiales que han sido diseñados específicamente para que cada docente logre autonomía en su proceso de aprendizaje. En este sentido, se diseñan calendarios, hojas de ruta, guías didácticas, programas. - Materiales de referencia o complementarios: estos materiales permitían ampliar los contenidos y/o problematizarlos, y por lo general se publican también en el Portal @prender, portal educativo de la provincia. También hubo propuestas en la que se diseñaron y escribieron clases que intentaban sintetizar los contenidos de cada módulo o tema. Esto nos enfrentó a un gran desafío que es el de la comunicación mediatizada. Aquí, nuevamente, lo más importante fue tener en cuenta al destinatario. Como señala A. Soletic “las propuestas de educación a distancia buscan resolver los problemas de la comunicación creando, a través del lenguaje escrito, una comunicación fluida entre profesores y alumnos que” (...) “se ha denominado ‘educación dialogada’” (2003: 113). Asimismo, se intenta que estos materiales sean flexibles y abiertos, se actualizan constantemente y se revisan las fuentes bibliográficas para lograr que sean acordes a la propuesta de capacitación docente. La comunicación también ocupó un rol fundamental en el desarrollo de todas las propuestas. Esta comunicación fluida o educación dialogada estuvo presente en la elaboración de textos de devolución de trabajos, mensajes de aperturas de clases, devoluciones en foros, mensajes sobre desempeño de los cursantes, entre otros. **Pensando en una propuesta virtual con materiales educativos:** **Planificando con TIC: Secuencias Didácticas con Inclusión de Recursos Digitales** La propuesta que analizaremos se denomina “Planificando con TIC: Secuencias Didácticas con Inclusión de Recursos Digitales” la misma se llevó adelante desde septiembre de 2016 a marzo de 2017 en tres cohortes. Destinada a docentes de nivel primario y de las modalidades especial y domiciliaria y hospitalaria, se propuso como la primera totalmente virtual dictada en Atamá y permitió crear parámetros a partir de los cuales otras propuestas virtuales y semipresenciales tomaron como modelo. Se pensó desde la realidad de la provincia en la cual había más de 400 escuelas primarias que desde 2012 contaban con Aulas Digitales Móviles (ADM) y en el escenario de la posible cobertura de 800 ADM para instituciones rurales, lo que se constituyó como un punto de partida para considerar la cantidad de docentes interesados en formarse sobre el uso pedagógico de TIC. De esta manera, era menester construir materiales para que docentes que nunca habían tenido formación en TIC y a través de plataformas virtuales se sintieran acompañados desde el momento que se inscribían a la propuesta. La misma apostaba a que el docente se forme en competencias digitales básicas desde el ingreso a la plataforma a la construcción de un material educativo. Como efecto de esta propuesta totalmente virtual, muchos de los destinatarios comenzaron a incursionar en el uso propio de una cuenta de correo electrónico para poder participar, lo que resulta un aspecto muy significativo. Cabe destacar que la Coordinación de TIC venía trabajando desde diferentes propuestas en el marco de los programas Conectar Igualdad y Primaria Digital, políticas que en términos pedagógicos proponían para todo el territorio nacional la misma estructura. Con Secuencias Didácticas era la primera vez que desde el Consejo se pensaba una propuesta de inclusión de TIC con improntas regionales para docentes entrerrianos. Así también, en la Coordinación funciona el Portal @prender, sitio del gobierno donde se gestan recursos educativos respetando una estructura del estilo del Portal Educ.ar, desarrollando contenidos también relacionados a la provincia. De esta manera, la convocatoria se hizo a través del portal, haciendo especial énfasis en las redes sociales del mismo, puesto que más de ocho mil usuarios siguen a su página Facebook. Se invitaba a inscribirse desde un formulario de Google con el objetivo de recolectar datos fehacientes para proceder posteriormente a la matriculación en la plataforma. Durante el desarrollo de las tres cohortes se fueron haciendo mejoras en los materiales atendiendo a diferentes consultas de los docentes participantes. La invitación a ingresar al aula se enviaba por correo electrónico tres días antes de que empiece la propuesta con el objetivo de que el docente pueda explorar el ambiente y al iniciar la propuesta reconocer los espacio de cursado en la plataforma. En ese mismo correo se enviaba un texto de bienvenida acompañado de un video tutorial. Allí se explicaban los pasos para ingresar a la plataforma partiendo desde el link que lleva directamente al aula, es decir, el docente pinchaba la URL, luego ponía usuario y contraseña y ya visualizaba el entorno de cursado. Así también, el día programado de inicio se enviaba un mail para notificar la apertura de la clase con estos mismos datos para los que en algunos casos o no habían todavía ingresado o se habían olvidado del procedimiento, haciendo especial énfasis en el acceso y lectura de la guía didáctica. Al mismo tiempo se daba aviso por las diferentes herramientas de la plataforma con reporte al correo: mensaje en foro de novedades y mensajería interna, así también se habilitaba el foro de presentación. En la guía didáctica se explicaba que el aula tenía un área que llamamos “estática” donde se tenía acceso al foro de novedades, al programa, guía didáctica, foro de presentaciones y de consultas. Por otra parte, se indicaba que se trabajaría en torno a cuatro temas que estaban distribuidos cada uno en una pestaña: internet, curaduría de contenidos, secuencias didácticas y redes sociales. Para cada uno de estos temas había una clase en formato PDF de carácter hipertextual y también recursos del Portal @prender ampliatorios y/o de consultas. Como señala Área Moreira (2007) “En el último cuarto del siglo XX, con el desarrollo de la tecnología audiovisual e informática han surgido nuevas formas de expresión y difusión de la cultura vehiculada a través de códigos de representación distintos del textual y a través de medios o soportes técnicos que no son impresos, sino de naturaleza electrónica” que “representan un caledoscopio de códigos expresivos y acciones comunicativas bien diferenciadas de lo que es la comunicación a través de la escritura y lectura en documentos de papel.” En este sentido, nos interesaba también que los docentes conozcan e incluyan estos nuevos medios a sus prácticas de enseñanza. En este sentido, durante la selección de recursos del Portal fue necesario considerar la actualización de los mismos, lo que implicó rearrmar o modificar aquellos que estaban obsoletos. Por otro lado, fue necesario producir aquellos recursos que no estaban disponibles y eran menester para el desarrollo de los temas. Para los/las tutores se generaron también hojas de ruta, con explicaciones sobre lo que se debía hacer semana a semana, textos para la comunicación con los docentes y rúbricas para la devolución de los trabajos. De esta manera, se generaron diferentes materiales que hacían al desarrollo de la propuesta, los cuales estaban mediados a su vez por consignas de producción semanal que tendían a la autonomía por parte del docente para su realización. A continuación ofrecemos una grilla que sintetiza esto: | Destinatarios | Espacios | Materiales | Aspectos comunicacionales | |---------------|----------|------------|--------------------------| | Docentes | Por fuera de Atamá | Video-tutoriales de acceso y uso de la plataforma | • Convocatoria. • Formulario de inscripción. • Mails | | | Aula en Atamá | • Guía didáctica • Programa | Foros de presentación y consultas | | | Clases | • Imagen ilustrativa. • Desarrollo de la clase en PDF. • Recursos educativos. | Introducción Foro de mensajería semanales y para el foro de novedades. | | Tutores | Materiales de tutoría | • Hoja de ruta. • Planilla de seguimiento. • Cronograma de tareas. • Grilla de evaluación. | | **CONCLUSIONES y TRABAJO FUTURO** La experiencia de implementación del entorno virtual Atamá nos llevó a re-pensar y reflexionar sobre la producción de materiales y el diseño de propuestas para la formación docente continua en la educación virtual. Asimismo, consideramos que el trabajo en equipo entre profesionales de la comunicación y la educación hace posible el desarrollo de propuestas acordes a la demanda actual en escenarios de alta dotación tecnológica. En este caso el desafío fue doble: por un lado producir materiales para orientar, guiar y conducir a los destinatarios en el cursado de propuestas virtuales, y por otro lado, enseñar a través de la selección, diseño y producción de medios y materiales sobre el Tecnologías de la Información y la Comunicación para sus prácticas áulicas. Como mencionamos en la introducción al trabajo, siguiendo con el planteo de Edith Litwin, no debemos perder el sentido político con el que surge esta modalidad, y si bien la plataforma virtual Atamá permite democratizar el acceso de los/las docentes de la provincia a la formación continua, es de suma importancia la producción de propuestas con objetivos de aprendizaje bien definidos y la producción de materiales que las hagan posibles teniendo en cuenta constantemente al destinatario. Las dificultades de la comunicación mediatizada aún siguen siendo un desafío para nuestro equipo de trabajo si pensamos en el porcentaje de docentes que aún no pueden acceder y/o sostener propuestas educativas a distancia. Esto se transforma en un reto para la mejora de los materiales producidos para el entorno. BIBLIOGRAFÍA **Area Moreira, M.** (2007) “Los materiales educativos: origen y futuro”. Trabajo presentado en IV Congreso Nacional de Imagen y Pedagogía. Veracruz, México. **Huergo, Jorge** (2007) “Los Medios y Tecnologías en Educación”. Autor Institucional: Argentina. Ministerio de Educación, Ciencia y Tecnología. Dirección Nacional de Gestión Curricular y Formación Docente. Unidad de Tecnologías de la Comunicación y la Información. Recuperado en: http://repositorio.educacion.gov.ar:8080/dspace/handle/123456789/95679 **Ley de Educación Nacional N° 26.206**, Honorable Congreso de la Nación Argentina. (28 de diciembre de 2006) 2006. **Litwin, Edith:** “De las tradiciones a la virtualidad” en Litwin, Edith (comp.): “La educación a distancia. Temas para el debate de una nueva agenda educativa”. Amorrortu Editores. Buenos Aires, 2003. **Resolución 188**, Consejo Federal de Educación. Ministerio de Educación de la Nación Argentina, 2012. **Resolución 4120**, Consejo General de Educación de Entre Ríos, 2013. **Salinas Ibáñez, J.** (2004): “Cambios metodológicos con las TIC. Estrategias didácticas y entornos virtuales de enseñanza-aprendizaje”. Bordón 56 (3-4). Pág. 469-481 **Soletic, Ángeles:** “La producción de materiales escritos en los programas de educación a distancia: problemas y desafíos” en Litwin, Edith (comp.): “La educación a distancia. Temas para el debate de una nueva agenda educativa”. Amorrortu Editores. Buenos Aires, 2003. Materiales Didácticos. Una metodología para su producción en la era de las TIC ABSTRACT El presente trabajo sintetiza el proceso llevado a cabo en el marco de la tesis de Maestría en Diseño orientado a la Estrategia y Gestión de la Innovación. Su objetivo es el desarrollo de un protocolo que permita la planificación estratégica de la producción de materiales didácticos (MD) para la educación mediada por TIC. Para alcanzar este objetivo se consideró necesario realizar la revisión de algunos modelos propuestos desde la aparición de las TIC en la escena educativa. La intención del análisis fue determinar las características del proceso de producción de MD e identificar fortalezas y debilidades en cada uno de estos modelos, cuya selección consideró su pertenencia al ámbito universitario nacional o internacional y/o la experticia de los autores. Los resultados desprendidos de la revisión constituyen las bases sobre las que se propone un proceso de producción detallado que considera las diversas variables intervinientes organizadas en grupos conceptuales. INTRODUCCIÓN Con los avances tecnológicos las aulas virtuales se han incorporado a las propuestas de enseñanza, tanto en la modalidad a distancia como presencial. El desarrollo de las clases a través de un aula virtual requiere de materiales que se encuentren diseñados adecuadamente para los estudiantes, sin embargo, su producción se aborda generalmente de forma intuitiva. Según explica Cabero (2010, p. 32): “una gran parte del material didáctico que se produce no responde a los objetivos de enseñanza y aprendizaje, al contexto en el que se aplicará y/o a las particularidades técnicas y comunicativas de la tecnología seleccionada”. La Escuela de Tecnología de la UNNOBA, lleva adelante desde 2010 el proyecto “UNNOBA VIRTUAL. Una plataforma para la integración de sistemas, metodologías y herramientas de enseñanza y aprendizaje”. Éste propone la definición de un modelo que permita gestionar las actividades de formación con el uso de TIC, y plantea una serie de áreas que abordan diferentes aspectos considerados necesarios y/o deseables para brindar una experiencia de educación mediada con requerimientos de calidad. Una de estas áreas hace referencia a la problemática de la generación de materiales didácticos (MD). Para aportar en ese sentido, y con la posibilidad real y concreta de transferencia de sus resultados, la investigación se centró en la necesidad de establecer dentro del citado contexto una metodología para el diseño de MD para la educación mediada por TIC que ordene y facilite el proceso de su producción. Formulado el problema de manera concreta y explícita, y en un primer acercamiento al estado de la cuestión referido a las problemáticas planteadas, se desarrolló la siguiente hipótesis: Calderone Marina. Universidad Nacional del Noroeste de la Provincia de Buenos Aires. E-mail: firstname.lastname@example.org Palabras Claves: Materiales Didácticos, TIC, Diseño Estratégico. Establecer una metodología para la producción de materiales didácticos para la educación mediada por TIC posibilitaría guiar los pasos de su desarrollo facilitando la interacción de los diferentes profesionales implicados. La misma es una conjetura elaborada a través del relevamiento previo de información referente al tema, cuyo análisis evidenció la situación actual de la temática. Seguidamente se definieron los objetivos generales y específicos a alcanzar a través de la realización del trabajo. **Objetivo general** Desarrollar un protocolo que permita la planificación estratégica de la producción de MD en la educación mediada por TIC para la Escuela de Tecnología de la UNNOBA. **Objetivos específicos** - Crear una metodología de trabajo para facilitar la interacción de los diferentes profesionales implicados. - Establecer para dicha metodología un modelo pedagógico adaptado al contexto de aplicación. - Determinar y organizar los procesos involucrados en la producción de materiales digitales y en la utilización de medios aplicando el Diseño como herramienta de estrategia y gestión. Para alcanzar las metas definidas se consideró un proceso dividido en dos etapas: una fase inicial de estudio de tipo exploratorio y descriptivo, y una segunda fase de diseño experimental. En la fase inicial, el estudio exploratorio tuvo por objeto esencial la familiarización con el tema abordado. Se tomaron como fuentes documentales libros y artículos en revistas especializadas y otra literatura específica. **El estudio descriptivo se centró en:** a. El análisis de distintos modelos pedagógicos con el fin de establecer cuál o cuáles son más adecuados para su aplicación en el marco educativo institucional. Dado que existe un gran número de modelos pedagógicos, el análisis se llevó a cabo sobre una selección determinada por los siguientes criterios: su significación histórica, su estructura única y su referencia frecuente en la bibliografía específica. b. Una revisión y comparación de metodologías y/o herramientas para el diseño y producción de MD en la educación mediada por TIC. La selección se realizó considerando la pertenencia al ámbito educativo universitario nacional o internacional y/o la experticia y reconocimiento del autor. Ambos estudios proveyeron los insumos necesarios para abordar la segunda fase de diseño experimental que condujo a la definición de una metodología para la producción de MD en la educación mediada por TIC. **MARCO TEÓRICO** La producción de contenidos didácticos digitales es de carácter interdisciplinario. Por lo tanto, las bases teóricas que aportan a la construcción del marco conceptual del presente trabajo pertenecen a diversas áreas del conocimiento. Desde esta perspectiva se abordaron conceptos de la tecnología educativa, las teorías del aprendizaje, la comunicación visual y el diseño estratégico. Se profundizó en la Tecnología Educativa (TE) como la teoría y la práctica del diseño y desarrollo, selección y utilización, evaluación y gestión de los recursos tecnológicos aplicados a los entornos educativos (Marqués Graells, 2011), y en particular en una de sus facetas más importantes, el Diseño Instruccional (DI) (Bellocch, 2013). También se revisaron las formas que asume la educación mediada por TIC, sus características y posibilidades. En lo que respecta al marco teórico y metodológico que orienta el proceso educativo en la actualidad, se abordó el estudio de la corriente epistemológica constructivista, paradigma generalizado a nivel internacional. Se repasaron algunas de las diversas aproximaciones conceptuales existentes sobre MD, considerándose pertinente, en el marco de la presente tesis, la siguiente definición: “los materiales didácticos suponen un procesamiento por parte de especialistas en diseño instruccional para que respondan a una secuencia y a los objetivos pedagógicos previstos para enseñar un contenido a un destinatario” (Landau, 2006, citado por Schwartzman y Odetti, 2011) ampliada con el concepto de Mena (2005) que aclara que debe estar contenido en un determinado soporte o en varios, y que se pondrá a disposición de los alumnos por diferentes vías. Se identificaron también sus diversas funciones, componentes estructurales y las clasificaciones propuestas. Finalmente se exploraron nuevas estrategias del actual contexto de alta mediación tecnológica como el remix y el mash up (Schwartzman y Odetti, 2013) para la producción de MD, posibles a partir del principio de Recursos Educativos Abiertos (REA), (Santos Hermosa, 2011). Por último, se hizo foco en el proceso de comunicación, los cambios en la forma de percepción que se evidencia en los usuarios en las últimas décadas (De Angelis, 2010), la comunicación visual como herramienta para optimizar el proceso cognitivo (Costa, 2008) y el Diseño Estratégico como herramienta para gestionar el proceso de convergencia previo a la tarea de materializar un producto (Becerra y otros, 2005). **DESARROLLO | Fase 1** **a. Estudio descriptivo de los modelos educativos** Los modelos educativos son guías o estrategias sobre las cuales se sistematiza el proceso de enseñanza y aprendizaje, y se fundamentan en una determinada teoría educativa. Dado que existe un gran número de modelos pedagógicos, el análisis se llevó a cabo sobre una selección determinada por los siguientes criterios: su significación histórica, su estructura única y su referencia frecuente en la bibliografía específica. La investigación sobre los modelos seleccionados permitió: - Identificar los elementos constitutivos fundamentales (ADDIE): Análisis, Diseño, Desarrollo, Implementación, Evaluación. - Proporcionar elementos para la selección del modelo más apropiado al contexto de aplicación: la teoría de aprendizaje en la que cada uno se sustenta y el ámbito de uso, ya sea orientado al aula o a sistemas. - Definir como modelos apropiados en el marco de la presente tesis aquellos que se fundamentan en la teoría constructivista y están orientados a sistemas como los propuestos por Gagné y Briggs y Dick, Carey y Carey. (Jardines Garza, 2011) **b. Estudio descriptivo de metodologías existentes** Desde la aparición de las TIC en la escena educativa, se plantearon distintas metodologías para la producción de MD. Para comprender las características que asumen su diseño y producción, se consideró necesario hacer una revisión general de algunas de estas metodologías, cuya selección se realizó tomando en cuenta la pertenencia al ámbito educativo universitario nacional o internacional y/o la experticia y reconocimiento del autor. Bajo este criterio se seleccionaron dos metodologías nacionales; tres modelos latinoamericanos y cinco de universidades españolas. Cada una de las metodologías fue brevemente descripta - pasos o etapas que la conforman, actores intervinientes, diagrama de flujo que la sintetiza - con la intención de identificar en ellas fortalezas y debilidades. Las consideraciones planteadas y las tablas de fortalezas y debilidades realizadas para cada una de ellas constituyeron la base para la determinación de las variables intervinientes en el proceso de producción de MD. Posteriormente se propuso un estudio comparativo entre las distintas metodologías seleccionadas a través de un cuadro que permitió visualizar aquellos pasos coincidentes, el orden propuesto por el autor y el enfoque de abordaje a la problemática de la producción de MD en cada una de ellas. Se consideró en la comparación: modelo educativo, destinatarios, objetivos, viabilidad técnica, operativa y económica, formato y medio, contenidos, story board, evaluación. El siguiente gráfico (Fig. 1) permite visualizar el porcentaje del total de metodologías analizadas que establece como necesarias cada una de las variables. ![Variables Consideradas](image) **Figura 1.** Variables. Porcentaje de consideración de cada una de ellas sobre el total de metodologías analizadas. Con respecto al flujo de las actividades, si bien éste es diacrónico en todas las metodologías, no todas las actividades están planteadas durante la misma fase del proceso, es decir que el orden de la secuencia difiere de una metodología a otra. Por otra parte, ninguna de las metodologías analizadas considera la realización de tareas paralelamente, si bien la forma sincrónica es una posibilidad concreta –y en oportunidades necesaria- frente a ciertas tareas complementarias. Sobre el enfoque de abordaje, se pudo observar que un 30% de las metodologías se focalizan en la informática, organizando el proceso sobre tareas de índole tecnológica, como formato, duración, granularidad, accesibilidad, entre otras, desatendiendo variables comunicativas y/o contextuales. Mientras un 10% centra el proceso en lo pedagógico desestimando en este caso variables tecnológicas y/o comunicacionales. Esta mirada algo parcial coincide con el área particular de experticia de sus autores y evidencia la ausencia de trabajo interdisciplinario real. **DESARROLLO | Fase 2** La revisión, análisis y comparativa realizada en la Fase 1 permitió determinar fortalezas, debilidades y secuencia de pasos en las metodologías existentes para la producción de MD. A partir de estos insumos, y aplicando las técnicas de Mashup y Remix, las fortalezas detectadas se reversionaron y complementaron, y aquellos aspectos considerados débiles se completaron y afianzaron, resultando de este proceso un listado articulado de variables más completo y con mayores requerimientos de calidad que finalmente se organizaron en grupos conceptuales adaptando el modelo diseñado por Becerra y Cervini (2005) para el Instituto Metropolitano de Diseño e Innovación (IMDI). ![Figura 2. Síntesis del proceso metodológico](image) El modelo IMDI es una herramienta especialmente pensada para el estudio de casos y que permite visualizar la totalidad del sistema de producto y llevar adelante procesos de diseño estratégico. Dicha herramienta propone observar específicamente, como si se elevara una lupa por sobre el producto, el sistema de relaciones particulares y concretas que cruzan su producción. Este sistema de relaciones constituye, desde la mirada estratégica del diseño, lo que se llama “entorno del producto” (Becerra y otros, 2005), es decir aquellas condicionantes que lo definen y conforman. Para su comprensión y ordenamiento, el modelo IMDI organiza este “entorno” en grupos conceptuales o escenarios, dispuestos de modo circular o en simultáneo porque todos ellos hacen al producto. La disposición circular sintetiza el concepto de interdisciplinariedad, ya que, en un proyecto de diseño estratégico los distintos actores involucrados en los diversos escenarios trabajan de modo conjunto y coordinado para la predefinición de las variables. ![Figura 3. Adaptación del Modelo IMDI](image) En el caso particular del proceso de desarrollo de MD se consideraron cuatro escenarios: contextual, pedagógico – didáctico, comunicacional y tecnológico. A continuación se presenta el listado de actividades a desarrollar en cada uno de los escenarios planteados: En el escenario contextual se incluye una visión global e interdisciplinaria de la situación orientada a determinar la necesidad educativa; definir el perfil de los destinatarios; establecer los objetivos y evaluar los recursos humanos, económicos y tecnológicos con los que se cuenta y/o necesitan. En síntesis, el equipo deberá responder las siguientes preguntas sobre el proyecto: - **Qué se ofrece?** Determinar el contenido, su alcance, profundidad y amplitud. - **A quién?** Definir el perfil de los destinatarios, saberes previos, necesidades. - **Para qué?** Formulación de objetivos y logros esperables. - **Cómo?** Evaluación de recursos humanos, económicos y tecnológicos disponibles o posibles. Esta información esencial conforma un documento de base, conciso, completo y detallado, el “brief”, que se distribuirá en las distintas áreas. Este documento formal es, por un lado, una herramienta comunicacional, ya que permite a todos los actores implicados comprender claramente de que se trata el proyecto y cuáles son sus objetivos y, a la vez, una herramienta estratégica porque su consulta durante el proceso garantiza el desarrollo del mismo según lo previsto. Dentro del escenario pedagógico – didáctico se trabaja en las decisiones que orientarán el diseño del material, de modo que refleje cabalmente su intencionalidad pedagógica: - Desarrollo y organización de contenidos textuales específicos (Módulos de aprendizaje, bloques temáticos, Unidades Didácticas). - Determinación de contenidos gráficos necesarios (imágenes, gráficos, mapas, etc.). - Determinación y desarrollo de actividades. (Guías Didácticas). - Determinación y desarrollo de evaluaciones. - Determinación, selección o desarrollo de materiales complementarios (glosario, enlaces externos, etc.). - Desarrollo de material de presentación y ayuda. - Corrección ortográfica y de estilo. En el escenario comunicacional se involucran todas las acciones necesarias para estructurar y presentar los contenidos de un modo tal que puedan ser comprendidos e internalizados en forma efectiva por el destinatario: - Diseño y sistematización general. - Definición del o los medios apropiados para la materialización del producto y/o sus elementos constitutivos. - Producción del story board, guión técnico o mapa del material. - Diseño de los contenidos textuales. - Diseño de material gráfico: mapas, cuadros, esquemas, etc. - Selección, edición y/o producción original de fotografías. - Selección, edición y/o producción original de sonidos: música, voz en off, ruidos, etc. - Selección, edición y/o producción original de material audiovisual y/o multimedial: animaciones, videos, etc. En el escenario tecnológico se reúnen los procesos tecnológicos necesarios para la producción del material didáctico: - Asesoramiento general del área en los aspectos propios de las tecnologías pertinentes y/o posibles. - Programación y desarrollo de interfase. - Adecuación a los estándares de distribución: Accesibilidad, interoperabilidad y reutilización. - Edición para la obtención del prototipo. - Edición final del producto. Bajo esta organización se construyó un mapa conceptual de la propuesta que facilita la visualización del proceso presentando una lectura vertical diacrónica del flujo de las actividades y, a la vez, una lectura horizontal sincrónica de aquellas actividades de realización paralela e interdisciplinar. También se localizan las evaluaciones internas (E.I.) y externas (E.E.) sugeridas. Figura 4. Mapa conceptual de la propuesta. Para sintetizar el proceso se propone un diagrama de flujo que incluye espacios de articulación, roles de coordinación y controles de calidad tanto internos como externos. **Figura 5.** Flujo grama **CONCLUSIONES** El trabajo realizado permitió organizar los procesos involucrados en la producción de materiales digitales aplicando el Diseño como herramienta de estrategia y gestión y también establecer para dicha metodología un modelo pedagógico adaptado al contexto de aplicación. De esta manera se alcanzó el objetivo general de desarrollar un protocolo que permita la planificación estratégica de la producción de MD en la educación mediada por TIC para la Escuela de Tecnología de la UNNOBA. Por otra parte, la propuesta suma dos consideraciones innovadoras: la lectura sincrónica, que hasta el momento no había sido planteada en metodologías existentes, y que favorece tanto la interacción como la economía de recursos; y un proceso de control de calidad o evaluación continua, establecido en momentos claves del circuito de producción. **ACCIONES FUTURAS** Se presentan dos ampliaciones al desarrollo propuesto cuya realización se considera necesaria a corto plazo: - Validación del modelo mediante una prueba piloto que permita evaluar la fluidez y continuidad del proceso y el grado de interacción entre escenarios y profesionales implicados. - Desarrollo de un manual de normas gráficas y de estilos, para unificar criterios lingüísticos, gráfico – estéticos, técnicos y/o de procedimiento. BIBLIOGRAFÍA **Area Moreira, M. y Hernández Rivero, V.** (2010). 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Manual para la elaboración de proyectos. Capítulo: Los materiales, p. 85 a 108, Buenos Aires: Instituto Nacional de la Administración Pública. http://www.sgp.gov.ar/contentidos/inap/publicaciones/docs/capacitacion/distanci.pdf **Mena, M.; Rodríguez, L.; Diez, M.** (2005). El diseño de proyectos de educación a distancia. Páginas en construcción. Buenos Aires. Stella-La Crujía. **Osorio Urrutia B., Muñoz Arteaga J., Álvarez Rodríguez F. y Arévalo Mercado C.** (2007). Metodología para elaborar Objetos de Aprendizaje e integrarlos a un Sistema de Gestión de Aprendizaje. Centro de Ciencias Básicas, Universidad Autónoma de Aguascalientes, México [en línea] http://22.214.171.124/discoext/collections/0046/0009/02860009.pdf **Ozollo, F., Orlando, M.** (2008) Elaboración de materiales de aprendizaje: de una secuencia lineal a una colaborativa. Documentos de Trabajo. Educación a Distancia e Innovación Educativa. Rectorado de la UNCuyo, Mendoza. [En línea] http://www.bdigital.uncu.edu.ar/objetos_digitales/1085/ozolloorlandoelaboracion.pdf ProEVA. (2013). El proceso de producción de materiales educativos. Programa para el Desarrollo de Entornos Virtuales de Aprendizaje. Universidad de la República, Uruguay [en línea] http://eva.universidad.edu.uy/mod/page/view.php?id=1019&inpopup=1 Sampedro Nuño, A., Sariego Ferrero, R., Martínez Nistal, Á., Martínez González, R., Rodríguez Ruiz, B. (2005) Procesos implicados en el desarrollo de materiales didácticos reutilizables para el fomento de la cultura científica y tecnológica, Universidad de Oviedo, España; en RED Revista de educación a Distancia, Universidad de Murcia [en línea] http://www.um.es/cad/red/M3/ Rebollo Pedruelo, M. (2007). Metodología docente y materiales didácticos para la enseñanza a distancia. Universidad Politécnica de Valencia [en línea] http://mrebollo.webs.upv.es/tic4edu/docs/materialesEaD.pdf Santos Hermosa, G.; Ferran Ferrer, N.; Abadal, E. (2011). Recursos educativos abiertos: Repositorio y usos, en El profesional de la información, (2012), marzo – abril, v. 21, n. 2 p.136 a 145. ISSN 1386-6710 [En línea] http://www.accesoaberto.net/ Schwartzman, G. y Odetti, V. (2011). Los materiales didácticos en la educación en línea: sentidos, perspectivas y experiencias. Presentado en ICDE-UNQ. BsAs. [en línea] http://www.pent.org.ar/institucional/publicaciones/materiales-didacticos-educacion-linea-sentidos-perspectivas-experiencias Schwartzman, G. y Odetti, V. (2013) Remix como estrategia para el diseño de Materiales Didácticos Hipermediales. BsAs: PENT-FLACSO [en línea] http://www.pent.org.ar/institucional/publicaciones/remix-como-estrategia-para-diseno-materiales-didacticos-hipermediales Vallejo Acebal, N. (2010). Metodología de elaboración de materiales didácticos multimedia accesibles. Fundación Andaluza Fondo de Formación y Empleo. Universidad de Sevilla, España. [en línea] http://www.gabinetecomunicacionyeducacion.com/files/adjuntos/Metodolog%C3%ADa%20de%20elaboraci%C3%B3n%20de%20materiales%20did%C3%A1cticos%20multimedia%20accesibles.pdf Microlearning: Experiencias reales de aprendizaje personalizado, rápido y ubicuo ABSTRACT Vivimos en un mundo donde la tecnología impregna todos los ámbitos de la vida y, por supuesto, el aprendizaje está impactado por esta realidad. Los cambios se suceden rápidamente y la educación y la capacitación profesional no son ajenos a este fenómeno, y podemos decir que estamos viviendo una auténtica revolución digital. El aprendizaje trasciende los espacios tardicionales y pasa a estar accesible y ser necesario en todo momento y lugar. A través de esta participación, las disertantes proponen mostrar y reflexionar sobre una modalidad que da respuesta a las nuevas necesidades de formación y que durante el último año fue creciendo en utilización y demanda por parte de las organizaciones: el microlearning. El microlearning (en español microaprendizaje) se refiere a formas de aprendizaje a través de pequeñas unidades de contenido interconectadas y de actividades de corta duración (Lindner, 2006; Schmidt, 2007) pudiendo ser visualizadas y realizadas en cualquier momento y lugar (Melendez, 2015). Los materiales de microlearning poseen características y ventajas específicas. El desafío consiste en considerarlas a la hora de diseñar este tipo de recursos para posibilitar el aprendizaje. El trabajo que se presenta aborda estas cuestiones presentando materiales navegables que son, en sí mismos, cápsulas de microaprendizaje. DESARROLLO El aprendizaje en la era digital está cada vez más asociado a la movilidad y la ubicuidad, y se lleva a cabo en contextos donde la línea que divide el aprendizaje formal del informal es cada vez más difusa. Hablamos de aprendizaje informal (el que se da en espacios sociales), aprendizaje personalizado (que llega a nosotros a modo de sugerencia por los intereses demostrados) y multidispositivo (ya que accedemos desde diferentes dispositivos que sincronizan automáticamente nuestras acciones a través de tecnologías en la nube). La necesidad de desarrollo personal y profesional permanente va en aumento, y es en esta realidad donde el microlearning surge como una modalidad de aprendizaje que puede facilitar la adquisición de competencias y actualización de conocimientos. Esto requiere de esfuerzo en la planificación del aprendizaje ya sea en espacios de aprendizaje formal, no formal e informal para generar nuevos diseños, nuevos escenarios de aprendizaje y contenidos digitales que hoy necesitamos para hacer frente a estos cambios. No se trata sólo de un cambio en los tipos de herramientas a aplicar, es un cambio en el diseño de una educación o capacitación centrada en las necesidades de los aprendices. Las necesidades de aprendizaje de cada estudiante son únicas y debemos diseñar un conjunto significativo de programas de aprendizaje y desarrollo profesional para permitirles aprender cuando quieren y de la manera más natural posible. El microlearning (en español microaprendizaje) se refiere a formas de aprendizaje a través de pequeñas unidades de contenido interconectadas... y de actividades de corta duración (Lindner, 2006; Schmidt, 2007) pudiendo ser visualizadas y realizadas en cualquier momento y lugar (Melendez, 2015). En la actualidad consumimos este tipo de material todo el día, cuando necesitamos comprender o revisar conceptos clave o aprender a solucionar un problema puntual. Estas unidades de aprendizaje pueden accederse a través de plataformas de aprendizaje, pero son también pasibles de nuevas formas de distribución como mailings, mensajes de WhatsApp, SMS, códigos QR, entre otros. Las cápsulas desarrollan un tema concreto y son consumidas rápida y fácilmente en el momento y las circunstancias donde se las necesita, permitiendo un aprendizaje en pequeños pasos y en pequeñas piezas que forman un conocimiento conectado más amplio y profundo a largo plazo (Schäfer & Kranzlmüller, 2007). Las actividades de microlearning se adaptan al ritmo y estilo de aprendizaje de cada usuario. Su breve extensión requiere tiempos de atención cortos, lo cual permite que el aprendizaje sea más fácil de integrar con la memoria a largo plazo. El micro aprendizaje posibilita además un aprendizaje inteligente (smart learning), que es ubicuo, está centrado en el estudiante y se caracteriza por ser un aprendizaje efectivo, inteligente y adaptado basado en la infraestructura avanzada de TI, o tecnologías de la información (Gawk, 2010). Las cápsulas de microlearning pueden integrarse con tecnologías tales como cloud computing (computación en la nube), dispositivos móviles, dispositivos wearable (vestibles), sensores, y plataformas con arquitectura basada en Inteligencia Artificial, las cuales ofrecen posibilidades de adaptación y personalización de los contenidos de acuerdo con las necesidades, las características y el contexto de los estudiantes. Los materiales de microlearning se caracterizan por ser: - **Breves**: Se trata de microcontenidos de información con tareas breves. - **Continuos**: Los contenidos son flexibles, pueden accederse cada vez que se requiera recordar un determinado concepto o procedimiento, y se asimilan a largo plazo. - **Contextuales**: El microlearning se distribuye en contextos diversos y con herramientas tecnológicas adecuadas a la situación y circunstancias. - **Graduales**: Los microcontenidos dentro de la cápsula se presentan desde lo simple a lo complejo. - **Informales**: Favorece el aprendizaje informal ya que se basa en piezas muy específicas de información para apoyar la toma de decisiones o la adquisición de habilidades. - **Granulares**: Las micro cápsulas se interconectan para generar nuevos aprendizajes. Existen diversos beneficios comprobados por instituciones y organizaciones que han adoptado la modalidad de microlearning: - **Efectividad**: Se enseña un concepto específico con múltiples recursos digitales. - **Aumento de la productividad**: Al tratarse de cursos cortos se reduce el tiempo de aprendizaje y aumenta el tiempo de dedicación al trabajo dentro de la organización. - **Asimilación**: La adaptación a distintos recursos y herramientas permite asimilar información clave. - **Reducción de costos**: Los costos se reducen al crear pequeñas cápsulas de aprendizaje. - **Flexibilidad**: Los usuarios pueden elegir los contenidos que necesitan en un momento determinado y acceder desde cualquier dispositivo. Desde el punto de vista del diseño instruccional es posible identificar pautas que es recomendable seguir para diseñar cápsulas de microaprendizaje de manera efectiva: - Definir objetivos de aprendizaje (no más de uno por cápsula). - Jerarquizar el contenido y preparar un índice. - Crear lecciones cortas con un solo tema. - Presentar conceptos y cómo aplicarlos. - Incorporar un test para medir la efectividad de la cápsula. Para su desarrollo pueden utilizarse una variedad de herramientas de autor o herramientas 2.0 que permitan integrar diferentes recursos. Las cápsulas compartidas en la experiencia que presentamos fueron desarrolladas utilizando la herramienta de autor ispring Suite http://www.ispringsolutions.com/ispring-suite EXPERIENCIAS Siguiendo los conceptos desarrollados en el apartado anterior, presentaremos algunos ejemplos desarrollados por Net-Learning que permitan mostrar aplicaciones prácticas del modelo. Ejemplo 1: Microcápsula que presenta y analiza las características y beneficios de esta nueva modalidad de aprendizaje dosificado. Fue desarrollada para nuestros alumnos que participan en Cursos Diplomados de diseño instruccional con el objetivo de reforzar los conceptos desarrollados en el curso: explicamos “microlearning” con “microlearning”. Ejemplo 2: Documentación en el proceso de producción de materiales. Esta microcápsula se desarrolló para el Diploma Online en Diseño Didáctico Instruccional para E-learning y se orienta a enfocar los procesos de producción y su documentación, siendo este un tema que a lo largo de las ediciones del Diploma despertó consultas en ediciones anteriores. A partir de su publicación, la microcápsula orientó claramente a los cursantes, quienes lo consultaron para su revisión en varias ocasiones a lo largo del Módulo, reduciendo la cantidad de consultas sobre el tema sustancialmente. Ejemplo 3: Esta microcápsula se desarrolló para un curso online sobre Facilitación del Aprendizaje Online. Enfoca temas centrales de los componentes del aprendizaje online: estudiante, tutor, comunidad, comunicación. A partir de su publicación, los cursantes pudieron identificar y enfocar los conceptos claves del aprendizaje online con mayor facilidad. CONCLUSIONES El microlearning se consolida como una nueva modalidad de aprendizaje que exige el desarrollo de nuevas competencias por parte de los formadores, contenidistas y diseñadores instruccionales quienes deberán generar pequeñas unidades para facilitar la asimilación y la retención con un esfuerzo temporal optimizado por parte del destinatario. Debido a su corta duración, alrededor de 3 a 5 minutos, y la breve cantidad de contenido, que ha sido seleccionado y secuencialmente presentado, permiten una muy buena retención y niveles de atención y de motivación. Microlearning no es aplicable a todo tipo de objetivo de aprendizaje. Puede combinarse con “macrolearning”, estrategias de e-learning para aprendizajes de mayor duración y volumen de contenidos. Se trata de un modelo de aprendizaje favorecido por el auge de los dispositivos móviles y los avances en las telecomunicaciones, que continuarán teniendo una gran influencia en el modo de aprender, dando gran oportunidad al aprendizaje personalizado, accediendo a lo que necesito en el momento en que sea necesario y desde cualquier lugar. Es una tendencia en el diseño de cursos que continuará creciendo gracias a plataformas de aprendizaje con arquitectura basada en Inteligencia Artificial. También se verá favorecida por los paradigmas de Internet de las cosas, los dispositivos wearables y la gamificación. BIBLIOGRAFÍA Bersin, J. (Marzo 2017). The Disruption of Digital Learning: Ten Things We Have Learned. Josh Bersin. Recuperado de http://joshbersin.com/2017/03/the-disruption-of-digital-learning-ten-things-we-have-learned/ Salinas, J., & Marín, V. I. (2015). Pasado, presente y futuro del microlearning como estrategia para el desarrollo profesional. Campus Virtuales, 3(2), 46-61. Net-Learning. (2017). Microlearning, una tendencia que crece. Net-Learning, Soluciones para E-Learning. Recuperado de http://www.net-learning.com.ar/demo/microlearning/ Schäfer, M., & Kranzlmüller, P. (2007). RTfM! Teach yourself Culture in Open Source Software Projects. En hug, T. (ed.). Didactics of Microlearning. Concepts, discourses and Examples, 324-340. Münster (gE): Waxmann. Zhu, Z. T., Yu, M. H., & Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(1), 4. D. Gwak, The meaning and predict of Smart Learning, Smart Learning Korea Proceeding, Korean e-Learning Industry Association, 2010 Soporte digital del trabajo una vez aceptada esta presentación: Ejemplo 1 (http://www.net-learning.com.ar/demo/microlearning/) Ejemplo 2 (http://net-learning.com.ar/demo/Docdinsel/) Ejemplo 3 (http://www.net-learning.com.ar/demo/aprendizajeol/) Nuevos escenarios para la escritura: Los materiales didácticos ABSTRACT Tanto la enseñanza como el aprendizaje son prácticas mediadas. En tal sentido, en estas instancias lo más habitual es que el vínculo entre el docente y sus estudiantes se lleve a cabo a través de materiales educativos que ingresan como medios didácticos. En el caso de los procesos que se desarrollan mediados por tecnologías, los materiales cobran aún mayor relevancia. Por esta razón, al momento de su elaboración una premisa para el docente que los elabora es la de escribir sus materiales para ayudar a pensar a los alumnos. Como señala Asinsten (2007), la mencionada pauta es lo que establece en el proceso elaborativo “el norte y lo que marca la diferencia entre un buen o mal docente-contendista (p.88)”. En virtud de lo expuesto, en este trabajo presentaremos algunas reflexiones teóricas en torno a la elaboración de materiales didácticos entendida como un singular proceso de escritura. Fundamentalmente, esto implica que en dicha producción intervienen estratégicamente la mediación de distintos lenguajes y soportes como también su combinación con recursos TIC, todo ello sobre la base de una dinámica de trabajo procesual tanto en una dimensión cognitiva como operativa. Por último, cabe destacar que las ideas y reflexiones que desarrollamos forman parte de la fase pre-activa de un proyecto de investigación titulado “Bimodalidad en universidades públicas del NOA: un estudio sobre las conceptualizaciones y experiencias pedagógicas” (SECyT- UNCa) Los materiales didácticos en las prácticas educativas El punto de partida de nuestra reflexión lo constituye la idea de que los procesos de enseñanza y de aprendizaje son, fundamentalmente, procesos mediados. En tal sentido, lo habitual en ellos es que el vínculo entre el docente y sus estudiantes se lleve a cabo a través de ciertos materiales que ingresan de diverso modo en dichos procesos. En virtud de ello, más allá de los rasgos que adquiera su forma material, su valor principal reside en su rol de mediador entre los alumnos y el contexto y, principalmente, en su capacidad para “acercar y recortar el mundo, transformando la información en contenido para ser enseñado (Sabulsky, 2009:344)”. Al hablar de materiales, como señala Sabulsky (2009), ingresamos en un ámbito en el que existen múltiples definiciones, a saber: “medios de enseñanza, recursos didácticos, medios instructivos, materiales didácticos, materiales educativos, objetos de aprendizaje. Todas reflejan distintas perspectivas conceptuales (p.345)” Entre la gran diversidad de criterios existentes, una definición que nos permite abrirnos camino con respecto a lo que se entiende por material didáctico, es la que propone Pérez Márquez (2000). Para el autor, “si bien puede utilizarse cualquier material con miras a facilitar procesos de enseñanza y de aprendizaje, no todos los materiales que suelen usarse en educación han sido concebidos con intencionalidad didáctica”. Es decir, para él, la intencionalidad didáctica es la propiedad que define y distingue al material que tenga dicha denominación. Es términos llanos, podrá considerarse un material didáctico a aquel que fue mentado y elaborado desde su génesis para intervenir y/o mediar en contextos didácticos. En consecuencia, no es factible pensar la enseñanza y el aprendizaje sin ellos. El diálogo didáctico se lleva a cabo a partir del docente, los materiales didácticos, el ambiente de aprendizaje, y los alumnos, a través de los procesos cognitivos individuales que se deriven de todas estas interacciones. En este proceso, los materiales cobran especial importancia. Se podrá discutir formato y estilo de uso, pero no la inevitabilidad de recurrir a ellos como un modo de acercar y recortar el mundo, transformando la información en contenido para ser enseñado (Sabalisky & Roqué Ferrero, 2009:344) Desde una perspectiva general, “la mediación pedagógica incluye el conjunto de acciones, recursos y materiales didácticos que intervienen en el proceso educativo para facilitar la enseñanza y el aprendizaje” (Coria & Aguilar, 2012:3). Éstas son las razones por las cuales la selección y, más aún, la creación de materiales para la enseñanza es uno de los aspectos centrales de los procesos educativos mediados por tecnologías, en tanto deben ser portadores de su intencionalidad de mediar un determinado proceso formativo. En términos pedagógicos, la mediación se puede entender como una dinámica de carácter valorativo en la cual un docente guía con apoyos instruccionales, ya sean estos entendidos como soportes de información, materiales, textos escolares, instrucciones verbales, preguntas que hacen posible que un estudiante resuelva un problema. Aquí la mediación puede ser entendida como el conjunto de instrumentos de carácter cognitivo, físico, instrumental que hacen posible que la actividad cognitiva se desarrolle y logre las metas propuestas (Alzate Piedrahita et al., 2005:2). Los materiales en clave textual En este sentido, lograr una mediación eficaz depende del tipo de estrategias didácticas y comunicativas se establezca con los alumnos y que se desplieguen en y desde el material didáctico que se elabora y se pone a su disposición. En consecuencia, una clave al momento de iniciar la construcción de los materiales, es tener presente que su eficacia está condicionada no solo por la estructura conceptual propia de cada contenido y por las intenciones didácticas que en ellos se vuelcan sino que, además, ambos aspectos se construyen sobre la base de dos procesos claves: la escritura electrónica y la lectura en pantalla. Desde esta perspectiva, elaborar materiales para prácticas educativas mediadas por tecnologías implica poner en marcha un singular proceso de escritura que no equivale a producir un extenso documento digital con detalladas informaciones en torno a un tema específico. Por el contrario, el docente que produce sus materiales tiene que trascender la mera comunicación de datos o informaciones. Sobre todo, porque toda construcción de materiales didácticos supone; por un lado, la diagramación estratégica (diseño) de lo que se quiere enseñar y; por el otro, el despliegue de recursos comunicativos que faciliten su aprendizaje. Todo ello, por medio de tramas textuales que son vehiculizadas a través de la escritura que, hoy se complejiza y enriquece con las posibilidades que brinda la multimodalidad textual. En este punto se encuentra el centro de nuestra reflexión: que radica en pensar qué clase particular de texto es un material didáctico, qué rasgos posee su producción en tanto instrumento mediador y, a partir de allí, aproximarnos a la comprensión de en qué medida dichos textos favorecen los aprendizajes que se persiguen. Es decir, “todo texto constituye una unidad de sentido dotada de coherencia y cohesión interna, cuya intencionalidad comunicativa se interpreta en un contexto determinado. En la situación educativa, el texto adquiere una significación especial puesto que su intencionalidad está orientada al aprendizaje (Roqué Ferrero & Gallino, 2007:1)”. Siguiendo a Sabulsky & Roqué Ferrero (2008) focalizamos nuestra reflexión sobre los materiales didácticos y su producción en relación los aspectos textuales que determinan su escritura, tanto en relación con el soporte digital como con la forma de organización de la información que los caracteriza. [Para las autoras], los materiales didácticos tienen la intención de expresar un mensaje, de transmitir una información, de acercar al sujeto del aprendizaje una información para que éste la transforme en conocimiento. ¿Cómo lo hacen? A través de la producción de textos en diferentes soportes y lenguajes; textos orales, escritos, visuales, audiovisuales, que incluyen información y actividades para promover el aprendizaje (Sabulsky, Roqué Ferrero 2008:2). El valor de estas consideraciones teóricas permite, en principio, determinar que más allá de que hoy produzcamos textos que se crean y circulan en entornos tecnológicos digitales, se trata siempre de manifestaciones textuales, que aun cuando son electrónicas, son posibles de producir, como lo requiere todo proceso de escritura, por etapas y con dinámica recursiva. La elaboración de materiales: un proceso de escritura La concepción de escritura como proceso recibió los aportes más sustanciales de los desarrollaron Flower & Hayes y su modelo cognitivo. Un hallazgo destacado del citado modelo cognitivo fue la identificación, a partir de evidencias proporcionadas del estudio de escritores competentes, es que la dinámica mental que se describe entre cada una de sus etapas es recursiva: es decir, admite reestructuraciones a largo de todo su desarrollo. Flower & Hayes se interesan por los procesos cognitivos que intervienen en la composición de un texto. Elaboran un modelo teórico detallado que explica tanto las estrategias que se utilizan para redactar (planificar, releer los fragmentos escritos, revisar el texto, fijarse primero en el contenido y al final en la forma, etc.) como en las operaciones intelectuales que conducen la composición (memoria corto y a largo plazo, formación de objetivos, procesos de creatividad, etc.) (Cassany, 2000:127) El modelo que concibe a la escritura como un proceso cognitivo recursivo ha tenido una gran influencia para las disciplinas vinculadas el uso profesional de la lengua escrita. Principalmente, en dos aspectos: - La puesta en valor del proceso elaborativo del texto antes que de su resultado (producto) e interés didáctico hacia las distintas “versiones” previas al texto final. - La posibilidad de quien produce de intervenir activa y estratégicamente en cada una de las sus etapas. A saber: Planificación, Elaboración de borrador, Textualización, Revisión El proceso de escritura que describimos permite regular la elaborar diferentes tipos de textos, tanto de formato tradicional como de entorno virtual. Para nuestro objeto de reflexión, el valor de todas las referencias mencionadas está dado por el hecho de que, aun cuando se registra un cambio en el soporte con el cual se experimenta la escritura, ésta no pierde su carácter procesual e implica para quien decide iniciar la elaboración de un material didáctico, el ejercicio de escritura de una nueva textualidad que participa simultáneamente de lo didáctico, lo comunicativo y lo tecnológico. A saber: - **Pre-escritura**: En esta instancia se decide el tema que se desarrollará, se generan ideas, se plantea el propósito de la escritura en función de la intención comunicativa y del destinatario, también se bosqueja un plan de trabajo y por último se investiga y lee la bibliografía relacionada con la temática seleccionada. Aquí se planifica el diseño didáctico y su vínculo con los contenidos. Además, para escritores electrónicos novatos puede ser un momento clave para sopesar debilidades y fortalezas en la utilización de estrategias de escritura electrónica, o bien, o bien, explorar y conocer los soportes de escritura que permiten desplegar una escritura multimodal. - **Textualización**: Es el conjunto de procedimientos que permite transformar los insumos de la planificación en formatos reconocidos socialmente. Es el momento concreto de escritura, aquí se plasma lo concebido en la etapa anterior. Éste es el primer borrador que se efectúa y en él es posible desplegar diversas tramas textuales (expositiva, narrativa, descriptiva, argumentativa, etc.) y esbozar su manifestación con nuevos soportes expresivos (contar con imágenes, exponer mediante sonidos, describir audiovisualmente, etc.). - **Revisión**: Luego de realizar el escrito inicial se lleva a cabo una relectura del texto para confrontar el escrito con la planificación previa. En el caso de la elaboración de materiales, es una instancia para volver sobre el diseño inicial. - **Edición**: En esta etapa se deberá tender cuenta a los aspectos vinculados con los formatos que se hubieran solicitados o que hubieran sido planificado. Se incorpora a la producción la dimensión estética en relación con la maquetación (diseño gráfico), la estructuración o el guión técnico (diseño interfaces). Por otra parte, el uso de la tecnología digital no solo ha complejizado las condiciones de producción y los modos de experimentar la escritura sino que “también ha revolucionado las relaciones entre autor, texto y lector. Por este motivo, un escrito que se presenta a través del soporte digital posee las siguientes propiedades (Sabulsky & Roqué Ferrero 2008): Permite múltiples revisiones, ya que se puede corregir sin alterar el soporte, no sólo no quedan marcas de la acción de borrado, sino que el texto se reorganiza para absorber la corrección. En el soporte digital el texto se hace blando, se teje y desteje, se modifica dando lugar a múltiples creaciones originales. El texto se hace blando y ubicuo, el texto se difunde rompiendo los límites que impone la materialidad. Puede ser leído en cualquier lugar, logrando así una ubicuidad real. Posee una capacidad sin límite para contener textos, de la tableta de arcilla al libro códice hay un gran progreso en cuanto a la densidad: en mucho menos espacio se puede almacenar más cantidad de información. La pantalla se convierte en un espacio de encuentro, integra a un entorno, presenta una sensación de inmersión que permite al lector descubrir el sentido de la navegación y la construcción de un sentido propio Lógica multissecuencial, pues la tecnología digital permite romper con la forma de estructuración tradicional de un texto, al posibilitar múltiples enlaces. Como venimos señalando, la enseñanza y el aprendizaje son procesos complejos que se valen de diferentes recursos que ofician de mediadores entre el saber que se desea enseñar y los estudiantes. En las propuestas formativas presenciales todo recurso didáctico que se incorpora en las clases sirve de soporte, de complemento a la explicación del docente. Éste, además, hace uso de lo paralingüístico (gestos, tonos de voz, silencios, entre otros), para reforzar lo que transmite. Esto no ocurre en la educación mediada totalmente por tecnologías, donde los materiales didácticos cobran una importancia distintiva, ya que en o a través de ellos el docente despliega gran parte del engranaje de su propuesta de enseñanza. En virtud de ello, un objetivo central de la escritura es lograr que los materiales lleguen a adquirir el status de autocontenidos “en tanto contienen toda la información necesaria para el estudio, desarrollan los contenidos teóricos, las ejercitaciones o actividades de aprendizaje, las recomendaciones para el estudio, entre otras cuestiones. (...) (Sabulsky & Roqué Ferrero 2008: 17)”. Para lograrlo es preciso que el docente-autor tenga presente que la elaboración de materiales es factible de ser llevada cabo siguiendo la lógica procesual que define al escritura, en este caso, en el marco de una situación comunicativa atravesada por lo didáctico y los nuevos entornos de producción del texto. [En este sentido] las normas de textualización constituyen propiedades fundamentales para la producción de textos significativos y su comprensión en el marco de determinadas condiciones generales de cognición y de comunicación. Por lo tanto, ésas pueden aportar un conjunto de criterios relevantes para la producción y el análisis crítico tanto de textos tradicionales como de hipertextos informáticos. (Roqué Ferrero & Gallino, 2007:7) El cambio de soporte produce cambios sustantivos en el producto textual final. En otras palabras, la digitalización da lugar a nuevos lenguajes y nuevos medios, posibilitando que lo textual, lo icónico y lo sonoro, converjan en mismo espacio: la pantalla. En este nuevo lugar, es posible lograr múltiples modalidades de escritura, entre las cuales el hipertexto es la preponderante. La producción de los contenidos en formato digital abre nuevas posibilidades a los procesos de producción y comprensión ya que se refiere a una escritura y una lectura no secuenciales. Por todo lo expuesto, al momento de producir materiales educativos para prácticas educativas mediadas por tecnologías, creemos que es posible transitar un recorrido que va hacia, definitivamente, hacia lo hipertextual pero sobre la sobre la base y con aportes de lo textual, en tanto el hipertexto no es sino una manifestación textual más: la más compleja y sofisticada que hoy propician el soporte digital y los recursos tecnológicos disponibles. CONCLUSIÓN Una premisa para quien asuma la producción de materiales didácticos (sean éstos digitales o no) es la de escribir sus materiales para ayudar a pensar a los alumnos. Como señala Asinsten (2007), la mencionada pauta es lo que establece en todo proceso elaborativo “el norte y lo que marca la diferencia entre un buen o mal docente-contenidista (p.88)”. Las ideas y reflexiones que hemos desarrollado forman parte de la fase pre-activa de un proyecto de investigación titulado “Bimodalidad en universidades públicas del NOA: un estudio sobre las conceptualizaciones y experiencias pedagógicas”. En este sentido, la comunicación ha tenido como finalidad realizar el primer acercamiento al análisis de los materiales didácticos desde una perspectiva textual para comenzar a sentar sus bases conceptuales y abrir algunos interrogantes que, a posteriori, permitan el análisis crítico y reflexivo de materiales didácticos pertenecientes a trayectos formativos implementados desde el Dpto. de Educación a Distancia de la Facultad de Humanidades de la Universidad Nacional de Catamarca. En este sentido, queremos cerrar nuestra comunicación pensando “en voz alta” y formulando una de nuestras principales inquietudes: en relación con la escritura electrónica y su vínculo con el diseño didáctico-comunicativos, ¿qué elementos facilitadores y problematizadores del proceso de escritura electrónica es posible identificar en la producción de materiales didácticos para prácticas educativas mediadas por tecnologías? Además, sobre la base de esta pregunta eje, consideramos que esta perspectiva textual con la que focalizamos el tema habilita también otros campos que revisten interés investigativo o de intervención, como por ejemplo: - El vínculo entre escritura y lectura electrónicas y sus aportes a los procesos educativos mediados por tecnologías. - La frecuencia y modalidad de uso de las posibilidades de la textualidad electrónica. - La planificación de procesos de escritura electrónica de los materiales didácticos. - La formulación o reformulación de estrategias compositivas de los materiales que se escriben electrónicamente. - La elaboración de materiales didácticos como contexto comunicativo específico y desafiante para la escritura electrónica. - Y finalmente, en tanto el objetivo de este singular proceso escritura se completa con el proceso de lectura de los alumnos; consideramos que también habilita la indagación de: - La materiales digitales como objetos de lectura electrónica y su proceso de comprensión. - Las modalidades de lectura que se despliegan en el diseño de materiales didácticos para entornos virtuales. - La planificación de proceso lectores textuales e intertextuales, sus vínculos y el lugar que ocupan en los materiales didácticos, entre otros. Para cerrar, creemos que la producción de materiales didácticos pone frente al docente muchos desafíos, como también obstáculos. No obstante esto, también abre nuevas oportunidades de reinventar las prácticas educativas a través de la escritura, una tecnología que, a la luz de la cultura digital, se renueva y proporciona nuevos modos de “comunicar el deseo de aprender” (Ferrés I Prats, 2008). BIBLIOGRAFÍA Alzate Piedrahita, M.V.; Arbelaez Gómez, M.C; Gómez Mendoza, M.; (2005). “Intervención, mediación pedagógica y los usos del texto escolar”. Grupo de Investigaciones Pedagógicas y Educativas, Categoría B, Colciencias Universidad Tecnológica de Pereira, Colombia. En: Revista Iberoamericana de Educación (OEI) Número 37/3. Disponible en Internet: http://www.rieoei.org/1116.htm Asinsten, J. C. (2007). Manual del contenidista. Disponible en: http://www.virtualeduca.org/documentos/manual_del_contenidista.pdf Cassany, D. (2000): Describir el escribir. Cómo se aprende a escribir. Barcelona. Paidós. Córica, J. & Hernández Aguilar, L. (2012). “Las Mediaciones Pedagógicas”. Disponible en: http://www.uach.edu.mx/docencia/VI_Lectura/maestria/documentos/LECT47.pdf Ferrés I Prats J. (2008). La educación como industria del deseo –un nuevo estilo comunicativo- Barcelona, Gedisa. Roqué Ferrero, M.S. y Gallino M., (2007) “Más allá del texto y el hipertexto, una cuestión de sentido. El texto educativo en el contexto de los Entornos Virtuales de Enseñanza y Aprendizaje (EVEA)”. Ponencia Edutec 2007, Bs. As. Disponible en Internet: http://www.utn.edu.ar/aprobedutec07/docs/245.pdf Sabulsky, G. (2009). “Materiales educativos que recuperen el hace y el pensar del profesor”. En: Pérez, S.; Imperattore, A.(comp.): Comunicación y Educación en entornos virtuales de aprendizaje –Perspectivas teórico-metodológicas-, Bs. As., Universidad Nacional de Quilmes Editorial, pp.344-352. Sabulsky G., Roqué Ferrero S. (2008). Diseño y producción de materiales educativos-MPEMPT (Publicación de la Maestría en Procesos Educativos Mediados por Tecnologías)-CEA/PROED, Universidad Nacional de Córdoba. Propuesta de diseño de Materiales Didácticos Hipermediales. Desarrollado por futuros formadores del profesorado de Artes en Artes Visuales ABSTRACT Con el objetivo de explorar nueva posibilidades que brindan las TIC, se presenta la experiencia de acompañar a los estudiantes, en el diseño y construcción de materiales didácticos hipermediales (MDH), en la asignatura Tecnologías de la Información y las comunicaciones que se dicta en el Profesorado de Artes Visuales correspondiente al Instituto Superior de Bellas Artes de la ciudad de General Pico, Provincia de La Pampa, República Argentina. Los materiales que se presentan se delinearon y construyeron bajo la concepción Remix, proceso por el cual se reversiona, según la propia mirada del docente un producto ya existente, para dar lugar a una nueva producción, logrando una variación del primero. La propuesta consistió en diseñar nuevos materiales hipermediales, tomando como base un material didáctico en formato textual, denominado “Una que sepamos todos” de la Serie Piedra Libre\(^1\), para el área de Lengua. Los distintos materiales reversionados podían seguir con la secuencia didáctica del área de lengua, o cambiar de área cumpliendo con lo propuesto en el Núcleo de Aprendizaje Prioritario (NAP), del Ministerio de Educación Nacional\(^2\). Schwartzman y Odetti hacen referencia que en el proceso de remixado, el docente puede aprovechar materiales diseñados para distintas áreas, adaptarlos a las características de su grupo de estudiantes y enriquecer la obra original con su propia voz, que se incluye como una “capa” o “tamiz”, que nos permite mirar todo desde otra lente al poner ciertos énfasis, agregar elementos y enriquecerlo. FUNDAMENTACIÓN Las primeras formas de educación a distancia se utilizaron medios impresos, radio y televisión, con el surgimiento de internet y la diseminación de las tecnologías de la información y la comunicación en redes informatizadas se amplió la infraestructura para la enseñanza en línea (e-learning), con mayor posibilidad para la enseñanza a distancia a través de nuevas herramientas tecnológicas, incluyendo diferentes plataformas de hardware y software. La aparición de nuevos instrumentos tecnológicos hizo posible una nueva modalidad de enseñanza, la enseñanza móvil. El m-learning tiene como objetivo proveer ubiquidad para el proceso de aprendizaje, es decir los recursos utilizados están accesibles en cualquier momento y donde quiera que esté el estudiante, con recursos multimedia e interactividad para generar un aprendizaje significativo. A partir de los cambios en el escenario educativo, comienzan nuevos desafíos a la hora de enseñar y aprender. Estos nuevos entornos tecnológicos educativos Wen línea, hacen que convivan estudiantes y docentes en forma virtual y no presencial, \(^1\) https://www.educ.ar/recursos/118026/una-que-sepamos-todos \(^2\) http://www.educ.ar/sitios/educar/recursos/?ver?id=110573 permitiendo realizar tareas académicas de manera sincrónica o asincrónica, a partir de los recursos didácticos disponibles en línea o la creación de nuevos materiales didácticos. El docente toma decisiones relacionadas con el diseño, selección de recursos, tiene en cuenta la libre interpretación de ciertos contenidos por parte de sus estudiantes, y el perfil al que va destinado el material. En este trabajo se presenta como grupo de investigación de la Facultad de Ingeniería UNLPam, la experiencia de acompañar en el diseño y construcción de materiales didácticos hipermediales (MDH), en la asignatura Tecnologías de Información y la comunicación, perteneciente al Profesorado de Artes en Artes Visuales (Instituto Superior Bellas Artes). Los materiales que se presentan fueron diseñados bajo la concepción Remix, proceso por el cual se reversiona según la propia mirada del docente un producto ya existente, para dar lugar a una nueva producción, una variación del primero. Para llevar a cabo esta tarea, se tomó como base un material didáctico denominado “Una que sepamos todos” de la Serie Piedra Libre, la propuesta era diseñar un nuevo material hipermedial e interactivo, partiendo de un material didáctico diseñado para el área de Lengua. Schwartzman y Odetti hacen referencia que en el proceso de remixed, el docente puede aprovechar materiales diseñados para distintas áreas, adaptarlos a las características de su grupo de estudiantes y enriquecer la obra original con su propia voz, que se incluye como una “capa” o “tamiz” que nos permite mirar todo desde otra lente, al poner ciertos énfasis, agregar elementos y enriquecerlo. Diseño Material Didáctico Hipermedial En primer lugar, es necesario definir qué entendemos por materiales didácticos, Marta Mena sostiene que los materiales didácticos consisten en “el conjunto de informaciones, orientaciones, actividades y propuestas que el sistema a distancia elabora ad-hoc para guiar al alumno en su proceso de aprendizaje, contenidos en un determinado soporte o en varios y que se ponen a disposición de los alumnos por diferentes vías.” (Mena y otros, 2005). Schwartzman y Odetti, definen material didáctico, como un material específicamente diseñado para que los estudiantes puedan interactuar en forma directa como parte de su proceso de construcción de conocimientos. Estos se presentan con una estructura abierta e incompleta, lo que permite articular elementos -dentro y fuera del propio material didáctico- y posee una cantidad de enlaces cuya relación no es explícita. La explicitación de estas conexiones subjetivas se hace a través de estrategias de diseño que pueden observarse en el tipo de estructura que porta, la forma en que se organiza la información y la existencia de huellas de lectura. (Schwartzman y Odetti, 2013). Los MDH son materiales interactivos, para que el estudiante tenga un rol activo en su construcción del conocimiento, fomentando la autonomía, la exploración, ser crítico y reflexivo con la información. Wilson (1994) manifiesta que los sistemas multimediales interactivos permiten a los usuarios seguir sus propios caminos, asociando, experimentando y contrayendo sus propias estructuras cognitivas y enlazando las acciones con sus emociones y su identidad. Florez (2015) sostiene que si el material combina la escritura y la imagen, las proporciones dependen de los contenidos que se abordan en el mismo, y en el aprendiz que se involucra con el material didáctico. Los estudiantes pueden hacer su propio recorrido utilizando deferentes formatos como, el textual, imágenes, videos y sonidos, entre otros recursos y herramientas disponibles. Esta es una de las características de la narrativa hipermedial interactiva, permite la integración de géneros, lenguajes y códigos, diversidad de fuentes y multiplicidad de documentación. “Una que sepamos todos”, es un material con una organización lineal, que brinda textos y actividades para conocer la historia de la música popular, sus creadores y sus intérpretes. El material pertenece a la serie Piedra Libre, brindando la oportunidad de acercar a los estudiantes a diversos contenidos curriculares a partir de propuestas de actividades secuenciadas y organizadas por contenido y edad, distanciándose de la clásica organización por grado. El material fue cuidadosamente diseñado e ilustrado de manera de ofrecer a cada uno de los estudiantes la mejor propuesta en calidad y estética de los materiales. La elección y desarrollo de los temas se definieron según tres grupos etarios (7 a 9 años, 10 a 12 años y 13 a 15 años), por considerarlos más cercanos a las edades de los estudiantes que ingresan a la escuela y a las de los que transitan su escolaridad de manera discontinua. Al generar una versión nueva de un material previamente existente es importante reconocer ese material, continuidades y rupturas según Schwartzman y Odetti. Se exploró el material original para entender la secuencia didáctica, contenidos, actividades y evaluación; les fue necesario apropiarse del material original, partiendo de la identificación de los distintos elementos, comprender y entender sus rasgos estructurales como ¿cuáles son los ejes temáticos que presenta?, ¿qué relaciones se establecen entre los contenidos?, ¿cuál es el estilo argumental que trae? A partir de las consignas formuladas los futuros formadores respondieron: **Estudiante 1:** “El primer paso para comenzar a pensar en la planificación del material fue la lectura del material “Una que sepamos todos”; ya que el texto tiene una organización lineal, y el material multimodal no tiene la misma estructura, tuve que priorizar algunos puntos sobre otros, organizar la información de diferente manera. Por ejemplo: la primera organización de temas fue en relación a la música del mundo y a la de nuestro país, también el rock, la cumbia y el reggaetón.” **Estudiante 2:** “El trabajo de materiales didácticos hipermediales surgió del documento “Una que sepamos todos” brindado por la profesora. Lo que hice en un principio fue adaptarlo a las artes visuales ya que el mismo pertenecía a la materia Lengua. El mismo trataba de los géneros musicales nacionales y algunos internacionales pero conocidos y escuchados en nuestro país.” Estudiante 3: “Al iniciar la actividad comencé leyendo el texto “Una que sepamos todos”, el cual bajé de la página de Ministerio de Educación. Como el mismo estaba orientado en el área de lengua, me dispuse a tomar pequeños apuntes en mi cuaderno para adaptar la información a la educación musical correspondiente a un primero y segundo año de secundario ciclo básico.” Estrategias metodológicas en el diseño y construcción de los MDH Luego de conocer el material textual, comenzaron a surgir las estrategias metodológicas en los distintos grupos. Si tomamos a los MDH como una narrativa, deberíamos preguntarnos, quiénes serían los lectores del futuro material, punto de partida para la primera decisión, definir edades, nivel de escuela y área de aprendizaje, y si se tomaba la decisión de cambiar de área de aprendizaje, tener en cuenta los objetivos propuestos en Núcleo de Aprendizaje Prioritario (NAP). Algunos comentarios de las decisiones de los estudiantes: Estudiante 1: “… leí los Materiales Curriculares de Lengua en Educación Secundaria, para tener una idea de los saberes que se deben abordar en el espacio de Lengua en Tercer año; para poder realizar alguna modificación en las actividades del material original. Pensé que los lectores del Material fueran estudiantes de Tercer año, porque en el espacio curricular de Práctica y Reflexión IV estoy realizando las prácticas con chicos de esa edad.” Estudiante 2: “El espacio curricular que imaginé es un taller de experimentación multimedial, el cual está presente en un colegio secundario de la ciudad con orientación artística. Este año estoy realizando las prácticas en primer año de dicha escuela secundaria en el taller que lleva el mismo nombre, pero las actividades que planifiqué considero que son acordes a chicos de mayor edad, por eso elegí un tercer año. … Los saberes que abordaría en este trabajo los extraje de los NAPS (Núcleos de aprendizaje prioritarios), nivel secundario, educación artística”. Estudiante 3: “…correspondiente a un primero y segundo año de secundario ciclo básico… A medida que iba leyendo, fui descartando las actividades basadas en lengua, y fui inventando y adaptando las mismas a tareas referidas a la música. Consulte los materiales curriculares bajados por provincia, así como también revise los Núcleos de Aprendizajes Prioritarios presentados por Nación”. García García (2002:2) menciona que, el inicio de cualquier historia está llena de posibilidades. Cualquier camino es un árbol de interrogantes, como lo son cada una de sus ramas. Elegir una es rechazar las demás, o al menos así era en la narrativa no hipermedia interactiva. En cambio, en una narrativa hipermedia permite al lector seguir su propia historia, recombinar los elementos entre sí y reescribir su propia narrativa. En la nueva versión, la estructura y los elementos que se incluyan tienen que cumplir con el delicado equilibrio de respetar los rasgos estructurales del original, es necesario pensar la organización de los elementos en la pantalla y sus interrelaciones, dando un nuevo significado al material rediseñado, estrategia a tener en cuenta en la construcción del nuevo MDH. Bocetando el diseño del Material para esquematizar la nueva estructura Al desarticular el texto lineal, y evaluar qué aspectos podían ser reemplazados o resignificados con el aporte de otros formatos, y en concordancia con el contexto de uso que se delinearon anteriormente, se comenzó a bocetar la nueva estructura narrativa, se definió la secuencia y organización de la información. Seleccionando imágenes, audios o videos existentes en la web con licencia de uso libre o produciendo los propios recursos, se reorganizó la información y se plasmó las estrategias en un boceto. Con el boceto de la narrativa, los estudiantes eligieron el formato en el que iban a soportar la producción: ¿será una presentación? ¿un collage? ¿un mapa conceptual? ¿otro? Estas son las reflexiones en el proceso de búsqueda de los distintos recursos multimediales y la justificación de la elección del soporte de su producción. Estudiante 1\(^3\): “El primer paso para comenzar a pensar en la planificación del material fue la lectura del material “Una que sepamos todos”; ya que el texto tiene una organización lineal, y el material multimodal no tiene la misma estructura, tuve que priorizar algunos puntos sobre otros, organizar la información de diferente manera. Por ejemplo: la primera organización de temas fue en relación a la música del mundo y a la de nuestro país, también el rock, la cumbia y el reggaetón. Hice esa organización pensando en hacer una página en Wix, teniendo en cuenta que la narrativa hipertextual es una red, un espacio en el que se puede entrar desde cualquier punto y tiene libertad de recorridos, pensé que esta herramienta podía ser más adecuada para el propósito de la actividad. La estructura de red libera de una lectura lineal al lector, entonces por ejemplo en mi material, los chicos pueden elegir comenzar la lectura teniendo en cuenta la preferencia musical de ellos y arrancar mirando la parte de cumbia, en vez la de rock por ejemplo…En el aula en el que ellos trabajan tienen conexión a Internet y disponen de netbooks también, por eso también pensé en la herramienta de Wix porque pensé en ese grupo específico que tiene acceso a Internet.” Fuente Propia Estudiante 2\(^4\): “Utilicé el programa Prezi porque lo vimos en las clases de Tecnología de la Información y la Comunicación, el cual hicimos en una actividad un trabajo con --- \(^3\) Enlaces a los ejemplos: http://claribelpe.wix.com/uniquesepamostodos. Contraseña: lenguatercero. \(^4\) https://prezi.com/qg6_zkt6v9xf/present/?auth_key=gqy2g3u&follow=sg9doxdll3f el mismo, y me pareció interesante abordarlo ya que permite plasmar múltiples lenguajes. Video, texto, imágenes fijas o en movimiento, cuadros, mapas, sonido, etc. Como este trabajo consistía en realizar un documento hipermedial creo que este programa tiene coherencia con la actividad que nos proponían.” Estudiante 3\textsuperscript{5}: “… realice una pequeña planificación de la actividad y comencé a mirar videos en YouTube donde aprendí a cómo manejar el Prezi ya que esta fue la herramienta que decidí utilizar para crear mi material hipertextual. Una vez que comprendí como debía manejarlo, empecé a escribir una breve introducción, luego tome mis apuntes, organizando la información, y fui armando la secuencia didáctica. En un momento me di cuenta que podía copiar la información del texto madre del cual había partido (“Una que sepamos todos”), fui recortando estos pequeños párrafos y ampliando la información que ya había escrito. Busque en internet diferentes imágenes y videos que se iban relacionando con los temas de los que hablaba el libro, y los comencé a insertar en la secuencia.” Los nuevos materiales generados siguen la estructura de narrativas hipermediales que Schwartzman y Odetti (2011) mencionan a Scolari (2008), estas son “una trama de procesos de intercambio, producción y consumo simbólico que engloba una gran cantidad de sujetos, medios y lenguajes interconectados tecnológicamente de manera reticular” (2008-277). Bajo una mirada instrumental de los MDH, los diseños han tenido en cuenta la utilización de varios recursos disponibles en la web, “no se trata simplemente de yuxtaponer imagen, texto y sonido, sino de diseñar múltiples interconexiones entre ellos”, tal como lo expresan Gergich, Imperatore \textsuperscript{5} http://prezi.com/qefiw7rivbja/?utm_campaign=share&utm_medium=copy&rc=ex0share y schneider (2011), con la intención de generar un proceso de construcción del conocimiento. Cuáles fueron los inconvenientes en el momento de la construcción del material, estos son los comentarios: Comentario 1: “Al hacer una página en Wix los estudiantes pueden hacer su propio recorrido y allí puede haber tanto información en formato textual, en imágenes, videos, sonidos y utilizar también otras herramientas; ésta es una de las características de la narrativa hipermedial interactiva, permite la integración de géneros, lenguajes y códigos, diversidad de fuentes y multiplicidad de documentación. Del material original saqué la información pero la sintetizó ya que al hacer un material multimodal creo que no debe haber un predominio de lo textual por sobre los demás recursos expresivos. … se podía insertar botones que permiten ingresar a otros sitios, pensé en agregar otras herramientas como Prezi o Padlet donde los chicos puedan intervenir también. También, para conocer los diferentes géneros musicales inserté botones que te dirigen a videos de youtube; además de ver el video propuesto, en la misma página hay sugerencias de otros videos que ellos pueden ver. Todas estas decisiones las fui tomando a medida que exploraba todas las posibilidades que me brindaba la herramienta. Al intervenir en los prezis u padlet, como también en el grupo de facebook, los lectores se convierten en autolectores ya que hacen una modificación del hipertexto, esto se denomina autoría compartida y es una de las características de estos materiales.” Comentario 2: “Comencé utilizando una plantilla en blanco para hacerlo lo más personalizado posible pero empecé a tener problemas. Se me movían las imágenes y el texto de formas en las que no quería y empecé a perder el tiempo sin poder avanzar, así que luego me decidí por optar una plantilla del mismo programa. Elegí la que tiene un diseño similar a la famosa red social Facebook porque creo que de esta manera los chicos podrían reconocerla y sentirse identificados en algún punto. Si el trabajo tiene este diseño creo que podría atraparlos más que con otro diseño, o que les llamaría la atención a que ellos utilizan esta red social continuamente y quería acercarles algo familiar, algo en donde se sientan reconocidos.” Comentario 3: “En el texto original nombraba bandas y canciones como por ejemplo Imagine de Jhon Lennon o Dinosaurios de Charly García. Estos temas los deje ya que las actividades que proponía eran interesantes, pero anexe a estas los videos de las mismas para que los alumnos puedan escucharlas. También agregue otros temas como por ejemplo “Nos siguen Pegando abajo” de Serú Girán, Blues de Santa Fe de Pappo Napolitano, Chayita del vidalero de Los Arroyenos, Mi Bandocon y yo de Rubén Juárez, Rock de la Cárcel de Elvis Presly, I Can’t get no de los RolligStones, Sube al rayo interpretada por Divididos, Seguir viviendo sin tu amor de Luis Alberto Spinetta, Fuieste de Gilda, Mentirosa de Rafaga, Aentro de Calle 13, Sigue me y te sigo de Daddy Yankee; y diferentes link debajo de las imágenes para que los alumnos si desean, puedan acceder a ellos y ampliar la información.” Schwartzman y Odetti (2011 en sus reflexiones acerca de sus propios materiales, nos dicen lo siguiente: “pretendíamos romper con la estructura lineal de nuestros materiales habituales. Hasta ese momento, los materiales eran fuertemente textuales y, si bien incluían algunos hipervínculos a otros textos o incrustaciones de videos o audios, éstos tenían una función sumatoria/ampliatoria más no sustancial respecto del texto central, es decir que actuaban como notas marginales.” Ésta reflexión de la autora, llevó a tomar otra decisión, dejar un final abierto. Dando la posibilidad que se pueda seguir en la construcción del material, a partir de estrategias didácticas propuestas en las actividades y en las posibilidades de interacción que nos brindan las redes sociales como Facebook\textsuperscript{6}, por ejemplo. Parafraseando a Gergich, Imperatore y Schneider (2011), si desde la autoría se ofrece una pluralidad de miradas y se da lugar a una búsqueda que interroga los saberes, se abren posibilidades de recepción que invitan al diálogo y a una respuesta activa entre los estudiantes, y de estudiantes a docente. El diálogo aparece como un aspecto privilegiado en las prácticas de enseñanza y aprendizaje sustentadas en experiencias hipermodales, distintos tipos de diálogos, pero se debe lograr un diálogo muy particular que, según Lemke (2002), se da cuando el lector-aprendiz “atraviesa” diferentes links, mientras lleva adelante su travesía hipermodal. **CONCLUSIÓN** Si entendemos como Pedagogía Emergentes como un conjunto de enfoques e ideas pedagógicas, todavía no bien sistematizadas, que surgen en relación al uso de las TIC en educación y que intentan aprovechar todo su potencial comunicativo, informativo colaborativo, interactivo, creador en el marco de una nueva cultura de aprendizaje, los estudiantes lo fundamentan de esta manera: “El uso de este material y la realización de todas las actividades que están dentro de éste creo que lleva un tiempo pero yo lo usaría como cierre de algún trimestre teniendo en cuenta los saberes abordados en el mismo y utilizarlo a modo de evaluación. Ya que al ser un material multimodal no va a ser como una evaluación tradicional y en los chicos se despierta un interés con este tipo de material ya que es propio de ellos, así no estarían tan condicionados como en otras evaluaciones. Lo pueden realizar en la escuela tanto como en la casa, si disponen de conectividad.” Cuando el docente organiza una propuesta de enseñanza, selecciona la estrategia metodológica que considera más apropiada para el logro de los aprendizajes. Al incluir las TIC en este proceso, estas se posicionan y actúan como mediadoras entre el docente, los alumnos y los contenidos. Y, precisamente, la selección de esas herramientas tecnológicas estará en función de las metas educativas. Se intentó delinear al material didáctico hipermedial, como una guía/orientador del pensamiento y promotor de la construcción de conocimientos más que proveedor de información, el cual cobra un profundo valor en las propuestas de educación en línea. Los estudiantes en sus conclusiones nos dicen: “La realización de este trabajo me permitió comprender la infinidad de posibilidades que los elementos multimediales pueden ofrecer a los usuarios que decidan trabajar con ellos. En nuestro caso al ser futuros docentes, la construcción de textos hipermediales nos ayuda en el desarrollo de las secuencias didácticas, ya que a partir de estas herramientas, los contenidos llegan a nuestros alumnos de una manera más didáctica y entretenida. Además de que nos brindan la posibilidad de anexar textos, videos, imágenes o links a través de los cuales los estudiantes pueden ampliar su información e indagar en la web sobre los temas que estamos abordando en las diferentes actividades de la secuencia didáctica.” En una narrativa hipermedial cualquier camino, es un árbol de interrogantes, como lo son cada una de sus ramas, permitiendo elegir, no sólo una rama sino varias, interconectarlas entre sí, hacer una red. Da la posibilidad al lector de seguir \textsuperscript{6} https://www.facebook.com/groups/1057442707648217/ su propia historia e incluso de recombinar elementos entre sí. (García, García, F. 2002). El lector elige seguir su propia historia e incluso puede rescribirla; por lo tanto el papel del docente, no debe reducirse a ser el diseñador de materiales, siendo un simple observador de las actividades de aprendizaje de sus estudiantes, sino que debe tener una actitud dinámica que oriente y guíe al estudiante en el uso de materiales virtuales en la construcción de conocimientos compartidos. Al realizar esta actividad se reflexionó acerca de los aprendices de hoy y sus características en el contexto de la posmodernidad. El planteamiento posmoderno supone un cambio paradigmático en la vida del ser humano. La realidad exige que el modelo educativo se ajuste a las nuevas demandas para una mejor formación y desarrollo intelectual. Esto implica que en la posmodernidad son necesarios, cambios profundos en la enseñanza, pues los viejos modelos de enseñanza ya no tendrán ningún sentido, quedando obsoletos. Entonces no habrá valores absolutos ni ninguna dirección mejor que otra. Cualquier camino es válido. Como futuros docentes deberán estar abiertos al cambio, respetando el ritmo de aprendizaje y las singularidades de cada estudiante, para promover la identidad, la autonomía, que construyan saberes con las herramientas que son parte de su cultura y su contexto superando el paradigma rígido de la modernidad. En esta experiencia, el grupo de investigación ha tratado de recorrer los avances teóricos en el modelo de enseñanza y aprendizaje a través de redes. En este recorrido se observó que no se ha constituido aún, un único cuerpo sólido que pueda contener a la diversidad de propuestas para distintos niveles y áreas de las ciencias, y si hay un aspecto común, la aceptación de la necesidad de investigar, a fin de dilucidar conceptos que coadyuven a las buenas prácticas docentes en los entornos virtuales. BIBLIOGRAFÍA **Area Moreira, M.** (s/d) “Los medios de enseñanza: conceptualización y tipología”. Documento inédito elaborado para la asignatura de Tecnología Educativa Web de Tecnología Educativa. Universidad La Laguna. **Florez, Paula Inés.** (2015). *La incorporación de materiales multimedia en los cursos iniciales de carreras de grado. Diversidad y acceso en la modalidad virtual* (Trabajo final integrador). Universidad Nacional de Quilmes, Bernal, Argentina: Repositorio Institucional Digital de Acceso Abierto. Disponible en: http://ridaa.demo.unq.edu.ar **García García, F.** (2002) *La narrativa hipermedia aplicada a la educación*. Publicado en Revista Red Digital N° 3. **Schneider, Débora; Imperatore, Adriana; Gergich, Marina;** (2011). Hipermodalidad y estrategias didácticas virtuales: reflexiones conceptuales en torno al hipermedia como material didáctico. Apertura. Disponible en: http://www.redalyc.org/html/688/68822701009/ **Lemke, Jay** (2002), “Travels in hypermodality”, SAGE Publications, vol1, núm.3. **Mena, M.; Rodriguez, L.; Diez M.L.** (2005) *El diseño de proyectos de educación a distancia. Páginas en construcción*. Ciudad de Buenos Aires: La cruzía. **Schwartzman, G. y Odetti, V.** (2011) Los materiales didácticos en la educación en línea: sentidos, perspectivas y experiencias. En Conferencia Internacional ICDE 2011, UNQ, Argentina. **Schwartzman, G; Odetti, V** (2013) *Remix como estrategia para el diseño de Materiales Didácticos Hipermediales*. Disponible en: ttp://www.pent.org.ar/publicaciones/remix-como-estrategia-para-diseno-materiales-didacticos-hipermediales **Scolari, C.** (2008) *Hipermediaciones. Elementos para una teoría de la comunicación digital interactiva*. Barcelona. Gedisa. **Wilson, Stephen** (1994) “The Aesthetics and Practice of Designg Interactive Computer Event, Multimedia, ACM, Nueva York. Sobre el microrrelato y una estrategia de acercamiento crítico a lenguajes diversos ABSTRACT En el marco de la tarea desarrollada en un espacio curricular que integra el plan de estudios de la Licenciatura en Ciencias de la Educación, se comparten aspectos relativos al encuadre conceptual y operativo que orienta la producción de microrrelatos como estrategia tendiente a facilitar el acercamiento crítico a lenguajes diversos. El progreso de las tecnologías de información y comunicación, particularmente Internet, ha contribuido al desarrollo de historias transmediáticas, a la difusión y consolidación de formatos breves que se expanden por distintos medios, tendiendo a universalizar su consumo, a democratizar la producción. Una profusión de microcontenidos relacionada con un proceso social que demanda la formación de sujetos prosumidores, con capacidades para desenvolverse en el nuevo mundo mediático. INTRODUCCIÓN Transitamos una era de convergencia tecnológica caracterizada por su complejidad. Medios y plataformas se han multiplicado conformando escenarios en los que cada usuario puede interactuar con otros a través de distintas pantallas, entre las que emergen dispositivos móviles que posibilitan una conexión permanente y ubicua. Nuevos ambientes mediáticos que propician la creatividad y la autonomía (Islas, 2010), la constitución de comunidades conversacionales y de co-producción. Una nueva cultura donde la multimodalidad, interactividad, hipertextualidad, transmedialidad (entre otros factores), facilitan la emergencia de un usuario que puede interactuar con contenidos de su interés, elegir recorridos, preguntar, cuestionar, aportar información, crear nuevos mensajes, nuevas historias. (Montoya, Vásquez Arias y Salinas Arboleda, 2013). En este contexto se comparten aspectos relativos al encuadre conceptual y operativo que orienta la producción de microrrelatos como estrategia tendiente a facilitar el acercamiento crítico a lenguajes diversos. MARCO TEÓRICO Los seres humanos somos fabricantes de historias, narramos para darle sentido a nuestra vida, para comprender lo extraño de nuestra condición humana (Bruner, 2003). A través del tiempo y en distintos ámbitos de la sociedad, la narración de historias ha permitido comunicar información de diversa índole, ha posibilitado revisar y actualizar sentidos compartidos. Procesos comunicativos que hace unos años se desarrollaban por medios analógicos -con menos posibilidades interactivas que los actuales- hoy circulan por canales digitales diversos y permiten, a sujetos prosumidores, disfrutar y participar en la creación de historias cada vez más enriquecidas. Entre las características de esa narración se señala la hibridación de géneros, la fragmentación, la microforma. Se trata de una nueva manera de narrar propiciada por la cibercultura. Redes sociales, blogs, sistemas de mensajería móvil, han tendido a estandarizar -entre otras- una nueva forma caracterizada por su brevedad, que acude a la elipsis para contar una historia que debe sorprender a un lector activo. Desde el punto de vista discursivo el microrrelato es un texto breve que cuenta una historia, en la que debe imperar la concisión, la sugerencia y la precisión del lenguaje, a menudo al servicio de una trama que resulta paradójica y sorprendente (Valls, 2008). Desde el punto de vista formal posee una estructura simple, que integra personajes mínimamente caracterizados, espacios esquemáticos, condensación temporal. La presencia de formatos breves se expande actualmente por distintos medios, tendiendo a universalizar su consumo, a democratizar la producción. Esa profusión de microcontenidos está relacionada con un proceso social en el que los intentos por comprimir el tiempo, la levedad, son características que mediatizan los comportamientos, las elecciones vinculadas al consumo (Bauman, 1999). El progreso de las tecnologías de la información y comunicación ha contribuido al desarrollo de historias transmediáticas, a la difusión y consolidación de microrrelatos. Internet se ha convertido en el medio de difusión más activo, fenómeno que ha sido favorecido por las facilidades de acceso y comunicación, por las prestaciones multimediales que brinda la red, por las posibilidades que tiene el usuario de participar en el acto de creación. Los actuales avances tecnológicos permiten observar que, el acceso a espacios y servicios para el consumo de materiales audiovisuales, se funde con la posibilidad de compartir y difundir producciones de los propios usuarios, dando así mayor fuerza a la idea del prosumidor. Un sujeto que tiene un papel fundamental en la configuración social y cultural del mundo. En esta línea, la educación no puede permanecer al margen; tiene una importante función que cumplir en su formación. **DESARROLLO** Estamos ante una realidad convergente que propicia modos de abordaje apoyados en procesos educativos integradores, tendientes al desarrollo de habilidades que permitan desenvolverse en un mundo mediático e interactuar a través de múltiples soportes. Se trata de estrategias educativas que se orientan hacia un uso contextual de las tecnologías, para que los estudiantes puedan seguir flujos de información e historias en formatos diversos, moviéndose constantemente entre los planos de la recepción y la creación (Jenkins, 2008). En este contexto se comparte una propuesta desarrollada en la asignatura “Educación y medios”, espacio curricular que integra el plan de estudios del Profesorado en Ciencias de la Educación (Facultad de Ciencias Humanas, Universidad Nacional de San Luis). La asignatura de referencia tiene como propósitos fundamentales facilitar una aproximación crítica, activa y creativa a diversos medios y tecnologías de información y comunicación factibles de ser integrados en procesos educativos. Desde el punto de vista metodológico, durante el cursado de la materia se articulan dinámicas y actividades que enfatizan la reflexión y producción grupal, que tienden a potenciar procesos bilaterales, distintos modos de expresión. Se propone a las/los estudiantes la realización de una serie de prácticas de aprendizaje que involucren instancias de trabajo en el propio contexto, con los textos de lectura obligatoria, con los medios cuyas particularidades se abordan en el trayecto. La posibilidad de integrar en las prácticas la producción de relatos, implica recuperar las emociones en el aprendizaje y la enseñanza, ayudar a las/los estudiantes a descubrir significados, aportar a la construcción de sentidos, de mundos posibles. Los relatos permiten lograr objetivos educativos profundos, que no sólo tienen que ver con la adquisición de un conocimiento específico (función epistemológica) sino con una formación integral, tarea más compleja de determinar y alcanzar (función transformadora). Seguidamente se resumen prácticas centradas en la producción de microrrelatos en lenguajes diversos, como son los videoclips, las historias sonoras, historietas y fotonovelas. a) Trabajando en pequeños grupos (tres o cuatro integrantes) se propone a las/los estudiantes la producción de un videoclip de tres minutos de duración, factible de ser integrado en una situación educativa concreta. La temática del video es de libre elección, pudiendo cada grupo abordar una cuestión escolar, una problemática de interés social u otra que resulte de su interés. Desde el equipo docente se ofrecen orientaciones relativas a la elaboración de la historia, considerando que la misma debe tener un inicio, un desarrollo y un final; sobre las posibles decisiones a adoptar respecto a las imágenes que resultan necesarias en los distintos momentos del relato audiovisual, la realización de las tomas, la definición de los tiempos de cada una de ellas, la importancia de obtener la mayor cantidad de tomas posible, así, al momento de la edición, poder seleccionar las de mejor calidad, las que mejor aporten narrativamente. También se ofrecen orientaciones generales respecto a los criterios para elegir la música y los efectos sonoros que resultan más apropiados al relato. Como paso previo a la elaboración del videoclip se trabaja el lenguaje audiovisual, sus aspectos morfológicos y sintácticos; se analizan las características del formato a utilizar (videoclip), se debate acerca de su presencia en la programación televisiva, indagando en programas musicales, deportivos, políticos. Se trabaja también sobre los aspectos técnicos a tener en cuenta en la producción de material audiovisual, sobre los recursos y aplicaciones disponibles para la obtención de imágenes y sonidos, para la grabación y la edición. Las escenas y situaciones requeridas por cada historia son generalmente interpretadas por los propios estudiantes, o bien por sus amigos o familiares; los instrumentos empleados habitualmente para la grabación son sus propios dispositivos móviles, acudiendo a aplicaciones sencillas, que posibilitan a usuarios principiantes producir narraciones digitales. Desde el equipo docente se sugieren aquellas aplicaciones que se ofrecen en línea y de manera gratuita, se recomienda la utilización de recursos de dominio personal o público, disponible en bancos de libre acceso (fotografías, animaciones, videos, sonidos u otros). b) En otra práctica, atendiendo a las particularidades del lenguaje sonoro se propone a las/los estudiantes producir una secuencia en la que el sonido cumpla una función narrativa. En la grabación deben recuperar elementos como voz, música, silencio y efectos sonoros que permitan contar la historia. Considerando además el lugar donde ocurren los acontecimientos, donde se sitúa cada escena; los personajes que intervienen, la acción, el conflicto, un elemento clave, que introduce interés, atrae la atención, aporta suspense. Se establece que la historia sonora no debe durar más de tres minutos, se brindan orientaciones respecto a los recursos a utilizar, las búsquedas, las pruebas de grabación que pueden resultar necesarias hasta obtener los efectos deseados, el formato que debe tener el archivo sonoro final. Al igual que en la práctica de producción de un videoclip, previamente se trabajan aspectos inherentes al lenguaje sonoro, sus características, los elementos que lo componen, las funciones que cumplen; se trabaja también sobre el guión, sus aspectos más significativos, sobre cuestiones relativas a la producción. Desde la perspectiva educativa se destacan las potencialidades del lenguaje, particularmente aquellas vinculadas con la expresión, la estimulación de la imaginación, el fortalecimiento de la escucha. c) Otra práctica implica producir una historieta y/o una fotonovela breve (no más de diez viñetas, o de diez fotogramas). En el corriente período lectivo la propuesta implicó la posibilidad de recuperar la historia sonora previamente elaborada, optando entre diversas alternativas: otorgándole continuidad en una historieta o en una fotonovela; planteando una historia anterior, acontecimientos que tal vez desencadenaron esa historia sonora; proponiendo una historia nueva, partiendo de lo que le sucede a uno de los personajes de esa historia; creando una historia paralela, que ocurre de manera simultánea a la historia sonora, en otro escenario, con personajes diferentes pero que comparten el mismo conflicto. Alternativas diversas entre las que cada grupo pudo optar, ajustándose -en el caso de esta práctica- a la estructura narrativa propia de la historieta y/o de la fotonovela, a sus metáforas visuales y textos lingüísticos convencionales. Esta es una práctica que implica el análisis de distintos recursos y técnicas gráficas e icónicas; tiende a que las/los estudiantes puedan descubrir la función que cumplen diferentes elementos (líneas, encuadre, color, composición), explorar las funciones que puede cumplir el texto escrito, analizarlo desde el punto de vista sintáctico y semántico. Cada grupo debe imaginar una historia que pueda representarse gráfica o fotográficamente, elaborar un argumento, definir personajes, elaborar un guión, realizar la maquetación y luego el montaje (de viñetas o de fotogramas), incorporando los textos previamente definidos. Al evaluar la propuesta, la información aportada por las/los estudiantes denota un alto grado de motivación y de satisfacción por lo aprendido en el trayecto. Las frecuencias más altas reúnen valoraciones como: novedosa, movilizante, innovadora, interesante. También, expresiones de agrado por haber encontrado modos posibles de transferencia al aula y otros entornos educativos, reflexiones sobre sus prácticas cotidianas y los cambios que resultan necesarios. Respecto a la temática social plasmada en las producciones, tanto en el caso del videoclip como en la historia sonora y la historia visual se observa una tendencia a trabajar temas de violencia de género (particularmente la ejercida sobre mujeres y niñas), violencia escolar, derechos de los niños, lucha contra la discriminación, solidaridad con adultos mayores, problemáticas vinculadas con los adolescentes. En las historias producidas cobra importancia el contexto, los saberes y vivencias cotidianas que le dan sentido y posibilidad de interpretación; son historias breves, contadas de una determinada manera, que otorgan al mundo un significado particular. CONCLUSIONES y TRABAJO FUTURO Se estima que la propuesta previamente descripta permite a las/los estudiantes descubrir nuevos modos de expresión y difusión de sus experiencias, percepciones, reflexiones; apropiarse de nuevas posibilidades de diálogo y conversación. La tarea de producir microrrelatos no es sencilla, requiere comprender su verdadera naturaleza. Si bien parece una forma de consumo rápido en la realidad no ocurre así. Aunque leerlo (escucharlo o visionarlo) lleve poco tiempo, comprender todo su significado requiere de un interlocutor activo, que pueda completar lo que la síntesis no expresa de manera explícita. En este sentido, la producción de este tipo de narrativas posibilita a las/los estudiantes recuperar aprendizajes informales (adquiridos en diversos ámbitos y situaciones), como así también, la puesta en práctica de estrategias de resolución de problemas, de creación y producción de contenidos. Es una tarea que tiende a fortalecer la capacidad de síntesis, que les ayuda a desenrañar estructuras conceptuales, a tomar decisiones en base a información incompleta, que facilita la capacidad de percibir nexos y relaciones, de condensar la información. Asimismo, la propuesta asumida en la asignatura tiende a potenciar procesos de diseño y producción colaborativa, a propiciar una cultura participativa. La construcción de historias, la inmersión en mundos narrativos, no sólo permite a las/los estudiantes descubrir sus alcances y posibilidades en distintos campos sino vivenciar sus potencialidades pedagógicas. Entre las tareas pendientes está la de explorar las posibilidades del microrrelato en combinación con nuevas estrategias de enseñanza, que recuperan las oportunidades que ofrece la interactividad, el acceso activo, móvil, ubicuo, como es el caso de la clase invertida (flipped classroom) o de los MOOC (Masive Open Online Course). BIBLIOGRAFÍA Bauman, Z. (1999). Modernidad líquida. Buenos Aires: Fondo de Cultura Económica. Bruner, J. (2003). La fábrica de historias. Derecho, literatura y vida. Buenos Aires: Fondo de Cultura Económica Imbert, G. (2008). El transformismo televisivo. Postelevisión e imaginarios sociales. Madrid: Cátedra Islas, Octavio (2010). Internet 2.0: El territorio digital de los prosumidores [en línea]. Revista Estudios Culturales, 2014, Vol. 3, Núm. 5. Disponible en http://servicio.bc.uc.edu.ve/multidisciplinarias/estudios_culturales/num5/art2.pdf McEwan, H. y Egan, K., Comps (1998). La narrativa en la enseñanza, el aprendizaje y la investigación. Buenos Aires: Amorrortu Editores Jenkins, H. (2008). Convergence Culture. La cultura de la convergencia de los medios de comunicación. Barcelona: Paidós. Montoya, Diego Fernando; Vásquez Arias, Mauricio; Salinas Arboleda, Harold. Sistemas intertextuales transmedia: exploraciones conceptuales y aproximaciones investigativas [en línea]. Co-Herencia, 2013, Vol. 10, Núm. 18. Disponible en http://www.scielo.org.co/pdf/cohe/v10n18/v10n18a05.pdf Scolari, C. (2013). Narrativas transmedia, cuando todos los medios cuentan. Bilbao: Deusto Valls, F. (2008). Soplando vidrio y otros estudios sobre el microrrelato español. Madrid: Páginas de Espuma Taller a distancia el desafío de la educación en línea en áreas proyectuales ABSTRACT Este artículo recorre el trayecto hecho desde el diseño hasta la implementación de una propuesta de cursada a distancia para un taller de Diseño en Comunicación Visual, cuyo material de intercambio es la palabra y también la imagen. El diseño pedagógico/tecnológico, la formación de recursos humanos, el desarrollo de materiales a medida, la modalidad tutorial, el ritmo y la evaluación continua son parte de los ladrillos que conforman las paredes del nuevo aula. INTRODUCCIÓN Este trabajo es una síntesis del recorrido hecho por un equipo de la Cátedra Taller de Diseño en Comunicación Visual B, en la búsqueda de alternativas que permitan un mayor grado de inclusión y una posibilidad concreta de materializar el egreso para estudiantes de fin de grado, aprovechando el desarrollo tecnológico de la Universidad Nacional de La Plata con su propuesta de plataforma AulasWeb. Una demanda genuina y creciente se venía planteando desde hace unos años por parte del estudiantado, basada en situaciones de imposibilidad diversas: requerimientos de un mercado laboral cada vez más intransigente, costos de movilidad locales y centralización de la oferta educativa en el centro de las grandes ciudades. A estas barreras las entendimos evitables a través de la educación en línea. Sin embargo, la mayoría de las ofertas educativas tienen como objeto de estudio y consecuente práctica, materiales teóricos, debates y ensayos, donde la palabra escrita es el soporte de las interacciones. En nuestro espacio, la imagen y el proyecto son el material de intercambio. En las mesas del taller se habla, se opina y se construyen los diálogos necesarios para el aprendizaje a partir de la producción gráfica de los mismos alumnos. El proceso es permanentemente alimentado por la prueba, la lectura, el cuestionamiento y la puesta en común de los bocetos producidos por los alumnos. Pensar entonces en la posibilidad de adecuación de una plataforma prediseñada como es AulasWeb para los usos particulares de nuestra tarea, fue el mayor desafío. ¿Qué hacemos en el aula? El quinto año del Taller desarrolla como trabajo anual de graduación la resolución de un proyecto de comunicación integral (PGI) que sistematiza soluciones basadas en la comunicación visual para instituciones, ONGs, proyectos de extensión universitaria u otros comitentes de ámbitos públicos vinculados en su mayoría con la UNLP. La modalidad de cursada ha sido siempre la de cursada presencial obligatoria, dos veces por semana como el resto de los talleres de la carrera, con objetivos pedagógicos orientados al afianzamiento de capacidades en el campo visual y al desarrollo de aptitudes paralelas en el terreno de la indagación, el diagnóstico, la elaboración de estrategias y la planificación. Los alumnos investigan a su comitente y proponen soluciones de comunicación visual para diversas necesidades y planificando acciones sobre diferentes sistemas: identificatorios, promocionales, eventuales y/o de capacitación. Los proyectos finales son maquetados con contenidos reales, producción propia de imágenes y componen un abanico de soportes tanto editoriales, digitales como objetuales. Es decir, el material de intercambio son piezas de diseño mayormente gráfico (afiches, manuales, folletos, páginas web, infografías, revistas, etc) y algunos volumétricos (stands, merchadising, etc). Sobre el diseño de espacios de educación en línea El término diseño engloba una gran cantidad de campos del hacer humano, ya que se refiere a la prefiguración, a una configuración mental previa de soluciones para un problema determinado. En todos los casos, así como en el del diseño de un entorno educativo en línea, «se deben anticipar tiempos, espacios, usos, modos comunicativos y motivaciones que permitan interacciones tendientes a la construcción social del conocimiento»\(^1\) En el diseño de un espacio de enseñanza-aprendizaje en línea se articulan los saberes de dos campos complementarios e interrelacionados: el de la pedagogía y el tecnológico. Dependiendo del tipo de articulación que se piense, surgirán beneficios o fracasos en la propuesta. El diseño de una arquitectura didáctica que asegure los diálogos necesarios en las actividades de enseñanza y de aprendizaje y la evaluación continua son los fundamentos de propuestas mediadas en tiempo y espacio. Visualizar esta arquitectura global para considerar los requerimientos particulares de una propuesta a partir de un modelo pedagógico determinado permite tomar decisiones que involucran al resto de los componentes claves: la conformación del equipo necesario, la adecuación de la plataforma tecnológica (en nuestro caso Moodle, sobre la que funciona AulasWeb de la UNLP), las actividades y los recursos de interacción, la modalidad de acompañamiento y el diseño de materiales y de actividades. La experiencia, la evaluación y la formación específica en el campo de la educación mediada por tecnologías nos animaron a presentar este proyecto que a continuación desarrollamos. El taller en línea Los objetivos que nos propusimos para la tarea fueron los siguientes: - Ofrecer una alternativa de cursada en línea con seguimiento constante y continuo para el último año del taller de Diseño en Comunicación Visual a fin de posibilitar el egreso de estudiantes; --- \(^1\) Schwartzman & Tarasow, 2009 “El puntapié inicial del diseño” Sesión 2. Módulo Diseño de intervenciones educativas en línea. Pag.10). • diseñar las estrategias específicas para la modalidad que permitan el desarrollo de actividades teórico-prácticas en un aula virtual dentro de la plataforma Aulas Web de la UNLP; • desarrollar los materiales didácticos particulares, las actividades de interacción y de participación y las herramientas de evaluación necesarias para la implementación del curso; • fortalecer la capacitación del equipo docente en el manejo de las nuevas prácticas mediadas por tecnología. Institución y equipo Dos elementos clave para llevar adelante el proyecto fueron el apoyo institucional y la conformación de un equipo abocado específicamente al diseño y producción de materiales para esta Aula virtual. El desarrollo del proyecto fue posible porque existe AulasWeb, un entorno de enseñanza y aprendizaje que la UNLP desarrolló y puso a disposición de las unidades académicas para proyectos educativos. Administran el entorno y alojan propuestas de cátedra y de institutos de investigación. A su vez la Facultad de Bellas Artes permitió que la propuesta se llevara adelante, facilitando a través de la Secretaría Académica el cumplimiento de los requerimientos de la Ordenanza 286/12 que reglamenta la habilitación de aulas virtuales. En este contexto institucional es que la Cátedra destinó un equipo de 4 docentes para el diseño pedagógico, la producción de materiales y la investigación en posibilidades de trabajo con Tecnologías de la Información y la Comunicación (TICs) que dieran respuesta a las necesidades particulares de la cursada. El trabajo llevó 8 meses de 2016 y se implementó este año (2017). El segundo pilar para este trabajo es la comprensión desde el primer momento de que los diseños de ambientes educativos en línea no son tarea de personas aisladas. Requieren, mucho más que otros desafíos educativos, la composición de un equipo con personas de capacidades específicas para distintos roles. En cuanto a metodología, el proyecto tuvo cuatro unidades de trabajo: 1. Relevamiento, reconocimiento y sistematización de contenidos y prácticas formales e informales de la educación presencial; 2. formación de recursos humanos en el campo específico de la educación en línea; 3. desarrollo de materiales y de recursos diseñados específicamente para los requerimientos de la educación mediada; 4. implementación en la plataforma de la UNLP a través de Aulas Web. 1. El primer paso fue reconocer y sistematizar las prácticas formales e informales del aula presencial como prácticas de enseñanza-aprendizaje. El taller como modalidad, implica aprender a partir del hacer. La actividad es el centro de intercambio de saberes teóricos y prácticos. El contenido del trabajo práctico, la propuesta didáctica para llevarlo adelante y el anclaje teórico del cuerpo docente se juntan de maneras no tan lineales como en otras modalidades. Entonces, reconocer las prácticas en todas sus aristas permite repensar la dosificación y la fragmentación de los tiempos, elementos básicos y fundantes para el éxito de las propuestas mediadas. Este proceso llevó a deconstruir qué pasaba en cada clase, con sus trabajos prácticos, sus teóricos, las actividades informales, los lugares conocidos como comunes y los retrasos o ansiedades que se generan en los estudiantes con determinadas consignas. Implicó también revisar materiales teóricos que muchas veces se “suman” por la inercia propia del aula, y ante la aparición de un nuevo material comienza a circular adicionándose a otros. Producir entonces materiales específicos, hechos a medida de un tiempo determinado, considerando que gran parte del esfuerzo de la propuesta pasa por decodificar nuevas herramientas y dialogar de manera asincrónica, fue uno de los descubrimientos más importantes que sucedieron. 2. Para el desarrollo de las tareas contamos en la cátedra con un Especialista en Educación y Nuevas Tecnologías de la Facultad Latinoamericana de Ciencias Sociales (FLACSO) y hemos conformado un equipo con 8 integrantes de la Cátedra que, en forma conjunta, han cursado el posgrado «Docencia en entornos virtuales de aprendizaje» de nuestra Facultad. Consideramos fundamental para el éxito del proyecto la disposición de docentes con saberes teóricos y prácticos similares. Esta formación conjunta y paralela permite que haya solidez conceptual y experiencia como alumnos para avanzar en las siguientes tareas: - Conocer las posibilidades de participación, interacción y ritmo que el ambiente en línea ofrece para el desarrollo de diálogos de calidad mediados por tecnología; - reconocer las diferencias específicas entre el docente contenidista y el docente tutor; - construir criterios de diseño didáctico-pedagógico y comunicacional para la elaboración de recursos educativos destinados a la enseñanza del Taller y - elaborar materiales a medida considerando las mayores interacciones que permite la hipermedia. 3. La modalidad de cursada ofrecida es de cursada obligatoria y semanal. Se requiere participación en las actividades de intercambio (foro, chat), realización de tareas prácticas y entrega de las mismas en buzones de entrega, lectura de material teórico o visualización de videos. Nuestro objeto de estudio es la imagen, por tanto los teóricos circulan sobre múltiples formatos visuales. Marcas, imagen urbana, piezas editoriales, animaciones y fotografías, son el cuerpo de análisis. Muchas veces los materiales textuales no alcanzan para desarrollos más dinámicos o que necesitan de la asociación de ideas por parte del docente. Esto nos llevó a repensar los teóricos de clase como formato de video de pantalla. Generamos videos de captura de pantalla con la voz del docente, lo que permite el reconocimiento de una experiencia conocida, mayor calidez en el tono e interpretación de los códigos de enunciaciòn, etc. Reconocemos que un elemento importante del proceso es entender los tiempos del año. Hacia dónde vamos en este viaje y en qué parte del camino estamos, genera una tranquilidad necesaria en los trayectos mediados. Asimismo, entender un ritmo estable para saber cuándo esperar novedades. Esto nos llevó a dividir el año en módulos, los módulos en unidades y las unidades en sesiones semanales. Pautamos los días martes como día rítmico y regular para la “subida” de sesiones con su actividad semanal y sus materiales, y también como día de cierre de entregas. De esta manera el alumno puede organizar su tiempo. La fragmentación de tiempos se diseñó visualmente con un código de color que permite al alumno ver en qué momento del proceso está. El aula requiere una doble tarea permanente. Por un lado se explican las consignas de trabajo de cursada y por otro se guía en las herramientas y su uso para llevarlas adelante. Para el intercambio de producciones hicimos un relevamiento y chequeo grupal de varias aplicaciones de murales colaborativos, que aseguraran determinadas posibilidades de intercambio, necesarias para llevar adelante la puesta en común de las producciones en imagen. La elección fue “Stormboard”, una aplicación que permite la colgada conjunta de trabajos en imagen, links de reenvío a sitios de almacenamiento de publicaciones editoriales (en el caso de compartir maquetas de diseño de libros, revistas o fascículos), documentos o audios. Las ventanas de colgada permiten ampliarse, marcarse y comentarse. Esto nos permite una visualización conjunta, común, con diálogos asincrónicos a través de comentarios, así como sincrónicos (en caso de acordar día y hora) a través de un chat interno. La herramienta está logueada desde el Aula y es de registro gratuito para docentes de Universidades. No es la única herramienta, existen muchas y varían permanentemente sus utilidades. Pero en este caso la elegimos, aunque creemos que es necesario revisar cuál es la más apropiada según el sentido pedagógico requerido. IMPLEMENTACIÓN. Disponibilidad docente El proyecto fue implementado en 2017. Cada unidad cuenta con un foro de participación obligatoria, significativa y de calidad por parte de los alumnos y tutorado por un único docente. Se alienta la participación de los alumnos de manera independiente a la del docente, y la aparición del mismo se efectúa en casos de dudas generales no resueltas, estancamiento en la discusión o escases de la misma, o para ejemplificar con el trabajo de un alumno el escenario general de la cursada. El lenguaje utilizado y propuesto es de tipo coloquial pero específico y con rigor técnico. Otra actividad de tutoría es la realizada por medio de “chats” sincrónicos, salas de conversación que se abren en un determinado día y horario, de aproximadamente 90 a 120 minutos y convocando a los alumnos a participar con un día de anticipación. Con estas y otras actividades, la disponibilidad del docente se distribuye a lo largo de toda la semana (inclusive días no laborables) en períodos de 60 a 90 minutos diarios promedio, a diferencia de las 6 horas de la modalidad presencial. La clase implica entonces elaborar una serie de escritos que son revisados conjuntamente para asegurar que sean claros, específicos y que permitan la realización de la tarea y el intercambio de producciones en el foro o en el muro colaborativo de manera autónoma, entendiendo que un alumno puede conectar con el trabajo en cualquier momento de la semana y que su consulta puede no tener respuesta inmediata. EVALUACIÓN Conformamos una serie de parámetros de evaluación que se sumaron a los desarrollados por la Cátedra para su modalidad presencial. En este espacio la participación en los foros, la muestra de avances de trabajo y la colaboración con el compañero son los indicadores de presencia y de acreditación del alumno. Sobre estos parámetros se desarrolló una ficha de seguimiento semanal de cada alumno, que la realiza un docente abocado a esa tarea. El docente evaluador y el docente tutor realizan una tarea en conjunto, ya que todos “escuchamos” y “vemos” al alumno en el día a día y en el registro histórico que los informes de la página permiten. CONCLUSIONES Por último, nos interesa compartir los descubrimientos que como Cátedra de doble modalidad estamos haciendo. Consideramos que los mayores problemas a la hora de diseñar una propuesta de educación en línea están vinculados a la elaboración de cronogramas, materiales a medida, consignas de trabajo en extremo precisas y comprensión del tipo de acompañamiento que la propuesta tendrá. La formación de tutores que acompañen las actividades de costado y no al frente, que tengan acuerdos en los modos de comunicarse, que perfilen un tono, que logren un tipo de interactividad entre alumnos y en función del problema a resolver son tareas claves para la compactación y fortaleza de los proyectos. Se requieren capacidades tecnológicas especiales, disponibilidad de tiempo y un abanico amplio de conocimientos para poder generar puentes imprevistos en debates, ordenar, moderar, reestructurar planes y traspasar el control de las actividades paulatinamente. Todo esto requiere un aprendizaje específico, direccionado y con un alto grado de unidad en los equipos específicos. Seguimos creyendo que estar presentes es la mejor opción de encuentro en nuestra disciplina específica. Innumerables elementos juegan en el contacto con el otro, pero entendemos que la distancia puede medirse de acuerdo a la frecuencia y la calidad del diálogo. Entonces, garantizar los diálogos, ofrecer las herramientas para que los intercambios sean fluidos, variables y versátiles permitirá el egreso a muchos estudiantes que por múltiples razones hoy tienen negada la posibilidad de finalizar su recorrido por la Universidad. Schwartzman, Gisela (2009) Aprendizaje Colaborativo en Intervenciones Educativas en Línea: ¿Juntos o Amontonados? en Pérez, S. e Imperatore, A. Comunicación y Educación en entornos virtuales de aprendizaje: perspectivas teóricas y metodológicas, Universidad Nacional de Quilmes Ediciones, 2009. Barberá, Elena, (2004) La educación en la red. Actividades virtuales de enseñanza y aprendizaje. Paidos, Barcelona Schneider, Débora. (2009). “El diseño de estrategia de enseñanza” Desarrollo perteneciente al módulo Diseño de intervenciones educativas en línea. En: Carrera de Especialización en Educación y Nuevas Tecnologías. PENT. FLACSO Argentina Tarasow, Fabio (2008) ¿De la educación a distancia a la educación en línea? ¿Continuidad o nuevo comienzo? Diseño de intervenciones educativas en línea. Especialización educación y nuevas tecnologías. PENT. FLACSO Schwartzman, Gisela (2009) Aprendizaje Colaborativo en Intervenciones Educativas en Línea: ¿Juntos o Amontonados? en Pérez, S. e Imperatore, A. Comunicación y Educación en entornos virtuales de aprendizaje: perspectivas teóricas y metodológicas, Universidad Nacional de Quilmes Ediciones, 2009. Schwartzman, Gisela y Tarasow, Fabio (2009). “El puntapié inicial del diseño”. Diseño de intervenciones educativas en línea. Carrera de Especialización en Educación y Nuevas Tecnologías. PENT. FLACSO Argentina. Uso de chatbots como apoyo para la comunicación en el Aula. Un asistente virtual 24x7x365 colaborando con el curso ABSTRACT El uso y aprovechamiento que los docentes podemos hacer de las tecnologías en el aula, se va ampliando permanentemente y abarcando diferentes aspectos del proceso que van más allá de la disponibilidad de material o la utilización de entornos virtuales de enseñanza – aprendizaje. Uno de los aspectos centrales es el de la comunicación, y allí actualmente además de las opciones típicas o tradicionales como el correo electrónico, los foros o mensajería instantánea\(^1\), podemos apelar a mecanismos más interactivos y eficientes que pueden operar con cierta autonomía con una amplia disponibilidad de acceso, como los programas robot conversacionales, o chatbots que se pueden integrar fácilmente a espacios de interacción frecuente por parte de los estudiantes, como las redes sociales. Se trata como veremos a continuación, de una posibilidad que en primer lugar resulta adecuada para sistematizar respuestas a dudas o consultas de índole operativa que suelen repetirse de manera constante entre los participantes de los diferentes cursos, pero que a poco que desarrollemos la lógica que está detrás de su programación, podremos animarnos a incorporar también conversaciones o diálogos ya de conceptos o temáticas de la asignatura de que se trate. INTRODUCCIÓN El presente trabajo busca sumar a las posibilidades que los docentes tenemos de apelar a herramientas tecnológicas para nuestra tarea, a los asistentes conversacionales o mejor conocidos como bots o chtabots, al que podemos definir como un asistente virtual (también conocido como agente computacional inteligente, chatbot, chatterbot, bot o robot de charla) es un conjunto de programas informáticos capaces de interactuar con los seres humanos mediante el lenguaje natural, en lugar de una interfaz gráfica/GUI como Windows o una línea de comando al estilo DOS (Carraspi 2012). DESARROLLO La tarea docente en una época signada por las tecnologías de información y la comunicación (TIC) requiere de una actualización permanente. No ya sólo en lo que refiere a las estrategias pedagógicas y de evaluación\(^2\), sino también al conocimiento de las diferentes herramientas disponibles y cómo ellas pueden ser aprovechadas tanto para el proceso de enseñanza – aprendizaje, como al proceso de comunicación que naturalmente se encuentra imbricado en el mismo. Se ha señalado con razón que “Las nuevas tecnologías de información y comunicación (NTIC) no resultan indiferentes para el proceso enseñanza-aprendizaje. Han generado impacto en las formas de comunicarse, compartir --- \(^1\) A propósito de ello se puede consultar una serie de artículos breves publicados en el Blog del Proyecto Docentes en Línea: https://elbo.in/Telegram-aula \(^2\) Tarea que, si en algún momento se percibió como “aconsejable”, en la actualidad emerge como claramente “indispensable”, so pena de volvernos “Docentes obsoletos.” contenidos y también en el desarrollo de nuevos modelos de adquisición de conocimiento.” (Carraspi 2012) Y en este sentido, no cabe hacer diferenciación entre la denominada educación presencial y la educación a distancia o no presencial, puesto que aún en el marco de cualquier experiencia presencial tradicional aparece como bastante improbable y además de totalmente desaconsejable, dejar de lado u obviar las TIC como elemento que contextualice y brinde un apoyo adicional al proceso. Nos enfrentamos por otra parte a un proceso al que Negroponte hablando de la evolución tecnológica califica como un fenómeno prácticamente imparable, ya que su naturaleza es casi genética, dado que cada generación está más digitalizada que la anterior. (Negroponte 1995, pág. 233) Las tecnologías tienen efectos que exceden lo estrictamente educativo pues “…su involucramiento en la educación permite no sólo mejorar la enseñanza sino también desarrollar en los alumnos habilidades de interacción virtual, muy requeridas en el ámbito profesional.” (Carraspi 2012) Las TIC están allí y son utilizadas tanto por los estudiantes como por los docentes, el desafío es integrar esa utilización con sentido pedagógico, académico y de trabajo colaborativo para obtener beneficios de las mismas\(^3\). En otras palabras, la tecnología se encuentra en el bolsillo de estudiantes y docentes, es un dato de la realidad; pero su mera “posesión” no implica la integración que antes mencionamos, algo que deberá lograrse mediante una adecuada planificación que iniciada por el profesor, deberá necesariamente “negociarse o consensuarse” de manera permanente con los estudiantes. Cabe recordar las personas podemos aprender a usar la tecnología de muchas maneras, pero su “aprehensión” o “apropiación” siempre viene de la mano de identificar su utilidad y provecho. De allí que de no resulta ni aconsejable ni efectivo que la incorporación de las TIC se produzca como consecuencia de una “decisión” unilateral del docente. Dicho esto, la variedad y heterogeneidad de herramientas, aplicaciones, plataformas y demás opciones que con las que hoy contamos requiere para esa etapa previa de consideración del docente; cierta metodología de investigación y análisis de las bondades y problemas que cada tecnología presente en general, y en particular para su eventual incorporación al aula. Uno de los problemas más habituales que puede surgir en este sentido --dado que la tecnología como mencionamos es omnipresente--, es no clarificar la diferencia en el ejercicio de los roles involucrados en el proceso de enseñanza-aprendizaje con los demás que corresponden a los diferentes estatus que docentes y estudiantes tenemos como parte de la interacción social. Los casos típicos que se pueden señalar son el de utilizar los perfiles personales de Facebook, o muy habitualmente utilizar WhatsApp\(^4\) como canal de comunicación lo que obliga a facilitar datos personales de los involucrados y ello puede representar problemas incluso legales\(^5\). Pero la experiencia que en esta oportunidad comentaremos, se vincula con la utilización de un bot para complementar la comunicación y la organización del curso de Introducción a la Sociología en la Carrera de Abogacía de la Universidad Nacional de La Plata durante el primer cuatrimestre de 2017. Si bien para la carrera de abogacía representa --una vez más-- una de las varias iniciativas pioneras que se han llevado a cabo en la Comisión 40 a nuestro cargo\(^6\), en verdad existen algunos antecedentes de interés en otras carreras y Facultades, --- \(^3\) Es un desafío que también se percibe en otras esferas como el trabajo privado y la administración pública, en las que la existencia y uso de la tecnología no representa por sí mismo un aprovechamiento de la misma ni mucho menos un cambio de matriz de funcionamiento. \(^4\) Para quienes quieran analizar una alternativa a WhatsApp en el Aula, recomendamos ver los artículos anteriormente en el Blog del Proyecto Docentes en Línea: https://elbo.in/Telegram-aula \(^5\) Los datos personales están protegidos y específicamente regulados en la Ley 25.326. \(^6\) La Comisión 40 fue la primera en contar con una Cadera Virtual en 2001, en implementar y administrar un Campus Virtual, en apelar a videoconferencias mediante Skype para sumar profesores invitados y hasta desarrollar y utilizar una app propia. que incluso han logrado recopilar algunos datos sobre su utilidad\textsuperscript{7}. Estos casos datan del año 2011, y como suele suceder con otras herramientas tecnológicas de aquél tiempo a hoy las posibilidades y facilidades para “programar” estos asistentes virtuales se han multiplicado\textsuperscript{8}. La experiencia en la Comisión 40. Dos bots y tres opciones para su creación y gestión. Durante el curso del primer cuatrimestre de 2017, se crearon dos bots, uno para su inclusión en la plataforma Telegram\textsuperscript{9} destinada a la comunicación de la Comisión, y otro como asistente virtual en la mensajería instantánea de la página de Facebook de la Comisión\textsuperscript{10}. El primero se presenta con una interacción más simple, en la que se ofrecen alternativas u opciones de consultas y preguntas organizadas en un menú sobre el que el estudiante interactúa. Este intercambio como lo explica el bot al comenzar o al solicitar “Ayuda” puede darse tanto haciendo clic en el menú que se ofrece como escribiendo “la misma palabra o frase” en el chat. Es decir que si quiero acceder al “Cronograma” de la cursada puedo pulsar en el botón que dice “Cronograma” o bien escribir “cronograma” en el chat. Pero por ejemplo si escribo la frase “necesito el cronograma del curso”, el bot no podrá interpretar esa solicitud. Como veremos seguidamente esta limitación tiene que ver con el tipo de herramienta utilizada para crear el bot, ya que este primer intento para Telegram se realizó utilizando el propio Bot de Telegram para programar Bots, llamado de BotFather\textsuperscript{11}. ¡Si, se trata de un bot cuya función es ayudar a crear bots! Con la idea de seguir experimentando buscaron y analizaron otras posibilidades y así dimos con Chatfuel\textsuperscript{12}, que, si bien al inicio permitió algo más de libertad para mejorar el primer bot, su mayor aporte fue abrir la puerta a la creación del segundo asistente virtual. En efecto al recurrir a Chatfuel logramos crear el segundo bot, cuya función fue integrarse a la mensajería instantánea (Messenger) de la Página de Facebook, y responder a los mensajes que allí se reciban. Esta segunda versión del asistente incorpora una pequeña base de conocimiento y un sistema de inteligencia artificial que permite reconocer palabras o frases en el mensaje de su interlocutor. De esta forma la misma consulta que mencionamos anteriormente sobre el Cronograma que en Telegram no obtiene respuesta, en el caso de Facebook, el bot está preparado para “entender” que el estudiante está buscando el cronograma pues en su programación esta palabra está identificada como una palabra clave que puede aparecer en diferentes frases. Esto puede apreciarse en las imágenes 1 y 2 en la que tenemos por una parte la base de conocimiento en Chatfuel, y por otro de qué manera se aplica en una conversación con el bot. \textsuperscript{7} Ver en la bibliografía citada, los antecedentes de utilización de bots o chatbots. \textsuperscript{8} El recorrido es similar al que se verificó desde la denominada web 1.0 a la 2.0, cuando merced a las plataformas de blogs, y luego las redes sociales, la posibilidad de producir contenido se simplificó ostensiblemente, contando los interesados con herramientas en modalidad WYSWYG o “What you see is what you get” en la que sin necesidad de conocimientos técnicos de programación se crean elementos en la web de forma visual e intuitiva. \textsuperscript{9} Se creó un Canal que puede observarse en: así como un grupo general y grupos específicos para el Trabajo en Equipo de los Participantes. El bot, opera como un usuario más en Telegram se llama @ISCom40_Bot \textsuperscript{10} Ver la Pagina de la Comisión en FB http://www.facebook.com/ISCom40 \textsuperscript{11} En el siguiente artículo describe el funcionamiento de los bost en Telegram y cómo se utiliza The BotFather, ver https://www.xatakamovil.com/aplicaciones/llegan-los-bots-a-telegram-cómo-crear-el-tuyo-propio \textsuperscript{12} Para conocer más y experimentar, registrarse en su web: https://chatfuel.com/ A la fecha el bot que “trabaja” en Facebook es capaz de entender y ofrecer información sobre Programa de la asignatura, el cronograma de clases, el material de estudio en la carpeta virtual y en la fotocopiadora, las opciones de comunicación, los horarios de clase y las aulas, requisitos y reglamento de cursada, y hasta para responder amablemente ante eventuales insultos. Subiendo la vara. Para quienes deseen ir todavía más allá y adentrarse en nuevos horizontes, existen herramientas de mayor complejidad que permiten muchas opciones adicionales de desarrollo para bots (siempre sin necesidad de conocer lenguaje programación), entre las cuales podemos mencionar a Motion.AI\textsuperscript{13} con la que actualmente estamos trabajando en la próxima generación de asistentes virtuales para el curso. La intención a partir de la experiencia recogida es ir más allá de las consultas operativas y avanzar en la programación del bot para pueda proporcionar a los estudiantes una alternativa para consultas conceptuales sobre autores y contenidos de la asignatura. Así se irán incorporando a la base de conocimiento y de inteligencia artificial los principales conceptos de los autores clásicos como Comte, Marx, Durkheim o Weber, además de los temas centrales que se abordan en el curso, \textsuperscript{13} Esta plataforma sumamente completa e interesante ofrece la posibilidad de programar hasta dos (2) bots de manera gratuita. Ver https://www.motion.ai/ como estratificación social, delito y desviación, perspectiva de género, desigualdad, control social, sociedad de la información, etc. Todo ello siempre partiendo de la base que se trata de una herramienta que -tal como está planteada- puede complementar el proceso de enseñanza-aprendizaje, sin por ello sustituir ni las responsabilidades en materia de lectura y comprensión por parte de los estudiantes ni la guía y el rol de facilitador del proceso que incumbe al docente. CONCLUSIONES Este breve trabajo tuvo por finalidad presentar a los bots, chatbots o asistentes virtuales conversacionales como una herramienta más que los docentes tenemos hoy la posibilidad de incorporar al aula, explicitar los antecedentes existen al respecto, las herramientas pueden utilizarse para su creación sin contar con conocimientos de programación, y finalmente compartir un ejemplo concreto de uso con esta primera y muy reciente experiencia en el curso de la Comisión 40 Introducción a la Sociología en la carrera de Abogacía de la UNLP. Entendiendo al fenómeno del aprendizaje como un proceso complejo en el que la comunicación adquiere una importancia destacada, este tipo de experiencias pueden resultar muy útiles. No se trata de reemplazar la comunicación tradicional sino de enriquecerla y ampliarla, teniendo en cuenta como sostiene Padula Perkins que ...al tratarse de un chat si bien necesariamente asume un formato diferente de vinculación personal, su materialidad y su inmediatez permite conservar parte de las características de los vínculos interpersonales cara a cara... (Padula Perkins 2008) Esta comunicación se presenta en el marco la lectura en pantalla, que tiene su lado positivo en cuanto la posibilidad de interacción tanto en un contexto sincrónico como asincrónico (Parodi y Peronard 2010, pág. 167). Desde la mirada de los estudiantes además la adopción de las tecnologías en ámbitos como la universidad, es una de las maneras en las que los jóvenes puede desarrollar un proceso de apropiación de las mismas (Proenza 2012, pág. 57–62). Desde luego que estamos bien lejos de sistemas mucho más complejos como Siri de Apple o Google Now que operan con reconocimiento de voz, y todavía a un abismo de plataformas de Inteligencia Artificial de características sorprendentes como lo es Watson de IBM\textsuperscript{14}, pero como sucede en cualquier iniciativa novedosa la mayor riqueza es la experimentación y la capacidad de aprender e innovar en el camino. Cualidades indispensables en la sociedad de la información y por ende en la actividad que desempeñamos los docentes. Aún en un contexto acotado, el solo hecho de pensar mecanismos diferentes promueve la innovación, ya que ...la incorporación de tecnologías de la información y la comunicación, puede actuar como una ventana abierta a la oportunidad para la innovación y la renovación de las instituciones educativas... (Cukierman et al. 2009) Y es en ese proceso de experimentación en el que nos gustaría detenernos y señalar muy especialmente el que consideramos el mayor y más importante aportación de esta experiencia. Ya que por la propia dinámica de pensamiento que requiere la creación de un bot, -aun con plataformas intuitivas como Chatfuel- existe un detalle fundamental. \textsuperscript{14} Para conocer más sobre este extraordinario desarrollo y sus aplicaciones, ver http://www-03.ibm.com/marketing/mx/watson/what-is-watson/ Para poder hacerlo el docente necesariamente debe “ponerse en el lugar del estudiante”, debe poder “pensar y preguntar como lo haría uno de sus estudiantes”, pues solamente de esa manera podrá incorporar a la base de conocimientos del asistente, las frases o palabras claves que le permitirán interactuar y responder de manera adecuada. Esto requiere realizar una profunda interpretación del lenguaje para recuperar el sentido de la pregunta y relacionarlo con una respuesta relevante. Esta interpretación va más allá de lo sintáctico, introduciendo relaciones semánticas entre las entidades referidas en las consultas (Medina et al. 2013, pág. 41–42). De nada servirá “programar al bot” para responder a las preguntas que el docente le haría, sino que resulta crucial hacerlo orientado a las que los estudiantes efectivamente podrían formularle. Y como a su vez se trata de un proceso dinámico e iterativo esto se irá enriqueciendo a medida que el asistente recibe consultas para las cuales no tenía ninguna respuesta preparada, o bien formuladas de una manera diferente a la prevista, etc. En la medida que el docente pueda, en un diálogo constante con los estudiantes, recoger estas situaciones, el crecimiento de la herramienta será progresivo y constante\(^{15}\). Ponerse en lugar de los estudiantes, dialogar y aprender de sus consultas y dudas, ampliar la base de conocimiento del curso y hacerlo de manera colaborativa, etc., ¡se trata de un proceso virtuoso y sumamente fructífero para cualquier docente! ¡Y todo eso gracias a un pequeño bot! \(^{15}\) Es en definitiva el proceso que rige prácticamente todas las herramientas y desarrollos que vemos actualmente, y es por eso que de manera constante se publican actualizaciones por ejemplo de las aplicaciones que tenemos instaladas en nuestro smartphone. Esas actualizaciones surgen de la recopilación permanente que hacen los desarrolladores sobre el uso, los problemas y los reclamos o recomendaciones que miles y miles de usuarios efectúan diariamente. Bibliografía Carraspi, Maria Teresa (ed.) (2012): Onceavas Jornadas de Tecnología Aplicada a la Educación Matemática Universitaria. Onceavas Jornadas de Tecnología Aplicada a la Educación Matemática Universitaria. Universidad de Buenos Aires. Universidad de Buenos Aires: Centro de Investigación en Métodos Cuantita, Última comprobación el 08/07/2017. Cukierman, Uriel; Rozenhauz, Julieta; Santángelo, Horacio (2009): Tecnología educativa. Recursos, modelos y metodologías. Buenos Aires: Prentice Hall-Pearson Education. Medina, Javier; Eisman, Eduardo M; Castro, Juan Luis (2013): Asistentes virtuales en plataformas 3.0. En: Revista Iberoamericana de Informática Educativa (18), pág. 41–49. Negroponte, Nicholas (1995): Ser Digital: Atlántida. Padula Perkins, Jorge Eduardo (2008): Una introducción a la educación a distancia. 2a. ed., [nueva ed. aum. y act.]. Buenos Aires: Fondo de Cultura Económica (Educación y pedagogía). Parodi, Giovanni; Peronard, Marianne (2010): Saber leer. Buenos Aires: Alfaguara. Proenza, Francisco J. (2012): Tecnología y cambio social. El impacto del acceso público a las computadoras e Internet en Argentina, Chile y Perú. Lima, Ottawa: IEP; IDRC-CRDI (América Problema, 35). Video interactivo como objeto de aprendizaje en la formación de los estudiantes de Inglés en la Esc. Prep. Dr. Nazario V. Montejo Godoy ABSTRACT El incremento del uso de las TIC así como su importancia en el aprendizaje dentro del nivel medio superior de la UAC, nos han llevado a desarrollar un elemento de apoyo: un objeto de aprendizaje acorde con los programas de estudio de las asignaturas de Inglés del 5° semestre del bachillerato. Pretendiendo que dicho objeto de aprendizaje permita a los profesores, complementar sus clases de teoría con el apoyo de elementos virtuales, reforzando los conceptos teóricos y facilitando a los estudiantes la enseñanza y que puedan desarrollar el autoaprendizaje y la autoevaluación. La docencia en nuestro tiempo, nos ha llevado a enfocarnos hacia lo que más ayuda al estudiante a aprender, una de las propuestas de la RIEMS es el uso de TIC. Considerando que el texto y las imágenes, son herramientas fundamentales de la enseñanza y aprovechando que la imagen tiene un poder de comunicación poderoso; dichos estímulos se deben aprovechar a través del uso del video. El uso del vídeo ofrece a los alumnos de inglés, la oportunidad de utilizar el lenguaje en contextos pertinentes, ser creativo, trabajar en equipo, mejorar sus habilidades en relación a la expresión oral y fluidez, y con esto obtener una mayor comprensión para lograr un aprendizaje significativo. INTRODUCCIÓN Con el uso de las Tecnologías de información y comunicación (TIC), el ámbito educativo demanda nuevas métodos de enseñanza, así como la actualización de los recursos de aprendizaje. Dentro de estos, podemos contar con los objetos de aprendizaje, los cuales día a día están siendo más adoptados por docentes comprometidos con su labor. Dichos objetos se utilizan en cualquier área del conocimiento y ofrecen la gran ventaja de ser reutilizados y compartidos en red. Así, se tiene cuidado en que dichos objetos de aprendizaje permitan a los profesores, de las diferentes asignaturas, complementar sus clases de teoría con el apoyo de elementos virtuales, reforzando los conceptos teóricos y facilitando a los estudiantes el aprendizaje. Por otra parte, se busca que mediante estas herramientas los estudiantes puedan desarrollar el autoaprendizaje y la autoevaluación. El incremento del uso de las TIC así como su importancia en el proceso enseñanza –aprendizaje dentro del nivel medio superior de la Universidad Autónoma de Campeche, nos han llevado a desarrollar estos recursos de apoyo de manera que estén acorde con los programas de estudio de las asignaturas de Inglés de los 6 semestres del bachillerato. Aunque en el presente trabajo se expondrá solo el de un semestre, se pretende como trabajo futuro elaborar objetos de aprendizaje en video para todos los demás semestres. Y hablando del video podemos decir que este ofrece a los alumnos de un segundo idioma, la oportunidad de utilizar el lenguaje en contextos pertinentes, ser creativo, hacer uso del valor de trabajar en equipo, mejorar sus habilidades en relación a la expresión oral y fluidez, y con esto obtener Palabras Claves: Objeto de aprendizaje, Video, inglés, TIC. una mayor comprensión para lograr un aprendizaje significativo. En el inglés es básico el speaking, listening y writing, por lo que consideramos que el video logra reforzar estas habilidades de forma muy interactiva. El proceso de enseñanza en nuestro tiempo, nos ha llevado por el camino de enfocarnos hacia lo que más ayuda al estudiante a aprender, una de las propuestas de la Reforma Integral de la Educación Media Superior (RIEMS) es el uso de TIC, además de encontrar herramientas que potencien el aprendizaje de manera autónoma y colaborativa. La UAC es una Institución comprometida con la calidad de la educación y ante la demanda de un población cuyos jóvenes son los llamados nativos digitales, ha buscado las mejores alternativas para un proceso enseñanza-aprendizaje acorde con la nueva era digital. La UAC en su plan Institucional de Desarrollo (PIDE) 2015-2019, dentro de las políticas operativas destina la número IV, hacia el uso intensivo, actualizado permanentemente, de las tecnologías digitales. (UAC, 2015, p. 67). MARCO TEÓRICO 1.1. Porqué el video como objeto de aprendizaje. De acuerdo con las políticas educativas afianzadas en las necesidades para el siglo XXI, se hace urgente el adiestramiento profesional de los docentes en TIC, en la producción de contenidos y materiales educativos, y en nuevos modelos pedagógicos para los nuevos lenguajes mediáticos. Para ello, los docentes deben estar sensibilizados hacia la alfabetización digital con el fin de que se apropien de esta nueva cultura y puedan no solo intervenir sus currículos, sino ser parte de redes de conocimiento para asegurar el trabajo grupal y colaborativo, como un servicio público y gratuito que colabora con las políticas educativas nacionales hacia una plataforma tecnológica de acceso libre. Dentro de los Estándares de Competencia en TIC (UNESCO 2008) los docentes necesitan estar preparados para empoderar a los estudiantes con las ventajas que les aportan las TIC. Escuelas y aulas -ya sean presenciales o virtuales- deben contar con docentes que posean las competencias y los recursos necesarios en materia de TIC y que puedan enseñar de manera eficaz las asignaturas exigidas, integrando al mismo tiempo en su enseñanza conceptos y habilidades de éstas. Las simulaciones interactivas, los recursos educativos digitales y abiertos (REA), los instrumentos sofisticados de recolección y análisis de datos son algunos de los muchos recursos que permiten a los docentes ofrecer a sus estudiantes posibilidades, antes inimaginables, para asimilar conceptos, comprender principios y asumir marcos teóricos en los diferentes campos del conocimiento. Las TIC han sido naturalizadas en la vida cotidiana: celulares, tablets, skype, ipods, podcast, DVD, televisión digital, twitter, whatsapp, mensajes de texto, ipads, apps). Difícilmente se encuentre un miembro de la sociedad que no emplee en menor o mayor grado estos recursos. Entonces si el aula refleja la sociedad en que vivimos, es de esperarse que las TIC tengan un papel protagónico o al menos que existan en las clases de inglés en la escuela. El vídeo es la presentación de un número de imágenes por segundo, que crean en el observador la sensación de movimiento. (BACHMAN & HARLOW, 2012) Debido a la finalidad de la información que contiene el video, se puede clasificar como Multimedia Educativa, ya que el estudiante realiza el proceso a su propio ritmo y orden, permite cierta libertad, y apertura al autoaprendizaje. La enseñanza en nuestro tiempo, nos ha llevado por el camino de enfocarnos hacia lo que más ayuda al estudiante a aprender, una de las propuestas de la RIEMS es el uso de las tecnologías de información y las comunicaciones TIC, además de encontrar herramientas que potencien el aprendizaje de manera autónoma y colaborativa. Cabe mencionar que esta práctica está condicionada al grado de motivación que tengan los estudiantes para enfocarse a las tareas, objetivos y objetos de aprendizaje (BRYNDUM & MONTE, 2005). Se encontró que el video es motivante para los alumnos, es una manera moderna de aprender, facilita la comprensión y muestra ejemplos de los temas tratados durante las clases. Es de gran ayuda para los estudiantes que son visuales y kinestésicos, porque de esta manera retienen el conocimiento más fácilmente, tanto al participar en la elaboración del mismo, como en mirar el resultado. El uso del video ofrece a los alumnos de un segundo idioma, la oportunidad de utilizar el lenguaje en contextos pertinentes, ser creativo, hacer uso del valor de trabajar en equipo, mejorar sus habilidades en relación a la expresión oral y fluidez, y con esto obtener una mayor comprensión para lograr un aprendizaje significativo, (MARTÍNEZ, 2003). Considerando que el texto y las imágenes, son herramientas fundamentales de la enseñanza y aprovechando que la imagen tiene un poder incuestionable de comunicación, y que bien combinados multiplicarian su poder de comunicación; además tomando en cuenta que los mensajes visuales tienen un gran poder de atracción de la mirada y seducción, dichos estímulos se deben aprovechar a través del uso del video, para generar situaciones apropiadas que fortalezcan la formación básica que imparte el docente. Definimos al video desde su origen etimológico, esta palabra proviene del latín “videre” y significa “yo veo”. En una definición real, el video es una secuencia de imágenes, que crea en el observador una sensación de movimiento, lo cual se refleja, al percibir que transmite y provoca en el espectador emociones, sensaciones, que incentiva y despierta la motivación, golpea el corazón, excita; y que además es capaz de presentar de modo intuitivo y global los conceptos. Sin lugar a dudas los adolescentes en el nivel medio superior, pasan por momentos en que los videos para ellos son atractivos e interesantes, (la mayoría utiliza el celular para observar videos), “Los medios audiovisuales son simples canales mediante los cuales se comunica cualquier contenido (son instrumentos tanto para la recepción del mensaje como para su transmisión)” (BARTOLOME, 1987) de ahí la importancia del uso del video en el aula, el cual servirá como transmisor y los alumnos como receptores principales de la información que les permitirá dotarse de ésta, para la construcción de opiniones en torno a determinado tema, tomando además en consideración que tanto como la vista como el oído son los dos sentidos por los cuales el individuo adquiere casi todas sus experiencias, por lo que su uso en el aula permitirá que el alumno desarrolle habilidades y destrezas, necesarias en su vida cotidiana. 1.2 ¿Qué es un objeto de aprendizaje? Las definiciones del OA han ido cambiando conforme va pasando el tiempo, de acuerdo con los avances de las TIC existen varias definiciones para Serrano Islas (2010, p. 3) después de consultar diferentes autores, son “materiales o unidades pequeñas de contenido digital en red, que son concebidos como herramientas de enseñanza, que pueden ser reutilizados en diferentes contextos y en consecuencia por distintos usuarios de Internet”. Los OA utilizados como recursos didácticos deben ser promovidos por los docentes para un mejor aprovechamiento de los mismos, sin embargo existen ciertas mecanismos que se deben de perfeccionar “es imprescindible desarrollar guías de diseño de objetos de aprendizaje que permitirán la construcción de éstos de manera homogénea, así como formular estrategias de uso de manera interdisciplinaria con el propósito de que un solo objeto de aprendizaje o la agrupación de varios de ellos, se utilicen en diferentes contextos o temáticas educativas” (SERRANO ISLAS, 210, p. 4). La Universidad Autónoma de Campeche (UAC) utiliza un formato para unificar sus objetos de aprendizaje, que se anexa abajo. DESARROLLO Objetivo Elaborar un Video Interactivo como Objeto de Aprendizaje para ser utilizado como recurso didáctico en la Formación de los estudiantes de Inglés en la Esc. Prep. Dr. Nazario V. Montejo Godoy. Método Basándonos en los programas de aprendizaje vigentes del bachillerato universitario, se elige como primer tema el Zero condicional, del Programa de Lengua Extranjera Inglés V. Se plantea el desarrollo del objeto de aprendizaje considerando como objetivo facilitar la construcción de aprendizajes y contribuir a la formación académica del estudiante al dotarle con herramientas necesarias para comunicarse eficazmente, tanto de manera oral como escrita, siguiendo las propiedades normativas en el uso de la lengua. Se conforma un grupo de expertos para la realización del objeto de aprendizaje. Se buscan la normatividad establecida por la UAC, a través del Departamento de Tecnologías de la Educación, para ir de acuerdo a las políticas establecidas y se esclarecen cada uno de los elementos que serán necesarios para la elaboración de este primer OA de una serie que se pretende ir realizando a lo largo de próximo periodo escolar. Para la elaboración del Objeto de aprendizaje se realizó una ficha Técnica la cual mostramos a continuación, en ella se desglosan cada uno de los elementos que nos ayudan a realizar dicho objeto. Ficha técnica (datos generales del OA en video) | Título | Lengua Extranjera V (Inglés) Primera parte Zero condicional | |--------|-------------------------------------------------------------| | Nombre de la Serie | Aprendiendo Inglés en el Nivel Medio Superior | | Fecha de elaboración del guión | 11/Noviembre/2016 Tema: Unidad de competencia 1 Causa y efecto: Estilos de vida y salud. Síntomas y remedios | | Grabado el día/hora/lugar | Día: 11/nov/2016 Hora: 13:00 Lugar: Esc. Prep. Dr. Nazario V. Montejo Godoy | | Co-Producción | Esc. Prep. Dr. Nazario V. Montejo Godoy | | Creador(es) o autor(es) de contenidos | Ma. Alejandra Sarmiento Bojórquez Nadia May Acosta Mayte Cadena González | | Conductor(es) | Ma. Alejandra Sarmiento Bojórquez Nadia May Acosta | | Expertos entrevistados | Ninguno | | Sinopsis o información básica descriptiva | Este OA está dirigido a los estudiantes de NMS o a cualquier persona que quiera aprender acerca de los condicionales (cero) en Inglés. Causa y efecto. | | Objetivo | Facilitar la construcción de aprendizajes y contribuir a la formación académica del estudiante al dotarle con herramientas necesarias para comunicarse eficazmente, tanto de manera oral como escrita, siguiendo las propiedades normativas en el uso de la lengua. | CONCLUSIONES En un mundo que presenta cambios vertiginosos el aprendizaje se puede dar de manera virtual donde los OA son una opción para potenciarlo. A través de los OA se puede complementar los contenidos programáticos, se puede retroalimentar los temas, se puede generar nuevos conocimientos y se pueden ser reutilizados por nuevos estudiantes. Su uso ayuda a los estudiantes a un autoaprendizaje en el cual cada uno puede elegir el día, la hora y hasta el espacio para estudiar, propiciando un pensamiento crítico y analítico que los ayude no solamente en la parte académica sino en su vida personal. En una era digital necesitamos jóvenes responsables, creativos, críticos y reflexivos que promuevan el cambio en una sociedad que cada día más pierde el sentido de la humanidad. Necesitamos que nuestros estudiantes aprendan a aprender. TRABAJO FUTURO Se pretende ya seguir realizando estos objetos de aprendizaje de acuerdo a las unidades de aprendizaje de cada uno de los semestres de la asignatura Lengua Extranjera Inglés, para así poco a poco reforzar de manera interactiva y con el uso de las TIC el aprendizaje de nuestros estudiantes. También se pretende levantar una encuesta en los estudiantes para determinar si para ellos es eficaz y motivador el aprender con el apoyo de estos objetos de aprendizaje, será material para una investigación futura. BIBLIOGRAFÍA Bachman, I., & Harlow, S. (2012). Interactividad y multimedialidad en periódicos latinoamericanos: avances en una transición incompleta. Cuadernos de información, 41-52. Bartolome, P. A. (1987). Análisis de la producción y aplicación de programas audiovisuales didácticos. Obtenido de: http://www.tdx.cat/bitstream/handle/10803/2360/01.ARBP_1de11.pdf.txt?sequence=22 Bryndum, S., & Monte, J. (2005). La motivación en los entornos telemáticos. RED: Revista de Educación a Distancia, 13. Martínez, J. D. (2003). Hacia una enseñanza de lenguas extranjeras basada en el desarrollo de la interacción comunicativa. Didáctica (Lengua y Literatura), 139-160. Serrano Islas, M. A., (2010). Objetos de Aprendizaje. Revista e-formadores, (4), recuperado de: http://red.ilce.edu.mx/sitios/revista/e_formadores_oto_10/articulos/angeles_serrano_nov10.pdf UAC (2015), Plan Institucional de Desarrollo 2015 – 2019, pág. 67. http://pla.uacam.mx/?modulo_micrositio=personalizacion&acciones_micrositio=descargar&archivo=modulos/personalizacion/archivos/adjuntos/PIDE_UAC_2015-2019_con_portada.pdf&vistafull_micrositio=yes UNESCO 2008. (Recuperado el 25 de Mayo de 2013.). Estándares de competencias en Tic para docentes. Obtenido de http://portal.unesco.org/es/ev.php?URL_ID=41553&URL_DO=DO_TOPIC&URL_SECTION=201.html 3 Desafíos de la Gestión Dinámica de comunidades de práctica en espacios de Comunicación Institucional. Experiencia en ambientes de Coordinación Académica en UNLVirtual ABSTRACT Los estudiantes que cursan propuestas en el marco del Programa de Educación a Distancia de la UNL cuentan en el Campus Virtual con ambientes de Comunicación Institucional; uno de ellos es el de Coordinación Académica, en el que se vinculan con la unidad académica de la que depende la propuesta que cursan (a través del Coordinador). Estos espacios son desarrollados desde el CEMED, a partir del análisis y diseño de estrategias de comunicación de la información vinculada a los aspectos académicos y de gestión de las propuestas. Estudiar una propuesta “a distancia”, es en sí una experiencia compartida y colaborativa, lo cual implica formar parte de una comunidad virtual que se constituye a partir de nuevas formas de comunicación e interacciones que son posibles sólo a través de la apropiación de las Tecnologías de la Información y Comunicación (TIC). INTRODUCCIÓN El presente trabajo recoge la experiencia en la administración, diseño, selección de recursos, y puesta en funcionamiento de los ambientes de Coordinación Académica de diversas propuestas de grado y pregrado universitario, dictadas en el marco del Programa de Educación a Distancia (PEaD), de la Universidad Nacional del Litoral (UNL). Experiencia llevada a cabo desde el Centro Multimedial de Educación a Distancia¹ (CEMED - UNLVirtual), a partir del trabajo colaborativo entre sus áreas de Planificación y Logística Académica (área que coordina la autora de este trabajo), y Desarrollo de Ambientes y Recursos Digitales. Los estudiantes que cursan propuestas en esta modalidad lo hacen a través del Campus Virtual UNL, que es el ambiente tecnológico en el que se desarrollan todas las actividades vinculadas a la trayectoria académica y administrativa de los alumnos dentro de la universidad. Asimismo, todos los actores (responsables de las unidades académicas, coordinadores, docentes y tutores, y personal de gestión), confluyen en el Campus Virtual, consolidando un espacio de representación y de actividad académica de la comunidad universitaria. El Campus Virtual se configura según el perfil de usuario: los estudiantes acceden a los ambientes en los que se desarrollan las asignaturas correspondientes al plan de estudios de su carrera, al SIU Guaraní, a los módulos de Gestión Administrativa y Financiera, y a los ambientes de Comunicación Institucional, a saber: el ambiente de Atención al Estudiante, en el que el vínculo se establece con un tutor de sistemas -que depende de CEMED- y asiste a los alumnos en las cuestiones específicamente ¹ El Centro Multimedial de Educación a Distancia o CEMED es la unidad ejecutora del Programa de Educación a Distancia, creado por Resol. CS Nº 133/99. administrativas y operativas concernientes al cursado de la propuesta; y por otro, al ambiente de Coordinación Académica, en el que se establece un vínculo directo con la unidad académica a través de las figuras del coordinador académico y el coordinador técnico. Desde los inicios del PEAyD, si bien no ha cambiado la concepción de este ambiente de Coordinación Académica, ha cambiado en su forma, en su constitución y estructura, para posicionarse como uno de los ámbitos de fortalecimiento de la identidad institucional MARCO TEÓRICO El aprendizaje en red se produce en el marco de un entramado de vínculos sociales. Las redes de aprendizaje se construyen mediante el flujo de interacciones grupales, reconocibles a través de algunos procesos y situaciones, como plantea Koper (2009), citado en Schwartzman, Tarasow y Trech (2016), entre los que podemos mencionar: - el intercambio de experiencias y saberes con otros; - la producción conjunta de proyectos; - la creación de grupos de trabajo, comunidades, debates; - el ofrecimiento de apoyo a otros participantes (resolver dudas, dar orientación, hallar soluciones); - la búsqueda colaborativa de recursos de aprendizaje; - la construcción de un perfil personal. Las interacciones dejan huellas, rastros, marcas que nos permiten reflexionar acerca de la incidencia de los entornos digitales (específicamente por su ubicuidad, asincronía y facilidad para transparentar/documentar procesos), en la organización y dinámica de los grupos, el compromiso mutuo asumido y la naturaleza de los vínculos que se generan. Por otra parte, el concepto de comunidades de práctica -CP, estudiado por Wenger (1998), Snyder (2000), Garrido (2003) y otros, retomado por Sanz Martos (2005). “La idea de que las CP pueden ser presenciales o virtuales, las TIC proporcionan una serie de ventajas al funcionamiento de las CP. Por un lado, fomentan su existencia facilitando comunicación fluida y, por otro, permiten ser más visibles para el resto de la organización, ya sea durante el momento de su existencia o posteriormente. Las tecnologías de la información permiten que las CP superen las barreras de las estructuras formales de las organizaciones, las barreras geográficas y las temporales. Las dota de flexibilidad y de accesibilidad, y permite a los nuevos incorporados entender su contexto rápidamente”. Según Sanz Martos (2005), el moderador es una pieza clave a la hora de garantizar el funcionamiento de las CP, sobre todo en el caso de las CP virtuales. Su misión es promover la participación y gestionar los contenidos intercambiados entre los miembros de la CP, identificar los contenidos relevantes y almacenarlos de manera adecuada para facilitar su recuperación. Composición de los ambientes de coordinación académica en UNLVirtual Para cada una de las propuestas, ya sea Tecnicatura, Ciclo de Licenciatura, Bachiller Universitario, Cursos y Carreras de Posgrado, se configuran dos Ambientes de Coordinación Académica diferenciados, a los cuales accederán los coordinadores académico y técnico. Estos actores se definen como los responsables designados por la unidad académica para la gestión del desarrollo disciplinar, tanto en lo concerniente al equipo docente como a los alumnos. Los espacios previstos para cada propuesta se distinguen de la siguiente forma: un espacio correspondiente a los Ingresantes del año en curso, y otro destinado a los estudiantes cuyo ingreso se remite a años anteriores. Ambos espacios se reconfiguran anualmente: mientras que el primero comienza a funcionar una vez finalizado el proceso de admisión de los alumnos, el segundo se habilita ya concluido el período de reinscripción anual. Por lo tanto, estos espacios son dinámicos en lo que refiere a sus participantes, lo cual les otorga una serie de particularidades, complejizando la trama de relaciones que allí se visualizan. La distinción entonces se da en la composición de ambos espacios, en el perfil de los estudiantes que confluyen en cada uno. Partimos del reconocimiento de que un estudiante que inicia el cursado de una propuesta no está aún familiarizado con las lógicas de funcionamiento de la misma, por lo cual es importante que logre establecer rutinas, reconocer y “reconocerse” en los distintos espacios y adecuarse a los tiempos que prevé el calendario académico\(^2\) (inscripción a cursado y exámenes, cursado y regularización de asignaturas, etc.), como así también adquirir competencias relacionadas con la gestión de la información y el conocimiento; mientras que un alumno que cursa el segundo o tercer año en la carrera, ha logrado establecer ciertas rutinas de trabajo y de comunicación para una mejor organización de las actividades académicas, si bien se espera que se profundicen las competencias antes mencionadas. **Configuración de los ambientes** El soporte de los ambientes es la versión 2.5 de Moodle, y se ha optado por el formato de pestañas, por el estilo de navegación que éste propone. Si bien se han concebido específicamente para la comunicación y el intercambio referidos a los aspectos académicos de una carrera, la propuesta apunta a que se produzcan experiencias que generen aprendizajes genuinos, que no necesariamente se vinculen al desarrollo de contenidos. Por ello se propone un tipo de relato que hace énfasis en los aspectos de organización y planificación, en el que se destaca la explicitación de un recorrido que se plantea al alumno; todo ello estructurado a través de distintos medios, lo que nos permite hablar de una narrativa hipermedial\(^3\). Por otra parte, se ha considerado también la estética del ambiente virtual, apuntando a lo simple; entendiendo que si nos encontráramos frente a un espacio sobrecargado de recursos, la interacción entre los participantes podría complejizarse y hasta tornarse confusa. Partimos de la idea de que si los elementos que componen el ambiente aparecen combinados con una buena estrategia de uso, se puede lograr un diálogo virtual fluido entre el coordinador y los estudiantes, y los estudiantes entre sí. Así mismo, el diseño y estilo responden a las pautas de identidad institucional (Sistema de Identidad Visual de la UNL)\(^4\). --- \(^2\) El calendario académico se establece en forma anual, y en él mismo se prevén las asignaturas del Plan de Estudios que se dictarán, con su fecha de inicio y finalización académica, fechas de habilitación y cierre de actas de regularidad; periodos de inscripción a cursado y exámenes. \(^3\) Con el término hipermedia, designamos al conjunto de métodos o procedimientos para escribir, diseñar o componer contenidos que integren soportes tales como: texto, imagen, video, audio, mapas y otros soportes de información emergentes, de tal modo que el resultado obtenido, además tenga la posibilidad de interactuar con los usuarios. \(^4\) Manual de Identidad Institucional [http://www.unl.edu.ar/la-institucion/wp-content/uploads/sites/7/2017/05/743_unl_manual_de_identidad.pdf](http://www.unl.edu.ar/la-institucion/wp-content/uploads/sites/7/2017/05/743_unl_manual_de_identidad.pdf) SECCIONES El modelo trabajado cuenta con seis secciones: **Presentación** En primer lugar, la identificación de los actores, del espacio, y la explicitación del sentido del mismo. Aquí, visualizamos un mensaje de bienvenida del coordinador: su presentación y de la unidad académica de pertenencia de la propuesta. Esta bienvenida puede consistir en un breve texto (de alrededor de 200 palabras), o un video de corta duración (no superior a 3 minutos). Los videos se producen también desde el Centro, previo guionado y trabajo con los coordinadores. Destacamos el potencial del video en este espacio, ya que acerca a los coordinadores /docentes y estudiantes, mediante la presencia del rostro y la voz, logrando un anclaje o puesta en foco de determinados temas. **Propuesta** Se presenta información dura referida a la propuesta (plan de estudios, normativa relacionada, información sobre trámites administrativos, etc.). **Calendario** El calendario académico de la propuesta es el instrumento que define los tiempos y organiza la cursada de los alumnos. Aquí dispondrán de la información referida a los períodos y asignaturas, como así también docentes y tutores a cargo, entre otras cuestiones. En relación con las gestiones referidas al calendario e información acerca de la propuesta, las estrategias tienden a fortalecer las capacidades de los alumnos en cuanto a la búsqueda y validación de la información allí disponible. **Novedades** Se propone el tratamiento de toda la información que se considera “noticia” o “novedad”, a la que el alumno debe acceder en forma frecuente. Se trabajan a través del recurso “etiqueta” del ambiente virtual. **figura 1.** Ambiente de Coordinación Académica. Secciones. Galería de imágenes, la que administran los coordinadores según distintos criterios e intereses (relacionadas con la propuesta, con la Facultad, etc.). **Facultad** Se plantea el acceso a diversos recursos con el objetivo de que el estudiante reconozca la unidad académica (de la que es alumno), y se reconozca como parte de la misma y de la comunidad universitaria. En esta sección los alumnos disponen de planos interactivos de las facultades, enlaces a los sitios web de las mismas y mapeo del resto de las unidades académicas que componen la universidad. **Bloques laterales y comunicación en el ambiente.** La configuración del espacio se complementa con bloques ubicados en el margen derecho, entre los que se destacan: - **Bloque de Navegación:** desde este tablero, el alumno puede acceder en forma directa a los contenidos de las cajas centrales. - **Contactos:** listado de participantes del ambiente virtual. - **Recursos para la producción:** desde esta caja, el estudiante / coordinador puede acceder a todos los recursos disponibles en el ambiente. - **Video institucional:** videos de corta duración realizados por la unidad académica de la que depende la propuesta. - **Correo interno:** el servicio de correo interno del ambiente permite el contacto con otros participantes, ya sea coordinadores o estudiantes, posibilitando también enviar mensajes grupales. Este bloque se ha personalizado de acuerdo a las necesidades de los actores del programa UNLVirtual, permitiendo enviar y recibir correos, con la opción de incluir archivos adjuntos, hacia todos los participantes del espacio. La utilización de esta herramienta genera notificaciones o alerta de correos sin leer (pendientes de lectura), tanto en Campus Virtual como en la casilla de correo personal asociada a la cuenta de usuario. El correo cuenta con una bandeja general (desde la que pueden accederse a los mensajes de todos los ambientes del usuario); a la vez que cuenta con la opción de visualización de la bandeja por ambiente. Esta herramienta comunicacional, si bien permite que los usuarios adjunten archivos al cuerpo del correo, no suele utilizarse como canal de intercambio de documentos, ya que ésta acción influye notablemente en detrimento de los tiempos de acceso a un ambiente virtual y por ello no es recomendado. Así, se alienta la utilización de otras herramientas que favorezcan la interacción entre los participantes (tareas, distintos tipos de foros, wikis). **Los Foros** Respecto al tipo de interacción propuesto, nos interesa especialmente la utilización de los foros. Este interés radica en que la palabra, el diálogo, la indagación, la pregunta, etc. son considerados aspectos sustanciales de la problematización y construcción compartida del conocimiento. Ser partícipe en una comunidad académica implica la idea de comunidad en colaboración. Los entornos virtuales posibilitan que estudiantes, docentes, coordinadores, tengan roles activos de comunicación y aprendizaje. Esta posibilidad de comunicación mediada y de aprendizaje colaborativo es una potencialidad destacada de los entornos, como así también la hipertextualidad y la multimedialidad, ya que los entornos virtuales de aprendizaje permiten acceder a diferentes tipos de materiales, como también al enlace de materiales entre sí y a información o documentación ubicada en la web. En los ambientes de Coordinación Académica en funcionamiento, encontramos los siguientes foros: - **Foro Inicial o de Presentación**. Particularmente identificamos estos foros en los ambientes virtuales de coordinación para alumnos ingresantes. Aquí el coordinador se explica en la presentación formal que ha realizado mediante su mensaje de bienvenida, suele realizar algunas recomendaciones a los estudiantes, y los invita a presentarse y comentar sus expectativas en relación con la propuesta. Generalmente, el tipo de foro es el de “Debate Sencillo”, en el que los estudiantes no pueden crear nuevos temas de discusión sino tan sólo participar en el ya propuesto. ![Figura 2. Foro de Presentación y Pizarra de Noticias](image) - **Pizarra de Noticias**. Como su nombre indica, este foro está destinado a la publicación de noticias cortas al estilo pizarra. - **Foro de Consultas Académicas**. Disponible en el bloque de información relativa a la propuesta, este foro está destinado al planteo de inquietudes vinculadas con la carrera (plan de estudios, calendario académico, trámites de equivalencias, etc.), esperando que las consultas o temas dispuestos sean de interés general y no refieran a casos particulares de los alumnos, los que se sugiere resolver en forma privada (a través del correo interno). El coordinador actúa como moderador de los temas y la pertinencia de los mismos. Los estudiantes suelen también actuar como “moderadores” de los temas o brindan respuestas a las consultas de otros estudiantes. El tipo de foro utilizado con mayor frecuencia aquí es “Cada persona plantea un tema”. Encontramos que es común la publicación de temas o hilos de discusión por parte de estudiantes. Visualizamos en estas operaciones el compromiso mutuo, el fortalecimiento de los vínculos entre los distintos actores, el interés común, y la construcción colaborativa de saberes, entendida como una forma de organización social del aula y de los procesos de enseñanza y aprendizaje, basada en la interdependencia positiva de objetivos y recursos entre los participantes. Siguiendo a Sanz Martos (2005), la figura del moderador será clave para identificar, planificar y facilitar las actividades dentro de la CP, potenciar el desarrollo de los miembros y ayudar a construir la práctica. Asimismo, es relevante el correcto almacenamiento y la fácil recuperación de la información que se intercambia y el conocimiento que se genera en el seno de la comunidad. CONCLUSIÓN Desde el punto de vista institucional, es necesario el establecimiento de un enlace bidireccional entre los Coordinadores o responsables de las carreras y los estudiantes, que resulte pertinente y accesible para ambos actores. La universidad cumple funciones de enseñanza, investigación y extensión que se corresponden con los procesos de generación, conservación y transferencia, típicos de la gestión del conocimiento. La implementación de una carrera en la modalidad virtual expone la necesidad de generar los espacios funcionales que garanticen estos procesos (como se presenta aquí, espacio virtual para la gestión académica de los alumnos). Como hemos visto a partir del análisis de la configuración del ambiente de Coordinación Académica propuesto, podemos afirmar que se trata de un entorno flexible e interactivo, que posibilita el diálogo y fortalece las relaciones entre los estudiantes y coordinadores a través de distintos recursos, herramientas y materiales. El mismo apunta al fortalecimiento de una comunidad de práctica en la que si bien es clave la figura del Coordinador (moderador), lo son también las herramientas y recursos de que disponen los participantes (coordinadores, alumnos). Identificar temas importantes que deben tratarse; planificar y facilitar las actividades del grupo de estudiantes; ayudar a construir la práctica, incluyendo el conocimiento base, la experiencia adquirida, las mejores prácticas, las herramientas y los métodos, y las actividades de aprendizaje; son los aspectos más visibles del rol de la Coordinación Académica que tienen lugar en estos ambientes. Bibliografía **Bates, Tony** (2001): Cómo gestionar el cambio tecnológico. Estrategias para los responsables de centros universitarios, en http://www.uoc.edu/web/esp/art/uoc/bates1101/bates1101.html **Maggio, M** (2016): Enriquecer la enseñanza. Los ambientes con alta disposición tecnológica como oportunidad. Buenos Aires, Paidós **Sanz Martos, Sandra** (2005). Comunidades de práctica virtuales: acceso y uso de contenidos. En: Lara Navarra, Pablo (coord.). Uso de contenidos digitales: tecnologías de la información, sociedad del conocimiento y universidad [monográfico en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC) (vol. 2, n.o 2). UOC. <http://www.uoc.edu/rusc/2/2/dr/esp/sanz.pdf> **Schwartzman, Tarasow y Trech** (2014): De la Educación a Distancia a la Educación en Línea. Aportes a un campo en construcción. Rosario. Homo Sapiens Ediciones, Flacso Argentina Gestión de información para trabajos de grado de la maestría en gestión de la tecnología educativa ABSTRACT La investigación se enfoca al diseño de un modelo de gestión de información que permita desarrollar un sistema de información para optimizar el proceso de presentación y entrega de trabajos de grado en la maestría en gestión de la tecnología educativa de la Universidad de Santander UDES, explicitamente en los módulos de investigación (Elaboración de Propuesta de Investigación, Trabajo de Grado I y Trabajo de Grado II). Se adoptó metodologías de gestión de procesos de negocio y de la información e ingeniería de software, en un proceso de 4 etapas: definición de perspectiva del negocio, desarrollo del modelo, definición de requerimientos e implementación y pruebas. Los resultados permitieron articular los módulos de investigación, realizar la trazabilidad del proceso de trabajo de grado, caracterizar 2.905 proyectos de grado, planeación de sustentaciones e implementar un sistema de información para la gestión docente. INTRODUCCIÓN La Maestría en Gestión de la Tecnología Educativa (MGTE), de la Universidad de Santander UDES, dio inicio en el año 2013, por parte del Campus Virtual UDES(CV-UDES) y actualmente cuenta con 9.451 estudiantes matriculados, con una cobertura nacional en los 32 departamentos, en donde casi el 100% de los estudiantes son docentes del magisterio de educación, y de los cuales se han graduado 2.905 a diciembre de 2015. El programa MGTE se realiza en modalidad virtual y está constituida en cuatro componentes [1]: 1) Componente de fundamentación: Permite al estudiante de la Maestría en Gestión de la Tecnología Educativa adquirir las competencias del SABER que le permitan abordar los temas del campo disciplinar de la gestión y del campo disciplinar de la Tecnología Educativa y competencias planteados en el plan de estudios. Este Componente tiene 10 créditos y se desarrolla en 480 horas de trabajo académico, de las cuales 120 horas son con acompañamiento docente y 360 horas de trabajo académico de estudio independiente. [2] 2) Componente de Profundización: Tiene como propósito ahondar y fortalecer las competencias disciplinares e interdisciplinares mediante el aprendizaje de los elementos conceptuales de la gestión y de la Tecnología Educativa. Este componente tiene 22 créditos y se desarrolla en 1056 horas de trabajo académico, de las cuales 264 horas son con acompañamiento docente y 792 horas de trabajo académico de estudio independiente. 3) Componente de Investigación: El componente investigativo se constituye además en el eje articulador de las funciones de producción de conocimiento. Este componente tiene 8 créditos y se desarrolla en 384 horas de trabajo académico, de las cuales 96 horas son con acompañamiento docente y 288 horas de trabajo académico de estudio independiente. 4) Componente electivo: El componente electivo consta de 2 créditos académicos y se desarrolla en 96 horas de trabajo académico, de las cuales 24 horas son con acompañamiento docente y 72 horas de trabajo académico de estudio independiente. Los módulos del componente electivo y de investigación le dan al programa la flexibilidad, profundización y el complemento y actualización permanente que todo programa académico debe tener. Esta estructura curricular está en permanente consulta con la realidad de las diferentes instituciones, los cambios sociales del país y las innovaciones tecnológicas de la informática y las comunicaciones. Se retroalimenta de sus prácticas investigativas y profesionales o en el desempeño laboral de estudiantes y egresados. Para este trabajo, el tercer componente es el objeto de investigación, dado que allí se encontró una problemática asociada a la falta de un proceso de gestión de información que articule el desarrollo de las competencias de investigación, que se realiza a través de 4 módulos, como se aprecia en la Tabla 1. | Componente de Investigación | Módulos | Créditos | Horas de trabajo académico | |-----------------------------|---------|----------|----------------------------| | | | | Independiente | acompañamiento docente | Tiempo total | | 1 Políticas públicas: educación, ciencia y tecnología. | 1 | 36 | 12 | 48 | | 2 Elaboración de propuesta de investigación | 1 | 36 | 12 | 48 | | 3 Trabajo de Grado I | 2 | 72 | 24 | 96 | | 4 Trabajo de Grado II | 4 | 144 | 48 | 192 | | **TOTALES** | **8** | **288** | **96** | **384** | Tabla 1. Módulos Investigación El plan lineal de cada módulo, requiere generar unos entregables en tres de ellos, como insumo para el desarrollo de la tesis de investigación, como aparece en la Figura 1. Figura 1. Módulos para el desarrollo del proceso de investigación Dado el gran número de estudiantes, el manejo de los entregables de cada módulo, presenta dificultades para el control de la información, trazabilidad del proceso y medición del impacto en los 32 departamentos en el sector de la educación. Este artículo muestra como objetivo general el desarrollo de un modelo de Gestión de información, para dar respuesta a la complejidad que conlleva el manejo de información que se relacionan con la presentación y entrega de trabajos de grado, por medio de modelación de las actividades y flujo necesario de información del proceso a través de BPMN (Business Process Model and Notation), definición de las necesidades de alto nivel y las características del prototipo del sistema de información por medio de un documento de Especificaciones Suplementarias y la implementación del modelo de información en la plataforma tecnológica de soporte a la formación virtual CVUDES. ESTADO DEL ARTE Definir el estado actual en temas un modelo de gestión de información para resultados de trabajo de grado en maestría realmente es difícil, dado que este tipo de información es confidencial en las Instituciones de Educación Superior, y de igual forma el sistema de acreditación y registro calificado es diferente y dependen de diversos factores sociales, políticos, económicos y culturales. De acuerdo a lo anterior y para efectos de la investigación se toma como referente proyectos y estudio de caracterización en el área docente y estándares nacionales e internacionales para formación docente. En tal sentido la UNESCO establece unos estándares de competencia en TIC para docentes Colombia el proceso de acreditación de programas de formación [3], que es tenido como referente para determinar si el programa de la MGTE cumple criterios de calidad que proponen: - Elaborar un conjunto común de directrices que los proveedores de formación profesional puedan utilizar para identificar, desarrollar o evaluar material de aprendizaje o programas de formación de docentes con miras a la utilización de las TIC en la enseñanza y el aprendizaje. - Suministrar un conjunto básico de cualificaciones que permitan a los docentes integrar las TIC en sus actividades de enseñanza y aprendizaje, a fin de mejorar el aprendizaje de los estudiantes y optimizar la realización de otras de sus tareas profesionales. - Ampliar la formación profesional de docentes para complementar sus competencias en materia de pedagogía, cooperación, liderazgo y desarrollos escolares innovadores, con la utilización de las TIC. - Armonizar las distintas ideas y el vocabulario relativo al uso de las TIC en la formación docente Todo lo anterior se puede ver reflejado en la Figura 2. Figura 2. Marco de Pan de Estudios. Fuente. Unesco De acuerdo a la Caracterización de Buenas Prácticas en Formación Inicial Docente en TIC, se identifica 3 barreras [3]: 1. Barrera de primer orden: de la institución y de los estudiantes 2. Barrera de segundo orden: los docentes 3. Barrera de tercer orden: las disciplinas Lo que nos permite inferir y comprobar que es necesario intervenir los procesos administrativos y de formación del Centro de Educación Virtual. La Figura 3 permite ver un panorama internacional de Estándares de formación docente. | Objetivo | Enfoque | Dimensiones | Relación con la FID | |----------|---------|-------------|---------------------| | ISTE | Dotar al docente de referencias para crear ambientes interactivos de aprendizaje. | Integrador de destrezas técnicas y pedagógicas en un itinerario desde la formación escolar y a lo largo de la vida. | Manejo tecnológico operativo; diseño de ambientes de aprendizaje; vinculación de las TIC con el currículo; evaluación de recursos y aprendizajes; mejoramiento profesional; ética y valores. | Itinerario para la adquisición de habilidades y destrezas en la formación inicial de los docentes diferenciando niveles para una formación permanente. | | QTS (Reino Unido) | Establece un currículo nacional para la FID centrado en la articulación con áreas curriculares y aprendizaje de las TIC | Se organiza en torno a tres ejes temáticos que implican conocer, enseñar y reflexionar respecto de la práctica profesional. | Manejo tecnológico operativo; diseño de ambientes de aprendizaje; vinculación de las TIC con el currículo; mejoramiento profesional. | Se vincula directamente con la formación continua de docentes. | | EUROPEAN PEDAGOGICAL ICT | Buscar acreditar el nivel de los docentes y el uso de las TIC para mejorar las prácticas docentes. | Integra las perspectivas operativa y pedagógica. Trabajo a partir de módulos virtuales obligatorios y opcionales. | Manejo tecnológico de las TIC con el currículo; evaluación de uso y aprendizajes; mejoramiento profesional. | Propuesta para la formación permanente de docentes, se centra en un acompañamiento virtual de apoyo a la práctica docente. | | RED ENLACES (Chile) | Propone un conjunto de estándares que posibilite la formación permanente de los docentes. | Criterios sobre tres ejes: pedagógico (innovaciones); gestión modernización del establecimiento); cultura informática (destrezas y habilidades para uso básico y superior de recursos) | Manejo tecnológico operativo; diseño de ambientes de aprendizaje; vinculación de las TIC con el currículo; evaluación de uso y aprendizajes; mejoramiento profesional; ética y valores. | A pesar de su origen para la formación permanente, se pueden considerar algunos de sus estándares e indicadores como partes de lo que debería ser la FID en la medida de establecer un itinerario. | Figura 3. Estándares TIC en la formación de profesores. Fuente: Red Latinoamericana de Portales Educativos. En cuanto a referentes en Sistemas de Información para trabajos de grado, tampoco se pudo encontrar investigaciones. DISEÑO METODOLÓGICO Para el desarrollo de este proyecto, se emplean y se adoptan algunos conceptos metodologías propias de Gestión de procesos, Business Process Management o BPM, Gestión de la Información e Ingeniería de Software. Se plantean 4 fases, organizadas con sus actividades y productos finales, como se muestra en la Figura 4. ![Figura 4. Metodología](image) **Fase 1. Definición perspectiva del negocio.** En esta fase se busca entender la estructura y dinámica de la organización, en contexto del objeto del negocio, mirado desde un plano genera la visión del CV- UDES, su mapa de procesos y las políticas de extensión de la Universidad, con el fin de entender el problema actual, así como una perspectiva de las necesidades del negocio y la forma en que estos deben ser llevados según el modelo a proponer. Para lograr esta fase se plantearon las siguientes actividades: - Determinar las áreas de conocimiento más significativas para las perspectivas de negocio - Identificar el estado actual del proceso - Definir los objetivos estratégicos **Fase 2. Desarrollo del modelo** De acuerdo con los resultados de la fase anterior se procede a diseñar un modelo al proceso de investigación mediante las siguientes actividades: - Caracterización del proceso - Definir tipo de modelo de gestión de información - Diseñar el modelo de gestión del proceso - Validar modelo de gestión de información Fase 3. Definición de requerimientos y Análisis. En esta fase se determina como alinear el proceso de Trabajo de grado, junto con el modelo obtenido de la fase anterior e integrarlo con un sistema de información que responda a las necesidades del negocio. Para lograr esta fase se plantearon las siguientes actividades: - Identificación de requerimientos funcionales y No funcionales - Elaborar diagrama de casos de uso con estándar UML - Construir el prototipo del sistema de información, a partir del análisis de las características funcionales. Fase 4. Implementación y Pruebas En esta fase se determina las acciones para la validación del sistema de información, frente al modelo de gestión de información planteado en la fase 2, mediante: - Integrar prototipo plataforma CV-UDES - Definir plan de pruebas de software - Aplicar plantillas de Pruebas - Instalación y puesta en funcionamiento en producción RESULTADOS Los resultados fueron satisfactorio y cumplieron con los objetivos señalados son sus respectivos entregables y validación. Para el desarrollo del modelo se plasmó en una arquitectura de negocio, como muestra la Figura 5 y un mapa de proceso de Trabajo de grado que se puede ver en la Figura 6. El modelo del proceso se socializó con el equipo humano de la Coordinación de Investigaciones, donde se realizaron algunos ajustes, teniendo en cuenta que el proceso va estar apoyado en un sistema de información. De igual forma se compartió con los directores, evaluadores y estudiantes para recibir las observaciones. | Stakeholder | |-------------| | • Coordinación de investigación | | • Directores trabajo de grado | | • Departamento tecnología | | • Grupo Gravate | | • Estudiantes. | | Fron End | |----------| | • Plataforma Docente | | • Web Servicios | | • Telefónico | | Drivers | |---------| | • Impacto resultados de investigación | | • Tecnológico | | • Mejora continua | | • Autoevaluación | | Goal | |------| | • Tecnología e innovación | | • Perspectiva de proceso | | • Perspectiva de recurso | | Proceso de negocio | |--------------------| | • Administracion trabajos de grado | | • Administracion proceso | | • Ejecución del proceso | | • Autoevaluación | Figura 5. Arquitectura de negocio Figura 6. Modelo de proceso A partir de los requerimientos establecidos por parte del área de Coordinación general de Investigaciones y en acuerdo con la Dirección de Tecnología del CUVUDES, se determina el desarrollo y la implementación del componente de Software llamado Trabajo de Grado. Se puede ver una Figura 7 una captura de pantalla. Figura 7. Captura Pantalla componente Trabajo de Grado El software de Trabajo de grado es un programa diseñado para integrarse con la plataforma de Sistema de Administración Docente para gestionar los trabajos de grados de los estudiantes de la Maestría en Gestión de la Tecnología Educativa con las siguientes funcionalidades: - Registrar trabajos de grados del ciclo de los módulos de (Elaboración de Propuesta de Investigación, Trabajo de Grado I y Trabajo de Grado II). - Caracterizar información de trabajo de grado como: Eje temático de investigación, Línea de investigación, área de conocimiento, nivel escolar, Entidad interesada, tipo de entidad y ciudad de la entidad. En la Figura 8 y 9 son captura de pantalla de las funcionalidades del software. - Relacionar los estudiantes de trabajo de grado. - Guardar documentación de trabajo de grado (ficha de inscripción, síntesis trabajo de grado, anteproyecto, observaciones Evaluador, anexos y proyecto final). - Registrar los Directores y Evaluadores. - Diligenciar las Evaluaciones del Director y Evaluador. - Registrar los Aavales y Actas Finales. Beneficios obtenidos - Automatizar la recepción y entregables finales de cada módulo - Monitorizar la trazabilidad del proceso de Trabajo de grado - Control y seguimiento de los responsables del proceso (Directo de Proyecto, Estudiantes, Evaluador). - Caracterizar los proyectos de grado. - Planeación de sustentaciones de trabajo de grado. Entorno de usuario El prototipo del sistema de información se incorpora con la plataforma tecnológica de soporte a la formación virtual CVUDES de Sistema de Administración Docente, que se encuentra desarrollada en entorno Web. Figura 8. Formulario creación trabajo de grado Figura 9. Funcionalidades componente de software de Trabajo de grado. Las siguientes estadísticas son resultados del análisis de la información registrada en el sistema de información de Trabajo de Grado [1]. La Figura 10 presenta una distribución de las experiencias según el área de conocimiento. Figura 10. Distribución de Experiencias según área de conocimiento La Figura 11. evidencia la distribución según el nivel educativo Y en la tabla 2 muestra el gran impacto que está logrando la maestría en la accesibilidad de formación de calidad en el sector rural. | Tipo de Institución-Ubicación | # de experiencias | |-------------------------------|------------------| | Rural | 1800 | | Urbana | 1156 | Tabla 2. Impacto tipo de institución CONCLUSIONES Y RECOMENDACIONES En este artículo se presentaron los resultados de investigación del modelo de gestión de información para trabajos de grado de la maestría en gestión de la tecnología educativa, dentro del cual podemos recoger las siguientes conclusiones y recomendaciones: - Es necesario establecer lineamientos de investigación claros, para los tres módulos, de tal forma que los cambios no ocasionales de Director de Trabajo de Grado, no afecte el desarrollo de la tesis de investigación. - Algunos procesos deben alienarse con el modelo de negocio del Centro de Educación Virtual del CV-UDES. - No existe una propuesta metodológica para establecer criterios e indicadores de medición de la MGTE. - Se desconoce el impacto social, transferencia tecnológica de los Trabajos de grado. - Para una próxima versión del software es necesario definir las variables e indicadores para una medición de impacto en las instituciones educativas donde se desarrollaron las tesis de investigación. - El Centro de Educación Virtual del CV-UDES no se encuentra integrado con toda la Universidad, lo que provoca que funcione como una dependencia aparte. BIBLIOGRAFÍA [1] UDES, «Documento referencial investigaciones CVUDES,» Bucaramanga-Colombia., 2015. [2] UNESCO, «Estándares Unesco de Competencia en TIC Para Docentes,» 2008. [En línea]. Available: www.oei.es/tic/UNESCOEstandaresDocentes.pdf. [Último acceso: 6 julio 2015]. [3] R. L. d. P. Educativos, «Caracterización de Buenas Prácticas en Formación Inicial Docente en TIC,» 2012. Internacionalización y movilidad virtual: Debates y tensiones en la búsqueda de definiciones ABSTRACT La Movilidad Virtual es una práctica que cobra relevancia con la incorporación de las TIC en los procesos de enseñanza y aprendizaje, incorporándose en los procesos de la internacionalización de la educación superior tanto como actividad en sí misma, como parte de las estrategias de preparación y seguimiento. Desarrollar iniciativas de Movilidad Virtual requiere tomar en cuenta las tensiones y debates alrededor de la internacionalización, especialmente el rol de las instituciones universitarias en la globalización y en el contexto latinoamericano. INTRODUCCIÓN Nos proponemos en este texto definir y analizar una de las prácticas posibles en el contexto de los procesos de internacionalización de la educación superior, la movilidad virtual (MV). Para ello analizaremos los debates alrededor del concepto de internacionalización, alrededor de las prácticas de movilidad internacional y a partir de ellos las especificaciones de la movilidad virtual. ¿Qué entendemos por internacionalización? El concepto de internacionalización toma formas históricas específicas, e incluso se convierten en objeto de relevamiento, sistematización de prácticas y producción de teoría. Dichas formas se constituyen como un conjunto de prácticas que han acompañando los procesos de integración regionales y el fenómeno de globalización. Knight (2014) nos refiere a la Internacionalización de la Educación Superior (IES) como “el proceso de integrar una dimensión internacional, intercultural y global a los objetivos, la enseñanza/aprendizaje, la investigación y las funciones de servicio de una universidad o sistema de educación superior”. En textos subsiguientes Knight (2010), refiere dos elementos principales, el concepto de integración y de proceso dinámico. La integración en dos dimensiones, tanto como series de actividades que permiten procesos de integración en una dimensión social y cultural, intercultural, como la integración del conjunto de actividades, entendidos no como la coordinación de eventos aislados sino su dimensión transversal y organizativa. Esto permite constituir un proceso dinámico donde la organización incorpora una dimensión en todo su accionar. Dicho proceso cobra evidencia a través de una variedad de acciones, (Knight (1994, 2002, 2010), Lamarra (2014), Rudzki (1998)) que involucran desde esquemas de movilidad académica para estudiantes, investigadores y docentes; cursos, programas sobre temas comparados a nivel internacional y muchos otros, incluyendo iniciativas de educación a distancia y movilidad virtual, rankings internacionales y la instalación de sedes en terceros países. 1 Por una lista extensa sobre las posibilidades ver Lamarra, Albornoz (2014) Evaristo Carriego. Lourdes Ojeda. Universidad Nacional Arturo Jauretche. E-mail: email@example.com firstname.lastname@example.org Palabras Claves: Internacionalización, Movilidad Virtual, Integración, Globalización. De manera complementaria con la definición de Knight, Ruzki (1998) nos señalará una dimensión organizativa: “La internacionalización promueve un proceso de cambio organizacional, de innovación curricular, la experiencia del personal académico y administrativo”. Podemos inferir entonces que la internacionalización no se concibe como un programa aislado sino que es transversal a toda institución. Todo esto no lleva a pensar la internacionalización como un proceso de incorporación de la dimensión internacional e intercultural en la vida de las universidades, sus sujetos y sus ámbitos. Se conforma a partir de un conjunto de actividades integradas entre sí y demandada en el contexto económico, social y cultural de integración regional y global que involucra, no solo las sociedades en su aspecto cultural, sino también la formación de competencias profesionales para la participación, al mismo tiempo que la contribución al mundo globalizado. Esto impacta en los aspectos organizativos internos de las universidades, promoviendo cambios y mejoras en su conjunto. A partir de la definición anterior entendemos el proceso de globalización como el contexto que constituye, en esta época, la internacionalización. Knight (1994, 2014), nos refiere a la relación entre internacionalización y globalización. La internacionalización responde y a la vez cataliza la globalización. Responder a la globalización implica que las universidades tienen que preparar a sus estudiantes para vivir y trabajar en un mundo interconectado, interdependiente y globalizado, al mismo tiempo que la Internacionalización de la Educación Superior (IES) es un agente de globalización, contribuyendo con la oferta al mercado educativo internacional. Lamarra y Còpolla (2013) hacen referencia a las tensiones relacionadas con la educación superior: - **La globalización como oportunidad** para las transformaciones educativas, al mismo tiempo que amenaza con el aumento de las políticas neocolonialistas y mercantilistas en educación. - **Las tendencias internacionales sobre las competencias** para la formación profesional global y las demandas específicas nacionales, de cada sociedad. - **La circulación transcontinental / regional** de conocimientos y los modelos de organización en espacios históricos y regionales y su “apropiación contextualmente específica”. En este contexto de globalización y sus tensiones inherentes, la universidad se llama a ocupar un rol, estableciendo políticas y estrategias de Internacionalización. Uno de los hitos, en el marco de las integraciones, ha sido la agenda resultante del proceso de Bolonia; la integración de un sistema regional europeo como uno de sus principales objetivos. Los acuerdos de Bolonia crearon un Espacio Europeo de Educación Superior, para el funcionamiento de un sistema integrado, con la búsqueda de un sistema de titulaciones comparable, la promoción de la movilidad tanto de estudiantes como profesores e investigadores y con la adopción de un sistema de valoración del crédito universitario para todos los países de la Unión Europea (UE) (ECTS). Si bien la agenda de Bolonia introduce el debate sobre la internacionalización y la pone como prioridad para el sector universitario, la extrapolación de la experiencia europea parece entrañar el riesgo de habilitar un neo colonialismo. Por ello, la integración en AL tiene que estar dado por iniciativas de construcción de un espacio común propio, sin ser necesario reproducir el modelo de Bolonia. --- 2 http://www.un.org/es/aboutun/booklet/globalization.shtml 3 https://es.wikipedia.org/wiki/Proceso_de_Bolonia 4 Lamarra, Copolla (2013) “Sin embargo, en cuanto a los temas específicos y generales en la región, hace que la experiencia de Europa sirva para construir un debate común”\textsuperscript{5}. Un escenario de convergencia e integración se ha venido construyendo, especialmente a partir del proyecto ENLACES, como iniciativa de espacio latinoamericano y caribeño de la educación superior, con el impulso de UNESCO, a través de IESALC \textsuperscript{6}. Definir y acotar nos permite comprender mejor el fenómeno, sin embargo, las definiciones y referencias anteriores no nos responde el por qué y cómo llegó a constituirse la internacionalización de esta forma\textsuperscript{7}. Por ello, pensar la internacionalización de la educación superior (IES) abre nuevos interrogantes: qué, por qué y cómo internacionalizar la educación superior. Algunos argumentos relacionados con esas preguntas (de Wit, 2001) abordan las dimensiones políticas, económicas, académicas y socioculturales (Basset, 2008). Una de las cuestiones relevantes, en términos económicos, ha sido el Acuerdo General sobre Comercio de Servicios (GATS)\textsuperscript{8}, en el marco de la Organización Mundial de Comercio (OMC)\textsuperscript{9}. Este tratado disminuyó las barreras para las industrias de servicios, promoviendo la operación de las instituciones de educación superior a través de la exportación de servicios educativos, ya sea instalando sedes en otros países o a través de la educación a distancia. Las diferencias jerárquicas en las relaciones económicas, políticas, culturales y lingüísticas juegan como relaciones de poder en un mundo globalizado, permitiendo la posibilidad de procesos neo coloniales (Kubota, 2009). Kubota (2009) nos propone pensar las relaciones internacionales en el mundo académico a través de sus paradojas y un llamado de responsabilidad. El Inglés es el idioma dominante en el mundo, amenazando con sostener y expandir su influencia, especialmente en la educación superior. Esto no es inconsistente con los procesos de globalización, ya que esta se puede definir como globalización del mercado, y “Americanización”\textsuperscript{10}. Por ello la IES, definida en el contexto de la globalización, ha intensificado su homogenización de la cultura académica con una ideología anglo centrada. Por ello, cómo podrían aprender docentes y estudiantes a negociar identidad culturales diversas cuando el proceso contiene, de por sí, una hegemonía anglosajona, y por ende prescinde del concepto de integración, tema esencial, como nos refería Knight en las primeras definiciones. Es paradójico, también, que el dominio del Inglés afecta en ambos sentidos, así como los nativos angloparlantes pierden el acceso a la diversidad intercultural, también los que hablan otro idioma y se encuentran en países de habla inglesa donde se da por supuesto la adquisición del idioma y no se acepta como proceso de aprendizaje e inmersión en la nueva cultura. Asimismo, el proceso de exportación de servicios educativos parece responder a una idea y apelarnos en un sentido de responsabilidad. Altbach y Knight (2007) comentan: “El pensamiento actual ve a la educación internacional en la educación superior como una “comodity”\textsuperscript{11} para ser comerciada libremente, por lo que ven a la educación superior como un bien privado, no una responsabilidad pública” \textsuperscript{5} Lamarra, Copolla (2013). \textsuperscript{6} http://espacioenlaces.org/ http://www.iesalc.unesco.org.ve/ \textsuperscript{7} Kubota (2009) \textsuperscript{8} https://es.wikipedia.org/wiki/Acuerdo_General_sobre_el_Comercio_de_Servicios \textsuperscript{9} https://es.wikipedia.org/wiki/Organizaci%C3%B3n_Mundial_del_Comercio \textsuperscript{10} Americanización como proceso de hegemónico cultural por parte de las Estados Unidos. \textsuperscript{11} http://www.finanzzas.com/%C2%BFque-son-los-commodities Al mismo tiempo que se crean ofertas relacionadas con la educación como bien privado, también es posible revisar experiencias relacionadas con la educación como responsabilidad pública, especialmente aquellas relacionadas con los espacios Latinoamericanos en las Conferencias Mundiales sobre la Educación Superior (CMES) organizada por UNESCO\textsuperscript{12} (Lamarra, Coppolla 2007) A partir de la definición de la IES, sus debates y tensiones tanto como sus dimensiones organizativas, culturales, económicas y políticas analizaremos una de las actividades dentro del conjunto de prácticas relacionadas. La movilidad virtual se presenta como una de las opciones relacionadas con la movilidad, a partir de la incorporación generalizada de Tecnologías de Información y Comunicación (TIC), especialmente Internet, en los procesos de enseñanza y los avances en educación a distancia en entornos digitales surge una opción de movilidad que puede presentarse como una de las opciones para la internacionalización. **Movilidad internacional y movilidad virtual** La movilidad es una de las actividades impulsada en el contexto de la internacionalización. La movilidad aporta al estudiante competencias transversales significativas para su desarrollo personal, profesional y social\textsuperscript{13}. La movilidad en educación superior es la posibilidad que tiene un estudiante de realizar parte de los estudios de una carrera, en otro centro de estudios de su mismo u otro país; o un docente o investigador realizar una estadía de intercambio y capacitación en otro centro de estudios y establecer acciones de cooperación e intercambio acerca de su propio campo de estudio. En este marco de movilidad internacional, la movilidad virtual (MV) puede pensarse, por un lado para estudiantes, docentes o investigadores que no pueden beneficiarse de la movilidad “face to face”\textsuperscript{14}; y por otro lado, que toda movilidad incorpora un aspecto virtual, sino en términos de actividad central, puede tenerlo en términos de actividades de preparación o seguimiento. Partiremos de diversas definiciones sobre movilidad virtual, que nos permitirán establecer sus características. La PMV 3U\textsuperscript{15}, una de las redes de universidades que ha trabajado el tema, señala que la movilidad virtual “abre un camino para ofrecer cursos y programas a otros países y permite la comunicación de docentes y estudiantes a través de las TIC”\textsuperscript{16}. Según Europace, la MV puede entenderse como “El uso de las tecnologías de las información y comunicación (TIC) para obtener los mismo beneficios que se podrían obtener con las movilidad física, pero sin la necesidad de viajar”\textsuperscript{17}. De Beek define la MV como “el conjunto de actividades apoyadas en TIC, que realizan o facilitan experiencias colaborativas internacionales en un contexto de enseñanza y/o aprendizaje”\textsuperscript{18}. El uso de TIC en el marco de la movilidad virtual está particularmente enfocada, aunque no exclusivamente, en actividades de comunicación y colaboración. Las TIC apoyan el desarrollo de interacciones tanto sincrónicas como asincrónicas. Tanto la movilidad como la movilidad virtual, si acaso hoy en día existirá movilidad sin incorporación de un componente virtual, consistirá en la participación activa en eventos o actividades que lleven a la producción de conocimiento, adquisición de capacidades en un marco internacional, en el cruce virtual o físico de fronteras entre países. \textsuperscript{12} IESALC UNESCO (2008) http://www.unesco.org/education/WCHE2009/comunicado_es.pdf \textsuperscript{13} García Arieto, Corbella (2010). \textsuperscript{14} “Cara a cara” en de Beek (2016). \textsuperscript{15} PMV 3U (2013). http://libros.unlp.edu.ar/index.php/unlp/catalog/book/315 \textsuperscript{16} PMV U3 (2012) \textsuperscript{17} Europace IVZW (2006) \textsuperscript{18} de Beek (2012) Quizás, a partir de esto, podemos hacer un nuevo ajuste a la definición de movilidad virtual, la MV será el conjunto de actividades apoyada por TIC, organizadas a nivel institucional que realizan o facilitan experiencias internacionales y colaborativas en un contexto de enseñanza y/o aprendizaje. Esta nueva definición nos permitirá incluir el rol de la organización involucrada en el proyecto, como parte integral de la visión institucional. Los textos revisados hacen referencia a ciertas evaluaciones y recomendaciones surgidas de la práctica. Especialmente los documentos relacionados con los programas de MV en Europa, ligados al análisis de buenas prácticas. Los estudiantes en general requieren mayor guía y comunicación por parte de los profesores y tutores de lo esperable; las actividades de evaluación no son sencillas de diseñar, deberían ser creadas, no solamente para evaluar resultados, sino también procesos, esto debe ser cuidadosamente pensado, ya que tiene un enorme impacto en todo el estilo pedagógico. El apoyo, los procesos de evaluación, y la organización práctica de actividades colaborativas y la infraestructura debe ser óptima y debe adaptarse al nivel de las capacidades de uso de las TIC por parte de los aprendices; en la experiencia “blended”, tanto física como virtual, es necesario contemplar el factor humano para el éxito de las actividades, con la presencia de un tutor como factor aglutinante. El éxito de una iniciativa de MV dependerá del uso de la herramienta adecuada para el propósito que se busca pues debe ser facilitadora, no una barrera. Los modelos y escenarios pedagógicos deben ser elegidos cuidadosamente. Finalmente, la MV requiere buena organización, planificación y ritmo, el rol de los involucrados debe ser claro y es recomendable tener un protocolo de comunicación. CONCLUSIONES Es posible caracterizar a la movilidad virtual como una actividad estratégica en el contexto de la internacionalización de la educación superior actual. Especialmente, teniendo en cuenta que el uso de TIC para promover actividades de enseñanza, aprendizaje e investigación no sólo es un factor que permite resolver dificultades a la hora de construir experiencias de intercambios internacionales e interculturales en contextos de restricción, sino también pensando en que todo proceso de intercambio y colaboración será en mayor o menor medida, mediado por TIC. Algunos aprendizajes, a partir de los debates relevados pueden relacionarse, tanto con la tecnología, la necesidad de contar con infraestructura óptima y transparente para los usuarios participantes, como con el diseño de las actividades de enseñanza, aprendizaje y evaluación, su cuidado y pertinencia y con una guía tutorial en el desarrollo de todas las actividades. Al mismo tiempo, la MV requiere la operación de dos tensiones en el marco de la globalización, primero la resolución de la tensión entre la integración cultural en los niveles local y global y la asunción de un concepto de educación como un derecho, un bien común, y no un bien de consumo privado. Esto último conlleva una responsabilidad esencial, especialmente en el marco latinoamericano, en la búsqueda de una identidad integrada regional en vistas a la movilidad en su conjunto. BIBLIOGRAFÍA Europace IVZW (2006) “European Cooperation Trough Virtual Movility: a Best Practice Manual” EURASHE. En: https://www.eurashe.eu/library/wg4-r-virtual-mobility-best-practice-manual-pdf/ PMV U3 (2012) “Manual de Buenas Prácticas en Movilidad Virtual”. En: http://libros.unlp.edu.ar/index.php/unlp/catalog/book/315 Fernandez Lamarra, N y Albornoz, M., (2014) “La Internacionalización de la Educación Superior y la Ciencia en Argentina” Capítulo en Didou Apetit, S. y Jaramillo de Escobar, V. (Coordinadoras)(2014) “La internacionalización de la Educación Superior y la Ciencia en América Latina”. IESALC – UNESCO. Fernández Lamarra, N. y Coppola, N., (2013) “Desafíos para la construcción del Espacio Latinoamericano de Educación Superior en el marco de las políticas supranacionales”, journal of Supranational Policies of Education n° 1, pp. 67-82 García Arieto, L. y Corbella, M.R. Movilidad virtual en la educación superior, ¿oportunidad o utopía? Revista Española de Pedagogía Vol. 68, No. 246 (mayo-agosto 2010), pp. 243-259. Universidad Internacional de La Rioja (UNIR). Stable URL: http://www.jstor.org/stable/23766299 . Knight, J. (1994). “Internationalization: Elements and Checkpoints”. Monografía investigativa. N°7. Oficina de Canadá para la Cooperación Internacional. Otawa. Knight, J. (2010) “Internalización de la Educación Superior: Nuevos Desarrollos y Consecuencias no Intencionadas”. Boletín IESALC Informa 211. En: http://www.iesalc.unesco.org.ve/ Knight, J. (2014) La internacionalización de la educación. El Butletí. Aqu Catalunya. En: http://www.aqu.cat/elbutlleti/butlleti75/articles1_es.html#W1atmRt971U Knight (2002) “GATS – Higher Education Implications, Opinions and Questions”. First Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education: “Globalization and Higher Education”. UNESCO. de Beek, I. Van Pategen, W. (2016) VIRTUAL MOBILITY: AN ALTERNATIVE OR COMPLEMENT TO PHYSICAL MOBILITY? ERACON (Erasmus Conference) 2016. Rudzki, R. (1998). “The strategic management of internationalization-Towards a model of theory and practice”. Tesis Doctoral, Newcastle, School of Education, University of Newcastle upon Tyne. Kubota, R. (2009) Internationalization of Universities: Paradoxes and Responsibilities. The Modern Language Journal, Vol. 93, No. 4 (Winter, 2009), pp. 612-616. http://www.jstor.org/stable/25612236 Theiler, J. (2005). Internacionalización de la educación Superior en Argentina. En De Wit, Hans et al. (Eds.), “Educación Superior en América Latina. La dimensión internacional” (pp.71-112), Bogotá: Banco Mundial y Mayol Ediciones. Altbach, P. G., Sc Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 290-305. Bassett, R. M. (2008). The WTO and the university: Globalization, GATS, and American higher education. New York: Routledge. de Wit, H. (2001). Internationalization of higher education in the United States of America and Europe. Westport, CT: Greenwood Press. La Gestión académica de la Educación a Distancia y Tecnología Educativa desde la Secretaría Académica de la UNCPBA ABSTRACT El presente trabajo se enmarca dentro del proyecto de Educación a distancia (EAD) y Tecnología Educativa (TE) que se viene desarrollando desde la Secretaría Académica de la Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA) desde el año 1986, el cual desde sus inicios ha promovido acciones y trabajos de investigación en estas temáticas, a fin de generar conocimiento y espacios que permitan fundamentar estrategias pedagógicas que promuevan la calidad y/o la equidad de la educación. Para ello abordaremos algunas aproximaciones teóricas desde donde pensar y gestionar la EAD y la TE en la educación superior, un breve relato histórico que da cuenta de las acciones concretas desarrolladas en esta línea desde la Secretaría Académica de la UNCPBA, para luego arribar al estado actual del proyecto. Finalmente, se acercan algunas conclusiones y desafíos para el trabajo futuro. INTRODUCCIÓN En este trabajo nos proponemos abordar los desafíos a los que nos enfrentamos como espacio de gestión de la EAD y la TE desde la Secretaría Académica de Rectorado de la UNCPBA. Recuperar algunas de las nociones teóricas que supone gestionar la EAD y la TE en la educación superior, nos permiten definir y guiarlos en los desafíos que conlleva el desarrollo de proyectos educativos dentro de una institución universitaria. La incorporación de la EAD ha sido un proceso muy heterogéneo en las instituciones nacionales. Las estrategias implementadas nos hablan de instituciones que incorporan la gestión de la EAD en su organigrama y otras que solo avanzan en la integración de aulas virtuales como apoyo a las clases presenciales sin estar reglamentadas o encuadradas formalmente. De allí que los desafíos, que atraviesan cada una de las universidades, no son los mismos. No obstante ello, se comparte el desafío de gestionar buenas prácticas de enseñanza y de aprendizaje mediadas por las tecnologías que orienten a la formación de calidad de profesionales y de ciudadanos comprometidos socialmente. Coherente con ello, desde la UNESCO en su informe mundial de la educación (UNESCO, 1998), se enfatiza la creación de entornos pedagógicos-tecnológicos, capaces de salvar las distancias y establecer sistemas de educación de alta calidad, favoreciendo así el progreso social, económico y la democratización; aprovechando plenamente las tecnologías de la información y la comunicación con fines educativos. Schang Angeles. Chávez Germán. Universidad Nacional del Centro de la Provincia de Buenos Aires. E-mail: email@example.com firstname.lastname@example.org Palabras Claves: Educación a distancia, tecnología educativa, gestión universitaria, desafíos de gestión en EAD. La gestión de la EAD en la Educación Superior La organización institucional es una de las dimensiones centrales e imprescindibles en el diseño e implementación de proyectos de EAD. La definición de estructuras organizacionales que permitan responder a los nuevos roles que la innovación requiere, es una de las cuestiones básicas para evaluar la viabilidad o no de un nuevo emprendimiento. La organización se entiende como el marco que hace posible los procesos de enseñanza y aprendizaje. Sin una organización eficiente es difícil coordinar estos procesos a distancia (Juárez de Perona, 2008). Si nos referimos a modelo de organización, podemos mencionar que el modelo preponderante en Latinoamérica es el bimodal. Variadas situaciones contribuyeron (y contribuyen) a esta preponderancia. Entre ellas, las de poder utilizar los recursos académicos, tecnológicos, administrativos y de infraestructura de la Universidad presencial. Pero, como afirma Mena (2004), el costo que debe enfrentarse en este modelo es la vigilancia permanente de la identidad de la modalidad ya que, al convivir con estructuras pensadas para la presencialidad, se corre el riesgo de fagocitación, mimetización o aislamiento. No obstante, no hay un único modelo organizacional y son distintos los factores que concurren a su selección. Entre tales factores, pueden citarse como los de mayor incidencia: Las características del proyecto, las definiciones de tipo político que sostienen el surgimiento del programa o proyecto, las tradiciones institucionales fuertemente arraigadas en el ámbito universitario, los aspectos presupuestarios que marcan los límites y posibilidades del proyecto y la organización del sistema de educación a distancia adoptado por la universidad. (Juárez de Perona, op.cit) A nivel general, en el marco de las universidades Juárez de Perona (2006), se refiere a un modelo que pareciera ser el más adecuado en las instituciones; un modelo de organización mixto, esto es, descentralizado pero con una unidad central de servicios de apoyo. Dicha unidad tendrá por funciones la capacitación docente, el apoyo a la elaboración y gestión de proyectos, la difusión y el avance de las tecnologías educativas, el apoyo tecnológico ya sea de software, de red, de producción, de diseño de materiales (video, audio, CD, videoconferencias y otros) y de disponibilidad de servidores con capacidad suficiente para la oferta de cursos en línea de la institución. Si nos enmarcamos en este modelo, para la conformación y/o creación de dicha unidad y/o área de EAD en una universidad presencial, la autora (op.cit) hace referencia a cuatro etapas requeridas; a) la decisión política de creación del área, la cual involucra el modelo de organización, la inserción dentro de la estructura universitaria y el financiamiento, b) la normativa que regirá los proyectos de educación a distancia c) la infraestructura física, tecnológica y humana y d) la gestión del área constituida. Contexto organizativo de la UNCPBA La UNCPBA es una institución que desde sus orígenes tuvo una oferta educativa con modalidad presencial, pero que lenta y paulatinamente ha incorporado la modalidad a distancia alcanzado la bimodalidad. Cada una de las facultades que tiene ofertas a distancia cuentan con plataformas o campus virtuales, de diversa aplicación y estructura organizativa, que dan sostén a las propuestas. De este modo, cada unidad académica organiza su propio centro ó área de EAD para generar acciones que requieran los proyectos que surjan y no recurrir necesariamente al área central. Más allá de las especificidades de cada estrategia, desde el inicio se contó con un espacio desde Rectorado, con funciones delimitadas y que fueron variando en cuanto a apoyo técnico, pedagógico, y generación de una plataforma virtual para suministrar servicios de red. Así, desde la gestión central de la Universidad y particularmente de la Secretaría Académica de Rectorado siempre existió como parte fundamental de la política educativa de la institución, la incorporación de la EAD y las tecnologías, con el compromiso de impulsar la creación de proyectos y transferencia. Las experiencias van desde apoyo a la integración de espacios virtuales como complemento a las clases presenciales de cátedras de carreras de grado, cursos de capacitación, hasta el asesoramiento en el desarrollo de carreras de posgrado que se dictan en modalidad a distancia virtual. **Un poco de historia** A partir de la década del 80, la UNCPBA inició sus acciones en Educación a Distancia, participando como Centro Asociado del PROMEC (Programa para el Mejoramiento de la Enseñanza de la Ciencia en la escuela secundaria). El equipo de trabajo dedicado a este programa trabajó hasta 1984, cuando se creó el SEAD (Servicio de Educación a Distancia) dependiente de Rectorado, desde donde se elaboraron diversos materiales de articulación entre Escuela Media y Universidad, de donde surgió el ingreso a distancia de la Facultad de Ciencias Veterinarias. Desde 1986, cuenta con un Centro De Tecnología Educativa que además de realizar producciones comunicativas – educativas utilizando diferentes tecnologías, ha ido desarrollando actividades de EAD. Fundamentalmente desde este Centro se han abordado dos líneas concretas de trabajo: Tecnología Educativa y la EAD. Entre sus funciones se coordinan acciones y programas educativos entre las diferentes Unidades Académicas respecto de sus áreas de conocimiento y el uso de las TICS, y se capacita recursos humanos asesorando a la comunidad educativa en la apropiación social de las de las Tecnologías en/de la Educación a través de y en las modalidades presenciales y a distancia. A partir de 2006 desde la Secretaría Académica de la UNCPBA, se propuso la organización del Consejo de Educación a Distancia (CEaD) y el Equipo asesor interdisciplinario, además se generó una normativa referida al “Proceso para otorgar el aval de la UNCPBA a cursos de Educación a Distancia (EAD)”, que fue aprobada por Ordenanza del C.S. N° 3247/06. Esta normativa fue consensuada tras varias reuniones del CEaD y se refiere a aspectos de evaluación general académica y de la modalidad. Desde 2002, se ha trabajado en el software educativo SAVER realizando testeos, revisiones, documentos para su utilización educativa – comunicativa y coordinando su utilización. Con el avance de las nuevas tecnologías y la apertura a la incorporación de entornos virtuales educativos por parte de las autoridades de la universidad, favorecieron que en el año 2009 se crea la Plataforma virtual de gestión de cursos UNIPEDIA -Resolución de Consejo Superior N° 727/15- dependiente de la Secretaría Académica, cuyo objetivo principal es brindar un espacio virtual a las Unidades Académicas y áreas dependientes de la universidad que lo soliciten para llevar a cabo instancias de aprendizaje y formación en esta modalidad. **El proyecto en la actualidad** La demanda de solicitudes de espacios virtuales se fue acrecentando, junto con la necesidad de capacitación y asesoramiento, a los distintos equipos docentes, en el uso educativo de estos entornos virtuales. En este sentido, y dada la relevancia de este tipo de actividades para fortalecer el trabajo de nuestra Universidad, se gestiona la conformación del Equipo De Tecnología Educativa de la Secretaría Académica de Rectorado (TESAR). El equipo TESAR, constituye un área de apoyo, asesoramiento y capacitación en los aspectos pedagógicos, tecnológicos y comunicacionales a las propuestas educativas que incorporen las TIC. Como espacio de asesoramiento pretende incentivar la incorporación de tecnologías por parte del profesorado en las distintas dependencias. Entre sus acciones, se propició la realización de capacitaciones docentes en el uso educativo de las aulas virtuales y específicamente en el uso de la Plataforma UNIPEDIA, el dictado de cursos de capacitación en el uso de las TIC como Andamiajes en el Proceso de Enseñanza – Aprendizaje, en la función tutorial, diseño de materiales educativos y la realización de tareas de apoyo a los equipos docentes de distintas dependencias en la apropiación pedagógica y tecnológica de las TIC, entre otros. En este sentido, y en términos de Juárez de Perona (2006) se ha constituido un modelo de organización mixto, descentralizado con autonomía en cada una de las Unidades académicas pero con una unidad ubicada en rectorado que brinda servicios de apoyo a toda la comunidad universitaria. CONCLUSIONES y TRABAJO FUTURO. Hablar de desafíos, nos refiere a definir líneas de acción y/o estrategias que consideramos necesario afrontar, no planteadas en términos de lo que falta concretar sino desde lo que la institución, la modalidad y los especialistas en el tema nos señalan como camino a construir y alcanzar. Como se mencionó anteriormente, la Secretaría Académica de la Universidad gracias a las decisiones políticas e impulsos otorgados a la modalidad, tiene una larga trayectoria en materia de proyectos en EAD y TE, que se sostiene en la actualidad. Ello constituye una fortaleza que nos permite desafiar aún más nuestro compromiso de continuar con el legado de trabajar en la consolidación de este espacio de articulación y coordinación con las distintas áreas de trabajo de cada una de las Unidades Académicas. Consolidación que requiere de la formalización a través de documentos que permitan la permanencia y la planificación estratégica a mediano y largo plazo, sabiendo que la planificación de la gestión de proyectos educativos, garantizan la eficacia en la asignación de los recursos materiales, tecnológicos, humanos y financieros. En este proceso de consolidación, menciona J. de Perona que una etapa clave se refiere a la elaboración de normativas. En nuestro caso, nos interpela en dos líneas de acción: por un lado, y considerando la problemática actual para la acreditación de carreras y el reconocimiento del Sistema institucional de EAD y en vistas a la actualización de la reglamentación, (Resolución Ministerial 1717/04, DNGU 01/12 y título III de la resolución 160/11 de carreras de posgrado) el desafío será generar un espacio de trabajo colaborativo con referentes de cada unidad, en donde discutir, acordar y elaborar un marco normativo que regule el desarrollo de la opción pedagógica y que asegure la calidad de sus propuestas educativas; y que dé cuenta de los actos administrativos de creación, organización, implementación y seguimiento de todos los aspectos que constituyen el Sistema Institucional de Educación a Distancia. Por otro lado, y referido al funcionamiento interno del equipo TESAR, a fin de consolidar, y organizar las actividades y servicios ofrecidos se plantea la necesidad de construir normativas que regulen el uso de los espacios virtuales ofrecidos a las unidades académicas y las funciones y responsabilidades de los participantes, los servicios de asesoramiento de apoyo a los proyectos originados en las unidades académicas, de propiciar la formación docente en estrategias didácticas y en el uso de tecnologías de la información y de la comunicación. Esto implicará realizar un relevamiento de las distintas propuestas educativas que han funcionado y las que actualmente están cursando, los objetivos de cada una y la intencionalidad. Las acciones emprendidas no suponen ignorar ni apropiarse de los desarrollos de las Unidades Académicas sino articularlos en un mismo rumbo y sentido. Por ello el equipo TESAR como instancia educativa-operativa es una parte fundamental para construir un sistema de EAD con lineamientos y pautas claras y pertinentes con la identidad de la UNCPBA, pero que requiere de la actuación plena de instancias político educativa representativas y articuladas, que definan y orienten en la construcción de dicha identidad. Depende directamente de la Secretaría Académica de la Universidad y está administrado por docentes que integran el equipo TESAR con el apoyo del área de Informática de Rectorado. Es función de los docentes también garantizar el funcionamiento de la plataforma y realizar capacitación en el uso del espacio virtual y asesoría pedagógica y tecnológica. Físicamente, se cuenta con un servidor dedicado exclusivamente para el funcionamiento del software, el cual se encuentra en el área de Informática de Rectorado de la Universidad y con el soporte técnico de personal del área. En sus inicios, la plataforma virtual fue instalada con la versión 1.9 de Moodle y en ese mismo año se dictaron los primeros cursos utilizando aulas como espacio complementario a la presencialidad. Al presente, está actualizada a la versión Moodle 3.0 (próximamente a la versión 3.3), teniendo un gran potencial en cuanto a recursos y elementos disponibles para su integración en las aulas virtuales. En todo el período desde su creación hasta la fecha, se registra un total de 200 cursos creados y 3000 usuarios matriculados, dividiéndose las aulas virtuales creadas en categorías, la cual cada una corresponde a una institución o área de la Universidad que ha solicitado un espacio virtual en la plataforma. 4 Enseñanza, educación y conocimiento Análisis de movimiento circular y oscilatorio a partir de videos como motivación para el estudio de las funciones circulares ABSTRACT En el presente trabajo, se comparte una experiencia áulica realizada con el fin de articular el estudio de un tema de Matemática (funciones circulares) con la Cinemática del movimiento circular u oscilatorio. Para el desarrollo de la misma, se utilizaron teléfonos celulares para capturar videos de los sistemas en movimiento y dos programas de uso libre, Tracker y GeoGebra, para el análisis de los mismos. Se concluye que la experiencia enriqueció el trabajo en el aula de Matemática, posibilitando la discusión de ciertos aspectos que no se abordan habitualmente. INTRODUCCIÓN La Matemática, y más en particular el Cálculo, guarda una estrecha relación histórica y conceptual con la Física. Sin embargo, la segmentación de saberes que usualmente se produce en el currículum quiebra estos vínculos y dificulta que los estudiantes los comprendan y aprovechen para mejorar su aprendizaje. En el presente trabajo, se describe una experiencia de articulación entre Física y Matemática realizada con alumnos de primer año de la Facultad de Ingeniería de la Universidad Nacional de La Plata. En la misma, se utiliza software libre, Tracker y GeoGebra, para analizar movimiento oscilatorio y circular como motivación para el estudio de las funciones circulares. MARCO TEÓRICO La Física es una ciencia natural y experimental que se sirve de la Matemática para elaborar modelos que apunten a describir, explicar y predecir el comportamiento de los objetos. Los científicos e ingenieros utilizan a menudo computadoras para obtener y analizar datos de la realidad, así como también para realizar simulaciones empleando modelos matemáticos, a fin de analizar la validez y limitaciones de estos. Es por esto que se recomienda incluir estas herramientas también en las prácticas de enseñanza de la física (Wolfgang, Esquembre y Barbato, 2011). Por otro lado, resulta de interés didáctico el trabajo en el aula de Matemática utilizando gráficos, ya que es parte importante del lenguaje científico, y su aprendizaje conlleva múltiples dificultades. En particular, Joselevich et al (2014) señalan la confusión, habitual entre los alumnos, “entre el gráfico como representación de los datos experimentales y el gráfico de los valores esperados según un determinado modelo teórico”, indicando que en este sentido programas como GeoGebra “permiten un acercamiento sumamente intuitivo a la aproximación de datos con funciones matemáticas” (p.46). Contexto de desarrollo de la experiencia El curso en el que se desarrolló la experiencia es un curso para alumnos recursantes de la asignatura Matemática A, correspondiente al primer cuatrimestre de todas las carreras de ingeniería de la Universidad Nacional de La Plata. Estos grupos han sido caracterizados en múltiples trabajos por parte de docentes-investigadores de nuestra facultad. Por ejemplo, en Altamirano et al (2013) se expresa que estos alumnos “‘adelantan’ y tienen tendencia a creer que ‘ya saben’ y muchas veces ‘saltean’ ejercitaciones, lecturas o razonamientos, sin discernir lo que realmente saben de lo que no” (p. 215). En Tori et al (2008) se agrega que “Asimismo parece haber una ‘fatiga’ en el contacto con el material debido a la sobrecexposición”. Es por esto que continuamente se piensan estrategias alternativas para estos grupos de alumnos. En esta oportunidad, se pensó en diseñar un trabajo práctico que los alumnos pudieran realizar en sus casas, en equipo, que les permita estudiar un fenómeno de la realidad en el cual se requiera utilizar un modelo matemático vinculado con los temas de la asignatura. El tema seleccionado fue funciones circulares y el fenómeno, mediante el que se lo estudió fue movimiento circular y oscilatorio, tema que profundizarán luego en la asignatura Física I. ANTECEDENTES En la Facultad de Ingeniería de la Universidad Nacional de La Plata, se vienen llevando a cabo diversas actividades de articulación entre Física y Matemática (Torroba, Devece, Trípoli y Aquilano, 2017; Costa, Torroba y Devece, 2013) que pretenden restablecer el vínculo entre ambas asignaturas con el propósito de contribuir con un mejor aprendizaje de los estudiantes. Estas actividades consisten en la realización de experiencias de Física en el aula de Matemática, utilizando sensores y dispositivos de laboratorio, a fin de contrastar los modelos matemáticos con datos experimentales. Los resultados obtenidos resultan alentadores, tanto desde el punto de vista actitudinal de los alumnos como desde el punto de vista de los aprendizajes de los conceptos matemáticos, al poder vincularlos con fenómenos reales. Para la experiencia que se relata en el presente trabajo, se tomaron como base las realizadas anteriormente, pero se decidió utilizar para la toma de datos el programa Tracker, ya que se pretendía proponer a los alumnos la realización de un trabajo domiciliario, para el cual no se dispondría de los dispositivos utilizados en aquellas oportunidades. Para la integración de este programa, se consultó la literatura existente y se encontraron múltiples trabajos que analizan el funcionamiento del mismo en el aula. Por ejemplo, Hitt (2014) propone la integración de Tracker para la enseñanza del cálculo, ya que considera a los videos como una herramienta importante para analizar fenómenos físicos y lo que permite este programa es la toma de datos a partir de los mismos. También se recomienda el tratamiento de estos datos utilizando el software GeoGebra para la “búsqueda de modelos matemáticos, ya sean desde un punto de vista, geométrico, gráfico y algebraico” (p. 12). De acuerdo con Paricio (2014), los applets y los videos permiten el análisis de la evolución temporal de un sistema físico, aspecto difícil de tratar utilizando únicamente imágenes estáticas. Esta autora indica que Tracker es una excelente herramienta para el aprendizaje de la Cinemática, ya que permite a los alumnos “comprender por sí mismos la naturaleza de los movimientos, participando activamente en el aprendizaje y desarrollando su capacidad de reflexión y creatividad” (p. 22). DESARROLLO Del diseño de la actividad participaron los tres autores de este trabajo, dos de ellos docentes de Matemática (una de ellas a cargo del curso en cuestión) y una Licenciada en Física, quien participó además del taller inicial con los alumnos, que se desarrolló para introducir el uso del programa Tracker a los alumnos. Dicho taller se realizó durante el horario de clase, en el cual la docente a cargo analizó un video frente a los alumnos utilizando un proyector. El video empleado mostraba la caída de un auto de juguete por una pista inclinada. Se preguntó a los alumnos qué elementos debían definirse para poder estudiar la posición en función del tiempo. Algunos alumnos propusieron indicar la escala espacial, otros, un origen desde el cual indicar la posición, otros, la escala temporal. La docente mostró cómo indicar la escala espacial al programa a partir del conocimiento de las dimensiones de uno de los objetos en pantalla (en este caso, se conocía la longitud de la pista por la que caía el auto), y cómo colocar un sistema de ejes cartesianos como sistema de referencia. Este último se posicionó con origen en el punto de partida del auto y el semieje x positivo en dirección de la caída (Ver Figura 1). En cuanto a la escala temporal, se indicó que el programa de alguna manera obtenía la información de la cantidad de cuadros por segundo en la que estaba tomado el video y utilizaba esa información para establecer la escala temporal. Antes de hacer correr el programa para obtener los datos de la posición en función del tiempo, la docente pidió a los alumnos que predigan cómo se vería la gráfica de $x(t)$ y de $y(t)$ para la configuración descrita anteriormente, concluyendo que $x(t)$ sería una parábola con vértice en el origen y ramas hacia arriba, mientras que la $y(t)$ es aproximadamente constante y nula. Luego, tomando como referencia las experiencias relatadas en Torroba et al (2017) se propuso cambiar el sistema de referencia, posicionando el origen de coordenadas en el punto final del recorrido del auto, con el eje x en igual dirección y sentido que en el caso anterior y, por último, invirtiendo el sentido del eje x. Figura 1. Imagen del análisis realizado en la presentación inicial. Los datos obtenidos por el programa se llevaron luego al programa GeoGebra para encontrar una fórmula analítica que permita describir la posición en función del tiempo. A continuación, se solicitó a los estudiantes que realicen un trabajo práctico utilizando las herramientas informáticas presentadas. El trabajo consistió en: filmar un video de un objeto que realice un movimiento circular u oscilatorio. Para ello se sugirió utilizar el teléfono celular. Obtener con el programa Tracker los datos de la posición en función del tiempo. En este caso, al tratarse de un movimiento bidimensional, se obtendrían dos funciones: $x(t)$ e $y(t)$ de la forma $\text{Asen}(Bx+C)+D$. Para obtener los ajustes, no se sugirió utilizar los comandos implementados en el programa, dado que estos funcionan como si se tratase de “cajas negras”. En su lugar, se sugirió ingresar una función genérica con parámetros asociados a deslizadores y utilizar un criterio visual para determinar la curva que mejor se ajuste a la nube de datos. De esta manera, no se obtiene el mejor ajuste desde un punto de vista matemático, pero se permite a los alumnos reflexionar acerca de qué ocurre con la gráfica de la función al aumentar o disminuir la amplitud, la frecuencia y la fase. Una vez obtenidos los ajustes de las funciones, los alumnos debían responder: ¿Cómo interpreta el valor del parámetro $A$ en el contexto del sistema estudiado? ¿Y los parámetros, $B$, $C$ y $D$?. Los trabajos fueron realizados durante 3 semanas, mientras se continuaron desarrollando los contenidos de la materia, con discusión con la docente tanto en clase como por correo electrónico. Se presentaron 6 trabajos, realizados individualmente o por equipos de dos personas. Los sistemas analizados fueron: ventiladores, tocadiscos, un tren de juguete con pista circular, un péndulo y un video simulando un movimiento circular realizado mediante el programa AfterEffects. En líneas generales, la respuesta de por parte de los alumnos fue positiva. Alrededor de un tercio de los alumnos que cursan activamente la materia decidieron realizar la actividad (que era opcional) y todos ellos la completaron satisfactoriamente, con un alto grado de entusiasmo. En relación a la parte técnica de la actividad (uso de las herramientas informáticas propuestas), no se presentaron dificultades, lo cual resulta muy positivo ya que permite enfocar la atención a las discusiones disciplinares previstas. Con respecto a la filmación de los videos, todos los alumnos lograron capturar el movimiento del sistema elegido y ajustar las curvas solicitadas, las cuales resultaron razonables en casi todos los casos, a excepción de uno, en el cual se filmó un ventilador cuya velocidad angular no era constante, razón por la cual la curva obtenida no se aproximaba a una sinusoidal (Ver Figura 2). **Figura 2.** Análisis del movimiento de un ventilador con velocidad angular variable y su ajuste. En cambio la interpretación de los parámetros ajustados y su aplicación al contexto concreto sí presentó dificultad. Los alumnos en sus primeras versiones de los trabajos interpretaban los parámetros en relación a la gráfica “matemática” pero no en la situación “física”. A modo ilustrativo, se comparte a continuación la respuesta de uno de los alumnos (Ver Figura 3). En particular, cabe destacar la confusión entre lo horizontal y lo vertical en las gráficas de las funciones y en la realidad (incisos c y d, Figura 3): en la gráfica de la función, el eje horizontal representa la variable “tiempo”, de manera que el desplazamiento horizontal en este caso, debería vincularse la elección del momento inicial, mientras que un corrimiento vertical en la gráfica se corresponde con una diferente elección en la posición del origen de coordenadas. **Variables de la función** - **a**: El valor $a$ en la función representa la amplitud, que es la distancia entre el punto medio de la onda y el punto más lejano que llega a alcanzar la onda, también se puede pensar como el valor máximo del seno. - **b**: La variable $b$ es la frecuencia, que representa la cantidad de repeticiones de la función en un intervalo dado, en este caso el intervalo representa el tiempo por lo que la definición será la cantidad de repeticiones de la función en base al tiempo que transcurre. - **c**: La variable $c$ es el desplazamiento de la función sobre el eje X (desplazamiento horizontal). - **d**: La variable $d$ es el desplazamiento de la función sobre el eje Y (desplazamiento vertical). **Figura 3.** Ejemplo de respuesta de un alumno. También se encontró la existencia de una confusión generalizada entre el concepto de período y frecuencia. La relación entre estas cantidades se trabajó en clase, sin embargo se encontró que muchos de los alumnos identificaban entre sí estos dos conceptos (Ver Figura 4). **B**: el período o frecuencia (es cada cuanto se repite la porción principal de la gráfica, para las funciones seno y coseno. Esto sucedía cada 2,4, es decir, cada 2,4 la gráfica de la función se repite en el plano de ejes cartesiano). **Figura 4.** Ejemplo de respuesta de un alumno. Todas estas cuestiones se pudieron discutir con la docente y se considera que enriquecieron el trabajo en relación a las funciones circulares. Los alumnos evidenciaron tener conocimiento en relación a cómo los parámetros afectan a la gráfica, pero tuvieron dificultades para interpretar la implicancia de estos en el sistema real estudiado. La propuesta de esta actividad habilitó estas discusiones en el aula permitiendo mostrar cómo la Matemática se vincula con la realidad, al modelizarla e interpretarla. CONCLUSIONES y TRABAJOS FUTUROS La principal conclusión de este trabajo es que este tipo de actividades son necesarias en el aula de Matemática, dado que para los alumnos resulta difícil encontrar, por sí solos, relación entre conceptos estudiados en clase y los fenómenos que éstos pudieran describir. Además, es importante destacar la necesidad de continuar profundizando y mejorando esta propuesta, ya que trabajar conceptos interdisciplinariamente, da lugar a nuevos análisis y discusiones, que sin duda favorecen la interpretación de los mismos. Otro aspecto relevante a mencionar es que el uso en sí mismo de las herramientas informáticas propuestas no supuso grandes dificultades a los alumnos: Por un lado, una breve exposición durante la clase acompañada de un breve instructivo, entregado a los fines de poder utilizarlas, permitieron desarrollar la actividad con éxito. Por último, la inclusión de herramientas tecnológicas, nunca deben posicionarlas en el centro de la actividad. Estas deben generar y habilitar discusiones que resulten enriquecedoras desde el punto de vista disciplinar. BIBLIOGRAFÍA Altamirano, N., Bertero, F., Di Domenicantonio, R. M., García, M., Langoni, L., & Trípoli, M. (2013). Experiencia en un curso de alumnos recursantes de Matemática. II Jornadas ITE. Fac. de Ingeniería UNLP. Costa, V., Torroba, P. & Devece, E. (2013) Articulación en la enseñanza en carreras de ingeniería: el movimiento armónico simple y las ecuaciones diferenciales de segundo orden lineal. Lat. Am. J. Phys. Educ. 7(3), pp. 350-356. Hitt, F. (2014) Nuevas tendencias en la enseñanza del cálculo: La derivada en ambientes TICE. Revista AMIUTEM, 2(2), pp. 1-19. Joselevich, M.J. et al (2014) Ciencias naturales y TIC: orientaciones para la enseñanza. 1ª ed. ANSES, CABA. Paricio Muñoz, S. (2014) Análisis de las dificultades en la comprensión de la Cinemática en Bachillerato. Evaluación del uso de Tracker para facilitar el aprendizaje. Trabajo de fin de máster. Director: Vicente Martorell, J.J. Universidad de La Rioja, España. Tori, C., Trípoli, M. d. l. M., Badano, V., & Vallejo, D. (2008). Dos poblaciones de recursantes de Cálculo diferencias en primer año de Ingeniería. Comunicación presentada en Primeras Jornadas de Ingreso y Permanencia en Carreras Científico-Tecnológicas, Quilmes. Torroba, P.; Devece, E.; Trípoli, M.; Aquilano, L. (2017) Una propuesta didáctica que articula contenidos de matemática y física. Cuartas Jornadas de Investigación, Transferencia y Extensión, La Plata. Wolfgang, C.; Esquembre, F.; Barbato, L. (2011) Open source physics. Science 334 (6059), pp. 1077-1078 Capacitarse y comunicarse: Dos pilares para gestionar la enseñanza con tecnologías. Experiencia de las Jornadas TIC- FCV UNLP ABSTRACT Este trabajo expone los resultados de la experiencia obtenida en la Primera y Segundas jornadas TIC de la Facultad de Ciencias Veterinarias de la UNLP, realizadas en 2016 y 2017 respectivamente. Son una muestra de la necesidad de compartir las prácticas docentes en el ámbito del uso de las tecnologías de la información y comunicación (TIC) para educar en el campo de la Ciencias Veterinarias. Desde un espacio para la reflexión y el debate, por la mañana se desarrollaron exposiciones de docentes invitados, especializados en educación mediada por tecnologías; a la tarde participaron los docentes de la Facultad compartiendo sus experiencias (para qué y cómo utilizan TIC). La segunda jornada contó con mayor participación y cantidad de aportes con el uso de variadas modalidades (redes sociales, aula invertida, evaluación con telefonía celular etc). Ambas tuvieron en común su desarrollo con cronograma de un día; implementándose para la segunda edición un taller optativo de iniciación básica en el uso del Aula Virtual (grado) Moodle FCV-UNLP con matrícula completa y muy buena aceptación. Las Jornadas permitieron dar a conocer las utilidades que los docentes damos a las tecnologías para el proceso de enseñanza-aprendizaje y sirvieron como motor de sensibilización e incentivo para aquellos que desean iniciarse en este nuevo paradigma de enseñar con TIC en la Universidad. INTRODUCCIÓN La inclusión de las tecnologías digitales en las propuestas de enseñanza en todas sus modalidades ha crecido y se ha potenciado en los últimos años. La UNESCO ya en el año 1998 se refirió a los cambios que se deben de desarrollar en las universidades, tanto de tipo tecnológico, como culturales y sociales, para adaptarse a las necesidades de los nuevos tiempos (Declaración mundial sobre la educación superior en el siglo XXI) [1]. Sin embargo, sigue existiendo reticencia en incorporar a las TIC como propuestas válidas en el proceso de enseñanza-aprendizaje. La trascendencia que tienen éstas en la enseñanza superior están plasmadas en el artículo de Cabero (2005), quien expone entre otros aspectos los mitos que se incorporaron entre la sociedad del conocimiento y a las tecnologías que se movilizan en ellas y, por otra parte, la brecha digital [2]. Paralelamente, la reflexión, investigación y producción en los temas relacionados con las TIC, la virtualización de propuestas de ingreso, grado y posgrado, la bimodalidad, la cultura digital y sus relaciones se hacen cada vez más presentes en la Universidad. Desde mediados de la década pasada, el Ministerio de Educación y la Universidad Nacional de La Plata han estado trabajando en incorporar las Tecnologías de la Información y la Comunicación (TIC) a la educación superior. En estos años estamos viviendo la integración de las TIC al currículo. Las aulas multimedia, las aulas virtuales y los proyectos interáreas deben, poco a poco, ser herramientas cotidianas para el uso extendido a más estudiantes y docentes. La Facultad de Ciencias Veterinarias, tuvo una predisposición favorable ante la propuesta de la Universidad Nacional de La Plata para el acceso a entornos virtuales. La misma se vio reflejada en sus inicios, con la utilización de la WAC, WebUNLP, hasta actualmente con una plataforma Moodle institucional. En los primeros años Moodle (plataforma de aprendizaje de código abierto que permite desarrollar proyectos educativos mediados por tecnologías digitales), fue utilizada a modo de repositorio. Hoy es ya una herramienta cada vez más ajustada al servicio de una pedagogía de carácter socioconstructivista, de manera que ya se están implementando muchas de las posibilidades de realización de tareas basadas en la interacción entre los contenidos depositados en la plataforma, las actividades propuestas por el docente, la información disponible en la red y la colaboración del alumnado (Fuentes y Guillamón, 2006) [3]. En la plataforma Moodle institucional están habilitados todos los cursos de la carrera. Los docentes tienen la libertad de utilizarlo como “cartelera virtual” y repositorio de material, o con actividades de aula extendida. Sin embargo, poco era lo que conocíamos de los contenidos en el aula virtual. Esta inquietud llevó a un grupo de docentes de la FCV UNLP que utiliza TIC a organizar la primera Jornada en el año 2016, para conocer para qué y cómo daban uso al aula virtual Moodle FCV. Las conclusiones y productos rescatados en este encuentro nos llevaron a realizar la segunda jornada en marzo de 2017. El objetivo de este trabajo es exponer los resultados de nuestra experiencia obtenida en las jornadas TIC FCV UNILP, como una muestra de la necesidad de compartir lo que realizamos los docentes en el ámbito del uso de las tecnologías para educar en el campo de la Ciencias Veterinarias. **DESARROLLO** Las Jornadas TIC FCV, se desarrollaron en el año 2016 como primera Jornada y en marzo de 2017 como segundas Jornadas TIC FCV UNLP. Desde un espacio para la reflexión y el debate, por la mañana se desarrollaron exposiciones de docentes invitados, especializados en educación mediada por tecnologías; a la tarde participaron los docentes de la Facultad compartiendo sus experiencias (para qué y cómo utilizan TIC). En la Jornada 2016, los docentes invitados fueron la Lic. Mercedes Martín de la Dirección EAD –UNLP cuya conferencia fue: “La educación a distancia (EAD) hoy en la Universidad: espacios virtuales y capacitación”, y la Mg. Paz Florio del CITEP-UBA que disertó sobre “La simulación como herramienta para la enseñanza. Presentación de Usina, simulador para la toma de decisiones”. Durante la tarde de la jornada, un docente representante de cada uno de los 6 departamentos (Ciencias básicas, Clínica, Preclínica, Epidemiología y Salud Pública, Producción animal y Microbiología), disponiendo de 10 minutos explicó a los asistentes con el apoyo y en algunos casos visualización de los contenidos en la plataforma Moodle FCV lo que estaba realizando. Cada expositor tuvo un espacio para que le hicieran preguntas (fig 1). En el final de la Jornada, se realizó un cierre a cargo de la Secretaría académica. Las Jornadas 2017, contaron con un día más. En el segundo día, se dictó un taller de iniciación al aula virtual, con inscripción independiente a la jornada y cupo para 15 participantes, destinado a docentes que quisieran comenzar a transitar por los primeros pasos de la Plataforma Moodle. Este taller se desarrolló en el aula de Informática FCV disponiendo de una PC por asistente. El inicio de esta segunda jornada contó con la presencia de autoridades institucionales, el Sr. decano Dr. Claudio Barbeito y la Secretaria de Asuntos Académicos Dra. Vanina Cambiaggi. A continuación los docentes invitados fueron el Msc. Walter Campi de a UNQui que disertó sobre “La Educación Mediada por Tecnologías en el seno de las Instituciones Universitarias Nacionales” y la Prof. Paula Calvente de la Facultad de Bellas Artes de UNLP. que abordó el tema “Introducción al diseño de Materiales Didácticos Digitales”. Posteriormente, la exposición y debate sobre las experiencias de los docentes, organizados de manera diferente que en las primeras jornadas, tuvo lugar en dos grupos a modo de mesa redonda sincrónicas (fig 2). **El grupo 1:** TIC en los cursos de iniciación de la carrera: (Departamento de Ciencias básicas- Departamento de Microbiología) y el grupo 2: TIC en los cursos más avanzados de la carrera: (departamento de Epidemiología-pre-clínica, clínica, producción animal) y cursos de Posgrado. Cada grupo tuvo dos docentes como moderadores y al final del debate se sacaron las conclusiones que se expresan en el siguiente informe: **Informe grupo 1:** Docentes moderadores Liliana Sánchez y Mercedes Gatti. A partir de la exposición de los trabajos presentados por los responsables del curso, los docentes realizaron preguntas, reflexiones, y expresaron sus inquietudes. **Trabajo 1.1.** Para el desarrollo de actividades de la asignatura Microbiología Especial, de cursada anual y modalidad presencial, correspondiente al primer ciclo de la Carrera de Microbiología Clínica e Industrial (Plan de estudios 2003, dos ciclos). Se utilizó la combinación del espacio virtual de enseñanza y aprendizaje (EVEAs), Aula Virtual (grado) Moodle FCV-UNLP y Google Drive (para la edición online de documentos Word, Open Office, RTF, HTML o texto compartidos) que permitieron crear un ambiente de aprendizaje colaborativo fuera del aula para el desarrollo de las actividades del curso. Esto ofreció el abordaje anticipado de los temas del encuentro presencial que optimiza el tiempo de la clase para otras actividades prácticas del diagnóstico microbiológico. El estudiante asume mayor responsabilidad sobre su aprendizaje y adquiere habilidades de autogestión dada la flexibilidad para ver los contenidos fuera de clase las veces que sean necesarias y la posibilidad de elaborar sus presentaciones en forma colaborativa asincrónica con asistencia tutorial docente. Desde la perspectiva docente, este nuevo enfoque posibilita compartir información y realizar un seguimiento personalizado del proceso de aprendizaje de cada estudiante. **Trabajo 1.2.** El año 2016 el curso de Patología General utilizó las descripciones de los cortes histopatológicos presentados mediante un microscopio virtual, estas actividades fueron incorporadas a las actividades de escritura puestas en vigencia en años anteriores. Se buscó mejorar los resultados académicos relacionando la lectura tradicional y lectura digital (TIC) como complemento para la observación de los cortes histológicos. Los resultados obtenidos fueron que el 85% aprobó el curso. De estos, el 54% lo hizo por promoción. De estos últimos, el 46% alcanzó la promoción gracias al punto que otorga la aprobación de la actividad. **Trabajo 1.3.** Desde el curso de Genética General se diseñó una autoevaluación virtual optativa, utilizando el entorno virtual Moodle. A partir de los conceptos desarrollados por los docentes, se diseñó un cuestionario con 20 preguntas del tipo opciones múltiples; respuesta corta; de emparejamiento y verdadero o falso. Sobre un total de 193 (100%) alumnos, 85 (44%) resolvieron el cuestionario; 47 (55%) aprobaron. Para que la evaluación sea auténticamente formativa tiene que acompañarse de un adecuado tratamiento metodológico y ofrecer una gama amplia de recursos, es decir, de vías alternativas por las cuales el estudiante pueda optar. Se aplicó como una propuesta innovadora y como complemento de las actividades curriculares presenciales. Se espera seguir mejorando la prueba de autoevaluación para el curso. **Trabajo 1.4.** Durante el dictado del Curso de Biofísica 2016 se utilizaron las redes sociales y la plataforma Moodle 2 como herramientas complementarias al dictado tradicional de clases. De 1123 alumnos inscriptos en la cursada, 629 se unieron al grupo de Facebook de Biofísica (56%). Dicho grupo tuvo especial relevancia en la realización de consultas a través de publicaciones y mensajes privados. Al finalizar el Curso se realizó una encuesta que evidenció la practicidad de este recurso como fuente de información e intercambio. Analizando los resultados observados podemos decir que, para los alumnos ingresantes, puede ser una alternativa muy importante y positiva en los primeros años de la carrera. Con una considerable aceptación por parte de los estudiantes, logrando una mayor fluidez en la comunicación, con respuestas acordes a cada consulta, facilitando la solución a las premisas desde lugares remotos, impidiendo así el desarraigo y favoreciendo la retención. **Informe grupo 2:** Docentes moderadores Gabriela Giacoboni y Roxana Peralta. A partir de la exposición de los trabajos presentados por los responsables del curso, los docentes realizaron preguntas, reflexiones, y expresaron sus inquietudes. **Trabajo 2.1.** El curso optativo con 15 participantes (cupo máximo), tuvo como uno de los objetivos más destacados promover el interés de los alumnos por la investigación en los temas abordados. Hubo 4 temas (grupos) a cargo de 2 docentes/rutores por grupo. La utilización del aula virtual Moodle acompañó en el proceso de enseñanza aprendizaje en 3 oportunidades. En ellas y como forma de entrega de trabajos a modo de archivo y en un tiempo acordado (1 día) los alumnos enviaron las consignas propuestas por el docente quien leyó e hizo las correcciones con una devolución, lo que permitió al alumno reclaborar su producción. No se utilizaron otras herramientas /actividades de la plataforma Moodle más que el recurso archivo. Los alumnos estuvieron conformes con la modalidad de trabajo. Al docente le permitió de una manera más organizada y elaborada realizar las correcciones para devolver a los alumnos sin que tuvieran que asistir personalmente. Se repetirá la experiencia en el transcurso del año 2017, tratando de involucrar en el aula virtual actividades de tipo colaborativo tales como intervención en foros para la discusión de un tema y/o compartir la producción de los alumnos para que cada grupo vea la producción del otro. **Trabajo 2.2.** La incorporación de telefonía celular para evaluar a los alumnos sobre los contenidos de la clase anterior, previo inicio de la clase del día, fue una manera de involucrar la tecnología de una forma amigable con el alumno, ya que es un dispositivo que utilizan en todo momento. Si bien al comienzo de instaurar la práctica hubo reticencia, a corto plazo y al realizarlo durante el transcurso de toda el curso fue aceptado sin inconvenientes. De esta manera y al finalizar la evaluación había un espacio para la discusión de las respuestas ya que los resultados eran, por el diseño de la evaluación en el Aula Virtual Moodle, obtenidos en el mismo momento por medio del celular. Los inconvenientes destacados en la práctica, fueron las dificultades de acceso a WIFI por la cantidad de alumnos que saturó el sistema, la configuración de las respuestas de múltiple opción sin emplear la penalización de cada intento incorrecto, y la dificultad para generar una única planilla donde poder volcar los datos de los resultados (planilla exel Google/forms –Moodle). **Trabajo 2.3.** El proyecto de extensión utilizó Facebook a modo de grupo cerrado para contar con un canal de comunicación con los participantes: docentes, alumnos y productores. En el mismo se subieron archivos, imágenes y videos. Los alumnos participantes que podían asistir al lugar donde se desarrollaba la actividad tenían el compromiso de contar su experiencia en el viaje según el aspecto que deseara ya sea técnico, vivencial, emocional. No se pudo involucrar la discusión de algún problema, porque les costó intervenir en ese tipo de actividad. Por la disposición y formato que tiene Facebook, propusieron los mismos integrantes del proyecto el diseño de una página web (WIX) para utilizar ese espacio con más actividades. Al ser un proyecto de extensión, no es útil la Plataforma Moodle, pues hay una gran variedad de participantes, no se limitan solo a estudiantes/docentes de la FCV. **POSGRADO** **Trabajos 2.4 y 2.5.** La presentación de experiencias en el área de posgrado involucró dos cursos que no se dictaron en el marco de la FCV sino en otros espacios que ofrece la EAD de la UNLP, en este caso Aulasweb y aula internacional CAVILA. No se discutieron, solo se dieron como ejemplos de educación en posgrado con modalidad totalmente a distancia. La Carrera Semipresencial de Especialización en Diagnóstico Veterinario de Laboratorio, es la única propuesta con utilización de aula virtual que se presentó en el área posgrado de la FCV. Su modalidad con encuentros presenciales cada 15 días para realizar la práctica y la utilización de varios recursos del aula Moodle para ofrecer los contenidos de formación teórica en el lapso entre 2 encuentros presenciales, reconoce una estrategia muy valiosa para el dictado de un posgrado anual que facilita la participación de profesionales del país o del extranjero. La experiencia adquirida desde el inicio de esta Especialidad (año 2013) permitió la producción de materiales digitales propios, producción de videos, imágenes, evaluaciones en línea y la utilización de varias actividades y recursos Moodle. Fortalecer el rol del tutor para el seguimiento de los alumnos e implementar foros y actividades colaborativas son recursos que se proponen para las ediciones futuras. CONCLUSIONES Las Jornadas TIC de la FCV-UNLP, permitieron dar a conocer las utilidades que los docentes damos a las tecnologías para el proceso de enseñanza –aprendizaje, así como también el uso de Moodle FCV. Pudimos compartir e intercambiar experiencias de trabajo optimizando los recursos que ofrecen las TIC. Más aún sirvió como motor de sensibilización e incentivo para aquellos docentes que quieren iniciarse en este nuevo paradigma de enseñar con tecnologías en la Universidad. TRABAJO FUTURO Hoy día, la comisión organizadora de las jornadas TIC de la FCV trabaja en la elaboración de una encuesta, dirigida a los participantes de las segundas jornadas, con el afán de proyectar los resultados en los contenidos de los próximos talleres y jornadas a realizar. BIBLIOGRAFÍA [1] Conferencia Mundial sobre la Educación Superior. La educación superior en el siglo XXI Visión y acción. UNESCO París 5–9 de octubre de 1998. [2] Cabero Almenara, Julio; (2005). Las TIC y las universidades: retos, posibilidades y preocupaciones. Revista de la Educación Superior, XXXIV (3) julio-septiembre, 77-100. [3] Fuentes, M. y Guillamón, R. El uso del foro virtual como herramienta para favorecer el aprendizaje autónomo y en grupo del estudiante en titulaciones presenciales adaptadas a las directrices del EEES. Current Developments in technology - Assisted Education, p. 1703-1707, 2006. “¿Cómo se da el pasaje de docente presencial a virtual? Notas y posicionamientos en torno a una experiencia de reconfiguración del rol en el ámbito universitario” ABSTRACT Este trabajo se inscribe en el marco de las experiencias que se vienen desarrollando desde la Dirección de Educación a Distancia de la Facultad de Periodismo y Comunicación Social de la Universidad Nacional de La Plata (FPyCS-UNLP) en torno a guiar procesos de virtualización de carreras presenciales de posgrado, tanto en los aspectos formales como en aquellos específicos inherentes a los procesos de enseñanza y aprendizaje. Asimismo, esas vivencias se vinculan con el asesoramiento respecto de la implementación del “aula extendida” en las materias de grado. En los últimos textos que produjimos como equipo de dicha Dirección nos avocamos centralmente a relatar y posicionarnos teóricamente en relación con esas acciones específicas de gestión que realizamos en conjunto con la Dirección de Posgrado y la Secretaría Académica de la FPyCS. En esta oportunidad nos convoca una reflexión que venimos dando desde nuestros inicios pero que actualmente se presenta como fundamental al momento de llevar adelante prácticas educativas significativas mediadas por Tecnologías de la Información y de la Comunicación (TIC): se trata ni más ni menos que de analizar esas prácticas a la luz de la mediación tecnológica y comunicacional de la enseñanza, los desafíos que la misma conlleva en términos de la configuración y reconfiguración de roles, tanto de los/as docentes como de los/as estudiantes. Considerando que una de nuestras intencionalidades, como equipo docente y de gestión, es atender a la construcción gradual de un espacio que contribuya a la formación docente universitaria permanente, desde aquí nos centraremos en caracterizar y reflexionar acerca de cómo venimos trabajando en los aspectos de formación docente específica para la virtualidad dentro de nuestra Facultad desde una perspectiva crítica comunicacional y pedagógica. Entonces, abordaremos un desafío que nos resulta central: el modo en el que acompañamos a los/as profesores/as de nuestra Unidad Académica en el pasaje de ser “profesores/as presenciales” a devenir en un “docente tutor/a virtual”. Eso necesariamente implica trabajar analíticamente y críticamente con ellos/as las características de las nuevas prácticas educativas, de la transformación en los vínculos estudiante-docente que de allí devienen, así como las nuevas maneras de ser docente que se construyen en la propuesta en línea en general, y en particular, las desarrolladas en la FPyCS. Es en este sentido, que se están dando de manera incipiente en los procesos de enseñanza y aprendizaje dentro de un entorno virtual de enseñanza y aprendizaje (EVE-A) en nuestra facultad un replanteo y configuración de modelos tutoriales que atiendan a las necesidades y demandas de nuestros/as colegas docentes, y consecuentemente, de nuestros/as estudiantes. Guiller, Charis Maricel. Arce, Debora Magali. Facultad de Periodismo y Comunicación Social. Universidad Nacional de La Plata. E-mail: email@example.com Palabras Claves: Rol docente presencial y virtual, Mediación tecnológica y comunicacional, Procesos de enseñanza y aprendizaje, Modelo tutorial, Seguimiento pedagógico. INTRODUCCIÓN Ya en el resumen de este trabajo dimos cuenta de modo general el abordaje de desarrollo de nuestra experiencia como profesoras/comunicadoras y equipo de gestión: la mediación tecnológica y comunicacional de los procesos de enseñanza y aprendizaje en propuestas en línea pertenecientes a la Facultad de Periodismo y Comunicación Social (FPyCS-UNLP), y en este marco, la formación docente respecto de los modos de analizar y poner en práctica nuevas maneras de ser docente, en el sentido, de reflexionar el pasaje de profesor/a presencial a docente tutor virtual. Dichas propuestas constituyen nuevos entornos de aprendizaje que intentan responder a las expectativas de nuestros/as estudiantes en torno a la educación superior. Este aspecto se encuentra atravesado por las distintas transformaciones socio-históricas que experimentan en la actualidad nuestras sociedades: las Tecnologías de la Información y de la Comunicación (TIC) han impactado fuertemente en los modos de acceso y construcción del conocimiento, en tanto, los procesos de formación de subjetividad también han cambiado, de la mano de la construcción de lazos sociales que impactan decididamente en la educación en todos sus niveles, y en este caso particular, en la educación universitaria. Este relato y análisis se realiza desde la consideración del campo en el que desarrollamos nuestra práctica docente y de gestión, que se da en el entrecruce entre la comunicación/educación/cultura. De aquí, la consideración de las mediaciones entre educación, cultura y TIC; educar con tecnologías de información y comunicación implica tener en cuenta que el sentido que las mismas construyen en ese proceso no es meramente individual, ni bilateral, sino que atañe a la producción social de sentido individual y colectivo. Siguiendo al comunicólogo colombiano Barbero (2002), la educación debería ser un espacio idóneo para el pasaje de los medios a las mediaciones puesto que numerosos rasgos del paradigma informacional\(^1\) devienen también en rasgos culturales. Esto impacta la forma de adquirir, procesar y difundir conocimientos. El sistema educativo tradicional trabaja con contenidos basados en la cultura letrada, en saberes compartimentados en géneros y materias “claramente” limitadas por las especificidades modernas de las distintas disciplinas, en cambio, actualmente el hipertexto del intercambio virtual transgrede las fronteras y los encasillamientos. No sólo se trata de contenidos sino de modelos de enseñanza y aprendizaje. Es en esa línea, que proponemos el trabajo en nuestras propuestas de acompañamiento y formación docente en la FPyCS (UNLP), y es por eso, que afirmamos la necesidad de promover la apertura al cambio de los modos en que se aprende, se comunica y produce conocimiento, así como los modos en los que los mismos se transmiten, se comparten, se ponen en común, se construyen y reconstuyen. Para ello, hay que tener presente que los contenidos culturales nuevos que entran al sistema educativo universitario, en este caso, lo hacen en una negociación con un formato tradicional que lleva siglos de vigencia. En este escenario nos interesa focalizarnos sobre la reconfiguración del rol de los/as profesores/as de la FPyCS que tradicionalmente han realizado su práctica en la presencialidad –aún las generaciones más jóvenes-, y que actualmente, ya sea por las propuestas institucionales de virtualización de carreras de posgrado, o bien, por la intención de equipos docentes de combinar presencia con virtualidad, se encuentran con la complejidad y el desafío de pensarse, posicionarse y poner en prácticas estrategias didáctico-comunicacionales acordes a las propuestas en línea desarrolladas en entornos virtuales de enseñanza y aprendizaje (EVE-A) y a aquellas donde las TIC son asistentes a esas prácticas docentes. --- \(^1\) En términos generales, alude a aquel paradigma que conceibe los procesos comunicacionales como mera transmisión de información, donde sólo la noción de “ruido” es lo que constituiría una de las únicas limitaciones a la comprensión de determinado mensaje. Aquí lo sociocultural no es tenido en cuenta, o bien, considerado desde una perspectiva conductivista. La apropiación de manera significativa de las posibilidades que ofrecen las TIC por parte de los docentes dependerá de que la innovación no se circunscriba al equipamiento tecnológico, o a su incorporación bajo los formatos educativos tradicionales. Esto implica desafío y riesgo pero también la posibilidad de redefinición de los propios fines de la educación en este escenario de transformaciones. Hacia la reconfiguración del rol docente: Acciones y características en la FPyCS. La Facultad de Periodismo y Comunicación (UNLP), desde sus inicios, ha estado ligada a la producción en lenguajes mediáticos, ya que sus primeros pasos fueron de la mano exclusivamente del periodismo y su ejercicio en los medios. De ahí fue ampliando su posicionamiento, fue enriqueciendo miradas y la comunicación, como campo de prácticas y saberes, fue cobijando no sólo prácticas mediáticas, sino también aquellas por fuera de las mismas, e inscriptas en el marco de mediaciones socioculturales. Por lo tanto, a los/las docentes de la facultad, no les es extraño preguntarse por la relevancia y significación de las tecnologías en las prácticas profesionales cotidianas, ya que sea como periodistas, como comunicadores institucionales o técnicos en ejes específicos del campo, o bien, en su articulación con las prácticas de enseñanza y aprendizaje. De todos modos, y pese a que ese breve contexto descripto es favorable para los tiempos que corren en cuanto a las TIC, también es cierto que éstas se han transformado y han ido transformando los distintos ámbitos de la vida social de modo acelerado, y claramente, tal como esbozamos en la introducción, la educación superior no es la excepción. Es así que nuestros/as colegas profesores/as los últimos años se han visto interpelados por distintos proyectos donde los procesos de enseñanza se median tecnológicamente, ya sea para extender el aula, o bien, para desarrollar propuestas entera a distancia, o como explicaremos más adelante, en línea. En cuanto a la extensión del aula, progresivamente se fueron combinando más tecnologías digitales en consideración del contexto y de los sujetos jóvenes y sus prácticas de aprendizaje. Por eso, se hizo mano de cuanto recurso de la web estuviera disponible para la presentación y producción de distintos contenidos culturales. Asimismo, gracias a la implementación de distintos EVE-A desarrollados por la Facultad de Informática (UNLP) y por la Dirección de EaD (Presidencia UNLP) se vio la potencialidad de esos espacios pensados y diseñados específicamente para propuestas pedagógicas. Y de ser un mero repositorio de material —que claramente facilitaba el acceso a contenido relevante— pasó a erigirse como lugar propicio para el desarrollo de actividades colectivas y colaborativas que aportaron riqueza. En tanto, la práctica docente exclusivamente en línea en el EVE-A “Aulas Web UNLP”, se viene desarrollando centralmente en los últimos 3 años. De todos modos, tanto en una como en otra experiencia se ven interpeladas las estrategias didácticas y comunicacionales tradicionales que llevan adelante los/as docentes de nuestra facultad. Por ejemplo, “la clase magistral” es una de las grandes desplazadas en el ejercicio docente virtual. En ese marco, desde la Dirección de Educación a Distancia (FPyCS) y con el acompañamiento constante de la Dirección de EaD (Presidencia), fuimos diseñando y proponiendo instancias para ayudar la prácticas concreta de nuestros/as colegas, así como también la reflexión pedagógica-comunicacional y técnica en los procesos de enseñanza en línea. Es así que realizamos: 1. Encuentros con equipos docentes para “extensión del aula”: Inicialmente atendimos a los/as profesores/as que ejercen en las carreras de grado de la FPyCS, ya que muchos/as de ellos/as venían teniendo experiencia de incorporación de TIC en sus aulas y quería sistematizar la vivencia, potenciar algunas estrategias para el enriquecimiento de sus materias. Entonces, trabajamos por demanda de los equipos proponiendo distintos recursos que fueran con la intencionalidad pedagógica explicitada. Estos encuentros tuvieron y tienen una característica personalizada. 2. Curso sobre Comunicación, Educación y TIC: tras la experiencia anterior, se vio la necesidad de reunir a los/as docentes de nuestras carreras en la Facultad para llevar adelante una instancia de capacitación generalizada y no basada en proyectos específicos. Y aquí por primera vez, muchos de nuestros/as colegas docentes experimentaron ser estudiantes en un EVE-A que en ese momento era la WAC. En simultáneo a este proceso, los encuentros con equipos se seguían realizando. 3. Encuentros con equipos docentes para el desarrollo de materias en línea: Con la gradual implementación y presentación a acreditación de carreras de posgrado a distancia, se empezaron a formar nuevos equipos docentes, algunos con experiencia en la virtualidad, y otros tanto no. Claramente, como decíamos al inicio de este apartado, muchos/as de ellos/as están familiarizados con la incorporación de tecnologías a sus propuestas de enseñanza, ya que hay variadas propuestas que conllevan la producción en lenguajes mediáticos digitales y el uso de distintos softwares y aplicaciones web. De todos modos, las dudas sobre cómo “dictar clase” en un EVE-A surgieron igual. En esas distintas propuestas de asesoramiento se pusieron en análisis y en práctica los aspectos pedagógicos, tecnológicos y comunicacionales de manera situada, es decir, contextualizada en las necesidades específicas de los/as estudiantes y profesores/as de nuestra Facultad. Ya que ciertamente varios docentes también habían transitado formación en relación a este tema en distintos ámbitos, ya sea en maestrías, especializaciones y/o en los cursos ofrecidos por la Dirección de Educación a Distancia (Presidencia-UNLP). Otros tanto, no habían realizado formación alguna. De aquí la decisión del abordaje planteado. En principio, se hicieron visibles las potencialidades respecto de la construcción del conocimiento en un entorno donde la interacción dialógica entre los distintos participantes habilita nuevas experiencias formativas. Y fuimos retomando sus experiencias al respecto y mostrando distintos ejemplos de esa interacción descripta. Asimismo, problematizamos la idea de la modalidad “a distancia” con el objetivo de enriquecerla y presentar, la línea a la que adherimos centralmente: el trabajo desde la noción de Educación en Línea (EnL). Esta supone algo más que un salto tecnológico, ya que si bien se desarrolla en la red se asienta en determinados supuestos centrales que consideran a la educación como un proceso basado en el encuentro, en el diálogo y la construcción colectiva (Schwartzman, Tarasow y Trech, 2010). Sostenemos que todo proceso de enseñanza y aprendizaje debe fundarse en esas premisas, y aún más, aquellos que presentan una mediación tecnológica tan potente como un entorno virtual. Es decir, que la mediación tecnológica no esté por sobre la mediación pedagógica y comunicacional de los procesos formativos. La EnL no hace foco en la distancia sino en el proceso de interacción entre los sujetos y componentes que intervienen en el acto educativo. En el proceso de enseñanza y aprendizaje, tanto de modalidad presencial como virtual, concebimos el vínculo entre docentes y estudiantes como basal para brindar las condiciones necesarias para el intercambio, el diálogo y la construcción colectiva de conocimiento. En la actualidad ese vínculo se presenta con características muy distintas a etapas anteriores, ya que la presencia de otras posibilidades tecnológicas abre un abanico no pensado para llevar adelante ese proceso formativo: desde procesos educativos totalmente virtuales, a propuestas combinadas o prácticas presenciales que integran TIC, extendiendo el aula y fortaleciendo también el intercambio comunicativo entre docentes y alumnos. No concebimos entonces a los docentes ni a los estudiantes desde los roles fijos del ideario moderno, es decir, desde el “saber” y el “no saber”, sino que adheriremos a una visión constructivista del conocimiento y crítica respecto de los roles y la valoración del conocimiento de todos los sujetos de la enseñanza, contextualizada en este mundo de múltiples transformaciones en lo social, político, económico, cultural y tecnológico. Es así que partiendo de este posicionamiento fuimos delineando de manera conjunta distintas maneras de “poner en práctica” esos roles reconfigurados situadamente, principalmente, atendiendo a la necesidad creciente de nuestra institución al momento de concretar las distintas materias de las carreras de posgrado con modalidad a distancia, desarrolladas en el EVE-A “Aulas Web UNLP”. De este modo, se decidió enmarcar esta práctica en un modelo tutorial específico, así como también contemplar las formas de acompañamiento particularizado a los/as estudiantes. A continuación describiremos brevemente las características de estos componentes. **Modelo tutorial adoptado por la FPyCS** Teniendo en cuenta la estructura y organización institucional de la Facultad, se ha implementado para el seguimiento del proceso de aprendizaje de los estudiantes, un modelo tutorial multifuncional, que consiste en la intervención de un docente, en cada espacio curricular en el aula virtual, experto en contenidos, capacitado en la modalidad de educación a distancia y en el uso educativo de tecnologías de información y comunicación (TIC), responsable directo de facilitar el aprendizaje a un grupo de estudiantes, que lleva a cabo todas las funciones docentes: académica, pedagógica, tecnológica, motivacional y organizativa, y reporta al coordinador académico de la Especialización. Estas funciones tutoriales son: **a) Académicas:** que involucra actividades en la preparación del curso que tienen que ver con el aspecto disciplinar, diseño o rediseño de actividades de aprendizaje, de evaluación y materiales de estudio, así como la selección y actualización de recursos didácticos; y durante el desarrollo de la cursada implementación, asesoría y atención de dudas en relación a los contenidos temáticos; además de evaluación de las experiencias de aprendizaje realizadas por los estudiantes. **b) Pedagógicas:** que consiste en proporcionar estrategias para el estudio, aportar mejoras al diseño de actividades y materiales de estudio desde el punto de vista didáctico; monitorear la intervención de los estudiantes en los foros de debate y en la elaboración de actividades colaborativas para que cumplan con las consignas solicitadas y que reúnan la calidad esperada. Intervenir para favorecer la comunicación entre estudiantes y docentes. Detectar los intereses de los estudiantes para favorecer aprendizajes significativos; proporcionar técnicas para organización del tiempo de estudio y realizar el seguimiento académico para prever la deserción. **c) Tecnológicas:** para apoyo en el manejo de herramientas de comunicación tanto de la plataforma educativa como externas; y de uso de software para la descarga de materiales educativos y para desarrollo de actividades de aprendizaje. **d) Motivacionales:** que consiste en acompañar a los estudiantes para estimular su proceso de aprendizaje; motivar la participación. Identificar problemáticas surgidas en la interacción social, principalmente durante la elaboración de trabajos colaborativos e intervenir como mediador de conflictos. **e) Organizativas:** que implica actividades dentro del entorno virtual para habilitar los espacios necesarios que permitan captar las dudas de todo tipo que le surjan al estudiante y para la interacción social; conformar grupos de trabajo y habilitar espacios privados para actividades colaborativas. Configurar y habilitar área para recepción de cada actividad de aprendizaje. Configurar y mantener actualizada el área de calificaciones. La función pedagógica descripta más arriba, está compartida y apoyada por los Tutores de la Dirección de Educación a Distancia de la Facultad. En tanto, la función tutorial tecnológica cuenta con el apoyo de los Tutores tecnológicos de la Dirección de Educación a Distancia de la Universidad y de la nuestra Unidad Académica, a fin de asistir a los docentes-expertos en contenidos en el uso e implementación de los recursos y herramientas tecnológicas disponibles en el EVE-A donde funcionan las aulas virtuales, así como de la Web. **Proceso de seguimiento de los alumnos en el Posgrado a distancia.** El apoyo que brindará el docente, así como la relación que establezca con los estudiantes dependerá de las necesidades que estos manifiesten o que el docente identifique. Antes del inicio de la cursada, el docente experto en contenidos realiza tareas diseño de contenidos, actividades de aprendizaje y evaluación del curso; planea y revisa el funcionamiento en el aula virtual, así como el encuadre de la actividad tutorial que va a llevar a cabo. Esto le permitirá dar a conocer al estudiante el tipo de apoyo que recibirá durante su proceso de aprendizaje. En el inicio y desarrollo de la cursada, el docente-experto en contenidos da la bienvenida a los estudiantes, da orientaciones importantes sobre la modalidad de estudio, desarrolla los contenidos, supervisa y monitorea las actividades de los estudiantes, su motivación, y evalúa las actividades de aprendizaje. En el transcurso y cierre de la cursada, el docente experto en contenidos analiza con los estudiantes el grado en que se alcanzaron los objetivos de aprendizaje, realiza devoluciones personalizadas y grupales de sus desempeños. Auto-evalúa críticamente la tutoría realizada, su desarrollo y los resultados alcanzados con relación a los objetivos que se plantearon al inicio, con el fin de identificar las principales dificultades enfrentadas y compartir las rutas de acción que se eligieron para darles atención. Asimismo, para garantizar que los estudiantes cuenten con el acompañamiento necesario en el proceso de elaboración del Trabajo Integrador Final desde el inicio de la carrera, y que puedan ir articulando de manera transversal las diferentes producciones realizadas en cada espacio curricular que cursan, y con el objeto de orientar en la elección de los recorridos posibles de la Especialización, se le asignará a cada estudiante un Tutor-académico, perteneciente al equipo docente de la Especialización o a la planta docente de la Facultad, que por su trayectoria académica y profesional vinculada a los contenidos que aborda la carrera pueda acompañar la formación de los futuros especialistas. **Tipos de docentes /tutores.** **Docente a cargo de un espacio curricular:** experto en contenidos, capacitado en la modalidad de educación a distancia y en el uso educativo de tecnologías de información y comunicación (TIC), responsable directo de facilitar el aprendizaje a un grupo de estudiantes, que lleva a cabo todas las funciones docentes: académica, pedagógica, tecnológica, motivacional y organizativa, y reporta al secretario/a académico/a de la carrera. **Docente tutor-académico:** pertenece al equipo docente de la carrera que cursa el estudiante o a la planta docente de la Facultad, y que por su trayectoria académica y profesional puede acompañar la formación de posgrado de aquel, para realizar un seguimiento académico personalizado, transversal a los espacios curriculares, cuyas funciones serán: a) Asesorar a los/las alumnos/as en todas las cuestiones académicas relativas a su trayectoria en la carrera de posgrado que estén cursando. b) Contribuir a la mejora en el desempeño de los alumnos/as. c) Orientar a los alumnos en la formulación del Plan de Trabajo Final o Plan de Tesis, según corresponda. d) Orientar al alumno en la elección del/la Director/a del Trabajo Final o Tesis, según corresponda. e) Informar periódicamente al Comité Académico y al Secretario/a Académico/a de la carrera sobre el desempeño de los/las estudiantes. **Tutores transversales:** asimismo, hemos contemplado la figura de tutores/facilitadores transversales a los distintos espacios curriculares de algunas carreras, cuyas funciones consisten, por un lado, en acompañar y asistir al docente a cargo en las tareas de gestión técnica del aula virtual, tales como la carga de clases, bibliografía y materiales, su publicación, actualización de calendario, avisos en carteleras de novedades, configuración de herramientas donde se desarrollen las actividades; y por otro lado, asistir al docente a cargo en tareas de motivación de los estudiantes y orientación para el estudio en la modalidad, que tiene que ver con el acompañamiento de los estudiantes en el manejo dentro del entorno virtual y del aula, entre otras aspectos de esas características. Se prevé que cada docente a cargo de un espacio curricular esté acompañado por un tutor/facilitador. Estos tutores poseen formación de grado académico, tienen experiencia docente en el ámbito universitario, y han sido capacitados por la Dirección de Educación a Distancia de la FPyCS para cumplir el rol de tutores/facilitadores descripto más arriba. **Algunas consideraciones finales: Punto de partida de nuevas reflexiones y experiencias.** Tras describir acciones y posicionamientos en las instancias de acompañamiento y asesoramiento de nuestra Dirección a los/as profesores/as de la FPyCS, y cómo en ese marco, se fueron delineando el modelo tutorial, el seguimiento de estudiantes y los tipos de docentes, podemos sintetizar algunas cuestiones que nos resultan centrales para analizar y describir el pasaje del profesor presencial al docente tutor virtual. Estas cuestiones están vinculadas a un nuevo modelo pedagógico para una educación atravesada por las TIC, entonces, no es posible dejar de lado la consideración del rol docente, ya que estamos en presencia de un momento de transición, donde debemos empezar a pensar y reflexionar el vínculo docente-alumno teniendo en cuenta la interacción entre la relación cara a cara en el mismo momento y el mismo lugar, y la modalidad asincrónica que supone la virtualidad. Es así que la mediación tecnológica en los procesos de enseñanza y aprendizaje no hace referencia solo al uso de nuevas “herramientas tecnológicas”, sino más a la conformación de nuevas maneras de ver y de actuar en el marco del acto educativo virtual. Se trata, según Barberá y Badía, de los “aspectos instruccionales de atención prioritaria”. Los aspectos descriptos sobre la experiencia en la Facultad de Periodismo y Comunicación Social (UNLP) en relación a la mediación tecnológica, pedagógico-comunicacional en las propuestas en línea de carreras de posgrado, posibilitan mostrar cómo se identificó la necesidad de conocer y reconocer aquellos requerimientos que hacen a la docencia virtual, y entre ellos, se destacaron los posicionamientos respecto de los modos en los que intervendrá en el proceso de enseñanza y aprendizaje, y de qué modo/s se participará en el acompañamiento de los estudiantes. Es así que, fue posible explicitar y empezar a configurar parte de la práctica docente de los/as profesores/as de nuestra Facultad, en el sentido que esto “supone la transición entre una docencia presencial y una docencia virtual, sobre todo a lo que refiere a la flexibilidad, participación, interacción, colaboración, uso del tiempo y capacidad de respuesta” (Barberá y Badía, 2004). Esa transición a la que referimos se sustenta en una cuestión fundamental para la promoción y sostén de la interacción: los modos en que el docente se erige como tutor-guía en esos procesos de interacción pedagógica en propuestas mediadas con tecnología digital. Proponemos que el docente “no deje en manos de la tecnología” la resolución del seguimiento y el acompañamiento, sino que se constituya como el promotor de esas acciones a partir de la toma de decisiones respecto a: modo de presentar la información, la participación e interacción en el aula, los momentos de seguimiento y evaluación, la incorporación y dominio de determinadas TIC, la colaboración docente, así como también pensar en el tiempo disponible para estas cuestiones y la carga docente, entre lo más destacable. Reconocemos que el rol del/la profesor/a tutor/a varía, no es igual en todos los casos, como desarrollamos en el apartado anterior. Sin embargo, hay algo muy relevante a considerar: al no haber un espacio sincrónicamente compartido, una de las más tradicionales clases desaparece, o mejor dicho, se transforma; se trata de la clase expositiva. Este pasaje del profesor presencial al tutor virtual, implica pensarlo no como el único portador del contenido; sino más bien, como alguien que debería orientar y/o reorientar el aprendizaje de los alumnos, a partir del material y actividades, propuestas, evacuando consultas, señalando desaciertos en el abordaje de tal o cual tema, o sugiriendo individualmente nuevas lecturas y/o actividades. Finalmente, nuestra experiencia como docentes y como equipo de gestión, nos ha ayudado a identificar y conceptualizar cuál es el papel más enriquecedor del/la tutor/a en las propuestas pedagógicas en línea en las carreras de Grado y Posgrado de nuestra Facultad: mediador de la construcción de significados, con el acento puesto en los procesos de negociación y andamiaje que se articulan al momento de aprender. Esto contribuye a pensar la necesidad de concebir diferencialmente el modo de interacción grupal respecto de la presencialidad, así como también el modo en que se decide presentar el conocimiento y el cómo se diseñan materiales didácticos acordes a la virtualidad. Es por esto, principalmente, que se torna indispensable acompañar y asesorar a aquellos/as profesores/as que deseen incorporar TIC en los procesos didácticos, y también a los que se desempeñan completamente en la virtualidad con la finalidad de promover y construir propuestas mediadas tecnológicamente que sean significativas y enriquecedoras para estudiantes, docentes de la Facultad de Periodismo y Comunicación Social (FPyCS-UNLP). BIBLIOGRAFÍA Arce, Debora Magali y Guiller, Charis Maricel. “Organización y acción de propuestas educativas a distancia: experiencias en grado y posgrado gestionadas por la Dirección de Educación a Distancia de la Facultad de Periodismo y Comunicación Social (UNLP)”, Ponencia, VII Seminario Internacional-RUEDA, Santa Fe, Argentina, 2016. Barberà, Elena. y Badia, Antoni. “Capítulo 1. Del profesor presencial al profesor virtual” en Educar con aulas virtuales. Orientaciones para la innovación en el proceso de enseñanza y aprendizaje. Antonio Machado Libros, Madrid, pp.15-37, 2004. Martín-Barbero Jesús: “Reconfiguraciones comunicativas del saber y del narrar” en La educación desde la comunicación. Capítulo III. Versión publicada en EDUTEKA Tecnologías de Información y Comunicaciones para Enseñanza Básica y Media. www.eduteka.org, 2002. MENA, Marta y otros. El diseño de proyectos de educación a distancia. Buenos Aires, La Crujía, 2005. Schwartzman, Gisela, Tarasow, Fabio y Trech, Mónica. Cap. 3: “Dispositivos tecno-pedagógicos para enseñar: el diseño en la educación en línea”. En: De la Educación a Distancia a la Educación en Línea: aportes a un campo en construcción, Schwartzman, Gisela; Tarasow, Fabio y Trech, Mónica (Comps.). Homo Sapiens. Flacso, 2014. Competencias neurocognitivas en la FI-EAD ABSTRACT El presente trabajo presenta los resultados de una experiencia didáctica con diseño curricular innovador. Espera demostrar que el aprendizaje integrado (Marsh, 2000) basado en competencias digitales permite recuperar aprendizajes en áreas transversalizadas por la asignatura IFE- Inglés para Fines Específicos de Ingeniería en Electromecánica. El objetivo de la cátedra fue mejorar las competencias adquiridas en los niveles anteriores y alcanzar niveles superiores en retención de matrícula a los registrados en ciclos anteriores. La asignatura aborda la competencia de lecto-comprensión con configuración virtual, en la cual los alumnos del ciclo especializado de la Facultad en la UNSJ- Universidad Nacional de San Juan realizan un aprendizaje integrado (AICLE) mediante problemas y desafíos en Química, Energía Sustentable y Prototipos Mecanizados. La integración interdisciplinar (Bates, 1989) permitió compartir recorridos y conocimientos de otras asignaturas del plan de estudio y estas sirvieron como desafíos expresados en inglés. El idioma era el hilo conductor que desarrollaba la integración de contenidos; mientras se adquirían competencias lingüísticas (Bolívar, 2010). Las habilidades cognitivas se apoyaron en el trabajo virtual, las investigaciones bibliográficas, los microproyectos y los ateneos estudiantiles. El análisis de los procesos neuro-cognitivos guiados con portafolios de diagnóstico, proceso y evaluación procesual demostró que la innovación resultó en mejoras en el interés, autonomía y pensamiento reflexivo. La inter-acción teórico/práctica de metodología, enfoques didácticos, filosofía educativa y técnicas digitales empleadas provienen de los avances registrados en las neuro-ciencias (Kandel, 2011) y de la cultura digital (Knox, 2013). INTRODUCCIÓN Los enfoques innovadores capaces de esclarecer dónde la teoría y la práctica áulica y autónoma permiten que la evaluación en la educación superior virtual disminuya las diferencias entre lo que los alumnos precisan para lograr una más rápida y apropiada inserción laboral en un mundo marcado por la tecnología, continúan aportando elementos a la virtualidad educativa. Acorde con los análisis realizados, los portafolios reflexivos de diagnóstico, proceso y logro (Fernández, 2004) en IFE –inglés para fines específicos- en Ingeniería en la Universidad Nacional de San Juan, estos son una herramienta indispensable para mantener y superar el estado del arte en el área de los cursos virtuales. El uso de este enfoque surge de una investigación en curso fundamentada en varios proyectos anteriores y actuales que el equipo de cátedra lleva adelante para CICITCA - Secretaría de Investigaciones de la UNSJ. Los portafolios docentes y estudiantiles han sido usados como una herramienta de aprendizaje para analizar las competencias lingüísticas, como así también, como dispositivos de reflexión sobre la propia práctica docente y principalmente, como instrumento de presentación virtual del futuro egresado, esto implica que se usan como estrategias disparadoras de nuevas competencias comunicativas. Las consecuencias de su implementación se resumen en las mejoras en los procesos de enseñanza/aprendizaje y en la capacidad creativa de nuevas actividades en la currícula. Este instrumento usado de modo auto-reflexivo le permite al docente recabar datos que proveen una visión sobre logros de los estudiantes y de la asignatura virtual (Bía, 2005). Se elabora como instrumento de integración de las competencias adquiridas para los sujetos de la triada educativa. Así pues, al abordar las capacidades del proceso de transformación educativa gradualmente con una herramienta sencilla, el estudiante culmina en un pensamiento crítico, elabora juicios con mayor discernimiento y concientización sobre los objetivos profesionales y académicos. Pensamiento crítico, inclusión, autonomía y creatividad promueven la continuidad de la formación superadora, la cual es actualmente, uno de los mandatos sociales que desafían a la educación a distancia en el nivel superior (Riesco González, 2007). Los resultados de las investigaciones realizadas nos han permitido inferir hasta el momento, que el aprendizaje virtual debe permitirle al alumno alcanzar procesos de meta-cognición con respecto a estrategias y competencias (Knox, 2013), aplicables en nuestro caso a la currícula de Inglés para Ingeniería con aprendizaje integrado. Marco teórico sobre competencias y evaluación de saberes. La mediación del aprendizaje precisa de tablas de andamiaje y cimiento propios del trabajo con portfolios centrados en competencias. Los docentes, como responsables de la guía de este proceso fomentan los perfiles de alcance de los futuros profesionales (Claxton, 2007). Por otra parte, el aprendizaje integrado (Marsh, 2000) permite centrar al alumno en la adquisición de conocimientos para resolver problemas de campos diferentes al idioma, inglés en este caso, y centrarse en su resolución; sin el anclaje a notas de aprobación o la inercia de las rutinas pedagógicas adquiridas (Kandel, 2011). La resultante de la promoción será producto de la integración total del proceso desarrollado con B-learning. El alumno se focaliza así, en sus recorridos cognitivos, en los desafíos curriculares con una mayor concentración en las capacidades reales de desempeño en el mundo práctico. Así planteado, el uso de la herramienta evaluadora de competencias constituyó un verdadero desafío a los docentes por la innovación que deberá implementar el alumno en un recorrido por etapas que precisan o no ser mejoradas. Por otra parte, al inicio de la experiencia, la cátedra enfrentaba la paradoja de descubrir a alumnos previamente aprobados en niveles anteriores del idioma, como sujetos incapaces de acceder a la lecto-comprensión de textos auténticos, después de algunos años de haber cursado inglés. Bajo las propuestas de Philippe Perrenoud (2004), se realizó un estudio exploratorio que nos permitió comprender que las competencias de esos niveles previos cuyos desempeños por parte de nuestros estudiantes servían como puntos de partida para nuevos desarrollos y competencias, no se hallaban presentes por una incorrecta o incompleta mediación del proceso. De las siguientes competencias mencionadas por el autor, se habían alcanzado solamente algunas. Las diez competencias a las que alude Perrenoud (2004) se listan a continuación. - animación de situaciones de aprendizaje, - gestión de los aprendizajes, - progresión gradual y reflexiva de los aprendizajes, - elaboración de dispositivos de diferenciación, - elaboración de dispositivos de motivación, • trabajo en equipo, • uso de las nuevas tecnologías, • concientización de los deberes y desafíos profesionales, • reflexión sobre los dilemas éticos de la profesión y • organización de la formación permanente. Después de un análisis reflexivo, los docentes comprendieron que las competencias referidas a dispositivos de diferenciación, nuevas tecnologías y formación continua; si bien, eran compatibles con la visión de Delors (1997), de Marsh (2000) y de Kandel (2011), autores que sustentaban teóricamente la construcción de los dispositivos didácticos empleados en los cursos virtuales; sus capacidades constitutivas no se habían afianzado apropiadamente y por ende, eran competencias ausentes en la curricula. En *La educación encierra un tesoro*, Delors (1997) describe los pilares del conocimiento para el aprendizaje por competencias. Al igual que Morin (2000), cuando se refirió a los siete saberes que debe proveer una institución superior, en la formación de individuos capaces de transitar favorablemente el siglo XXI; nuestra cátedra comprendió y accionó ante las interpelaciones de la realidad. Los docentes asumimos las debilidades curriculares previas y luego de chequear la presencia e incidencias de los elementos de la configuración didáctica, comprendimos la necesidad de refuerzo en la adquisición de instrumentos de comprensión, de estrategias concretas para modificar sustentablemente el entorno, de participación y cooperación social y de dispositivos y herramientas para ayudar a nuestros alumnos en la búsqueda de ser mejores seres humanos y mejores profesionales. Edgar Morin (2000) en *Los siete saberes necesarios para la educación del futuro* al referirse a los fenómenos de la cotidianidad enfatiza la avalancha de información, el acceso y confiabilidad de los datos digitales, a los cuales los individuos deben enfrentarse evitando riesgos en la sociedad del conocimiento. Para el epistemólogo, el docente de la formación superior debe dotar de racionalidad al conocimiento. Es fundamental enseñar a adquirir comprensión, empatía, apertura ideológica y ética para la comunidad global en tanto ecosistema sustentable y a la vez, altamente incierto. En breve, debemos enseñar a pensar. Para que un diseño didáctico sea viable y compatible con estos principios, se precisa un trabajo guiado en competencias profesionales y se torna casi obligatorio innovar en la evaluación por portfolios de habilidades, destrezas y estrategias con contenidos contemporáneos (Agra, 2003). La modernización de la formación universitaria por competencias permite optimizar el diseño curricular al organizar el proceso de enseñanza-aprendizaje favoreciendo prácticas en diversos contextos auténticos (Argüelles, Gonczi y otros, 2001). Una práctica virtual conserva lo auténtico y transforma las realidades en realidad aumentada- por el valor agregado que le otorga el aprendizaje por problemas o en diseño creativo. El uso de portfolios potencia a su vez, la aplicación de unidades de competencias con variables que guíen al juicio valorativo (Barrett, 2000). **Integración de competencias con portfolios y neuro-cognición.** Las escalas factoriales de puntuación trabajan sobre los criterios de logros y establecen los parámetros bajo los cuales se considera el modo cómo se llegó a la meta educativa (Rychen y Hersch Salganik, 2001). En nuestro caso, uno de los objetivos específicos consideraba la consulta de distintas fuentes; por ello, la escala de valoración hacía referencia a rapidez, claridad, confiabilidad, cantidad, idoneidad, objetividad y relevancia de las fuentes consultadas. Para la elaboración de los microproyectos, se contemplaba la coherencia entre tema y explicación de contenidos, estado del arte, relevancia en la carrera, posibilidad de transferencia, de integración y de generación de aportes a posibles interesados. Las producciones permitían emitir juicios de valor a los alumnos por los modos de trabajo y a los docentes por los modelos de guía y monitoreo de los procesos realizados. Permitieron a su vez, reflexionar sobre el hecho educativo concreto y palpable en evidencias integradas. El docente también tuvo la posibilidad de modificar y mejorar sus propuestas ante la reflexión sobre recorrido y flujo curricular (Martín-Kniepp, 2001). Nos permitió reconocer los postulados de Mateo (2000) de manera concreta coincidiendo en que la educación ha experimentado globalmente tres cambios esenciales y que el paradigma tecnológico contribuyó a acelerarlos: - Transformación del modelo tradicional orientado a productos educativos; - Consideración de contenidos actitudinales y procedimentales junto a los clásicos conceptuales; - Incorporación de criterios lógicos en la evaluación, superando la mera aprobación numérica. Los cambios en nuestra innovación curricular respondían a transformaciones por la aplicación del modelo tecnológico virtual; el enfoque Neuro-didáctico y la técnica valorativa con portfolios. Estos cambios surgieron de trabajos en proyectos y ante la necesidad concreta de dotar a los alumnos de nuevas herramientas. Un recorrido similar al de los proyectos TAP –Teacher Assessment (Shulman, 1985) y Zero –Learning to Think (Gardner, 2012), los cuales fueron posibles en virtud de nuevos cuestionamientos, tal como lo expresa Lacasta Zabalsa (2005). Nuestro cuestionamiento surgió ante la incoherencia detectada entre aprobación y competencias estudiantiles después de tres años. Nuestra solución fue un conjunto integrado de herramientas tecnológicas con uso de plataformas, páginas web, de recursos abiertos, de redes sociales, de planteos neuro-didácticos y de reformas curriculares, entre las cuales se incorporó el modelo de evaluación con un portfolio que guió a los alumnos a percibir los procesos cognitivos de sus logros, que se centró en los desarrollos y no en los resultados, que destacó la integración, que interpeló al alumno sobre el éxito con el cual desempeñaba sus habilidades y que cuestionó al alumno sobre modos de procesamiento cognitivo (Kandel, 2011). A su vez, esta herramienta le permite al docente discernir sobre los modelos, explicaciones y configuraciones curriculares empleadas. La ventaja ha sido la adquisición de autonomía, pensamiento crítico, auto-disciplina, responsabilidad y motivación intrínseca en todos los actores educativos. Recorrido replicable y resultados. La experiencia y su posterior análisis han seguido los tramos que se explicitan a continuación (Barberá, 2005), procediéndose a trabajar en bloques diferenciados divididos por competencias. Bloque 1. Ingreso y procesamiento de información- competencia lectora y crítica; Bloque 2. Elaboración de inferencias, curriculum profesional, entrevistas, análisis de datos- competencias comunicativas y refuerzo sináptico en sitios web; Bloque 3. A. Reflexión sobre procesos de elaboración y pensamiento desarrollado- competencias crítica y de meta-cognición*; Bloque 4. Egreso del proceso- competencia dialógica y comunicativa y procesamiento solidario; *Bloque 3. B. Re-elaboración final con presentación de resultados integradores. Los tipos de conocimiento a los que se aludía en los portfolios docentes y estudiantiles dieron cuenta de evidencias científicas especializadas en las temáticas abordadas y en neuro-cognición referidas a los procesos experimentados; evidencias culturales y sociales en diversos contrastes empáticos; evidencias psicopedagógicas relativas a nuevos modos de definir el aprendizaje (Gardner, 2012), evidencias sobre cambio curricular, la evaluación y finalmente, evidencias prácticas avalando procesos y productos diferenciales del ciclo. CONCLUSIÓN Esta experiencia permitió llevar a cabo postulados y fases de los proyectos de investigación. Permitió también, acceder a gran cantidad de bibliografía que a su vez, nos planteó nuevo interrogantes. En el análisis, se detectó que la currícula había abordado las competencias al estilo europeo de enseñanza (Lacasta Zabalsa, Rodríguez y Pascual, 2005) y hemos comprendido el valor de dotar a los alumnos de herramientas novedosas apoyadas por las TIC. La virtualidad puede y debe mejorar su acercamiento a las aulas universitarias a través de la divulgación de trabajos educativos que promuevan cambios curriculares con soporte institucional sostenido; sólo así, se hará realidad la visión de una sociedad formadora que guarda y distribuye tesoros. La academia podrá retomar con dedicación inspirada los jardines de las mentes de los estudiantes con manos plenas de innovación, y creatividad (Stenhouse, 1991). El equipo concluyó que la copia o herencia de modelos y estructuras educativas en nuestro país debe ser superada por configuraciones integradoras y renovadas creativamente con dispositivos que respondan a los modelos integrales (Sacristán, Gimeno y Pérez Gómez, 2008), a fin de alcanzar las reformas sustentables que Argentina debe instalar en el sistema superior en este siglo. BIBLIOGRAFÍA Agra, MJ (2003). El portafolios como herramienta de análisis en experiencias de formación on line y presenciales. 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Finland: University of Jyväskylä. Mateo, J. (2000). Investigación Educativa. Enciclopedia General de la Educación. Vol.2. Barcelona: Océano. Morin, Edgar. (2000). Los siete saberes necesarios a la educación del futuro. París, Francia, Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. Perrenoud, Philippe. (2004). Diez nuevas competencias para enseñar. Invitación al viaje. Barcelona, Graó. Riesco González, Manuel. (2007). Gestión y dominio del tiempo. En: Revista Educación y Futuro Digital. CES, Don Bosco. Rychen, D. y Hersch Salganik, L. (2001). Key competencies: Meeting important challenges in life. En Rychen D.S. y Hersch Salganik, L. (Eds.) En: Key Competencies for a Successful Life and a Well-functioning Society. Götting para Hogrefe & Huber. Sacristán, J. Gimeno, A., Pérez Gómez, J., Martínez, Torres, F., Angulo, J. y Álvarez, M. (2008) Educar por competencias, ¿Qué hay de nuevo? Madrid, Ediciones Morata. Schulman, L. (1987). Knowledge and thinking: Foundation on the new reform. En: Harvard Educational Review 57, nº 1. Harvard: University Press. Stenhouse, L. (1991). Investigación y Desarrollo de Curriculum. Tercera Edición. España: Ediciones Morata. Comunidades virtuales de práctica, una experiencia de salud comunitaria ABSTRACT Las redes sociales se han convertido en poderosos espacios de interacción entre diferentes grupos sociales, donde es posible ir conociendo a personas que comparten los mismos intereses o reencontrarse con ellas. En el caso concreto de la aplicación de estos recursos al mundo de la educación, se reconoce que, gracias a la web 2.0 y a su especial hincapié en las dinámicas sociales, se ha favorecido la creación de comunidades virtuales de aprendizaje y de multitud de redes de colaboración entre iguales. Las instituciones de educación superior han experimentado un cambio de cierta importancia en el conjunto del sistema educativo de la sociedad actual tales como desplazamiento de los procesos de formación desde los entornos convencionales hasta otros ámbitos. En este trabajo se desarrolla una experiencia tutorial transversal en la carrera, a partir de la cual se implementó una comunidad de prácticas virtual mediante redes sociales, como lo es Facebook. Esta propuesta incluye un espacio tutorial como nueva herramienta de comunicación en el marco del seguimiento y acompañamiento de los alumnos participantes del proyecto “UN PAso para la Salud Escolar”, acreditable como prácticas comunitarias en los espacios troncales de la carrera de Enfermería Universitaria de la Unidad Académica San Julián. INTRODUCCIÓN En la carrera de Enfermería Universitaria de la Unidad Académica San Julián (UASJ), se implementó, desde “Práctica comunitaria” y consensuada la problemática con el equipo de trabajo, un programa de extensión universitaria denominado “La salud sociocomunitaria desde la Universidad”. El mismo incluye diversos proyectos de extensión y transferencia que involucran temáticas tendientes a realizar aportes relacionados con la Promoción de la Salud y la Prevención de la Enfermedad. Dichos proyectos están dirigidos a actores sociales de la localidad de Puerto San Julián y la zona de influencia de la UASJ, de la Universidad Nacional de la Patagonia Austral. (UNPA). Con esta propuesta se apuesta a una tarea con modelos adecuados de intervención responsable a los fines de lograr una red social que involucre a instituciones civiles, gubernamentales, no gubernamentales y sectores privados que den efectividad y sustentabilidad a las iniciativas. La carrera de Enfermería Universitaria de la Unidad Académica San Julián se implementa en la modalidad blended learning, las instancias prácticas son presenciales obligatorias y las instancias teóricas se imparten desde el entorno educativo unpabimodal. El equipo docente, para lograr los objetivos pedagógicos, debe coordinar diferentes estrategias y utilizar diversas herramientas. Palabras Claves: Bimodalidad, Tutoría on line, Red Social Facebook, comunidad de práctica. Para ello, se promueve el desarrollo de proyectos de extensión y vinculación como también de investigación con transferencia a la comunidad, con grandes desafíos desde donde se produce la salud, o sea la propia comunidad. Una de las propuestas enmarcadas en el programa desarrollado desde el año 2012, se denomina “UN PAso para la Salud Escolar”, a partir del cual se inició una tarea que implicó un punto de partida de la definición, asunción de la responsabilidad social y sanitaria. Se consideró este desafío para responder a nuevas demandas, haciendo partícipe a los estudiantes que residen en diferentes zonas geográficas para que adquieran formación y experiencias en el campo profesional con impacto sociocomunitario. Ha sido necesario incorporar tecnologías de información y comunicación (TIC), que posicionaron al estudiante en primer lugar, con base en la interacción y la colaboración, con un cambio de rol del docente como facilitador del aprendizaje, incorporando la comunicación asincrónica y diversos recursos auditivos, visuales, surgiendo así un espacio tutorial a través de la red social facebook, donde se suman año a año los estudiantes estableciendo una comunidad virtual, actividad que actualmente sigue vigente. **Las comunidades de práctica y la tutoría online.** Según Wenger, McDermott y Snyder (2002) una comunidad de práctica (CP) es «un grupo de personas que comparten una preocupación, un conjunto de problemas o un interés común acerca de un tema, y que profundizan su conocimiento y pericia en esta área a través de una interacción continuada». Entre otros aspectos, el moderador es una pieza clave a la hora de garantizar el funcionamiento de las CP, sobre todo en el caso de las CP virtuales. Su misión es promover la participación y gestionar los contenidos intercambiados entre los miembros de la CP, identificar los contenidos relevantes y almacenarlos de manera adecuada para facilitar su recuperación. (Sanz, 2005). Como señala García Aretio (2003, 172): “…en una comunidad se agrupan personas para interactuar socialmente, establecer lazos comunes y compartir ciertos intereses, expectativas, creencias, valores y actividades que establecen los límites e identidad diferenciadora del grupo y todo ello, al menos durante un tiempo”. Para continuar diciendo más adelante: “Son, en suma, grupos humanos, comunidades de personas que se basan en los intereses, afinidades y valores personales, que discuten, contrastan pareceres y puntos de vista o intercambian información, a través de Internet, en forma relativamente continuada o lo largo del tiempo y atendiéndose a unas determinadas reglas” (García Aretio, 2003, 180). Por otra parte, y siguiendo a Salinas (2003), podemos decir que en una Comunidad Virtual, se reúnen personas para intercomunicarse mediante ordenadores y redes, interactuando de una forma continuada y siguiendo unas reglas preestablecidas. El intercambio de información (formal e informal) y el flujo de información dentro de una comunidad virtual constituyen elementos fundamentales. La existencia de comunidades virtuales entre profesionales para el intercambio de ideas y experiencias y el desarrollo profesional y personal de sus miembros, tiene su origen en las grandes posibilidades de socialización y de intercambio personal que proporcionan las redes. Constituyen un entorno privilegiado de aprendizaje sobre relaciones profesionales. **Desarrollo del proyecto, “Un Paso para la Salud Escolar”** Este proyecto se acredita para los espacios curriculares que participan, y es una salida al campo comunitario, para desarrollar una propuesta de promoción de la salud. El concepto de promoción de la salud, parece haber sido utilizado por primera vez por Henry Sigerist en 1934, al definir las cuatro tareas esenciales de la medicina -la promoción de la salud, la prevención de la enfermedad, el restablecimiento de los enfermos y la rehabilitación-, afirmando que “la salud se promueve proporcionando condiciones de vida decentes, buenas condiciones de trabajo, educación, cultura física y formas de esparcimiento y descanso”. En la carrera de enfermería tenemos actualmente una comunidad educativa virtual, donde cada uno de sus miembros se sabe y siente parte, ese sentido de comunidad se ha trabajado a partir de muchos años de la propuesta en incorporar en él a las tecnologías, ver a la articulación de las propuestas curriculares de la escuela con acciones comunitarias interrelacionados a través del sistema, donde convergen opiniones, con experiencias de aprendizaje valiosas, se pueda comunicar, guardar, compartir lograr un trabajo colaborativo. Retomando a Wenger cuando hace mención al “sentido compartido de pertenencia”, es importante visibilizar que combinan componentes afectivos y sentimientos de solidaridad, donde cada una de las partes se implica en la existencia de cada uno de los otros. Esta implicancia, en este espacio virtual de aprendizaje, da como resultado producciones de conocimiento colaborativo muy enriquecedores. También valioso el sentido de Identidad al sentir pertenencia a esta comunidad, donde son incluidos todos a un nivel académico que por las distancias no siempre es posible y democrático por permitir aportar, disentir. Desde la perspectiva Psicosocial, según Newbrough y Chavis (1986), y García Giuliani y Wiesenfeld (1994) y Sanchez (2000), comunidad supone relaciones, interacciones tanto de hacer y conocer, como de sentir, por el hecho de compartir aspectos comunes, participantes que reconocen una identidad social y constituyen un sentido de comunidad. Los objetivos planteados en el proyecto Un paso para la salud escolar son los siguientes: 1. Establecer un espacio tutorial virtual a través del uso de una red social: facebook 2. Motivar a los estudiantes al logro de los objetivos académicos. 3. Facilitar la interacción entre profesores y alumnos en situaciones de enseñanza-aprendizaje. 4. Ampliar la variedad de recursos didácticos-metodológicos que se emplean. Se consideraron las siguientes ventajas y riesgos en base a ideas planteadas por Kaplun (2005b). Como ventajas: 1. Las distancias geográficas en la que se encuentran los estudiantes en relación al centro educativo. Acá también es necesario incorporar la idea de distancias entre los estudiantes (diversos lugares de residencia). 2. El tiempo destinado en este tipo de formación es más flexible, permitiendo mayor accesibilidad a la formación a personas que trabajan o tienen otros compromisos. 3. Establece el desafío de nuevas estrategias pedagógicas, ya que debemos formarnos, investigar, experimentar y evaluar nuevas propuestas, que a la vez disminuyan la brecha digital, también compartiendo saberes y combinando experiencias. 4. Trabajo en equipo multidisciplinarios articulado. 5. Los costos se reducen, por ejemplo en relación a la movilidad tanto estudiantil, como docente. 6. Permite dar respuestas a las demandas e institucionalmente estar a la vanguardia. Como riesgos: 1. Los fracasos posibles tecnológicos, económicos, sociales y pedagógicos. 2. Acumular de pequeñas experiencias, sin sistematizar y multiplicarse. 3. Falta de acompañamiento en la formación en el uso de las TICs a los actores involucrados. IMPLEMENTACIÓN Se ha creado un grupo de discusión privado, desde la página de Facebook www.facebook.com/unpapasopara.saludescolar, enfocado a mantener informados a sus integrantes, crear foros, compartir diapositivas, discutir opiniones y fomentar la relación entre los usuarios con una temática educativa relacionada a la salud comunitaria. Los grupos privados se insertan en una página con el nombre del proyecto que es abierto al público en general y desde el cual se comparten las producciones de los diferentes grupos e información disciplinar de interés. Los estudiantes se registran en la dirección de facebook “UN PAso para la Salud Escolar. Espacio Tutorial”, a partir del cual se comunican y acuerdan las actividades a realizar. (figura 1). Actualmente la comunidad tiene 376 usuarios. Figura 1. Comunidad de práctica en Red social Facebook. Una vez trabajada la consigna con el tutor docente a través del entorno educativo unpabimodal, se suman al grupo de Facebook, donde están acompañados desde el espacio tutorial y se suma la participación de una becaria alumna. Posteriormente concurren a una institución educativa de la localidad de Puerto San Julián, Puerto Santa Cruz, Comandante Luis Piedrabuena, Caleta Olivia, Puerto Deseado y El Calafate, acompañados por los tutores de prácticas y docentes de las asignaturas mencionadas, donde acuerdan fecha y hora con los responsables de la institución, para la práctica comunitaria. Esta práctica consta de dos instancias, la primera es un encuentro entre estudiantes de enfermería y los niños o adolescentes de la institución seleccionada, a los fines de realizar un diagnóstico situacional para detectar temas de interés sobre salud emergente del grupo. En esta etapa la consigna es abierta y los estudiantes de enfermería pueden usar la creatividad en sus propuestas, surgiendo así diferentes estrategias y entre ellas se observa el uso de las TIC, con audiovisuales, presentaciones de powert point, etc. Posteriormente trabajan con los equipos docentes, la elaboración del plan de cuidados y las propuestas y sociabilizan las mismas con las autoridades de las instituciones educativas. Todas las ideas que surjan en este proceso se compartirán a través del facebook, para enriquecerla colaborativamente con los compañeros de otros grupos de las otras localidades, hasta tener el producto final elaborado por cada grupo para la etapa siguiente. En segunda instancia se concreta una actividad de abordaje de la temática seleccionada como de mayor interés por cada grupo, a través de un plan de cuidados comunitario. Entre las propuestas de estos años incluso hubo una producción de un videoclip, con participación del laboratorio de medios audiovisuales de la UASJ, que además fue presentado en un evento de Expressarte de la universidad por parte de los alumnos, demostrándonos al equipo docente que el uso de las TIC puede despertar interés por temas que los estudiantes consideraban aburridos, según sus propias expresiones en las autoevaluaciones. Todo este proceso y elaboración de actividades se realiza con la herramienta de comunicación que nos brinda la red social, la interacción es periódica entre el equipo docente-estudiantes docente-docente y estudiante-estudiante. Se utilizarán herramientas transmisivas, interactivas y colaborativas. El tiempo que uno le dedica a las muy diversas redes de información, está enmarcada dentro de un modo de producir conocimiento y no es solo “pasar el tiempo”, por ende desde estos espacios, somos productores de conocimiento en forma colaborativa. Acceder a la información es una posibilidad de muchos, siempre y cuando estén dados todos los factores que lo posibiliten. Pero es necesario contar con conocimientos tácitos o codificados para lograr la aprehensión de la información, transformarla etc. La tecnología, innovación en nuestros tiempos, está a disposición de los usuarios y es éste quien decide cómo utilizarlas, no siendo las primeras las responsables de las decisiones y acciones realizadas por la sociedad, quien vive y percibe los factores del uso de las tecnologías de diversas formas positivas o no, según la experiencia que cada uno tenga en relación al uso a internet, que es un actual modelo de sociabilidad, en un contexto de continua transformación. Uno de los cambios actuales más notorios, tiene relación con la sociabilidad basada en el lugar, que es una fuente de apoyo mutuo e interacción social. Actualmente se selecciona las relaciones según las afinidades o intereses sin contar los límites geográficos. El trabajo en grupo de nuestros estudiantes tiene esta lógica, residiendo en diferentes y lejanas localidades, pueden interactuar, producir y apoyarse mutuamente en el trayecto de formación, estableciendo vínculos, en algunos casos muy significativos. También es importante, tener en cuenta los factores de exclusión, se pueden listar muchos como lo han hecho varios autores, pero la desigualdad de oportunidades es el factor común, en cualquiera de las áreas dominantes del mundo, ya sea económica, política u otras. Si las líneas de acción no promueven una cultura de inclusión, en la que, el pensar una propuesta sea siempre desde la inclusión de todos; seguiremos viendo grupos excluidos y desde nuestro rol de docentes universitarios debemos ser parte activa en este proceso, debiendo analizar las múltiples pobrezas (Sirvent, 2000) y los índices de privación entre otros. Son diferentes las expectativas o exigencias sociales en cuanto a los resultados de la educación de calidad, y hay muchas opiniones sacadas de contextos, en relación a la temática educativa, debiendo repensarnos como actores políticos, activos en nuestra historia institucional cotidiana. RESULTADOS Las problemáticas prevalentes en los grupos destinatarios de este proyecto, en diferentes localidades de la provincia, fueron las temáticas de: violencia, sexualidad y adicciones, y se priorizaron los diagnósticos de déficit de conocimiento según lo valorado en cada grupo destinatario. De la experiencia iniciada en el año 2012, surge una nueva propuesta, como iniciativa de los propios estudiantes para dar continuidad a la actividad comunitaria; enmarcada en un nuevo proyecto: “UNPAso para la Salud Comunitaria”, con un grupo estable de estudiantes, que continuará invitando a sus pares a sumarse. En una primera instancia trabajaron sobre la identidad como grupo y el sentido de pertenencia al proyecto, de esta etapa surge el nombre, un lema: “Cambiar el mundo empieza por ti”, con el tema que los representa: “Cambiar el Mundo – Lerner Alejandro” y un logo. Otra instancia posterior se relacionó con la comunicación de su experiencia a través de la red social de facebook, en eventos locales, provinciales y nacionales, exponiendo sobre sus trabajos. La cantidad de estudiantes que se sumaron año a año han permitido la continuidad de la propuesta. CONCLUSIÓN La experiencia de la UNPA-UASJ, desde los espacios curriculares de Enfermería Básica, Enfermería en la Atención del Niño y el Adolescente, Enfermería en la Atención de la Mujer, Madre y Niño y Enfermería en Salud Mental y Psiquiátrica de la carrera de Enfermería Universitaria, hace un aporte a la implementación de las TICs en la Educación Superior, como complemento de las ya existentes, para el acompañamiento al estudiantado, persigue aportar elementos orientados a mejorar la calidad de atención al estudiante, desde un abordaje holístico en sus dimensiones sociales, académico, personal y profesional que propicie competencias y facilite la toma de decisiones para poder realizar un trayecto académico exitoso. Nos queda una tarea enorme que implica, un punto de partida de la definición y asunción de la responsabilidad social y sanitaria, formular y poner en marcha, lineamientos específicos de acción para la promoción de la salud incluyendo la salud mental, que desde su programa analítico incorpora temáticas como las socio-adicciones, problemática sentida en la comunidad de nuestra zona, que no cuenta con un abordaje desde la promoción de salud en la actualidad, motivo por lo cual desde la carrera de enfermería se trabajará con estudiantes de las asignaturas troncales que abordan las temáticas de promoción de la salud desde sus programas en los tres años del cursado de ciclo básico. Agradecimientos. Este trabajo se realiza en el marco del Proyecto de investigación 29b207 titulado “Innovación en procesos de enseñanza y aprendizaje en ambientes mediados”, financiado por SecyT UNPA. BIBLIOGRAFÍA García Aretio, L. (2003). Comunidades de aprendizaje en entornos virtuales. La comunidad iberoamericana de la CUED, en BARAJAS, M. (coord): La tecnología educativa en la enseñanza superior, Madrid, McGrawHill, 17199. García, I., Giuliani, F., & Wiesenfeld, E (1994). El lugar de la teoría en psicología social comunitaria: comunidad y sentido de comunidad. En M. Montero (Comp.), Psicología social comunitaria (pp. 75-102). Guadalajara, México: Universidad de Guadalajara. Kaplun, M. (2005b) El ateneo electrónico. En: Marques de Melo et al. (Orgs.) Sociedade do conhecimento: aportes latino-americanos. San Pablo: UNESCO-UMESP. Newbrough, J. R. y Chavis, D. M. (1996): Psychological Sense of Community, I.: Foreword. Journal of Community Psychology, 13, 43-52. Sanz Martos, Sandra (2005). «Comunidades de práctica virtuales: acceso y uso de contenidos». En: LARA NAVARRA, Pablo (coord.). Uso de contenidos digitales: tecnologías de la información, sociedad del conocimiento y universidad [monográfico en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC) (vol. 2, n.o 2). UOC. [Fecha de consulta: 23/03/17]. http://www.uoc.edu/rusc/2/2/dr/esp/sanz.pdf. ISSN 1698-580X // ISBN 84-9788-335-7. Sirvent, María Teresa. El valor de Educar en la Sociedad actual y El Talón de Aquiles del Pensamiento único. Revista VOCES, Año IV, Número 7, Agosto 2000. Salinas, J. (2003). Comunidades virtuales y aprendizaje digital, conferencia presentada a Edutec 2003, http://www.edutec.es. Sánchez, E. (2000). Todos con “La Esperanza”: la continuidad de la participación comunitaria. Caracas: Comisión de Estudios de Postgrado, Universidad Central de Venezuela. Sigerist, H. E., Man and medicine. An introduction to medical knowledge. New York: W.W. Norton, 1934. Wenger, E.; McDermott, R.; Snyder, W.M. (2002). Cultivating communities of practice. Boston: Harvard Business School Press. Construyendo comunidad de aprendizaje entorno virtual de práctica educativa II en el profesorado en computación ABSTRACT Este trabajo se encuadra como trabajo final del módulo de Educación a Distancia en Entornos Virtuales de la Maestría en Procesos Educativos Mediados por Tecnologías (en el CEA-UNC). En él se presentará el Entorno Virtual de Enseñanza utilizado en la asignatura de Práctica Educativa II del Profesorado en Computación que se dicta en el primer cuatrimestre en la Universidad Nacional de La Pampa. Este espacio en construcción permanente, se propone como una Comunidad de Aprendizaje factible de mantener durante el desarrollo profesional con posterioridad a la finalización de la cursada. Se hará una descripción del contexto en el que se implementó el entorno virtual de aprendizaje en Google plus, luego un análisis de la participación de los estudiantes, de las estrategias didácticas y tutoriales, y finalmente se harán propuestas de mejoras al entorno y a la comunidad, para propiciar su aplicación no solo a la educación en modalidad presencial, sino también en modalidad virtual. DESCRIPCIÓN del CONTEXTO El entorno virtual para la enseñanza seleccionado para analizar, corresponde al utilizado durante el año 2014 por tres estudiantes de la asignatura Práctica Educativa II del cuarto año del Profesorado en Computación que se dicta en la Universidad Nacional de La Pampa (UNLPam). La práctica educativa fue pensada para los alumnos de 4to año del Profesorado en Computación. En los últimos tres años el número de alumnos ha fluctuado entre 2 y 5. Este número favorece una atención y seguimiento personal de los alumnos aunque al mismo tiempo resta posibilidades al tipo de intercambio, actividades y alcance de las propuestas, la riqueza de habilidades, implicación y respuestas que podemos obtener a los proyectos y situaciones planteados. Esta asignatura no forma parte de la residencia o práctica final intensiva, pero es la primera de dos que se enfocan en poner en acción el trayecto recorrido hasta el momento en el contexto del desempeño docente de nivel secundario, uno de los perfiles más practicado por los graduados de este profesorado. Entre los objetivos de la cátedra está lograr desarrollar competencias en sus destinatarios para que estén en condiciones de ejercer la docencia de nivel secundario y superior, así como también para planificar, conducir, evaluar y asesorar programas, planes, y proyectos en el área de computación, ya sea en el ámbito de la Informática Educativa como en el desarrollo e implementación de Tecnologías Informáticas. En forma extensiva también espera beneficiar a otros estudiantes, graduados y docentes con el conocimiento y uso de las TIC como elemento mediador para favorecer el aprendizaje, diseñando, desarrollando y evaluando actividades que incorporen su uso. Esta práctica pone en consideración los contenidos y competencias propios de la carrera como objetos a enseñar, su importancia en la formación de una ciudadanía democrática y su presencia en la currícula. Para poner en acción las competencias de los aprendices en el uso de las TIC se les propone pasar del “consumo de clases” a la producción permanente de apuntes o registros de clase, a la participación mediante publicaciones o comentarios, y a la utilización y socialización de herramientas y recursos digitales. Todo esto, en un sitio público cuyos miembros pertenecen y seguirán perteneciendo a la comunidad de “Práctica Educativa II”. Los docentes se proponen lograr lo descrito en el párrafo anterior desde las primeras clases con el registro de todo lo dicho y lo hecho, en forma colaborativa, intercambiando roles, sacando beneficio de alguna herramienta TIC que posibilite la consulta, modificación, actualización de lo realizado y comentado por cada uno de los integrantes de la Práctica Educativa. ![Figura 1. Aula Virtual de Práctica Educativa II en Moodle-parte superior](image1) Durante el primer mes de esta asignatura y a través de actividades mediadas por tecnologías, se pone el foco en los modos no formales que solemos utilizar para enseñar y aprender, especialmente a través de artefactos digitales y redes sociales. Estas primeras clases se desarrollan usando un aula virtual en Moodle como se muestra en las Fig. 1 y 2. ![Figura 2. Aula Virtual de Práctica Educativa II en Moodle-parte inferior](image2) La práctica educativa tiene una carga horaria presencial semanal de 2 encuentros de 3 horas (6 hs semanales durante un cuatrimestre). En estos encuentros pasa mucho de lo motivacional, la evocación y la meta-reflexión, luego los aprendices van registrando en la bitácora (en la que a veces los docentes hacen, intervenciones, aclaraciones, preguntas, pedidos, pero nunca ampliaciones) intentando reflejar todas las actividades de la comunidad tanto en clase como extra-clase. **Descripción del Entorno Virtual de Enseñanza seleccionado** El entorno virtual para la enseñanza seleccionado para analizar, refleja el desarrollo de la asignatura Práctica Educativa II del 4º año del Profesorado en Computación que se dicta en la UNLPam (Fig. 3), esta parte que se analiza está diseñada y funcionando en Google plus (Google+). ![Comunidad de Aprendizaje Práctica Educativa II en Google+](image) **Figura 3.** Comunidad de Aprendizaje Práctica Educativa II en Google+ Google+ es la plataforma de redes sociales de Google, que intenta diferenciarse de las conocidas facebook y twitter bajo el lema “repensado para compartir la vida real en la web”. En Google, una Comunidad es un grupo de usuarios que comparte temas y contenido de interés, se asemeja de alguna manera a los grupos de Facebook y suma características propias de los foros online. En una comunidad al igual que en un perfil Google+ se pueden insertar textos, fotografías, videos, eventos de Google+ y enlaces; lo que no se puede hacer es adjuntar archivos y carpetas si no son previamente subidos y compartido su enlace. En la mayoría de los casos aparecerán con una vista previa. También se pueden compartir publicaciones propias y de terceros realizadas en Google+. Uno de los beneficios que reporta este entorno virtual es la posibilidad de categorizar según como el propietario de la comunidad disponga las publicaciones, lo que permite aplicar filtros para ver sólo las publicaciones de interés, por ejemplo en el entorno analizado se puede filtrar por “clases”, “debate”, “software”, entre otras. También se pueden realizar búsquedas por palabras o frases en las publicaciones de la comunidad. La comunidad puede ser pública o privada, el ingreso de miembros puede ser libre o moderado, y se puede gestionar la moderación de comentarios. En este caso de análisis se optó por hacer pública la comunidad, explicitando que serían miembros de ella solo los docentes, alumnos y exalumnos de la práctica educativa II y otros profesores que por su vinculación con nuestra actividad sean invitados. Tomada esta determinación también se consideró que todas las publicaciones de los miembros contribuirían en la construcción de un perfil público, que además permitiría hacer visible parte de la red de contactos de cada uno de los miembros de la comunidad. **Análisis de la participación de los Aprendices** De la observación de los perfiles en Google+ de los aprendices vemos que de los tres sólo uno tenía publicaciones anteriores frecuentes, de carácter público y en comunidades abiertas, de las restantes una hace su primera publicación a partir de esta propuesta, la otra solo tenía 6 publicaciones. Cuando contabilizamos las publicaciones de estas últimas dos estudiantes sumamos 40 participaciones dentro de las 12 semanas en las que se extendió la asignatura. En la propuesta los aprendices participan mediante publicaciones y comentarios, también socializando herramientas y recursos digitales de elaboración propia o de terceros. Más allá de lo cuantitativo, dos de las publicaciones que nos muestran el tipo de experiencia lograda por los aprendices son las referidas a las repercusiones de compartir los materiales desarrollados y publicados en esta pequeña comunidad, con comunidades ya consolidadas como las de Huayra en Facebook (4189 miembros) y Google+ (617 miembros). Por otra parte si tomamos como caso de análisis las publicaciones en la categoría “Clases”, la alumna Anabella redactó 4, el alumno Leandro redactó 6, y Ludmila redactó 1. En cambio si analizamos cuántos comentarios redactaron, Anabella tiene 10, Leandro 5, y Ludmila 3. Si bien el número de aportes por alumnos es relativamente pequeño, el total de 29 aportes solamente en la categoría Clases no es menor para una actividad que no está implementada al 100% en modalidad virtual y con una carga horaria presencial de 6 hs semanales. Por otro lado, si analizamos al interior de los apuntes de clase que los alumnos dejan como huellas de la experiencia, se observa que hay una co-construcción del espacio de aprendizaje. Encontramos pasajes en los cuales se evidencia la dimensión “aprender a aprender” identificada por Philip Jackson (2002) en Andreoli (s.f., p.8), donde aparecen ciertos atributos como honestidad intelectual y confianza en la capacidad de adquirir conocimientos, junto con la capacidad de autoorganización para seleccionar qué aprender: “Empezamos la clase comentando la tarea, Ludmila y yo no entregamos la tabla porque no estábamos seguras si estaba bien, entonces debatimos sobre qué indicios le da al profesor la entrega de una tarea.” (Práctica Educativa II, 2014, p.3) En los aprendices se perciben distintas y cambiantes posturas ante la práctica educativa, además de la singularidad de cada uno de ellos, se pueden reconocer posturas que suelen cambiar a medida que avanza el desarrollo de la misma, cambios que se podrían explicar en los logros y las producciones desarrolladas por ellos, en la reconfiguración de sus pensamientos, conocimientos y prácticas. Figura 4. Apuntes y recordatorios de Clases En general también se percibe satisfacción en los logros individuales y colectivos obtenidos. Muchas de estas percepciones son compartidas por los estudiantes y se van identificando a partir de las instancias de reformulación, desarrollo y evaluación de las actividades, así también como de los registros y comentarios de los mismos que van apareciendo en la bitácora o registro de clases (Fig. 4). Otro de los elementos que nos parece oportuno mencionar en relación a la participación de los aprendices son las características del tipo de conexiones que establecen con sus compañeros y con el profesor, fuertes/débiles, así también como la “transparencia” que “puede influenciar la mejora de la calidad en las contribuciones de los miembros al ser conscientes de la visibilidad de sus acciones” (Dalsgaard y Paulsen, 2009) citado en Clase 1 (Andreoli S., s.f., p.13). Sin embargo un indicador de que no se logró consolidar la comunidad de prácticas expandidas es que no se haya podido sostener la participación en la comunidad con posterioridad a la finalización del cuatrimestre de cursado. Finalmente nos parece importante explicitar las percepciones que tenemos de nuestros aprendices pues una de las posturas y expectativas más frecuentes entre los estudiantes de esta asignatura están marcadas por contradicciones entre un discurso pedagógico/didáctico crítico-emancipador pero con una fuerte experiencia de adquisición del saber educativo a partir de paradigmas positivistas. El primero conocido y a veces practicado desde el núcleo de asignaturas propias de la formación docente, el segundo tiene preeminencia en las asignaturas disciplinares específicas. Estrategias Didácticas y Tutoriales La intención de combinar, de saltar del espacio virtual de aprendizaje que ofrece el Moodle institucional de la asignatura, hacia una espacio de interacción abierto, se presenta como un intento de superar algunas de las críticas más importantes realizadas a los Entornos Virtuales de Aprendizaje (EVA) institucionales centralizados, entre ellas: la de no crear oportunidades para que emerjan redes y comunidades de aprendizaje; el presentar pocas oportunidades para conexiones persistentes entre los estudiantes, los docentes, el contenido y la comunidad; y la de estar centrados en la distribución de contenido y no ofrecer al estudiante herramientas y la oportunidad de participar en la construcción del espacio, compartir, categorizar y organizar el material de forma que le resulte más significativo. (Andreoli, s/f, p.7). De esta manera pensar en desarrollar una comunidad de aprendizaje a partir de un espacio de interacción combinado es más coherente con la premisa de Castañeda y Adell (2011) “el proceso de conocer-en-la-práctica no reside “dentro” de los individuos, sino que está distribuido entre profesores, estudiantes, artefactos conceptuales, como modelos y teorías, y artefactos físicos, como libros y ordenadores.” Otra de las razones por las que consideramos extender el entorno virtual de la práctica educativa más allá de Moodle, es precisamente porque es un entorno cerrado y restringido, algunos de nuestros alumnos respecto de Moodle mencionan “quiero recuperar algo que hicimos el año pasado en la asignatura … y ya no puedo entrar”. Finalmente y resulta un argumento de orden práctico es que Google+, es más factible de implementar en cualquier institución, cuente o no con servidores propios y las búsquedas son ágiles. Facebook, twitter, y Google+ ”se meten”, llegan al entorno digital del alumno y si la propuesta, los criterios y comentarios, las noticias, y las herramientas que se comparten y proponen resultan pertinentes para la formación profesional del estudiante, pueden resultar espacios de aprendizaje que perduren en el tiempo. Aunque mencionamos tres muy conocidas, creemos que no importa tanto cuáles sean, sino que resulten significativas para los aprendices, pues estas aplicaciones van cambiando constantemente con cada nueva generación. Otra de las que consideramos estrategias centrales para poner en acción las competencias de nuestros estudiantes en el uso de las TIC, es la propuesta de pasar del “consumo” de clases a la producción de apuntes y registros de clase, a la participación mediante publicaciones o comentarios, a la utilización y socialización de herramientas y recursos digitales. Todo esto en un sitio público cuyos miembros pertenecen y seguirán perteneciendo una vez finalizada la asignatura, a la comunidad de “Práctica Educativa II”. Para llevar adelante una tutoría atenta y distribuida, intentamos lograr lo descrito en el párrafo anterior desde las primeras clases situando la posibilidad de aprender a partir de lo que “hace el alumno” por sobre lo que pueda decir o el conocimiento que pueda portar el docente. Intentamos que el registro de los aprendices de lo dicho y hecho, tanto en clase como en el entorno virtual, en forma colaborativa, intercambiando roles y beneficios a partir del uso de herramientas TIC para la recuperación, clasificación y organización del conocimiento posibiliten la construcción y explicitación del entorno personal de aprendizaje (PLE: Personal Learning Environment) de cada estudiante. Publicando los materiales desarrollados, los recursos encontrados, los acuerdos alcanzados y los debates pendientes, animando y delegando en los aprendices el protagonismo, la producción y la categorización, vemos cómo, cuando se aprende en red, las tecnologías permiten desplegar funciones cognitivas en tanto se deleguen en ellas ciertas funciones de la cognición (Andreoli S., s.f., p.2). Otra de las estrategias en torno a la que se enfoca el desarrollo de la asignatura es “el contexto”. Siempre se recurre a un contexto de interacción real: aula de secundario, programa conectar igualdad, organización de charlas y talleres para graduados, estudiantes de profesorado, etc., lo hacemos de esta forma porque “la transferencia de los conocimientos aprendidos en un contexto y en una situación y llevado a otro contexto y a otra situación, no es sencilla si no generamos en los alumnos procesos de abstracción que lo posibiliten” (Perosi V., s.f., p.1). Al proporcionar el contexto real para planificar el proceso de aprendizaje, logramos estructurar situaciones para que los estudiantes tengan la posibilidad de poner a prueba sus competencias cognitivas, al mismo tiempo que procuramos como tutores andamiar las competencias necesarias para lograr los resultados esperados. El sitio de la comunidad de Google+ de la Práctica Educativa II también lo utilizamos como “espejos para revisar procesos cognitivos, la escritura, la argumentación, la resolución de un problema...; ayudan a pensar, enriquecen la cognición. Por otra parte, el concepto de mente distribuida señala que pensamos con objetos, sujetos y símbolos” (Perosi V., s.f., p.16) Intentamos crear una comunidad de aprendizaje centrada en la autogestión y la dedicación, en la elaboración de productos de conocimiento, promoviendo construir conceptos y habilidades propias y facilitando la construcción a nuestros pares. También buscamos explicitar los beneficios de alcanzar estos logros en un ámbito donde la dimensión afectivo-emocional (motivación) y ético-sociales (habilidades sociales) sean reconocidas como indispensables. (Abdul M.K., 2008, p.17). Por ejemplo, el ámbito que lo hizo posible, uno de los emergentes durante 2014 en torno al cual se entramaron contenidos y estrategias para expandir el entorno de enseñanza y de aprendizaje, surge de la curiosidad de los estudiantes por el programa conectar igualdad y también de la postura ética de uno de ellos como usuario de software libre. Es decir, el ámbito nos llevó a planificar un taller sobre el sistema operativo Huayra desarrollado por el estado nacional. A partir de esta iniciativa es que investigamos y planificamos un taller sobre este sistema operativo y sus aplicaciones preinstaladas para usar las Netbooks en el aula. El taller se ofreció en el nivel secundario y superior, fue una actividad que recibió reconocimiento de los destinatarios, de comunidades consolidadas y del referente provincial del programa Conectar Igualdad de La Pampa. De esta manera nos comprometimos como comunidad de prácticas en una tarea que cumple varios de los criterios que Rathis (1995) sostiene son valiosas, entre ellos: - “Dan espacio a los estudiantes para tomar decisiones razonables acerca de cómo desarrollarlas y ver las consecuencias de su elección.” - “Llevan a la aceptación consciente del riesgo, la posibilidad del fracaso, de la utilidad de la crítica y la existencia de la incertidumbre.” - “Brindan a los estudiantes la oportunidad de planificar y participar con otros en el desarrollo y en los resultados de la tarea misma”. Es decir “Se trata de aprender en situaciones de práctica, en tanto reconocemos que si los estudiantes participan efectivamente en la organización y desarrollo de una situación, (...) los aprendizajes son más duraderos, impactan en su conciencia, promueven reflexiones y permiten mejores procesos de autoevaluación.” (Perosi V., s.f., p.14) CONCLUSIÓN El diseño e implementación del entorno virtual de la Práctica Educativa II del profesorado de computación buscaba en su momento, extender las posibilidades del EVA institucional con un entorno más abierto y con potencial para establecer conexiones persistentes, superando el modelo centrado en la distribución de contenidos, logrando uno basado en la relación entre pares y la producción, con posibilidades para la categorización y organización de herramientas y recursos. En este entorno observamos que el componente presencial, el carácter compartido del registro de la actividad de la práctica y la falta de acciones tutoriales específicas no contribuyeron en la consolidación de la participación y la identidad digital personal en la comunidad de la práctica en Google+. Un indicio claro de lo expuesto es la falta de continuidad en la participación de la comunidad. El estudiante que participaba desde antes usando este entorno y esta forma de organizar parte de su PLE, siguió haciéndolo, publicando preguntas, recursos, noticias. Las otras dos estudiantes, muy espaciadamente consultan a los docentes y lo hacen por email, es decir que no lograron apropiarse ni del entorno ni de las formas de seguir enseñando, compartiendo y aprendiendo en una comunidad de prácticas. También pudimos observar que en esta propuesta, el espacio de Google+ funcionó como un espacio de construcción compartida, donde se mezclaron las propuestas de la asignatura con las producciones y descubrimiento de cada uno de los miembros. Este aspecto contribuyó al desarrollo y la compresión de la naturaleza del trabajo y del aprendizaje colaborativo, sin embargo la falta de participación como de una comunidad de prácticas consolidada no favoreció la percepción y la necesidad de que estos sean concebidos de manera continua, permanente. PROPUESTA de MEJORA A partir de nuestras conclusiones en esta sección intentamos fundamentar algunas propuestas de mejora. Aunque el entorno virtual de la Práctica Educativa se extendió posibilitando el acceso abierto, en el que aprendices y tutores colaboramos con la planificación, producción, categorización y organización de herramientas y recursos, esto no bastó para lograr: 1. que el estudiante construya su PLE interactuando con compañeros, docentes, y personas interesadas en el tema de estudio, 2. que el aprendizaje se realice en múltiples entornos, creciendo y evolucionando más allá de los límites temporales del curso, 3. que los estudiantes puedan usar sus propias herramientas para organizar sus aprendizajes y construir redes distribuidas con otros. Para alcanzar estas condiciones propuestas por (Graham Attwell, 2010) en la clase 1 de Andreoli (s.f., p.21) creemos necesario reforzar acciones tutoriales específicas basadas en consignas para la exploración, explicitación y re-construcción del PLE de cada uno de los estudiantes, en repetidos momentos de la cursada de la asignatura. Otra de las mejoras que creemos se puede hacer desde las estrategias de enseñanza en la virtualidad, es la incorporación de juegos de asunción de roles entre los miembros de la comunidad de aprendizaje, para que experimenten situaciones de conflicto que permitan a los estudiantes aceptar compromisos y adquirir conciencia del valor del encuentro con los otros; esto permitirá a los docentes monitorear las conductas de los estudiantes. Con respecto a la dinamización en este entorno de aprendizaje que confluye en una comunidad de práctica, se puede observar que la falta de acciones tutoriales sostenidas luego de finalizado el periodo de cursada llevaron a la discontinuidad y falta de identificación de la mayoría de sus participantes. El material que se comparte en el entorno tiene que ser el apropiado para un conjunto de personas con un interés común, en este caso planificar actividades de enseñanza para intervenir en una práctica educativa, sea esta presencial o virtual. En nuestro contexto, el perfil laboral inmediato para los recién graduados es el presencial pero se podría pensar en ampliarlo para el contexto de educación virtual o a distancia. Tal vez sea conveniente repensar la planificación de las actividades y del material que se comparte en el entorno, para que el alumno sea el centro. Luego los tiempos de aprendizaje de cada participante, así como la participación y la dinámica de las relaciones al interior de la comunidad, dependerá del sentido de oportunidad que cada integrante le asigne (Perosi V., s.f., p.4). Esta mejora posiblemente deba fijarse en espacios educativos con modalidad de taller o de materia optativa en donde la Institución permita cierto grado de flexibilidad. Abdul, W. K. (2008). Estándares de Competencia en TIC para Docentes. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), place de Fontenoy, Londres, <http://www.oei.es/tic/UNESCOEstandaresDocentes.pdf>, consultado el 10 de abril de 2017. Adell Segura, J. & Castañeda Quintero, L. (2010) Los entornos Personales de Aprendizaje (PLEs): una nueva manera de entender el aprendizaje. Andreoli S. (s.f.) Unidad 1: Entornos Virtuales de Aprendizaje, Entornos Personales de Aprendizaje en EaD. Clase 1 año 2017 EaD. MPEMPT. UNC CEA Castañeda, L y Adell Segura, J. (2011) “El desarrollo profesional de los docentes en entornos personales de aprendizaje (PLE)”. En Roig Vila, R. y Laneve, C. (Eds). La práctica educativa en la sociedad de la información: Innovación a través de la investigación / La pratica educativa nella Società dell’informazione: L’innovazione attraverso la ricerca. Alcoy: Marfil. 83-95. Perosi, Verónica (s.f.) Unidad 2: Enfoques didácticos para pensar las propuestas virtuales de formación. Módulo: La Educación a Distancia en Entornos Virtuales. MPEMPT. CEA-UNC. Práctica Educativa II. (13 de 03 de 2014). Fac. de Cs. Exactas y Naturales UNLPam - Comunidad de Aprendizaje. Obtenido de Nuestros apuntes y recordatorios: https://docs.google.com/document/d/1dhAb6ssjOeqeXlD2Si1BU74-ZeOBnBh_q4IM_TUdcSE/edit Raths, J. D. (1973) “Teaching without specific objectives”. En: R. A. Maggon, Education and Psychology, Columbus, Ohio. Construyendo un Modelo adaptativo de aprendizaje. Desarrollo de la plataforma virtual “Edujesel” en la Patagonia ABSTRACT En un escenario regional cada vez más complejo por la realidad social y económica, donde el sector productivo demanda nuevas competencias vinculadas a las nuevas tecnologías, donde se requiere creatividad para salir de su crisis, pero a la vez adaptabilidad estratégica, desde la UNPA y su “Laboratorio de experiencias pedagógicas” del Instituto de investigación en Educación y Ciudadanía se está proponiendo un sistema adaptativo de aprendizaje en torno a una plataforma virtual. Las características geográficas de la patagonia y contingencia social de la región contribuyen a buscar un nuevo formato para el desarrollo de las trayectorias escolares. Las nuevas tecnologías pueden ayudar a encontrar un modelo pedagógico a partir de una plataforma virtual adaptándose a las características del docente, del alumno y su condición social-regional. Esto se traduce en un primer sentido a identificar cuáles son las características de los actores y las destrezas o competencias necesarias para establecer una plataforma virtual entre otros aspectos. Desde el Laboratorio de referencia estamos ensayando la aplicación de la plataforma virtual “Edujesel” que desarrolló la Ing. Marcela Pereyra con aportes pedagógico del equipo de investigación. El presente artículo da cuenta de algunos avances teóricos para la práctica y ejecución. INTRODUCCIÓN Desde el Instituto de Investigación en Educación y Ciudadanía (IEC) de la Unidad Académica Caleta Olivia y el programa de Extensión “Laboratorio de Experiencias Pedagógicas” se desarrollan ensayos, investigaciones y discusiones acerca del papel de las nuevas tecnologías en la educación especialmente desde nuestra situación social y regional patagónica. En este trabajo daremos cuenta de instancias preparatorias y avance de investigación de la aplicación de un modelo pedagógico vinculado a la aplicación de una plataforma virtual de aprendizaje. La realidad social (política, gremial etc) y geográfica nos lleva a buscar y encontrar alguna alternativa a los modelos tradicionales de aprendizaje. Se hace necesario así, aprovechar las nuevas tecnologías para construir un modelo pedagógico a partir de los recursos que se encuentran al alcance de los alumnos y docentes. Como un indicador tangible e indagando los registros del laboratorio de datos de la UACO (que depende del IEC) y sus informes encontramos que la sociedad gradualmente incorpora nuevas tecnologías más complejas en el mundo del trabajo y en lo cotidiano del ciudadano (Galaretto et al., 2013). Del relevamiento surge que la sociedad demanda que el sistema educativo debe formar sobre el uso de las nuevas tecnologías a los estudiantes para una feliz inserción en el sector social y productivo de la región. Particularmente a partir del Laboratorio de Experiencias Pedagógicas de la Unidad Académica Caleta Olivia de la UNPA se comenzó a Julio César Romero. Marcela del V, Pereyra. Universidad. Nacional de la Patagonia Austral. Argentina E-mail: firstname.lastname@example.org Palabras Claves: Educación a Distancia, Entornos virtuales y aprendizaje, TIC y Educación. ensayar la aplicación de la plataforma virtual “Edujesel” que desarrolló la Ing. Marcela Pereyra. El presente informe da cuenta de algunos avances teóricos y prácticos de su implementación y la investigación ligada desde el Instituto de Investigación de Educación y Ciudadanía de la Universidad. En un primer momento, la situación llevó a identificar por medio de un taller de trabajo, cuáles son las destrezas o competencias necesarias para establecer una plataforma virtual y sus aspectos relacionados a un modelo pedagógico. El taller se realizó con los actores educativos de la escuela donde se practica el modelo. La búsqueda de una plataforma virtual que contribuya a mediar con la situación planteada y sobre todo a consolidar una estrategia de enseñanza y aprendizaje significativa. APORTES TEÓRICOS Acorde a lo planteado y considerando los diferentes y últimos trabajos de investigación, las nuevas tecnologías han alterado en forma irreversible los procesos de comunicación en nuestra sociedad. El Sistema educativo y el proceso de aprendizaje entonces debería estar acorde a los nuevos estándares de comunicación. Si consideramos que la educación y sus procesos tienen al interior como elemento significativo (y principal) al proceso de comunicación, entonces debemos identificar y optar por el de mayor conveniencia de acuerdo a las características de los actores del proceso de enseñanza-aprendizaje. Desde el Laboratorio de experiencias pedagógicas de la UACO avanzaremos en dar cuenta de elementos Tics o TACs (según su tratamiento en el proceso) y cuestiones pedagógicas a considerar en el marco de un proyecto de investigación en la zona norte de Santa Cruz para el diseño y puesta en práctica de procesos educativos potenciados por las nuevas tecnologías. En nuestro caso hemos optado por una comunicación que gire en torno a una plataforma virtual, nuestra práctica se desarrolla a través de la implementación de “Edujesel” en una escuela escuela primaria pública. En principio debemos establecer tres perspectivas, lo tecnológico, lo pedagógico y su diseño. Se busca construir un esquema metodológico para el desarrollo de productos y procesos educativos que potencien el valor de lo digital, reduciendo las limitaciones que el tiempo y espacio imponen sobre los procesos tradicionales pedagógicos, y propone analizar nuevos roles del profesor y de los estudiantes, así como su relación en un modelo de formación en ámbitos digitalizados. Las instituciones educativas como todos los espacios de actividad del ser humano se han visto afectadas por el desarrollo de las tecnologías de la información y la comunicación Tics. Estas instituciones caracterizadas por su lento accionar y su profundo sentido de la conservación (Gutiérrez, 2003, pág. 11), no han tenido la capacidad de reaccionar con la misma agilidad que otros espacios de la cultura y la sociedad lo han hecho. Las propiedades del proceso comunicativo imperante, afecta los elementos, alcances, logros y consecuencias en el ámbito educativo. Ya no se puede pensar en una educación que no asocie a Tics como el proceso de aprendizaje, en este sentido asumimos el cambio de TICs a TACs en la medida de que las Tecnologías de Información y Comunicación están al servicio del aprendizaje y/o conocimiento. El acto de comunicar es una actividad social, no existe la comunicación individual, pues el acto mismo de comunicar demanda la intervención necesaria de un interlocutor. Como actividad colectiva, construye la sociedad, la mantiene, la organiza, la ordena, la orienta, la hace posible y la sustenta. Comunicar significa poner en común, poner en comunidad, es por naturaleza una condición necesaria para el desarrollo colectivo, para un desarrollo “colaborativo” en torno al aprendizaje. Los elementos considerados en una plataforma virtual nos llevan a la construcción de una sociedad aumentada, esto es cada vez con más fuerza, la consolidación de la cultura y conocimiento, y cada vez menos, una vecindad territorial. Ser sociedad aumentada entonces es también compartir conocimiento, técnica y perspectiva del pensamiento, aspectos primordiales que abordan la escuela y la familia como instituciones encargadas de la educación formal e informal, casi respectivamente. Acerca de conceptos a tener en cuenta: Las TICs (Tecnologías de la Información y la Comunicación) hacen referencia a las tecnologías que nos facilitan los procesos de adquisición, transmisión e intercambio de información. Podemos obtener información sobre temas que son de interés en la planificación de las materias a partir de dispositivos ligados a las nuevas tecnologías de uso cotidiano ya en la nuestros alumnos y su hogar. Las TICs se pueden integrar al proceso educativo. TACs (Tecnologías del Aprendizaje y del Conocimiento) haciendo referencia al uso de las TICs como herramienta formativa, incidiendo en la metodología y en la utilización de la tecnología dentro de las planificaciones educativas. A partir de las posibilidades que las tecnologías abren a la educación, cuando dejan de ser un elemento meramente instrumental para ser un elemento constitutivo de un modelo educativo. TEPs (Tecnologías para el Empoderamiento y la Participación). (Dolors Reig, 2012), Nuevas tecnologías que no sólo comunican, crean tendencias y transforman el entorno y, a nivel personal, ayudan a la autodeterminación y a la consecución real de los valores personales en acciones con un objetivo de incidencia social y autorrealización personal. En la implementación y para con los docentes hablamos de “aula invertida”, en principio lo hacemos desde la concepción de que el alumno puede obtener información en un tiempo y lugar que no requiere la presencia física del profesor. Se trata de un modelo pedagógico que ofrece un enfoque integral para incrementar el compromiso y la implicación del alumno en la enseñanza, haciendo que forme parte de su creación, permitiendo al profesor dar un tratamiento más individualizado. Acerca de la puesta en práctica y desarrollo. A modo de principios de desarrollo tenemos en cuenta el planteo de Tenti Fanfani (2009) que propone pensar en tres principios para estructurar una estrategia de lucha contra las desigualdades educativas: 1) La escuela sola no puede. Resulta obvio que si no se dan ciertas condiciones de igualdad y justicia social, la escuela no puede cumplir con su misión específica. En este sentido, la política educativa debe articularse en una política general de desarrollo para la integración social. 2) Sin la escuela no se puede. La escuela posibilita la construcción de una sociedad más justa y democrática, y ello guarda relación con el desarrollo de conocimientos y actitudes básicas, tanto para emprender y juzgar la sociedad en que vivimos como también para contribuir a su transformación. 3) La construcción de una escuela mejor para una sociedad más justa implica ciudadanía, lo cual excede el campo educativo. Es preciso construir una fuerte voluntad colectiva para la realización del interés general. Esta debe tener un sentido y un proyecto. A su vez, la política educativa deberá instrumentar los medios más adecuados para mediar con las desigualdades en la disponibilidad de recursos pedagógicos. Poner en práctica una plataforma virtual implica reflexionar sobre nuevas formas de pensar, una lógica distinta fundamentada sobre la potencialidad de las realidades virtuales, un lenguaje diferente, donde por ejemplo lo visual y lo sonoro da paso a lo multimediático, en el que tiempo y el espacio se hacen relativos y la presencialidad tiene nuevos parámetros. Este espacio se puede considerar un escenario sociotecnológico, donde los usuarios pueden interactuar y colaborar entre sí como creadores de contenido (prosumidores) generado por usuarios en una comunidad virtual, ya no se utilizan sólo para comunicar información o divulgar conocimiento, sino que se utilizan para influir, para incidir, producir y crear tendencias, entre otros aspectos, y sin ser expertos o especializados los ciudadanos con acceso a Internet participan desde un smartphone, tablet o PC. Este contexto sociotecnológico presiona de alguna manera hacia la comunidad a buscar o generar un nuevo modelo de escuela que respondiendo a las necesidades y/o demandas de formación desde el plano regional. Desde el Laboratorio de experiencias pedagógicas de la Unidad Académica Caleta Olivia entendemos que si el uso de las TICs es apropiado desde un modelo pedagógico las convertimos en TACs, propiciando la motivación de los alumnos, potenciando la creatividad e incremento de habilidades multitarea. Así también entendemos que podemos aprovechar las sinergias entre los actores del proceso educativo, tanto docentes como alumnos conformando lo que Dolores Reig (2012) enuncia como “aprendizaje aumentado”. En nuestro caso particular también incorporamos en este proceso a los padres o integrantes de grupo familiar. Entonces en el proyecto “Edujesel” y en el marco de un “aprendizaje aumentado” en términos de Dolores Reig o bajo un modelo de aula invertida, se espera que los alumnos, docentes, padres etc., de forma proactiva, autónoma, guiados por los contenidos curriculares y la curiosidad hacia un aprendizaje, aprenden a sacar provecho de las nuevas tecnologías como fuente de información, recursos, metodologías didácticas/pedagógicas y un estímulo permanente. CONCLUSIONES y DESAFÍOS “Edujesel” se inició como una iniciativa personal a fines de 2.016 ante la necesidad de encontrar nuevos sentidos a los saberes considerados indispensables, articulando las nuevas tecnologías, y contribuyendo al desarrollo de una sociedad más inclusiva. Bajo tales premisas y con la propuesta de implementar una plataforma educativa es que el proyecto está dirigido en esta primera etapa a alumnos de la E.P.P. N° 88, particularmente a los grupos de los que la escuela denomina “Trayectorias”: Grado de Nivelación, y Programa de Fortalecimiento de las Trayectorias Escolares. Sumando esfuerzos, “Edujesel” se constituye actualmente en un equipo interdisciplinario, conformado por diversos profesionales, y articulado al Instituto de Investigación en Educación y Ciudadanía de la U.N.P.A.- Unidad Académica Caleta Olivia-. Este proyecto así se convierte en un trazado de aquello que la escuela se plantea como construcción de su propia identidad. En este sentido, para desandar la brecha que suele instalarse entre la escuela y lo contemporáneo, sería indispensable que la organización pedagógica y curricular de la escuela se estructure como un diálogo más fluido, más abierto, con los saberes que se producen y circulan en la sociedad. Uno de los intereses principales implica desarrollar nuevos modos de aprender, incorporando la tecnología digital. Cuando se observa qué hacen los chicos con esta tecnología fuera de la escuela, resulta evidente que es sobre todo un recurso para ocio y entretenimiento. Los niños tienen acceso a computadoras que las utilizan para jugar videojuegos, navegar en internet, enviar mensajes, hacer redes sociales, y bajar y editar música y videos, otros cuentan con tablets o celulares e incursiónan en redes sociales, entre otros. Los mismos adquieren significatividad en los procesos de enseñanza y aprendizaje al incluirse como formas de cultura y comunicación. La primacía de un “nosotros” se enraíza en una metodología de trabajo colaborativo en un espacio “colaboratorio”, donde los logros y las vicisitudes son visualizados como acciones desafiantes para el colectivo que participa en la plataforma. Ese “nosotros” respondiendo a lo de “la escuela sola no puede” es parte del desafío. En tiempos adversos y de contingencias, educación y nuevas tecnologías a partir de la propuesta tienen un espacio institucional en la oferta educativa de la E.P.P. N° 88, incorporando construcciones de una escuela que se detiene a pensar cómo transita estos cambios, desde posiciones constructivas y proyectivas, atentas a las posibilidades que se abren para hacer algo distinto y sobre todo partiendo de la confianza que la sociedad sigue teniendo de la escuela. Entendiendo que “sin la escuela no se puede” como dice Tenti Fanfani. Entendiendo que la construcción de una educación mejor, más acorde a las demandas de la sociedad, implica ciudadanía y aspectos necesarios para una feliz inserción social regional y nacional. BIBLIOGRAFÍA Galaretto Martha H- Romero Julio C (2013) “Nuevas Tecnologías, nuevos escenarios educativos y laborales en la Zona Norte de Santa Cruz” Cambios en el mundo de la educación y el trabajo. Ediciones Universidad Nacional de la Patagonia Austral. Santa Cruz - Argentina ISBN 9789871242856 Méndez, Y., Collazos, C. A., Granollers, T., Villegas, M. L., Ruiz, A., & Giraldo, W. (2009). Modelo para la creación de un colaboratorio de usabilidad. Revista Avances en Sistemas e Informática, 6(2). Reig, D. (2012) “Revolución social, cognitiva y creativa: desde las TIC, hacia las TAC y las TEP”. También Disponible en: http://www.drcieg.eu/caparazon/2012/02/14/tep-clave-delcambio/ y http://encuentro.educared.org/group/hacia-lasescuelas-3-0-y-los-estudiantes-3-0/page/dolors-reig Reig, D. (2012). Estudiantes, autonomía y aprendizaje aumentado: ¿escuelas y docentes como actores clave para otorgar (les) sentido?. Encuentro Internacional de Educación, 2013. Reig, D., & Vilches, L. F. (2013). Los jóvenes en la era de la hiperconectividad: tendencias, claves y miradas. Fundación Telefónica. Tenti Fanfani, E. (2009) “Educación y construcción de una sociedad justa”, en Entre docentes (lecturas para compartir). Dirección Nacional de Gestión Curricular y Formación Docente. Ministerio de Educación de la Nación. Bs. As. Toffler, A., & Toffler, A. (1999). La tercera ola (No. 316.42). Sudamericana,. ENLACES WEB https://www.nubemia.com/aula-invertida-otra-forma-de-aprender/ Convergencia de prácticas docentes y nuevas tecnologías: Reflexiones de una experiencia en educación secundaria ABSTRACT Desde hace algunas décadas, se implementan en nuestro país, diferentes propuestas de inclusión digital en los contextos educativos. En el marco del Programa Conectar Igualdad, se posibilitó el acceso a nuevas tecnologías de la información y la comunicación a través de las netbook por lo en la educación secundaria. Así también, se desarrollaron diversas acciones formativas tanto presenciales y a distancia orientadas a promover el desarrollo y/o profundización saberes y habilidades vinculados a la alfabetización digital en los docentes de los diferentes niveles del sistema educativo. La incorporación de nuevos dispositivos tecnológicos a la dinámica institucional y a las prácticas de enseñanza interpelan, de diferente manera, la organización escolar, a las prácticas docentes, los fundamentos y los modos de apropiación de los contenidos escolares y la organización y gestión de los recursos en las instituciones educativas. En este trabajo se intenta dar cuenta de una experiencia pedagógica que posibilitó el tratamiento de diferentes contenidos escolares, el acceso a la información desde diferentes recursos y la producción colaborativa a través de nuevas estrategias de enseñanza y aprendizajes para procurar una inclusión curricular problematizadora de las nuevas tecnologías. INTRODUCCIÓN En nuestro país las políticas educativas, en los últimos tiempos, se orientaron a promover su incorporación a través de diferentes planes y programas se centraron en la adquisición de los recursos informáticos, en el desarrollo de acciones de formación docente y la presencia de especialistas en las instituciones educativas (Dussel y Quevedo 35:2010). En la Ley de Educación Nacional se reconoce la importancia de la formación integral permanente de la ciudadanía posibilitando la igualdad de oportunidades para garantizar “el acceso de todos/as a la información y al conocimiento como instrumento central de la participación en un proceso de crecimiento económico y justicia social”. De esa manera se inició la inclusión gradual de las netbook en el marco del Programa Conectar Igualdad en las instituciones educativas públicas. En el año 2013, la escuela donde me desempeñé como docente, las netbook comenzaron a formar parte de la dinámica institucional. Es necesario recordar que la presencia de diferentes tecnologías (desde los medios de comunicación hasta las actuales TIC) interpelan a la organización escolar y a las prácticas docentes. Por ello surgieron voces polarizadas: algunas cuestionaban la ruptura de la cotidianidad de la vida institucional y otras enfatizaban las posibilidades de innovación en el proceso de enseñanza, la disminución de la brecha digital y la mejora en los aprendizajes. Las miradas tecnocráticas (Burbules) y las implicancias de una “insuperable” brecha generacional predominaban como obstáculos para una inclusión de las netbook. “Nativos” e “inmigrantes” digitales” (Perkins) convivían en la institución donde parecía no haber puentes para un encuentro educativo mediado por las nuevas tecnologías. Resulta necesario construir espacios de diálogo entre las generaciones para “acercar las miradas sobre diversas realidades, preocupaciones, intereses, saberes y expectativas de docentes y alumnos se vuelve fundamental … más allá de lo relacionado con el uso instrumental, operan elementos vinculados a cuestiones simbólicas que es necesario volver a trabajar en el marco de la formación inicial y continua de los docentes”.(Art. 22, Resolución 123/10 – Anexo I). Un espacio para atender las dudas, inquietudes, expectativas e incertidumbres del equipo docente son las jornadas institucionales. Desde la gestión institucional se procuró analizar y viabilizar la inclusión de las TIC ya que “las iniciativas institucionales promoverán distintos modos de apropiación de los saberes que den lugar a: nuevas formas de enseñanza, de organización del trabajo de los profesores, del uso de los recursos y los ambientes de aprendizaje. (Art. 16 Resolución CFE Nº 93/09). Presentación de la experiencia La inclusión de las netbook en las aulas se materializó a través de diferentes propuestas pedagógicas las cuales demandaron un análisis crítico de las tareas que se desarrollaban en la institución escolar. Se buscó generar decisiones colectivas que impliquen la construcción de un cambio frente a modelos y prácticas tradicionales. Desde la gestión escolar se habilitaron los espacios institucionales para posibilitar una apropiación crítica de las nuevas tecnologías y fortalecer la democratización en el acceso al conocimiento. En ese contexto, se diseñó y se desarrolló desde la asignatura Tecnologías de la Información y de la Comunicación (TIC) en dos cursos de segundo año del Ciclo Básico Técnico una propuesta pedagógica integrando diferentes ejes temáticos de Lengua y Taller entre los años 2014-2016. El propósito principal fue la elaboración de producciones digitales (audiovisuales, audios digitales e historietas) utilizando diferentes programas disponibles en las netbook. Fue una experiencia pedagógica integrada curricularmente ya que se procuró abordar los contenidos de las diferentes asignaturas mediada por dispositivos tecnológicos. En primer lugar, se llevó a cabo un diagnóstico que permitió profundizar el perfil de los estudiantes con respecto a los usos que hacen de los medios y las nuevas tecnologías. Allí se pudo reconocer que poseen saberes y habilidades en cuanto al uso de programas (destinados preferentemente para videojuegos, audiovisuales o audio), el acceso cotidiano a las redes sociales y la escasa exploración de los programas y recursos disponibles en la netbook. Por ello, reconocer aspectos de la cultura juvenil orientó el diseño de estrategias para promover una apropiación crítica de las nuevas tecnologías y dotar de otros significados a la información y recursos con los cuales interactuaban cotidianamente. La secuencia didáctica implicó la reorganización y selección de los contenidos, el diseño de actividades (individuales y grupales) en talleres destinados a explorar, conocer y ampliar los usos y posibilidades de edición que ofrecen los programas (Paint, Movie Maker, Audacity, CMapTools, procesador de texto, diapositivas). A medida que se elaboraban las producciones digitales, se articulaban los contenidos de diferentes asignaturas. A modo de ejemplo, las orientaciones y consideraciones teóricas sobre la estructura narrativa del audiovisual estuvo a cargo de la profesora de Lengua y desde la asignatura TIC se abordaron contenidos vinculados a la digitalización de imágenes, software para la edición de imágenes fijas y en movimiento, modos de uso de dispositivos de la computadoras y de aplicaciones (diapositivas, editores de texto). Esta actividad se desarrolló durante el tercer trimestre lo cual implicó también, la redefinición de algunos ejes temáticos de las materias, los modos de evaluar los aprendizajes, la revisión de los tiempos y espacios escolares, entre otros. La flexibilidad ofrecida desde la institución permitió que se pudieran desarrollar las actividades previstas y otras que surgieron durante el desarrollo del proyecto. La elección de un tema de interés vinculado a sus experiencias personales, junto a sus pares o bien referidas a sus prácticas culturales dieron como resultado diferentes producciones donde se abordaron temas tales como el amor, el deporte, las estaciones del año, el ciclo de vida de las plantas y los oficios. Resulta interesante reflexionar a partir del concepto de aprendizaje ubicuo (Burbules en Magadán 2012) ya que “sintetiza esta forma menos compartimentada (en tiempos y en espacios) de concebir las prácticas de aprendizaje y de enseñanza. Representa también, como todo desafío, una posibilidad: la de acortar la brecha entre los aprendizajes que suceden en la escuela y los aprendizajes que se ponen en juego en otros ámbitos (la casa, la familia, los medios de comunicación, internet, etcétera)”. (Magadán, 2012;4) Los trabajos fueron evaluados durante el proceso de elaboración pero contando con la participación y aportes de los estudiantes en los diferentes momentos de producción. En general, hablar sobre la evaluación “es considerar las emociones que despierta en el evaluador y en los evaluados; interpelar los contenidos y los modos de enseñar y aprender, los valores que se ponen en juego, los criterios de inclusión y exclusión, las creencias de los docentes acerca de las capacidades de aprendizaje de sus alumnos.” (Anijovich en Roldán 3: 2014) Así también, las producciones fueron socializados entre sus pares, lo cual permitió que compartan modos de edición, técnicas y el reconocimiento de las capacidades y habilidades para dibujar, relatar y expresarse en otros lenguajes. CONCLUSIÓN Intentar abordar una reflexión a modo de cierre resulta algo complejo. Esa complejidad radica en los diversos aspectos a considerar en esta experiencia que abarca una reflexión crítica sobre la propia actuación docente, los modos de gestionar los recursos tecnológicos en la institución docente, los modos de organización curricular como, así también, qué se entiende por enseñanza mediada por TIC. Uno de los aspectos principales a considerar es explorar y conocer qué saberes y habilidades tienen los estudiantes que no pueden o no se dan los espacios en las instituciones educativas. Los conceptos como aprendizaje ubicuo, brecha digital, enseñanza poderosa, pensamiento de orden superior, cultura libreseca permiten configurar un nuevo entorno donde convergen la cultura juvenil, la cultura escolar y la tarea del docente. Es innegable que la cultura, la dinámica y los modos de entender la enseñanza y el aprendizaje en las instituciones educativas están planteando brechas en relación a la cultura juvenil. Sin embargo, esa situación no solo se explica con la idea de que hay nativos e inmigrantes digitales sino que es necesario considerarlas dentro de una sociedad cada vez más compleja que está interpelando a los diferentes actores institucionales: nuestra tarea como docente y el curriculum, a los tiempos y espacios escolares. El cambio es necesario y la relación entre la escuela y los medios y las nuevas tecnologías ha sido y es compleja y conflictiva. Se considera que ya es tiempo de “pensar” una nueva organización y gestión escolar ya sea creando o innovando los tiempos y espacios escolares, el sentido de las tecnologías en el curriculum y la tarea del docente, entre otros. Dussel, I y Quevedo, L. A. (2010) Los Sistemas educativos en el marco de un mundo digital en Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo digital. Documento Básico VI Foro Latinoamericano Educación y Nuevas Tecnologías: los desafíos pedagógicos ante el mundo digital. Fundación Santillana. Fornés, G. (2013). Clase 5: Enseñar con TIC a aprender y enseñar con TIC. Propuesta educativa con TIC: Formación General I. Especialización docente de nivel superior en educación y TIC. Buenos Aires: Ministerio de Educación de la Nación. Magadán, Cecilia (2012), “Clase 1: Enseñar y aprender con TIC: nuevos espacios, otros tiempos”, Enseñar y aprender con TIC, Especialización docente de nivel superior en educación y TIC, Buenos Aires, Ministerio de Educación de la Nación. Roldán, P (2014) Clase Nº3 Evaluación como problema didáctico. Seminario 1 Evaluación. Especialización docente de nivel superior en educación y TIC. Buenos Aires: Ministerio de Educación de la Nación. Sacristán, G. (2014), Trabajo final. Seminario de Integración II. Especialización docente de nivel superior en educación y TIC. Buenos Aires: Ministerio de Educación de la Nación. Ley de Educación Nacional N°26.206. Ministerio de Educación de la Nación Resolución CFE 123/10 – Anexo I Ministerio de Educación de la Nación Resolución CFE N° 93/09 Ministerio de Educación de la Nación De cómo favorecer el aprendizaje significativo a través de itinerarios conceptuales. La experiencia del seminario taller “Nuevas Tecnologías en la Enseñanza” mediado por mapas conceptuales, documentos colaborativos y ambientes virtuales ABSTRACT El presente trabajo narra la experiencia pedagógica transita en el espacio “Nuevas Tecnologías en la Enseñanza”, describiendo una estrategia de enseñanza innovadora, basada metodológicamente en itinerarios de aprendizaje, recorridos de lectura, debates, establecimiento de relaciones, construcción de mapas conceptuales, presentaciones colaborativas, escritura de memorias y construcción de artículos para la comprensión de conceptos vinculados al impacto de las TIC en la sociedad actual en general y en la educación en particular. INTRODUCCIÓN El Campo de la Formación General perteneciente al Profesorado en Educación Primaria del IFDC San Luis contempla en su currículo la adquisición de saberes y destrezas relacionadas con el impacto de las TIC en la Enseñanza, a través del cursado de la unidad curricular “Nuevas Tecnologías en la Enseñanza”, un seminario taller de 64 hs. reloj que se encuentra en el segundo cuatrimestre del tercer año de la carrera. Este espacio se constituye en el lugar donde se dan encuentro saberes provenientes del campo pedagógico, sociológico, filosófico, tecnológico y didáctico en un intento por resolver los cuestionamientos referidos al impacto de las Nuevas Tecnologías en la sociedad en general y en la educación en particular. Los fundamentos de este espacio se encuentran principalmente en los Lineamientos Curriculares Nacionales para la Formación Docente Inicial, aprobados por Resolución Nº 24/07 CFE, que establecen, en el apartado 3, La Formación General, punto 43 (Consejo Federal de Educación, 2007), que “es necesario también que la Didáctica General, las Nuevas Tecnologías Educativas y las Tecnologías de la Comunicación y la Información sean incorporadas en este campo de formación general como parte esencial de la formación de la docencia independientemente del nivel u objeto de estudio para el cual se especialice” y en el apartado 5, La Formación en la Práctica Profesional, punto 77, que establece que “la incorporación de las Nuevas Tecnologías Educativas y las Tecnologías de la Comunicación y la Información no puede reducirse a la anexión de una unidad curricular referida a ellas en los diseños curriculares. La apropiación de las mismas tendrá que facilitarse desde el uso que pueda hacerse de ellas en las actividades que se desarrollen en los Institutos y en las escuelas asociadas”. Asimismo, los lineamientos planteados en el documento Diego Troentle. Instituto de Formación Docente Continua San Luis. E-mail: email@example.com Palabras Claves: Innovación educativa, Aprendizaje Significativo, Itinerarios de Aprendizaje, Nuevas Tecnologías, Herramientas Digitales, Ambientes virtuales. “Recomendaciones para la elaboración de Diseños Curriculares del Profesorado en Educación Primaria” (Instituto Nacional de Formación Docente (INFD), 2009) en la pág. 24 sostienen que las TIC “representan un amplio conjunto de cambios culturales en permanente evolución e innovación, resultantes de la revolución tecnológica de fines del S.XX”. El documento nacional también define en la pág. 138 que “…será necesario para los estudiantes del profesorado de nivel inicial y primario comprender lo que se caracteriza como el contexto de la sociedad del conocimiento y el modo en que dicho modelo revisa y amplía el de la sociedad de la información. No se trata de saberes que puedan considerarse de orden “operativo” o instrumental sino de marcos de análisis que permitan a los estudiantes comprender las condiciones sociales, políticas, económicas, etc., en las que hoy se genera el conocimiento”. Lo enunciado se complementa con lo indicado en la pág. 135 donde expresa que “…será necesario trabajar en el desarrollo de capacidades que se encuentran vinculadas con aspectos comunicacionales –cuyo perfil supera lo meramente técnico- para dar paso al desarrollo de habilidades y destrezas de orden cognitivo y social.” Se trata de construir marcos conceptuales y críticos que permitan al futuro maestro analizar las implicancias del uso de las TIC sobre el aprendizaje y la enseñanza”. Estos lineamientos nacionales brindaron sentido a la inclusión de esta unidad curricular en el Plan de estudios del Profesorado en Educación Primaria (vigente hasta el año 2014, por lo que la última cohorte lo cursó en 2016) adquiriendo particular relevancia en nuestro contexto jurisdiccional, debido a las políticas de inclusión digital que se vienen promoviendo en los últimos años y cuyos principios se fundamentan normativamente en la enmienda de la Constitución Provincial del año 2011, que en su Art. 11 bis asegura para “todos los habitantes de la provincia los derechos de Inclusión Social y de Inclusión Digital como nuevos Derechos Humanos fundamentales”. En síntesis, los estudiantes del Profesorado en Educación Primaria del IFDC SL deberían poder identificar las claves del contexto (socio-económico-político-cultural-tecnológico) macro y micro que configuran los escenarios de emergencia social de las TIC, vinculados con la Sociedad del Conocimiento y la Información y su impacto en las prácticas educativas, adoptando un espíritu crítico respecto de las diferentes posturas y experimentando su uso para la construcción colaborativa de conocimientos. Frente a esta necesidad, pensamos una estrategia de formación docente que favoreciera el aprendizaje significativo a partir del desarrollo de saberes vinculados al impacto y relación de las TIC en la Sociedad, en la Educación, en los Docentes y en los Estudiantes como asimismo, la adquisición de habilidades instrumentales en el uso de herramientas medias por tecnología digital. Metodológicamente, propugnamos por generar un escenario propicio para la investigación, la discusión, la socialización, el debate abierto, el pensamiento crítico, la lectura, la escritura y la toma de posición, poniendo en juego la mediación de herramientas digitales. Un gran desafío pedagógico, sin duda, al contraponerse fuertemente con las prácticas a las que estamos acostumbrados, reproductoras de un modelo enciclopedista, de repetición y acumulación de datos inútiles y fácilmente olvidables. Pero en este caso existió, a nuestro juicio, un aliciente. Tratamos el tema de las nuevas tecnologías en la enseñanza, un tema actual, cercano, “en boga”, “para nativos”, ubicuo, tan nuestro por momentos como un celular en la mano, y tan ajeno a la vez, como un código embebido en html. Un tema, en fin, que creímos debería resultar grato y de interés para nuestros estudiantes, futuros docentes. Marco teórico La estrategia de enseñanza diseñada por la cátedra para el recorrido planteado implicó tanto un posicionamiento epistemológico como la elección de diferentes recursos didácticos, herramientas, dinámicas e instrumentos que atendieran los propósitos planteados. En este apartado intentamos describir el porqué de estas elecciones. • **Sobre la selección de formatos y contenidos para fomentar la investigación, el debate crítico y la construcción de conocimientos.** Para alcanzar este objetivo, y en consonancia con los posibles formatos propuestos por el INFD, acordamos establecer que por las características de los contenidos, es posible pensar que las instancias formativas de orden social, político, cultural, filosófico y psicológico estén ligadas al desarrollo de un Seminario, entendido como “instancias académicas de estudio de problemas relevantes para la formación profesional. Incluye la reflexión crítica de las concepciones o supuestos previos sobre tales problemas, que los estudiantes tienen incorporados como resultado de su propia experiencia, para luego profundizar su comprensión a través de la lectura y el debate de materiales bibliográficos o de investigación. Estas unidades, permiten el cuestionamiento del “pensamiento práctico” y ejercitan en el trabajo reflexivo y en el manejo de literatura específica, como usuarios activos de la producción del conocimiento” (Consejo Federal de Educación, 2007, pág. 24). Asimismo, el documento nacional contempla que un espacio curricular de Taller –centrado en las producciones– podría resultar coherente con la necesidad de experimentar las estrategias a implementar ya que se plantean como “unidades curriculares orientadas a la producción e instrumentación requerida para la acción profesional. Como tales, son unidades que promueven la resolución práctica de situaciones de alto valor para la formación docente” (Consejo Federal de Educación, 2007, pág. 24). De este modo se podrían reunir allí el aprendizaje de los saberes instrumentales requeridos para materializar las ideas devenidas marco conceptual a partir de los debates. Dada la concepción de las TIC como campo integrado por saberes provenientes de diferentes disciplinas y campos, resulta central comprender el marco de la Sociedad del Conocimiento y la Información para definir la complejidad que caracteriza el escenario actual donde se desenvuelven las acciones pedagógicas. Atendiendo a estas necesidades, la cátedra propuso una serie de contenidos planteados básicamente en cuatro ejes de abordaje de las Nuevas Tecnologías en la Enseñanza, siguiendo una lógica que fue desde lo general a lo particular. A saber: **Eje I:** Sociedad y TIC. Cambios sociales y nuevos paradigmas en la Era Digital: Globalización y Sociedad de la Información. Brecha Digital. Nativos e inmigrantes digitales. Información. Infoxicación. Alfabetización Digital. **Eje II:** Educación y TIC. Tendencias Pedagógicas vinculadas al desarrollo de las TIC: El Modelo 1 a 1. Aprendizaje colaborativo y construcción del conocimiento. Aprendizaje Invisible. Aprendizaje Ubicuo. Redes Sociales. Web 1.0, 2.0, 3.0. Políticas Educativas y TIC. **Eje III:** Profesorado y TIC. Nuevas Competencias Docentes: Rol del profesorado. Estándares TIC. **Eje IV:** Aula y TIC. Las TIC como recurso didáctico: Recursos didácticos digitales en el aula. • Sobre la posibilidad de los estudiantes de establecer itinerarios en busca de relaciones significativas entre los conceptos. Hablar de aprendizaje significativo (Aprendizaje & Ausubel, n.d.) implica reconocer las ventajas de un conocimiento más duradero, a largo plazo, anclado en una estructura cognitiva, en un complejo de saberes anteriormente adquiridos por los estudiantes, donde tienen asidero los nuevos conocimientos. Para lograr esta significatividad, la lógica de los materiales y saberes debió ser presentada en una estructura organizada de manera tal que permitiese la asimilación de los nuevos conceptos a una red consolidada ya aprendida (diferenciación progresiva), que posibilitase la subordinación de los conceptos ya conocidos en una estructura más amplia e inclusiva (reconciliación integradora) y la combinación de conceptos nuevos con la misma jerarquía que los conocidos, intentando no sólo que “el material nuevo sea intencionado y relacionable término”… y que “tal contenido ideático pertinente exista en la estructura cognoscitiva del alumno en particular”, sino también de una manera amplia y diversa poder atender las diferentes estructuras cognoscitivas de los estudiantes como “variables y determinantes decisivos de la significatividad potencial”. (Ausubel, 1983) En tal sentido, se definió una estructura, representada como esquemas de conocimiento, a través de itinerarios de aprendizaje que actuasen como guías para el desarrollo de competencias y la comprensión de conceptos y que supuso “una forma de organizar la secuencia de aprendizaje y responder a la necesidad de guía de los alumnos por los contenidos, procesos y actividades, proporcionando, al mismo tiempo, suficiente flexibilidad para que ejerza cierta autonomía en el proceso de aprendizaje”(De Benito, Dader, & Salinas, 2012) entendiendo que “hay un cierto consenso en el hecho de que los métodos activos contribuyen a fomentar en el alumnado el espíritu de la investigación, la iniciativa, la autonomía, la curiosidad tanto por la adquisición como por la aplicación de lo que se sabe”(Ballester, 2002). Se definió para la consolidación de ese trabajo autónomo e itinerante de los estudiantes sumado a la guía del docente la herramienta mapa conceptual(Novak & Cañas, 2006), ya que permiten la negociación de significados de los conceptos entre alumnos y docentes otorgando validez a las relaciones y proposiciones generadas en cada debate ya que representa visualmente la jerarquía y las relaciones entre conceptos contenidas por un individuo en su mente y que “potencian la reflexión sobre el propio conocimiento y el proceso de la cognición”.(Rodríguez Palmero, 2010). • Sobre el uso de ambientes virtuales, herramientas digitales y la posibilidad de crear, compartir y publicar conocimientos. Como parte de la estrategia de aprendizaje se planteó la necesidad de “poner en palabras” los avances en el desarrollo de los contenidos tratados para lo cual se recurrió al uso del blog como herramienta de escritura y publicación, las presentaciones grupales compartidas con Google Docs para la presentación de los diferentes conceptos, la construcción de mapas conceptuales y la escritura y publicación de artículos como resultado de lo aprendido. En todos los casos se propició el trabajo colaborativo considerando que “la complejidad de la información que recibimos requiere en muchos casos una predisposición hacia el trabajo en equipo, ya que, de forma individual, parece difícil abarcar todas las facetas de un tema de estudio. Muchos de los problemas, necesitan para su resolución de un esfuerzo de colaboración”(Ma. Begoña Alfageme González, n.d.). Desarrollo, secuenciación de actividades y recursos Al inicio del cursado se invitó a los estudiantes a formar parte de un grupo de Facebook. Desde allí accedieron a una encuesta inicial\(^1\) con el fin de relevar sus conocimientos previos para la posterior selección de los materiales curriculares y actividades. Posteriormente se presentaron los propósitos, ejes, metodología y secuencia de trabajo del espacio a través de una presentación realizada en Prezi\(^2\). Para el abordaje de los contenidos se decidió realizar una curación a través de Scoop.it\(^3\) donde se alojaron los materiales en diversos formatos como PDF, noticias, videos, manuales, etc. y se distribuyeron por grupos. La cátedra realizó presentaciones que sintetizaban los conceptos y temas de cada uno de los ejes que puso a disposición de los estudiantes en el blog de cátedra\(^4\), donde, a su vez, se publicaban las memorias del espacio. Los estudiantes, por su parte, estudiaron los materiales, los etiquetaron y realizaron presentaciones colaborativas a través de Google Drive. En clase se debatió acerca de las ventajas y desventajas, posibilidades y limitaciones en cada caso, para sentar posicionamientos sobre los conceptos tratados. Todas fueron luego socializadas en diferentes pestañas del blog de cátedra. Los grupos fueron seleccionando diferentes conceptos siguiendo una secuencia no lineal, única, cronológica ni ordenada, es decir, cada uno realizó su propio itinerario conceptual, bifurcando y diversificando sus recorridos, priorizando y jerarquizando la orientación de sus saberes, construyendo sus propias relaciones y arribando a diferentes significados de los contenidos abordados. Para dar cuenta de estos recorridos, los alumnos fueron definiendo proposiciones conceptuales a lo largo del seminario-taller para la construcción de mapas conceptuales, que se fueron complejizando a medida que se avanzó en las temáticas a estudiar. A su vez, debieron dejar registro del avance durante el trayecto formativo escribiendo en un blog sus memorias, dejando sentadas sus decisiones, abordajes y posiciones tomadas. Por último, la revisión del mapa sumado a la lectura de lo escrito en los blogs propios y de los compañeros permitió, al culminar la cursada, la construcción de un artículo académico que dio cuenta de los aprendizajes y apreciaciones vividas en el seminario taller. Como resultado final, se publicaron los artículos de los alumnos en un compilado digital\(^5\) que fue compartido en el grupo de Facebook y publicado en el sitio web del IFDC. Finalizó la cursada con una encuesta final\(^6\) como recurso de autoevaluación de la cátedra y relevamiento de fortalezas y necesidades de mejora. --- \(^1\) https://docs.google.com/forms/d/e/1FAIpQLScUn7Koi9cSmsepxYg54rWLES9YS7WEN1SKgNem8o2HQAIEig/viewform \(^2\) https://prezi.com/puxfuiwqwunw/seminario-taller-nuevas-tecnologias-en-la-ensenanza/ \(^3\) https://www.scoop.it/t/seminario-nuevas-tecnologias-en-la-ensenanza \(^4\) http://nuevastecnologiasisifdcsl.blogspot.com.ar/. \(^5\) http://ifdcsanluis-slu.infld.edu.ar/sitio/index.cgi?wid_seccion=11 \(^6\) https://docs.google.com/forms/d/e/1FAIpQLScC6baxDA6U-cqxt6l5Ph4MOxcZztaDidw4ZSDouKsRw5P1Pw/viewform CONCLUSIONES El espacio curricular Seminario Taller Nuevas Tecnologías en la Enseñanza se constituyó en un verdadero grupo de aprendizaje activo. Sus miembros no recibieron la información ya elaborada, sino que fueron autónomos en la selección de sus recorridos, investigaron y colaboraron, se comprometieron con el proceso de análisis, debate crítico, negociación, reflexión y construcción de sus propios conocimientos logrando aprendizajes significativos acerca del uso de la tecnología y su vínculo con la educación. Asimismo, desarrollaron habilidades comunicativas, poniendo en juego sus voces y escribiendo sus ideas, establecieron relaciones entre ellas, confrontaron la teoría con la práctica a partir del uso de recursos y tecnologías digitales desde su propia experiencia y referencia a la realidad. TRABAJO FUTURO Se espera poder realizar un análisis de contenidos, estudiando los itinerarios elegidos por los estudiantes, los conceptos y sus relaciones, los significados otorgados, su universo conceptual, umbral léxico y jerarquización, con el fin de identificarlos, cuantificarlos, analizarlos y contrastarlos con los vertidos por la bibliografía y autores propuestos por la cátedra. Las respuestas obtenidas deberían poder aportar conocimientos tanto respecto de la propuesta de enseñanza, en sus términos estratégicos y metodológicos como a la percepción de los constructos conceptuales socialmente elaborados respecto de las Tecnologías de la Información y la Comunicación y su vinculación con la enseñanza, una de las dimensiones de la vida del hombre que se ve fuertemente interpelada por las TIC en la actualidad. Bibliografía Aprendizaje, D., & Ausubel, S. (n.d.). David Ausubel Psicología Educativa y la Labor Docente, 1–11. Ausubel, D. (1983). Significado y aprendizaje significativo. Psicología Educativa: Un Punto de Vista Cogniscitivo. México. Editorial Trillas, 23. Retrieved from http://cmapspublic2.ihmc.us/rid=1J3D72LMF-1TF42P4-PWD/aprendizaje significativo.pdf Ballester, A. (2002). El aprendizaje significativo en la práctica antoni ballester. El Aprendizaje Significativo En La Práctica, 192. Retrieved from http://www.aprendizajesignificativo.es/mats/El_aprendizaje_significativo_en_la_practica.pdf Consejo Federal de Educación. (2007). Lineamientos Curriculares Nacionales para la Formación Docente Inicial, 1–37. Retrieved from http://www.me.gov.ar/consejo/resoluciones/res07/24-07-anexo01.pdf De Benito, B., Dader, A., & Salinas, J. (2012). Los itinerarios de aprendizaje mediante mapas conceptuales como recursos para la representación del conocimiento. Edutec-E. Revista Electrónica de Tecnología Educativa, (39), 1–14. https://doi.org/10.21556/EDUTEC.2012.39.372 Instituto Nacional de Formación Docente (INFD), M. de E. (2009). Recomendaciones para la elaboración de los diseños curriculares_ Profesorado de Educación Primaria. Ma. Begoña Alfageme González. (n.d.). Una Introduccion Al Aprendizaje Colaborativo. Retrieved from http://www.tdx.cat/bitstream/handle/10803/10768/Alfageme2de3.pdf?sequence=2 Novak, Joseph, “Aprendiendo a aprender”, Ed. Martinez Roca, Barcelona, 1988. Novak, J. D., & Cañas, A. J. (2006). La Teoría subyacente a los mapas conceptuales y a cómo construirlos. Florida Institute for Human and Machine Cognition, 1, 1–37. Retrieved from http://cmap.ihmc.us/publications/ResearchPapers/TeoriaCmaps/TeoriaSubyacenteMapasConceptuales.html Rodríguez Palmero, M. L. (2010). La teoría del aprendizaje significativo en la perspectiva de la psicología cognitiva. Scoop.it de cátedra. http://www.scoop.it/t/seminario-nuevas-tecnologias-en-la-ensenanza?hash=5941c213-dbae-4dc4-8666-ceb150f0b0e0 Blog de cátedra. http://nuevastecnologiasifdcl.blogspot.com.ar/ Diseño de espacio virtual para la utilización de Aula Invertida ABSTRACT En este trabajo se presenta la redefinición de las actividades y el diseño de un espacio virtual, en una asignatura de primer año de la carrera de Licenciatura en Artes Combinadas de la Universidad Nacional del Nordeste, para la utilización de estrategia de Aula Invertida. Así se orientó a la consecución de los objetivos de aprendizaje donde el método propuesto se reflejó en dos instancias: fuera del aula para acceder a información y contenidos didácticos y dentro del aula para la realización de las producciones. Además, se realizó el seguimiento del proceso de aprendizaje que, concluido se valoró a fin de obtener datos de retroalimentación: los resultados arrojaron que una proporción significativa de alumnos prefieren la metodología tradicional, aunque en general reconocen que aprenden más, se propicia el trabajo autónomo y se contribuye a una adecuada gestión del tiempo. CONTEXTO Referido a un enfoque de enseñanza en el que las actividades tradicionales de clase y de autoaprendizaje se invierten o se “vuelcan”, el “Aula Invertida” o en inglés Flipped Classroom se presenta como un enfoque pedagógico, que emplea –en general– conferencia pregrabadas o emprendiendo lecturas y actividades guiadas, seguido del tiempo de “clase” que se utiliza para la discusión interactiva, la resolución de problemas y otras actividades con el profesor [1], [2] y [3]. En este sentido interpela a la introducción de métodos aplicables con el objetivo de generar interés entre jóvenes estudiantes y formarlos a través del Aula Invertida: un enfoque activo, centrado en el estudiante que surge de la premisa de extender el tiempo de una actividad con el objetivo de favorecer el pensamiento crítico y la autonomía en el aprendizaje. ALGUNAS VENTAJAS y DIFICULTADES ASOCIADAS Como tal, el papel del docente cambia a ser a un “guía” en el proceso de apropiación efectiva de los contenidos. En [1], [4] y [5] se mencionan ventajas e inconvenientes del Aula Invertida. - un aumento en la interacción entre estudiantes y profesores; - un cambio en la responsabilidad de aprender sobre los estudiantes; - la capacidad de los estudiantes para prepararse en un momento que les convenga, y tantas veces como satisfaga sus necesidades; - una serie de recursos didácticos disponibles en cualquier momento y lugar; - el trabajo colaborativo entre estudiantes; - un aumento en la participación de los estudiantes y un cambio de la escucha pasiva al aprendizaje activo; y, como posibles desventajas se mencionan: - la inversión de tiempo y recursos para desarrollar cursos; - la posible necesidad de inversión tecnológica; - el tiempo para que los profesores y los estudiantes se adapten y adquieran las nuevas habilidades requeridas para este acercamiento más activo y autodirigido al aprendizaje. Por ello, se asiente que la clave del éxito está en que los estudiantes asuman la responsabilidad de su aprendizaje y asistan preparados a la clase. Lo expuesto puede ser visto como una ventaja y una desventaja. Sus difusores y promotores Aaron y Bergmann [2], señalan que es “simplemente” girar el método tradicional en que el contenido educativo se presenta en el aula y las actividades de práctica se realizan en casa. **CRITERIOS de EVALUACIÓN del MÉTODO de AULA INVERTIDA** Siguiendo a Acuña [4] y Fernández & otros [5], las dimensiones que pueden considerarse las más aceptadas a la hora de valorar los efectos de invertir el aula, son: - experiencial (del proceso de aprendizaje), - respecto al uso del video como mecanismo de instrucción, Asimismo, es posible pronosticar que la combinación de nuevas tecnologías de enseñanza con actividades interactivas en el aula puede resultar en un mejor aprendizaje, pero desfavorable en la satisfacción de los estudiantes [6]. **OBJETIVOS** Este trabajo tiene el objetivo de presentar una experiencia sustentada en las ventajas que proporciona implementar el Aula Invertida como estrategia de aprendizaje activo y en reconocer los diversos ritmos de aprendizajes en un grupo numeroso de alumnos de primer año de la asignatura Introducción a las Tecnologías Aplicada al Arte de la carrera Licenciatura en Artes Combinadas de la Facultad de Artes de la Universidad Nacional del Nordeste (UNNE). La propuesta se enmarca en el desarrollo de un trabajo práctico, en que el propósito principal es la elaboración de una narrativa multimedia mediante la integración de múltiples recursos (gráficos, imágenes en movimiento, sonido, botones, entre otros); las cual se desplegaron en etapas parciales: de análisis e interpretación, y de aplicación. Se realizó el seguimiento de las tareas mediante la tutorización en el aula virtual y se retroalimentó la experiencia a través de un cuestionario que recogió la percepción de los participantes. En base a ello se proyectan la incorporación de algunas mejoras en el abordaje. **MARCO METODOLÓGICO** Según el marco teórico del TPACK [7], un uso adecuado de la tecnología en la enseñanza requiere el desarrollo de un conocimiento complejo y contextualizado. En este sentido TPACK y las orientaciones de Harris & Hofer [8], aportaron al presente trabajo orientaciones para el rediseño de tareas, de acuerdo a las actividades con TIC o Learning Activity Types (Tipos de Actividades de Aprendizaje) que los autores sugieren. En la elaboración didáctica y pedagógica, para la integración de tecnología en la enseñanza se plantearon decisiones curriculares, pedagógicas y se realizó la selección de recursos tecnológicos. Posteriormente, se analizaron resultados y se validó la propuesta a fin de obtener retrospectiva por parte de los alumnos. Finalmente, se esbozaron conclusiones al respecto. **RESULTADOS** La asignatura se presenta en el contexto del primer año. En la estructura curricular la temática a abordar originalmente se pensó para el desarrollo de ejercitaciones en el aula de informática, mediante la utilización de una herramienta de software para la realización de un trabajo aplicado. En dicho contexto, se identificó la principal debilidad de la metodología tradicional es la disparidad de conocimientos previos o de preparación de los alumnos al llegar al aula, para aprender de la misma manera. Además, se identificaron otros factores: - alumnos poco familiarizados con tecnología en los espacios académicos, - alta tasa de inasistencia, - escasez de tiempo y espacio para el desarrollo de las clases de informática, orientada a una instrucción básica personalizada. Sumado a lo expuesto precedentemente, los alumnos conformaban redes sociales en que se compartían videos y recursos para dar respuestas puntuales a cada grupo de trabajo fuera de la clase. Lo cual traía a colación la imposibilidad de conocer por parte de los docentes, cada material en particular, para dar la respuesta esperada. Los factores señalados, contribuyeron a la decisión de repensar los mecanismos utilizados, por ello en el año 2016, se revisaron los objetivos curriculares y se reelaboró la estrategia didáctica. DEFINICIÓN de OBJETIVOS, COMPETENCIAS y CONTENIDOS a ABORDAR Las decisiones curriculares consistieron en la definición de un trabajo práctico integrador, que permitió alcanzar un objetivo dual de las etapas: - De análisis e interpretación: Identificar vocabulario, conceptos, significados y metáforas presentes en una narrativa del Autor José Luis Borges “El jardín de senderos que se bifurcan”. - De aplicación: Desarrollar representaciones artísticas, en forma individual o colaborativa, usando diferentes medios para elaborar una narrativa interactiva multimedia (textos, imágenes fijas y en movimiento, botones, sonido, gráficos, etc.). Estos objetivos se plantean mediante actividades que desafían a los estudiantes a aplicar sus conocimientos usando una variedad de recursos y técnicas, y desarrollando las competencias requeridas en la asignatura y contribuyen al perfil profesional delineado en la carrera. PLANIFICACIÓN La planificación sustentada en el Aula Invertida se basó en una serie de clases presenciales en que se establecieron pautas específicas mediante una hoja de ruta, disponible posteriormente en el aula virtual de la asignatura para la realización de las actividades programadas. - **Actividades en clases.** Se comenzó con una breve exposición de la dinámica de trabajo, objetivos, tareas implícitas, incluyendo fechas de entregas parciales. Seguidamente se analizó de manera preliminar el texto o narrativa de manera de anticipar el trabajo en fuera del aula; las demás sesiones presenciales estuvieron destinadas a la realización de las producciones grupales. - **Actividad después de clases.** Las actividades post-clases consistieron en un conjunto de tareas compuestas por al menos tutoriales, con el propósito de reconocer el entorno de trabajo, realizar prácticas individuales, desarrollar destreza en el manejo la herramienta y avanzar en la consecución de los objetivos particulares. La evaluación se orientó a la obtención parcial de las entregas, de acuerdo con los objetivos propuestos y los tiempos estipulados. SELECCIÓN de HERRAMIENTAS y RECURSOS Las decisiones tecnológicas se centraron en la elaboración de una hoja de ruta, la utilización del espacio virtual para la tutorización, la selección de tutoriales y en la implementación de la herramienta. DISEÑO del ESPACIO VIRTUAL para la TUTORIZACIÓN Se utilizó el aula virtual como apoyo a las actividades previstas, organizaron los componentes para una adecuada disposición de los materiales, enlaces y recursos como se muestra en Fig. 5. Figura 5. Materiales, configuraciones de tareas y grupos en el aula virtual ELABORACIÓN de HOJA de RUTA En el documento, se proyectaron detalladamente: Objetivos: • Realizar mapa de navegación de la narrativa a plasmar. Se propuso la utilización de la herramienta de edición draw.io, que ofrece la posibilidad de elaborar y compartir diagramas. • Transferir a una narrativa interactiva en el software recomendado. Consistente en la integración y aplicación de diferentes recursos a utilizar. Tareas: • Básicamente, los estudiantes debieron ejercitar tres tutoriales disponibles en la Web compuestos de una serie de instrucciones intermedias. Fechas: • Fecha parciales y finales de entrega de los trabajos. Modalidad de entrega: • Virtual MATERIAL para la EJERCITACIÓN Los tutoriales de prácticas pertenecen a un sitio Web ilustrado e interactivo seleccionado, cuya ventaja principal fue la posibilidad al docente de unificar los materiales gestionados por los alumnos, y para éstos de accederlos en línea o descargarlos. Tal como se muestra en la Fig. 6. Después le asignaremos un tamaño de 100 pt y un color azul oscuro (#003366). Figura 6. Material Web interactivo seleccionado para su uso en Aula Invertida (Fuente: http://mosaic.uoc.edu/FlashCS5/cast/index.html). FORMACIÓN de GRUPOS para la TUTORIZACIÓN Para dar seguimiento a las actividades grupales, se utilizó principalmente la configuración de Moodle por Grupos (de alumnos), en Agrupamiento (por tutores) y Tareas o “espacios de entregas” que vincula ambos componentes. Los grupos de hasta tres alumnos, estuvieron guiado por los docentes que manejaban hasta 10 grupos numerados por tutores. La configuración por agrupamiento facilitó el manejo individualizado de los equipos, a los alumnos brindó la posibilidad de hacer presentaciones parciales y de esta manera conocer las devoluciones con rapidez. EVALUACIÓN de la PROPUESTA de AULA INVERTIDA Respecto a la evaluación del proceso de aprendizaje, se propusieron dos dimensiones: del progreso y los logros de los alumnos. • En el progreso, los alumnos tuvieron dificultades de mayor de nivel de complejidad que excedían a los tutoriales. Por ejemplo, en la utilización de determinado formato de sonido, en la incorporación de códigos o “script” para la interacción de botones y escenas, entre otros problemas de carácter “técnico”. • Vinculado a las capacidades e intereses de los alumnos y sobre la naturaleza del currículo, se observó diversidad de producciones con resultados satisfactorios en las etapas parciales. Algunos destacados como la grabación y edición de sonidos con herramientas ajenas a las propuestas, otros en la introducción de script que producía aleatoriedad en el recorrido de las escenas, algunos con enfoques lúdicos en la narrativa, entre otros. VALIDACIÓN de la PROPUESTA. Un caso de estudio en el año 2017. Con el propósito de validar la propuesta, en el año 2017 se dispuso un formulario en línea y se seleccionó aleatoriamente una muestra de 60 alumnos. El sondeo se dirigió a reconocer las perspectivas y expectativas de los participantes en relación con la metodología utilizada, así como el uso de tutoriales. Asimismo, se solicitó indicar (en el formulario) el tutor que dirigió las tareas en cada caso, con la finalidad de introducir mejoras en los mecanismos de tutorización, en caso de ser necesario. Vinculado a la validación por parte de los alumnos es posible sintetizar, en cuanto al método aplicado, la experiencia fue satisfactoria en un 68%; respecto al uso del video el 80% respondió que les permitió aprender el material de estudio más eficazmente que hacer las lecturas en solitario. En tanto que, cuando se indagó en relación con la tutorización de las actividades, el 40% coincidió que se sentía desconectado sin un profesor presente durante los videos o actividades virtuales. Lo cual significa que el sistema tutorial debe ser revisado y optimizado. Asimismo, se solicitó indicar el tutor que dirigió las tareas en cada caso, con la finalidad de obtener una retrospectiva de los mecanismos e introducir mejoras en próximas experiencias, en caso de ser necesario. CONCLUSIONES En este trabajo se expuso la redefinición de las actividades y el diseño de un espacio virtual, en una asignatura de primer año de la carrera de Licenciatura en Artes Combinadas de la Universidad Nacional del Nordeste; aplicando como estrategia el Aula Invertida y siguiendo el modelo TPACK como marco metodológico en el diseño de las actividades. Así se orientó a la consecución de los objetivos de aprendizaje donde el Aula Invertida se reflejó en dos instancias: fuera del aula para acceder a información y contenidos didácticos y dentro del aula para la realización de las producciones. La experiencia descripta se originó en el año 2012 como una actividad convencional presencial, por ello en 2016 se migró parte de la propuesta y se apoyó en el aula virtual de la asignatura para la tutorización y disposición de los materiales. Además, se realizó el seguimiento del proceso de aprendizaje que, concluido se valoró a fin de obtener datos de retroalimentación. Los resultados arrojaron que una proporción significativa de alumnos prefieren la metodología tradicional, aunque en general reconocen que aprenden más, se propicia el trabajo autónomo y se contribuye a una adecuada gestión del tiempo. Por otra parte, desde el punto de vista del docente, se destacan entre las ventajas: la facilidad para desarrollar el aprendizaje grupal personalizado, el empleo productivo del tiempo en el aula, la promoción del aprendizaje ubicuo, la posibilidad de mejorar el aprendizaje continuo y establecer un vínculo entre la educación formal y no formal mediante recursos disponibles en la Web. En definitiva, desempeña un papel de vital importancia en la capacidad de creación de los estudiantes, en la consecución de un aprendizaje más profundo y en la apropiación del contenido, motivo por el cual, el modelo Aula Invertida resulta de interés en la enseñanza de tecnología. Se asume que la difusión de prácticas centradas en el aprendizaje activo en las aulas universitarias desde los primeros años es fundamental para lograr innovaciones educativas. Identificar aquellas que funcionan, pretende alentar a los diferentes actores de la Educación Superior en la búsqueda de nuevos caminos para mejorar la enseñanza en los diversos escenarios en que presenta la sociedad del conocimiento, y atendiendo a la diversidad del ritmo de estudio. Agradecimiento Los autores integran el Proyecto acreditado por la Secretaría General de Ciencia y Técnica por Resol. 241/17 de la UNNE, PI 16F019; cuyo título es: “TI en los Sistemas de información: Modelos, métodos y herramientas”. Directora del mismo la Prof. Marínó, Sonia I. y Co-Directora, Prof. Godoy Gugielmone, María V. Se agradece el apoyo de la Secretaría. Halili, S. H., & Zainuddin, Z. (2015). Flipping the classroom: What we know and what we don’t. The Online Journal of Distance Education and e-Learning, 3(1), 28-35. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network/Pearson/George Mason University. Acuña, B. P. (2015). Vectores de la pedagogía docente actual. ACCI (Asoc. Cultural y Científica Iberoameric.). Fernández Delgado, A., Gutiérrez Rivas, P., & Tabasso, E. (2016). Humanizar la utilización de las TIC en educación. Dykinson. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. Dos modelos: Aprendizaje colaborativo online y comunidad de investigación ABSTRACT La ponencia plantea a los educadores la necesidad de percibir la importancia de la búsqueda de teorías de aprendizaje, que puedan guiar el diseño y la implementación de su práctica en consonancia con la era del conocimiento. Menciona una perspectiva epistemológica sobre teorías del aprendizaje del siglo XXI -asociadas a pedagogías y tecnologías de aprendizaje particulares-. Se detiene en la teoría del aprendizaje colaborativo online; encuadre que dirige la atención hacia los procesos de construcción del conocimiento en línea y al uso de Internet y redes de aprendizaje, como medio para mejorar la educación en un espacio peculiar -el foro de discusión en línea-, componente básico de la situación de aprendizaje. Individualiza dos modelos de diseño formativo de quinta generación adaptados a los ambientes de aprendizaje online: el modelo de aprendizaje colaborativo online -OCL- y el modelo de comunidad de investigación -CoI-. Se aportan definiciones y caracterizaciones de ambos modelos, fases y elementos, estrategias de moderación y evaluación, que posibilitan elaborar un diseño que facilite la construcción del conocimiento en una comunidad de aprendizaje, mediante el discurso asincrónico. Se ofrecen conclusiones, propósitos de trabajo futuro y apropiadas referencias bibliográficas. INTRODUCCIÓN La revolución de las redes ha transformado la vida personal, profesional, cultural y social. Las tecnologías de redes afectan el mundo que compartimos como educadores. Como tales, se reconoce que el siglo XXI -era digital- le otorga al conocimiento un valor social y económico esencial. Sin embargo, la web que se extiende al conjunto de la sociedad, no se potencia suficientemente en la práctica educativa, ni en el análisis de nuevos paradigmas de aprendizaje. La tecnología se une excesivamente a formas tradicionales de enseñanza. Es perentorio que como educadores, se perciba la teoría y la práctica de la enseñanza en correspondencia con esta era del conocimiento, acopladas con la sociedad que emerge. Y además, se encuentren los marcos teóricos y las investigaciones, que orienten el diseño educativo para evolucionar en enseñanzas más seguras y útiles para los entornos de aprendizaje en línea. Se necesita continuar en la indagación de métodos y desarrollos orientados al logro de modelos o diseños formativos (instruccionales, tecnopedagógicos) -de quinta generación-, adaptados a los ambientes de aprendizaje en línea, en relación con las herramientas sociales que surgen de manera permanente. Es un desafío significativo al que se dirige la educación. El conectivismo es un enfoque posible, una cita al desafío (Siemens, 2004). Poseer conocimiento actualizado no es suficiente; lo ineludible es trabajar creativamente con el conocimiento y comprometer a los estudiantes desde pequeños, en procesos de creación. La innovación tiene que ser parte cotidiana de la vida productiva. La colaboración parte inexcusable del proceso formativo. No se tiene un método que forme como productor de conocimiento, pero es posible procurar, ensayar, intentar dialogar sobre puntos de vista posibles: el aprendizaje colaborativo en línea -OCL- y la comunidad de investigación -CoI- se presentan como una oportunidad. Palabras Claves: Modelos, aprendizaje colaborativo online, comunidad de investigación, mediaciones didácticas y tecnológicas, era digital. MARCO TEÓRICO Una teoría del aprendizaje pretende describir cómo aprenden las personas. La teoría que emplea un docente -conscientemente o no- define lo que considera importante y supedita el diseño y la implementación de su práctica. La teoría es parte integrante de la práctica y recíprocamente; aunque este hecho no siempre ocurre como aquí se recomienda. Por la relevancia de la teoría ante la posibilidad de decidir y proponer un diseño formativo, es apropiado recuperar los principios básicos de las teorías señeras del siglo XX: conductismo, cognitivismo y constructivismo. En ellas se afirman las nuevas teorías. Todas las teoría del aprendizaje y visiones pedagógicas del siglo XXI, introducen nuevos aspectos sobre el aprendizaje y sobre el modo de mediar a través de pedagogías y tecnologías. Las teorías conductistas y cognitivistas tuvieron la visión del aprendizaje como una búsqueda individualista. La base epistemológica de ambas teorías es el objetivismo, para el cual, el conocimiento es fijo, finito, absoluto y coincidente con la realidad. Para el conductismo, aprender es estar ejecutando una nueva actuación y enseñar, es formar para nuevas conductas. Para el cognitivismo, aprender es procesar información y enseñar es transmitir información para que las personas aprendan. Estas teorías resaltan la capacidad del estudiante para adquirir y conservar la información. Los enfoques didácticos tanto del conductismo como del cognitivismo utilizaron las conferencias o sus cambios automatizados como la instrucción asistida por computadora y los sistemas de tutoría inteligentes. El constructivismo (Siemens, 2004) es la base epistemológica de dos teorías: la del aprendizaje constructivista y la del aprendizaje colaborativo online –OCL-. Para ambas, el conocimiento es creado para adaptarse a la realidad. El aprendizaje es el proceso social a través del cual los estudiantes toman para sí el significado y la enseñanza, es la actividad que facilita la apropiación y toma de sentido (Harasim, 2012). Se acaba de mencionar una nueva teoría: OCL -sustento de esta ponencia-. Su autora Linda Harasim es quien la propone como un nuevo encuadre teórico, para guiar la comprensión y la práctica de la educación en el siglo que transcurre. Tomada la opción de la propuesta OCL como motivo de socialización en este escrito, se la introduce provisionalmente del siguiente modo. La teoría OCL dirige su atención al aprendizaje colaborativo, a los procesos de construcción del conocimiento en línea -para todas las edades- y al uso de Internet como medio para modificar la estructura de la educación formal, no formal e informal. La autora citada encuentra diferencias entre la teoría del aprendizaje constructivista y la teoría OCL -en relación al aprendizaje activo-. En palabras casi textuales, advierte que el aprendizaje activo (ser, hacer, apropiarse) se emplaza dentro de un proceso de desarrollo conceptual, que se asienta en el discurso del conocimiento. El aprendizaje activo es convergencia intelectual a través del discurso y la enseñanza es la inducción de los estudiantes en el discurso del conocimiento. Considerar la construcción del conocimiento como un enfoque educativo es una manera directa de plantear el énfasis contemporáneo en la creación de conocimiento y la innovación. Scardamalia y Bereiter, 2009, afirman que esta situación no está presente en otros enfoques constructivistas. Bates, 2015, observa que la OCL es una forma particular de enseñanza constructivista que originalmente se llamó comunicación mediada por computadora o aprendizaje en red. En la recensión que realiza del libro de Harasim, 2012 Learning Theory and Online Technologies New York/London: Routledge, trata de imaginar, con su singular humor, una discusión sobre el tema entre la autora y George Siemens, manifestando de esta manera su crítica implícita a la formulación de referencia. Se estima oportuno hacer mención a Harasim y otros, 2000 cuando describen a las redes de aprendizaje como un elemento vital para cimentar un nuevo paradigma educativo en el siglo XXI, refiriéndose a cambios sustanciales que influirían en el equilibrio de la relación alumno-docente. Aludiendo a un mayor control del tipo de interacción por parte del estudiante, a la independencia del lugar y momento para acceder a la información y formación, al papel activo en el aprendizaje con la ayuda de pares y expertos. Ya en esta obra basaban la enseñanza sobre el concepto de construcción gradual del conocimiento, principalmente a través de la discusión online asincrónica entre estudiantes y docente. Todo lo descripto en un espacio singular: los foros de discusión en línea. Los foros manifestaron presencia desde 1970 y se desarrollaron a partir de la década de los 90. Basados en la escritura, la asincronía, con conexiones enlazadas no sólo cronológicamente sino adjuntas al post al que hacen referencia. Espacio en crecimiento constante merced al acceso a Internet de alta velocidad y al desarrollo de los sistemas de gestión de aprendizaje. **DESARROLLO** 1 Modelo Aprendizaje Colaborativo Online -OCL- Esta forma de aprendizaje en red a la que Harasim, 2012 denomina y fundamenta como OCL, se apoya en enfoques que le precedieron: la teoría de la conversación de Pask; la adaptación que de ella realiza Laurillard (árboles conversacionales) y posteriores (modelo conversacional colaborativo); del aprendizaje profundo -Marton y Saljo-; de la construcción del conocimiento. Más una nueva perspectiva otorgada por la creación de las redes informáticas e Internet y las condiciones propias de la sociedad del conocimiento (Yousef Martín y otros, 2000; Scardamalia y otro, 2009; Bates, 2017). Proyectar un diseño de aprendizaje colaborativo en línea lleva consigo tomar en consideración tres fases en la construcción del conocimiento a través del discurso. Una primera, de producción de ideas y posterior recuperación de los pensamientos divergentes que surjan en el grupo. Esas ideas se incorporan a un entorno que podrá ser un sistema de gestión de aprendizaje -la mayoría de los cuales incluye un área para los debates online como puede verse en Módulo III, Gestión de la calidad, TUSE- UNSL (si se solicita password) (http://campus.unsl.edu.ar/mod/forum/discuss.php?d=2159-) o bien una tecnología específica, tal el caso del foro de conocimiento Computer Supported Intentional Learning Environment -CSILE- (Scardamalia, 2002). En una segunda fase, esas ideas son objeto de investigación y de profundización a través del debate y la argumentación. Los estudiantes las analizan, comparan, clasifican. Tratan de incorporarlas a estructuras conceptuales más amplias y dejarlas disponibles para toda la comunidad en línea de modo tal que puedan ser nuevamente discutidas, interconectadas, revisadas, reemplazadas. Si han tenido a disposición una herramienta que permite conexiones enlazadas -donde la respuesta adjunta el comentario al post al que se hace referencia en lugar de ser anexada en orden cronológico-, se puede lograr el desarrollo de subtemas dinámicos con múltiples respuestas en un sólo hilo de discusión. En esta situación, los participantes pueden seguir varios temas de discusión en un mismo período de tiempo, con consecuentes beneficios en cuanto al logro de pensamiento de alto nivel. La tercera es una fase de convergencia intelectual que tiene por objetivo alcanzar un nivel de entendimiento y consenso -que incorpora acuerdos y desacuerdos-, de síntesis intelectual. Por lo general se logra a partir de la elaboración conjunta de algún ensayo, artefacto, tarea. El propósito principal es promover la responsabilidad cognitiva colectiva. El resultado que parecería ser una posición final, en realidad no lo es; al lograr convergencias de ideas, los estudiantes, usualmente, continúan avanzando o profundizando en la situación que motivó el trabajo colaborativo. En este proceso es decisivo el rol asumido por el docente; él es quien representa el enlace a la comunidad de conocimiento o estado del arte de una disciplina. Facilita el proceso de este particular tipo de aprendizaje, al suministrar recursos apropiados y actividades pertinentes para lograrlo. Es decisiva su formación como especialista en el área temática, con lo que garantiza que los conceptos y principios básicos, normas y prácticas de la disciplina sean integrados en el ciclo de aprendizaje. La interacción entre quienes tienen diferentes sistemas de referencia puede orientarse a generar significación compartida sobre la información y acerca del objeto de conocimiento. Desde una visión conversacional, los modos de colaboración de los participantes en pos de la construcción dialógica del conocimiento puede realizarse a través de mediaciones. Es decir, intervenciones tales como: ampliar la información sobre un producto o parte de él, ubicándolo histórica o socialmente, o añadiendo al objeto referentes empíricos o explicaciones de situación o circunstancia (contextualización); indagar sobre términos y conceptos para analizarlos críticamente (deconstrucción). Como así también acrecentar la información de contenido introduciéndose en ideas o aspectos relevantes utilizando técnicas argumentativas (profundización); confrontar con un aporte inicial agregando, por ejemplo, una teoría, método, enfoque o visión disciplinar distinta a la propuesta (diferenciación). Del mismo modo que realizar preguntas que interroguen los conceptos propuestos y promuevan respuestas que movilicen nuevas preguntas (exploración mayéutica) y ante decisiones tomadas, generar críticas para que se aleguen razones o motivaciones que justifiquen conceptualmente la decisión (oposición argumentada) (Chan Núñez, 2015). Es indispensable acentuar al momento, el sentido de los foros de discusión en el modelo OCL. Al interior de este esquema teórico, los foros funcionan como factor básico de la situación de aprendizaje y no como complemento de los materiales, tareas, lecturas y otros. El foro es el eje y los recursos se eligen para apoyar la discusión. En este diseño las discusiones online no son voluntarias o accesorias; se planifican para guiar y conducir el aprendizaje. Se considera de utilidad comentar una investigación realizada en quince cohortes en aulas en línea, trabajando sobre los factores involucrados en la creación de grupos de aprendizaje colaborativo eficaces (Brindley y Walti, 2009). Los autores dan a conocer razones convenientes para conformar grupos pequeños de aprendizaje colaborativo online. Señalan relaciones significativas entre la participación en los foros y el desarrollo de habilidades de aprendizaje, el trabajo en equipo, y el aprendizaje profundo como vínculo más destacable. Vinculan el crecimiento del sentimiento de pertenencia a la comunidad, con el grado de satisfacción en la participación. Los investigadores dan cuenta de un hallazgo que contradijo la hipótesis primera de sus estudios: las indagaciones niegan la dependencia entre la calificación obtenida por el trabajo grupal en los foros como modo de alentar la participación grupal. Observan que si bien la evaluación puede acrecentar la participación de algunos estudiantes, lo que se hace patente es la influencia de las estrategias de formación utilizadas -tratamiento interesante para detenerse en su análisis-, particularmente aquellas referidas a la intensificación de la motivación. Las estrategias que se mencionan son: transparencia de las expectativas, instrucciones claras, adecuación de la tarea para el trabajo en grupo, relevancia de la situación de análisis, reconocimiento que el éxito individual depende del éxito del grupo, respeto a la autonomía de los estudiantes, seguimiento y retroalimentación y por último, tiempo suficiente para la tarea. La investigación de referencia refuerza además, la importancia de la práctica reflexiva de los docentes. D.R. Garrison y Anderson, 2005 definen una comunidad de investigación como aquella que ofrece un entorno en el que los estudiantes pueden asumir el control de su aprendizaje negociando significados, diagnosticando errores de concepto y poniendo en tela de juicio, las creencias aceptadas. Proponen analizar la interacción en línea y para ello recurren a un sistema detallado de categorías, descriptores, indicadores y ejemplos. Puntualizan que una comunidad de aprendizaje, se conforma con profesores y estudiantes que interactúan con el objetivo de facilitar, construir y validar la comprensión y desarrollar capacidades que conduzcan a continuar la formación en el futuro. El modelo fomenta, de manera concurrente, la independencia cognitiva y la interdependencia social; la interacción y la continuidad. Las tecnologías de todas las generaciones empleadas en el e-learning han sido y son condición de posibilidad (interacción de estudiantes entre sí, estudiantes con profesores,...) para los sistemas de educación a distancia; concepto que los estudiosos aludidos, amplían posteriormente al ámbito de la educación superior. Desde el inicio de la formulación del modelo, el grupo de investigadores de la Universidad de Athabasca, coordinados por Garrison, recibe influencias del pensamiento de J. Dewey, C. Rogers, J. Habermas y M. Moore. Retoman de Dewey el análisis de un acto completo de actividad reflexiva y el concepto transacción -entre el individuo y el entorno-. Rogers contribuye con sus propuestas de autonomía del estudiante como sujeto activo de su aprendizaje y su desafío al rol del docente como facilitador en los procesos de exploración y búsqueda de significados, que realizan los estudiantes. Habermas brinda respaldo a través de la teoría de la acción comunicativa, que permite el desarrollo de movimientos de emancipación. El ascendiente de Moore se produce a partir de la teoría de la distancia transaccional que reconoce como componentes interactivos clave, el diálogo, la estructura y la autonomía (Garrison, R. y Anderson, 2005). Diseñar una comunidad de investigación online implica tener en cuenta tres elementos básicos e interdependientes: uno denominado como presencia cognitiva, otro como presencia social y un tercero como presencia docente. La presencia cognitiva puede definirse como la medida en que los participantes -en cualquier configuración de una comunidad de investigación-, tienen aptitudes para construir significado a través de una comunicación sostenida. La presencia social es la capacidad de los participantes de una comunidad de investigación, de proyectarse a sí mismos social y emocionalmente como personas reales, mediante los medios de comunicación que estén utilizando. La presencia docente se delimita como la acción de diseñar, facilitar y orientar los procesos cognitivos y sociales, con el objetivo de obtener resultados educativos personalmente significativos y de valor educativo para el docente (Garrison y otros, 2017). Las tres formas de presencia se superponen para crear la experiencia educativa y es objetivo de la educación en línea proporcionar todas las formas referidas. La presencia social conforma la base de la comunidad. Es la primera presencia a considerar y consolidar para sostener y desarrollar una comunidad online. Se aconseja comenzar un curso o práctica en comunidad, sugiriendo la publicación de biografías o presentaciones, aplazando para el ello el compromiso real con el contenido. Y continuar luego con otros procedimientos tales como establecer pautas para el compromiso, fijar normas mínimas de participación, permitir el desacuerdo sobre temas e incorporar actividades de colaboración y reflexión (Palloff y Pratt, 2007). Garrison y Anderson, 2005, proponen analizar la interacción en línea, recurriendo a un sistema de categorías, descriptores, indicadores y ejemplos. Para indagar la presencia social se emplean las siguientes categorías: afecto, comunicación abierta y cohesión. Para explorar la presencia docente en el e-learning se utilizan tres categorías: 1. diseño y organización del plan docente, 2. facilitación del discurso 3. y enseñanza directa. Para el análisis de la presencia cognitiva se utilizan las siguientes fases: 1. hecho desencadenante, concepto central o problema; 2. exploración de la naturaleza del problema; 3. integración, que exige implicarse en el discurso crítico orientado hacia la construcción del significado y encuentro de soluciones potenciales; 4. resolución del dilema o problema, reduciendo la complejidad mediante un marco de significado o descubriendo la solución específica. El lector interesado puede encontrar trabajos de indagación realizadas en comunidades virtuales de aprendizaje por la autora y el grupo de investigación y docencia del cual forma parte. https://educacionadistanciayabierta.wordpress.com/category/investigacion/page/3/ CONCLUSIONES De tipo general, se expresa que: Independientemente de la disciplina y el tema, la comunidad es un vehículo donde el aprendizaje ocurre, donde cambia la función del contenido, se transforma el equilibrio del poder, se modifica la evaluación. Al elegir un modelo de enseñanza y aprendizaje, es necesario atender al contexto donde se va a aplicar. Algunos estudiosos no acuerdan en que todo aprendizaje significativo, es necesariamente colaborativo o social. Como docentes en la virtualidad, observamos que: Cuando el desarrollo de una comunidad es el foco de la enseñanza y el aprendizaje en línea, se puede afirmar que los estudiantes están preparándose para asumir la responsabilidad del cambio en sus aprendizajes. Es valioso para los docentes responsables del diseño instruccional o formativo de cursos, repensar los planteamientos vinculados a sus prácticas y tecnologías en uso. Y compararlos luego con la propuesta teórica de diseño de una comunidad de aprendizaje colaborativo online. El docente que acuerda con los principios de los modelos expuestos, debe asegurar que los estudiantes construyen y avanzan en el conocimiento y que son capaces de aprender y aplicar el lenguaje y los fundamentos de la disciplina de la que se trate. Asimismo, tener presente que los estudiantes necesitan ser interesados a participar en un enfoque de comunidades de aprendizaje. TRABAJO FUTURO Teniendo como referencia los grupos de pertenencia en el ámbito de la UNSL, Proyecto de Investigación “Comunidades virtuales de aprendizaje colaborativo” N°04-1516,FCH-UNSL y el Departamento de Educación a Distancia y Abierta, Rectorado, UNSL, son propósitos: Permanecer trabajando en el diseño, planificación, aplicación y evaluación de situaciones de aprendizaje cuyo eje sea la comunidad de aprendizaje colaborativo online. Particularmente en capacitaciones online para quienes enseñan en línea o deseen hacerlo, con el enfoque presentado. Fortalecer las propias capacidades personales para desarrollar y sostener comunidades OCL y Col. Proseguir sistematizando lo que se avance y reconozca como buenas prácticas para el desarrollo y mantenimiento de comunidades de aprendizaje colaborativo en línea. Continuar indagando en el sentido iniciado hace cierto tiempo. BIBLIOGRAFÍA **Bates, A.** (2017). *La Enseñanza en la Era Digital*. Traducción Ema Aveleyra y Andrea Vega. Asociación de Investigación Contact North. Creative Commons 4.0. http://cent.uji.es/octeto/node/4489 **Brindley, J. y Walti, C.** (2009). Creating Effective Collaborative Learning Groups in an Online Environment. International Review of Research in Open and Distance Learning. Volume 10, Number 3. ISSN 1492-3831. Athabasca University. Alberta. Canadá http://files.eric.ed.gov/fulltext/EJ847776.pdf **Chan Núñez, M.** (2015). Comunidades y redes académicas en los ecosistemas de conocimiento. Archivos de Ciencias de la Educación, (9). http://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/Archivos09a05/7071 **Garrison, R., Cleveland-Innes, M. Vaughan, N.** (2017). The Community of Inquiry. Sitio web ininvestigadores activos de CoI. Impulsado por WordPress y BuddyPress. https://coi.athabascau.ca/ **Garrison, D.R y Anderson, T.** (2005). *El e-learning en el siglo XXI*. Investigación y práctica. Ediciones Octaedro. Barcelona, España. Gestión de la calidad, Módulo III, TUSE- UNSL http://campus.unsl.edu.ar/course/view.php?id=63 **Harasim, L.** (2012) Introduction Learning Theory and online Technologie. En *Learning Theory and online Technologie*. Routledge. Nueva York, EEUU. https://vladimirbarrozo.files.wordpress.com/2011/09/introduction-to-learning-theory-and-technology.pdf **Harasim, L., Hiltz, S., Turoff, M y Teles, L.** (2000). Redes de aprendizaje. Guía para la enseñanza y el aprendizaje en red. Editorial Gedisa. España. **Yousef Martín, T., García Rueda, J. y Ramírez Velarde, R.** (2007). Aplicaciones de la Teoría de la Conversación a entornos docentes telemáticos. Instituto Tecnológico de Monterrey. http://cs.mty.itesm.mx/profesores/rramirez/documentos/Aplicaciones-de-la-teoria-de-la-conversacion.pdf **Palloff, R. y Pratt, K.** (2007). Building Virtual Communities: Techniques That Work! 23rd Annual Conference en Distance Teaching and Learning. University of Wisconsin, EEUU. https://pdfs.semanticscholar.org/3e8c/3f90985c5cef6c3083953705a4d5c7a0a128.pdf **Scardamalia, M. y Bereiter, C.** (2009). Construcción del conocimiento. Traducción de Virginia Barceló Monerris. Supervisión Miguel Herreros. Artículos del Master EAED en castellano de la Universidad de Barcelona. España. https://misarticulos.wordpress.com/2009/06/08/construccion-del-conocimiento/ **Scardamalia, M.** (2002). 4- Collective Cognitive Responsibility for the Advancement of Knowledge. Manuscrito. Bell Canada, the Ontario Ministry of Education, the Social Sciences and Humanities Research Council of Canada, and the TeleLearning Network of Centres of Excellence. Ontario, Canadá. http://thelearningexchange.ca/wp-content/uploads/2015/09/Collective-Cognitive-Responsibility-20021.pdf **Siemens, G.** (2004). Conectivismo: una teoría de aprendizaje para la era digital. Traducción de Diego Leal (2007). Publicado bajo licencia Creative Commons 2.5. https://docs.google.com/document/d/1ZkuAzd-x1191DgcC1E-XSmPTOk6Gu1K2SEvXtduG3gc/edit Ejes de desempeño y competencias digitales para docentes en una institución mexicana de educación superior ABSTRACT En la actualidad, las organizaciones lucrativas y no lucrativas requieren profesionistas que generen nuevos modelos operativos y de innovación, con el objetivo de adaptarse a las condiciones cambiantes de los mercados. La habilidad de proponer alternativas tendientes a la mejora de productos y procesos, es una competencia requerida de todo egresado de Educación Superior. Ante este escenario, la figura del docente cobra vital importancia para moldear y guiar a los estudiantes en el desarrollo de dichas destrezas, incluso él mismo debe practicarlas. Para el presente estudio, se analizaron prácticas docentes y estudiantiles en ambientes E-Learning de una Institución de Educación Superior en México. Posteriormente, se contrastaron los resultados con los objetivos institucionales y las tendencias educativas internacionales respecto al uso de la información y la tecnología. La propuesta final consiste en el planteamiento de Ejes de Desempeño y Competencias Digitales que un docente de modalidad en línea debe desarrollar como formador de ciudadanos en la sociedad del conocimiento. En los resultados de dicha investigación, resulta evidente la simbiosis de las Tecnologías de Información y Comunicación (TIC) con una pedagogía pertinente para promover esquemas de formación docente acordes a las necesidades de los estudiantes de Educación Superior del presente siglo. INTRODUCCIÓN En un mundo que se transforma a un ritmo acelerado debido a los enormes avances tecnológicos, la educación es un reto que afrontan las instituciones educativas como agentes formadores de individuos de una sociedad globalizada. Existen referencias sobre revoluciones educativas en curso, en las cuales se incita a la integración de dichas instituciones como parte neural del cambio, como un “papel impulsor de la sociedad” (Oblinger, 1997, p. 2). Actualmente, los estudiantes no sólo han cambiado sus hábitos de estudio con respecto a generaciones anteriores, sino también sus costumbres, intereses, actividades e incluso, han asumido identidades fuera del plano presencial. Las Tecnologías de Información y Comunicación (TIC) han aportado a la creación de realidades emergentes en las personas que las utilizan (Prensky, 2001), desde el multitasking hasta la virtualidad: la información y la comunicación están al alcance de cada vez más personas. A nivel escolar, los alumnos actuales ingresan a Internet para aprender de manera informal sobre diversos tópicos (curriculares o no); asumen la realidad digital, la aprenden y así van abonando su formación como personas. A la par de los estudiantes, el perfil del docente se ha transformado para satisfacer la demanda de nuevos medios y entornos en los que se demuestra el proceso de aprendizaje universitario. Sin embargo, la práctica digital en los profesores suele no ser tan desarrollada y profunda como la de los estudiantes. Incluso, entre los actores Segura Ramírez, Carla Elena. Escudero Nahón, Alexandro. Universidad Iberoamericana León, Guanajuato, México. Universidad Autónoma de Querétaro, México. E-mail: firstname.lastname@example.org email@example.com Palabras Claves: Tecnología de la información, Alfabetización informacional, Aprendizaje en línea, Educación permanente. principales del proceso educativo suelen aparecer brechas tecnológicas de diversa índole: Técnica (de uso y de acceso), Conceptual (de inferencia y de apropiación) y Actitudinal (de formación de identidad digital). Si bien la Institución de Educación Superior (IES) en donde se realizó el presente estudio ha propuesto programas formativos, resulta necesario innovar en su planteamiento didáctico para atender mejores prácticas de uso de TIC en las actividades académicas. MARCO TEÓRICO La Universidad en donde se realizó el presente estudio debe afrontar desafíos y proponer escenarios educativos que permitan nuevos esquemas de formación, en donde se potencie el uso de Tecnologías de Información y Comunicación como medios para la obtención y la generación de nuevo conocimiento. Actualmente, los individuos “(...) tienen mayores y mejores oportunidades de acceso al conocimiento, de manipularlo y transformarlo aun al margen de las propias instituciones y el profesorado” (Islas y Delgadillo, 2016, p. 118). Ante lo anterior, el rol del docente debe profesionalizarse y desarrollarse, con la intención de orientar de manera óptima su labor educativa. El perfil del profesor de dicha institución debe desarrollar competencias congruentes con las nuevas formas de aprender, que le permitan seguir generando estrategias educativas de vanguardia y que abonen a la formación personal y profesional de los estudiantes. Surej sostiene que una forma de incrementar la auto-eficacia computacional en los miembros docentes es mediante la adecuación de planes de formación profesional en el uso de aplicaciones computacionales (Surej, 2015, p. 247). Sin embargo, los planes de formación carecen de incidencia si no se demarca un objetivo y un ámbito de acción. Así pues, es una tarea de la IES del presente estudio reconocer estos cambios y proponer estrategias de formación docente para un mejor acompañamiento de los estudiantes. En esta investigación se proponen lineamientos para el desarrollo de una docencia de calidad, en el marco de la filosofía educativa de la Universidad estudiada y con base en su modelo de competencias (Tobón, 2010). Para ello, se ha diseñado una propuesta de evaluación a partir de Ejes de Desempeño, compuestos por Competencias Digitales (American Library Association, 2000; Ministerio de Colombia, 2013) medibles por niveles, las cuales orientan la labor docente para un mejor aprovechamiento de medios en la sociedad del conocimiento. MÉTODO de INVESTIGACIÓN La problemática inicial se identifica como la necesidad de los docentes para demostrar habilidades relacionadas con un mejor uso de la información y un adecuado desempeño comunicativo, en un contexto de E-Learning de la Universidad Iberoamericana León (México), que fue la IES donde se llevó a cabo el estudio. Se sustenta dicho trabajo en el método de investigación cualitativo llamado codificación temática (Flick, 2007, p. 201). El objeto de este método de investigación es obtener categorías instrumentales para poder hacer propuestas de trabajo en las ciencias sociales. Inicialmente, se realizó un diagnóstico a través de la técnica de observación en aulas virtuales, con la intención de identificar los factores que inciden en tres variables (Monje, 2011, p. 143): interacción en el proceso educativo, didáctica y seguimiento estudiantil y uso de las TIC para el aprendizaje. Para la muestra, se eligieron seis semanas de estudio de aulas virtuales de profesores que impartieron docencia E-Learning del último año a la fecha del estudio. Se eligió observar a un grupo de cada departamento académico, con la intención de diversificar los resultados del estudio por cada disciplina institucional. El Cuestionario de Apreciación Estudiantil (CAE) es un instrumento contestado por alumnos en la institución sede, con el objetivo de valorar la calidad de la docencia de cada profesor. Para la selección de los grupos, se conjuntaron los CAE del último año de las materias en línea, se obtuvo el promedio de los mismos y se seleccionaron aquellos que estaban en un rango de más o menos una desviación estándar. La observación se realizó de manera anónima y la presentación de resultados asume total confidencialidad tanto para el profesor como para los estudiantes que intervinieron en los grupos observados. El tipo de observación fue de intervalos breves de tiempo, para explorar la aparición de conductas durante un periodo de tiempo sobre tecnología de comunicación asíncrona, utilizando plataforma Moodle, con aulas virtuales de diseño instruccional previo. El sistema elegido fue el de sistemas categoriales, desde categorías prefijadas por el observador, las cuales se determinaron de acuerdo a las siguientes temáticas: - Interacción en el proceso educativo: Uso de la información y Comunicación entre el profesor y los estudiantes. - Didáctica y seguimiento estudiantil: Retroalimentación y Seguimiento. - Uso de las TIC para el aprendizaje: Uso del aula virtual y Uso de tecnologías adicionales. Posterior a la observación, se elaboró una revisión documental de las habilidades requeridas para la alfabetización informacional (American Library Association, 2000), de las mejores prácticas para un desempeño docente en la sociedad de la información (Ministerio de Colombia, 2013) y los lineamientos institucionales de la IES estudiada en torno a la operación de su modelo educativo. RESULTADOS En la fase de análisis de información, se detectaron relaciones necesarias entre diversos factores para desarrollar un proceso E-Learning tendiente a la calidad. En la tabla 1a,b,c, se presentan los resultados promedio de la observación de los grupos virtuales. | Rubro | Descripción | Docente | Estudiantes | |----------------|------------------------------------------------------------------------------|---------|-------------| | Investigativo | Demuestra el uso crítico de la información y su correcta difusión. | 4 Bueno | 0% | | y Comunicativo | Comunica asertivamente sus ideas, a través de medios orales o escritos. | 4 Bueno | 10% | | | Crea materiales digitales para el aprendizaje. | 4 Bueno | 0% | | | Produce contenidos académicos y promover el intercambio o difusión del conocimiento. | 0 Nulo | 0% | Tabla 1a. Síntesis de conductas observadas Elaboración propia. A partir de la información de la tabla anterior y de las notas recabadas, se sintetiza la siguiente información para cada eje observado: **Investigativo y Comunicativo** - La labor de difusión de información se encuentra centralizada en la figura del docente. - El alumno no usa medios de información distintos a los solicitados por el profesor. - La frecuencia de comunicación entre el docente y el estudiante es escasa. El tiempo de respuesta del docente al estudiante es bueno, pero no al revés. - La estructura del lenguaje escrito por parte de los estudiantes, se observa en un nivel regular. Incluso se observa que los alumnos no leen mensajes anteriormente colocados, provocando un problema de comunicación. - Los materiales del profesor son adecuados, bien realizados, pero sin lineamientos institucionales o estructura base. El profesor no demuestra producción académica propia. **Pedagógico** - La orientación y guía del docente es apropiada según la dinámica proyectada para la sesión virtual. - La motivación recae en el docente. Sin embargo, algunos alumnos procuran la invitación a la dinámica de aprendizaje a través del planteamiento de casos, dudas y ejemplificaciones de la teoría contrastada en la vida real. - La planeación didáctica no es modificada por el docente. Tecnológico informacional - La estructura digital de la planeación didáctica no es modificada por el docente. Realiza ajustes sobre elementos de información volátiles. - Las sugerencias de modificación o uso de herramientas se proveen en algunos casos por los estudiantes. - La colaboración espontánea no es un elemento frecuente. - El diseño instruccional se respeta, no sugiere el uso de medios externos a los planeados. CONCLUSIONES La investigación revela que los docentes demuestran carencia de ciertas habilidades como consumidores y productores de información. A su vez, se vislumbra una necesidad importante en el uso de tecnologías aplicadas a procesos de educativos, así como su adecuada vinculación con procesos didácticos. Derivado del contexto de la educación superior en la actualidad, en congruencia con las nuevas formas de aprender, así como los criterios pedagógicos de la IES estudiada, se propone el modelo denominado “Ejes de Desempeño y Competencias Digitales para Docentes”. Estas surgen con la finalidad de asegurar la calidad en la impartición y en el cumplimiento de los objetivos didácticos de las materias que utilizan TIC, facilitando así la integración y formación de académicos en los rubros descritos por dicho modelo. Las Competencias Digitales para Docentes se categorizan en tres Ejes de Desempeño, los cuales engloban los aspectos fundamentales para una actuación y desempeño óptimo para la docencia a través de las TIC. En la Figura 1 se muestran dichos ejes. Figura 1. Ejes de Desempeño para una Docencia de Calidad utilizando TIC. Elaboración propia. Este modelo de “Ejes de Desempeño y Competencias Digitales para Docentes” es un mecanismo guía para el desarrollo de habilidades para profesores que utilizan Tecnologías de Información y Comunicación para sus actividades de docencia. La articulación y ejecución de la presente propuesta en la IES estudiada, requiere la creación de programas de formación, de seguimiento y de evaluación que aseguren el incremento paulatino de las habilidades desarrolladas por profesores que guían a los estudiantes del siglo XXI. **Proyección de la Investigación** El modelo “Ejes de Desempeño y Competencias Digitales para Docentes” puede fungir como base para ejecutar mecanismos de diagnóstico, de tal forma que se pueda categorizar a los aspirantes de acuerdo a su nivel de aptitud respecto a las Competencias Digitales. A partir de los resultados, es posible generar programas de formación que apoyen a los docentes al cumplimiento y al mantenimiento de los Ejes de Desempeño. También, se recomienda pilotear este esquema para modalidades presenciales, en las que el profesor requiere apoyar su didáctica en el uso TIC para procesos de formación extra clase. REFERENCIAS American Library Association. (2000). Information Literacy Competency Standards for Higher Education. Chicago: The Association of College and Research Libraries. Comisión de Homólogos de Revisión Curricular del Sistema Universitario Jesuita. (2012). Marco pedagógico para la Estructura Curricular. Sistema Universitario Jesuita. Coordinación de Tecnologías para el Aprendizaje (2011). Objetivos del proyecto de Educación Virtual. México: Universidad Iberoamericana León. Desarrollo-Educativo. (2010). Marco Operativo para el Diseño de Planes de Estudios de Licenciatura del Sistema Universitario Jesuita. León: Universidad Iberoamericana León. Emanuelli, Paulina et al (2012). Herramientas de Metodología para investigar en comunicación. Técnica de recolección y análisis de información. Córdoba: ECI-UNC. Pp.56-67. Flick, U. (2007). Introducción a la investigación cualitativa (2ª ed.). Ediciones Morata / Fundación Paideia Galiza. Islas, C. y Delgadillo, O. (2016). La inclusión de TIC por estudiantes universitarios: una mirada desde el conectivismo. Apertura, 8, (2). pp. 116-129. doi: http://dx.doi.org/10.18381/Ap.v8n2.845 Ministerio de Colombia. (2013). Competencias TIC para el Desarrollo Profesional Docente. Disponible en: http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-318264_recurso_tic.pdf Monje, C. (2011). Metodología de la investigación cuantitativa y cualitativa. Guía didáctica. Neiva: Facultad de Ciencias Sociales y Humanas de la Universidad Surcolombiana. Oblinger, D. y Rush, S. (Eds.). (1997). The learning revolution: the challenge of information technology in the academy. Bolton, United States: Anker. Prensky, M. (2001). Digital natives, digital immigrants. Recuperado de: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Tobón, S. (2010). Formación integral y competencias: pensamiento completo, currículo, didáctica y evaluación (3a ed.). Bogotá: ECOE Ediciones. El aula virtual como espacio de integración de recursos abiertos de la web. El caso de la TGU-UNC ABSTRACT El objetivo de esta comunicación es generar un espacio para la reflexión y discusión acerca de la experiencia de integración de recursos educativos abiertos en el diseño de propuestas de enseñanza y aprendizaje en entornos virtuales, haciendo eje en los desafíos de la educación superior universitaria y en el particular contexto de una carrera de tecnicatura a distancia para la formación de Técnicos en Gestión Universitaria de la Facultad de Ciencias Económicas, Universidad Nacional de Córdoba (TGU-UNC). En particular, sobre esta experiencia nos interesa reflexionar acerca de la construcción del diseño tecnopedagógico de la misma, mirando las estrategias teórico-metodológicas propuestas para pensar el diseño de las propuestas de enseñanza de las asignaturas en diálogo con el aula virtual como espacio de integración de recursos, materiales y entornos de internet con sentido. PRESENTACIÓN El objetivo de esta comunicación es generar un espacio para la reflexión y discusión acerca de la experiencia de integración de recursos educativos abiertos en el diseño de propuestas de enseñanza y aprendizaje en entornos virtuales, haciendo eje en los desafíos de la educación superior universitaria y en el particular contexto de una carrera de tecnicatura a distancia para la formación de Técnicos en Gestión Universitaria de la Facultad de Ciencias Económicas, Universidad Nacional de Córdoba (TGU-UNC). En particular, sobre esta experiencia nos interesa reflexionar acerca de la construcción del diseño tecnopedagógico de la misma, mirando las estrategias teórico-metodológicas propuestas para pensar el diseño de las propuestas de enseñanza de las asignaturas en diálogo con el aula virtual como espacio de integración de recursos, materiales y entornos de internet con sentido educativo. Tanto en relación con el diseño tecnopedagógico como respecto del trabajo con los profesores, el diseño de actividades, la dimensión multimedial y la experiencia tutorial fueron los puntos-eje alrededor de los cuales se centró el asesoramiento pedagógico-comunicacional; dando especificidad a un modelo de trabajo con el conocimiento en entornos virtuales. A partir de la descripción de dicho diseño y de sus principales componentes, entre ellos los espacios denominados “Altos en el Camino”, intentaremos abrir algunas reflexiones acerca de las decisiones implicadas en la construcción de aulas virtuales como espacios didácticos y comunicacionales que integran recursos abiertos de la web. Desde la perspectiva asumida, la preocupación es dimensionar las potencialidades y limitaciones del aula virtual como un contexto ampliado para la enseñanza y la comunicación educativa, problematizando ¿Cómo se integran a las prácticas de enseñanza en las diferentes propuestas educativas? ¿Cómo pensar espacios creativos y generadores de oportunidades de aprendizaje y participación en una sociedad atravesada por las tecnologías digitales? Palabras Claves: Diseño tecnopedagógico, aula virtual, diseño de actividades, dimensión multimedial, experiencia tutorial, ayudas. FUNDAMENTACIÓN Desde un abordaje sociocultural y crítico la inclusión de tecnologías en la educación requiere hoy la atención de los docentes en el marco de las profundas transformaciones socioculturales dadas en el contexto de la sociedad contemporánea. Las posibilidades que brindan hoy las tecnologías digitales y su incorporación y atravesamiento en actividades sociales y culturales cotidianas (de comunicación, información, producción, acceso y difusión cultural, entre otras) habilitan nuevos escenarios para la educación, y múltiples oportunidades se abren para las propuestas educativas, ampliando y enriqueciendo los espacios y las modalidades de aprender (Roqué Ferrero, M. S. Danieli, M. E., Arias Toledo, E; 2015: 1). Emerge Internet como plataforma de aprendizaje en red, y con ella, una diversidad de formas de comunicación y soportes tecnológicos habilitan alternativas para la interacción y el diálogo entre pares, la generación de procesos colaborativos y la conformación de verdaderos entornos ampliados de aprendizaje y comunicación (Roqué Ferrero, M. S., 2014). ¿Cómo enseñar y aprender en estos contextos? Con respecto a este desafío Coll y Monereo (2008) advierten acerca de la conveniencia de adoptar una mirada crítica sobre la naturaleza de los cambios que pueden producirse; 1) en primera medida en los actores docentes y estudiantes y en sus formatos de interacción, 2) y en segundo lugar, alrededor de las características y cualidades de los distintos contextos y entornos en los que se plantean actividades y prácticas educativas basadas total o parcialmente en Internet, sus modalidades de organización espacio-temporales, los modos construcción y representación de los contenidos disciplinares, entre otros (Roqué Ferrero, M. S., 2014). Por tanto, desde el enfoque que asumimos concebimos el diseño de entornos virtuales en el cruce entre ambas dimensiones focalizando en lo que: “desde la didáctica denominamos lo metodológico (Edelstein, 2011; Litwin, 2008; Furlán, 1989); es decir, el conjunto de decisiones y acciones docentes para facilitar y orientar la apropiación y reconstrucción de ciertos conocimientos por parte de los alumnos” (Danieli, M. E., y Roqué Ferrero, M. S. 2014). Con esta mirada sostenemos que las ventajas y desventajas de la incorporación de entornos virtuales, entendidos como el aula virtual (Entornos Virtuales de Enseñanza y Aprendizaje, EVEA) y/o otros recursos y entornos abiertos de la web (Entornos Personales de Aprendizaje, PLE, Aprendizaje en redes y entornos colaborativos, Educación móvil, Big data y analíticas de aprendizaje, cursos masivos o MOCC, etc.) dependerían más de los modelos pedagógicos, y estrategias didácticas y comunicacionales puestas en juego desde el diseño o en el uso, que de los mismos entornos tecnológicos. En primera instancia, entendemos que la creación de aulas virtuales en articulación con una variedad de recursos disponibles en la web que permiten a los estudiantes realizar un proceso de construcción de conocimientos, implica siempre elaborar una propuesta de enseñanza. La misma, en tanto incluya herramientas tecnológicas seleccionadas y/o producidas para el abordaje de un conjunto de contenidos y objetivos a partir de ciertas actividades expresa un modo de imaginar los procesos de enseñar y de aprender, lo que Coll (2008) denomina diseño tecnopedagógico. Construcción que se realiza en función de una intencionalidad didáctica específica y en estrecha relación con el contenido disciplinar que se enseña. El aula virtual se concibe así como un espacio didáctico: “es decir un espacio creado con intenciones de promover aprendizajes, un espacio que vehiculiza acciones y recursos por los cuales se intenta enseñar” (Danieli, M.E. y Roqué Ferrero, M. S., 2014, pág. 7). Con esta mirada, se concibe al diseño tecnopedagógico como una práctica situada, y se invita a pensar la integración de herramientas tecnológicas en el marco de las propuestas de enseñanza conforme los contenidos disciplinares y sus formas de expresión, en relaciones comunicativas que realicen una selección y combinación de los medios y formatos que realcen las potencialidades de la interactividad didáctica. Lo que nos invita, en segunda instancia, a pensar y a posicionarnos desde múltiples mediaciones comprendiendo a éstas desde la perspectiva de la “acción mediada” (Wertsch, 1985) como las redes de sentido en “donde se instala el proceso de interacción comunicativa, que debe retomarse luego para comprender el proceso de la interactividad pedagógica de los materiales educativos o de las acciones tutoriales” (Min de Educación de la Mación: 2004). Desde esta perspectiva, es válido considerar que como herramientas culturales (Wertsch, J.:1985, Eisner: 1994) las tecnologías no refieren directamente a instrumentos sino a mediaciones (Orozco Gómez:1996, Martín-Barbero: 2003) tales como los procesos de escritura, lectura o bien la misma actividad didáctica como vehículo del pensamiento y la acción apoyados en diferentes modalidades simbólicas y formas de representación del conocimiento. Así, el aula virtual o el aula “virtualizada” (Barberá y Badía, 2004) en relación con los escenarios antes planteados por Coll y Monereo (2008: 43) abarcaría la problemática de la virtualización y las múltiples mediaciones que visualizan las interrelaciones dinámicas entre los contenidos, los roles de los estudiantes y docentes y sus formas de interacción, con las perspectivas pedagógicas de enfocar la enseñanza y el aprendizaje y las características tecnológicas intrínsecas a los distintos entornos en los que se plantean actividades y prácticas educativas basadas total o parcialmente en Internet (Roqué Ferrero, M. S., 2014). Entre la importancia que en este proceso pueden tener diferentes mediaciones (institucionales, sociales, culturales, situacionales, generacionales, etc.) destacamos como relevante la que asumen las mediaciones didácticas y tecnológicas, diseñadas y operadas interaccionalmente en un proceso dinámico cuya intencionalidad es orientar el aprendizaje de determinados contenidos. Desde una concepción de la enseñanza como ayuda ajustada (Onrubia, 1999 y 2005; Badía, 2006) nos cuestionamos entonces ¿Cómo contribuir en este proceso de construcción del conocimiento en entornos virtuales abiertos con orientaciones sobre los cursos de acción elegidos y diseñados por docentes para promover el aprendizaje por parte de los alumnos? ¿Cómo diseñar estrategias didáctico-comunicacionales potentes para enseñar y aprender con tecnologías en estos nuevos escenarios? ¿En qué medida el diseño tecnopedagógico materializado en el aula virtual, sus itinerarios, cursos de acción y propuestas de interacción media los procesos de aprender y de enseñar habilitando ayudas ajustadas? A los fines de compartir algunas reflexiones acerca del diseño tecnopedagógico de la Carrera a distancia virtual de Técnico en Gestión Universitaria (TGU-UNC), focalizamos en la presentación de los componentes del entorno virtual y los materiales que incluye, así como de las intencionalidades didácticas y comunicacionales que lo orientan. Como ya anticipamos, el diseño de actividades, la dimensión multimedial y la experiencia tutorial fueron los puntos-eje alrededor de los cuales se centró el asesoramiento pedagógico-comunicacional, asumiendo un posicionamiento específico respecto de estos aspectos en la elaboración de las propuestas de las asignaturas desde el diseño tecnopedagógico. Respecto de la dimensión multimedial, partimos de considerar que las formas multimediales e hipertextuales de presentación del conocimiento en los espacios virtuales, habilitadas por los desarrollos tecnológicos y por las transformaciones culturales, permiten el pasaje de la escritura al “diseño”, del texto monomodal al texto multimodal (Kress y Bezemer, 2009). Y con ello, no solo se trata de incluir nuevos formatos de producción y comunicación de materiales educativos incorporando otros soportes y lenguajes, sino de reconocer que opera toda una transformación en los modos de acceder al conocimiento, procesarlo, reelaborarlo y, en definitiva, aprenderlo. Por otra parte, las tareas docentes de selección, organización o jerarquización de los contenidos a enseñar (tradicionalmente basadas en la palabra y el libro) demandan y requieren de nuevas habilidades y nociones, de nuevas competencias y criterios de análisis y valoración. Asumir estos cambios en relación con el trabajo con el conocimiento como aspecto central del diseño tecnopedagógico, supone considerar e implementar acciones específicas en el proceso de producción y asesoramiento a los docentes, con la intención de orientar la reconceptualización de los habituales modos de mediar la relación alumno-conocimiento desde la propuesta de enseñanza. Desde esta concepción, el diseño de actividades y la experiencia tutorial se presentan como dos dimensiones imbricadas, fuertemente articuladas entre sí. Las actividades, en tanto tareas que se proponen a los estudiantes para interactuar con el contenido y aprenderlo, son pensadas como espacios de reflexión, producción, búsqueda e intercambio; de modo tal que la intervención tutorial del docente sea necesaria para promover la participación y orientar el intercambio. Se busca con ello superar la clásica visión de la actividad como aplicación de contenidos, de manera individual y aislada, en la cual el tutor solo controla y evalúa resultados; y por el contrario, se promueve el aprender con otros, desde el intercambio y la colaboración, con la guía y ayuda ajustada del tutor, teniendo como preocupación: “la creación de contextos que faciliten y promuevan condiciones para que el profesor pueda ofrecer una ayuda ajustada a los aprendices, y pueda desarrollar con éxito los ajustes interaccionales (...) que concretan esa ayuda ajustada” (Onrubia, 2005: 9). En el marco de estas definiciones y concepciones nos interesa detenernos en la propuesta de actividades que caracteriza al diseño, y que se resignifica en diálogo con los contenidos objeto de enseñanza de cada asignatura; pero que en todos los casos busca promover la participación activa de los estudiantes y la intervención de los docentes en relación con esos procesos de aprendizaje. De este modo, se intenta propiciar un modelo de enseñanza y aprendizaje virtual donde lo valioso no es sólo lo que se ofrece desde el lugar de la enseñanza (el aula virtual, los recursos, los materiales educativos) ni sólo desde las tareas de aprendizaje o actividades de los estudiantes; sino que lo valioso está en la relación profesor-alumno-conocimiento, la interacción didáctica entre ellos para facilitar la construcción de conocimientos (Coll, 2005; Barberà y Badía, 2004). Relación distribuida, mediatizada y mediada en los materiales y entornos virtuales a través de ayudas ajustadas a los procesos de construcción de conocimiento en juego. El diseño tecnopedagógico de entornos y materiales didácticos El cursado de la Tecnicatura en Gestión Universitaria (TGU-UNC) se realiza en la modalidad a distancia con uso de materiales digitales multimedia y el aula virtual, instancias que se articulan en la interacción a través de la mediación docente en el marco de tutorías virtuales y presenciales no obligatorias. Es importante considerar que la propuesta supone la complementariedad entre espacios y recursos con un fuerte énfasis en la importancia del intercambio y el trabajo colaborativo. Estas nociones conforman características centrales del modelo de educación y del diseño tecnopedagógico de los materiales y entornos de la carrera pensados para guiar el estudio, y se ponen de manifiesto, con matices, en las diferentes espacios curriculares, conforme a las concepciones, prácticas y estrategias de enseñanza pensadas y producidas conjuntamente con los profesores durante el proceso de asesoramiento, producción y capacitación docente, que se lleva a cabo entre éstos y el equipo de profesionales de la TGU. Dicho proceso involucra el acompañamiento del equipo en las etapas de diseño, producción e implementación de la propuesta de enseñanza con tecnologías en modalidad virtual, y aborda los aspectos didácticos (asesoramiento pedagógico), comunicacionales (asesoramiento en comunicación y corrección de estilo), de diseño (gráfico y multimedial) y producción (de entornos virtuales tales como aula virtual y material multimedia interactivo en soporte web), así como el acompañamiento de la función tutorial en la etapa de implementación de la propuesta (modalidad de facilitación). El diseño de materiales y entornos En consonancia con lo expuesto, el modelo didáctico-comunicacional propuesto para la innovación del diseño de los materiales didácticos y entornos virtuales (aula y materiales multimedia) para el dictado en modalidad en línea (a distancia virtual) de la misma supone desde 2014, la centralidad de los entornos virtuales y del aula virtual, en particular, como espacio organizador del recorrido del estudiante. El aula virtual se constituye en el espacio institucional de referencia y comunicación para el alumno, que articula con el material multimedia (que presenta y articula contenidos con recursos) y diferentes espacios en la web a través de los cuales también se propicia la interacción desde la propuesta de actividades. El aula virtual, en su organización y estructuración didáctica y comunicacional, guía la interacción y el ritmo de realización de las múltiples actividades que se llevan a cabo durante el cursado de las asignaturas, en 3 secciones principales: “Habla el docente” (presentación del docente y su propuesta), “Actividades” (acceso a las consignas), “Materiales” (acceso a la guía de estudio y al material multimedia). Finalmente, en el “Espacio de trabajo” se organiza el acceso a los recursos para la interacción, dispuestos en ese contexto o enlazados a aplicaciones de colaboración en la web (Padlets, aplicaciones de Drive de Google, entre las más frecuentes). De esta forma, se espera enfatizar la realización de actividades y la comunicación para propiciar una experiencia de estudio colaborativo. En esta concepción, el aula virtual constituye el contexto de comunicación educativa principal y un espacio de referencia institucional que opera como itinerario de los recorridos posibles de los estudiantes, por las actividades de aprendizaje y el material multimedia; no obstante, tanto la mediación tecnológica como la mediación docente, se distribuye en otras herramientas que permiten variar tanto el modo cognitivo de presentación del conocimiento, como las formas de la interacción didáctica. Conforme la propuesta que cada docente articule con ayuda del equipo asesor y de producción de la TGU, los Materiales didácticos en soporte digital multimedia constituirán un elemento importante para el acceso a los contenidos de la carrera. Éstos están disponibles a través del aula virtual de cada asignatura, aunque constituyen un contexto independiente a la misma, con una estructura y lógica de interacción que remite constantemente a ella en relación con la propuesta de actividades y los diferentes espacios y entornos de la web que operan como recurso de enseñanza a través de Internet. En relación con la estructura y organización de la información, el diseño del nuevo material multimedia de la TGU, editado en plataforma web 2.0 Wordpress, integra texto, imagen, video y audio en un mismo espacio. Desde su intencionalidad didáctica, los mismos cobran función de orientación del proceso de estudio a través de la mediación docente articulada en la forma de ayudas que tal como señala Badía (2006) ofrecen diversos tipos de orientaciones al estudiante para que resuelva las tareas y se apropie de los contenidos. Ofrecen espacios para el análisis y la reflexión, la visualización de casos y ejemplos, el acceso a fuentes documentales y otros recursos que promueven la apropiación y transferencia de conocimientos y el desarrollo de habilidades de pensamiento. De este modo, el desarrollo de las temáticas abordadas en cada asignatura se llevará a cabo a través de un trabajo articulado en torno a lecturas, reflexión y actividades de aprendizaje que promoverán el diálogo y la colaboración para la construcción del conocimiento. Ejemplo Aula Virtual Ejemplo Material Multimedia De la provisión de contenidos a la centralidad de la propuesta de actividades Como señalamos, las tareas de diseño tecnopedagógico involucran instancias de asesoramiento didáctico comunicacional y de diseño multimedial de materiales y entornos en un trabajo conjunto con los profesores. Desde el punto de vista del asesoramiento didáctico-comunicacional, se trabaja con la propuesta educativa y metodológica de cada asignatura, de modo que cada docente pueda resignificar y especificar el diseño tecnopedagógico de la carrera desde una mirada integral con respecto al diseño de actividades y al trabajo con los contenidos de enseñanza en el material didáctico y el entorno virtual. La selección, organización y secuenciación de los contenidos ocupa un lugar importante en diseño tecnopedagógico, resignificando su presentación en un formato multimodal. Sin embargo, el valor del diseño no radica tanto en la presentación formal del conocimiento y su adecuación a las formas de representación que se incluyen, sino más bien en la construcción metodológica que el docente despliega al pensar la enseñanza de esos contenidos con la mediación tecnológica en un cursado a distancia. En la situación de pensar la enseñanza de un campo en dicho escenario aparece la necesidad de imaginar y ofrecer a los estudiantes una variedad de ayudas que orienten los diversos procesos de aprendizaje. Para ordenar esas ayudas, y así valorar la potencialidad didáctico-comunicacional de los diferentes componentes del diseño tecnopedagógico, rescatamos la tipificación que ofrece Badía (2006) acerca de los diversos tipos de ayuda al aprendizaje en entornos virtuales, entendiendo a éstas como herramientas clave de la mediación pedagógica y tecnológica. Las acciones que se refieren a la presentación del conocimiento a través de los diversos materiales y recursos mencionados remiten a un tipo de ayuda mencionada por este autor: las ayudas desde la provisión de contenidos; es decir aquellos recursos que guían el acceso a los contenidos objeto de aprendizaje a través de variadas fuentes (documentos, sitios webs, audiovisuales, podcast, entre otras) y desde diferentes formas de representación (textual, gráfica, audiovisual, sonora). A ellas se suman los recursos que apoyan la construcción de conocimiento, herramientas tecnológicas que permiten buscar, seleccionar y manipular información, representarla y organizarla gráficamente, intercambiar interpretaciones y conclusiones con otros, informar, ensayar y argumentar ideas. Estas ayudas ligadas al acceso y trabajo con el conocimiento se complementan y enriquecen con otro grupo de apoyos para la comprensión, orientaciones que más fuertemente operan como ayudas didácticas y potencian la comunicación y la colaboración. Siguiendo a Badía (2006) las ayudas de este tipo son las que canalizan las interacciones entre estudiantes y con el profesor, redundando ellas en beneficios para la construcción de conocimientos y la elaboración de producciones. En este sentido, la mismas apuntalan con dos tipos de ayuda, también importantes para la mediación didáctica; el apoyo a la planificación del aprendizaje (tanto desde los cronogramas como marcado en la interactividad en el entorno virtual), a la comprensión de la actividades y a la evaluación del progreso de los aprendizajes, lo que involucra la presentación clara de la tarea, a través de la explicitación y de los recursos que orienten la comprensión del sentido de la actividad, la producción esperada, la modalidad de organización y el lugar del contenido en la resolución de la actividad. Más allá de que muchas de estas ayudas ya aparecen contenidas en el diseño del entorno virtual, en el mismo proceso interactivo que se da entre el tutor y los estudiantes se agregan intervenciones que guían y reorientan el recorrido, a la vez que informan a los cursantes de los procesos en marcha, particularmente a través de los foros y de la devolución de actividades (que se envían como documentos o se resuelven en espacios colaborativos). Desde esta perspectiva, como hemos advertido, se destaca el diseño de la propuesta de actividades. Con respecto a las cuales las ayudas extendidas desde el modelo didáctico comunicacional se materializan en orientaciones que apuntan a la construcción conjunta del conocimiento, desde estrategias didácticas centradas en la interacción y que priorizan el trabajo sobre el perfil del egresado y su acercamiento a la realidad universitaria. Estas preocupaciones nos llevaron a construir un diseño donde las actividades son pensadas como tareas para aprender con otros y en situación; y que a la vez que requieran del trabajo con los contenidos presentados habilite a reelaborarlos, y más aún, a acercarse a ellos desde preocupaciones e interpretaciones que se disparan a partir de las mismas actividades y se intercambian con compañeros. Ello supone acompañar a los docentes-contendidistas en la elaboración de propuestas y en la redacción de consignas contextualizadas y ubicadas en un proceso, intentando a su vez que las tareas requeridas sean significativas para el estudiante, en detrimento de una gran cantidad de actividades atomizadas que suelen remitir solamente a la lectura y reproducción textual. En la misma dirección se trabaja sobre el diseño de estrategias metodológicas y la selección de herramientas tecnológicas adecuadas para la interacción docente-estudiantes y estudiantes-estudiantes en entornos virtuales. Un componente central en la propuesta de actividades presentada lo constituye la sección “Un alto en el camino”, ubicada en el material multimedia y que indica un momento de trabajo e intercambio sobre contenidos centrales, que remite a preocupaciones del campo y/o habilita diferentes miradas, sin ser una actividad a entregar ni calificar. **Un alto en el camino** *Segunda parada para ver y reflexionar* “Análisis de la hegemonía en acción” En el siguiente fragmento de la película *Hijo Ambé*, dirigida por Ulises de la Orden, podemos identificar parte de la construcción del consenso hegemónico en torno a los pueblos originarios en Argentina, específicamente el pueblo kolla. El director y protagonista de la película realiza un viaje en su historia, así como en la historia de su familia y del país, para descubrir cómo se invisibiliza a los habitantes milenarios del norte argentino a través de una construcción cultural puesta de manifiesto en libros de texto y planchas escolares, que, sin duda, han formado parte de nuestro sentido común durante mucho tiempo. Luego de ver el fragmento, lo invitamos a reflexionar: ¿nos es ajena la visión del mundo que se cuestiona en la película? ¿Siguenmos pensando que los aborígenes existieron hasta la llegada de los españoles? ¿Ha cambiado ese pensamiento? Justifique sus respuestas y, si lo desea, comparta sus reflexiones en el foro de discusión del aula virtual. En ellos se le ofrece la posibilidad de reflexionar e intercambiar con los compañeros y el tutor, en momentos pensados como detenciones necesarias de la lectura para poder revisar y repensar lo ya trabajado, así como, sobre todo, vincular lo visto con experiencias y saberes propios. Además, la participación en los Altos en el camino permite compartir los conocimientos en construcción y ponerlos en diálogo con los aportes de otros. A través del trabajo con los contenidos desde diferentes procesos cognitivos –tales como leer, analizar un ejemplo, visualizar un video y debatirlo, intercambiar búsquedas realizadas en internet, colaborar con compañeros, debatir ideas, hacer inferencias, establecer relaciones entre conceptos y situaciones prácticas– se intenta promover un aprendizaje activo y reflexivo; operando justamente como ayudas a la construcción de conocimiento. La participación de los tutores guiando, dinamizando y reorientando las intervenciones adquiere un valor central en el desarrollo de los procesos de enseñanza y aprendizaje en la dirección imaginada desde el diseño tecnopedagógico y la producción de los materiales de la asignatura. La actividad del tutor en relación con diferentes funciones (socializadora, dinamizadora, cognitiva) vehiculiza y concreta diversos apoyos a la comprensión de la actividad y a la construcción colectiva del conocimiento; exigiendo la familiarización y el dominio de las herramientas tecnológicas incluidas en los espacios virtuales (propias del aula virtual o como recursos externos) para el buen desarrollo de los Altos en el camino y de las actividades en general. En ese sentido, el trabajo con el docente contenidista y coordinador de los tutores, se presenta como una estrategia de asesoramiento pedagógico y comunicacional significativa desde el inicio de la producción. A modo de cierre provisorio A través de este resumen hemos presentado de manera sintética, las principales preocupaciones y los aspectos centrales de un diseño tecnopedagógico de aulas virtuales que integran recursos de la web, con la intención de configurar un entorno rico en posibilidades de enseñanza y aprendizaje para la educación a distancia. Como se desprende lo presentado, entendemos que el aula virtual y los recursos tecnológicos vinculados son instrumentos psicológicos mediadores que potencialmente transforman las prácticas de enseñanza y los procesos de aprendizaje; estando esta potencialidad condicionada por los usos efectivos que de ellas se realicen (Coll, 2005; Bustos Sánchez y Coll, 2010). Usos que se anticipan y, de algún modo moldean, pero que no son determinados desde el diseño. A partir de ello se abren algunos interrogantes sobre los cuales creemos que es necesario seguir trabajando ¿qué mediaciones subjetivas –de docentes y estudiantes– pueden operar en los procesos interactivos que se dan en el entorno virtual, más allá de lo previsto? ¿pueden ser contenidas y a la vez capitalizarlos para el aprendizaje? ¿es posible que los usos sociales de los espacios externos al aula tensionen, o dispersen, los usos pedagógicos proyectados? ¿cómo el diseño puede hacer lugar a diferentes expectativas y usos? ¿cómo construir diseños tecnopedagógicos lo suficientemente flexibles para dar lugar a las decisiones y ajustes necesarios en los proceso de enseñar y aprender, altamente subjetivos, sociales e interactivos?. BIBLIOGRAFÍA Badía, A. (2006) “Ayudar a aprender con tecnologías de la información”. En Badía (coord.) Enseñanza y aprendizaje con TIC en la educación superior. Revista de Universidad y Sociedad del Conocimiento, vol. 3, nro 2, UOC. Barberá, E y Badia A. (2004) Educar con aulas virtuales. Orientaciones para la innovación en el proceso de enseñanza y aprendizaje. Madrid: Machado Libros. Bustos Sánchez, A., y Coll Salvador, C. (2010). “Los entornos virtuales como espacios de enseñanza y aprendizaje. Una perspectiva psicoeducativa para su caracterización y análisis”. Revista mexicana de investigación educativa, 15(44), 163-184. Coll, C. (2005) “Psicología de la educación y prácticas mediadas por las tecnologías de la comunicación y la información. Una mirada constructivista”. Revista Sinectica nº 25. Universidad Jesuita de Guadalajara. Coll, C., y Monereo, C. (2008). “Educación y aprendizaje en el siglo XXI: Nuevas herramientas, nuevos escenarios, nuevas finalidades”. En Coll (cord) Psicología de la educación virtual. España: Morata. Eisner, E (1994) Cognición y currículum. E. Amorrortu, Buenos Aires. Kress, G., y Bezemer, J. (2009). “Escribir en un mundo de representación multimodal”. En Kalman y Street (coord.) Lectura, escritura y matemáticas como prácticas sociales. Diálogos con América Latina, Ciudad de México: Siglo XXI, 64-83. Litwin, E. (2008) El oficio de enseñar. Condiciones y contextos. Bs. As.: Paidos. Ministerio de Educación de la Nación Argentina (2004) “El concepto de mediación en la tecnología educativa apropiada y crítica”. En Debates educación y TIC. Portal Educ.ar. En línea: http://portal.educ.ar/debates/educacionytic/nuevos-alfabetismos/el-concepto-de-mediacion-en-la-tecnologia-educativa-apropiada-y-critica.php Onrubia, J. (2005). “Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento”. Revista de educación a distancia, Monográfico II-2005. Universidad de Murcia. _________ (1999) “Enseñar: Crear Zonas de Desarrollo Próximo e intervenir en ellas”, en Coll, C. (comp) El constructivismo en el aula. Barcelona: Graó. Orozco, G. (1996). Miradas latinoamericanas a la Televisión. Universidad Iberoamericana. Mexico. Roqué Ferrero, M. S. y Danieli, M. E. (2011) “Posibilidades de enseñar y aprender con TIC. Aulas virtuales: diseño, interacciones y resignificaciones”. Actas II Jornadas sobre Experiencia e Investigación en EaD y Tecnología Educativa en la UNC. Editorial: Programa de Educación a Distancia, Argentina. Disponible en: http://www.produccionbovina.com/libros_on_line/34-actas-ii-jornadas-2011.pdf Roqué Ferrero, M. S. y Danieli, M. E. (2014) Materiales del Curso “El aula virtual como espacio de integración de recursos y materiales educativos abiertos de la web” Escuela Virtual Internacional de CAVILA (Campus Virtual Latinoamericano) Escuela de Ciencias de la Información, ECI. UNC. by Compiladora María Soledad Roqué Ferrero Autoras - Módulo1: María Soledad Roqué Ferrero y María Eugenia Danieli - Módulo 2: María Soledad Roqué Ferrero - Módulo 3: María Eugenia Danieli y María Soledad Roqué Ferrero is licensed under a Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional License. Creado a partir de la obra en: https://docs.google.com/document/d/1yDdFdn9OJVAOITBYbhnVnm7YrrcFxDkb-vbAUG0aqo/edit?usp=sharing. Roqué Ferrero, M. S.; Danieli, M. E.; Arias Toledo, M.E. (2015) Módulo Introductorio a la Carrera y el Aprendizaje Autónomo. Tecnicatura en Gestión Universitaria. Facultad de Ciencias Económicas. Universidad Nacional de Córdoba. Editorial UNC. Unidad 1. Córdoba, Argentina. Disponible en Internet: http://mitgu.eco.catedras.unc.edu.ar/ Wertsch, J. (1998). La mente en acción. Buenos Aires: Aique. Martín Barbero, J. (2003). La educación desde la comunicación. Buenos Aires: Grupo Editorial Norma. El foro como herramienta para la reflexión metalingüística: Sistematización de una experiencia en capacitación de operadores jurídicos ABSTRACT Este trabajo presenta un análisis sobre la versatilidad y productividad de los foros de aprendizaje implementados en sucesivas ediciones del curso de capacitación “Lenguaje Jurídico y Comunicación”. Se trata de una experiencia formativa desarrollada con la herramienta moodle en la plataforma virtual de la Escuela Judicial del Consejo de la Magistratura de la Provincia de Buenos Aires. Dado que la comunicación judicial se desarrolla, principalmente, a través de textos orales y escritos en la lengua profesional de los juristas, los tópicos de estos foros buscan propiciar la reflexión metalingüística de los participantes. Durante el año en curso (2017), luego de una discusión con autoridades, referentes técnicos y miembros del equipo docente, cambiamos nuestra estrategia en la implementación de esta actividad colaborativa en línea. Más precisamente, decidimos sustituir la modalidad “debate sencillo” por la variante “foro P & R”; ya que esto supuso un cambio sustantivo luego de seis años desarrollando el curso que enmarca dichos foros, nos interesa sistematizar y socializar con esta comunicación los resultados de la nueva experiencia pedagógica. INTRODUCCIÓN El estudio del lenguaje jurídico, entendido como la lengua especializada o profesional que emplean los juristas, ha despertado un notable interés en el campo académico y en el marco de distintas disciplinas científicas (Mattila 2006). Paralelamente, ha cobrado impulso un movimiento internacional, inicialmente en sociedades anglofonas y francófonas, orientado a la modernización del lenguaje jurídico y administrativo, es decir, su adecuación a las demandas ciudadanas de los estados modernos (Montolío 2012). Ambas iniciativas han logrado interpelar a los gobiernos y, particularmente, a los sistemas jurídicos de las más diversas latitudes, cuyos agentes, progresivamente, van incorporando estas inquietudes a sus agendas políticas (Mattila 2006; Cristini et al 2015). En el contexto de la Provincia de Buenos Aires –la jurisdicción de mayor población y extensión territorial en Argentina–, dichas intenciones e iniciativas dieron lugar a la inclusión de espacios didácticos específicos, a partir del año 2011, en la capacitación formal de los operadores jurídicos. En la actualidad, dicha oferta formativa se concreta a través de dos cursos de capacitación en la plantilla de la Escuela Judicial, órgano dependiente del Consejo de la Magistratura de la Provincia de Buenos Aires. Se trata de dos trayectos correlativos en el curriculum de la carrera judicial, considerada antecedente de interés para ingresar al servicio de justicia, denominados “Lenguaje jurídico y comunicación” y “Redacción Jurídica: cuestiones gramaticales”. Dada la distribución de los distintos departamentos judiciales en la precitada extensión territorial de la provincia, la Escuela Judicial brinda la posibilidad de capacitación en servicio a través de una plataforma virtual construida en moodle. En ambos cursos, ocupa un lugar relevante el recurso de los foros que ofrece esta herramienta, ya que cada eje temático incluye un ámbito de intercambio y construcción colaborativa de conocimientos. La participación de los alumnos en los foros correspondientes a cada módulo teórico, de hecho, es una condición necesaria en cuanto a la regularidad y aprobación de ambos cursos. Luego de seis años desarrollando esta experiencia, los integrantes del equipo interdisciplinario involucrados en el diseño y en la implementación de los cursos acordamos un cambio de estrategia en la presentación de estas actividades colaborativas. En concreto, esta modificación consistió en sustituir la modalidad de los foros previamente implementados, del tipo “debate sencillo”, por otra que no habíamos explorado anteriormente, del tipo “P & R”\(^1\). El fin de esta comunicación es compartir los fundamentos, la sistematización y los resultados de esta nueva experiencia, a fin de realizar un aporte a la discusión sobre la rentabilidad de los recursos que ofrecen las TIC aplicadas a la educación a distancia en la formación profesional. **FUNDAMENTACIÓN TEÓRICA** El abordaje académico del lenguaje jurídico se ha constituido en las últimas décadas como objeto de estudio en el campo de la lingüística aplicada (Cucatto et al 2014). El lenguaje jurídico, una vez estudiado y criticado exhaustivamente, ha sido considerado una variedad del lenguaje sumamente importante en el desarrollo de la vida democrática en las sociedades modernas. Y, como tal, merece no solo ser objeto de investigación, sino también objeto de intervención para afianzar el derecho ciudadano a comprender los actos jurídicos (Sánchez Hernández 2012) que afectan directa e imperativamente la vida cotidiana en estas sociedades. Gracias a la extensión de esta perspectiva sobre la injerencia de los sistemas judiciales sobre la sociedad, los organismos, los gobiernos y las instituciones implicadas en la administración de justicia, la capacitación de los agentes jurídicos ha cobrado un interés creciente, sobre todo, durante el último cambio de siglo (Montolio 2012, Sánchez Hernández 2012). En la jurisdicción bonaerense, la iniciativa formalmente cristalizada de mayor alcance en tal sentido ha cobrado forma en el marco de la Escuela Judicial del Consejo de la Magistratura de la Provincia de Buenos Aires. De hecho, actualmente, su oferta formativa incluye dos cursos (nombrados en la introducción del trabajo) puntualmente orientados a la reflexión sobre la lengua de los juristas y su potencial comunicativo en el servicio provincial de justicia. Como dicha formación profesional se lleva a cabo en la modalidad a distancia, estuvo signada en sus inicios por la asignación excluyente de tareas a profesionales responsables de los contenidos teóricos, a encargados de los aspectos técnicos y a especialistas en pedagogía ocupados en brindar asesoramiento a docentes y técnicos. En el período fundacional de la educación a distancia asistida por TIC, especificidad disciplinar, técnica y didáctica se han constituido en compartimentos estancos y relativamente autónomos, dado que el avance tecnológico ha cobrado una velocidad que sorprendió a las disciplinas involucradas. En las últimas décadas, las experiencias de este tipo propendan a la integración de saberes, más allá de los límites que históricamente procuran establecer. La sistematización de experiencias en el campo de la educación asistida por TIC, sin embargo, ha demostrado que los modelos pedagógicos basados en una perspectiva integradora de tales saberes (disciplinares, técnicos y pedagógicos) resultan más eficaces ante el acelerado progreso de las innovaciones y demandas --- \(^1\) El sitio en línea oficial de moodle ofrece amplia información sobre las actividades y los recursos que provee para el desarrollo de experiencias como la que nos ocupa: https://docs.moodle.org/all/es/Foros en el ámbito educativo (Mishra y Hoehler 2006). El modelo TPACK, por caso, propone visibilizar y potenciar las intersecciones que la práctica establece entre los tres campos referidos (Mishra y Coehler 2006, Cucatto et al 2014); desde tal perspectiva, se propicia la emergencia de un saber disciplinar-técnico-pedagógico que pone en tensión, problematiza y vuelve difusas las fronteras entre estos tres campos de actuación. De acuerdo con la orientación del modelo precitado, habría quedado perimida la diferenciación tajante y tradicional entre “contendidistas”, “referentes técnicos” y “asesores pedagógicos”. Tal es la orientación que guía el presente trabajo: más allá de que nuestra formación específica se enmarca en los estudios del lenguaje y la comunicación, creemos que nuestros saberes adquiridos en el curso de la experiencia nos habilita la posibilidad de analizar los entornos virtuales donde esta se despliega. En particular, nos interesa considerar, en esta presentación, los fundamentos, la puesta en práctica y los resultados de una nueva estrategia implementada, a partir del presente año, los tipos de foros propuestos a lo largo del curso. Entre 2011 y 2016, dichos espacios interactivos fueron desarrollados en la modalidad “foro sencillo”, sugerido en la documentación y en los tutoriales oficiales de moodle como herramienta útil “para una discusión corta/limitada de tiempo de un solo tema o materia”\(^2\). En 2017, dados los resultados de las experiencias previas, en acuerdo con el equipo interdisciplinario de la Escuela Judicial, adoptamos la modalidad “foro P & R”, teniendo en cuenta que “un foro P & R requiere que un estudiante conteste una vez antes de ver las respuestas de los otros estudiantes. Después de la respuesta inicial, los estudiantes pueden ver y contestar a las respuestas de los demás”\(^3\). El involucramiento de los profesionales formados en el campo de las letras, los estudios lingüísticos y de la comunicación, en esta decisión, nos llevó a reflexionar sobre las injerencias, implicancias y competencias de los actores que intervienen en el diseño y la implementación de experiencias formativas a distancia de forma virtual. Del lado de los operadores técnicos de la plataforma, ello significó el desafío de considerar los contenidos teóricos tratados en el curso para determinar la pertinencia de las herramientas implementadas. Del lado de los asesores pedagógicos, implicó tener en cuenta, para opinar sobre la iniciativa, cuestiones técnicas sobre su implementación y también los contenidos de un campo académico ajeno a su formación de base. De nuestra parte, supuso evaluar las herramientas técnicas habilitadas en la plataforma y sus potencialidades, restricciones y alcances pedagógicos. En definitiva, creemos que esta experiencia puso en juego la impronta interdisciplinaria y el cruce de saberes teórico-prácticos que propone el modelo TPACK (Mishra y Koehler 2006). La participación en la evaluación de la nueva estrategia didáctica a implementar por parte los agentes jurídicos que conforman el equipo directivo de la Escuela Judicial, asimismo, significó la puesta en acto del carácter interdisciplinario que proponen los especialistas en el tratamiento del lenguaje jurídico (Montolio y López Samaniego 2008, Montolio 2012). El análisis desarrollado a continuación, por consiguiente, pretende sumar un aporte a la discusión suscitada en torno a la implementación de foros administrados en plataformas moodle; particularmente, cuando se trata de motivar la reflexión metalingüística de alumnos en proceso de capacitación profesional en la administración de justicia; es decir, de incentivar que quienes emplean cotidianamente el lenguaje jurídico en el ejercicio de su profesión puedan volver --- \(^2\) Detalles disponibles en https://docs.moodle.org/all/es/Foros \(^3\) Puede ampliarse información al respecto en https://docs.moodle.org/all/es/Ver_un_Foro sobre la lengua utilizada en sus producciones textuales y reparen en ella en pos de hacerla más comunicable, en una suerte de interfaz entre sus conocimientos sobre la lengua estándar -adquirida por escolarización- y sus conocimientos sobre la lengua propia de su especificidad disciplinar. DESARROLLO del ANÁLISIS Seleccionamos del corpus los foros de aprendizaje correspondientes al segundo módulo del curso, referido a la oralidad y la escritura en la comunicación jurídica, en sus ediciones 2014 y 2017. La elección de este módulo obedece a que la consigna disparadora apunta directamente a motivar la reflexión metalingüística de los alumnos, en tanto que la elección del año 2014 responde a su ubicación en la historia del curso. En efecto, y dado que este se lleva a cabo desde el año 2011, 2014 ocupa un lugar intermedio entre la primera y la última versión del curso; optamos por no elegir su primera versión dado que significó la primera experiencia formativa de la Escuela Judicial, y también preferimos desestimar los foros desarrollados durante 2016 ya que este fue el año en que fue consensuado cambiar el tipo de foro implementado. Seleccionar el año 2014, cuando los foros eran del tipo “debate simple” para realizar el contraste con la nueva modalidad del año 2017, “foro P & R”, por consiguiente, permite desestimar los sesgos que derivarían de tener en cuenta las primeras o las últimas ediciones del curso. En nuestro análisis cuantitativo de ambos foros consideramos: (a) la cantidad de participantes, (b) la proporción de foristas que intervinieron en más de una ocasión y (c) el número de intervenciones sumadas por el equipo docente a la discusión. Además de estas variables, tenemos en cuenta las pautas de trabajo comunicadas a los alumnos para intervenir en el debate, es decir, la proporción de intervenciones (d) enfocadas específicamente en el tópico propuesto, (e) la inclusión de ejemplos concretos y específicamente relacionados con la consigna disparadora, en cada participación, (f) el desarrollo de su correspondiente análisis, (g) la consideración de los contenidos teóricos del curso en dicho análisis retoman contenidos teóricos del curso y, finalmente, (h) la recuperación de contenidos presentados previamente en la discusión por otros participantes. Los resultados se expresan en la siguiente tabla: | Año | Modalidad | (a) | (b) | (c) | (d) | (e) | (f) | (g) | (h) | |-------|---------------|-----|-----|-----|-----|-----|-----|-----|-----| | 2014 | Debate simple | 71 | 11% | 3 | 81,7% | 91,5% | 73,2% | 30,9% | 28,1% | | 2017 | P & R | 141 | 4,2% | 4 | 91,6% | 89,5% | 30,8% | 13,3% | 8,3% | Mientras que las variables (a), (b) y c) resultan útiles para caracterizar en forma general los foros que buscamos comparar, las restantes variables atañen a la “calidad” de las intervenciones particulares, es decir que, en conjunto, permiten ponderar el desempeño de los participantes. Por caso, en tanto herramienta de construcción colaborativa del conocimiento, se espera que los participantes del foro interactúen en el espacio de discusión, y la ponderación estadística de esta interacción viene dada por (h). Por el tipo de foro implementado, los foristas de 2017 no pudieron recuperar los contenidos de otras participaciones antes de agregar sus propias intervenciones pero, una vez hecho esto, tuvieron acceso al desarrollo previo de la discusión y también contaron con la posibilidad de sumar otras intervenciones. Sin perjuicio de ello, el porcentaje de casos positivos de 2014 casi triuplica el valor que toma la variable para el año 2017; si bien esta diferencia podría atribuirse a la imposibilidad de interactuar con el resto del foro en la primera intervención, no es la única variable que denota un desempeño más favorable de la cohorte 2014. Cabe acotar que durante la revisión de los foros para controlar los guarismos obtenidos en relación con (h) notamos que los foristas de 2017 tienden a recuperar con mayor frecuencia, en relación con el grupo de 2014, contenidos antes desarrollados por ellos mismos, ya sea en el foro de la semana previa o en respuestas previas del mismo foro –por caso, “como expresé en el primer foro” y “como indiqué en la respuesta anterior”–, pero no lo hemos previsto inicialmente como variable de interés para el presente análisis. La diferencia –de dos puntos– entre los valores porcentuales que atañen a los ejemplos incorporados por los foristas en sus intervenciones, es decir, lo valorado en torno a la variable (e), es poco significativa desde el punto de vista estadístico. Al respecto, es de hacer notar que la propuesta del tópico sujeto a discusión fue desglosado durante 2017 en distintas preguntas y consignas, entre ellas, una que indudablemente requeriría la presentación de ejemplos: “¿Cuáles son los textos orales que produce más asiduamente en su práctica profesional?” Previamente, la inclusión de ejemplos en las intervenciones era una pauta general de trabajo aplicable a las intervenciones de todos los foros, y se decidió replicar este criterio o requisito de la actividad colaborativa de forma puntual, haciéndola más visible y palpable por medio de la reiteración, en 2017. Cabría esperar, por lo tanto, que la modalidad “P & R” motivara una mayor socialización de ejemplos, aunque el resultado estadístico no ha satisfecho tal expectativa del equipo docente. En ambos foros hay diferencias evidentes entre los alumnos que suman ejemplos (e) y quienes, además de hacerlo, analizan el caso que proponen para ilustrar la temática tratada (f). En ambas experiencias, esta diferencia se explica por las intervenciones que solo incluyen una simple referencia de ejemplos o casos concretos sin analizarlos. Desde el punto de vista estadístico, la ausencia de este análisis, requerido en las consignas disparadoras, está sobre-representada en el foro de 2017, cuyo porcentaje no llega a abarcar la mitad de los casos análogos en el año 2014. Si consideramos que la reflexión sobre los casos sugeridos constituye un componente de la reflexión metalingüística que se trató de propiciar a través de esta actividad, notamos que los resultados de nuestro análisis cuantitativo denotan un mejor desempeño de la cohorte 2014, cuyos alumnos emprendieron esta reflexión en mayor medida. Los porcentajes que indican el uso de contenidos teóricos en el análisis de los ejemplos agregados por los alumnos al foro de discusión –la variable (g) de la tabla adjunta–, como ya hemos sugerido, hacen a la calidad, pertinencia, exhaustividad o completitud (en relación con los contenidos requeridos por las consignas) de las intervenciones, al igual que la inclusión del análisis (f) propiamente dicho. Que los valores de (g) sean inferiores a los de (f), en ambos casos, indica que un grupo de foristas realizó, efectivamente, un análisis de sus ejemplos, pero este no estuvo fundamentado teóricamente, considerando los contenidos teóricos del curso. Los valores de ambas variables correspondientes a 2014 son mayores a su ponderación en el foro desarrollado durante 2017; en efecto, los porcentajes de 2014 en cuanto a las variables (f) y (g) superan el doble de las mediciones realizadas sobre el foro más reciente. Vale decir que también estas dos variables, comparativamente, indican un mejor desempeño –en otras palabras, una reflexión metalingüística más solvente– en el marco del “foro simple” implementado durante 2014. En síntesis, las variables que indican en nuestro análisis la reflexión metalingüística de los operadores jurídicos que participaron en las ediciones 2014 y 2017 del curso sugieren un desempeño más favorable, en relación con los objetivos de este espacio didáctico, de la primera cohorte considerada. A fin de sumar elementos al análisis de los datos, realizamos mediciones complementarias en búsqueda de otras variables significativas que podríamos considerar en una proyección del estudio, identificando dos, en particular, que pareciera valer la pena tener en cuenta en el avance de nuestra investigación: la extensión de las intervenciones y el momento en que estas son sumadas a los foros. La diferencia más significativa entre las experiencias de 2014 y 2017, en cuanto al momento en que se agregaron las intervenciones, corresponde al último día habilitado para participar en la discusión: en 2014, contamos 15 intervenciones; en 2017, 50. Aunque la cantidad de alumnos fue en el primer caso aproximadamente la mitad del segundo, las intervenciones de este último día superan en 2017 el triple de las contabilizadas en 2014, lo cual significa que en 2017 fue mayor la proporción de alumnos que postergaron su participación hasta el último día habilitado. En relación con la extensión de las intervenciones, consideramos la cantidad de páginas que requiere la impresión completa de los foros, notando que en 2014 (71 intervenciones) se necesita un total de 61 páginas (menos de una por intervención), en tanto que en 2017 (143 intervenciones), se requiere un total de 224 páginas (alrededor de una y media por intervención). En resumen: las intervenciones durante 2017 tienden a ser más extensas y sumadas al foro durante el último día permitido por la plataforma. CONCLUSIONES: Proyección del Trabajo El contraste entre los resultados del análisis efectuado sobre ambos tipos de foros (“debate sencillo” en 2014 y “foro P & R” en 2017) indica que resultan funcionalmente diferentes en cuanto a su productividad para propiciar la reflexión metalingüística en la capacitación de operadores jurídicos sobre su lenguaje de especialidad. Así, notamos que la presentación de ejemplos no se vio sustantivamente modificada por el cambio de modalidad, en tanto que la consideración en conjunto de las demás variables que tuvimos en cuenta es favorable a la modalidad “foro simple”, implementada durante 2014; más precisamente, entre 2011 y 2016. El único indicador que muestra un resultado desfavorable en 2014 corresponde a la especificidad de las intervenciones en relación con el tópico en discusión; en lo que respecta a las demás variables que tuvimos en cuenta para ponderar la calidad, pertinencia y exhaustividad de aquellas participaciones que sumaron al foro los alumnos, la primera modalidad ha ofrecido los resultados más favorables. Ciertas variables cuantitativas que hemos sumado para complementar nuestro análisis, como la extensión promedio de las intervenciones y el porcentaje de estas sumadas el último día de discusión, parecen orientar proyecciones de esta investigación que podrían facilitar el análisis del desempeño que de modo diferencial notamos entre ambas experiencias o, en la temática que puntualmente nos ocupa, entre ambas modalidades de foros de aprendizaje que buscamos contrastar. Cristini, C., Pérez De Stefano, L. y Rojas, G. (2015) “Una propuesta para optimizar la eficacia comunicativa en el servicio de justicia de la Provincia de Buenos Aires. Acerca de las experiencias de capacitación a través del Campus Virtual del Consejo de la Magistratura”. En: III Jornadas de TIC e innovación en el aula: enlaces entre educación, conocimiento libre y tecnologías digitales. La Plata: EAD-UNLP, pp. 524-531. Cucatto, M., Pérez De Stefano, L. y Rojas, G. (2014) “Lenguaje jurídico y comunicación: TIC y lingüística aplicada a la enseñanza de lenguas profesionales”. En: II Coloquio franco-español de análisis del discurso y enseñanza de lenguas para fines específicos: lenguas, comunicación y tecnologías digitalees. Valencia: Editorial Universitat Politècnica de València, pp. 35-46. Mattila, H. (2006) Comparative Legal Linguistics, Ashgate: Wiltshire. Mishra, P. y Koehler, M. (2006) “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge”. En: Teachers College Record, 108(6), pp. 1017-1054. Montolío, E. (2012) Montolío, E. (2012) “La situación del discurso jurídico escrito español. Estado de la cuestión y algunas propuestas de mejora”. En: Montolío, E. (ed.) Hacia la modernización del discurso jurídico. Barcelona: Publicacions i Edicions de la Universitat de Barcelona, pp. 65-91. Montolío, E., y López Samaniego, A. (2008). “La escritura en el quehacer judicial. Estado de la cuestión y presentación de la propuesta aplicada en la Escuela Judicial de España”. Revista Signos, 41(66), pp. 33-64. Sánchez Hernández, (2012) Razones y objetivos que motivaron la creación de la Comisión de Modernización del Lenguaje Jurídico por acuerdo del Consejo de Ministros”. En: Montolío, E. (ed.) Hacia la modernización del discurso jurídico. Barcelona: Publicacions i Edicions de la Universitat de Barcelona, pp. 25-38. El impacto de aprender cónicas en Facebook ABSTRACT Creemos que para “aprender y enseñar” matemática con tecnología, no solamente se deben tener en cuenta los “medios” sino también el Diseño Instruccional (DI) que los acompañen. Desde 2013, se utiliza un DI en la Red Social Facebook, con una metodología de grupo cerrado, en la materia Tecnología para la Educación Matemática (TEM). Exponemos el DI elaborado para trabajar con secciones cónicas, como así también el impacto de esta experiencia en las producciones de los alumnos. Durante su implementación, los estudiantes compartieron documentos en distintos formatos, los cuales fueron evaluados por sus pares en un debate crítico constructivo. Se visualizaron, dificultades de comunicación que podrían potenciarse con el uso académico de Facebook. Valoramos que el hecho de aprender temas de matemática con una mirada diferente, novedosa y significativa, le otorga al alumno de TEM, herramientas y competencias que podrá aplicar en su futura práctica profesional. El desafío que nos planteamos es proponer DI que mixturen tecnología ubicua, matemática, pedagogía—didáctica para aportar a la formación de nuevas generaciones de profesores del siglo XXI. INTRODUCCIÓN El Grupo de Aplicación de la Tecnología a la Matemática, dependiente del Consejo de Investigaciones de la Universidad Nacional de Salta, trabaja en Proyectos interdisciplinarios relacionados con el uso de la Tecnología en el aula de Matemática. Actualmente se ejecuta el Proyecto “Tecnomatemática: Profesor Universitario en Matemática con TIC”, en el cual se pretende virtualizar las materias de Primer y Segundo año del Profesorado en Matemática. En la Facultad de Ciencias Exactas de la Universidad Nacional de Salta, se dicta como materia obligatoria para el Profesorado en Matemática (carrera dependiente del Departamento de Matemática), Tecnología para la Educación Matemática (TEM), con una carga horaria de 5 hs semanales. Uno de los objetivos específicos de TEM, es el diseño y mediación de proyectos áulicos (de enseñanza-aprendizaje), utilizando diferentes materiales tecnológicos (multimedia, juegos, impresos, entre otros). A fin de aplicar la metodología de Aula Extendida, se propone cada año, con carácter de segundo parcial, una metodología de trabajo en línea, para fomentar el trabajo colaborativo y el lenguaje pragmático (entre otros aspectos), para el estudio de un tema matemático en particular. En el año 2013 nos propusimos utilizar la red social Facebook, con un Diseño Instruccional acorde a los objetivos de la materia, variando desde entonces la metodología y los temas a tratar. Exponemos en este trabajo, el diseño elaborado para el estudio de las secciones cónicas, como así también el impacto de esta metodología en las producciones de los alumnos, tanto en el examen final de la materia (consistente en un Proyecto Áulico con tres medios tecnológicos diferentes a los tradicionales), como en el diseño de un proyecto de trabajo final para la culminación de la carrera de grado. María de las Mercedes Moya. Mario Ubaldo Avila. Universidad Nacional de Salta. E-mail: firstname.lastname@example.org email@example.com Palabras Claves: Cónicas, Facebook, Tecnología, Diseño Instruccional. MARCO TEÓRICO Plantear una metodología de trabajo áulico, que combine matemática y tecnología, (Tecnomatemática) nos lleva a preguntarnos acerca del Diseño Instruccional (DI) que dirigirá la propuesta. Debe entenderse que un Diseño Instruccional nos permite prever, organizar y ofrecer pautas para el logro de los aprendizajes por parte de los estudiantes. El objetivo final del DI, es la planificación de una serie de componentes que guiarán el aprendizaje de los estudiantes. (Polo, 2001) No menos importante es señalar el carácter de Aula Extendida de la propuesta planteada, asumida como un espacio de acompañamiento a las clases presenciales (Barberá, 2004). A esto se suma la necesidad de establecer pautas para fomentar el trabajo colaborativo entre todos los actores involucrados en el proceso educativo. El concepto de “Tecnociencia” y en particular el de “Tecnomatemática”, establece la relación entre informática y ciencia al servicio de las actividades de investigación (Echeverría, 2003). Consideramos importante añadir a las concepciones vertidas por Echeverría el aspecto pedagógico - didáctico, que sumado a la matemática, informática y etnomatemática, permite pensar la enseñanza situada de la matemática con medios digitales. Esta concepción fue utilizada en Proyectos de Investigación en la Universidad Nacional de Salta, cuyo eje principal es la Tecnomatemática (tal como la consideramos) con sus diferentes extensiones: A modo de ejemplo, el anterior Proyecto tuvo como denominación “Tecnomatemática. Aula Extendida”, y en ejecución “Tecnomatemática. Profesor Universitario en Matemática con TIC”. Entendemos que sería posible postular que, “para cada concepto matemático, existe al menos un Proyecto Educativo viable que combine tecnología, matemática, pedagogía - didáctica, a partir del cual puede trabajarse significativamente”. En este marco surge el término “TECNOCONICA” como una aplicación particular para enseñar Cónicas. Nuestra propuesta no solamente se centra en el uso de recursos digitales para la enseñanza del tema, sino también sobre el uso de materiales educativos en otros formatos. La incorporación de estos materiales se realiza teniendo en cuenta su forma de articulación con los contenidos, las competencias educativas y cognitivas de los destinatarios, las características del entorno socio – cultural, destacando la importancia del cuándo y el cómo utilizarlos (Cabero 2001). DESARROLLO El desafío que nos planteamos, fue la inclusión de la Red Social Facebook como otro espacio de comunicación, enseñanza y aprendizaje diferente a la EVEa de TEM, configurada desde el año 2007. Esta situación, permite plantearnos nuevos retos en la formación del profesor en Matemática. Se creó un grupo cerrado denominado TEM2013 en donde se detalla el objetivo de la experiencia “Cónicas en Acción”, metodología de trabajo y evaluación de las entradas realizadas (DI de la Propuesta). Participaron 20 estudiantes en promedio. La elección del tema fue para fortalecer la formación básica de los estudiantes en temas de matemática básica y en sus aplicaciones. Resumimos los objetivos de la propuesta en: a) debatir las entradas de cada uno de los integrantes del grupo; b) realizar construcciones con GeoGebra fundamentando las mismas con los conceptos matemáticos pertinentes; c) señalar aplicaciones de las Cónicas en lo cotidiano como en lo interdisciplinario; d) fabricar una caja con tapa cuya base tenga la forma de cónica; e) elaborar un informe que contenga historia, aplicaciones, propiedades, definiciones y otras construcciones; f) trabajar en forma colaborativa y social, g) simular en la presencialidad el debate virtual. El estudiante dispone de links sugeridos por los docentes –tutores, donde encuentra construcciones de cónicas y marcos teóricos necesarios para el tema. Cada estudiante recibió de un docente – tutor, la instrucción, con las actividades a realizar, entre las que se incluye la construcción de una cónica con diferentes grados de dificultad, además de los procedimientos detallados en los objetivos. Durante el desarrollo de la experiencia, cada estudiante compartió en el grupo cerrado documentos en distintos formatos (doc, ppt, pdf, jpg, mp4, entre otros) los cuales fueron evaluados por sus pares en un debate crítico constructivo. (FIG. 1) **Figura 1.** Un aporte de una alumna al debate en la experiencia. El mismo DI fue aplicado con estudiantes del año 2014. Mencionamos algunos aspectos sobre los resultados obtenidos durante los dos años de experiencia. Durante el año 2013 se obtuvieron resultados más significativos respecto a todas las variables mencionadas: construcciones con el software, debate crítico tanto virtual como presencial, informes (contenido, formato, editor de ecuaciones, edición, entre otros), cajas construidas, dispositivos creados para la construcción de cónicas, métodos de construcción con plegado de papel. Un aspecto interesante referente a la comunicación, es el hecho que se detectó que los estudiantes adecuaron su lenguaje social dentro del grupo TEM2013/14, respecto al utilizado en sus muros personales. Las experiencias realizadas durante los años 2013 y 2014 generaron en otros estudiantes interés para el estudio de las Cónicas, uso del recurso Facebook y para el diseño de Proyectos Educativos de enseñanza-aprendizaje. En los exámenes finales de TEM, comenzaron a presentarse Proyectos Aúlicos con el tema Cónicas, como por ejemplo: “El Jardín de las Cónicas”. En este trabajo se funden matemática, tecnología y arte. El estudiante (docente en formación) presentó los diseños realizados en GeoGebra de flores artificiales, con su respectiva maceta, utilizando las distintas secciones cónicas como base de los mismos. Esta actividad, es parte de un trabajo práctico que sus futuros estudiantes realizarían como parte de un proyecto áulico. FIG.2. **Figura 2.** Diseños de Flores y Macetas. Este Proyecto motivó al estudiante a presentar su Plan de Trabajo para obtener el título de Profesor en Matemática, con denominación “Diseño y modelización matemática: Jardín de Cónicas”. A fin de profundizar las investigaciones iniciadas, en el mismo, modeliza matemáticamente algunas flores reales posibles de ser realizadas con Cónicas y sustento en los saberes propios de la botánica. Luego realizó un Proyecto Áulico que se llevó a cabo con alumnos de un Instituto de Educación Media, con el modelaje de una flor (Plumeria). En esta experiencia, se pudo observar el logro de los objetivos propuestos para el mismo. Consideramos de importancia destacar que el estudiante que se menciona, no realizó la experiencia de Facebook, sino que se interesó por el tema a partir de los comentarios de sus compañeros de carrera y “amigos” de la red social. **Figura 3.** Experiencia “Diseño y modelización matemática: Jardín de cónicas” con alumnos de un Instituto de Nivel Medio En un examen final de TEM un estudiante presentó su Proyecto Áulico, utilizando diversos medios tecnológicos para la enseñanza del tema “Elipse”. En este caso se presentó “un elipsógrafo, o compás de Arquímedes”. Otro medio utilizado fue “un billar elíptico” en el cual se puede explorar, mediante un juego, la propiedad reflexiva de la elipse. Ambos instrumentos fueron de creación propia del estudiante. FIG. 4. En particular, mencionamos que el estudiante realizó la experiencia en Facebook demostrando una de las mayores participaciones tanto en el debate, aportando al trabajo de sus compañeros, navegando en la Web en busca de recursos que puedan servir tanto para su uso personal como para sus compañeros, creación de dispositivos propios que pusieron de manifiesto su habilidad artística. Esto fue plasmado en su examen final con un Proyecto Aulico viable, con múltiples aplicaciones que puede ser llevado a la práctica sin mayores dificultades. **Figura 4.** Modelización con GeoGebra y Dispositivo real del Billar Elíptico. También se presentaron Proyectos con otros temas matemáticos usando la red social Facebook. En estos casos se trató de replicar el modelo de “Cónicas en Acción”, sin tener en cuenta variables que se consideran importantes para el éxito de la propuesta. Debemos observar que el logro de los objetivos de un Proyecto de enseñanza - aprendizaje con medios tecnológicos, no depende de la cantidad de medios o recursos que se propongan, sino del DI que lo sustente. CONCLUSIONES Desarrollar la experiencia “Cónicas en Acción” nos permitió, visualizar algunas dificultades que presenta el estudiante en la comunicación mediante un lenguaje pragmático. Asimismo, el hecho de aprender Cónicas con una mirada diferente, novedosa y significativa, le otorga al alumno de TEM (futuro docente de matemática), herramientas y competencias que podrá aplicar en su futura práctica profesional. Destacamos las producciones realizadas por los alumnos, en las que se observa el buen uso de software, como la búsqueda de material multimedia en la Web. La redacción del informe, como el debate crítico de ideas dentro del grupo cerrado, fue un desafío en el grupo de estudiantes TEM 2013/14. En las cursadas posteriores, se trabajó con Facebook (en grupo cerrado), para fortalecer la comunicación social a modo de “café virtual” sin aplicar un DI a un tema en particular. Retomamos la experiencia en 2017, con las experiencias llevadas a cabo. Los resultados de la misma formarían parte de otro trabajo. Como docentes – investigadores, nos queda la gratificación de que la experiencia realizada haya provocado en los estudiantes el entusiasmo por diseñar sus propios Proyectos Áulicos para la enseñanza de las Cónicas a Nivel Medio, como así también llevar el tema a un estadio de inicio de investigación dentro de la modelización matemática. Observamos que al realizar una experiencia educativa en línea, el impacto que provoca en los estudiantes, no siempre es inmediato. TRABAJO a FUTURO En 2017 se detectó que los dispositivos móviles les permitían trabajar con el software GeoGebra, archivos con extensión .docx, pdf, y que todos tenían una cuenta en Facebook, lo que no ocurrió en los años señalados. A futuro, se pretende trabajar con dispositivos móviles, otras redes sociales con un DI adecuado para cada situación y temas matemáticos que sean motivadores para aprender matemática. El desafío que nos planteamos es poner en práctica el postulado enunciado en la fundamentación del trabajo, proponiendo Diseños Instruccionales que mixturen tecnología, matemática, pedagogía – didáctica para aportar a la formación de nuevas generaciones de profesores del siglo XXI. BIBLIOGRAFÍA Barberá, E. (2004). La educación en la Red. Actividades virtuales de enseñanza y aprendizaje. Madrid. Paidós. Cabero, J. (2001). Tecnología educativa. Diseño y utilización de medios en la enseñanza. Barcelona. Paidós. Echeverría, J. (2005). La revolución tecnocientífica. Fondo de Cultura Económica de España. Moya, M. y Avila, M. (2015). Mediación de Proyectos Educativos con materiales digitales. En A. González, y M. Martín (Comp) 3º Jornadas de TIC e Innovación en el Aula: “Enlaces entre educación, conocimiento libre y tecnologías digitales”, Capítulo 4, pp. 388-394. La Plata. Universidad Nacional de La Plata. En: http://sedici.unlp.edu.ar/handle/10915/49971 Moya, M. y Avila, M. (2013). Aula extendida en la formación del profesor en matemática: hacia el docente 2.0. Actas del VII CIBEM. pp. 4317-4924. En: http://www.cibem7.semur.edu.uy/7/actas/pdfs/834.pdf Polo, M. (2001). El diseño instruccional y las tecnologías de la información y la comunicación. Universidad Nacional Abierta. Dirección de Investigaciones y Postgrado. http://postgrado.una.edu.ve/diseno/paginas/polopdf. Consultado 30/03/2016 El universo discursivo de las prácticas de lectura y escritura en el tránsito escuela media/universidad ABSTRACT Las reflexiones acerca del universo discursivo de las prácticas de lectura y escritura en la articulación entre la educación secundaria y la superior se inscriben en una experiencia de inclusión educativa en el nivel universitario que consiste en clases de Apoyo para los futuros ingresantes a las carreras de grado de la UNLP. La UNLP, desde 2008, ofrece en forma gratuita una instancia de contención, formación y apoyo educativo para distintas áreas tales como Biología, Matemática, Prácticas del Lenguaje, Física y Química; en este sentido, el Programa está orientado a apoyar el acceso y permanencia durante el primer año de los trayectos de formación en las diferentes Unidades Académicas de la UNLP y también apunta a fortalecer la formación de los alumnos que se encuentran en el último año de la Escuela Secundaria para su ingreso a la Universidad. El propósito del proyecto es introducir a los alumnos en el ámbito universitario desde diferentes áreas disciplinares incluidas en la totalidad de la oferta educativa que propone la Universidad. Nuestro trabajo se orienta específicamente a reflexionar sobre el curso de apoyo en el Área de Prácticas del Lenguaje que se realiza en un ambiente de aprendizaje virtual en el que participan jóvenes de distintas regiones del país. Tomaremos como elementos para nuestro análisis, la perspectiva teórico-metodológica que asumimos para la enseñanza de la escritura y la lectura en espacios virtuales, los rasgos de los educandos del curso y la reformulación de la estrategia comunicativa para llevar adelante los objetivos del curso. Las conclusiones provisionales constituyen un insumo insolayable a la hora de diseñar nuevas propuestas en el marco de la educación a distancia y la virtualidad. INTRODUCCIÓN La propuesta del curso En el presente trabajo nos proponemos reflexionar acerca de la enseñanza de la lectura y escritura en ambientes virtuales de aprendizaje. Para esto, abordaremos las nociones centrales de la perspectiva que asumimos para reflexionar acerca de la lectura y la escritura como prácticas sociales, a la vez que avanzaremos en el recorrido de trabajo propuesto para el curso del área de Prácticas del lenguaje en el marco del Programa de Apoyo de la UNLP, destinado a los futuros ingresantes a las carrera que brinda esa institución de la educación superior. La propuesta del curso reflexiona acerca de las prácticas de lectura y escritura que se realizan en el ámbito académico desde una mirada discursiva, vale decir, como un tipo de discurso que debe ser entendido en tanto que circula, se acepta y se legitima en un determinado contexto sociocultural. Estamos convencidas de que la posibilidad de problematizar las prácticas de lectura y escritura desde una mirada discursiva es una de las vías de acceso para la producción e interpretación de una variedad de discursos que circulan en la cultura académica. En este sentido el objetivo del curso es acercar a los estudiantes a un “nuevo” universo discursivo. Valentino, Alejandra. Mercerat, Fernanda. Universidad Nacional de La Plata. E-mail: firstname.lastname@example.org email@example.com Palabras Claves: Ambientes virtuales de aprendizaje, Escritura académica, Prácticas del lenguaje, Estrategia educativa. -propio de los estudios superiores- tanto en la producción como en la interpretación de distintos discursos sociales, a partir de la construcción de un ambiente virtual de aprendizaje en el marco del programa de Educación a Distancia de la UNLP. Diseñamos este curso en un modelo comunicativo centrado en el proceso de aprendizaje según los describe Hernández Villegas (2007), que promueve las interacciones multidireccionales entre todos los participantes, de modo que se produzca la construcción del conocimiento de forma colaborativa. Para iniciar la reflexión sobre las prácticas del lenguaje en espacios educativos virtuales, nos hemos preguntado cómo construir espacios de exposición de los contenidos educativos que al mismo tiempo promuevan un alto grado de interacción entre los participantes de la comunidad virtual, de modo que se recupere dinámica propia de los espacios pedagógicos de taller. Entendemos que esta modalidad de taller, implica que el docente oriente en la construcción del conocimiento y favorezca los procesos comunicativos multidireccionales, de modo que el su perfil no solo implique competencias pedagógicas, sino también competencias comunicativas y sociales para lograr procesos educativos en los que todos los participantes tengan un rol activo. En estos términos, nos preguntamos cuáles son las mediaciones pedagógicas que logran articular nuestra perspectiva teórico-metodológica sobre la enseñanza de las prácticas del lenguaje con el tipo de modelo de comunicación educativo. La propuesta del curso es lineal, es decir, que se propone una sucesión de contenidos que van de lo general a lo particular, con una periodicidad semanal, aunque se promueve la participación e interacción en función de la autogestión del aprendizaje, esto implica, que cada cursante pueden administrar los tiempos de producción en función de los avances que vaya logrando. Todas las modificaciones que fuimos proponiendo, partieron de reflexionar sobre la estrategia comunicacional para potenciar las mediaciones didácticas a partir del uso de las distintas herramientas tecnológicas disponibles; para esto, actualizamos las herramientas que dan forma a los contenidos educativos siempre con el propósito de desarrollar un modelo basado en los procesos cognitivos que parte de considerar la interacción entre todos los integrantes y la participación en diferentes espacios. Prácticas del lenguaje en ambientes virtuales Pensamos a la lectura y a la escritura como prácticas sociales lo que implica que cada situación de la vida social genera una práctica del lenguaje y cada práctica del lenguaje genera una práctica social. En este punto es imprescindible revisar, reproblematizar, resignificar la relación ineludible entre discurso y práctica social para entender que todo lo que leo o escribo está siempre inscripto en un determinado contexto sociocultural y que consecuentemente toda situación de enunciación genera formas discursivas que le son propias en un determinado momento de la discursividad social. A lo largo de todo el recorrido, el curso privilegia la producción e interpretación de distintos formatos textuales y una permanente reflexión acerca del proceso lector y escritor, ya que es precisamente la visión discursiva la que constituye el paradigma que atraviesa toda la propuesta disciplinar. Sin duda, la lectura y la escritura tienen una presencia decisiva en la cultura académica ya que funcionan como el medio fundamental para acceder a la apropiación, resignificación y acreditación del saber. Todo estudiante universitario tiene que leer libros, capítulos de libros, artículos, ponencias de congresos, apuntes de cátedra y sobre ellos tiene que responder a guías de lecturas, preguntas de examen, elaborar trabajos prácticos, informes, trabajos de investigación, ensayos, relatos de experiencias, proyectos, entre otros escritos. En efecto, el dominio de diferentes prácticas discursivas propias de las esferas del conocimiento académico es un requisito ineludible para que los alumnos se puedan desempeñar en el ámbito de la vida universitaria. De este modo, podemos afirmar que las prácticas de escritura y lectura son fundamentales en los espacios académicos, ahora bien, dichas prácticas distan bastante de las que los estudiantes realizan en otros ámbitos de la vida social e institucional, diferentes razones dan cuenta de este hecho: los textos que se leen son distintos, los saberes que se requieren se diferencian de los que se utilizan en otros espacios, los soportes materiales son novedosos, la complejidad de los textos vinculados al quehacer científico tienen lógicas en muchos casos diversas a las que vienen utilizando en las prácticas de enseñanza de la educación secundaria, inclusive la extensión de los textos es sustancialmente diferente. Al mismo tiempo que definimos la perspectiva teórica desde la que nos proponemos organizar el curso en términos del enfoque disciplinar, y a partir de allí identificamos como el contenido educativo curso las prácticas sociales de lectura y escritura, construimos un espacio de aprendizaje que se define por su doble condición de virtualidad y distancia. Decimos que estos dos rasgos del espacio educativo no siempre son simultáneos (no todo curso virtual es a distancia o viceversa) sino que son rasgos de las situaciones educativas que han ido asumiendo diferentes formas, modos, dimensiones a lo largo de la historia, y que se han transformado sustancialmente con la emergencia de las tecnologías de la comunicación aplicadas al aprendizaje. Uno de los rasgos fundamentales de toda situación de aprendizaje a distancia y virtual, es que el soporte de este tipo de cursos es el mismo lenguaje (que en este caso es el objeto de conocimiento que se aborda en el curso), en su mayoría en la modalidad de realización escrita. Si bien los nuevos espacios educativos están atravesados por la multimodalidad como formas de exposición del conocimiento y de interacción entre los participantes, es principalmente el lenguaje verbal el elemento que permite la construcción de las mediaciones didácticas, tanto para el desarrollo de las instrucciones como para la interacción entre los participantes del curso. Para poder continuar la reflexión sobre estas mediaciones didácticas tenemos que detenernos en el perfil de los destinatarios del curso, ya que se vuelve un factor determinante en el diseño de las actividades. De este modo identificamos que los educandos participantes de este espacio educativo virtual son adolescentes y jóvenes que están finalizando sus estudios secundarios y comienzan el recorrido de los estudios superiores. En su mayoría, estos destinatarios se definen por el modo en que se vinculan con la virtualidad y los dispositivos tecnológicos, siguiendo a Melissa y Maritza Flórez Valencia (2013), quienes describen los distintos rasgos de los educandos según los niveles de integración de la TIC para la comunicación, podemos decir que quienes participan en el curso crean “identidades virtuales a partir de la frecuente interacción con otras personas en el ciberespacio” (Flórez Valencia, M; Flórez Valencia, M; 2013:6) de modo que por el uso continuo de las herramientas tienen un alto grado de interacción en diferentes espacios de comunicación virtual. Los contenidos educativos El curso parte de pensar a la lectura desde dos cuestiones centrales, por un lado, el “mundo del lector” y por otro el “mundo del texto”. Las relaciones que establece cada lector con su texto están constituidas por “comunidades de interpretación”, es decir, un conjunto de “sentidos” que son propios de un determinado grupo, en esta concepción el lector, no es un agente libre sino que como pertenece a un determinado grupo, los supuestos de ese grupo determinan la lectura; son las comunidades lectoras más que el texto o el lector las que producen el sentido y quienes son responsables de la emergencia de ciertos rasgos formales. El otro tema interesante que funciona como matriz de nuestra consideración acerca de la lectura está vinculado con los modos de uso, de apropiación que realizan los alumnos del “mundo del texto” conformado por objetos, formas y ritos cuyas convenciones y disposiciones sirven de soporte y obligan a la construcción del sentido. Estos dos conceptos, “comunidad lectora” y “materialidad de los textos” son claves para pensar el fenómeno de la lectura. De este modo, el curso se estructura en dos Módulos de contenidos, en los que se desarrollan los diferentes conceptos seleccionados, a los que se le suman una Actividad Introductoria y una Actividad Integradora. Los espacios de exposición de los temas y conceptos centrales, se organizan como textos académicos que mantienen los mismo rasgos discursivos de aquellos materiales que luego utilizarán en sus estudios superiores, articulados con imágenes que funcionan como soporte visual de los conceptos centrales de cada unidad de contenido. Por otro lado, utilizamos herramientas tecnológicas en línea como los murales dinámicos que permiten la integración de diferentes soportes como videos, imágenes, infografías de modo que los participantes del curso puedan acceder a otros soportes para la comunicación del conocimiento, soportes que al mismo tiempo están definidos por ser contenidos producidos por las TIC. **Las actividades** A partir de la evaluación que fuimos realizando sobre las presentaciones anteriores del curso, fuimos redefiniendo los espacios y planificación de las actividades para el abordaje y sistematización de los distintos contenidos. Identificamos diferentes tipos de actividades que organizaremos según sean de realización individual, de realización colectiva o de interacción grupal, según presentamos en la grilla a continuación: | Sección/Módulo | Actividad | Tipo de actividad | Tipo de interacción | |----------------|-----------|-------------------|--------------------| | Actividad preliminar | Actividad preliminar: Escribo mi historia | Foro de debate | Multidireccional, participación colectiva | | Módulo 1 | Actividad 1: De la escritura personal a la escritura académica | Producción textual, Buzón de tareas | Bidireccional, retroalimentación del tutor | | | Actividad 2: Ser diferente | Foro de debate | Multidireccional, participación colectiva | | | Actividad 3: Me levanté de la cama con el pie izquierdo | Foro de debate | Producción individual, retroalimentación colectiva | | | Actividad 4: ¿Qué hacemos cuando escribimos? | Cuestionario Moodle | Participación individual | | Módulo 2 | Actividad 5: ¿Cuáles son las características del discurso académico? | Wiki | Producción colectiva, interacción multidireccional | | | Actividad 6: Pistas textuales | Producción textual, Buzón de tareas | Bidireccional, retroalimentación del tutor | | Actividad Integradora | Actividad integradora: Informe de lectura | Producción textual, Buzón de tareas | Bidireccional, retroalimentación del tutor | Las actividades en espacios de interacción en foros de debate tienen el propósito de construir el conocimiento de forma colaborativa, a partir de reactivar los saberes previos y abstraer los conceptos trabajados, así como también se realizan actividades que tienen el propósito de la generar la permanencia del conocimiento, a partir de la resolución de problemas. En estos espacios comunicativos se organizan y exponen las nociones y conceptos relacionados con la construcción de lo que definimos como “comunidad lectora”. En esta misma línea, incluimos una actividad de realización colectiva por medio de la herramienta wiki que se encuentra disponible en la plataforma. Esta actividad tiene el propósito de comunicar el conocimiento, por medio de la integración de los saberes de los participantes. En cuanto a las actividades producción textual en forma individual, las planificamos para abordar los aspectos vinculados con aquellos que antes definímos como el mundo de los textos y la materialidad de los textos. Estas actividades se inscriben dentro de las estrategias para comunicar el conocimiento de forma que los textos producidos asuman rasgos distintivos del ámbito académico (respuesta de examen, fichas de lectura, informe bibliográfico), la corrección de estas producciones se realizan a partir de la retroalimentación del tutor, comentando los aspectos resueltos, y orientado en aquellos rasgos del tipo de discurso que deberán ser revisados para ajustar la materialidad del texto a los propósitos comunicativos y convenciones discursivas. En cuanto a la evaluación, diremos que consideramos las diferentes etapas del proceso que realiza cada participante, tanto en sus producciones colectivas como individuales. En las ocho semanas de aprendizaje proponemos diferentes instancias de autoevaluación que se propone al finalizar el Módulo 1 a partir de un cuestionario, como también las evaluaciones individuales y colectivas que se realizan a partir de la resolución de diferentes situaciones problemáticas en las que se focaliza la producción y la interpretación de distintos formatos textuales del ámbito académico. CONCLUSIONES Todo proceso de intervención docente pone en juego una serie de miradas, enfoques, consideraciones, posturas teóricas; tal como lo planteamos a lo largo del trabajo, nuestra propuesta de taller parte de los aportes de distintos campos disciplinarios, a saber: Las prácticas de lectura y escritura como prácticas situadas histórica y socialmente, lo que significa que el escritor/lector participa de prácticas escriturarias propias de su época y que está absolutamente atravesado por las transformaciones socioculturales por donde circula el texto escrito. Los aportes del análisis del discurso que sostienen que toda forma de uso del lenguaje es una práctica social y que permiten dar cuenta de manera privilegiada del carácter inferencial del lenguaje. Por su parte también nos interesó revisar y problematizar diferentes elementos de la propuesta como quiénes son nuestros alumnos y cómo está constituida la materialidad del curso de modo que pudiéramos revisar la construcción de las mediaciones pedagógicas que se pueden realizar en los espacios virtuales. La articulación entre los estudios secundarios y los estudios universitarios constituye un problema complejo que requiere de la participación de los diferentes niveles del sistema educativo como así también de políticas públicas activas que intervengan de forma decisiva en dicha problemática. Estamos convencidos de que la profundización acerca de la reflexión sobre los diferentes procesos de enseñanza-aprendizaje, son un insumo importantísimo para generar propuestas de intervención más plurales, más inclusivas, en última instancia más democráticas. Arnoux, E. N. De; Di Stéfano, M. & Pereira, C. (2005). La lectura y la escritura en la Universidad. Buenos Aires: Eudeba. Botta, M. & Warley, J. (2007). Tesis, tesinas, monografías e informes. Nuevas normas y técnicas de investigación. Buenos Aires: Biblos. Carlino, P. (2005). Escribir, leer, y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica de Argentina. Creme, P. y Lea M. (1997). Escribir en la universidad. Barcelona: Gedisa. 2005 Estupiñan, M y Giohanny O. (2012) Redacción y publicación de artículos científicos. Enfoque discursivo. Bogotá. E Coe ediciones. Flórez Valencia, M. (2013). “Modelo de comunicación virtual para ambientes virtuales de aprendizaje”. Miraton 12, 1 – 8. Consultado el 11 de julio de 2017 en http://www.utp.edu.co/educacion/raton/documents/modelo.pdf Freire, P.;(1991)“La importancia del acto de leer” en La importancia de leer y el proceso de liberación. México, DF, Siglo XXI Editores.1991. Garcia Aretio L.(2001) ¿Por qué va ganando la educación a distancia? Madrid: UNED. Hernández Villegas, Ma. Gpe. (2007, enero – junio). “Práctica docente y procesos comunicativos”. Revista de Tecnología y Comunicación Educativa. Consultado el 11 de julio de 2017 en http://investigacion.ilce.edu.mx/stx.asp?id=2294 Nogueira, S. (Coord.). (2010). Manual de lectura y escritura universitarias. Prácticas de taller. Buenos Aires: Biblos. El WhatsApp como aplicación para el seguimiento del proceso de aprendizaje y la evaluación en la materia lectura pianística Mirian Tuñez. Universidad Nacional de La Plata. E-mail: firstname.lastname@example.org ABSTRACT Este trabajo da cuenta de la exploración incipiente de la aplicación WhatsApp para el seguimiento y evaluación de la materia lectura pianística. Por un lado, nos interesa rescatar los atributos de las TIC aplicadas en los procesos de enseñanza y aprendizaje desde sus posibilidades para generar encuentros desde diferentes lugares, al mismo tiempo o en diferente tiempo, a lo que se suma la inmediatez de la interacción entre profesores y alumnos y la oportunidad de socializar el proceso didáctico. Desde otro lugar, la lectura pianística entendida como actividad performativa necesita de una supervisión continua y permanente que se favorece cuando el alumno se posiciona como autoevaluador y coevaluador de sus interpretaciones. INTRODUCCIÓN La asignatura Lectura Pianística forma parte del área curricular de Asignaturas de Formación Musical Complementaria de las carreras Licenciatura y Profesorado en Música con Orientación en Composición, Dirección Orquestal y Dirección Coral de la Facultad de Bellas Artes U.N.L.P. Incluye las instancias de Introducción a la Lectura Pianística, Lectura Pianística 1 y Lectura Pianística 2. Y continúa en Lectura Pianística III y IV, y Reducción de Partituras al Piano, acompañando el proceso de formación del alumno desde el año de su ingreso hasta la finalización de sus estudios. Se dicta en forma presencial desde dos tipos de clases semanales: una de carácter teórico y otra práctica. La clase teórica se configura como un espacio donde se desarrollan actividades grupales que facilitan el análisis, la construcción de hipótesis, predicciones y desarrollos motrices para la lectura de partituras. Las clases prácticas atienden a las particularidades de cada alumno dentro de un contexto grupal menos numeroso pero muy heterogéneo en capacidades y competencias previas. Consta de seis trabajos prácticos que incluyen obras de estéticas diferentes cuyos componentes y unidades de sentido reúnen características similares que determinan los contenidos de dificultad creciente. Se organizan teniendo en cuenta el desarrollo de habilidades lectoras propias de las partituras escritas para piano, conjuntos instrumentales y corales que a su vez deben ser resueltas en una, dos y tres semanas. MARCO TEÓRICO La lectura pianística es una actividad performativa que implica una serie de habilidades complejas tales como: la decodificación de los símbolos del sistema de escritura, la construcción de una representación mental, la interpretación como proceso de significación, el control de una ejecución ajustada y el conocimiento del marco métrico y del sistema tonal de referencia, entre otras. La meta de esta lectura consiste en su puesta en acto, o sea, convertirla en una experiencia temporal. Palabras Claves: Lectura pianística, evaluación formativa, whatsapp. a través de la acción de ejecución en la cual el lector asigna sentido al interjuego generado entre lo que la partitura propone y lo que él ya conoce para convertir dicha experiencia en un suceso musical único con identidad propia (Tuñez, 2015). En este sentido, se espera que el alumno ejecute diferentes lecturas interpretativas acordes con las dificultades del nivel y sus posibilidades cognitivo-motrices. Esta expectativa de logro se aborda desde una metodología que promueve actividades participativas que favorecen la disposición al diálogo y la argumentación en pos de la construcción de criterios interpretativos. Así, dentro de la instancia de la clase presencial, se generan situaciones de evaluación permanente y continua con carácter formativo (Bertone, 2016). Recordemos que este tipo de evaluación se implementa a lo largo de toda la cursada y consiste en señalar los aciertos y desaciertos propios del proceso de aprendizaje (en nuestro caso, el lector de partituras al piano). Dicha evaluación formativa, entonces, se configura a partir de la observación directa, cara a cara y sincrónica posicionando al alumno como su propio auto-evaluador o como el co-evaluador de la tarea realizada por sus compañeros. Sabemos que la concepción sobre la evaluación de los aprendizajes ha ido evolucionando hacia un concepto más integral. Ha dejado de reducirse a una mera calificación para convertirse en un proceso que contribuye a optimizar los aprendizajes. En palabras de Bordas y Cabrera, (citados en Bogantes Pessoa, 2015) “La evaluación deber ser un proceso reflexivo donde el que aprende toma conciencia de sí mismo y de sus metas y el que enseña se convierte en guía que orienta hacia el logro de unos objetivos culturales y formativos” (pág. 17). De esta manera, la concepción de evaluación centrada en el alumno no se reduce a ver como el alumno logró recolectar información, conceptos o procedimientos en un momento dado, en nuestro caso sería como interpreta/ejecuta una obra pianística, sino se centra en ofrecerle oportunidades para construir su propio proceso de aprendizaje favoreciendo la apropiación del conocimiento por medio de una concepción de evaluación como regulación y autorregulación de los aprendizajes. Autores como Morales han sugerido la necesidad de replantear el lugar asignado a la evaluación: “Pensar en ella desde el principio, cómo la planificamos, cómo preguntamos, qué tareas proponemos… de manera que sea coherente con los objetivos de aprendizaje y se convierta en la pieza clave para mejorar la enseñanza (citado en Bogantes Pessoa, 2015 pág.18). Por otra parte, entendemos que el uso de las TIC en los procesos de enseñanza y aprendizaje, nos brindan posibilidades para generar encuentros desde diferentes lugares, al mismo tiempo o en diferente tiempo, a lo que se suma la inmediatez de la interacción entre profesores y alumnos y la oportunidad de socializar el proceso didáctico (Ivory Mogollón, 2004). En este contexto, aparece el uso del celular desde el WhatsApp como soporte. Esta aplicación de mensajería instantánea para teléfonos inteligentes, envía y recibe mensajes mediante Internet, complementando servicios de correo electrónico, mensajería instantánea, servicio de mensajes cortos o sistema de mensajería multimedia. Permite crear grupos y enviarse mutuamente, imágenes, videos y grabaciones de audio. EXPERIENCIA PEDAGÓGICA Esta interesante forma de concebir la evaluación sumada a las características conflictivas por la que estamos atravesando los docentes universitarios en este ciclo lectivo (2017) entre otras cosas, dieron lugar a la búsqueda de nuevas formas de pensar, practicar y situar la evaluación formativa y continua fuera del aula. De forma casi espontánea, se incorporó el uso del celular como dispositivo para fortalecer el seguimiento del proceso de aprendizaje. Surgió, entonces, como opción alternativa la aplicación del WhatsApp. Así, tanto alumnos como docentes comenzamos a enviar audios, videos y mensajes de textos con algunas obras de los trabajos prácticos en diferentes momentos del proceso de resolución. Cabe aclarar, que esta modalidad está aún en estado exploratorio. Sin embargo, y a pesar de que el WhatsApp ha tenido poca repercusión a nivel grupal si lo tiene a nivel individual. Esta repercusión individual es la que nos está permitiendo generar algunas categorías en su implementación. Desde los alumnos se pueden observar envíos de: 1. videos con obras para su evaluación, 2. audios con obras para su evaluación, 3. videos para supervisar ejecuciones previas al parcial, 4. mensaje de textos para consultas sobre dudas sobre las ejecuciones, 5. mensaje de textos para expresar las ausencias a la clase, 6. mensajes para pedir contenidos desarrollados en determinada clase. Desde los docentes se pueden observar envíos de: - videos con obras ejecutadas por el docente, - videos con obras ejecutadas por alumnos con pasajes mal resueltos para que cada uno coteje y resuelva su propia ejecución modificando aquello que considera necesario, - devoluciones narrativas sobre los videos enviados, - links sobre informaciones que amplifican dudas que surgen en la clase, - audios de bandas sonoras para ejecutar obras a cuatro manos. A esta altura de la exploración de la aplicación podemos decir que tanto el audio como el video favorecen al alumno en varios sentidos: (i) lo filma o graba en su propio instrumento (ii) lo realiza varias veces y selecciona la versión más acorde a sus posibilidades y criterios de resolución, (iii) lo puede observar y/o compartir, (iv) le queda como documento para cotejar la evolución en su aprendizaje y (v) le permite construir autonomía ya que debe elegir qué obras puede enviar. En síntesis, audio y video se convierten en objetos apropiados para la reflexión, la autoevaluación y la co-evaluación. Por otro lado, la aplicación nos demanda cuestiones para pensar. En este sentido, empiezan a jugar factores que nos incitan a acotar lo que puede ser evaluado desde el audio y el video. Estos factores tienen que ver con: (i) la calidad de la filmación/grabación las que están íntimamente ligadas a la calidad del celular que los origina y el que los recibe, (ii) el ángulo de filmación no siempre permite ver lo gestual que hace a la interpretación, (iii) el tipo de instrumento que tiene el alumno su cantidad de octavas, sensibilidad y posibilidades de matices que enriquecen o no lo expresivo de la ejecución (iv) la ausencia de la empatía que se da en la presencialidad (v) la interacción no sincrónica que determina una evaluación en contextos diferentes. En síntesis: las características enunciadas nos obligan a situar dichas evaluaciones desde otros planos, nos llevan a preguntarnos cuales aspectos interpretativos son más factibles de ser evaluados desde esta aplicación. Tal vez, la continuidad, la precisión rítmico/melódica y la velocidad sean las más posibles. CONCLUSIONES La exploración incipiente de la aplicación WhatsApp para el seguimiento del proceso de aprendizaje y evaluación en la materia Lectura Pianística nos permite sacar algunas conclusiones. Creemos que su implementación como herramienta tecnológica brinda al alumno la oportunidad de supervisar su proceso de aprendizaje de manera continua. La inmediatez de las respuestas a sus necesidades y la retroalimentación oportuna favorecen y orientan el desarrollo de su proceso. También, es cierto que deben establecerse los criterios de uso de la aplicación para determinar que contenidos y habilidades son factibles de ser evaluadas a través de ella. Sin embargo, su uso presupone una reestructuración en la interacción didáctica. Según Wedemeyer (citado en Ivory Mogollon, 2004) los elementos fundamentales de los procesos de enseñanza y aprendizaje se modifican para adaptarse a la distancia física y se reorganizan para dar mayor libertad al aprendizaje. Entonces, por un lado, habrá que pensar más en los estudiantes como seres capaces de identificar y resolver problemas, y como individuos capaces de utilizar diferentes recursos para interpretar transferir y transformar los conocimientos. (Howey y Zimpher, citados en Ivory Mogollon 2004).y por otro lado, pensar en docentes que puedan proporcionar estructuras apropiadas para crear formas pertinentes de autoevaluación, co-evaluación y evaluación (De Vicente, citado en Ivory Mogollon, 2004). BIBLIOGRAFÍA **Bogantes Pessoa, J.** (2015): Estrategias para la evaluación en educación a distancia: un análisis de las opciones empleadas en el programa de educación general básica de la UNED Revista: INNOVACIONES EDUCATIVAS. Año XVII. Número 22 Ene. - Jun. Consultado en julio 2017 de: Dialnet-Estrategias Para La Evaluacion En Educacion A Distancia-5248461.pdf **Ivory Mogollon.** (2004): El chat y otros procedimientos de evaluación a distancia aplicables en sistemas mixtos. Pixel-Bit Revista de Medios y Educación, mayo, numero 23. Universidad de Sevilla. Sevilla España. Pág. 43-54. Consultado en julio 2017 de: http://www.redalyc.org/articulo.oa?id=36802304 **Bertone, F.** (2016): Lectura Pianística: Leer haciendo música, interpretar leyendo. Coordinador Marcelo Arturi. Libro de cátedra facultad de Bellas Artes UNLP en prensa Capítulo: 6 **Tuñez, M.** (2015): Lectura Pianística. Diseño de materiales educativos en hipermedia para el desarrollo del proceso lector de partituras pianísticas. Tesis de Maestría. Director: Favio Shifres. Co-Director: Alejandro Gonzalez. Consultado en julio 2017 de: http://sedici.unlp.edu.ar/handle/10915/47926 “Escenarios virtuales de aprendizaje y práctica docente universitaria” ABSTRACT En el ámbito universitario cada vez son más numerosos los entornos virtuales de enseñanza y aprendizaje (EVEA) que se editan en plataformas de gestión institucional del tipo LMS. Sin embargo, existen planteos que interpelan a la universidad, como institución educativa de cara al futuro, que sostienen que ésta no puede abordar las exigencias de la sociedad del conocimiento sólo desde dichos entornos de gestión del aprendizaje. En el trabajo de investigación denominado “Escenarios virtuales de aprendizaje. Tensiones para la práctica docente en el ámbito universitario”\(^1\) se considera el concepto de escenarios de aprendizaje futuros (Salinas, 2016), el cual refiere a una combinación e integración de las posibilidades pedagógicas de los entornos personales (PLE), los sociales (Redes sociales) e institucionales (LMS) como alternativa a las prácticas de e-learning generalmente concentradas en los EVEA. El planteo central refiere a que el desarrollo de tales escenarios tensiona en distintas direcciones a la práctica docente y al contexto institucional en el cual se inscriben. INTRODUCCIÓN Las instituciones universitarias viven procesos de transformación social y cultural en los que las tecnologías ocupan un lugar clave que pone en discusión, entre otros aspectos, los modelos educativos tradicionales. Las experiencias educativas de ampliación de entornos de aprendizaje por medio de las TIC presentan una expansión continua y creciente. Así lo demuestran los estudios de situación, cercanos y lejanos, los cuales arrojan una cifra cada vez más numerosa de entornos virtuales de enseñanza y aprendizaje (EVEA) que se abren; se trata por lo general de la edición de aulas virtuales en plataformas de gestión institucional del tipo LMS\(^2\) que se utilizan tanto para complementar clases o cursado presencial como para el aprendizaje a distancia. Sin embargo, existen planteos que interpelan a la universidad como institución educativa de cara al futuro, sosteniendo que ésta no puede abordar las exigencias de la sociedad del conocimiento solo desde dichos entornos o plataformas de gestión del aprendizaje. De acuerdo con Salinas (2016), las instituciones de educación superior están llamadas a considerar y desarrollar nuevas modalidades de formación más acordes a las necesidades que la sociedad del conocimiento exige, tales como aulas convencionales unidas a través de la red a grupos de trabajo colaborativo en contextos totalmente a distancia, o clases de la educación formal conectadas a comunidades de práctica o al aprendizaje incidental. Cualquiera de estas combinaciones (sean formas de ampliación de los entornos convencionales o formas de educación a distancia), requieren a su vez el abordaje desde una perspectiva pedagógica en función de alinearse con las metas de una educación abierta, flexible y colaborativa. El contexto particular, de nuestra Universidad, no es ajeno a esta expansión desde las aulas convencionales hacia las aulas virtuales o EVEA. Con el correr del tiempo \(^1\) Proyecto de investigación bienal 2016-2018, código 06-G7 15, SeCTyp, Universidad Nacional de Cuyo. \(^2\) LMS se refiere a “Learning Management System” o Sistema de Gestión del Aprendizaje, es un software instalado generalmente en un servidor web o en una intranet, que se emplea para crear, aprobar, administrar, almacenar, distribuir y gestionar las actividades de formación virtual. existen cada vez más espacios curriculares (materias) en las distintas unidades académicas que editan su EVEA en las plataformas virtuales de más corriente uso (UNCUvirtual\textsuperscript{3} o Moodle). Esta realidad se presenta como auspiciosa. Pero, ¿qué garantiza que en esta expansión tenga lugar modelos educativos alternativos y apropiados a distintas formas de aprendizaje? A su vez, en este contexto -observado y estudiado a partir de la línea de investigación que se viene trabajando- se advierte el uso de otros entornos virtuales cercanos a las redes sociales y a entornos personales que parecen subsidiar, complementar o tal vez desarrollar por sí solos, genuinos procesos comunicativos y de aprendizaje. Sin embargo, las instituciones, salvo algunas excepciones, parecen desconocer o no considerar estos procesos y escenarios de aprendizaje. De ahí el interés de investigar sobre los escenarios virtuales de aprendizaje que se configuran en la práctica educativa universitaria con el fin de describirlos e interpretarlos en sus usos, significados y sentidos. Se apela para ello al enfoque fenomenológico con la intención de aportar conocimientos para la resignificación del modelo pedagógico de integración de las tecnologías en el ámbito académico, y proponer lineamientos para el desarrollo profesional de docentes universitarios. El proyecto de investigación se inscribe en el desarrollo de una línea que indagó en las características, elementos y procesos de aprendizaje de aulas virtuales de materias en distintos programas académicos de formación de grado. En esta oportunidad el proyecto continúa la indagación en base a una categoría conceptual que nos acerca a una concepción del aprendizaje social. **DESARROLLO - MARCO PROPOSITO** Un entorno virtual es un escenario rico en significaciones donde los sujetos y los objetos tecnológicos interactúan, potenciando la construcción del conocimiento. Incluye una variedad de herramientas, documentos y artefactos que posibilitan el aprendizaje. Un EVEA ofrece condiciones técnicas y pedagógicas para el desarrollo de estrategias interactivas y construcción colaborativa del conocimiento, permitiendo a los estudiantes superar la posición de simples “espectadores”. No obstante, advertimos que este aprovechamiento en función del aprendizaje depende de las propuestas pedagógicas que se formulen desde las cátedras universitarias, ya que son espacios, en palabras del prof. Prieto Castillo (2006), que pueden ser “colonizados por viejos esquemas centrados fundamentalmente en el docente.” En ese mismo sentido los LMS han sido criticados porque: - incorporan modelos obsoletos de enseñanza - sitúan al profesor en el centro del proceso - no se integran con las herramientas y entornos que usan habitualmente los alumnos y los profesores - son fundamentalmente cerrados, no atienden al aprendizaje en red - aislan a los actores del exterior - no motivan a los alumnos a tomar la responsabilidad sobre su propio aprendizaje, sobre las herramientas y sobre la alfabetización digital. (Salinas, 2016:14) La observación ha permitido constatar que paralelamente a la generación de EVEA en LMS surgen otros entornos alternativos o complementarios a través de las redes sociales y entornos personales de aprendizaje\textsuperscript{4} (PLE), y que quizá surgen como respuestas espontáneas a las configuraciones que se originan en EVEA con dichas características. Ahora bien, a estas tendencias de expansión y diversificación también le caben interrogantes desde una dimensión pedagógica, en función de considerar si las mismas colaboran o no con el logro de las metas educativas antes \textsuperscript{3} UNCUvirtual es la plataforma tecnológica institucional que fue generada por la UNCuyo en 2002. \textsuperscript{4} PLE “...es el conjunto de herramientas, fuentes de información, conexiones y actividades que cada persona utiliza de forma asidua para aprender” (Adell y Castañeda, 2010: 23) La idea de PLEs se remonta al año 2001 cuando, en el marco del proyecto NIMLE (Northern Ireland Integrated Managed Learning Environment) financiado por el JISC (el Joint Information Systems Committee de la Gran Bretaña), se empieza a desarrollar la idea de un entorno de aprendizaje centrado en el alumno como evolución de los ya por entonces populares entornos virtuales de enseñanza-aprendizaje, centrados en la institución. planteadas, sospechando la posibilidad de que podrían sostener la reproducción de modelos educativos tradicionales. Es que, efectivamente, moverse en estos escenarios requiere nuevos saberes por parte de docentes y estudiantes, ya que plantean nuevas tensiones entre lo presencial y lo virtual, los contextos personales y los institucionales, los modos del aprendizaje formal y los del informal. Dado este panorama, conviene, desde nuestros supuestos, considerar la categoría de escenarios de aprendizaje (Salinas, 2016) los cuales se configuran como una combinación e integración de las posibilidades pedagógicas de los entornos personales (PLE), sociales (Redes sociales) e institucionales (LMS) de aprendizaje. Escenarios de convergencia digital que devienen en ello gracias a “los avances en la capacidad de conexión de la tecnología de uso personal - teléfonos móviles, PDAs,… - que hace que se vaya haciendo realidad la ubicuidad del acceso a la información y en consecuencia a los recursos de aprendizaje. Es decir el aprendizaje ubicuo, el aprendizaje en cualquier lugar y en cualquier momento.” (Salinas, 2016:3) Se puede afirmar que el ámbito de aprendizaje se diversifica cada vez más de la mano de la tecnología, así entonces, se especula en la posibilidad de nuevas formas de comunicación y de interacción entre distintos nodos de una red que se amplía en distintas direcciones, y en la pretensión de integrar a los procesos de aprendizaje formal los que se generan en entornos personales y sociales. “Estos planteamientos pretenden, en esencia, incorporar aspectos del ámbito informal y no formal en los entornos formales, al mismo tiempo que facilitan el uso de metodologías centradas en el alumno, y para ello lo hacen desde una concepción de las instituciones educativas como instituciones de gestión del conocimiento. Integración facilitada por el uso de redes sociales que pueden superar los límites institucionales, y, sobre todo, por el uso de los nuevos protocolos de red (P2P, servicios web, cloud, sindicación, etc.) para conectar un rango de recursos y sistemas en un espacio gestionado personalmente. La idea responde bien al concepto de ecología de aprendizaje (Siemens, 2006), entendiendo como tal un entorno que apoya y promueve el aprendizaje y que puede caracterizarse por ser adaptativo, dinámico, auto-organizado/ dirigido individualmente; estructurado informalmente; diverso, vivo.” (Salinas, 2016:13) El análisis de los entornos y de los escenarios virtuales de aprendizaje implica el abordaje desde distintas dimensiones: tecnológica, pedagógica, comunicativa, psicoeducativa, institucional, normativa, etc. Para el caso de este proyecto la dimensión adoptada, la pedagógica, confiere un especial lugar a la tecnología como herramienta para potenciar construcción de conocimiento y aprendizajes. Este entramado de escenarios entre el aprendizaje formal, no formal e informal pone en cuestión las habilidades docentes de cara a habilitar las formas de aprendizaje en estos otros escenarios. Es decir, supone conocer las formas del aprendizaje social, y crear condiciones propicias, intersecciones, en las que tales formas adhieren y no son subsumidas por formas escolarizantes. De acuerdo a ello, y además de ello, especulamos que el desafío de la práctica docente subyacente en la producción de materiales y en la coordinación de experiencias de aprendizaje mediante entornos virtuales, se concreta en considerar: • la concepción de conocimiento como explicaciones provisionarias, que suponen el tratamiento del mismo desde perspectivas actuales, y a su vez en su perspectiva histórica, considerando su contexto de producción. Frente a la ingente cantidad de información, fuentes y versiones, se requiere de capacidades informacionales para buscar, seleccionar producir y compartir información para la producción de conocimiento. Estas habilidades suponen un diálogo de saberes entre el conocimiento que circula en estos distintos escenarios, por ejemplo, entre el laboral o profesional y el académico. Escenarios que generalmente se mantienen en paralelo, sin intersecciones, en su tratamiento, o bien en situaciones aplicacionistas. La perspectiva de la convergencia de escenarios virtuales de aprendizaje implica intersecciones en los que se suceden debates, cuestionamientos, proyectos, prospectivas. • la problematización del conocimiento que se enseña: la superación de modelos deductivos de enseñanza, que reducen a esta a una práctica de transmisión de conceptos y una débil aplicación de los mismos, por lo descontextualizada, implica problematizar el conocimiento, acudir al mismo como herramienta epistemológica para resolver, cuestionar problemas y situaciones que lo convocan. El sujeto que aprende en un entorno virtual de aprendizaje formal y que se ve convocado a participar desde otros entornos en los cuales aprende puede tener una vivencia situacional del conocimiento. • el diseño de experiencias pedagógicas decisivas: se trata de generar experiencias de aprendizaje enriquecidas, con una clara convicción en el aprendizaje colaborativo, se trata de la vivencia de prácticas (sostenidas en lo conceptual y metodológico) que marcan en lo profundo a cada participante, en lo intelectual, en lo emocional y en su vida toda. (D. Prieto Castillo, 2007: 4). Para esa consecución se requiere la presencia o la recurrencia a distintas instancias de aprendizaje, es decir, aprender no solo con el docente y los materiales, sino que éstos convoquen al aprendizaje con el contexto, con el grupo, con uno mismo. Las TIC como herramientas, son poderosas para indagar, seleccionar, producir y compartir información, proveniente de estas instancias, que se convierte en conocimiento. • la gestión de comunidades de aprendizaje los tiempos que atravesamos plantean un escenario en el que las TIC tienen relación directa con la producción y la difusión del conocimiento. Las mismas facilitan la generación de nuevos escenarios para producir el conocimiento y para aprender, tales como las comunidades virtuales de aprendizaje. Estas requieren formas particulares de interacción entre sus miembros, difícilmente las categorías de alumno y docente resulten las más apropiadas, quizá la de estudiantes y estudiosos (Roig, 1997) venga mejor para referir a diálogos entre personas con distintos niveles de conocimiento. Estos modos son más cercanos al aprendizaje no formal e informal que recuperan la noción de trabajo y participación, acompañamiento a los novatos, entre otras, propias de las comunidades de prácticas (Wenger, 1998) CONCLUSIONES y TRABAJO FUTURO La categoría de escenarios virtuales de aprendizaje resulta poderosa para el estudio e indagación de las prácticas educativas con TIC, sobre todo luego de poner en sospecha las condiciones (pedagógicas y tecnológicas) en que los EVEA se editan. El interés por investigar los escenarios virtuales de aprendizaje, que se configuran en la práctica educativa universitaria, tiende a dar pistas sobre la configuración de un modelo pedagógico alternativo de integración de las tecnologías y escenarios virtuales de aprendizaje, y con ello a impactar en las políticas institucionales referidas a educación y virtualidad. Sin lugar a dudas, la propuesta de intersección de escenarios de aprendizaje interpela los límites y condiciones del aprendizaje formal universitario. En este sentido y desde lo ya transitado en el proyecto de investigación, podemos aventurar algunas tensiones en torno a los usos, significados y sentidos de los procesos de enseñanza y aprendizaje universitarios con TIC que, suponemos, deberían superarse para dar lugar a estas nuevas formas de trabajo. Tensiones respecto de las decisiones tecnológicas. Las discusiones entre docentes y quienes gestionan aún se mantienen en el orden de cuál o qué plataforma tecnológica usar, discusión que no da lugar a otros cuestionamiento tales como si las propuestas pedagógicas están teniendo en cuenta las herramientas, los sitios, las fuentes de información y actividades que realizan los estudiantes con las tecnologías para construir conocimientos. Tensiones acerca de las funciones que cumplen los entornos virtuales en los procesos de enseñanza. Muy por el contrario a lo esperado, persiste el uso de entornos virtuales que se escinde de genuinos propósitos pedagógicos tendientes al aprendizaje. La reproducción de prácticas de enseñanza tradicionales, la configuración de los entornos como simples repositorios de información, el uso de los mismos como entornos de control (cumplimiento de tareas y exigencias), la administración de los mismos como formas para completar cargas horarias de la no presencialidad, son signos de prácticas que tensionan la posibilidad de nuevos escenarios. Tensiones en torno a lo político – institucional. Sin lugar a dudas las decisiones y normativas en las que se inscriben las experiencias de la virtualidad y de la educación a distancia aún mantienen prescripciones de la educación presencial que necesariamente requieren repensarse en función de otras lógicas de acción, de nuevas presencialidades, y de aprendizajes abiertos y flexibles. Las notas del aprendizaje formal, cada vez más administrativo y escolarizado, aún juegan en oposición a la apertura de otros modos de enseñar y aprender en red. Tensiones respecto de la metodología de investigación. Esta tensión refiere a las decisiones metodológicas respecto a los enfoques con que se realizan las investigaciones. La realidad expresa la necesidad de superar esquema de observación de otros (que poco inciden en su práctica) para plantear modalidades de investigación sobre las propias prácticas. BIBLIOGRAFÍA Barberà, E. (2004). La educación en red. Actividades virtuales de enseñanza y aprendizaje. Barcelona: Paidós. Cabero, J. (2016). “Editorial Número 50”. En: RED. Revista de Educación a Distancia. Publicación en línea. Murcia, España. Año XV. Número 50. 15 de Julio de 2016. http://www.um.es/ead/red/50/Editorial_Cabero.pdf Florez, Paula; Marzioni, Clarisa y Schneider, Débora (2013). La etnografía virtual. Una metodología posible para la investigación educativa en aulas virtuales. Universidad Nacional de Quilmes y Universidad Nacional de Buenos Aires. Ponencia presentada en el 6to Seminario Internacional de Educación a Distancia. RUEDA, Mendoza. Universidad Nacional de cuyo. Disponible en: http://www.uncu.edu.ar/seminario_rueda/upload/t206.pdf García Areito, Lorenzo (2007). De la educación a distancia a la educación virtual. Barcelona: Editorial Ariel. Litwin, E (2000). Las configuraciones didácticas. Una nueva agenda para la enseñanza superior. Buenos Aires: Paidós. Litwin, Edith (abril 2005). Estrategias didácticas en tiempos de internet: El pizarrón y la pantalla. En: Encrucijadas, no. 31. Universidad de Buenos Aires. Disponible en el Repositorio Digital Institucional de la Universidad de Buenos Aires. Onrubia, J. (2016). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. En: RED Revista de Educación a Distancia. Año XV. Número 50. Art. 3. 15 de Julio de 2016 DOI: http://dx.doi.org/10.6018/red/50/3 http://www.um.es/ead/red/50/onrubia.pdf Ozollo, F. y otras (2010). Producción de materiales virtuales de enseñanza y aprendizaje: Documento interno de trabajo de la Dirección de Educación a Distancia e Innovación Educativa. Mendoza, Universidad Nacional de Cuyo. Prieto Castillo, D. (2007). En torno a las experiencias pedagógicas decisivas. Ponencia presentada en el Encuentro de Maestros de Las Heras, Mendoza, Argentina. Prieto Castillo, D. y otras (2011). Las Nuevas Tecnologías para la educación presencial y a distancia. Módulo 2. Material del Curso de la Facultad de Filosofía y Letras. Prieto Castillo, D. (2015). La enseñanza en la universidad. Módulo 1. Especialización en Docencia Universitaria. Mendoza, Universidad Nacional de Cuyo, Facultad de Filosofía y Letras. Roig, A. libro La universidad hacia la democracia. Bases doctrinarias e históricas para la constitución de una pedagogía participativa. Publicación de EDIUNC, Mendoza, 1997 Salinas, J. (2003) Comunidades virtuales y aprendizaje digital. Edutec’03, artículo presentado en el VI Congreso internacional de tecnología educativa y NNTT aplicadas a la educación: Gestión de las Tic en los diferentes ámbitos educativos. Venezuela, noviembre de 2003. Salinas, J. (2016) La investigación ante los desafíos de los escenarios de aprendizaje futuros. En: RED. Revista de Educación a Distancia. Núm. 50. Artíc. 13. 15-Jul-2016 DOI: http://dx.doi.org/10.6018/red/50/13 http://www.um.es/ead/red/50/salinas.pdf Tarasow, F. y otras (2014) De la educación a distancia a la educación en línea. Aportes a un campo en construcción. Rosario, Homo Sapiens Ediciones; Flacso Argentina. Trilla, J. (1985) Ensayos sobre la escuela. El espacio social y material de la escuela. Barcelona. Laertes Wenger, E. (1998) Comunidades de prácticas. Barcelona. Paidós ¿Es importante, en los tiempos actuales, tener la habilidad de graficar sin utilizar un software? Una herramienta en GeoGebra ABSTRACT Una de las competencias tecnológicas que debe lograr un estudiante de ingeniería es la Competencia para identificar, formular y resolver problemas de ingeniería (CONFEDI, VALPARAÍSO, 2014). Consideramos que las asignaturas de matemática aportan a desarrollar esta habilidad. Siguiendo la idea de Duval de que “el procesamiento matemático siempre implica alguna transformación de representaciones semióticas” (2006, p.145) y considerando las debilidades puestas de manifiesto en el trabajo de los estudiantes nos preguntamos ¿Qué tan importante es para un alumno de ingeniería tener en los tiempos que corren la habilidad de realizar gráficos sin utilizar algún software? La herramienta que presentamos está desarrollada con el software GeoGebra y permite graficar regiones en el espacio, a partir de descripciones analíticas indispensables para plantear integrales triples o dobles en coordenadas cartesianas. INTRODUCCIÓN Como docentes se nos hace cada vez más evidente la dificultad que presentan los alumnos de ingeniería en el manejo de regiones en el espacio. Principalmente observamos que se les hace muy complejo el representar gráficamente algunas de ellas. Hemos observado que en los últimos años, las herramientas tradicionales como el trazado de curvas de nivel, trazas, proyecciones se volvieron obsoletas para que los alumnos actuales puedan visualizar las regiones en cuestión. Consideramos que dichas dificultades tienen sus orígenes, en parte, en la escasa habilidad para traducir las regiones en $\mathbb{R}^3$ expresadas algebraicamente a su correspondiente representación gráfica. Así mismo observamos que, a pesar de contar en muchos casos con soportes tecnológicos adecuados, no los utilizan para salvar esta falta de habilidad. La herramienta que presentamos está desarrollada con el software GeoGebra; en el foro de GeoGebra http://tube.geogebra.org/material/show/id/610043 hay disponible una, para algunas regiones de tipo I. Esta propuesta tiene como propósito mediar entre el registro algebraico y el gráfico en el caso de regiones en el espacio, para así permitir que los alumnos de ingeniería puedan avanzar en el estudio de aplicaciones del cálculo diferencial e integral. Facilita, por ejemplo el planteo de integrales dobles y triples, el cálculo de flujos (permite visualizar la orientación de la superficie), el cálculo de áreas de regiones en el espacio. Además, les permite verificar en forma intuitiva los resultados. Si bien es fácil de utilizar, como se verá más adelante, previamente los alumnos tienen que haber descripto analíticamente las regiones en el espacio, mostrando así la relación directa entre los dos registros, como se pretende lograr. MARCO TEÓRICO Sustentamos la creación y utilización de esta herramienta esencialmente en la teoría de representaciones semióticas expuestas por Duval y Rojas entre otros. Dicha teoría expone que el carácter no ostensible de los objetos matemáticos hace indispensable que el estudio de los mismos sea mediado por representaciones semióticas. Es decir por la utilización de signos, símbolos y gráficos que remiten a dichos objetos. Pero como toda representación de un objeto no es el objeto, estas son imperfectas en el sentido que muestran o evidencian ciertas características mientras opacan o dificultan la observación de otras. En el caso particular de las regiones en $\mathbb{R}^3$, generalmente para su representación se utilizan los registros algebraico y gráfico. Así, siguiendo la idea de Duval de que “el procesamiento matemático siempre implica alguna transformación de representaciones semióticas” (2006, p.145) y considerando las debilidades puestas de manifiesto en el trabajo de los estudiantes, es que hemos generado la herramienta que presentaremos, que permite, de manera precisa pero amigable, el pasaje del registro algebraico al gráfico de regiones en $\mathbb{R}^3$. SOBRE la HERRAMIENTA Presentamos una herramienta desarrollada con Geogebra, que permite graficar regiones en el espacio, a partir de descripciones analíticas indispensables para plantear integrales triples o dobles en coordenadas cartesianas. Utilizando una clasificación habitual en la bibliografía (Marsden, Tromba, 1991), una región $D$ en el plano es: Tipo I si puede describirse así: $$D = \{(x,y) \in \mathbb{R}^2 : a \leq x \leq b, g_1(x) \leq y \leq g_2(x)\}$$ Donde las funciones $g_1(x)$, $g_2(x)$ son continuas en el intervalo $[a,b]$. Tipo II si puede describirse así: \[ D = \{(x, y) \in \mathbb{R}^2 : c \leq y \leq d, h_1(y) \leq x \leq h_2(y)\} \] Siendo las funciones: \( h_1(y), h_2(y) \) continuas en el intervalo \([c,d]\). Para aplicar esta herramienta gráfica, consideramos regiones en \( \mathbb{R}^3 \) de hasta seis caras tales que pueden describirse como: \[ W = \{(x, y, z) \in \mathbb{R}^2 : (x, y) \in D, h_1(x, y) \leq z \leq h_2(x, y)\} \] (3) siendo \( D \) una región de tipo I o II (antes mencionadas). En la siguiente captura de pantalla se puede observar con que se encuentran los alumnos al ingresar a la herramienta: En la vista gráfica en dos dimensiones se observan dos casillas de control que permiten seleccionar sobre qué tipo de región queremos graficar. Para decidir que casilla seleccionar, los alumnos previamente deben saber elegir una descripción adecuada para la región \( D \). Ésto requiere que ellos hayan realizado tratamientos dentro del registro algebraico hasta poder clasificar a \( D \) en alguno de estos tipos. Como se puede observar en la siguiente imagen, una vez seleccionado el tipo (en este caso tipo II) y completado los datos requeridos en cada casilla de entrada (todo esto en la ventana gráfica 2D), en la ventana 3D encuentran el gráfico de la región $W$ descripta. Los distintos colores en la superficie de $W$ tiene como objetivo identificar la relación con cada uno de los datos ingresados. También se resaltan las curvas intersección de esas superficies, para futuras aplicaciones. Consideraciones sobre el uso de la herramienta. - Si un alumno no logró describir analíticamente en forma precisa la región $D$, no puede usar la herramienta (ni resolver el problema analíticamente). - Los alumnos pueden autoevaluarse, al verificar si las descripciones realizadas se corresponden con la región esperada. - Les permite verificar si dos descripciones distintas representan la misma región $W$. - Si describieron la región $D$ de las dos formas, pueden verificar las hipótesis del teorema de Fubini, que permite cambiar el orden de integración obteniendo los mismos resultados. CONCLUSIONES Consideramos que esta herramienta les facilitará a los alumnos de ingeniería la resolución de integrales dobles y triples así como el cálculo de flujos. Consideramos también que es una herramienta interesante de ser aplicada ya que en la gran mayoría de los softwares matemáticos actuales sólo se pueden representar superficies en el espacio teniendo que generar diferentes y en ocasiones engorrosos algoritmos para poder graficar regiones. Somos conscientes que esta herramienta no soluciona las deficiencias que nuestros alumnos presentan a la hora de representar superficies y regiones en el espacio pero frente a esto nos preguntamos ¿Qué tan importante es para un alumno de ingeniería tener en los tiempos que corren la habilidad de realizar gráficos sin utilizar algún software? TRABAJO FUTURO Se va a modificar la herramienta con vistas de extender su aplicación a la visualización de curvas en $\mathbb{R}^3$ definidas como intersección de superficies y orientación de las mismas, cálculo de flujo de campos vectoriales sobre superficies, de áreas de superficies y para los teoremas de la divergencia y Stokes. Esféricas y cilíndricas. BIBLIOGRAFÍA Documentos de Confedi, Competencias en Ingeniería “Declaración de Valparaíso” sobre Competencias Genéricas de Egreso del Ingeniero Iberoamericano. Universidad Fasta Ediciones (2014) Marsden, J., Tromba, A. (1991) Cálculo Vectorial. Editorial Addison-Wesley Iberoamericana Rey Pastor, Pi Calleja, Trejo (1968), Análisis Matemático, vol.2, Cálculo infinitesimal de varias variables. Aplicaciones. Editorial Kapeluz, Buenos Aires Duval, R. (2006). Un tema crucial en la educación matemática: la habilidad para cambiar de registros de representación. La gaceta de la RSME, 9(1), 143-168. P. Rojas (2012). Sistemas de representación y aprendizaje de las matemáticas. Revista digital Matemática, Educación e Internet (2012). Espacio de Comunidades Virtuales en la UNR ABSTRACT En la presente ponencia compartimos algunos testimonios de informantes-clave acerca de espacios de Comunidades Virtuales en la Universidad Nacional de Rosario analizados desde la Tecnología Educativa (Litwin, 1995). Metodológicamente utilizamos el paradigma cualitativo hermenéutico (Vasilachis de Gialdino, 1992) desde una mirada compleja (Morin, 2000) con trabajo de campo consistente en entrevista etnográfica virtual y abierta en profundidad (Taylor y Bogdan, 1992). Concluimos que en nuestra Universidad se están promoviendo acciones que deberán seguir reforzándose en las prácticas habituales de la diversidad de ámbitos que la misma alberga. INTRODUCCIÓN En esta instancia compartimos brevemente algunos de los principales hallazgos del Proyecto de Investigación “Formación docente y prácticas universitarias a distancia en comunidades virtuales de la Universidad Nacional de Rosario” (1HUM453, 2014-2017), cuyo objetivo general es analizar las políticas de formación docente y las prácticas universitarias que se llevan adelante en comunidades virtuales de la Universidad Nacional de Rosario (UNR), desde la Educación a Distancia (EaD), y sus incidencias en los procesos de enseñar y aprender a partir de las narrativas de los docentes. A su vez este Proyecto retoma algunos resultados obtenidos en Proyectos anteriores del equipo, referidos a formación docente y prácticas de enseñanza en la modalidad a distancia en la UNR (Copertari, 2010; Copertari y Morelli, 2013). Tales Proyectos anteriores son: Política(s) académica(s) sobre carreras de postgrado y formación docente en educación a distancia en la Universidad Nacional de Rosario (IPOL148, 2010-2013); Experiencias sobre prácticas de enseñanza en educación a distancia en las carreras de grado de la Universidad Nacional de Rosario (1HUM266, 2008-2011); Los procesos metacognitivos en las prácticas docentes universitarias con alumnos ingresantes (IPOL94, 2006-2009). Con respecto a las prácticas docentes universitarias que implementan experiencias en la modalidad en nuestra Universidad, hemos podido advertir dos tipos: tienen campus virtuales propios; articulan con el espacio Comunidades (http://comunidades.campusvirtualunr.edu.ar/) del Campus Virtual de la UNR (Copertari, Sgreccia y Fantasía, 2016). Las experiencias recabadas dan cuenta de un predominio del sistema bimodal o mixto, de carácter semipresencial que se caracterizan por ser Blended Learning (Bartolomé, 2004), mixturando lo virtual con lo presencial. En este sentido, cabe destacar el recorrido de las Facultades de Medicina así como de Ciencias Exactas, Ingeniería y Agrimensura. Las 12 Facultades de la UNR articulan mediante proyectos de cátedra con el espacio “Comunidades” del Campus Virtual de la UNR. Este Campus consiste en un espacio abierto, flexible y dinámico que la Universidad brinda a todos sus docentes, investigadores y estudiantes, para integrarlo a la modalidad de cursado presencial, que posee variadas herramientas interactivas para enseñar, aprender e investigar en el actual contexto físico-virtual de la UNR. En esta ponencia nos proponemos compartir algunos testimonios de informantes que consideramos clave para ilustrar rasgos de la emergencia de Comunidades Virtuales en la UNR, procurando invitar a la reflexión. MARCO TEÓRICO-METODOLÓGICO En la actualidad las TIC inciden sustancialmente en las formas de enseñar y aprender con relevancia y con mayor flexibilidad, por lo cual la virtualización se presenta como un proceso significativo para ser utilizada en estos espacios. Es por ello que en este artículo recuperamos el concepto de Tecnología Educativa, entendida como “…cuerpo de conocimientos que, basándose en disciplinas científicas referidas a las prácticas de la enseñanza, incorpora todos los medios a su alcance y responde a la consecución de fines en los contextos socio-históricos que le otorgan significación” (Litwin, 1995, p.27). Actualmente, el campo de la Tecnología Educativa se ve enriquecido a partir de la potencia que los nuevos entornos tecnológicos pueden aportar a las prácticas de enseñanza (Lion, 2015). En efecto, la decisión de los docentes universitarios de utilizar Comunidades Virtuales en sus propuestas de enseñanza se enmarca en esta perspectiva, contemplando nuevas formas de aprender y construir conocimientos, más allá de espacios de educación formal presencial. Es desde este lugar que leemos las narrativas pedagógicas de los docentes, entendiéndolas como relatos de sus experiencias en el quehacer educativo, como sus propias interpretaciones de lo vivido. Esta lectura nos compromete a asumir el objeto de estudio desde una perspectiva compleja (Morin, 2000) con un enfoque cualitativo hermenéutico (Vasilachis de Gialdino, 1992). Desde la Educación Superior consideramos que el compromiso social de las Universidades en la actualidad consiste en hacer explícitos los implícitos. De hecho, la interpretación es colocarse en el lugar de un autor (Gudmundsdottir, 1995), analizar las implicancias de lo que dice / entredice / no dice, y reflexionar sobre ello en instancias de Educación Superior. Ineludiblemente esto abarca cómo se piensa desde la Universidad un sistema colaborativo en red, como pueden ser las Comunidades, para aprender y enseñar mediadas por las TIC. Metodológicamente se han desarrollado tres fases en la investigación: indagación bibliográfica y por la Web, para observar mediante el método etnográfico plataformas virtuales de las distintas Facultades y del Campus Virtual de la UNR; identificación y selección de los informantes-clave con quienes se llevaron adelante entrevistas semiestructuradas procurando recabar narrativas pedagógicas; análisis de las entrevistas y sistematización del material conforme a los focos de interés acordes a la problemática. Utilizar el lenguaje narrativo posibilita zambullirse en los pensamientos, sentimientos e intenciones de las personas. Permite reconocer características de manera detallada donde el pasado es recreado a medida que se dice, se cuenta, se relata. Desde esta concepción, se enfatiza la indagación pedagógica, la documentación narrativa de las experiencias y la crítica pedagógica sobre la formación docente en la modalidad a distancia, de los sistemas digitales y las prácticas en la virtualidad. En este sentido acordamos con Tarasow (2014) en que el problema consiste en “…cómo crear un entorno tecnológico que congregue a todos los actores del proceso educativo -docentes, alumnos, recursos- para generar interacciones” (p.28). Es en este marco que reconocemos la potencialidad de las Comunidades Virtuales en tanto comprenden (Preece, 2000; citado en Guinaliu, 2003): gente que desea interactuar para satisfacer sus necesidades o llevar a cabo roles específicos; un propósito determinado (interés, necesidad, servicio o intercambio de información) que constituye su razón de ser; una política que guía las relaciones; sistemas informáticos que median las interacciones y facilitan la cohesión entre los miembros. A estas características sumamos la potencialidad de su creación e implementación en la Universidad para constituir una cultura participativa, de pensarnos con y desde la red (Lion, 2015). Algunos hallazgos a partir de los relatos de informantes-clave En primer lugar advertimos que los entrevistados se refieren a características potentes de las Comunidades Virtuales indicadas por Preece (2000; citado en Guinaliu, 2003). En lo que sigue compartimos algunos testimonios. Un docente de la Facultad de Ciencias Bioquímicas y Farmacéuticas comparte experiencias relativas a Comunidades Virtuales que ha desarrollado así como los motivos de su incorporación: “He desarrollado los Transparentes Virtuales (he usado Moodle para hacerlos) de tres espacios curriculares, aquí los estudiantes acceden a los contenidos y suben Trabajos Prácticos. Sirve de apoyo a lo presencial (...) He desarrollado el Aula Virtual (...) con matriculación de los estudiantes, debates en foros y actividades interactivas (...) En el caso de los Transparentes como una manera de garantizar el acceso a la información y materiales educativos de manera ágil y ordenada en tiempos y espacios. También como una bitácora de recursos digitales. En el caso del Aula [Virtual] como un espacio de interacción colaborativa de construcción de conocimientos a y través de foros y preguntas en línea”. En cuanto a las particularidades con las que se implementa la modalidad a distancia, encontramos a esta respuesta en sintonía con las características que hemos venido detectando de la UNR en la materia: no prevalece un tipo de utilización (virtual o presencial) por encima de otro. Se trata de sistemas bimodales, mixtos o híbridos que caracterizan al contexto actual, en términos de Buckingham (2006), por la convergencia. Por otra parte, este mismo informante-clave reconoce: “No he participado en formación docente en entornos de la UNR”. Al respecto señalamos, de acuerdo a las investigaciones que este equipo viene reportando, que la UNR no cuenta con políticas académicas sólidas en materia de Formación Docente en la modalidad a distancia. Asimismo ha habido iniciativas relativamente recientes vinculadas con las TIC (entre ellas: Programa de Capacitación en herramientas TIC de la UNR y Curso de Posgrado Comunidades e-ducativas de la FCEIA), que encuentran puntos de contacto con asuntos relativos a las Comunidades Virtuales. También existen instancias de formación como “Workshops” para los docentes, como por ejemplo nos cuenta una profesora de la Facultad de Humanidades y Artes: “Sí, cuando recién me inicié en el uso de Moodle tuve un workshop de capacitación por parte del personal del Campus Virtual. Luego hay instancias de trabajo personalizado con personal del Campus, a medida que uno va necesitando utilizar herramientas adicionales. También hay manuales, libros, video tutoriales disponibles para los docentes”. Como se indica en la página de Comunidades del Campus Virtual de la UNR, los Workshops comprenden: “Propuestas de formación integral bajo la modalidad de taller que tienen por finalidad contribuir al diseño conceptual del espacio online de Investigación y Educación en los niveles de pregrado, grado y posgrado. A su vez, se informa a los docentes sobre el Acceso Abierto y las licencias Creative Commons”. La profesora reconoce varios motivos que la han movilizado a usar este tipo de espacios como complemento de las clases presenciales: “Me permite ofrecerles a los alumnos un entorno donde socializar los contenidos del curso, intercambiar opiniones, difundir información relativa al curso. Permite a los estudiantes contar con los materiales desde el lugar donde estén. Ellos utilizan bastante el chat y correo electrónico para enviar trabajos, hacer consultas. También permite enriquecer los contenidos con recursos audiovisuales, atendiendo a las diversas modalidades de aprendizaje”. Es evidente que la inclusión de las TIC en los procesos de enseñanza y aprendizaje conlleva la puesta en juego de saberes y capacidades tecnológicas para el desempeño profesional, para orientar, colaborar y realizar el seguimiento de los estudiantes. Por su parte, profesoras de la Facultad de Psicología que trabajan desde hace varios años en la vinculación de los entornos virtuales con la enseñanza universitaria, empleando plataforma Moodle con modalidad Blended Learning, aluden a la idea de horizontalidad refiriéndose a que: “Los estudiantes pueden acceder a las preguntas y las respuestas hechas por otros compañeros y el docente, además, de intervenir en esos diálogos”. Comentan que han venido percibiendo la necesidad de formar a otros docentes para trabajar en la modalidad: “Si bien las plataformas virtuales están bien recibidas en el ámbito universitario, todavía cuesta que se utilicen plenamente (...) Un buen uso de la plataforma lleva tiempo de aprendizaje”. Con respecto a esto la Asesora Pedagógica en Comunidades del Campus Virtual de la UNR nos manifiesta la intencionalidad institucional de profundizar las instancias de formación docente: “En este momento estoy desarrollando: un aula virtual para docentes de toda la UNR, un aula virtual para realizar un curso introductorio de formación de docentes en el uso del aula virtual de Comunidades como complemento del aula presencial (...) me desempeño en la creación de aulas virtuales como así también el asesoramiento a los docentes en el diseño del aula virtual y el acompañamiento permanente en el desarrollo de la propuesta (...) Los espacios de formación de docentes son necesarios para que ellos puedan conocer las herramientas digitales que, de acuerdo a su propuesta educativa, pudieran utilizar para ampliar las paredes del aula y de esta manera enriquecer la enseñanza”. Podemos reconocer que desde la UNR se han realizado avances tendientes a la virtualización de la educación. Esto no significa marchar en contra de las clases presenciales; por el contrario, se procura nutrir con otros formatos (como los bimodales) que resulten más flexibles para resolver las demandas y retos del Siglo XXI. Consideramos que contar con el espacio Comunidades en el Campus Virtual de la UNR es un avance en este sentido, como dice en su sitio: “Comunidades es un espacio abierto, flexible y dinámico que la UNR brinda a todos sus docentes, investigadores y estudiantes integrado a la modalidad de cursado presencial. Una plataforma online que posee variadas herramientas interactivas para educar e investigar en el actual contexto físico-virtual de la UNR”. Cabe advertir que, entre los elementos que destacaron a favor de la UNR los evaluadores del ranking mundial de Universidades, se encuentra que se haya incorporado en los últimos años un Campus en línea que ofrece cursos a distancia, utilizando el soporte web como medio de enseñanza (http://www.radio.unr.edu.ar/nota/2838/La-UNR-entre-las-50-mejores-universidades-de-Latinoamerica). CIERRE y PERSPECTIVA de TRABAJO a FUTURO Por tratarse del año de finalización de nuestra investigación, realizamos este cierre retomando los registros actuales y de anteriores proyectos para socializar con la comunidad científico-académica, con la posibilidad de retomarlo en futuras y nuevas indagaciones. Coincidimos con De Alba (2007) en cuanto a que los cambios tecnológicos atraviesan las fibras más íntimas del entramado social, contribuyendo a la constitución de nuevos espacios sociales propios del Siglo XXI y transformando estilos de vida y de trabajo así como formas de organización y de pensamiento. En particular, las redes sociales y las comunidades virtuales en Educación Superior abren un horizonte de prácticas educativas más inclusivas y democráticas en términos de apropiación de saberes socialmente significativos y relevantes (Copertari, Sgreccia y Fantasia, 2016). Basándonos en los datos relevados al momento en nuestra Universidad, podemos afirmar que en general las Facultades utilizan el espacio de Comunidades del Campus Virtual de la UNR. Aunque en algunas unidades académicas existen cátedras o departamentos que lo emplean sin que necesariamente esté generalizado a toda la institución. Asimismo consideramos que dicho espacio puede aprovecharse más, ya que siguen predominando en cada Facultad las cátedras que no lo usan ni reconocen su uso. Por otro lado, para los distintos actores de una misma comunidad que lo emplean existen escasos espacios institucionalizados para intercambiar saberes, experiencias y producciones que resultarían muy enriquecedoras. Seguimos enfatizando la importancia que adquiere la Formación Docente continua en la modalidad a distancia en este contexto donde la comunicación cooperativa y colaborativa en red es el gran desafío. Coincidimos con Gros (2016) en que hay que continuar con investigaciones que analicen y diseñen las prestaciones tecnopedagógicas adecuadas para favorecer aprendizajes. Hemos visto que en la UNR se están promoviendo acciones desde el espacio Comunidades que, creemos, tienen que ir reforzándose en las prácticas habituales de los diversos ámbitos de nuestra Universidad. Consideramos que una forma potente es la socialización de las experiencias que se están llevando a cabo, lo cual se encuentra en la agenda de nuestro equipo de investigación. BIBLIOGRAFÍA Bartolomé, A. (2004). Blended Learning. Conceptos básicos. Píxel-Bit. Revista de Medios y Educación, 23, 7-20. Buckingham, D. (2006) Más allá de la tecnología. Buenos Aires: Manantial. Copertari, S. (2010). La Práctica Docente Universitaria en Educación a Distancia. Procesos metacognitivos y buena enseñanza. Rosario: Laborde. Copertari, S. y Morelli, S. (comp.). (2013). Experiencias Universitarias de Enseñanzas a Distancia: Praxis, visiones y horizontes. Rosario: Laborde. Copertari, S., Sgreccia, N. y Fantasia, Y. (2016). Formación, Prácticas y Narrativas Pedagógicas en Comunidades Virtuales de la UNR: Democratización de la Enseñanza. Ponencia presentada para el XII Congreso Nacional y V Congreso Internacional sobre Democracia. Facultad de Ciencia Política y Relaciones Internacionales (UNR), 12 al 15 de septiembre de 2016 (en prensa). De Alba, A. (2007) Curriculum-Sociedad. El peso de la incertidumbre, la fuerza de la imaginación. México: IISUE-UNAM-Plaza y Valdés Ediciones. Gros, B. (2016). Retos y tendencias sobre el futuro de la investigación acerca del aprendizaje con tecnologías digitales. RED. Revista de Educación a Distancia, (50), 1-13. Gudmundsdottir, S. (1995). La naturaleza narrativa del saber pedagógico de los contenidos. En H. McEwan y K. Egan. La narrativa en la enseñanza, el aprendizaje y la investigación. Buenos Aires: Amorrortu. Guinaliu, M. (2003). La Comunidad Virtual. En línea: http://www.ciberconta.unizar.es/leccion/comunidades. Consultado: 21 de junio de 2016. Lion, C. (2015) Desarrollos y tejidos actuales en el campo de la tecnología educativa: caleidoscopio en movimiento. Archivos de Ciencias de la Educación, (9), 1-13. Litwin, E. (comp.) (1995). Tecnología Educativa. Política, historias y propuestas. Buenos Aires: Paidós. Morin, E. (2000). El paradigma perdido. Ensayo de bioantropología (6ª ed.). Barcelona: Kairos. Tarasow, F. (2014) La Educación en Línea ya está en edad de merecer. En Schwartzman, G., Tarasow, F., Trech, M. (comp.). De la Educación a Distancia a la Educación en Línea. Aportes a un campo en construcción. Rosario: Homo Sapiens Ediciones. Taylor, S. y Bodgan, R. (1992). Introducción a los métodos cualitativos de investigación. Buenos Aires: Paidós. Vasilachis De Gialdino, I. (1992). Métodos cualitativos I. Los problemas socioepistemológicos. Buenos Aires: Centro Editor de América Latina. Estrategias formativas en ambientes virtuales. Actividades con TIC en la Tecnicatura en Análisis y Desarrollo de Sistemas ABSTRACT El presente trabajo se expone la experiencia de estrategias formativas en ambientes virtuales en asignaturas de la Tecnicatura en Análisis y Desarrollo de Software del Instituto Sedes Sapientiae. Desde un enfoque exploratorio se indaga sobre el uso que los distintos departamentos hacen del entorno virtual institucional para luego adentrarse en las prácticas formativas que se desarrollan en las asignaturas Práctica Profesionalizante y Análisis y Diseño de Sistema. De la revisión de las aulas virtuales de estos espacios presenciales surge que el ambiente virtual se transforma en una herramienta de soporte y seguimiento a estrategias basadas en el caso de estudio, el aprendizaje basado en proyectos y el aprendizaje colaborativo. INTRODUCCIÓN La cultura de la sociedad digital ha surgido como consecuencia de condiciones sociales, políticas, económicas y culturales que caracterizan a las sociedades del siglo XXI (Lévy, 2007). Las tecnologías digitales aparecen como las formas dominantes para enseñar, aprender, comunicarse, compartir información y conocimiento, investigar, producir, organizarse y administrar. En este contexto, se reflexiona sobre la capacidad transformadora que las tecnologías de la información y la comunicación (TIC) representan para la educación en la denominada “sociedad del conocimiento” o “sociedad–red” (Castells, 2001, 2006; Coll y Martí, 2001), todo ello en una dinámica de cambio y reflexión sobre el qué, el cómo y el para qué de la educación del siglo XXI (Tedesco, 2000; UNESCO, 2005). Partimos del supuesto de que la incorporación de las tecnologías de la información y comunicación (TIC) a la educación, cada vez más acelerada, está produciendo una serie de cambios y transformaciones en las formas en que nos representamos y llevamos a cabo los procesos de enseñanza y aprendizaje (E–A). Estos cambios pueden observarse en los entornos tradicionales de educación formal, pero también en la aparición de nuevos entornos educativos basados total o parcialmente en las TIC, como las denominadas Comunidades Virtuales de Aprendizaje (CVA) o los entornos virtuales de enseñanza y aprendizaje (EVEA). Las TIC cumplen un papel fundamental tanto para repensar y transformar los contextos educativos ya conocidos (educación presencial, educación a distancia, educación abierta), como para crear nuevos entornos para enseñar y aprender (los entornos de aprendizaje en línea o e–learning y de aprendizaje bimodal o blended–learning). Palabras Claves: Estrategias formativas, Ambientes virtuales, EVEA. MARCO TEÓRICO La transformación de los entornos tradicionales y la creación de nuevos entornos de enseñanza y aprendizaje a través de las TIC. El marco social en el que ubicamos la incorporación de las TIC en educación es el de la sociedad–red o sociedad digital (Castells, 2006; Lévy, 2007). Las TIC se han incorporado a la educación desde distintas realidades y han dado lugar a una amplia gama de usos. Como señala Crook (1998), las computadoras en particular se incorporan fundamentalmente asociadas a la idea de cómo se aprende ante ellas, con ellas, a través de ellas y, en menor medida en un primer momento, de cómo se aprende con los compañeros en torno a y a través de ellas. Desde esta perspectiva, es posible identificar algunas formas de incorporación que, de una u otra forma, han transformado los contextos de educación formal. Así, por ejemplo, las computadoras se conectan en red, habitualmente mediante el acceso a Internet, expandiendo las posibilidades espaciales y temporales de acceso a los contenidos e incluso a los programas educativos. La inserción del las TIC desde este último punto permite crear configuraciones construidas sobre las posibilidades de interconexión e intercomunicación que ofrecen estas tecnologías, y en especial los entornos virtuales o en línea de enseñanza y aprendizaje. El entorno virtual como facilitador del aprendizaje en la enseñanza superior. Los entornos virtuales de aprendizaje y las aulas virtuales en particular son el medio en el cual los educadores y educandos se encuentran para realizar actividades que conducen al aprendizaje en la educación virtual. Tal como sostiene Horton (2000), el aula virtual no debe ser solo un mecanismo para la distribución de la información, sino que debe ser un sistema adonde las actividades involucradas en el proceso de aprendizaje puedan tomar lugar, es decir que deben permitir interactividad, comunicación, aplicación de los conocimientos, evaluación y manejo de la clase. Algunos entornos virtuales proporcionan espacios que son sistemas cerrados en los que el usuario tendrá que volcar sus contenidos y limitarse a las opciones que fueron pensadas por los creadores del espacio virtual, para desarrollar su curso. Otras se extienden a lo largo y a lo ancho de la red usando el hipertexto como su mejor aliado para que los alumnos no dejen de visitar o conocer otros recursos en la red relacionados a la clase. Los entornos virtuales de aprendizaje son empleados en una clase para poner al alcance de los alumnos el material de la clase y enriquecerla con recursos publicados en Internet. También se publican en este espacio programas, horarios e información inherente al curso y se promueve la comunicación fuera de los límites áulicos entre los alumnos y el docente, o para los alumnos entre sí. Este sistema permite que los alumnos se familiarizan con el uso de la tecnología que viene, les da acceso a los materiales de clase desde cualquier computadora conectado a la red, les permite mantener la clase actualizada con últimas publicaciones de buenas fuentes, y especialmente en los casos de clases numerosas, los alumnos logran comunicarse aun fuera del horario de clase, pueden compartir puntos de vista con compañeros de clase, y llevar a cabo trabajos en grupo. También permite limitar el uso fotocopias ya que los alumnos deciden si van a guardar las lecturas y contenidos de la clase en un disquete para leer de la pantalla, o si van a imprimirlo, según los estilos de aprendizaje de cada uno. El uso del aula virtual como complemento de clase ha sido también el punto de inicio de clases a distancia en casos en que los docentes y las instituciones han adecuado los materiales para ofrecerlos en clases semipresenciales o a distancia. El uso de estos entornos que complementan la presencialidad de la clase tradicional favorecen el desarrollo de competencias digitales puesto que el alumno debe acceder a información en línea, procesarla, compartirla y expresarse en torno a ella. Manuel Castells (1997) señala este aspecto cuando destaca entre las principales necesidades de la educación en la actualidad preparar al alumno en el desarrollo de capacidades genéricas para aprender durante toda la vida on y off line. Esta modalidad está siendo cada vez más implementada en educación superior y por ello es motivo de estudio del presente trabajo acotando el campo de investigación a las competencias digitales que son una de las tantas que todo docente de la “Sociedad de la Información” debe ayudar a construir. **DESARROLLO** El caso de la Tecnicatura en Análisis y desarrollo de software del IPSS. El Instituto Sedes Sapientiae cuenta con entorno virtual de enseñanza y aprendizaje bajo la plataforma Moodle denominado “Sedes On Line” en el cual se desarrollan actividades de formación en línea (cursos, seminarios) y además cada espacio curricular de las carreras presenciales posee un aula virtual que actúa como complemento o anexo de las clases presenciales posibilitando actividades como: - Trabajo colaborativo en wikis y documentos enlazables desde Moodle. - Participación y comunicación en foros y espacios de diálogo. - Navegación por recursos bibliográficos disponibles en la web. - Evaluación de conocimientos a través de diseño de recursos multimediales enlazables desde el espacio de tareas de Moodle. - Utilización del entorno como bitácora de contenidos y actividades. - Enlace de paquetes Scorm para actividades interactivas. Muchas asignaturas han optado por solicitar la apertura de aulas virtuales en cada uno de los departamentos. A continuación se muestra en el gráfico 1 las aulas abiertas por departamento. ![Cantidad de aulas virtuales por departamento IPSS](image) **Gráfico 1:** Aulas virtuales por departamento en Sedes On Line En particular nos centraremos en el departamento de sistemas que es el segundo en cantidad de aulas y cuyos docentes de materias específicas poseen competencias digitales fortalecidas por su formación de base, para determinar cuáles son las actividades que se realizan en las aulas virtuales. Las asignaturas Análisis y Diseño I y Práctica Profesionalizante II son dos espacios que utilizan activamente el aula virtual para implementar estrategias formativas que incluyen nuevas tecnologías para la apropiación de saberes y para la evaluación del conocimiento. A continuación se muestran las estadísticas en el uso de las aulas virtuales de estos dos espacios por parte de docentes y alumnos. Como se observa en Gráfico 2, al iniciar el cursado de las asignaturas a principios de año, las actividades o ingresos por parte de los alumnos son menores a los que se han realizado terminando el primer cuatrimestre, lo cual se atribuye a que al ser clases presenciales se dificulta crear el hábito de trabajo en el aula virtual, el cual se termina creando al introducir tareas obligatorias vinculadas a estrategias pedagógicas para la acreditación de la asignatura. **Gráfico 2:** Actividad trimestral en aula virtual de Análisis y Diseño **Gráfico 3:** Actividad trimestral en aula virtual de Práctica Profesionalizante II En las asignaturas antes mencionadas se trabaja con estrategias formativas que incluyen los servicios que ofrece el entorno virtual y que fomentan el uso de las nuevas tecnologías como dinamizador y potenciador de los procesos de aprendizaje. Algunas de las estrategias formativas han sido las que se mencionan a continuación. **El trabajo con casos de estudio en ambientes virtuales.** En el espacio Análisis y Diseño de Sistemas I se trabaja la temática del análisis y diseño estructurado a través de casos de estudio que los alumnos seleccionan para trabajar durante el primer cuatrimestre del año. Luego de la selección del caso, los alumnos deben recortar una problemática para lograr una solución desde el enfoque estructurado de sistema, planteando el diseño mediante diagramas de flujo y diagramas de estructura así como documentos de especificaciones de procesos y módulos. Estos casos de estudio se trabajan desde tutorías áulicas y se presentan avances del diseño realizado con herramientas CASE. al finalizar la actividad el documento es entregado en la plataforma, donde también se presentan actividades de estudios de factibilidad del caso de estudio y foros sobre la cohesión y acoplamiento de módulos. Aprendizaje basado en proyectos en ambientes virtuales. El aprendizaje basado en proyectos es un modelo de aprendizaje en el que los estudiantes planean, implementan y evalúan proyectos que tienen aplicación en el mundo real más allá del aula de clase (Blank, 1997; Dickinson, et al, 1998; Harwell, 1997). El aprendizaje basado en proyectos, se fundamenta en el constructivismo de Piaget, Dewey, Bruner y Vigotsky; esta estrategia mira al aprendizaje como el resultado de construcciones mentales, actuales o previas de los seres humanos. Una de las características del aprendizaje basado en proyectos es la oportunidad de involucrar un trabajo interdisciplinario, el cual propicia indagar en los alumnos sus intereses y así poder desarrollar proyectos que generen aprendizajes significativos. En el caso del espacio Práctica Profesionalizante II, el aula del entorno virtual ha permitido centralizar las entregas de un proyecto de trabajo anual que los alumnos realizan para la participación en una instancia de feria de ciencias para nivel superior. Es así como se han habilitado espacios de presentación de los proyectos en foros, para la entrega de borradores del trabajo, para la entrega de las presentaciones digitales que se utilizaron en las exposiciones, para la entrega de los posters y de los enlaces a un video de presentación del proyecto. (Figura 1). **Figura 1:** Aula virtual en la gestión de proyectos Aprendizaje colaborativo en ambientes virtuales. El aprendizaje colaborativo entiende al aprendizaje como un proceso social de construcción del conocimiento y que es favorecido por las nuevas tecnologías de la información y la comunicación que ofrecen herramientas de trabajo. Entre las principales características del aprendizaje colaborativo encontramos: la interacción, ya que se aprende del intercambio de ideas de manera sincrónica en la primera etapa del proceso donde se intercambian ideas, como la asincrónica, donde hay un espacio para la reflexión individual que puede ser comunicada posteriormente. En el espacio Análisis y Diseño de Sistemas se trabaja colaborativamente enlazando pizarras digitales desde el aula virtual así como proponiendo la redacción de documentos a través de wikis. Figura 3: Actividades colaborativas en entorno virtual de aprendizaje Aprendizaje significativo por medio de esquemas conceptuales. El aprendizaje significativo es un tipo de aprendizaje en que un estudiante relaciona la información nueva con la que ya posee; reajustando y reconstruyendo ambas informaciones en este proceso. La estructura de los conocimientos previos condiciona los nuevos conocimientos y experiencias, y estos, a su vez, modifican y reestructuran aquellos. Una de las estrategias empleadas en ambos espacios de la Tecnicatura en Análisis y Desarrollo de Software del Instituto Sedes Sapientiae para el desarrollo del aprendizaje significativo es el trabajo con mapas y redes conceptuales, puesto que son útiles para realizar una codificación visual y semántica de conceptos, proposiciones y explicaciones y contextualizar las relaciones entre conceptos y promociones. En este caso el entorno virtual se utiliza como bitácora de los mapas y redes diseñadas con diferentes herramientas TIC. CONCLUSIONES De las estrategias implementadas en el ambiente virtual que incluyen actividades con nuevas tecnologías se destaca la participación activa de los alumnos hacia el final del primer cuatrimestre y cuando se planteó la realización de las actividades con carácter de obligatorias para la acreditación de la asignatura. La organización de las tareas en el entorno virtual permitió el seguimiento de las mismas por los alumnos en todo momento. Se evidenció dificultad para el abordaje de las actividades de las tareas virtuales cuando las clases son presenciales, puesto que los alumnos esperaban la clase presencial para hacer consultas que podrían haberse realizado mediante foros o chats disponibles en el entorno. Los espacios de comunicación sincrónica y asincrónica fueron escasamente utilizados en relación con los espacios de tareas y participación en el desarrollo de producciones como wikis, documentos, tablones colaborativos, etc. LÍNEAS de TRABAJO FUTURO Las líneas de trabajo que se plantean a futuro giran en torno al desarrollo de competencias digitales en ambientes virtuales y la percepción sobre los procesos de aprendizaje de los alumnos en experiencias de asignaturas complementadas con ambientes virtuales. BIBLIOGRAFÍA Blank, W. (1997). Authentic instruction. In W.E. Blank & S. Harwell (Eds.), Promising practices for connecting high school to the real world (pp. 15–21). Tampa, FL: University of South Florida. (ERIC Document Reproduction Service No. ED407586) Castells, Manuel. La sociedad red. Madrid: Alianza, 1997. v1 (La era de la información) Castells, M. (2001). La galaxia internet. Madrid: Areté Castells, M. (2006). La sociedad red: una visión global. Madrid: Alianza. Crook, Ch. (1998). Ordenadores y aprendizaje colaborativo. Madrid: Morata. Dickinson, K.P., Soukamneuth, S., Yu, H.C., Kimball, M., D’Amico, R., Perry, R., et al. (1998). Providing educational services in the Summer Youth Employment and Training Program [Technical assistance guide]. Washington, DC: U.S. Department of Labor, Office of Policy & Research. (ERIC Document Reproduction Service No. ED420756) Harwell, S. (1997). Project-based learning. In W.E. Blank & S. Harwell (Eds.), Promising practices for connecting high school to the real world (pp. 23–28). Tampa, FL: University of South Florida. (ERIC Document Reproduction Service No. ED407586) Horton, W. (2000) Designing web based training Wiley Computer Publisher, New York, NY. Lévy, P. (2007). Cibercultura: la cultura de la sociedad digital. México: Anthropos—Universidad Autónoma Metropolitana. Tedesco, J. C. (2000). Educar en la sociedad del conocimiento. Buenos Aires: Fondo de Cultura Económica. Estrategias para la visibilidad de publicaciones académicas electrónicas: Relato de una experiencia ABSTRACT Se presenta la estrategia de marketing académico del E-book “La aventura de innovar con TIC. Aportes, experiencias y propuestas”, realizado entre estudiantes y docentes de la Facultad de Periodismo y Comunicación Social de la Universidad Nacional de La Plata (FPyCS, UNLP, 2015), como parte de un seminario optativo del Profesorado en Comunicación Social. Los docentes que llevamos adelante el espacio concebimos a los estudiantes como actores que pueden elaborar enriquecedoras producciones académicas, que más allá de la finalidad de “aprobación”, merecen ser compartidas por fuera del espacio presencial del aula, gracias a las oportunidades que brindan las tecnologías. En la estrategia se articularon acciones online y offline: compartir el material en la web de la Facultad y del repositorio SE.DICI, generar un enlace propio que facilitó el seguimiento de la producción; crear una página en Facebook y monitorear las estadísticas; enviar e-mails a especialistas y reseñas a revistas científicas. Se realizaron copias en CD que se distribuyeron en bibliotecas y presentaciones en eventos académicos. La publicación ha sido compartida en repositorios; el enlace creado ad hoc supera las 2000 descargas; son más de 300 seguidores en Facebook; registra 9 referencias en Google Académico y más de mil coincidencias en Google. INTRODUCCIÓN Contexto y descripción de la experiencia Desde 1998 en la FPyCS de la UNLP, Argentina, se dicta el Profesorado en Comunicación Social. El Plan de estudios establece la posibilidad de incorporar materias optativas para añadir temáticas innovadoras. Así en 2014 se propuso el Seminario “Estrategias de trabajo colaborativo para el aula con redes sociales virtuales y otros asistentes online”. El espacio buscaba promover la reflexión pero también potenciar las prácticas docentes mediante la adopción de TIC con objetivos pedagógicos. Los contenidos se dividen en 4 ejes: el marco político-legal (referido a leyes y derechos educativos y comunicacionales); el marco empírico (las RSV y las TIC como recursos educativos); algunos asistentes o recursos abiertos (incluye ciertas consideraciones previas, como las tipografías, imágenes, audios, videos, etc.) y, por último, los modelos colaborativos. En este contexto se les planteó a los estudiantes de la primera cohorte editar un libro electrónico de acceso abierto, lo cual responde tanto a cuestiones formativas como de divulgación. Se trataba de un grupo de 35 alumnos que se encontraban en la última etapa de la carrera, incluso algunos habían finalizado previamente la Licenciatura. Por una parte, el diagnóstico realizado entre los cursantes daba cuenta de un nivel pobre de aprovechamiento de las tecnologías, prevaleciendo usos triviales de las mismas. Al observar las prácticas y competencias tecnológicas que dominan los grupos de jóvenes que cursan el Seminario, notamos que los usos que Pamela Vestfrid. María Victoria Martín. Universidad Nacional de La Plata. Universidad Nacional de Quilmes. E-mail: email@example.com firstname.lastname@example.org Palabras Claves: Docencia presencial, nuevas tecnologías. realizan de las TIC resultan superficiales y que desaprovechan las posibilidades de trabajar colaborativamente con otros, de dar a conocer sus producciones haciéndolas visibles en los entornos digitales; en definitiva, relegan las apropiaciones críticas, reflexivas y creativas, tal como se desprende de diagnósticos efectuados al grupo. Para pensar estas problemáticas, resulta substancial considerar que existen distintos niveles de complejidad -desde el entretenimiento al empoderamiento- en el que el entorno digital puede ser apropiado. La educación debería alentar modalidades de uso más participativas y productivas que favorezcan el empoderamiento y la participación de todos los actores (Reig y Vilches, 2013). La categoría TIC (Tecnologías de la Información y la Comunicación) da cuenta de los usos más generalizados y relacionados con la socialización natural de los jóvenes, con un “pasar el tiempo” utilizando los dispositivos electrónicos. TAG supone aprovechar las posibilidades de estas tecnologías para el aprendizaje y el conocimiento con una finalidad formativa. El nivel de uso TEP, tecnologías para el empoderamiento y la participación, aglutina a quienes se implican de manera intensa y autónoma con el dominio de la tecnología, por lo que adquieren status y credibilidad entre los miembros de la propia comunidad. Esto acarrea el involucramiento en la vida pública de la sociedad, generando formas auténticas de participación. Para Reig, a diferencia de los medios de comunicación unidireccionales, con el entorno digital se puede aspirar a adoptar un rol no solo de receptor pasivo, sino de productor de discursos a un bajo costo, a una enorme velocidad de circulación y alcance fabulosos. Es central reconocer que la llamada “sociedad del conocimiento” constituye una realidad muy diferente a aquella en la cual los docentes éramos alumnos y por ello debemos reflexionar sobre nuestras prácticas de enseñanza y poner a prueba otras estrategias pedagógicas. Si bien es cierto que las nuevas generaciones tienen una relación más natural con el entorno digital, ello no implica que hagan usos reflexivos de las mismas. El ecosistema digital impone a los docentes transformar sus objetivos y estrategias pedagógicas; como señalan Castells (2014) y Umberto Eco (2007), se ha tornado obsoleta una educación centrada en lo memorístico, pues las TIC permiten registrar, almacenar y hacer circular información con un volumen y rapidez jamás pensada hace unas décadas atrás, lo que obliga a los profesores a formar a las nuevas subjetividades para que sean analistas críticos de la información que circula por la web. Entonces, el segundo motivo para impulsar la producción conjunta de un libro es académico: escribir, divulgar y evaluar las repercusiones del mismo. Reconocerlos como alumnos reflexivos y productores de saberes legítimos, que son dignos de ser puestos en circulación dentro y fuera de la comunidad de estudiantes y docentes de la FPyCS de la UNLP fue movilizador. Desde la cátedra y a través de la experiencia materializada en la edición del E-book, se buscó desde el ámbito universitario formar en modalidades de uso con TIC más participativas y productivas, que propicien el empoderamiento y la colaboración de los jóvenes estudiantes. De esta manera, durante la cursada del Seminario de “Estrategias de Trabajo colaborativo para el aula con RSV y otros asistentes online” (cohorte 2014), se reflexionó con los estudiantes sobre las implicaciones de producir un texto de alcance público, sobre el contenido y lenguaje en función de los destinatarios de la misma (docentes y estudiantes de Profesorado), sin descuidar cuestiones relacionadas con los derechos de autor. Los trabajos finales del espacio, sirvieron para la acreditación y fueron el principal insumo del volumen. De Internet a la declaración de BUDAPEST Desde la creación de Internet, y más aún a partir del crecimiento vertiginoso de la web 2.0, el intercambio de información ha generado un cambio cualitativo en nuestras sociedades. Esto nos sumerge en un nuevo escenario en el que son centrales las redes sociales virtuales, cuyos actores están globalmente distribuidos e interactuando. En verdad, un medio tan revolucionario como este, no determina el contenido y efecto de sus mensajes, pero posibilita una diversidad y autonomías ilimitadas de la mayoría de las comunicaciones que circulan, por lo que construyen y reconstruyen a cada segundo la producción de sentido a nivel global y local (Castells y otros, 2007, p.248). Considerando lo anterior, científicos y académicos de distintos ámbitos de conocimiento pensaron que sería ético publicar y acceder a investigaciones en revistas especializadas sin tener que pagar por ello, por lo que en el año 2002 comenzaron a formarse agrupaciones de instituciones educativas para potenciar las posibilidades de apertura de los saberes. La UNESCO (Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura) buscó reunir esas iniciativas e impulsar modos de “trabajar juntos para alcanzar el éxito de forma más amplia, más profunda y más rápida”; se trataba de quitar las restricciones y ofrecer sus producciones como contribuciones abiertas para la formación de investigadores pero también para la población en general, a través de la web. Esta declaración de “acceso abierto” (a la literatura científica revisada por pares), estipula su disponibilidad gratuita en Internet, para que cualquier usuario pueda leer, descargar, copiar, distribuir, imprimir, buscar o añadir un enlace al texto completo de esos artículos, rastrearlos para su indización, incorporarlos como datos en un software, o utilizarlos para cualquier otro propósito legal, sin barreras financieras, normativas o técnicas. La única limitación en cuanto a reproducción y distribución que se establece es la de dar a los autores el control sobre la integridad de sus trabajos y el derecho a ser adecuadamente reconocidos y citados. Una década después del llamamiento de la UNESCO, una nueva declaración conocida como Iniciativa Acceso Abierto de Budapest (BOAI10) realiza nuevas recomendaciones en torno a infraestructura, licencias, políticas y difusión. Sobre la infraestructura, sugiere que todas las instituciones de educación superior dispongan de un repositorio de acceso abierto institucional y/o temático, con capacidad de compartir recursos con otros repositorios y facilitando su uso. Además, estipula que deberían apoyar el desarrollo y mantenimiento de las herramientas, directorios y recursos esenciales para el progreso y la sostenibilidad del acceso mediante el establecimiento de estándares abiertos y universales para los metadatos, sistemas de consulta y recolección de referencias bibliográficas. Con relación a las licencias, recomienda el uso de las CCBY (que permite cualquier exploración de la obra, incluyendo la comercial y la creación de obras derivadas, cuya distribución también está permitida sin ninguna restricción). Por último, en relación a las políticas, propone que las versiones revisadas por pares de todos los futuros artículos científicos de los miembros de la universidad se depositen en dichos repositorios\(^1\). Teniendo en cuenta lo anterior, la experiencia que presentamos combina estos principios con la necesidad de contar con cierta información acerca de los accesos para dinamizar la difusión y circulación del Ebook. --- \(^1\) Tengamos en cuenta, además, que para elaborar el ranking de universidades, se consideran entre otros criterios, cuántos investigadores tienen alto índice de citación, el número de artículos publicados en revistas científicas o indexados en relación con la cantidad de docentes, por lo que es necesario que cada institución disponga de esos espacios de visibilidad. La estrategia de difusión La difusión combinó una estrategia on y offline, para tratar de abarcar más destinatarios entre esos ámbitos, cuidando la sinergia entre ambos. - Previo a la difusión online del E-Book, fue necesario que estuviera enlazado en la Web institucional http://perio.unlp.edu.ar/node/5365 (FPyCS-UNLP) y en el repositorio de la Universidad Nacional de La Plata (UNLP): http://sedici.unlp.edu.ar/handle/10915/46322 (SEDICI), esto nos permitía utilizar ambos enlaces. El primero reconocía la pertenencia institucional micro, mientras que el segundo tenía más posibilidades de alcance y visibilidad dentro de otras comunidades académicas y, a su vez, funcionaba si el sitio de la Facultad tenía problemas. - Se generó una URL acortada utilizando Goo.gl para poder seguir las métricas de visualizaciones. - Se abrió un grupo de Facebook con vistas a crear una comunidad de referencia, en la que se pudiera continuar con la difusión de la publicación y vincular noticias y materiales que actualizaran las discusiones, incluidas invitaciones a eventos en los que se presentara el material, fotos y repercusiones de esa participación. (https://www.facebook.com/laventuradeinnovarcontic/) - A partir de una gacetilla de difusión estandarizada, se linkéó el material en redes temáticas que, a su vez, fueron replicados por usuarios que no formaron parte de la producción del Ebook. Se priorizaron redes temáticas de educación y tecnologías (por el contenido de la publicación); institucionales, portales educativos, foros de MOOC en torno a la temática; y se enviaron e-mails a referentes internacionales especializados en el área, muchos de los cuales recomendaron la publicación. La circulación fue exponencial en el primer mes, con el E-book compartido por personas desconocidas también en redes horizontales como Twitter, Scribd, Slideshare, Google +, Wikimedia, Calameo, Scoop.it, entre otros. - Además, se enviaron reseñas a revistas académicas especializadas, como Question y Razón y Palabra En cuanto a la difusión offline del E-book, se presentó formalmente en las I Jornadas de Comunicación Digital, Facultad de Periodismo y Comunicación Social, UNLP, junio de 2015. Y luego en otros eventos que nucleaban profesionales de distintas instituciones y lugares geográficos\(^2\). - A su vez, se realizaron 100 copias del E-book en formato CD, para su indexación en bibliotecas de instituciones educativas (es un requisito de muchas instituciones contar con un soporte físico para su catalogación)\(^3\). Se aprovecharon las presentaciones en eventos académicos para distribuir las copias entre los asistentes de otras localidades, regiones y países. Se diseñó una carátula similar a la digital y se le incorporaron los enlaces generados por las editoras (NO los de la facultad ni SEDICI). - Por la repercusión y demanda de diversas instituciones de formación del Profesorado, se realizaron distintas actividades destinadas a docentes y futuros docentes sobre la temática, en los que también se utilizó el libro como bibliografía\(^4\). Estrategia de seguimiento del online: acortador de URL y búsquedas avanzadas Para poder realizar el seguimiento online, se creó una URL acortada con Goo.gl para ver las métricas (ni el sitio de la Facultad de Periodismo y Comunicación Social de la UNLP, ni el repositorio SEDICI disponen de contadores o servicios --- \(^2\) 3ras Jornadas de TIC e innovación en el aula, UNLP, septiembre de 2015; las VIII Jornadas Nacionales; 1º Congreso Internacional sobre la Formación del Profesorado, Mar del Plata, Universidad Nacional de Mar del Plata, octubre de 2015; 1 Congreso Virtual Argentino e Iberoamericano de Tecnología y Educación. Ministerio de Ciencia, Tecnología y Educación de la provincia de La Rioja (Argentina) en noviembre de 2016. \(^3\) El costo aproximado de cada CD, incluyendo el soporte, sobre transparente, impresión de la tapa y sticker para identificar el volumen fue de $5 (a precio actual del dólar, US 0.30). Para reducir costos, las editoras armamos manualmente cada uno. \(^4\) Curso “Comunicación educativa medida por TIC” para docentes de todos los niveles, en el marco del Programa “Nuestra Escuela” (INFD) y FPyCS (UNLP). 2014-2015; Taller “La aventura de innovar con TIC”, en el marco del “Plan de Trabajo Educativo para la Inclusión y la Mejora de la Calidad 2015-2016”, ISFD Nº 17, La Plata. Noviembre de 2015; Taller “Formación docente y TIC”, en las Jornadas Pedagógicas 2016 del ISFDT Nº 9, La Plata. Junio de 2016; Taller “Nubes de tags: síntesis de imagen, conceptos y accesibilidad”, en el V Congreso sobre Juventud, Medios e Industrias culturales (JUMIC) FPyCS, agosto de 2016. similares). En función de eso, se monitoreó desde qué regiones geográficas provenían las visitas y desde qué plataformas accedieron al enlace las personas interesadas en la publicación. Esto nos sirvió para identificar y profundizar los contactos con aquellos países en los que el E-Book no tenía tanta difusión y para continuar los contactos con los países en donde estaba siendo visto. Además, se postearon con cierta regularidad noticias e informaciones en el grupo de Facebook, también auditando el perfil de los seguidores. Por último, se realizó un monitoreo periódico de las menciones del libro, mediante Google Académico. RESULTADOS: Alcance hasta el momento La experiencia se evaluó mediante el seguimiento de la publicación. Al momento de esta presentación, los indicadores señalaban: • Artículos en sitios de noticias no especializados: Infoplatense, Política y Medios, Infobaires (principalmente de la presentación del E-book). • Repositorios especializados en Educación y TIC: • Compartido en la Biblioteca del Espacio de encuentro de Egresados de la Especialización en Educación y TIC del Ministerio de Educación, Argentina, con un alcance a 7.800 docentes y futuros docentes que lo integran. • Compartido en el Portal de Libros de UNLP. • Portal Educ.ar: con 428 descargas a noviembre de 2015 • Cantidad de descargas rastreadas para ambos enlaces Goo.gl: 2007 • Cantidad de países desde los que se realizaron descargas: Argentina, España, México, Venezuela, Colombia, Perú, Bolivia, Chile, Brasil (solo desde el enlace creado por las editoras, como señalamos, los repositorios de la institución no dan ese servicio) • Número de seguidores en Facebook: 312, principalmente de La Plata. • Cantidad de reseñas publicadas en revistas académicas\(^5\): 2 • Recomendaciones de expertos (Dolors Reig, Area Moreira, Diego Craig, entre otros) y sitios especializados; APRENDER (portal del Ministerio de Educación de la provincia de Entre Ríos, Argentina, Fundación Luminis, entre otros). • Resultados en Google Académico: 9, incluidas 4 citas en otros textos académicos (incluye trabajos de tesis de posgrado y de especialización) • Resultados en Google: 1.060 --- \(^5\) Pérez Riedel, M. D. (2015). “Educar con TIC: desafíos y posibilidades”, *Question*, UNLP, Argentina; Ramírez, M. (2016). “Una experiencia concreta de TIC en las aulas”. *Razón y palabra*, (92), 22-5, México. Pistas para el trabajo futuro La experiencia concreta muestra que es posible complementar el uso de repositorios abiertos con asistentes gratuitos que midan las métricas digitales, y que es efectiva la combinación de acciones on y offline para optimizar el marketing académico. De este modo, se logró dar a conocer una experiencia educativa de producción de conocimientos en el nivel superior de una institución pública, elaborada por estudiantes y docentes, que demandó bajos costos gracias a las posibilidades de las tecnologías. Por otra parte, desde el rol docente se propone una relación con los alumnos que los motive a producir, dejando de lado el papel de juez o corrector. Así, se busca fomentar en los estudiantes la confianza necesaria que les permita elaborar trabajos con responsabilidad y compromiso. Desde esta perspectiva, se considera que todos los actores “docentes y alumnos” pueden generar conocimientos relevantes, que merecen cobrar visibilidad más allá del interior de las instituciones educativas. En ese sentido, las tecnologías permiten habilitar canales de comunicación más fluidos para el intercambio y la producción colectiva. Bibliografía Castells, M. (2007) “Communication, Power and Counter-power in the Network Society”. International Journal of Communication 1. pp. 238-266. Disponible en: http://ijoc.org/ Fecha de consulta: 20/05/2008 Castells, M. (2014) “La obsolescencia de la educación”. Fronteiras do Pensamento. En línea: http://bit.ly/1xxP8eV Fecha de consulta: 23/9/2015. ECO, U. (21/5/2007). “¿De qué sirve el profesor?”. La Nación. En línea: http://bit.ly/1QRLruh Martín, M.V. y Vestfrid, P. (editoras): La aventura de innovar con TIC: aportes conceptuales, experiencias y propuestas. La Plata: Universidad Nacional de La Plata. 260 páginas. En línea: goo.gl/hsBlao Ramírez, M. S. y Burgos, J.V. (2012) (Coords.) Movimiento educativo abierto: Acceso, colaboración y movilización de recursos educativos abiertos. México. LULU.com editorial digital. En línea: http://goo.gl/iRxf6f Fecha de consulta: 20/9/2014. Reig, D. y Vilches, L. (2013): Los jóvenes en la era de la hiperconectividad. Tendencias, claves y miradas. Fundación Telefónica, España. Estrategias y desafíos del rol tutorial en una propuesta de posgrado a distancia internacional ABSTRACT En el presente trabajo intentamos sistematizar el proceso de ejecución de un Programa en Educación en modalidad a distancia. Nos enfocaremos particularmente en abordar la implementación de un Trayecto de Formación con modalidad a distancia dependiente de la Secretaría de Posgrado de la Facultad de Humanidades y Ciencias de la Educación de la Universidad Nacional de La Plata, orientada a la formación en ejercicio para maestros y profesores de la República de Ecuador, en el marco de la celebración de un convenio específico entre el Ministerio de Educación de dicho país y nuestra Facultad. Resulta de nuestro interés socializar la experiencia de enseñar mediando con tecnologías digitales; entendemos que recuperar analíticamente el sistema de tutorías de este Trayecto de Formación resulta significativo para reflexionar sobre los desafíos, posibilidades y estrategias del rol tutorial en una propuesta de formación a distancia internacional. INTRODUCCIÓN Contexto político-institucional del proyecto. Desde el año 2014 la Universidad Nacional de La Plata viene promocionando y desarrollando con énfasis el proceso de ampliación/creación de trayectos de formación en modalidad a distancia. Esta necesidad se origina a partir de considerar que propuestas educativas con otras modalidades de enseñanza amplían la oferta en grado y posgrado, como así también de cursos y trayectos de actualización profesional; al mismo tiempo que acercan a nuestra Universidad a otros espacios, zonas y regiones lejanas, posibilitando incrementar la formación profesional de sus graduados y de graduados de otras universidades nacionales o internacionales, democratizando el acceso a la universidad y estableciendo acciones concretas que contribuyan a la democratización del conocimiento (González, A.; Barletta, C. Olaizola, E. y otros, 2016). En este marco, a inicios del año 2015, la Facultad de Humanidades y Ciencias de la Educación (UNLP) celebra la creación de un Programa en Educación con modalidad a distancia. A partir de la celebración de un convenio específico entre el Ministerio de Educación de la República de Ecuador y la Facultad de Humanidades y Ciencias de la Educación de la Universidad Nacional de La Plata, en el marco de la Secretaría de Posgrado, se llevó a cabo el diseño, puesta en marcha y seguimiento del Trayecto de Formación en Educación con modalidad a distancia el cual define tres especificidades -ejes temáticos:- Escritura y Alfabetización, Enseñanza de las Ciencias Exactas y Naturales y, Ciencias de la Educación. Dicho trayecto educativo se diseñó considerando la demanda concreta de formación de sus destinatarios: maestros y profesores de la República de Ecuador. De esta experiencia forman parte actualmente más de 500 docentes ecuatorianos, acompañados por un equipo estable de tutores -profesionales del campo de la educación-, docentes contenidistas y un equipo ampliado de coordinación y gestión de los trayectos de formación según el eje temático. Este Trayecto tiene un carácter inédito al convertirse en la primera experiencia de la Facultad de Humanidades y Ciencias de la Educación en la implementación de una propuesta completa absolutamente a distancia. Consideramos que este Programa fue posible a partir del diálogo y trabajo articulado entre distintas áreas de la Facultad y, a su vez, entre la Secretaría de Posgrado y la Dirección de Educación a Distancia y Tecnologías\(^1\) dependiente de la Secretaría Académica de Presidencia de la UNLP. En este sentido, creemos necesario destacar la colaboración y tareas que dicha Dirección viene desarrollando desde el inicio del Programa para la garantización de su ejecución. No sólo brinda soporte en el uso del entorno virtual de enseñanza y aprendizaje AulasWeb\(^2\) sino que también responde demandas y consultas técnicas/tecnológicas, participa en la creación de los materiales didácticos y posibilita la formación continua de los tutores docentes. **Trayecto de Formación en Educación: la implementación de una propuesta a distancia internacional** En términos generales, la propuesta de este Trayecto de Formación reconoce a los destinatarios (maestros y profesores ecuatorianos) como sujetos con una amplia experiencia, recorrido en el campo educativo, social y profesional; por lo cual se partió de reconocer y de recuperar los saberes de la práctica docente de estos actores para socializarlos, analizarlos y re-significarlos. Por tanto, el propósito de la propuesta es ofrecer un trayecto de formación que, desde una perspectiva multidisciplinar, aborde los problemas de las prácticas de la enseñanza y de la trasmisión de la cultura en el marco de la actual configuración social. Es decir, brindarle a los docentes ecuatorianos un espacio de análisis crítico y revisión teórica de las prácticas pedagógicas que cotidianamente llevan a cabo tanto en sus dinámicas áulicas como en las instituciones en las que participan. El Trayecto de Formación está organizado en quince seminarios temáticos, según el eje y la especificidad seleccionada. Las tres especialidades (Escritura y Alfabetización; Enseñanza de las Ciencias Naturales y Exactas y; Ciencias de la Educación) comparten los primeros seis seminarios a modo de introducción al campo de la reflexión educativa y, a partir del sexto seminario, la especificidad temática define la problematización a profundizar. Los espacios curriculares temáticos proponen un recorrido histórico, político, sociológico, didáctico de los problemas educativos y de la tarea de enseñar. En una última etapa -que hoy resulta un desafío porque se encuentra próxima a implementarse-, se desarrollará un espacio organizado en formato taller para la elaboración del trabajo final integrador. Este taller será una instancia, un tiempo destinado al trabajo de escritura de un producto que incluya la problematización de un tema de interés. Siguiendo con el análisis iniciado por Caride, Martín y Luque (2015) sabemos que para comprender las prácticas formativas es necesario recuperar el diseño organizacional, es decir, la forma de organizar pedagógicamente el trayecto y la reflexión sobre cómo se vinculan los sujetos con el conocimiento, y entre sí, mediados por la tecnología. --- \(^1\) [http://www.entornosvirtuales.unlp.edu.ar/](http://www.entornosvirtuales.unlp.edu.ar/) \(^2\) [https://aulasweb.ead.unlp.edu.ar/aulasweb/](https://aulasweb.ead.unlp.edu.ar/aulasweb/) Todos los seminarios se desarrollan en aulas virtuales soportadas en el entorno virtual enseñanza y aprendizaje AulasWeb de la UNLP. Todos ellos se encuentran estructurados a partir de un cronograma, la presentación de materiales educativos (llamados “clases”) pensados por los docentes contenidistas (expertos) en los que confluyen diversos lenguajes (escrito, audiovisual, visual, entre otros). También forman parte de la estructura de cada seminario un foro de discusión (donde se abordan los contenidos centrales de al menos una de las clases) y, por último, una consigna de resolución individual a modo de evaluación final de cada uno de los seminarios. Ahora bien, partir de poner en escena este contexto general, lo que nos interesa ahora es reflexionar alrededor de los siguientes interrogantes, ¿cómo se constituyó el modelo tutorial para la propuesta pedagógica del trayecto formativo con modalidad a distancia?, ¿cuáles son las funciones del tutor virtual en este contexto?, ¿qué desafíos convoca ser tutor en el marco de este proyecto? Construir el equipo. Instancia de formación de tutores El desafío de ejecutar un trayecto formativo totalmente a distancia implicó pensar otras y nuevas formas, estrategias, sentidos para la enseñanza; significó repensar la acción didáctica articuladamente desde la tecnología, la pedagogía, lo disciplinar. Y puso en tensión los tiempos, espacios, estrategias de la práctica educativa (González, A. y Martín, M., 2016). En este desafío de implementar una primera propuesta totalmente a distancia se contó, como anticipamos previamente, con la asesoría de la Dirección de Educación a Distancia y Tecnologías de la UNLP, quien acompañó el proceso de definición de diversos aspectos: del modelo pedagógico y tutorial, de lo tecnológico, de la formación de tutores y, de la producción de materiales. Entendemos que una de las primeras necesidades y decisiones institucionales fue la de comenzar un proceso de formación del equipo de tutores. En este sentido, la experiencia profesional del tutor cuenta, a partir de este trabajo sistemático de capacitación, con un encuadre político-pedagógico definido institucionalmente que sirve como matriz o marco de referencia de la práctica docente del tutor. El proceso de inmersión en estas definiciones vinculadas al quehacer profesional, se llevó a cabo a través una capacitación semipresencial destinada específicamente para los tutores del proyecto, dos meses previo al comienzo de los seminarios. Esta capacitación persiguió tres objetivos fundamentales, por un lado, que los tutores comprendan sus principales funciones como nexos primordiales entre los estudiantes y la carrera. En segundo lugar, que establezcan criterios de acompañamiento, seguimiento y dinamización consensuados en el equipo de tutoría y, por último, que conozcan el entorno y el aula virtual donde se desarrollan los seminarios y sus principales herramientas de comunicación y seguimiento. Durante este mes de trabajo, tanto docentes sin experiencia previa como tutores en modalidad a distancia (mayoritariamente) como así también docentes con cierto grado de familiarización con este tipo de abordaje, pudieron comenzar a trabajar pensándose en una modalidad educativa que exige reflexionar sobre procesos formativos de forma diferente a otras modalidades más tradicionales dentro del hacer y el pensar pedagógico, a partir del planteo de otras relaciones entre los sujetos, los espacios y los tiempos, en pos de la realización de una acción formativa pensada, desarrollada y diseñada para destinatarios específicos (González, A. y Martín, M., 2016). Sobre esa instancia de capacitación podemos explicitar que los tutores lograron reflexionar sobre los elementos constitutivos de un trayecto a distancia y comenzaron a definir “buenas prácticas” para ejercer el rol del tutor. Se preguntaron acerca de la construcción de la relación pedagógica con los tutorandos; por las estrategias que fomentan la participación y el aprendizaje colaborativo; las prácticas de comunicación en ambientes virtuales; las instancias de evaluación, devolución y seguimiento; por la potencialidad de enseñar en esta modalidad y, por la dimensión cultural. Asimismo surgieron incertidumbres, posibles dificultades, ansiedades sobre su quehacer. En síntesis, esta instancia de formación posibilitó que los tutores comprendieran que “…el entorno virtual de enseñanza es un espacio de comunicación que integra un extenso grupo de materiales y recursos diseñados y desarrollados para facilitar y optimizar el proceso de enseñanza y, por ende el aprendizaje de los alumnos mediados ambos por TIC. Integra diversos soportes (textual, audiovisual, digital…), plantea nuevas interacciones entre los sujetos de la relación pedagógica (tutores- alumnos), favorece la comunicación inter e intra-áreas, crea nuevos formatos de interacción y nuevas relaciones entre el contenido y la tarea correspondiente. Es un facilitador en tareas de evaluación y seguimiento (González y Martín, 2017; pp. 11).” Desafíos del rol tutorial. Lo inédito en tensión Como mencionamos en el apartado anterior, un dato relevante en términos institucionales es que esta propuesta formativa contiene un componente inédito por tratarse de la primera experiencia de la Facultad implementando una oferta a distancia en su totalidad. Por otro lado, en términos institucionales pero también pedagógicos, resulta interesante a los fines analíticos reconocer que se trata de una de las primeras experiencias sistemáticas de la FaHCE en el desarrollo de una de propuesta de corte profesionalizante, “no académica”. Una de las preguntas que da lugar hacernos es, ¿qué características, especificidades contiene un trayecto que apunta a revisar las prácticas profesionales? Esta caracterización permite anticipar la aparición de nuevos desafíos, nuevas tensiones que hacen su debut estelar en este escenario. Por un lado, podemos hablar de los desafíos y tensiones vinculados a la dimensión cultural. Cuando hablamos de esta gran dimensión estamos identificando cuestiones como el desconocimiento tanto del perfil de los estudiantes como de sus trayectorias académicas y formativas, por lo que resultó complejo pensar la construcción del rol tutorial y del contrato didáctico con un “otro” del cual se conocen pocas referencias, sobre todo de los marcos conceptuales con los que están familiarizados y con cuáles no. La pregunta acerca de la lejanía o proximidad de los estudiantes en relación a los contenidos sigue siendo hoy una constante. Si bien en el contexto de la Universidad comúnmente se trabaja con distintos perfiles de estudiantes de todo el país y, en los últimos años, con fuerte crecimiento de alumnos extranjeros que cuentan con diversas trayectorias formativas y profesionales, “este universo no deja de estar en el campo de lo pensable y, en cierta medida y bajo algunos aspectos, predecible. En cambio, la experiencia con Ecuador nos planteó el desafío (...) pensando en maestros y profesores no solamente de todo un país sino también de un país que no era el nuestro. Aquí la dimensión cultural local hizo su juego y nos planteó, lógicamente, sus contradicciones.” (Martín, M., Peralta, M. y otros, 2016) En este sentido, al no contar con los tradicionales recursos de la relación que se establece en el contexto presencial, los procesos de formación en contextos virtuales nos obligan a vincularnos con los procesos y productos culturales a través de una mediación pedagógica capaz de promover y acompañar el aprendizaje (Prieto Castillo, 1999). Las intervenciones en los foros de discusión fueron orientadas hacia esta dirección. Por un lado, las consignas de los foros planteadas por los docentes contenidistas de cada seminario estuvieron orientadas a que cada estudiante pudiera dar cuenta de su punto de partida con respecto a determinadas temáticas, que pudiera revisar sus preconceptos, sus imaginarios, sus propias prácticas docentes, y ponerlas en tensión con la perspectiva del seminario, con categorías centrales de las clases, etc. Este tipo de ejercicios permite identificar obstáculos epistemológicos y de interpretación/apropiación de los contenidos para repensar las estrategias de moderación del tutor en estos espacios de construcción colaborativa, promoviendo la participación y el intercambio genuino de experiencias, puntos de vista, argumentaciones, etc. Uno de los desafíos más interesantes que expresan los colegas tutores es promover en los docentes ecuatorianos la construcción de posicionamientos fundamentados sobre las temáticas trabajadas, que abandonen el sentido común y que den cuenta de cómo los han interpelado profesionalmente para repensarse en los espacios educativos donde trabajan. Como puede observarse, los tutores acompañan en diversas aristas las trayectorias educativas de cada docente ecuatoriano, y es por ello el protagonismo que se les imprime en este trabajo. Además de alojar al estudiante en un tiempo y espacio educativo de carácter novedoso para muchos de ellos, de asesorarlo, evacuar sus dudas, moderar los foros, etc., el tutor es también quien evalúa los trabajos finales de cada seminario, con lo cual su rol se inscribe en un entramado complejo de tareas y responsabilidades que oscilan entre las funciones técnicas, administrativas y docentes que lo convierten en el “embajador pedagógico” de este Trayecto de Formación. Podemos decir por tanto que, en esta propuesta, los espacios de foros son entendidos como herramientas de comunicación e interacción pedagógica en el que el tutor brinda información, clarifica y explica los contenidos, genera reflexiones, promueve el intercambio y la participación, guía y orienta sobre el progreso de los estudiantes. Entendemos que el modelo tutorial en este caso garantiza que la función del tutor sea no sólo académica sino también social, orientadora y organizativa (Cabero, 2004). A modo de cierre -que es siempre una nueva apertura- Como mencionan Caride, Martín y Luque (2015), “los “cómo” no se resuelven con respuestas acotadas sino que requieren reflexiones complejas acerca del lugar de las instituciones de formación docente y de los modos de creación de condiciones hacia esas institucionalidades” (Caride, Martín y Luque, 2015:10). Este trabajo no pretende modelizar ciertas maneras de hacer las cosas ni se agota en la mera descripción de la experiencia que se relata. Por el contrario, pretende explicitar sus condiciones de aparición, sus procesos, sus tensiones, sus texturas. En síntesis, poner de manifiesto lo que está latente para nutrirlo, desarmarlo, resignificarlo, pensar nuevos sentidos, revisar los ya existentes. En síntesis, este trabajo presenta las dificultades propias de relatar una experiencia que aún no ha finalizado, por lo lo cual entendemos esta instancia de escritura como una posibilidad para seguir revisando las prácticas, para potencializar la propuesta, ajustar el modelo tutorial y posibilitar enriquecer los trayectos de formación tanto de los maestros y profesores ecuatorianos como de los propios tutores. BIBLIOGRAFÍA Cabero, A.; (2004) “La función tutorial en la teleformación” En: Nuevas Tecnologías y Educación. S.A. MCGRAW-HILL, España. Caride, L.; Martín, M.; Luque, J. (2015) La formación docente en cuestión: avatares y desafíos de los posgrados profesionalizantes. La experiencia de FaHCE/UNLP-Ecuador con modalidad a distancia. III° Jornadas de TIC e Innovación en el aula. La Plata, Argentina. González, A.; Barletta, C.; Olaizola, E; Escapil, A.; Esnaola, F. (2016) La educación a distancia en la Universidad: Informe sobre el estado de situación actual de las Carreras de grado y Postgrado a Distancia en la República Argentina. 7º Seminario Internacional de Rueda. Santa Fé, Argentina. González, A. y Martín, M. (2016) Introducción a la Educación mediada por Tecnologías. Seminario de Educación a Distancia y Tecnologías Digitales en la Enseñanza Universitaria. La Plata, Argentina. Martín, M.; Peralta, M.; Jaime, C.; Sadaba, A. (2016) Diseño de materiales educativos para propuestas mediadas por tecnología. Expresiones de un trabajo interdisciplinario. 7º Seminario Internacional de Rueda. Santa Fé, Argentina. Estudiantes universitarios en entornos virtuales. Una experiencia formativa en prácticas tutoriales ABSTRACT La Facultad de Ciencias de la Salud de la Universidad Nacional de Salta implementa desde hace algunos años, el dispositivo de tutoría de pares en cátedras, servicios de orientación y cursos de ingreso universitario. Este dispositivo constituye un espacio potencial para acompañar los trayectos de formación de estudiantes universitarios. En función de la tarea que desempeñan los tutores pares se promueven acciones de formación destinadas al mejoramiento de las prácticas tutoriales. En el marco del Servicio de Orientación y Tutoría y desde un proyecto de investigación, se generaron propuestas de formación destinadas a estudiantes avanzados e interesados en la problemática de la tutoría de pares. Este trabajo aborda la experiencia de formación a través de un dispositivo de modalidad virtual que tuvo como propósitos problematizar la tutoría de pares en la universidad y posibilitar la adquisición de estrategias y herramientas para el desarrollo de acciones tutoriales en entornos virtuales y presenciales. Se presentan los primeros análisis sobre las estrategias tecno-pedagógicas utilizadas para la organización del curso, el desempeño de los participantes y las valoraciones del curso. Las experiencias vividas por los participantes permiten esbozar algunas líneas de reflexión sobre un proceso de formación a distancia sobre tutores pares. INTRODUCCIÓN Nuevos escenarios de formación, masividad, desgranamiento, deserción, bajo rendimiento académico, bajo nivel de graduación, son algunas de las problemáticas que la Universidad debe abordar en el contexto actual. En un marco de expansión de la educación superior se hace necesario generar dispositivos de acompañamiento y ayuda que favorezcan el ingreso y la permanencia de los alumnos con un rendimiento académico de calidad. En la Universidad Nacional de Salta y en la Facultad de Ciencias de la Salud se implementa desde hace unos años, el dispositivo de tutoría de pares, en cátedras, servicios de orientación y principalmente en cursos de ingreso. Los tutores pares desarrollan su función de ayuda en la modalidad presencial como, así también, en entornos virtuales. La tutoría de pares, en tanto dispositivo, constituye un espacio potencial para el acompañamiento de los trayectos de formación de estudiantes de nuevo ingreso. La tutoría, en palabras de Marta Souto (2000), implica la construcción de una relación pedagógica particular, pues se trata de un tipo de pedagogía que tiene rasgos específicos. No es una relación de enseñanza en sentido habitual, ya que no se trata de impartir conocimientos. Se trata de establecer una relación entre sujetos donde circula un registro emocional, se dan procesos de identificación en sentido recíproco con una carga afectiva en la relación. Tiene un sentido deliberativo y reflexivo, que se posibilita generando relaciones simétricas aún desde las diferencias de funciones. Está orientado al fortalecimiento y desarrollo de determinados saberes. El ejercicio de la Tutoría en general y de pares en particular requiere formación pues, como dijimos anteriormente, se trata de un espacio rasgos pedagógicos específicos. En este sentido, resulta necesario promover acciones de formación destinada a los pares que llevan adelante prácticas tutoriales. Desde el proyecto de investigación CIUNSA Nº 2431, referido a los andamiajes y modos de comunicación generadas por tutores para realizar la mediación pedagógica en un entorno virtual, se aborda el análisis de experiencias virtuales en el contexto universitario como es el caso del curso “Tutoría en entornos virtuales” RCD Nº 641/15 destinada a estudiantes avanzados e interesados en la problemática de la tutoría de pares. Este dispositivo se diseñó e implementó con el propósito de generar un espacio virtual de formación teórico-práctico que permita la problematización y reflexión de las prácticas tutoriales en la Universidad a partir de estrategias y herramientas necesarias para el desarrollo de la acción tutorial. **DESARROLLO** La modalidad virtual en esta propuesta de formación, constituyó una innovación para nuestra institución de fuerte tradición presencial. Los sentidos dados a la modalidad a distancia son variados, (Areito, 2002) pero se reconoce especialmente el hecho de que es una propuesta que posibilita el acceso a la formación de aquellos que, por diferentes situaciones no pueden asistir de manera presencial a acciones formativas. El dispositivo se construyó tomando como puntos de partida el interés de los estudiantes por la temática, las dificultades horarias para realizar el curso de manera presencial, las posibilidades de acceso a las nuevas tecnologías en los/as estudiantes; otro de los aspectos considerados como relevantes fue el hecho de que los estudiantes pueden participar en los cursos de ingreso como tutores en las aulas virtuales. El curso se desarrolló a través de la modalidad virtual por lo que se habilitó un curso en la plataforma MOODLE de la Facultad de Ciencias de la Salud. Se registraron 67 estudiantes de diferentes unidades académicas, de los cuales 42 accedieron al espacio virtual contando con el apoyo de diferentes tutoriales digitales. El curso tuvo una duración de 6 semanas donde abordaremos temas referidos a las funciones del tutor, la tutoría en entorno virtual y recursos y estrategias que pueden incluir para el desarrollo de una práctica tutorial. Cumplimentaron con las actividades obligatorias 27 estudiantes. El estudiante contó con una propuesta de formación que procuró integrar aspectos pedagógicos y las posibilidades hipertextuales y de hipermedia que ofrecen las nuevas tecnologías en la plataforma Moodle. Por tal motivo, se realizó el tratamiento pedagógico del entorno virtual a través de la organización de diferentes herramientas tales como las actividades (foro, tarea, bloques varios), y los recursos que posibilitan el acceso al contenido (Libro, Paquete Scorm, enlace a material bibliográfico digitalizado y otros disponibles en la red). El aula virtual contó con espacios de comunicación y de producción a través de foros (consultas académicas, consultas técnicas, novedades) y de tareas). Las actividades se orientaron hacia los intercambios, la construcción compartida de conocimientos, y la producción colaborativa. Se promovió el diálogo entre docentes-estudiantes y entre estudiantes en tanto estrategia privilegiada para favorecer la construcción de conocimientos en este nuevo escenario educativo. Los medios utilizados fueron la mensajería interna y el foro. La organización y gestión del aula virtual, la selección de los materiales didácticos, la elaboración de las clases y las estrategias de aprendizaje fueron llevadas a cabo por los docentes responsables del curso. Así también, asumieron el rol de docentes tutores. Dicha función se orientó principalmente hacia el acompañamiento y orientación en el desarrollo de las actividades obligatorias, la atención de consultas administrativas y técnicas. El cumplimiento de múltiples tareas fue valorado positivamente por los docentes ya que les permitió tener una visión integrada de los diferentes momentos del curso, de las actividades propuestas, de la adecuación y/o revisión según la dinámica del grupo. Al respecto, Salinas expresa que en contextos educativos mediados con TIC, “el profesorado pasa de depositario del saber a un rol de guía y mentor del alumnado, poniendo a su alcance aquellas herramientas necesarias en su proceso de aprendizaje.” (2004,7). Finalizada la propuesta formativa, se recuperaron las voces de los estudiantes a través de una encuesta en línea. Las valoraciones de los estudiantes, resultaron positivas por considerar que el curso les permitió: analizar sus experiencias y saberes como estudiantes tutores, en el caso de aquellos que ya transitaron la experiencia; profundizar y/o conocer el significado de la tutoría entre pares en el ámbito universitario, ahondar en saberes, técnicas y recursos para el desarrollo de la tarea del tutor par y la formación a través de la educación a distancia. Con respecto a éste último tema, la participación en este curso les permitió desarrollar habilidades comunicativas mediadas por las nuevas tecnologías; conocer las potencialidades de un entorno virtual para la formación y desarrollar actividades con estudiantes de diferentes carreras mediante herramientas de comunicación sincrónica y asincrónica. Se puede reconocer que los aportes de la enseñanza virtual, tuvo como ventajas facilitar la formación de los estudiantes, al flexibilizar tiempos-espacios educativos y acceso a diversas fuentes de información en diferentes formatos, posicionando así al estudiante en roles y funciones que no suele vivenciar en la educación presencial. (Área y Adell; 2009) Se potenció el desarrollo de la autonomía y responsabilidad del estudiante en sus procesos de aprendizaje pero también, se procuró la participación con sus pares, a través de experiencias colaborativas. Las nuevas tecnologías facilitan esta tarea ya que permiten el acceso a gran cantidad de información y a la participación en actividades orientadas a contrastar, organizar, compartir, integrar e intercambiar ideas y experiencias. Entre las sugerencias de mejora propuestas, se pueden mencionar: ampliación de los tiempos de presentación de trabajos y del uso de otras herramientas en un entorno virtual. La tutoría implica la construcción de una relación pedagógica particular, pues se trata de un tipo de pedagogía con rasgos específicos cuyo tratamiento demanda el diseño de estrategias innovadoras tanto en escenarios presenciales como a distancia. En esta propuesta, la mediación pedagógica adquiere características también particulares para organizar y propiciar los aprendizajes en estudiantes interesados en asumir un nuevo rol en el ámbito universitario. El proceso de enseñanza y la comunicación entre profesor y estudiantes se plasmó tanto en los materiales elaborados y seleccionados como en los dispositivos de apoyo continuos a cargo de los profesores tutores promoviendo así la formación en este nuevo espacio y modalidad. De esta manera, se desarrolló una experiencia educativa donde se habilitaron espacios y estrategias para pensar las tecnologías como herramientas que posibilitan fortalecer y recuperar el sentido de la enseñanza y enriquecer el proceso de aprendizaje. BIBLIOGRAFÍA **Area, M. y Adell, J.** (2009) “Elearning: Enseñar y aprender en espacios virtuales”. En J. De Pablos (Coord.), Tecnología Educativa. La formación del profesorado en la era de internet, pp. 391-424. Málaga: Aljibe. **Fainholc, B.** (2004) *La interactividad de las Tecnologías de la Información y la Comunicación y su diferencia conceptual con la interacción social*. UNLP-CEDIPROE. Bs.As. **García Aretio, L.** (2002) *La educación a distancia De la teoría a la práctica* Editorial Ariel S.A. Barcelona **Libedinsky M.** (2007) Diseño, producción y actualización de materiales didácticos para aulas virtuales. Revista RUEDA Nº 6 Universidad Nacional de Mar del Plata. **Litwin, E. (Comp.)** (2000). *La Educación a Distancia*. Buenos Aires. Amorrortu. **Martínez, M. T. Y Briones, S** (2007) “Contigo a la distancia: la práctica tutorial en entornos formativos virtuales”. Revista Píxel Bit de Medios y Educación Nº 29. Secretariado de recursos Audiovisuales y Nuevas Tecnologías; Universidad de Sevilla, España **Salinas, J.** (2004). Innovación docente y uso de las TIC en la enseñanza universitaria. Revista de Universidad y Sociedad del Conocimiento (RUSC) v. 1, n. 1. Recuperado de http://www.uoc.edu/rusc/dt/esp/salinas1104.pdf Evaluación y desarrollo de competencias profesionales utilizando Video Scribe en el ciclo básico de Ingeniería ABSTRACT La enseñanza de las ciencias en niveles iniciales universitarios está actualmente en un proceso cambio a nivel mundial. Los aportes de las investigaciones en didáctica evidencian que la enseñanza de las ciencias y en particular de la física, se han centrado más en el abordaje teórico de contenidos conceptuales que en promover habilidades del pensamiento creativo, reflexivo y crítico. Para alcanzar un mejor nivel educativo se requiere del apoyo de recursos que contribuyan al proceso de enseñanza y aprendizaje, como lo son los materiales didácticos que tiendan a guiar y motivar al estudiante en la construcción del conocimiento. La incorporación de TIC en la enseñanza de la física en Ingeniería juega un rol preponderante por su capacidad de integrar los saberes disciplinares, tecnológicos y las competencias científicas. En tal sentido, este trabajo muestra el diseño de una metodología innovadora de evaluación de aprendizaje implementada en la cátedra de Física 1 de la Facultad de Ingeniería de la UNMDP, basada en un concurso de presentaciones de desarrollos temáticos utilizando el Video Scribe. La propuesta está destinada no solo a promover la construcción de conocimiento y competencias profesionales, sino también, un interés crítico de los estudiantes por el aprendizaje de las ciencias. INTRODUCCIÓN El trabajo que exponemos se ha realizado en el marco del proyecto de investigación “La enseñanza de las ciencias experimentales en el ciclo básico de las carreras de Ingeniería y la formación docente bajo la perspectiva del desarrollo de competencias profesionales en los alumnos” perteneciente a la Facultad de Ingeniería de la Universidad Nacional de Mar del Plata (UNMDP), sus autores son integrantes del proyecto y docentes de la cátedra de Física 1. La enseñanza de las ciencias en el ámbito universitario y principalmente en el ciclo básico está actualmente en un proceso de desarrollo y cambio a nivel mundial, (Gil y Vilches, 1999). En parte, es debido a que los aportes de las investigaciones educativas evidencian la necesidad de una preparación académica en concordancia con los nuevos requerimientos de los puestos de trabajo en un contexto caracterizado por una disminución de las tareas rutinarias y un aumento de las destrezas de alto nivel intelectual, asociadas a las competencias científicas. Particularmente nuestra sociedad demanda de forma urgente que los futuros ingenieros sean cada vez más innovadores y emprendedores. En el campo de la didáctica universitaria se admite, desde hace varias décadas, la necesidad de incorporar las TIC (Tecnologías de la Información y la Comunicación) en la enseñanza de las ciencias, por las indudables ventajas pedagógicas, (Sierra 2003). En tal sentido, las universidades necesitan implicarse en procesos de mejora de la calidad educativa y esto, en los nuevos tiempos, se traduce en procesos de innovación didáctica apoyada en las TIC. El uso de herramientas de animación, como por ejemplo, el Video Scribe, se resignifica, en estos tiempos, como una buena oportunidad para incorporar las TIC en los procesos de enseñanza y aprendizaje de las ciencias. Las potencialidades de esta herramienta posibilitan desligar al profesor de ser fuente de todo conocimiento y pasar a desempeñar un rol de guía de los alumnos, facilitándoles el uso de los recursos y las competencias que necesitan para explorar y elaborar nuevos conocimientos, acentuando su papel de orientador y mediador (Salinas, 1999). En esta ponencia se presenta el diseño y las pautas de implementación de una propuesta didáctica basada en el aprovechamiento de las TIC para evaluar el aprendizaje de los estudiantes de Física 1 y desarrollar capacidades profesionales como lo son: el trabajo colaborativo, la imaginación, creatividad y la comunicación, entre otras. Esta metodología pone el énfasis en que el estudiante, como sujeto de su formación, debe participar de forma activa y consciente en su proceso evaluativo. MARCO TEÓRICO Problemáticas detectadas La enseñanza de la Física como disciplina del ciclo básico de las carreras de Ingeniería juega un papel fundamental contribuyendo directamente al desarrollo de procesos lógicos de pensamiento y de habilidades inherentes a la profesión tales como la modelación y la simulación. De acuerdo a las investigaciones actuales (Alonso Tapia, 1999; Barrios, 2012) realizadas en el ámbito universitario, evidencian que la enseñanza de la ciencia en general y en particular la enseñanza de la física, se han centrado más en el desarrollo teórico de contenidos conceptuales que en promover habilidades del pensamiento creativo, reflexivo y crítico. Esta realidad se visualiza en el “bajo rendimiento” de los estudiantes de ingeniería, que se manifiestan con actitudes negativas hacia la cátedra, desinterés, falta de motivación y culminan con el abandono de la cursada, (Moro et al., 2009). Desde nuestro punto de vista, superar esta situación requiere instaurar un interrogativo esencial ¿cómo podemos contribuir para medianamente subsanar esta problemática? La búsqueda constante de nuevas estrategias que contemplen introducir recursos que logren que la clase sea más receptiva, participativa, práctica y amena, es una buena respuesta. El cuadro de situación nos enfrenta a accionar sobre la práctica docente, en donde la implementación de propuestas didácticas innovadoras suponga nuevas maneras de generar el conocimiento. El trabajo docente debe ser reorientado al desarrollo de actividades que promuevan en los estudiantes la adquisición de competencias profesionales que posibiliten trabajar sobre el “saber hacer” en contextos y situaciones del campo profesional. El proceso de evaluación en el ámbito universitario Actualmente las transformaciones más significativas que han tenido lugar en el proceso de enseñanza y aprendizaje de las ciencias han estado dirigidas fundamentalmente a los objetivos, la reestructuración de contenidos, los medios y métodos de enseñanza y al rediseño de programas (Barreras, 2007, Rodríguez y Llovera 2012); no así en la evaluación. La evaluación constituye una de las categorías didácticas que requiere de mayor atención en cualquier proceso educativo. Dentro de las funciones de la evaluación, se destaca el papel que juega en el proceso de formación de los estudiantes, (González, 2012; Brown y Pickford 2013). Sin embargo, durante la práctica docente cotidiana se ha observado que el proceso evaluativo del aprendizaje de la Física, de manera general, no considera su función formativa, ya que se realiza mediante instrumentos y técnicas tradicionales, predominantemente se aplican instrumentos de carácter reproductivo, dirigidos a evaluar el resultado del aprendizaje y no el proceso, y existe una tendencia a identificar la evaluación con la calificación. Bajo la necesidad de resignificar el proceso de evaluación dentro de la catedra de Física 1 de la Facultad de Ingeniería de la UNMDP, se diseñó una metodología innovadora de evaluación de aprendizaje, basada en un concurso de presentaciones de desarrollos temáticos utilizando el Video Scribe. La propuesta está destinada no solo a promover la construcción de conocimiento y competencias profesionales, sino también, despertar un interés crítico de los estudiantes por el aprendizaje de las ciencias. **La motivación, un ingrediente del proceso de enseñanza y aprendizaje** La motivación es un factor importante en la praxis cotidiana del proceso de enseñanza y aprendizaje, numerosas investigaciones realizadas han mostrado la importancia de la motivación en el aprendizaje, sin motivación no hay aprendizaje (Huertas, 1997). Por desgracia, actualmente hay poca motivación por estudiar los contenidos de las disciplinas científicas (entre muchos jóvenes) y cierta desilusión por enseñarlos (entre algunos docentes), (García-Molina, 2001). Como profesores de materias científicas no debemos olvidar que un alumno motivado, es un alumno abierto al diálogo, al conocimiento, a la creatividad y a la imaginación. Por consiguiente, el uso educativo de las TIC fomenta el desarrollo de actitudes favorables al aprendizaje de la ciencia, (Yalcinalp et al., 1995; Escalada y Zollman, 1997). Este tipo de recursos hacen hincapié tanto en el aspecto lúdico de la clase como en generar una actitud indagadora y creativa en el alumno. Creemos que los contenidos físicos que se desarrollan en el ciclo básico universitario, pueden ser planteados en su mayoría, como una experiencia que desafía, entusiasma y estimula el conocimiento. Mediante la incorporación en la práctica docente del uso de programas de animación, como en este caso el Video Scribe, proponemos centrar al alumno dentro de un entorno interactivo de aprendizaje, el cual contribuya a la visualización concreta de situaciones problemáticas del ámbito científico. **DESARROLLO** La propuesta que se muestra en esta ponencia surge como continuidad de un proceso de innovación pedagógica en la catedra de Física 1. Esta transformación de la práctica docente comenzó hace cuatro años con el diseño e implementación de diversas actividades y materiales educativos, con el propósito de contribuir a una mayor motivación en el aula de Física 1 que incida directamente a la mejor conceptualización los contenidos a enseñar y a que los alumnos participen constantemente en la adquisición del conocimiento. Anteriormente, en nuestra práctica áulica desarrollamos actividades innovadoras como por ejemplo: “Concurso de comics con contenidos científicos” (Viau et.al, 2016), “Concurso de fotográfica de fenómenos físicos”, “El tren bala: dramatización”, que puede ser visualizada en https://www.youtube.com/watch?v=ecIn7j64UuI, como así también materiales multimedia, parte de los cuales se describen brevemente en la tabla 1. | Material didáctico | Descripción | |---------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Filmación de clases de Física 1 | Se trata de un Canal creado en Youtube con los 32 Videos de la cursada de Física 1 registrados en el año 2013 y con los 26 Videos en HD en los cuales se aborda el Tema Cinemática registrados en el año 2015. Son videos en tiempo real, en donde pueden apreciarse no solo los contenidos de la materia, sino los recursos didácticos utilizados para interacción con los alumnos y el despliegue de todo el material que fue desarrollado para el dictado de las clases por los autores. https://www.youtube.com/watch?v=RvAJNjDamG8 | | Concurso de videos de resolución de problema | Es una actividad didáctica en el marco de la metodología de evaluación implementada por la cátedra, en la cual los alumnos participaron en un concurso de video. El trabajo se basó en la filmación de los alumnos resolviendo un problema seleccionado por ellos sobre el tema Dinámica de la Física 1. De los seis trabajos presentados a la cátedra seleccionó los seis mejores asignándoles un puntaje que se acreditó a la calificación final de cada alumno. https://www.youtube.com/watch?v=E5HpiDWZfzk | Tabla 1. Breve descripción de material multimedia utilizado en la clase de Física 1 Continuando con esta somera descripción del material educativo diseñado e implementado para reformular nuestra práctica docente, es necesario destacar que a partir de la experiencia adquirida con el uso de materiales multimedia rescatamos la importancia de generar materiales educativos de corta duración en donde el alumno reciba un enfoque concreto sobre temas que presentan dificultades en su aprendizaje, como por ejemplo los conceptos de: fuerza de roce, diagramas de cuerpo aislado, rodadura, entre otros. Es por ello, que recurrimos a diseñar e incorporar recursos educativos, mediados por la tecnología, en este caso utilizando el Video Scribe, ya que es una herramienta que le permite a los docentes explicar conceptos, ilustrar conversaciones, cautivar y atrapar la atención del estudiante de una manera nueva, rápida y fácil. Bajo esta premisa, en la cursada de Física 1 se utiliza para abordar diversos contenidos científicos el material didáctico que hemos desarrollado y denominado CienciAnimada (recurso tecnológico diseñado en el grupo de investigación), y que puede ser visualizado en: https://www.youtube.com/watch?v=Xgk1HitLZAk En las figuras 1 y 2 se muestran a modo de ejemplo algunas de las escenas presentes en dicho material didáctico. Figura 1. Presentación en Video Scribe del material didáctico “CienciAnimada”. Figura 2. Muestra de una de las escenas del material “CienciAnimada” en Video Scribe. CONTEXTUALIZACIÓN La asignatura Física 1 es una materia cuatrimestral y se dicta en el primer y segundo cuatrimestre de primer año; es curricular y obligatoria para las diez carreras de Ingeniería de que se dictan en la Universidad Nacional de Mar del Plata. Esta materia la cursan en promedio 180 alumnos por cuatrimestre. Diseño de la propuesta didáctica La propuesta no solo se diseña con la finalidad de incorporar al aula de física una nueva forma de evaluación, sino también como un modo de integrar a la evaluación al proceso de enseñanza y aprendizaje. En este marco, el propósito principal del diseño de la propuesta didáctica radica en promover la inclusión de recursos de aprendizaje que viabilicen la comunicación multidireccional, el desarrollo de la creatividad y el trabajo colaborativo, que son competencia profesionales propias del ingeniero. Destacamos los principales aspectos del desarrollo profesional que conlleva esta propuesta: trabajo colaborativo, creatividad, originalidad, formalismo en la presentación, responsabilidad en los tiempos de ejecución y presentación, interacción con los docentes, alto grado de discusión grupal para lograr el material, y motivación. Por ello, en continuidad a lo que venimos realizando durante los últimos 4 años, se instaura como desafío un concurso de presentaciones de desarrollos temáticos utilizando Video Scribe, del cual participan en este caso, grupos conformados por cuatro o cinco alumnos que cursan Física 1. El concurso de desarrollo temático consiste básicamente en la presentación animada utilizando Video Scribe de la explicación de uno de los siguientes temas científicos: Primer Principio de Newton, Segundo Principio de Newton, Tercer Principio de Newton, Fuerza de roce y Diagramas de cuerpo aislado. Los trabajos presentados participan en el concurso del cual serán jurados cinco docentes perteneciente a la catedra de Física 1. Las bases de la convocatoria al concurso y las pautas de evaluación se muestran en la tabla 2. | Bases del concurso “Desarrollo temático” con Video Scribe | |----------------------------------------------------------| | **Temáticas científicas** | | • Primer Principio de Newton | | • Segundo Principio de Newton | | • Tercer Principio de Newton | | • Fuerza de roca | | • Diagramas de cuerpo aislado | | **Desarrollo** | | • Los grupos deben optar por solo una de las temáticas científicas. Antes de la fecha del 1º parcial los grupos deben estar definidos y tener seleccionado el tema a presentar en el concurso. No se admiten grupos de menos de 4 alumnos ni más de 5. Para cada temática científica se abre un concurso independiente uno de otro, es decir, que cada tema tendrá un grupo ganador | | **Normas de presentación** | | Las presentaciones deben realizarse con la herramienta de Video Scribe. Forma: El trabajo terminado de enviarle al Facebook de la cátedra como video, con el apellido de uno de los integrantes del grupo y la temática científica seleccionada, de la siguiente forma: APELLIDO_TEMATICA_VIDEO. Tiempo de la presentación: • Para la introducción: 20 segundos como máximo. • Para el desarrollo temático: 2.5 minutos como máximo. | | **Calificación** | | De todos los trabajos presentados la cátedra seleccionará los cinco mejores asignándole los siguientes puntos a cada integrante del grupo que será acreditado a la calificación de la suma de los tres exámenes parciales. 1º Puesto – 2 puntos 2º Puesto – 1,75 puntos 3º Puesto – 1,5 puntos 4º Puesto – 1 puntos 5º Puesto – 0,50 puntos | | **Criterios de Evaluación** | | En el proceso de evaluación de los trabajos se tendrán en cuenta los siguientes aspectos: • Originalidad en la presentación. • Creatividad en la elaboración del guion y de la representación. • Transmisión del conocimiento implicado en el proceso de enseñanza y aprendizaje que encierra. • El rigor científico aplicado en el desarrollo del material. | | **Fecha límite de presentación** | | Una semana antes de la fecha del tercer examen parcial. | Tabla 2. Bases de la convocatoria al concurso “Desarrollo temático” con Video Scribe. Implementación de la propuesta en el aula La propuesta didáctica que describimos en este trabajo será implementada durante el segundo cuatrimestre del año 2017 y su aplicación en el aula se puede resumir en las siguientes instancias que ponen de manifiesto el empleo pedagógico de la propuesta, cubriendo distintos aspectos metodológicos y permitiendo fundamentalmente la participación activa del alumno. 1º) Sociabilización del concurso: en la primer clase se les informa a los alumnos sobre esta nueva forma de evaluar de la cátedra basada en el concurso de desarrollo temáticos utilizando Video Scribe, la cual es complementaria y está integrada al proceso evaluativo tradicional de parciales. Las bases del concurso se dan a conocer en el régimen de cursada al cual tienen acceso todos los estudiantes. 2º) Manejo del Video Scribe: durante el desarrollo del 2º cuatrimestre en las clases prácticas se los instruye a todos los alumnos el manejo de la herramienta Video Scribe, dicho programa es facilitado por la cátedra para que puedan instalarlo y utilizarlo tanto en la facultad como en sus hogares. Esto habilita y dispara la interacción constante entre los alumnos y los docentes, que se mantendrá hasta la fecha de entrega. 3º) Visualización de presentaciones en Video Scribe: como se mencionó anteriormente durante el desarrollo de las clases teóricas-prácticas se utiliza el material ya desarrollado CienciAnimada, en el cual los alumnos pueden visualizar cómo se realizan los guiones, las ilustraciones, las grabaciones de voz, entre otros ingredientes de la presentaciones, material que está disponible en el canal de YouTube de la cátedra. https://www.youtube.com/my_videos?o=U 4º) Evaluación de los trabajos: la evaluación se realizará bajo la premisa de analizar el proceso de construcción del conocimiento por parte de los alumnos participantes y atendiendo a los siguientes criterios: originalidad en la presentación, creatividad en la elaboración del guion y de la imágenes, transmisión del conocimiento que encierra y el rigor científico aplicado en el desarrollo del material. Destacamos que el concurso de desarrollo temático es parte importante de sistema de evaluación que rige en la cátedra de Física 1, y en este sentido, esta propuesta está integrada y es complementaria a la evaluación basada en exámenes parciales. Es por ello, que la calificación obtenida por los alumnos en el concurso se refleja como puntos que son acreditados a la suma total de los tres exámenes parciales que se llevan a cabo durante la cursada. La premiación con puntos, permite un mayor compromiso por parte de todos los alumnos en la realización de la actividad, poniendo de manifiesto asimismo un ingrediente motivador para los estudiantes. CONSIDERACIONES FINALES Como síntesis general de este trabajo sobre aplicaciones de las TIC en la educación científica, podemos destacar que estos nuevos recursos didácticos ofrecen grandes posibilidades desde el punto de vista de la comunicación interactiva, el tratamiento de imágenes, la simulación de fenómenos y el diseño de materiales didácticos. En el ámbito universitario es necesario que cada profesor avance con un sistema de evaluación innovador. La evaluación debe ser un instrumento que permita no solo medir el conocimiento curricular, sino también construir conocimiento. Un conocimiento que no solamente debe pensarse basado en contenidos propios de la disciplina, sino también conformado por la adquisición de las distintas competencias que comprenden la formación de un ingeniero contempladas en el instrumento de evaluación empleado. Por tal razón, se diseñó la propuesta presentada que constituye un ejemplo de cómo podemos incorporar las TIC en el proceso de evaluación y la construcción de competencias profesionales en los alumnos de ingeniería. En este sentido queda plasmado en el trabajo el hecho de que es posible desarrollar una propuesta de evaluación bajo un nuevo enfoque y no solo basada en los exámenes parciales. Los resultados esperados, tiene que ver fundamentalmente con la realización por parte de los alumnos de una tarea de características profesionales en un segundo cuatrimestre de su carrera, con el consiguiente desarrollo de competencias y elemento motivador como disparador del estudio de la física y de la ingeniería en sus respectivas carreras. Con la experiencia que hemos adquirido durante los últimos cuatro años en relación de incorporar actividades innovadoras en las clases de Física 1, no dudamos de la calidad de los resultados que vamos a obtener y de la motivación que despertará en los alumnos su implementación. En tal sentido, del análisis de los resultados que obtendremos en la implementación de esta metodología, surgirán nuevos lineamientos que permitirán encausar la investigación que debe dar solución a los problemas que aún subsisten en el proceso de evaluación de la enseñanza y aprendizaje de la Física en el ámbito universitario. A su vez, aspiramos a generar un nuevo trabajo en el que se describa la evaluación de la experiencia propuesta y nos permita proyectar los resultados a nuevos horizontes centrados en la participación activa de los alumnos en el proceso de evaluación y formación profesional por medio de la utilización de las TIC en la enseñanza de la Física en las carreras de ingeniería. BIBLIOGRAFÍA Alonso Tapia, J. (1999). ¿Qué podemos hacer los profesores universitarios para mejorar el interés y el esfuerzo de nuestros alumnos por aprender? En MEC: Premios Nacionales de Investigación Educativa, 1998. Madrid: MEC. Barreras, J. (2006): Estrategia pedagógica para el desarrollo de habilidades investigativas en la Disciplina Física de Ciencias Técnicas. Revista Universitaria, 4, 42-50 Barrios, E. A. (2012). La enseñanza de las ciencias naturales y la educación ambiental en el departamento de Nariño, Pasto: Editorial Universitaria. Brown, S. y Pickford, R. (2013). Evaluacion de habilidades y competencias en educación superior. Madrid: Narcea Ediciones. Escalada, L. T. y Zollman, D. A. (1997). An Investigation on the Effects of Using Interactive Digital Video in a Physics Classroom on Student Learning and Attitudes. Journal of Research in Science Teaching, 34(5), 467-489. García-Molina, R. (2001). Ciencia recreativa: un recurso didáctico para enseñar deleitando. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias. 8, 370–392 Gil D. y Vilches A. (1999). Problemas de la Educación Científica en la Enseñanza Secundaria y en la Universidad: contra la evidencia. Revista Española de Física 13(5), 10. González, M. (2012). La evaluación del aprendizaje: La evaluación formativa y la evaluación por competencias. La Habana: Edición universitaria. Huertas, J. A. (1997). Motivación: querer aprender. Buenos Aires: Editorial AIQUE. Moro L., Viau J. y Zamorano R. (2009). FÍSICA 1: Un análisis de la problemática de los estudiantes de primer año de ingeniería en el marco del PROMEI. Actas de la II Jornadas Nacionales y I Latinoamericanas de Pedagogía Universitaria. San Martín: Buenos Aires. Rodríguez, A. D y Llovera J. J. (2012). Solidez y significatividad en el aprendizaje de la física experimental. XVI Convención científica de ingeniería y arquitectura. La Habana: Cuba Salinas, J. (1999). “El rol del profesorado universitario ante los cambios de la era digital”. Actas del I Encuentro Iberoamericano de Perfeccionamiento Integral del Profesor Universitario. Caracas: Universidad Central de Venezuela Sierra, J. L. (2003). Estudio de la influencia de un entorno de simulación por ordenadores el aprendizaje por investigación de la Física en Bachillerato. Tesis Doctoral. Universidad de Granada. Viau, J., Sigety, E., Tintori, M. A. (2016). “Concurso de comics como recurso didáctico para favorecer la apropiación de contenidos físicos”. Actas de las V Jornadas Nacionales y I Latinoamericanas de Ingreso y Permanencia en Carreras Científico-Tecnológicas. Facultad Regional Bahía Blanca, Universidad Tecnológica Nacional. Bahía Blanca: Buenos Aires. Yalcinalp, S. et al. (1995). Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept. Journal of Research in Science Teaching, 32(10), 1083-1095. EVALUAR DESDE LA PLATAFORMA MOODLE. Una experiencia en exámenes parciales de la Asignatura Informática Aplicada de la Facultad de Ciencias Agrarias. UNCuyo ABSTRACT Viviendo la enseñanza desde hace décadas como una relación donde se comparten saberes considerados necesarios para una propuesta curricular específica, el docente se caracterizó siempre por vincular el proceso de enseñanza aprendizaje con las características propias de quien aprende, el alumno. Este proceso fue atravesado por la aparición de las TICs y los EVA (Entornos Virtuales de Aprendizaje) debiendo considerar otro escenario sin ignorar que los actores poseen conocimientos suficientes para encarar el proceso desde la denominada “aula virtual”. Este es el ámbito de la no presencialidad, la que puede estar definida como modalidad a distancia en forma exclusiva, semipresencial o como apoyo a la presencialidad. Para poder llevar a cabo un proceso de aprendizaje en un EVA, debe plantearse de antemano cómo gestionar el aprendizaje del estudiante, teniendo un conocimiento profundo del mismo, a fin de brindar una solución completa y personalizada. La solución irá de la mano de un uso más amplio e intensivo de las TIC’S, de parte de todos los involucrados. Cuando hablamos del diseño y programación de los espacios de enseñanza también nos referimos al proceso de evaluación como una instancia más de aprendizaje, es aquí donde estas herramientas desarrollan su mayor potencial. INTRODUCCIÓN Atentos al avance de la Tecnología de la Información y Comunicación se comienza a trabajar desde el año 2015 con dos asignaturas, Informática Aplicada de la carrera de Ingeniería Agronómica y Herramientas Básicas de Informática de la carrera de Bromatología ambas ubicadas como obligación curricular en el 2º cuatrimestre del 1º año de cada carrera pertenecientes a la Facultad de Ciencias Agrarias de la Universidad Nacional de Cuyo. Esta decisión puso a prueba las capacidades y competencias de profesores y alumnos ya que la propuesta de evaluación iba a ser medida a partir de las TICs y no mediante un examen parcial en papel como había sido hasta el momento. La obligación de capacitarse sobre estos temas para poder llevar al alumno una planificación y programación de los contenidos temáticos de ambas asignaturas fue un desafío. Las metas fueron varias, entre ellas que el examen parcial fuera de carácter individual y específico, que el alumno pudiera cumplir con esta obligación sin sentir la presión de demostrar conocimientos sobre un papel en un tiempo específico en el aula y la reducción del tiempo de entrega de las notas por reducción en el tiempo de corrección. Se planificaron y se desarrollaron los exámenes parciales para ser resueltos por los alumnos en la plataforma moodle consiguiendo las metas propuestas. Palabras Claves: Plataforma moodle, evaluación virtual, docencia virtual, calidad virtual. MARCO TEÓRICO El manejo de la Tecnología de la Información y Comunicación y el trabajo en Entornos virtuales de Aprendizaje viene creciendo en forma exponencial desde hace más de una década. Son consideradas como un medio para democratizar el acceso al conocimiento y para expandir las oportunidades de trabajo y aprendizaje a lo largo de la vida desafiando las variables espacio-temporales en los procesos de construcción de conocimiento. Su crecimiento en los últimos años se ha debido en parte a las posibilidades que ofrecen las nuevas tecnologías de la información y de la comunicación (TICs). La implementación de un sistema de enseñanza aprendizaje con éstas técnicas se hace necesario por las siguientes razones: - El tiempo educativo no se ajusta a las horas de clases presenciales. Los alumnos necesitan aproximadamente el mismo tiempo de estudio en solitario que el utilizado durante las clases dictadas por los docentes. - El alcance geográfico es mayor debido a que puede llegar a alumnos potenciales que por distintas razones se ven impedidos de concurrir al aula. - Optimización de los recursos físicos y humanos. - Optimizar la permanencia del alumno del ciclo básico ofreciendo una alternativa diferente de aprendizaje. Esta modalidad adecúa espacios y tiempos a una formación específica y características de los destinatarios. El vínculo presencial continúa vigente estableciéndose según los componentes que constituyen cada proyecto de enseñanza. Resultan condiciones indispensables para el desarrollo de la modalidad la conformación de una estructura organizacional/institucional que garantice el desarrollo de la propuesta de modo que resulte pertinente a la demanda y a los destinatarios, el desarrollo de un conjunto de materiales especialmente diseñados y al alcance de todos los participantes y disponer de los dispositivos de apoyo que permitan orientar a los estudiantes en distintos aspectos, ya sea académicos como en aspectos pedagógicos o administrativos. METODOLOGÍA Una característica de los cursos de la Asignatura Informática Aplicada es el número de alumnos inscriptos. En el último trienio este número fue de: 216; 182 y 169 respectivamente. El cursado se realiza bajo la modalidad teórico-práctica con un total de 60 horas reloj donde están incluidas las evaluaciones. Nuestro objetivo fue intentar simplificar, con la herramienta ofrecida por la plataforma moodle los exámenes parciales, que hasta ese momento eran dos con sus correspondientes recuperaciones ocupándose un tiempo importante en la confección y corrección de los mismos. La Asignatura Herramientas Básicas de Informática se incluyó en este proceso aunque el número de alumnos es mucho menor. En la estructura del examen se tuvo en cuenta lo siguiente: - El examen estuvo dividido en módulos con preguntas aleatorizadas por módulo sin retroalimentación. - Qué tipo de examen. Evaluativas (sumativas): El objetivo es valorar si se otorgan o no los créditos del tema/curso. El profesor usará la calificación del examen como un elemento importante para la calificación del curso. - Fecha y Tiempo. El examen se habilitó en el día programado para el mismo en el cronograma de cursado correspondiente, desde las 9 hasta las 19 hs. El alumno decide en qué momento dentro de ese tiempo comienza a trabajar teniendo un tiempo de tres horas una vez iniciado el mismo para resolverlo. Al año siguiente se ajustó el tiempo de resolución a solamente dos horas. - Si el tiempo del examen se agota los intentos abiertos son enviados automáticamente. - Intentos permitidos. Se permitió solo un intento. Para exámenes evaluativos es lo habitual. - Método de calificación. Usualmente se elige la calificación obtenida en el intento. Los tipos de preguntas utilizadas fueron: - Múltiple opción y Verdadero/Falso para la evaluación teórica - Calculada: la plataforma calcula automáticamente la respuesta a una función previamente cargada con datos aleatorizados por el sistema - Numérica: se plantea una expresión algebraica que requiere una resolución del alumno y su respuesta se compara con la previamente cargada. Vista de alguna de las preguntas del examen Cada pregunta es evaluada de acuerdo a la cantidad de respuestas correctas, incorrectas, no respondidas y el tiempo promedio que se tardó en responder. Esta información es útil para determinar el grado de dificultad de cada pregunta para tenerlo en cuenta en futuros exámenes. A continuación se muestra el encabezado de una salida de evaluación de las preguntas del examen. | Q# | Tipo de pregunta | Nombre de la pregunta | Intentos | Índice de facilidad % | Desviación estándar % | Peso deseado | Peso efectivo % | Índice de discriminación | Eficiencia discriminativa % | |----|------------------|-----------------------|----------|----------------------|----------------------|-------------|-----------------|-------------------------|---------------------------| | 1 | Aleatoria | Aleatoria (AYST) | 100 | 67,1 | 42,27 | 2% | 3,22 | 25,09 | 29,17 | | 2 | Aleatoria | Aleatoria (Opción Multiple) | 100 | 91 | 28,76 | 2% | 2,4 | 21,11 | 36,65 | | 3 | Aleatoria | Aleatoria (Estructura de datos) | 100 | 50 | 49,48 | 2% | 2,21 | 18,92 | 30,20 | | 4 | Aleatoria | Aleatoria (Estructura de datos) | 100 | 69 | 46,48 | 2% | 2,88 | 16,63 | 0,21 | | 5 | Aleatoria | Aleatoria (Modelación AYST) | 100 | 78,5 | 27,78 | 2% | 2,21 | 10,05 | 0,11 | | 6 | Aleatoria | Aleatoria (Simulación) | 100 | 74 | 44,08 | 2% | 2,26 | 9,23 | 0,12 | | 7 | Aleatoria | Aleatoria (AYST) | 100 | 57 | 49,76 | 2% | 1,83 | 2,76 | 0,03 | | 8 | Aleatoria | Aleatoria (Opción Multiple) | 100 | 83 | 35,58 | 2% | 1,14 | 4,11 | 0,05 | | 9 | Aleatoria | Aleatoria (Simulación) | 100 | 77 | 41,69 | 2% | 1,16 | -0,55 | -0,72 | | 10 | Aleatoria | Aleatoria (Simulación) | 100 | 53 | 50,16 | 2% | -12,97 | -16,39 | | | 11 | Aleatoria | Aleatoria (Ejercicios combinados) | 100 | 73 | 44,44 | 5% | 6,52 | 36,15 | 0,48 | | 12 | Aleatoria | Aleatoria (Ejercicios combinados) | 100 | 91 | 26 | 5% | 5,14 | 43 | 0,71 | | 13 | Aleatoria | Aleatoria (Ejercicios combinados) | 100 | 85 | 38,67 | 5% | 5,53 | 28,38 | 0,40 | | 14 | Aleatoria | Aleatoria (Ejercicios algebraicos) | 100 | 86 | 34,67 | 5% | 5,7 | 36,75 | 0,16 | | 15 | Aleatoria | Aleatoria (Dato) | 100 | 71 | 45,6 | 2% | 3,6 | 29,98 | 0,38 | | 16 | Aleatoria | Aleatoria (Ejercicios) | 100 | 51 | 52,12 | 2% | 4,26 | 45,46 | 0,04 | | 17 | Aleatoria | Aleatoria (Campus_Registros) | 100 | 62 | 48,78 | 2% | 2,89 | 15,46 | 0,19 | | 18 | Aleatoria | Aleatoria (Modelos Avanzados) | 100 | 60,5 | 42,96 | 20% | 15,88 | 31,68 | 0,39 | | 19 | Numérica | Problema de Simulación | 100 | 10 | 46,62 | 10% | 3,17 | 20,26 | 0,28 | | 20 | Calculada | Problema de Simulación | 100 | 12 | 32,66 | 10% | 7,55 | 25,98 | 0,43 | | 21 | Calculada | Modelo de Simulación | 100 | 32 | 46,88 | 14% | 13,41 | 37,38 | 0,53 | En la primera columna el “Q#” es el número de la pregunta en el cuestionario y si existe más de una pregunta que se aleatoriza en ese punto se evalúan cada pregunta aleatorizada por separado. “Intento” es el número de alumnos que respondieron esa pregunta. Índice de facilidad nos da una escala de la dificultad de la pregunta, si aparece en esa columna un valor del 5% o menos la pregunta es extremadamente difícil o está mal formulada, entre 5% y 10% es muy difícil, entre 10% y 20% difícil, entre 20% y 34% moderadamente difícil, entre 35% y 64% normal, entre 65% y 80% bastante fácil, entre 81% y 89% fácil, entre 90% y 94% muy fácil y mayor a 94% extremadamente fácil. Tenemos con esto una guía para poder aumentar o disminuir la dificultad de la pregunta según los objetivos propuestos. También nos indica si se debería pensar en reformularla. En la columna siguiente el peso deseado se refiere al puntaje que ha sido otorgado a esa pregunta, en cambio el peso efectivo es el puntaje que debería haberse dado a la misma. Una vez finalizado el tiempo en que el examen está habilitado, la plataforma presenta los resultados de los alumnos en forma individual y grupal. Lo resultados individuales se presentan en una planilla con el registro del alumno, el tiempo que le llevó resolver el examen, el puntaje total y el puntaje obtenido en cada pregunta. La plataforma permite acceder a cada pregunta para su revisión, cambio, etc. Los resultados globales se presentan mediante un gráfico de barras y un resumen de estadísticas. CONCLUSIONES Las conclusiones vamos a presentarlas como Fortalezas y Dificultades en la aplicación de esta herramienta: | Fortalezas | Dificultades | |-------------------------------------------------|---------------------------------------------------| | Resultados inmediatos (al cierre del examen) | Aprender a usar la herramienta lleva tiempo | | El alumno tiene su examen disponible inmediatamente al cierre del mismo | Necesidad de apoyo técnico e informático | | Elevada aleatorización de las preguntas que aumenta al aumentar el número de preguntas | Creación de una base de datos de preguntas que abarque todos los contenidos | | Optimización del tiempo | Problemas de conectividad en algunos momentos y en algunas zonas determinadas | El uso de esta herramienta tuvo en nuestra unidad académica una elevada adhesión de otros docentes que querían ponerla en práctica al ver la simplificación de la toma de un examen parcial. Para los integrantes de estas Asignaturas fue una grata sorpresa el no estar horas corrigiendo con la seguridad de que el alumno fue evaluado, quizás, en mejores condiciones que con un examen convencional en papel. TRABAJO FUTURO Hace años que se trabaja con la plataforma Moodle en asignaturas que se dictan dentro de la Cátedra de Cálculo Estadístico y Biometría. La tarea de subir a la plataforma el material didáctico para cada clase, los cuadernillos de trabajos prácticos y sus resoluciones viene realizándose todos los ciclos lectivos. En la Ordenanza 75/16-CS, en el Anexo III donde se habla de Virtualidad, la propuesta que se realiza dice: “.....Incorporar a los diferentes espacios curriculares la utilización de la virtualidad con el objeto de profundizar la calidad de los procesos de enseñanza y aprendizaje como así también la evaluación”. Claramente la Universidad Nacional de Cuyo se compromete a trabajar dentro de Entornos Virtuales por lo que cada Asignatura deberá tener un porcentaje dentro de la plataforma virtual de aproximadamente 25% de sus contenidos. Esto consideramos que lo hemos logrado entre todos los que aportamos para que esta herramienta sea conocida y utilizada. 1. Barberá Gregori, Elena; Badia Garganté, Antoni (2005). «El uso educativo de las aulas virtuales emergentes en la educación superior» Revista de Universidad y Sociedad del Conocimiento (RUSC) (vol. 2, n.o 2). 2. Caliguli, Elena. (2008) “La Tutoría y la Gestión en Educación Superior. Escenarios actuales y desafíos”. Facultad de Ingeniería. UNCuyo. 3. De Borbón, Liliana. (2008) La Educación a Distancia. Módulo II. UNCU virtual. 4. Duart, J, M. Lupiáñez, F. (2005) “Gestión y Administración del e-learning en la Universidad” Revista de la Universidad y Sociedad del Conocimiento. Vol.2-N°1, UOC. www.uoc.edu.ar/rusc. Experiencia en el uso del aula virtual para el proceso de enseñanza y aprendizaje de sustitución por radicales libres ABSTRACT Es indiscutible que estamos asistiendo a un cambio sustancial en la manera en que el estudiante construye el saber y los docentes debemos ser partícipes de esa construcción. El aprendizaje centrado en la actividad del alumno y el empleo de las nuevas tecnologías de información y comunicación son los dos ejes del mejoramiento de la calidad de la enseñanza universitaria actual. Se presenta una experiencia de uso de TIC cuyo objetivo es lograr que los estudiantes mejoren su rendimiento académico mediante una propuesta que promueve el aprendizaje significativo del contenido Sustitución por Radicales Libres, en la asignatura Química Orgánica de la Facultad de Ingeniería de la UNCuyo. El trabajo muestra la implementación y la valoración del uso de la secuencia didáctica, además de las dificultades encontradas. Los resultados obtenidos nos animan a seguir innovando con nuevas propuestas TIC y, en particular, en el mencionado contenido. INTRODUCCIÓN Es indiscutible que estamos asistiendo a un cambio sustancial en la manera en que el estudiante construye el saber y los docentes debemos ser partícipes de esa construcción. El paso del academicismo al aprendizaje centrado en la actividad del alumno es uno de los dos ejes del mejoramiento de la calidad de la enseñanza universitaria actual, especialmente en Europa (Cukierman et al., 2009). El otro eje es el empleo de las nuevas tecnologías de información y comunicación. (Sandoval et al., 2013). Las TIC han logrado ampliar la oferta educativa para los estudiantes de tal forma que se pueden brindar innovadores modelos de enseñanza que incluyen desde lo presencial hasta la educación a distancia, sin dejar de lado las propuestas mixtas o flexibles, donde los usuarios pueden realizar parte de las actividades en el espacio físico del aula y parte en el ciberespacio (Salinas, 2002). El uso de las TIC permite que los alumnos complementen otras formas de aprendizaje utilizadas en la clase, mejoren la comprensión de conceptos difíciles o imabrió un posibles de observar a simple vista o en los laboratorios. (Daza Pérez, E et al, 2009). Debe existir una congruencia con las propuestas que fortalezcan la motivación de los estudiantes y la incorporación de los avances tecnológicos en el quehacer en el aula, siendo la incorporación de las TIC una de las estrategias para cubrir dicho objetivo. Aprender a través de la comprensión, la problematización y la toma consciente de decisiones facilita el aprendizaje significativo (Ausubel et al., 1983) pues promueve que los estudiantes establezcan relaciones significativas entre lo que ya saben y la nueva información, y que ello perdure en niveles más profundos de apropiación. Csikszentmihalyi, (1998) opina que el poco interés que despierta en los alumnos el estudio de la química obstaculiza el sentido del aprendizaje significativo y comprensivo, y provoca una adquisición mecánica, poco durable y escasamente transferible de los contenidos. Esta situación nos impone el reto de buscar, construir y aplicar alternativas educativas que generen interés, curiosidad y gusto por aprender. La cátedra de química orgánica utiliza un aula virtual en la plataforma de la Universidad Nacional de Cuyo desde el año 2012, como parte de un proyecto de investigación bienal financiado por la Secretaría de Ciencia, Técnica y Posgrado de la UNCuoy. Este espacio comenzó como repositorio de material didáctico. Con el transcurso de los años incorporamos autoevaluaciones de la Unidad 1 y 2, además de animaciones, videos y modelos tridimensionales de las moléculas orgánicas. El uso continuado del aula nos incentivó para ampliar las herramientas digitales como apoyo a la presencialidad, por ejemplo, la unidad 1 se evalúa en forma digital presencial. Se observa que uno de los temas en los que los estudiantes no tienen buen rendimiento académico es “Sustitución por radicales libres”, esta subunidad era dictada en forma presencial, a partir de presentaciones multimedia y resolviendo ejercicios prácticos en clases. Los alumnos cuentan con un apoyo teórico. Atentos a la problemática descrita, centramos nuestro principal objetivo en mejorar el nivel de aprendizaje del mencionado contenido. Para ello diseñamos una clase virtual en la que los estudiantes se involucren en la construcción de su propio conocimiento, interrelacionando con el docente a través de las herramientas sincrónicas y asincrónicas como son: mensajería interna del aula virtual y foros de consulta de dudas. A continuación se presenta el trabajo realizado en el año 2016 en forma comparativa con los resultados obtenidos en los años 2014 y 2015. OBJETIVO Lograr que los estudiantes mejoren su rendimiento académico mediante una propuesta que promueva el aprendizaje significativo utilizando las TIC específicamente en el contenido sustitución por radicales libres. IMPLEMENTACIÓN Contexto El curso de Química Orgánica es una asignatura de la Facultad de Ingeniería de la Universidad Nacional de Cuyo dirigido a estudiantes de las carreras de Ingeniería Industrial y de Petróleos. Se dicta en el cuarto semestre. Posee una carga horaria de 90 horas, con seis horas semanales. La asignatura consta de clases teórico-prácticas y trabajos prácticos de laboratorio. Se emplea una metodología que va de lo particular a lo general (método inductivo), y de lo general a lo particular (método deductivo), simulaciones y experimentaciones, para favorecer el aprendizaje. Los alumnos se distribuyen en cuatro grupos. El docente responsable del curso introduce los conceptos básicos a fin de que el alumno conozca la terminología asociada y comprenda las aplicaciones del tema. Semestralmente, los estudiantes realizan evaluaciones sobre el curso, los docentes, aspectos administrativos, materiales y recursos. La cátedra ha realizado modificaciones para satisfacer las necesidades planteadas que incluyen el uso de videos, animaciones, presentaciones multimedia y autoevaluaciones. Para integrar todas estas actividades se utiliza el aula virtual. Antecedentes La sustitución por radicales libres está incluida en la Unidad 4: Reacciones de sustitución en compuestos orgánicos alifáticos. Es la primera unidad temática dirigida a mecanismos de reacción y, junto con eliminación y adición por radicales libres presentan la diferencia de ser las únicas reacciones homolíticas estudiadas en el curso. El motivo más relevante para introducir esta modificación es que detectamos un bajo nivel de aprobación en la evaluación parcial correspondiente. En general los alumnos mezclan etapas con reacciones homolíticas y otras heterolíticas, lo cual implica una débil apropiación del tema. La otra debilidad encontrada es que olvidan colocar la luz ultravioleta o el calor como iniciador del mecanismo radicalario. Esto hace que, en la corrección del ejercicio tengan el 100% del ejercicio resuelto o 0%. Esta subunidad se seleccionó para trabajarla en el aula virtual porque se dispone de material digital de calidad y de fácil acceso en la web para desarrollar el tema en forma completa. Al ser el primer mecanismo en estudio en la temática introduce a la metodología de enseñanza que los docentes mantenemos para las demás reacciones. Para cualquier mecanismo se sigue esta secuencia: conocer la reacción general, describir el mecanismo de reacción, evaluar la reactividad de los compuestos involucrados y escribir el diagrama de energía correspondiente. Entonces, al introducir el estudio del tema desde el uso de animaciones y modelos tridimensionales, el alumno sabe que puede recurrir al aula virtual para visualizar todos los mecanismos de las unidades sucesivas. Actividades desarrolladas Se abrió la actividad en el aula virtual luego de que rindieran el segundo parcial, comunicando por mensajería qué material tenían disponible y los tiempos de presentación. Para desarrollar este contenido mediatizado con el aula virtual, se trabajó con la siguiente secuencia didáctica: 1. Se desarrolla una inducción al aula virtual, propias de soporte, para garantizar el trabajo de los alumnos, la interacción y el conocimiento de cómo gestionar su aprendizaje en el aula, mediante una demostración explicativa y práctica del aula y sus recursos. 2. El contenido se introduce con la presentación de un video para que el alumno se interese y tenga una primera comprensión del tema. Figura 1: Captura de pantalla del video introductorio. 3. Con el fin de integrar aspectos cognitivos, se propone un cuestionario. Los alumnos debieron responder utilizando para ello los conceptos desarrollados en el video introductorio, el material didáctico de la cátedra y la bibliografía recomendada. 4. Se propuso la realización de una serie de ejercicios cuyo objetivo es transferir el conocimiento cognitivo a situaciones problemáticas y colaborar con el desarrollo de la autonomía y capacidad de decisión de los estudiantes. Estos ejercicios fueron los mismos que tuvieron que resolver en años anteriores luego de la clase presencial. Los alumnos entregaron el cuestionario y los ejercicios al profesor a cargo de su comisión a través de la mensajería del aula virtual. 5. Se realizó una evaluación presencial del tema dentro del parcial correspondiente. **VALORACIÓN del USO de la SECUENCIA DIDÁCTICA** **Valoración general de la actividad** Se valoró el impacto de la actividad propuesta a través de los ingresos al aula virtual y la calificación obtenida en la evaluación parcial. **Accesos:** Para un total de 99 alumnos inscriptos, 85 muestran actividad en el aula virtual en el Módulo Sustitución por radicales libres, lo cual indica un elevado porcentaje de accesos (86%) que, comparando con los años anteriores muestra un aumento significativo en el uso de la información disponible. | Año de cursado | Accesos | Alumnos que ingresaron | Total de alumnos | |----------------|---------|------------------------|------------------| | 2014 | 135 | 56 | 96 | | 2015 | 46 | 20 | 106 | | 2016 | 358 | 85 | 99 | **Tabla 1:** Cantidad de accesos / cantidad de alumnos por año. Evaluación parcial: a este contenido se le asignó un valor de 1 punto, consideramos que, si el alumno obtiene desde 0.6 puntos y hasta 1, el tema se incorporó en forma significativa. En los años 2014 y 2015 trabajamos con la misma modalidad por lo que, al comparar los resultados se observa que los alumnos en el año 2016 pudieron apropiarse mejor del tema. | Año de cursado | Mayor al 60% (%) | Menor al 60% (%) | Alumnos ausentes (%) | |----------------|------------------|-----------------|----------------------| | 2014 | 46 | 47 | 7 | | 2015 | 49 | 34 | 17 | | 2016 | 75 | 19 | 6 | **Tabla 2:** Resultados de la evaluación realizada al tema sustitución por radicales libres durante los años 2014, 2015 y 2016. Valoración de la experiencia desde la perspectiva del alumno Para obtener la valoración de los estudiantes respecto a la introducción de las TIC en el curso de Química Orgánica, se realizó la evaluación del curso con una encuesta con dos preguntas cerradas, una para marcar el grado de utilidad del aula virtual y la otra para identificar qué sección es la que les pareció más relevante. Con dos preguntas abiertas se evaluaron opiniones, sugerencias y dificultades encontradas en el uso del aula virtual. La encuesta se muestra en la figura 5 y la valoración de las preguntas 1 y 2 se muestra en las figuras 6 y 7. La encuesta fue completada por un total de 118 estudiantes correspondientes a Ingeniería Industrial y de Petróleos que asistieron a la última sesión del curso. Figura 2: Encuesta realizada a los estudiantes para obtener la valoración del aula virtual. Figura 3: Gráfico que muestra el grado de utilidad del aula virtual para los estudiantes. Figura 4: Gráfico que muestra los espacios del campus que resultaron más útiles para los estudiantes. El 96% de los estudiantes considera útil el empleo del aula virtual. Los modelos de examen y las autoevaluaciones son los espacios más valorados frente al material digital de la cátedra, videos y animaciones. DIFICULTADES ENCONTRADAS La plataforma de la UNCuoy está diseñada para cerrar la sesión luego de permanecer inactivos por más de diez minutos. La mensajería interna utilizada para la recepción de los trabajos no les permite enviar archivos de gran tamaño. Esto dificulta el cierre de la actividad y propició el uso de otros dispositivos para el envío y solución de problemas como correos institucionales de los profesores o Whatsapp para consultar. CONCLUSIONES La actividad propuesta ofrece una alternativa para la enseñanza y aprendizaje de sustituciones por radicales libres en un contexto que incluye las tendencias tecnológicas en las que se desenvuelven los estudiantes. La motivación, dar un papel activo al estudiante, la comprensión de conceptos, el análisis, desarrollo de habilidades críticas y de interpretación son elementos que también se ven potenciados con la implementación propuesta. Tanto el uso del aula como la utilidad de la misma es bien valorado por los alumnos. El entorno virtual les resultó apropiado para acercarles información actualizada y les facilitó el autoestudio. Las autoevaluaciones y los modelos de parciales les permitieron chequear sus aprendizajes para las evaluaciones. En función de estos resultados alentadores, esperamos para el ciclo lectivo 2017 seguir trabajando con el aula virtual, innovando con nuevas propuestas TIC y, en particular con la experiencia de “sustituciones por radicales libres”, mejorando la secuencia didáctica y la forma de envío del trabajo. CUESTIONARIO Anexo 1: Cuestionario propuesto para integrar aspectos cognitivos 1 - Cloración del metano: - Escribir la reacción de metano con cloro (considerar la sustitución de 1; 2; 3 y 4 átomos de hidrógeno). - Nombrar los productos halogenados. - ¿Qué tipo de reacción es? - ¿En qué fase ocurre esta reacción? ¿Cuáles son las condiciones requeridas? 2- Halogenación del metano: - Escribir la reacción de metano con: – flúor – cloro – bromo – iodo - En cada caso, calcular el calor de reacción e indicar si la reacción es endo o exotérmica. - Escribir en cada caso el correspondiente mecanismo de reacción. - Dibujar para cada caso los Diagramas de Energía de los pasos de iniciación y propagación. - Comparar los Diagramas de Energía de la etapa de iniciación para los cuatro casos. Sacar conclusiones. - Comparar los Diagramas de Energía de la primera etapa de propagación para los cuatro casos. Sacar conclusiones. - Comparar los Diagramas de Energía de la segunda etapa de propagación para los cuatro casos. Sacar conclusiones. - Mediante ejemplos concretos, hacer una síntesis de la importancia que reviste la halogenación de alcanos en la industria. EJERCICIOS Anexo 2: Ejercicios propuestos 1. Escribir las estructuras y los nombres de los productos que se podrían formar al reaccionar cada uno de los siguientes compuestos con Cl2 (1mol) / luz UV a. tolueno b. metilciclopentano c. 1-isopropil-1-metilciclopentano. 2. Se dispone de tres alcanos isómeros de fórmula molecular C5H12. Con el objeto de identificarlos, se llevó a cabo la cloración de los mismos con, obteniéndose los siguientes resultados: A partir del alcano A se obtuvieron cuatro haluros de alquilo. – A partir del alcano B se obtuvo un solo cloruro de alquilo. – A partir del alcano C se obtuvieron tres haluros de alquilo. a. Escribir las fórmulas estructurales y los nombres IUPAC de los tres alcanos. b. Escribir las fórmulas estructurales de los haluros de alquilo. c. Identificar los compuestos A, B y C. 3. A diferencia de los alcanos del ejercicio anterior, los isómeros de fórmula molecular C4H10 dan igual cantidad de derivados monoclorados. Sin embargo, en función de los rendimientos (%) de estos productos se podría inferir a partir de qué alcano se formaron. a. Escribir las fórmulas estructurales y los nombres comunes de los dos alcanos. b. Escribir las fórmulas estructurales y los nombres comunes de los cuatro haluros de alquilo que se formarían a partir de los alcanos, señalando en cada caso el que se formaría en mayor proporción. c. De los dos haluros de alquilo, señalados en b, indicar cual se obtendría en mayor proporción. d. Justificar la respuesta anterior mediante los Diagramas de Energía correspondientes a la primera etapa de propagación. BIBLIOGRAFÍA Ausubel, D. P., Novak, J. D. y Hanesian, H. (1983). Psicología educativa: un punto de vista cognoscitivo. México: Trillas. Csikszentmihátyi, M. (1998). Creatividad. Barcelona: Paidós Cukierman, U., Rosenhauz, J., Santángelo, H. (2009). Tecnología educativa. Buenos Aires: Pearson, Edutecne. Daza Pérez, E., Gras/Martí, A., Gras Velázquez, A., Guerrero Guevara, N., Gurrola Tugasi, A., Joyce, A., Mora Torres, E, Pedraza y Ripoll, E. y Santos, J. (2009). Experiencias de enseñanza de la Química con el apoyo de las TIC. Educación Química. De Aniversario, pp.321- 330 Salinas J. (2002). Modelos flexibles como respuesta de las universidades a la sociedad de la información. Comunicación y Pedagogía, 194, pp.13-19. Sandoval, Marisa Julia; Mandolesi, María Ester; Cura, Rafael Omar; (2013). Estrategias didácticas para la enseñanza de la química en la educación superior. Educación y Educadores, Vol.16, Nº1, pp 126-138. Experiencias docentes en el proceso de evaluación: Re-significando las herramientas de la virtualidad ABSTRACT La evaluación es dentro del ámbito educativo, un tema complejo que genera tensiones, desafíos y conflictos. Qué evaluar, cómo, en qué momento son preguntas que rondan todo el tiempo a quienes diseñan propuestas educativas. Cuando la evaluación es parte de propuestas educativas mediadas por tecnologías se plantean nuevas dimensiones a considerar. Este trabajo describe algunas acciones de formación y reflexión con los profesores a partir de una propuesta para abordar evaluaciones en aulas virtuales. INTRODUCCIÓN La evaluación es parte del proceso de enseñanza y como creemos que se constituye una responsabilidad de las profesoras y los profesores. Coincidimos con Álvarez Méndez (1996), citado por Celman (1998) cuando manifiesta que la evaluación no es ni puede ser un apéndice de la enseñanza, sino que es parte de la misma y de un proceso educativo que, como tal, es continuamente formativo. Cuando les preguntamos a las profesoras y profesores acerca de las funciones de la evaluación en el proceso de enseñanza refieren a “recabar información”, “comprobar el correcto aprendizaje”, “reforzar conceptos”, “obtener una devolución de lo que se enseña”, “detectar errores en el proceso de enseñanza”, “generar nuevas herramientas de enseñanza”, “acreditar el conocimiento del alumno” entre otros. Si bien suele haber en el discurso de los profesores variadas referencias a la evaluación como un proceso, generalmente se vincula la “acreditación” o la aprobación a evaluaciones sumativas, por ende a los resultados. Expresa una de las participantes de los cursos que llevamos adelante: “La evaluación, en términos generales, supone una instancia de valoración. Intentamos implementar la evaluación diagnóstica para conocer el estado de preparación (saberes previos) para realizar ajustes en la implementación del programa del curso. Luego, durante la secuencia de aprendizaje, con la idea de acompañar el proceso de enseñanza, la evaluación formativa conceptual (debate, discusión dirigida) nos permite monitorear los avances e identificar las dificultades, sobre todo en cuestiones de la práctica de laboratorio. Finalmente, la evaluación sumativa nos permite la verificación de los resultados al término del proceso, que demanda (para nuestro sistema de acreditación) la asignación de notas o calificaciones para la aprobación o promoción de los cursos”. Señala Alicia Camilloni que la incorporación de la evaluación al proceso de enseñanza encuentra obstáculos que provienen en su mayor parte de las actitudes del profesor. Por esta causa es común que los momentos dedicados a la evaluación se mantengan bien diferenciados, y como sobreañadidos a los períodos dedicados a la enseñanza. Se ve en la evaluación únicamente la culminación de la enseñanza y no como parte del proceso que la misma implica. Un análisis de las relaciones existentes entre la enseñanza y la evaluación, mostrará cuál es su potencialidad didáctica y cuáles son las barreras que pueden estorbar su pleno desenvolvimiento: “La evaluación es parte integrante del proceso de interacción que se desarrolla entre profesor y alumno. No es una función didáctica más, yuxtapuesta a las funciones correlativas de enseñanza y aprendizaje, sino que, por el contrario, se estructura con ellas a la manera de un mecanismo interno de control. Desde el punto de vista del alumno, la evaluación se fusiona con el aprendizaje, al tiempo que lo convalida o lo reorienta. Desde el punto de vista del profesor, la evaluación actúa como reguladora del proceso de enseñanza.” (Camilloni, (s/d), p.5) Cuando las propuestas educativas se desarrollan en línea, estas cuestiones toman una dimensión aún mayor y nuevas dudas e inquietudes se presentan. Una de las que más interpelan a los profesores es la verificación de la identidad del estudiante que realiza la evaluación. Esta situación puede superarse revisando la idea de la evaluación como un momento encriptado y proponiéndola como un proceso que permite ver y valorar el recorrido del estudiante. Nos planteamos en nuestras propuestas formativas ayudar a los profesores a resolver algunos interrogantes: ¿Cómo evaluar en planteos educativos que incluyen mediaciones con tecnologías digitales? ¿Qué instrumentos pueden colaborar con esta tarea? ¿Qué procesos de decisión docente se ponen en juego? La formación de los profesores en temas de evaluación En nuestra experiencia como Área de Capacitación en la Dirección de Educación a Distancia y Tecnologías de la Universidad Nacional de La Plata, el abordaje de la evaluación para los cursos y carreras a distancia es siempre un aspecto de difícil resolución. A las complejidades propias de la evaluación le sumamos las de las mediaciones con tecnologías digitales y sus particularidades. Presentamos en este trabajo los desarrollos y reflexiones que hemos llevado adelante como equipo a partir del desarrollo de “un curso para enseñar una herramienta”: Cuestionarios en el entorno Moodle. Esta “circunstancia” ha representado para nosotros la oportunidad de revisar con los profesores, a modo de ejercicio metacognitivo, las ideas sobre la evaluación, los propósitos de la misma, los momentos en los que se propone, etc. Trabajamos con los profesores la complejidad de capacidades que son necesarias para llevar adelante propuestas de enseñanza en aulas virtuales ya que se ponen en juego escenas en las que presentar información y proponer alguna actividad definitivamente no alcanza. García Aretio (2007) identifica entre los núcleos fundamentales de las funciones docentes y tutoriales en el aula virtual, el diseño y gestión del proceso a llevar adelante tomando decisiones sobre el entorno y lo que allí acontecerá, la provisión de información y recursos, la orientación, evaluación y seguimiento de los estudiantes, la dinamización de los grupos y la generación de ambientes propicios. Además reconoce en el docente la figura del investigador, con estrategias metacognitivas para pensar y repensar lo que en esos escenarios sucede y se despliega. Coincidimos en que este último núcleo es el que permite la reflexión sobre la práctica, la revisión de los procesos, la superación de las propuestas. Explorar nuevos territorios pedagógicos exige capacidades metacognitivas que habiliten una mirada crítica de lo que allí acontece. Algunas reflexiones en las voces de los profesores: “Sobre cuándo utilizar los cuestionarios y para qué: creo que cualquier momento sirve, en particular, creo que es una herramienta útil para hacer cuestionarios breves de temas que vamos dando en al cursada, de forma tal que puedan encontrarse con el material de lectura y el cuestionario sirva de autoevaluación. También para cursos a distancia, donde se constituirían en un medio interactivo de aporte de conocimientos y reciprocidad”. “Es importante que los estudiantes sepan que la evaluación es un proceso, que tiene una devolución, que debemos hacernos cargo de ella y dar las oportunidades necesarias para que sea exitosa.” “También es posible utilizar los cuestionarios como instrumento de monitoreo del propio rendimiento (autoevaluación) o como herramienta de repaso. El propósito del uso de los cuestionarios sería el de medir los logros alcanzados por los estudiantes, valorar las capacidades desarrolladas al concluir el proceso formativo y analizar las mejoras cualitativas que hayan sucedido en los estudiantes mientras se desarrollan estos procesos. Creo que el uso de las TIC en la educación superior constituye una herramienta poderosa en el proceso de enseñanza - aprendizaje y a la que nos tenemos que adaptar para adecuarnos a las necesidades de la sociedad actual. ¡Capacitarnos es lo mejor que podemos hacer!” Revisitamos aquí las dos categorías presentadas en Martín et al. (2012) al referirnos a los procesos de formación de profesores: una, la relación entre procesos tecnológicos y procesos pedagógicos, aquí se concentra la atención en generar reflexiones sobre los puntos críticos en la relación tecnología - pedagogía, de esta forma proponemos reflexiones pedagógicas sobre la herramienta presentada (en este caso los cuestionarios) para construir sentidos sobre cómo trabajar con ellas. Por otro lado la función docente, que se relaciona inexorablemente a su accionar, es el rol pedagógico el que le permite al profesor contribuir a la creación de conocimiento especializado, a identificar junto con los estudiantes los puntos críticos, a responder preguntas, a evaluar. Proponemos un rol docente que se constituya a partir de la conjunción y la composición de alguna o varias de las siguientes acciones: motivar, encauzar, proponer un ritmo, acompañar y evaluar procesos, responder, atender, dar soporte, seguir, ayudar a focalizar en el contenido, orientar, diseñar, etc. Esta amplia miscelánea de responsabilidades y ocupaciones da cuenta de una tarea compleja, multidimensional, polifónica pero al mismo tiempo difícil de definir a priori. Cómo re-significar el uso de los cuestionarios en un aula virtual En el curso mencionado preguntamos en una encuesta inicial qué evalúan los participantes (todos ellos profesores universitarios) en el momento de “tomar” un examen. Aquí algunas de sus respuestas: “Definiendo al “examen” como una prueba que se implementa para comprobar los conocimientos que posee una persona sobre una determinada cuestión, en el ámbito educativo, los docentes confirmamos lo comprendido en la asignatura impartida colocando una calificación o nota al cierre de un bloque de contenidos, por ejemplo. Se evalúa el grado de cumplimiento o de dominio del objetivo (teórico, práctico); se mide el nivel de conocimientos y competencias en la disciplina que den cuenta del aprovechamiento de los estudios.” “Si el estudiante es capaz de resolver algunas situaciones problemáticas teóricas, si posee los conocimientos mínimos de la Unidad” “Al tomar un examen se evalúa el nivel de conocimientos, aptitudes y/o habilidades. Se busca determinar la idoneidad del alumno para la realización determinadas actividades e incluso la utilización de su memoria para responder a temas específicos. Lo que se finalmente se obtiene al tomar un examen es la percepción de los logros o las insuficiencias existentes de los conocimientos, actitudes y habilidades solicitados en la instancia evaluativa en ese momento determinado.” En estas expresiones, la evaluación se centra casi exclusivamente en la constatación del logro de diversos aspectos centrados en los estudiantes. Nuestro propósito es que los profesores puedan, a partir de las decisiones que ponen en juego en el momento de evaluar, reflexionar también sobre sus propios procesos mejorando las probabilidades de que se produzcan procesos deseadables de aprendizaje, lograr buenas configuraciones de los procesos de enseñanza y revisar la toma de decisiones basadas en juicios pedagógicos. Estos juicios se construyen sobre las concepciones acerca de qué es enseñar, qué es aprender, cuál es la naturaleza de los conocimientos que es necesario que los alumnos construyan. Somos conscientes que una sola experiencia formativa no puede alcanzar estas metas ambiciosas pero nos proponemos sentar bases para comenzar a resignificar la evaluación en sí misma y los instrumentos que se construyen ad-hoc. Sostenemos que la evaluación debe ser consistente con los modos de enseñanza que se ponen en juego. En el caso de la inclusión de recursos digitales, vemos que muchos profesores en el momento de evaluar se centran en instrumentos tales como las pruebas escritas u otras producciones académicas más tradicionales e individuales y no consideran los procesos de intercambio, de trabajo colaborativo, a las propuestas que propician intercambios y construcción de conocimientos. Al trabajar desde esta perspectiva se generan reflexiones interesantes en los profesores - destinatarios de esta propuesta tales como: “Cómo ya les conté, nosotros venimos usando los cuestionarios como autoevaluaciones, las subimos al aula junto con el material de lectura, para orientarlos en el proceso. Las posibilidades de ir agregando pistas en algunos casos, pudiendo así guiarlos a determinados textos, videos, etc., los enriquece aún más.” “Respecto al uso de cuestionarios, considero que ayudan a mantener el contacto con la materia, por ello opino que no debemos limitar su uso a autoevaluaciones finales o cuestionarios de recapitulación o cierre de una unidad. Fomentaría su uso en forma continua, es decir, incluirlos entre medio del inicio y final de una unidad, capítulo, etc. ya que contribuye a la autorregulación de los alumnos y a un trabajo continuo a lo largo del curso. En otras palabras, su utilización, posibilita a los alumnos poner en práctica, de manera sencilla, los conceptos teóricos que están aprendiendo en clase.” “En mi imaginario inicial, un “cuestionario” tal vez indicaba una herramienta más orientada a la “constatación” de “saberes”. Hoy veo, después de la capacitación, que la herramienta es muy potente y que, diseñar un cuestionario apropiado, puede constituirse en una excelente herramienta de aprendizaje que podemos ofrecer a los alumnos, una “guía” que acompañe el aprendizaje y/o la profundización sobre los temas abordados. Y estoy dispuesta a usarla.” CONCLUSIONES Sabemos que son éstos logros preliminares que necesitan muchas otras acciones. Que los modos de evaluar no se modifican rápidamente y además están atados a sistemas de acreditación que tienen anclajes institucionales que muchas veces superan las decisiones de los equipos docentes. En este proceso se desarrollan diferentes capacidades con el propósito de reconocer nuevas posibilidades, adquirir confianza y autonomía para poder en práctica nuevas propuestas, e incluso, experimentar nuevos modos de posicionarse frente a la enseñanza. Estos equipos tienen un marco de autonomía que permite desarrollar propuestas distintas, con posibilidades de construir conocimientos con otros, permitiendo enlazar procesos de autoevaluación con instancias de meta-reflexión. “Conviene insistir: todo esto es un proceso, largo, heterogéneo, con avances y retrocesos. No se resuelve con normativas, ni hay fórmulas mágicas. Las buenas decisiones institucionales, la promoción de las innovaciones por directivos y coordinadores, el estímulo a los docentes que se esfuerzan en ese camino ayudan. Pero no hay magia, no hay atajos. Lo importante: estamos caminando. Y haciendo camino al andar” Asinten (2013, p. 113) BIBLIOGRAFÍA Asinten, J. C. (2013). Aulas expandidas: la potenciación de la educación presencial. Revista Universidad de La Salle, (60), 97-113. En: http://www.aulasweb.unlp.edu.ar/aulasweb/pluginfile.php/11023/mod_resource/content/1/Aula%20expandida.pdf (Consultado mayo de 2017) Camilloni, A. (s/d) La función de la evaluación. En Curso de Docencia Universitaria. Módulo 4: Programas de enseñanza y Evaluación de los aprendizajes. Disponible en: http://23118.psi.uba.ar/academica/cursos_actualizacion/recursos/funcioncamillioni.pdf Consultado 5/10/2017. Camilloni, A. y otras (1998). La evaluación de los aprendizajes en el debate didáctico contemporáneo. Paidós, Buenos Aires. Celman, S. (1998). ¿Es posible mejorar la evaluación y transformarla en herramienta de conocimiento? La evaluación de los aprendizajes en el debate didáctico contemporáneo, 35, 66. Davini, M. C. (2008). Métodos de la enseñanza: didáctica general para maestros y profesores. Buenos Aires, Ed. Santillana. García Aretio, L. (coordinador) (2007). De la educación a distancia a la educación virtual. Barcelona, Ariel. Gvirtz, S. y Palamidessi, M. (2008). El ABC de la tarea docente: curriculum y enseñanza. Buenos Aires, AIQUE Grupo Editor. Martín, M. M., González, A. H., Barletta, C. M., & Sadaba, A. I. (2012). Aulas virtuales, convergencia tecnológica y formación de profesores. En VII Congreso de Tecnología en Educación y Educación en Tecnología. Steiman, Jorge (2007). Más Didáctica -en la educación superior. Miño y Dávila- UNSAM. Formación Docente en Entornos virtuales. El vivo de una experiencia inmersiva ABSTRACT El trabajo que se presenta tiene dos propósitos: por una parte, compartir los fundamentos y características de una propuesta que se está desarrollando en la asignatura Formación docente en entornos virtuales de la Licenciatura en Educación de la Universidad Nacional de Hurlingham; por otra y vinculada a la anterior, compartir el proceso inmersivo de participación “en vivo” de estudiantes y profesores de la materia en un evento académico virtual organizado por otra Universidad Nacional. Se busca reflejar una de las propuestas inmersivas que la materia ofrece en el marco de un diseño que se estructura en torno a tres ejes temáticos y diversas propuestas inmersivas en y con entornos virtuales. Las Jornadas virtuales sobre innovación en el aula resultan una oportunidad única de experiencia vivencial: adecuada y pertinente tanto desde la perspectiva epistemológica como desde la modalidad y el entorno de presentación e intercambio previsto en el evento. Nos proponemos en la presentación una hipótesis de trabajo, en la que se pone el foco en la participación en las jornadas. Entendemos que así incentivamos la participación en eventos académicos, dando sentido a la participación en el ámbito profesional y académico en tiempo y forma “real”, no pedagogizado o adaptado para la cursada. Asimismo, supone la exploración de un entorno virtual novedoso para el desarrollo de eventos académicos. El desafío es doble: compartir la propuesta de la materia, en especial en lo que hace a la presencia en el Congreso y acompañar a los estudiantes en sus primeras experiencias en eventos académicos y abiertos de otras Universidades; haciendo de su propia participación, un objeto de estudio. INTRODUCCIÓN La estructura del trabajo Para comenzar presentaremos la materia en el contexto de la institución. Luego pasaremos a explicar los fundamentos y características de la propuesta de enseñanza. Incluiremos la voz de nuestros estudiantes, a través de sus expresiones en las memorias que construyen en el paso por la materia. Para terminar compartiremos algunas expectativas de lo que creemos que va a suceder durante y después el evento. Por lo dicho, se trata de una presentación en vivo, incierta, experimental. El cierre del trabajo apunta a reflejar las inquietudes que surjan acerca del proceso que lleven a cabo los alumnos al transitar esta experiencia. LA ASIGNATURA en la UNIVERSIDAD La Universidad Nacional de Hurlingham (UNaHur) fue creada a través de la Ley 27.016 en diciembre del año 2014 y comenzó a funcionar en 2016, con el objetivo de contribuir al desarrollo local y nacional a través de la producción y distribución equitativa de conocimientos e innovaciones científico-tecnológicas. Palabras Claves: Formación docente en entornos virtuales, Experiencia inmersiva en vivo Tecnologías digitales en la formación superior, Construcción del rol profesional. Es una universidad pública y gratuita que estructura su oferta académica en base a cuatro ejes: salud, educación, producción y ciencia. Las carreras cuentan con planes de estudio modulares y titulación intermedia, facilitando una temprana inserción laboral. De este modo, la UNaHur responde a una histórica demanda de la región en la que, año a año, cerca de 2500 alumnos finalizan la escuela secundaria. Hoy, jóvenes y adultos de la zona oeste de la Provincia de Buenos Aires encuentran en la Universidad Nacional de Hurlingham la posibilidad de consagrar su derecho a la educación superior. Entre la oferta académica una de las primeras carreras fue la Licenciatura en Educación como Ciclo de Complementación Curricular para profesores que acrediten carreras de tres años o más. Fue aprobado el plan de estudios con validez nacional por Res.1375/17 del Poder Ejecutivo Nacional. Cabe destacar que la universidad en sus pocos años de existencia duplicó su oferta académica y mantuvo una fuerte demanda en el ingreso a la Licenciatura en Educación que al día de hoy tiene alrededor de 500 (quinientos) estudiantes regulares. La Licenciatura consta de un ciclo de formación común con todas las carreras de la UNaHur, un ciclo de formación básica en educación y un ciclo de formación específica. En este último el alumno puede elegir entre dos orientaciones: Políticas educativas y Formación docente. La asignatura Formación Docente en Entornos Virtuales integra la Orientación en Formación Docente, del Campo de formación específica. Se inscribieron en este cuatrimestres 180 (ciento ochenta) estudiantes, distribuidos en 5 (cinco) comisiones. En tanto espacio curricular, su objeto de estudio y campo de práctica son las tecnologías digitales en el contexto de la cultura actual marcada por nuevos modos de acceso, producción y circulación de la información y el conocimiento. Su inclusión en el plan de estudios resulta fundamental desde distintos niveles de análisis, sobre los que trabaja en el espacio curricular: el político, el cultural, pedagógico didáctico y cognitivo. La formación de futuros profesionales preparados para diseñar e implementar políticas y propuestas de Formación Docente, requiere una formación teórica y práctica sobre existentes y posibles mediaciones tecnológicas de diverso tipo en tanto recursos, entornos, escenarios, modalidades. La materia comenzó a dictarse en el segundo cuatrimestre del año 2016. En su segundo año (2017) la materia sigue construyendo su identidad, promoviendo en todo momento la reflexión sobre la práctica, la inclusión de tecnologías en la educación, los desafíos de la cultura digital. Se toman como base las características de los grupos de estudiantes y se genera experimentación y conceptualización sobre entornos digitales variados, complejos, desafiantes. Se trabaja sobre la reconstrucción de la experiencia en relación con el uso, aprovechamiento y transformación de prácticas escolares con tecnologías digitales. Entendemos que la materia es una propuesta modelizadora, tanto desde la perspectiva de la experimentación con tecnologías actuales, como desde la reflexión sobre el papel de las tecnologías de época, siempre presentes, siempre cambiantes; para intervenir en el futuro (como profesionales, licenciados especializados en la formación docente) tanto en la formación inicial como permanente de profesores. La diversidad en las aulas es un factor presente y potente, si bien todos tienen una formación de base en el profesorado, no todos llegan con la misma trayectoria en la carrera, en la vida profesional ni en la experiencia con tecnologías digitales. Además son docentes de distintos niveles educativos, áreas disciplinares, con diferentes antigüedad en el ejercicio de la profesión y con distinto año de egreso de sus carreras de base. En la experiencia que estamos compartiendo, la asignatura se desarrolla en modalidad presencial en clases semanales con una fuerte carga en modalidad virtual con apoyo del campus virtual de la universidad y con extensión a diferentes redes sociales. ORGANIZACIÓN de la MATERIA La asignatura Formación docente en entornos virtuales, se organiza en tres ejes temáticos, que refieren a niveles de abordaje: 1. Sociopolítico y cultural 2. Tecno-pedagógico 3. Cognición y aprendizaje El primero dedicado a ofrecer una mirada que permita comprender las características de la cultura digital, como contexto epocal en el que se enmarcan y resignifican los procesos de enseñanza y de aprendizaje. Trabajamos sobre la inclusión de tecnologías en prácticas de enseñanza. El segundo eje focaliza en la inclusión tecnológica desde la perspectiva de la enseñanza, considerando modelos y perspectivas de análisis e intervención. El tercero enfatiza en el aprendizaje mediado por tecnologías, atendiendo a diferentes enfoques interpretativos y propositivos. En todos los ejes se hace referencia al diseño y la evaluación de proyectos de inclusión de tecnología así como en la investigación en el campo. La propuesta metodológica, totalmente imbricada y organizadora de las clases corresponde a la experimentación en trayectos inmersivos en los que se desarrollan prácticas en y con tecnologías. Muchas veces alejadas de las vivencias previas de los estudiantes, se busca que puedan conocer y reconocerse en el uso de tecnologías digitales, reflexionar sobre ese uso y otros potenciales y, analizar los trayectos individual y colectivamente a partir de las categorías de análisis que se construyen en la materia. Los tres ejes se cruzan en diferentes trayectos que estructuran las clases y las actividades. Cada uno de los trayectos tienen diferente duración y se prevé que incluyan una producción o actividad de cierre. La producción es tanto individual como colectiva. El campus virtual se estructura a partir de estos trayectos y en cada uno de ellos aparecen con mayor o menor fuerza los tres ejes planteados. Los trayectos trabajados son: Trayecto 1: Cultura digital Trayecto 2: Entornos como espacios de construcción de conocimiento Trayecto 3: Redes sociales Trayecto 4: Colaboración / inteligencias distribuidas UNA ENSEÑANZA PENSADA en TIEMPO PRESENTE: Propuestas inmersivas. Inmersión y quehacer profesional Pensar la formación docente en entornos virtuales nos pone de cara al desafío de diseñar una propuesta de enseñanza en tiempo presente, capaz de recuperar los principales debates y tensiones que atraviesan hoy la formación docente y las prácticas de enseñanza en la cultura digital. Partiendo de este supuesto, adoptamos como definición metodológica trabajar los contenidos del programa a partir de propuestas inmersivas, que impliquen un acercamiento al quehacer profesional, dentro del campo de la tecnología educativa. Recuperamos la inspiración en la idea de construir propuestas disruptivas que “pongan en juego una didáctica en vivo para la formación (que) implica renunciar a los sesgos de la didáctica clásica, tanto en el análisis como en la práctica” (Maggio, M. 2017) ENTORNOS y REDES como OPORTUNIDAD de EXPANSIÓN La primera definición que tomamos fue la de experimentar la clase expandida, a partir de una propuesta que combina espacios sincrónicos y asincrónicos, encuentros presenciales y espacios virtuales. Las cinco comisiones o grupos de la materia, tienen horarios de clase presencial diferente. Sin embargo la materia prevé algunos trabajos articulados en los que se combinan e interactúan entre comisiones, asumiendo criterios de agrupamiento que trascienden las categorías clásicas de tiempo y espacio, aprovechando entornos (como el campus de la Universidad) y las redes sociales (como Twitter) para compartir actividades. Las experiencias de co-creación entre las diferentes comisiones de trabajos prácticos, la construcción con compañeros, el debate de ideas con especialistas en el campo son posibles a través de las tecnologías como entornos y redes que permiten encuentros y debates para la construcción de conocimiento en nuevos espacios, tiempos y con otros actores (Burbules, 2012). Trabajamos en la plataforma virtual moodle de la Universidad, la cual fue diseñada como el entorno donde convergen las propuestas: un safari fotográfico que busca captar los modos de pensar las tecnologías con la que los estudiantes llegan a la materia, actuó como disparador de la reflexión sobre el imaginario que atraviesa la mirada sobre las tecnologías en la sociedad y en las prácticas de enseñanza de nuestros estudiantes. Un juego de roles en la red social Twitter buscó reconstruir algunos de los dilemas presentes a la hora de incorporar tecnologías en las instituciones escolares y, fundamentalmente, explorar la red, su arquitectura, las interacciones y el tipo de comunicación que proponen. Esta experiencia se propuso ser una ventana de posibilidad para pensar en prácticas de enseñanza que incorporen nuevos lenguajes y entornos, que transcurren en escenarios alternativos que interpelen al aula como escenario único. Como aspecto interesante de análisis, surge la tensión que genera el desarrollo de una propuesta en una red de la que la mayoría de los estudiantes no son usuarios. LA EVALUACIÓN como OPORTUNIDAD de REVISAR el PROPIO RECORRIDO De manera consistente a la propuesta, la evaluación también estuvo atravesada por la construcción del rol profesional. Desde este enfoque, entendíamos que el lugar de la teoría y la bibliografía trabajada en la materia, debía ser el de entramarse y enriquecer la mirada sobre el propio proceso de trabajo de los estudiantes. De esta manera, diseñamos una evaluación en dos tiempos y dos espacios: La primera parte consistía en la elaboración de una memoria de dos de las actividades que habían realizado durante la cursada. Debían narrar la experiencia recorrida, enriquecerla y analizarla a partir de los conceptos de los autores trabajados. Estas consignas se presentaron con antelación a la instancia presencial de producción, eran de resolución individual y domiciliaria, para tener impresas en la instancia presencial de producción. En la clase destinada a la producción presencial de evaluación, iniciamos el segundo momento: intercambiando las memorias de los/as estudiantes para que pudieran comentarlas, analizarlas, valorarlas desde el rol de par evaluado, requiriendo en todos los casos, destacar aspectos potentes de la experiencia y la producción y proponiendo enriquecer el escrito o su proceso de elaboración. Propusimos una práctica en la que no hubiera sorpresas, estuviera enmarcada en las enseñanzas habituales de la materia, que no se desprendiera del clima, ritmo y tipo de actividades usuales de la clase; que pudiera desarrollarse en un clima de confianza, generando un espacio para que los aprendizajes fluyeran. Asimismo esperaba favorecer y estimular las mejores producciones de los estudiantes (Litwin: 2008. Pp. 173) Estos dos tiempos promovieron la revisión del propio recorrido, tanto al momento de escribir la memoria como al leer la producción del compañero y conocer otro modo de enfocar el proceso. También resultó potente por una parte enfrentarse a diferentes maneras de resolución y escritura de las memorias, así como recibir las devoluciones de los colegas. Estamos convencidas de que todo este proceso estimula y favorece la metacognición, es decir, el proceso de reflexión sobre los propios procesos de pensamiento y aprendizaje. Compartimos algunos fragmentos de memorias escritas por los estudiantes que permiten dar cuenta de la valoración de la propuesta, la reflexión sobre los procesos, la recuperación de lo conocido y el interés de los/as estudiantes por aprender, haciendo foco en diferentes cuestiones: Aspectos vinculados a la apropiación de la materia y la inmersión en esos entornos desconocidos para algunos, como en el caso de Alicia, ilustrado en el fragmento: “Apenas surgió la propuesta desde la cátedra, pude advertir que iba a ser para mi un verdadero desafío, ya que mi conocimiento en temas tecnológicos es bastante limitado y sólo he incursionado en aquello que fue absolutamente necesario para abordar mis obligaciones, ya sea profesionales, como de aprendizaje universitario” Alicia Cuestiones vinculadas a la cultura digital y su relación con la educación: “Como futuros Licenciados en Educación es fundamental para nuestra profesionalización comprender la magnitud de lo que implica poner atención a los cambios culturales en relación con el uso de nuevas tecnologías(…).” “(…) con lo anterior expuesto me animo a seguir pensando como categoría analítica la mirada pedagógica de las redes sociales, y cómo una propuesta en red puede convertirse en una posibilidad pedagógica. Cómo convocar a los jóvenes desde diversos escenarios y motivar diferentes modos de participación, a través de nuevas dinámicas para que los participantes produzcan sus propios procesos de participación y apropiación de experiencias de aprendizajes.” Daiana También en Pablo, Daiana y en Melina, se reconoce la difícil apropiación de la noción de objetos de análisis, y la necesidad de abordarlas en el marco de la construcción de categorías de análisis potentes. Esta práctica también es un principio de la materia, promover el análisis fundamentado desde la perspectiva que asumimos: “Considero que no hay que catalogar a las tecnologías por malas o buenas, si usarlas dentro de la escuela o no, sino que hay que aceptar que las mismas son parte de nuestra vida y que es necesario pensar nuevas formas de utilizarlas para obtener el mejor provecho de las mismas.(...) Haciendo un repaso por el safari fotográfico\(^1\) y sobre el foro del mismo, se pueden observar como desde las primeras imágenes hasta la manera de referirnos a las tecnologías fueron cambiando en función de lo trabajado en clase y sobre la lectura de los diferentes textos. Melina “En esta instancia que me encuentro con las mismas actividades, después de releer y mirar otros aportes de Paula Sibilia(…) leer autores como Michel Serres, se me ocurre buscar de otra manera más crítica las imágenes y así analizarlas(…)” Pablo **EN VIVO y en DIRECTO: Participar del Congreso** Desde el diseño mismo de la materia, consideramos que el dispositivo que se genere debía ser lo suficientemente flexible como para incorporar escenarios emergentes, que pudieran ser potentes para la propuesta. Así, decidimos que la participación nuestra y de los/as estudiantes en las 4tas Jornadas TIC e Innovación en el Aula, constituían una oportunidad valiosa, en múltiples sentidos: - Como equipo docente, nos da la oportunidad de externalizar la propuesta y sistematizarla, haciendo visible para nuestros estudiantes los supuestos que subyacen a las diversas definiciones que se integran en la propuesta pedagógica. - Para nuestros estudiantes, participar de un Congreso que transcurre en un entorno virtual constituye una experiencia inmersiva valiosa, que los acerca a los modos de producción y externalización del conocimiento propios de la cultura digital. Por otra parte, los temas del Congreso, son (o podrían ser) parte del programa de la materia. En este sentido, habilitar el diálogo entre los autores propuestos en la bibliografía y las presentaciones de los ponentes, constituye una experiencia “en tiempo real” de los debates presentes en el campo de la tecnología educativa. En este sentido cada uno tendrá oportunidad de elegir qué hacer en las Jornadas, qué leer, qué ver y cómo; qué especialista escuchar y/o leer, en qué eje/debate participar y cómo, temas, autores, formatos, experiencias serán compartidas en una semana y los estudiantes podrán acercarse a todas ellas, sin selección previa. Dice Serres: ya no hay conductores, sólo hay motricidad, ya no hay espectadores, el espacio del teatro se llena de actores, móviles (Serrés: 2013, Pp. 53). Resulta importante comentar que salvo alguna excepción, ninguno de los estudiantes había participado de un evento académico de ningún tipo, lo cual resulta estimulante en sí mismo para futuros egresados de la carrera. Las actividades de la Jornadas, dan cuenta del modo de pensar el campo de conocimiento que se enseña y el campo profesional que éste articula. Buscamos que nuestros estudiantes puedan experimentar el aprendizaje colaborativo a partir de los espacios de intercambios que se propongan desde el Congreso y de los análisis en colaboración que realicen con sus compañeros. Por el otro lado, la actividad es posibilitadora de construcciones cognitivas, es decir, buscamos que estas inmersiones generen construcciones contextualizadas y genuinas, que enriquezcan la mirada de nuestros estudiantes acerca de las --- \(^1\) La alumna hace referencia a una de las actividades propuestas en la materia, que consistía en capturar imágenes que plasmen los modos en que las tecnologías se hacen presentes en la vida cotidiana. Luego de capturarlas, se habilitó un espacio compartido para publicarlas y un foro de debate para analizarlas e intercambiar ideas. posibilidades que abren las mediaciones tecnológicas y pedagógicas para las prácticas docentes. Colaboraremos, durante la semana del evento, compartiendo recorridos, criterios, comentando actividades y presentaciones con la totalidad de los estudiantes; así orientaremos la tarea, sobre todo aprovechando la experiencia que vayan adquiriendo los propios compañeros y interpretando las participaciones en el contexto de la materia. Además, trabajaremos, una vez finalizada la semana de intercambios para que cada participante pueda reflexionar sobre su propio recorrido y aprendizaje en las jornadas; pero también analizando críticamente diferentes aspectos del evento en tanto dispositivo tecnológico, pedagógico y académico. CONCLUSIONES: Pensar lo que aún no sucedió (a modo de hipótesis de trabajo y formación) Este epílogo no busca arribar a conclusiones, sino que se propone desplegar algunos interrogantes sobre esta experiencia: ¿qué sucederá con la participación de los estudiantes? ¿Podrán resignificar, encontrar nuevas relaciones, nuevos puntos de anclaje entre la propuesta de la materia y los ejes temáticos de las Jornadas? ¿Qué posibilidades para el aprendizaje habilita leer y conocer los fundamentos de la propuesta pedagógica de la que son protagonistas, en un formato académico y público? ¿Qué nuevas construcciones pueden surgir? ¿Cómo dialoga esta vivencia con su rol docente actual y su formación como formadores? ¿Si la hubiere, cuál sería la huella (cognitiva y subjetiva) que dejará la participación en un entorno virtual de estas características? ¿Qué dificultades y resistencias surgirán? ¿Qué posibilidades de análisis metacognitivo se pondrán en juego? Estas son algunas de las preguntas que nos surgen al momento de escribir esta experiencia abierta que, posiblemente, se verán cuestionadas, enriquecidas y transformadas en el devenir de esta experiencia formativa e inmersiva de la que todos y todas los y las que hacemos la materia Formación Docente en Entornos virtuales somos parte. Formación docente: Desafíos de las propuestas educativas mediadas por tecnologías en la Universidad ABSTRACT El presente trabajo relata la experiencia del Área de Educación a Distancia de la Universidad Nacional de Entre Ríos en el diseño de una propuesta de formación para docentes de la UNER entendiendo que la capacitación es un eje fundamental de la política universitaria. Este trabajo tiene como objetivo dar cuenta de la diversidad de propuestas para la formación de los docentes y mostrar los resultados de la evaluación que se realizó al finalizar el cursado ya que existe una gran preocupación por… el abandono de los docentes en los cursos de capacitación. A través del cuestionario realizado a los docentes se pretende conocer cuáles son las motivaciones que poseen los docentes antes de comenzar un curso y cuáles podrían ser los motivos por los cuales consideran abandonarlo. INTRODUCCIÓN En el actual contexto de convergencia tecnológica, es necesario repensar los escenarios culturales y formativos al interior de la Universidad desde el cual poner a disposición diversidad de propuestas de formación para docentes mediadas por las TIC que permitan potenciar y enriquecer las prácticas de enseñanza. En este sentido, desde el Área de Educación a Distancia de la Universidad Nacional de Entre Ríos, se considera que la EaD es una forma de construcción y distribución del conocimiento potencialmente democratizadora, anclada a un determinado contexto histórico social e institucional que supone: - una práctica pedagógica innovadora que requiere nuevos roles y competencias por parte de los actores que intervienen; - un modo de comunicación entre docentes, estudiantes y contenidos, que pueda dar lugar a relaciones sincrónicas y asincrónicas. - La utilización de determinados medios tecnológicos que habilitan prácticas con intencionalidad educativa en contextos de interacción y colaboración. En este sentido, consideramos que la inclusión de las TIC en las propuestas de enseñanza a distancia sean genuinas y a la vez críticas para construir espacios de enseñanza innovadores. Nos referimos a inclusión genuina tal como lo plantea Maggio (2012:1) La inclusión genuina reconoce el lugar y el sentido de la tecnología en la construcción del conocimiento y lo refleja y emula en el diseño de la práctica de enseñanza. MARCO TEÓRICO Actualmente el tema del abandono es un tópico muy relevante para el desarrollo de las políticas universitarias (Sanchez-Paniagua: 2016) En este sentido, las autoras plantean que: A la luz de investigaciones previas, Tello (2007) señala que las causas del abandono de los estudiantes adultos podrían clasificarse en situacionales, institucionales y disposicionales, dependiendo de su origen. En este capítulo nos centraremos, especialmente, en las que dependen de la institución y en aquellas que derivan de los estudiantes en cuanto a su forma de afrontar los estudios. Debido a las especiales características de los estudiantes a distancia (la mayor parte adultos con responsabilidades familiares y personales y, muchas veces, con carencias formativas previas, falta de entrenamiento para el estudio y desconocimiento de la metodología a distancia), las consideraciones sobre el abandono y sus causas difieren notablemente de las estimadas para una formación universitaria convencional. Sin embargo, avanzar en su conocimiento es imprescindible dada la expansión actual de la educación a distancia en todo el mundo y, especialmente, de la formación en línea. (Sanchez-Paniagua:2016: 198) Para dar respuestas sobre esta temática las Universidades proponen políticas de formación concretas. En el caso de la UNER, desde el programa de EaD se ofrece una propuesta integral de formación brindando diversas oportunidades en donde los docentes no sólo conozcan y exploren las herramientas digitales sino que analicen casos, resuelvan problemas, dialoguen entre ellos y tomen decisiones en vías a generar instancias de reflexión de sus propias prácticas y proponer formas de abordar las TIC en sus propuestas de cátedra. Vemos la necesidad de la formación continua de los docentes entendiendo que la complejidad de la tarea docente, avances científicos, actualización disciplinar y didáctica, revisión crítica de la propia práctica son, sin duda, los motivos más compartidos [...] para fundamentar la necesidad de la formación continua y en consecuencia para considerar a la capacitación como una dimensión sustantiva del rol profesional de maestros y profesores. Esto significa que no puede olvidarse que la capacitación debe garantizar el derecho de aprender a quienes enseñan, de formarse para nuevos roles y para el acceso a cargos de conducción. (Teske:2016:198) Sin embargo, una preocupación permanente del Área de EaD de la UNER es el abandono de los docentes en los cursos de formación. Notamos que los docentes tienen mucho interés en capacitarse, están motivados por aprender, interesados por las temáticas de los cursos pero que en el inicio o a mitad de la propuesta abandonan el curso porque por ejemplo, no tienen tiempo o porque no llegan a realizar las actividades en tiempo y forma. Nos preguntamos entonces ¿cuáles son las razones por las cuales los docentes no finalizan los cursos? ¿por qué los docentes pierden la motivación en el transcurso? ¿cómo potenciar el aprendizaje mediado por tecnologías? ¿cómo acompañarlos y orientarlos en sus procesos de aprendizaje?. Consideramos que el aprendizaje mediado por tecnologías requiere de ciertas habilidades que las autoras Sánchez y Paniagua plantean como necesarias para desenvolverse en los entornos educativos a distancia: - **Habilidades cognitivas**: conjunto de capacidades intelectuales, habilidades cognitivas complejas o superiores, estrategias de aprendizaje, etc., necesarias para abordar los requerimientos académicos que tendrá que afrontar el estudiante a lo largo de sus estudios. - **Habilidades emocionales**: conjunto de habilidades para un manejo adecuado de las emociones que el estudiante experimentará durante su vida académica. El estudiante tendrá que ser capaz de hacer frente a la ansiedad, el estrés, la presión temporal, la frustración, la sensación de soledad en determinados momentos, etc., todas ellas habilidades clave para persistir ante las dificultades • **Habilidades organizativas**: conjunto de habilidades que podríamos agrupar en el concepto de gestión autónoma del trabajo y aprendizaje autorregulado, es decir, capacidad de planificación y manejo del tiempo, selección de estrategias adecuadas, monitorización, etc. [...] • **Competencia digital**: [...] definida como “el uso seguro y crítico de las tecnologías de la sociedad de la información (TSI) para el trabajo, el ocio y la comunicación. Se sustenta en las competencias básicas en materia de TIC: el uso de ordenadores para obtener, evaluar, almacenar, producir, presentar e intercambiar información, y comunicarse y participar en redes de colaboración a través de internet”. Si duda alguna, ser digitalmente competente es una habilidad imprescindible, no solo para cualquier ciudadano en su vida cotidiana, sino para desenvolverse de forma natural y provechosa en los nuevos entornos de enseñanza-aprendizaje (Bates, 2015). [...] (Sanchez-Paniagua:2016: 203) En este sentido, la falta de dichas habilidades implicaría dificultades a la hora de llevar a cabo su propio proceso de aprendizaje. Ahora bien, ¿cuáles serían esas dificultades? Siguiendo a Sánchez y Paniagua (2016) las principales causas por las cuales los estudiantes abandonan los cursos serían institucionales y personales. **Tabla 1.** *Relación de causas institucionales y personales habituales de inducción al abandono en estudiantes a distancia* | Causas frecuentes de abandono en estudiantes a distancia | Institucionales | Personales | |----------------------------------------------------------|-----------------|------------| | Falta de información y orientación. | | Niveles insuficientes de formación previa. | | Problemas con el diseño y materiales de los cursos. | | Carencia de competencias digitales y desconocimiento del manejo del ordenador y la navegación por Internet. | | Una interacción y comunicación escasa con los responsables (administrativos y docentes). | | Falta de tiempo, percepción de sobrecarga y excesos de responsabilidades que son incompatibles con la dedicación al estudio. | | Vías de comunicación entre pares poco eficiente. | | Manejo del tiempo ineficiente, procrastinación, falta de persistencia. | | Falta de un apoyo institucional eficiente. | | Poca motivación intrínseca, motivos extrínsecos en la elección de estudios. | | Dificultad de las materias. | | Percepción de falta de competencia, auto-eficacia, amistad académica, expectativas positivistas, etc. | | | | Falta de estrategias y hábitos de estudio eficientes, en general, y especialmente aplicados a entornos en línea, en particular. | Es interesante analizar estas causas y pensar en el contexto universitario particular en donde se llevan a cabo las diferentes propuestas de formación docente. El eje común desde el cual se plantea el abandono es el tiempo: o se tiene poca disponibilidad a nivel personal o se concibe un exceso de presión temporal que deviene de la propuesta educativa. La falta de tiempo a nivel personal no permite construir un proceso de aprendizaje autónomo. En este sentido, como expresa Lion (2011) la mediación pedagógica toma relevancia a la hora de acompañar la trayectoria de los docentes en los cursos de formación. Las posibilidades de aprender en tiempos y espacios de manera permanente, más allá de las aulas, no son nuevas para la educación a distancia, la cual desde sus inicios ha tenido en sus debates y consideraciones teóricas el tema del aprendizaje a lo largo de la vida. No obstante, las mediaciones se tornan complejas e interpelan con la ubicuidad, con la celeridad de los cambios tecnológicos, con las posibilidades que brinda la realidad aumentada, entre otras. (Lion:2011:2) DESARROLLO Desde el Área de Educación a Distancia de la UNER se ofrece una propuesta integral de formación para sus docentes -cursos cortos y gratuitos-, entre los cuales podemos nombrar: - Capacitaciones técnicas en el uso de plataforma Moodle: se propone un taller presencial que se plantea a través de situaciones problemáticas, mediante dos niveles de complejidad: Nivel I: Registro y solicitud de aulas en el Campus Virtual UNER. Configuración del espacio virtual. Activar edición. Administrar actividades y recursos. Nivel II: Grupos y agrupamientos. Confeccionar gráficos y subirlos al aula virtual. Insertar recursos externos (Prezi, Padlet, Slideshare, Youtube, etc.) Configuración de la matriculación. - Cursos cortos de formación a distancia: Se diseñan cursos cuya duración es de 8 semanas incluyendo la entrega y posterior corrección del trabajo final, entre los cuales podemos nombrar: Enseñar y aprender con materiales educativos digitales, Cómo hacer presentaciones dinámicas con Prezi, Aprendiendo con videos, La docencia en la virtualidad: el ABC para construir un aula en el Campus Virtual UNER, Construyendo cuestionarios en Moodle, Cómo mejorar mis presentaciones con Power Point y Prezi, Aprendizaje con Redes Sociales: ¿Cómo usar Twitter en el ámbito educativo? La Propuesta integral de formación docente abarca la creación de entornos de aprendizaje donde se promueve la participación, la interacción y la colaboración sostenida desde una perspectiva del aprendizaje como un proceso social. Una construcción social compleja que demanda el intercambio con otros sujetos (docentes, tutores, compañeros de aula) que actúan como fuente de conocimiento y colaboran en la construcción y re-construcción de nuevos conocimientos. Consideramos relevante hacer un estudio en profundidad de las propuestas pedagógicas y de los intercambios surgidos en ellas para conocer cuáles son las estrategias didácticas, pedagógicas que potencian el aprendizaje mediados por tecnologías. En este sentido, se diseñó a nivel institucional, un cuestionario que abarque la evaluación de todos los cursos que brinda el Área de Educación a Distancia para conocer las voces de los docentes y comprender cuáles son las causas por las cuales se produce el abandono. A nivel de cada una de las propuestas se realizó una evaluación del curso en particular para revisar ciertos aspectos de la propuesta de enseñanza en función de futuras implementaciones. Tomamos aquí una muestra de los resultados del cuestionario general que permite mostrar las diferentes miradas de los docentes con respecto a la formación general brindada desde el Área de EaD UNER. El cuestionario fue enviado a todos los docentes inscriptos en las propuestas: quienes han comenzado el cursado y han abandonado, quienes han finalizado el curso pero no han entregado el trabajo final y quienes han finalizado y acreditado. La encuesta abarca el período 2016-2017 y su objetivo consiste en averiguar por qué los docentes abandonan los cursos de formación ya que conocer las respuestas puede contribuir, a generar dispositivos de acompañamiento más personalizados y contextualizados de acuerdo a los distintos perfiles de docentes participantes y, por tanto, a generar diversas propuestas de enseñanza enriquecidas por las TIC. Uno de los items del cuestionario que permite retomar las voces de los docentes refiere a “¿Qué opinión te merece el Programa de Formación del Área de Educación a Distancia?”. A continuación enumeramos algunas respuestas obtenidas: • El programa me parece que ofrece cursos cortos, de fácil realización y sobre temas o herramientas que se pueden complementar con el trabajo presencial. • Me parece que funciona muy bien y se nota compromiso por brindar una variada gama de cursos. Creo importante seguir insistiendo con el uso virtual, ya que abre un sinnúmero de posibilidades de generación de cursos a futuro. • El programa de Formación del Área de educación a distancia, me parece que es un área que ha implementado la Universidad y que ha sido exitosa en cuanto a la organización y a las temáticas de los cursos que se han dictado. • Me parece excelente que exista este espacio a distancia y gratuito para formación docente. Otra de las preguntas del cuestionario fue “¿Tuviste alguna dificultad para manejar el tiempo en relación al estudio?”, ¿cuál fue/fueron la/las razón/es?. Algunas de las respuestas obtenidas: • Poco tiempo por cuestiones laborales. • Surgieron inconvenientes personales. • No supe administrar los tiempos para el estudio. Es interesante ver que los docentes respondieron no sólo que no supieron administrar sus tiempos de estudio sino que además postergan las tareas y las realizan a último momento. Este proceso se denomina procrastinación “La procrastinación (del latín procrastinare: pro, adelante, y crastinus, referente al futuro), postergación o posposición es la acción o hábito de retrasar actividades o situaciones que deben atenderse, sustituyéndolas por otras situaciones más irrelevantes o agradables.” (Sanchez-Paniagua:2016: 208) Dichas respuestas nos permiten reflexionar acerca del trabajo docente en las aulas virtuales. Como expresa Martín (2015) Trabajar en aulas virtuales supone manejar las variables del espacio y el tiempo con otras lógicas. Complejas, dialécticas y, a veces, contradictorias. El modo en que el profesor aborde su propuesta pedagógica en ellas será un aspecto que facilitará o dificultará el desempeño de los estudiantes en dicho entorno. Como ya dijimos, la inclusión de TIC tiene potencialidades educativas cuando se articulan con buenas propuestas pedagógicas. (Martín:2015:117) Consideramos importante para que los docentes participantes construyan su propio proceso de aprendizaje el acompañamiento del equipo tutorial. Es necesaria la intervención de los docentes, tutores para ayudar a comprender las consignas de las actividades propuestas, generar vínculos de confianza con los participantes y entre ellos, promover un espacio de colaboración para que los participantes puedan ir fortaleciendo su autonomía, sostener espacios de diálogo para que todos se sientan partícipes de la propuesta, generando preguntas que inviten a seguir pensando en las temáticas, estimulando la reflexión y el intercambio entre participantes. ¿En qué medida el entorno tecnológico se transforma en una oportunidad para favorecer buenos aprendizajes? Las voces de los docentes que respondieron el cuestionario rescatan la importancia del diseño de la propuesta del curso. Tal como explica Onrubia (2005) la neutralidad pedagógica de los entornos virtuales y por ende, en las aulas virtuales es imposible. Las decisiones que el profesor toma sobre la estructura del aula virtual y el diseño que para ellos establece incluyen las posibilidades y restricciones tecnológicas y, una “interactividad pedagógica potencial” del entorno que las incluye “que impiden, dificultan, permiten o promueven – entre otras posibilidades - la realización de determinadas actuaciones y no de otras, y la adopción de ciertas formas de organización de la actividad conjunta y no de otras” Onrubia (2005:36) CONCLUSIONES Las nuevas prácticas educativas universitarias nos ponen frente a la necesidad de la generación de habilidades de uso crítico de las tecnologías. De tal forma que un objetivo incuestionable es la formación docente permanente. Al pensar de qué manera los docentes construyen las propuestas mediadas por TIC, un aspecto importante es la formación integral sobre aspectos de didáctica y tecnología. Mariana Maggio considera que “esta formación es la base y la condición para que las propuestas potentes sucedan y un aspecto central del desarrollo profesional de los docentes en la actualidad. En tanto esta formación no ocurra de modo sistemático, la puesta a disposición de tecnología, poca o mucha, no necesariamente tendrá el impacto que quisieramos en la generación de propuestas de enseñanza enriquecidas y de calidad.” (Maggio, 2012:29) El modo en que el profesor aborde su propuesta pedagógica en [las aulas virtuales] será un aspecto que facilitará o dificultará el desempeño de los estudiantes en dicho entorno. Como ya dijimos, la inclusión de TIC tiene potencialidades educativas cuando se articulan con buenas propuestas pedagógicas (Martín: 2015:117) TRABAJO FUTURO Como plantea Mercedes Martín (2015) La tecnología por sí misma no revoluciona la educación; y, por eso, sostenemos la necesidad de reconocer la diversidad de opciones valorando la posibilidad y libertad para decidir qué herramientas, usos y combinaciones son mejores teniendo en cuenta los destinatarios, contenido, los propósitos que se persiguen, los tiempos disponibles, etc. (Martín: 2015: 46) En este sentido, consideramos avanzar en dispositivos de formación docente: - Que evalúen en proceso porqué los docentes abandonan pero también que evalúen en otro orden el impacto que tiene la formación en las prácticas de los profesores que aprobaron un curso y para ello hay que pensar dispositivos de comunicación, reconocimiento, personalización de las ayudas, comunidades de prácticas, etc. - Un dispositivo para brindar la posibilidad de acreditar en tiempo diferido, una vez que cerró el curso. Trabajar a través de asesorías externas en dos caminos: 1. para ayudar a personalizar la transferencia de conocimiento cuando el docente lo necesita. (En otras palabras, puede haber una estrategia de acompañamiento al momento de transferir los conocimientos del curso) Ahí resulta importante el mecanismo de ayuda/filtro (como llegar a ese docente) para personalizar la orientación en el contexto situado de aprendizaje/transferencia de conocimiento a una práctica docente concreta. 2. un docente tutor que de manera transversal siga las trayectorias de los docentes participantes en el curso y realice informes permanentes de lo que sucede, cómo van los participantes, qué problemas están teniendo, entre otros. BIBLIOGRAFÍA Col, C. (2009). “Aprender y enseñar con las TIC: expectativas, realidad y potencialidades”. En: Roberto Carneiro, Juan Carlos Toscano, Tamara Díaz (coord.) Los desafíos de las TIC para el cambio educativo. Madrid. OEI. Pp.113-126. Disponible en: http://aulapostituloe.educacion.gob.ar/archivos/repositorio/500/745/Coll_Desafios_TIC.pdf Maggio, M. (2012). “Enriquecer la enseñanza superior: búsquedas, construcciones y proyecciones”. En: InterCambios, nº 1, 2012. Disponible en: http://intercambios.cse.edu.uy. Maggio, M (2012) “Enriquecer la Enseñanza. Los ambientes con alta disposición tecnológica como oportunidad”. Editorial Paidós, Buenos Aires. Martín, M (2015) Mediación Didáctica y Entornos Virtuales: La construcción de las relaciones didácticas en entornos mediados por tecnologías en Educación Superior. Tesis de Maestría presentada en la Maestría en Procesos Educativos Mediados por Tecnologías, Universidad Nacional de Córdoba. Consultado: junio de 2017. http://sedici.unlp.edu.ar/bitstream/handle/10915/53820/Documento_completo.pdf-PDFA.pdf?sequence=3 Masnatta, M. (2016) Las prácticas de enseñanza como marco para la creación: producciones audiovisuales y multimediales en ambientes de alta disposición tecnológica. Tesis de Maestría perteneciente a la Maestría en Tecnología Educativa de la Universidad Nacional de Buenos Aires. Consultado en junio de 2017. Disponible en: http://repositorio.filodigital.uba.ar/handle/filodigital/2926 Onrubia, J. (2005). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. En: Revista de Educación a distancia (RED). Disponible en http://www.um.es/ead/red/M12/ Teske, (2007) El “abandono” en cursos de e-learning: algunos aprendizajes para nuevas propuestas. Revista Iberoamericana de Educación ISSN: 1681-5653 n.º 44/3 – 25 de octubre de 2007 EDITA: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) Salinas, J. (2004). “Innovación docente y uso de las TIC en la enseñanza universitaria”. Revista de Universidad y Sociedad del Conocimiento (RUSC). [Artículo en línea]. UOC. Vol. 1, nº 1. [Fecha de consulta: 17/06/2017]. http://www.uoc.edu/rusc/dt/esp/salinas1104.pdf Sanchez, A. Paniagua, E. (2016) ¿Cómo desarrollar un Sistema de Apoyo al Estudiante de calidad en entornos mediados por tecnología? Experiencias de la UNED de España. En: Magdalena Cruz y Ángeles Sanchez Elvira -editoras- (2016) Claves innovadoras para la prevención del abandono en instituciones de educación abierta y a distancia: experiencias internacionales. Ediciones UAPA. Santiago de los caballeros, República Dominicana. Consultado en julio 2017. Disponible en: https://www.researchgate.net/profile/AngelEs_Sanchez-Elvira_Paniagua/publication/307639782_Claves_innovadoras_para_la_prevencion_del_abandono_en_instituciones_de_educacion_abierta_y_a_distancia_experiencias_internacionales/links/57ce8c1e08aed6789700c76c/Claves-innovadoras-para-la-prevencion-del-abandono-en-instituciones-de-educacion-abierta-y-a-distancia-experiencias-internacionales.pdf Herramientas colaborativas para la enseñanza, el aprendizaje y la evaluación en la escuela primaria. Una experiencia en el espacio curricular tecnología ABSTRACT En el ámbito educativo las Tecnologías de la Información y la Comunicación (TIC) contribuyen con la innovación en la medida en que permitan la transformación de la cultura escolar, a partir de la incorporación de nuevos recursos (Pons et al., 2010). El uso de los recursos TIC por parte de los docentes ofrecen la posibilidad de mejorar su proceso de enseñanza y facilitar el aprendizaje de los alumnos. En el presente trabajo presentamos una experiencia desarrollada en una escuela de educación primaria utilizando un recurso que favorece el trabajo colaborativo. INTRODUCCIÓN En los últimos años los avances de la tecnología se introdujeron en la enseñanza con la incorporación de las Tecnologías de la Información y la Comunicación (TIC), las cuales nos permiten no sólo actualizar la forma en que aprendemos sino también en la que enseñamos. Tal como menciona Viñas (2015), el estudiante está acostumbrado a disponer de nuevas tecnologías que utiliza diario para el ocio y para satisfacer sus propios intereses de aprendizaje, así mismo propone formarlo en competencias digitales para que no se pierda con la cantidad de información disponible en Internet. En el presente trabajo presentamos una experiencia realizada en una escuela de educación primaria, que surge como inquietud de la docente con el objetivo de que los alumnos aprendan a trabajar en forma colaborativa a través de un recurso tecnológico y al mismo tiempo permita concretar tareas que favorezcan la motivación relacionadas con el área de tecnología. FUNDAMENTACIÓN Los avances tecnológicos han permitido que la sociedad, en ámbitos laborales y educativos, disponga de múltiples dispositivos que manejan información digital y que además permiten la movilidad del usuario (Velázquez, 2012). En el ámbito educativo, las Tecnologías de las Información y la Comunicación (TIC) contribuyen con la innovación en la medida en que permitan la transformación de la cultura escolar, a partir de la incorporación de nuevos recursos (Pons et al., 2010). Zangara (2009) señala que la formación de los docentes para el uso de las TIC en educación debe basarse en tres pilares: 1- Tecnología como objeto de conocimiento y estudio, 2- Tecnología como escenario virtual de enseñanza y aprendizaje y 3- Tecnología como herramienta fortalecedora de habilidades metacognitivas. Quiroga Daniela. Mazzitelli Claudia. Maturano Carla. Facultad de Filosofía, Humanidades y Artes. Universidad Nacional de San Juan E-mail: email@example.com firstname.lastname@example.org email@example.com Palabras Claves: Drive, colaborativo, tecnología, educación, aprendizaje, evaluación. La autora además menciona, al referirse a la Tecnología como escenario virtual de enseñanza y aprendizaje, que “Estas herramientas tecnológicas\(^1\) presuponen un nuevo rol para los docentes y los estudiantes y se fundamentan en la seguridad de que el aprendizaje debe basarse en el favorecimiento del sentido crítico y el desarrollo de estrategias de apropiación y resignificación de los saberes” (Zangara, 2009, p.4). El uso de los recursos TIC por parte de los docentes también va en aumento, algunos ven en ellos la posibilidad de mejorar su proceso de enseñanza y facilitar el aprendizaje de los alumnos. Viñas (2015) menciona algunas habilidades y competencias que se demandan en la era digital como por ejemplo buscar y sintetizar información, aplicar conocimientos a situaciones nuevas, crear nuevos conocimientos, entre otros. Azinian (2009) sugiere algunas competencias de información y comunicación, relacionadas con internet que requieren el desarrollo de habilidades que incluyen el manejo de herramientas específicas y las relacionadas con el tipo de actividad que se está desarrollando. Por ejemplo para trabajar la dimensión de la colaboración plantea realizar aportes significativos en función de la tarea, implicarse personalmente en el trabajo del grupo, asumir responsabilidades grupales, entre otras. Las nuevas tecnologías desempeñan un papel fundamental, permiten un aprendizaje colaborativo, en donde se trabaja en equipo, donde todos los actores involucrados se sientan comprometidos. En esta nueva forma de aprender y enseñar, el profesor tiene la tarea de crear y actualizar continuamente los contenidos educativos, por lo que debe enfocarse en diseñar entornos de aprendizaje con actividades para que los alumnos aprendan haciendo. Algunos investigadores, como Baiges y Surroca (2015), aportan desde sus experiencias que las herramientas colaborativas virtuales presentan aspectos positivos para los procesos de enseñanza y aprendizaje, resaltando un aumento de la motivación e implicación del grupo, al recibir feedback por parte del profesor. Si bien la formación de los docentes en ejercicio no está basada en las competencias digitales y en el uso educativo de las TIC, consideramos que muchos se están capacitando para incorporar las TIC en el aula. Tal como señala Moreira (2011, 64) “sin docentes capacitados adecuadamente no podrán darse prácticas educativas de calidad con las computadoras e internet. Sin maestros preparados y capaces de organizar situaciones pedagógicas en torno a las TIC el alumnado no podrá aprender de forma significativa y relevante.” Asimismo el autor propone integrar las TIC como herramientas de gestión del conocimiento. En el plano educativo surge como posibilidad, para un aprendizaje en todo momento y lugar, una metodología pedagógica que utiliza los dispositivos móviles, denominada m-Learning (educación móvil), que presenta características que la hacen interesante. De esta manera se promueve: un aprendizaje permanente, un aprendizaje colaborativo, el trabajo en equipo, entre otros. Entre los dispositivos móviles podemos encontrar por ejemplo: tablet, computadora portátil, teléfono celular, los cuales -a través de sus diferentes servicios y aplicaciones- pueden, por una parte, promover diferentes competencias y habilidades en los estudiantes y, por otra, brindar ambientes flexibles de trabajo (Velázquez, 2012). Algunos aspectos mencionados en Viñas (2015) para plantear actividades colaborativas, hacen referencia a la flexibilidad en la formación de grupos de trabajo para realizar las mismas y la posibilidad de proporcionar una guía que explique claramente la tarea, lo que demanda la disponibilidad del docente para responder a las diferentes consultas durante el proceso colaborativo. --- \(^1\) Refiriéndose entre otras a los blogs y a las wikis. Las TIC pueden realizar aportes para la construcción del conocimiento, a partir del uso de herramientas de colaboración, como Google Drive, que permite a docentes y alumnos gran facilidad en el acceso al espacio de trabajo y además favorece el proceso de aprendizaje. Veamos en detalle algunas características de Google Drive: es un servicio muy útil, permite almacenar de manera gratuita archivos en línea, además de crear documentos en línea, con la posibilidad de trabajar de manera personal o de manera colaborativa, de forma sincrónica o asincrónica, permitiendo la recuperación de las diferentes versiones de trabajo y la realización de comentarios, entre otras. Con Drive se pueden tener todos los archivos disponibles en cualquier lugar, inclusive en el celular, se pueden crear archivos y compartir documentos, hojas de cálculo y presentaciones de forma colaborativa, se puede subir un archivo que se encuentre en la computadora o en un celular. Para acceder a Drive se necesita contar con una cuenta de correo de Gmail, luego completar los datos requeridos que son usuario y contraseña y, al ingresar, se despliega una ventana donde se observan las carpetas y/o archivos que el usuario puede almacenar en Drive. La interfaz de trabajo es muy simple, el área de trabajo con un documento es similar a los procesadores de textos más utilizados, se pueden insertar imágenes, modificar formatos, editar, copiar, borrar, deshacer escritura, enviar para imprimir, entre otras tareas. Los cambios que se realizan se guardan automáticamente en Drive. Asimismo, cabe señalar que cada documento creado tiene un link o dirección de enlace específico. DESARROLLO Las actividades se desarrollaron con un grupo de 43 alumnos de dos cursos de sexto año de un colegio de educación privada de nivel primario (edad aproximada 11 años). Primero se realizó una presentación donde se les explicaba a los alumnos el recurso de Google Drive y las actividades que se podían realizar con él, por ejemplo crear documento, presentaciones y planillas. El trabajo que se realizó en las clases siguientes fue: - Crear una cuenta de correo de Gmail (varios de los alumnos al tener celular Smartphone, ya contaban con una cuenta). - Luego la docente envió un archivo (documento de base) para tener un primer acercamiento al recurso. En el archivo estaban las pautas de trabajo para conformar grupos de alumnos, a los que luego se les enviarían las tareas específicas. - La instancia que siguió a la conformación de los grupos estuvo a cargo de la docente del aula que consistía en: - Crear un documento en Drive (Google Docs) para cada grupo de trabajo. - Cada documento estaba referido a la temática Procesos del área tecnología, a su vez cada grupo de trabajo tenía un proceso distinto. Los procesos elegidos fueron: proceso productivo del Cemento Portland; del Aceite de Oliva; de la Leche y del Papel. - El documento tenía distintas actividades: - Visitar un enlace externo donde podían visualizar un video o animación flash según el proceso que debían estudiar (imagen 1). • Responder algunos interrogantes dentro del documento enviado, referidos al proceso. • Visitar un enlace de una presentación realizada en Drive con la herramienta Google Slides para luego responder otras preguntas del proceso incluidas en el documento de base. • Insertar imágenes en el documento de base. Imagen 1: documento de base. Deteniéndonos en cada una de las instancias mencionadas, los alumnos debían trabajar en forma grupal y cada uno entrar desde su cuenta para realizar el trabajo que había llegado a sus correos, atendiendo a que una de las instancias de evaluación consistía en que todos los integrantes del grupo debían intervenir en el trabajo (imagen 2). Las actividades se debían realizar como tarea extra áulica y en la institución se continuaba con el desarrollo de otras actividades, a la vez que se discutían algunas consultas referidas al trabajo grupal. Por ejemplo: algunas animaciones flash no se podían reproducir, esto se solucionó sugiriendo al alumno que revise los permisos del antivirus o las extensiones que el mismo bloqueaba; otros alumnos consultaron cómo se podía crear y compartir una presentación en Drive Slides y otros cómo agregar contactos en sus cuentas de correo. Imagen 2: trabajo con respuestas de los alumnos. En su gran mayoría se mostraron bastante entusiasmados en la realización de estas actividades, las cuales realizaron desde el celular o desde la computadora. Quienes trabajaron desde el celular, contaron su experiencia comentando que debieron instalar programas adicionales como el editor de documentos, ya que el celular se los solicitaba. Algunos alumnos en los trabajos se animaron a cambiar el color, tipo y tamaño de la fuente y agregar íconos. Al momento de evaluar a los alumnos se hicieron correcciones en el documento que ellos luego pudieron visualizar. Se les mostró el historial de correcciones (imagen 3), donde pudieron ver la cantidad de veces que cada alumno del grupo pudo intervenir y las modificaciones que se habían realizado. Esta última instancia les resultó novedosa y muy importante, ya que la nota o calificación obtenida en una de las instancias evaluativas estaba relacionada con las veces que intervinieron en las respuestas del documento. Imagen 3: historial de revisiones. CONCLUSIONES Los resultados obtenidos nos permiten concluir que los alumnos se mostraron entusiasmados por la experiencia. Consideramos que el uso de este tipo de recurso ha favorecido el aprendizaje colaborativo y el compromiso grupal. El recurso brinda la posibilidad de superación de una de las dificultades del trabajo en grupo que es la posible falta de participación de todos los integrantes. Destacamos además que el uso del celular para trabajar un contenido de la clase les resultó práctico y novedoso. Encontramos una herramienta útil en Drive, por su aporte al proceso de evaluación tanto para el docente como para el alumno, ya que ha permitido hacer un seguimiento desde el historial a los cambios realizados en los trabajos. Así facilita al docente hacer el seguimiento del alumno y al alumno realizar una autoevaluación. BIBLIOGRAFÍA Avello Martínez, Raidell, & Duart, Josep M. (2016). Nuevas tendencias de aprendizaje colaborativo en e-learning: Claves para su implementación efectiva. Estudios pedagógicos (Valdivia), 42(1), 271-282. https://dx.doi.org/10.4067/S0718-07052016000100017 Azinian, H. (2009). Las tecnologías de la información y la comunicación en las prácticas pedagógicas. Noveduc Libros. Baiges, E. B., & Surroca, N. V. (2015). Valoración del uso de las herramientas colaborativas Wikispaces y Google Drive, en la educación superior. Edutec. Revista Electrónica de Tecnología Educativa, (49). Moreira, M. A. (2011). Los Efectos Del Modelo 1: 1 En El Cambio Educativo En Las Escuelas. Evidencias Y Desafíos Para Las Políticas Iberoamericanas1. Revista Ibero-Americana de Educação, (56), 49-74. Pons, J.; Area Moreira, M.; Valverde Berrocoso, J.; Correa Gorospe, J.M. (2010). Políticas educativas y buenas prácticas con TIC. Editorial GRAO. Velázquez, C. (2012). Estrategias pedagógicas con tic. Recursos didácticos para entornos 1 a 1: Aprender para educar. Bs. As. Centro de Pbulicaciones Educativas y Material Didactico. Viñas, M. (2015). Competencias digitales y herramientas esenciales para transformar las clases y avanzar profesionalmente. Recuperado de: http://cursoticeducadores.com/ebook-competencias-digitales.pdf. Zangara, A. (2009). Uso de nuevas tecnologías en la educación: Una oportunidad para fortalecer la práctica docente. Puertas Abiertas, (5). Disponible en: http://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.4366/pr.4366.pdf Implementación del whatsapp como estrategia didáctica para mediar en la construcción de conocimientos ABSTRACT El objetivo de esta comunicación es compartir los avances de la investigación “Formas de intervención pedagógica de docentes universitarios a través de dispositivos tecnológicos utilizados en la enseñanza de asignaturas de las áreas de Ciencias Económicas, Informática y Tecnología”, proyecto aprobado por SECyT-UNC para el periodo 2016-2017. El estudio toma cinco casos de profesores que han desarrollado una competencia tecnológica que los habilita a integrar crítica y creativamente la tecnología en las aulas. En esta presentación se compartirá el análisis de uno de los casos, el de un profesor de la asignatura “Matemática II”, del ciclo básico común de la carreras de la Facultad de Ciencias Económicas que utiliza un grupo de whatsapp para interactuar con más de 250 estudiantes de su división. En particular, nos propusimos identificar las mediaciones tecnológicas del Conocimiento Didáctico del Contenido (CDC) sobre la base de la exploración de los intercambios del grupo. A partir de este caso se puede analizar cómo las mediaciones tecnológicas que se producen en el CDC están delimitadas por un conjunto de situaciones que promueve y estudia estratégicamente el docente para crear un ambiente de aprendizaje colaborativo que lidie con la impersonalidad de la masividad. INTRODUCCIÓN En esta presentación se compartirá el análisis de uno de los casos abordados en la investigación “Formas de intervención pedagógica de docentes universitarios a través de dispositivos tecnológicos utilizados en la enseñanza de asignaturas de las áreas de Ciencias Económicas, Informática y Tecnología”, proyecto aprobado por SECyT-UNC para el periodo 2016-2017. Concretamente, el caso de un profesor de la asignatura “Matemática II”, del ciclo básico común de la carreras de la Facultad de Ciencias Económicas que utiliza un grupo de whatsapp para interactuar con más de 250 estudiantes de su división. La Facultad de Ciencias Económicas-UNC, según los últimos relevamientos, cuenta con una población estudiantil que asciende a 13.922 estudiantes, lo que en términos organizativos se traduce en aulas masivas de cursado (algunas de ellas superan los 300 estudiantes asistentes). Indagaciones realizadas (Sabulsky y Ferro, 2015) revelan que los docentes de la unidad académica perciben a los estudiantes como “sobrevivientes” que deben desarrollar a lo largo del paso por su carrera una serie de estrategias implícitas que le permitirán seguir, saltar obstáculos y resolver con éxito las demandas académicas. En el caso abordado se suma la complejidad que supone ser un estudiante que hace pocos meses ha ingresado a la vida universitaria y también la dificultad propia del campo disciplinar. En este marco, el estudio de este caso se propone analizar la manera en que el profesor habilita espacios de mediación que implican la integración de dispositivos móviles como el whatsapp. tecnológicos a las prácticas de enseñanza y aprendizaje. Específicamente nos propusimos identificar las mediaciones tecnológicas del Conocimiento Didáctico del Contenido (CDC) a partir de explorar los intercambios de un grupo de whatsapp promovido por el docente durante el dictado de la asignatura. Para analizar los intercambios que pretendan un aprendizaje colaborativo mediado, afirma Mercer (2001), lo que se necesita es un modelo de análisis del proceso de enseñanza-aprendizaje, es por ello que siguiendo a Gros (2006), para esta presentación nos centramos en el diálogo profesor-estudiante-estudiantes pero también incluiremos el colectivo de la actividad compuesto por las acciones individuales, la dimensión social, contextual, etc. que representa la dinámica propia de cualquier grupo de whatsapp, con la particularidad de que en este la finalidad es académica y está regulado por el profesor. La presentación se organiza en tres partes: en la primera, se desarrolla el marco teórico y los principales conceptos que sostienen el análisis del caso; en la segunda se presentan algunos ejemplos en el intercambio del grupo donde pueden identificarse las mediaciones tecnológicas del Conocimiento Didáctico del Contenido (CDC). En la última parte se esbozan algunas conclusiones. MARCO TEÓRICO Los profesores que han sido seleccionados en el marco de la investigación “Formas de intervención pedagógica de docentes universitarios a través de dispositivos tecnológicos utilizados en la enseñanza de asignaturas de las áreas de Ciencias Económicas, Informática y Tecnología” han desarrollado una competencia tecnológica que los habilita a integrar crítica y creativamente la tecnología en las aulas (Sabulsky y Roldán, 2011), esto se desprende el Informe Proyecto Secyt 2014-2015. González (1999) define el concepto de competencia tecnológica como un sistema finito de disposiciones cognitivas que permite efectuar infinitas acciones para desempeñarse con éxito en un ambiente mediado por artefactos y herramientas culturales. Por tanto, estos profesores, reconocen el lugar de mediación de la tecnología respecto del establecimiento de vínculos sociales y en la producción colectiva de conocimiento. Para ellos, el sentido de la tecnología en las prácticas es pensada desde el lugar del sujeto/alumno como receptor y productor y como un dispositivo tecnológico-social que media positivamente entre los estudiantes y el conocimiento. Para Gros (2006), una de las contribuciones más importantes de las tecnologías de la información y la comunicación es la creación de espacios virtuales de participación asincrónica que permitan la interacción y colaboración en el aprendizaje. La aplicación whatsapp para dispositivos móviles es una de las más usada, en especial por los jóvenes (Rubio-Romero y Perlado Lamo de Espinosa, 2015) para resolver diferentes necesidades de la vida cotidiana, entre ellas muchas vinculadas a sus prácticas educativas, más allá de la inclusión formal de este dispositivo por parte de los profesores. El caso estudiado revela cómo, la app Whatsapp, junto a estrategias de intervención pedagógica, pueden promover una mediación del conocimiento disciplinar transformado en conocimiento didáctico del contenido (Koehler, Mishra y Cain, 2015). Según Shulman (1986), esta transformación ocurre mientras el profesor interpreta la disciplina, encuentra múltiples formas de representarla y adapta, y confecciona a medida los materiales educativos a sus concepciones, a los conocimientos previos de los estudiantes y a los contextos específicos de enseñanza. Nos interesa focalizar en las formas de intervención del profesor, que es quien va guiando hacia la construcción de conocimientos. Para eso, el docente aporta ejercicios, preguntas, re-preguntas, observaciones puntuales, sutilmente va dando respuestas que permiten que los alumnos reconozcan sus errores y se animen a participar con sus dudas, en este sentido es que creemos que el docente traduce a partir del intercambio mediado por la tecnología su conocimiento didáctico de la Matemática, como campo disciplinar específico. LAS MEDIACIONES en el CONTENIDO El contenido a enseñar se mediatiza entonces a través de un dispositivo que imprime al vínculo docente-alumno cercanía, familiaridad y confianza, lo cual provoca un acercamiento horizontal y dialogado, Cabe aclarar que la creación de un grupo de whatsapp con los alumnos no garantiza per se una mejora en el aprendizaje, ni tampoco la creación de un vínculo pedagógico con los estudiantes. Algunas características del funcionamiento de la propuesta: el grupo de whatsapp es presentado por la división en las primeras clases, esto le imprime un carácter de alguna manera más formal; participan todos los docentes de la división; para facilitar el ingreso al grupo se nombran muchos administradores, incluso alumnos; el/los docentes no interactúan todo el tiempo, en ese sentido, es principalmente un espacio de los estudiantes; se pautan reglas de convivencia y todos están invitados a cumplirlas y a hacerlas cumplir; el/los docentes hacen intervenciones “clave”, por ejemplo, cuando detectan una confusión o un error; cumple principalmente una función educativa pero también es una fuente de contención; no reemplaza de ninguna manera las clases presenciales. A continuación se esbozan algunos ejemplos de intercambio donde puede observarse cómo el conocimiento disciplinar del profesor se transforma en CDC. En otras palabras, se muestra cómo el conocimiento disciplinar del profesor adopta nuevas formas de representación del contenido que se adecuan a las características del razonamiento de sus estudiantes y al medio tecnológico que se están utilizando. EL USO de METÁFORAS y/o ANALOGÍAS: “es como dar vuelta una media…” Ejemplo 1 Este ejemplo seleccionado entre tantos otros similares se propone mostrar cómo las mediaciones tecnológicas que se producen en el CDC se articulan a partir de una comparación: el profesor construye una analogía entre la transpuesta de la matriz y una media. La analogía funciona en este caso como un “amplificador cognitivo que permite ampliar las posibilidades de construcción y apropiación de nuevos conocimientos” (Sanjurjo, s/f). El dispositivo mediador, la app y los modos de comunicación que esta supone habilitan también este tratamiento más informal del contenido. El entorno habilita, además, el uso de gran cantidad de analogías que, por enunciarse en un espacio de comunicación no regido estrictamente por la normativa académica, aumentan su potencialidad explicativa acercándose, en un registro más informal, al nivel conocimiento del destinatario de la explicación. INTERROGACIÓN DIDÁCTICA... ¿les hago una pregunta? Ejemplo 2 En el ejemplo 2 nos centraremos en identificar dos características que adopta el CDC: las preguntas y repreguntas que hace el profesor. La interrogación didáctica es de por sí un elemento que caracteriza la intervención del docente en el aula, busca generar interacción con los estudiantes, puede adoptar la forma de preguntas abiertas o cerradas, su intencionalidad puede ser evaluativa, perseguir una determinada reacción o simplemente buscar la afirmación o negación. Lo interesante en este caso es advertir, como muestra el ejemplo, que las preguntas interpelan la comprensión del alumno y que las características que adquieren los intercambios mediados por el entorno tecnológico utilizado distan bastante de los que suceden habitualmente en el aula (Morata Sebastián, y Rodríguez Sánchez, 1997), esta diferencia está marcada por dos dimensiones distintivas: la horizontalidad y la asincronicidad en la comunicación. La horizontalidad que promueve el entorno habilita otro tipo de interacción, como se observa, los estudiantes se permiten sentirse confundidos, se animan arriesgar respuestas, construir hipótesis, y otras cuestiones que, si bien suceden en el aula, en este entorno se revelan con mayor fluidez. Por otro lado, la asincronicidad desarma la variable tiempo, otorga tiempo extra para pensar, para leer al otro, para adecuar los procesos personales de comprensión a la pregunta. Un papel crucial lo juega el registro, ya que todas las intervenciones quedan registradas, de esta manera, si un estudiante no ha participado de la interacción instantánea, esto no significa que quede afuera de ella, puede decidir retomar la pregunta más adelante o simplemente apropiarse de la interacción y adecuarla a su necesidad en la intimidad. Por último, en referencia a este ejemplo, es interesante analizar el pasaje del conocimiento disciplinar al conocimiento didáctico del contenido, cuando el profesor a través del intercambio traduce la disciplina en una explicación que integra los intercambios anteriores, sistematiza y reconfigura el contenido disciplinar facilitando de este modo un mayor nivel de comprensión. Ejemplo 3 La pregunta que cabe hacerse es si el dispositivo whatsapp ayuda, favorece, posibilita esa transformación o bien si el conocimiento didáctico del contenido posibilita pensar en el dispositivo whatsapp como medio de enseñanza y aprendizaje. CONCLUSIONES Después de analizar estos ejemplos, podemos afirmar que algunos profesores practican el arte de enseñar a través de dispositivos móviles, aun siendo ambientes complejos y dinámicos. Se ponen en juego en estas situaciones un conjunto de saberes del profesor que se integran en un fino equilibrio: conocimientos sobre la disciplina, en decir, sobre los contenidos, conceptos sobre cómo aprende el alumno y, al menos, un saber intuitivo sobre el funcionamiento y posibilidades de la tecnología. Estos ejemplos también nos permiten aventurar algunas ideas acerca de cómo se comparte el conocimiento didáctico del contenido (CDC) a través de un dispositivo tecnológico, aspecto central de nuestra investigación. En tal sentido pudimos observar que el CDC se desplazara en la interacción, en el intercambio dinámico y participativo que se logra a partir del uso del whatsapp. Analizando las estrategias comunicacionales, observamos el uso de metáforas y la formulación de preguntas que permiten avanzar hacia mayores niveles de complejidad en el interior del contenido, poniendo en evidencia comprensiones erróneas de los estudiantes quienes deben desarmar y despejar variables que les permitan llegar al resultado correcto. La interacción guiada que sucede en el whatsapp como contexto pone en evidencia diferentes modos de resolver un ejercicio y traduce los diferentes recorridos de los estudiantes. El CDC del profesor aprovecha estas posibilidades de transparentar los procesos cognitivos, esto se vincula sin duda a la experticia en su campo disciplinar y a la vez en la flexibilidad que ello le permite para pensar creativa y relajada la situación de enseñanza. El componente afectivo que produce la cercanía y la informalidad de la situación de aprendizaje son dos aspectos interesantes que se conjugan con el CDC del profesor, o bien que son parte de ese CDC. En esta línea de investigación pretendemos seguir avanzando, en tanto los dispositivos tecnológicos podrán variar con el tiempo pero seguramente hay algo de la enseñanza que perdurará, en tanto esa combinación de múltiples saberes que integra el CDC va más allá del entusiasmo por el uso de una tecnología emergente. Coll, R. V. y Álvarez, C. (2001). Usos situados de las TIC y mediación de la actividad conjunta en una secuencia instruccional de educación primaria. Usos situados de las TIC y mediación de la actividad conjunta en una secuencia instruccional de educación primaria. Electronic Journal of Research Educational Psychology, 8 (2), 517 - 540. 2010 (no 21). ISSN: 1696 - 2095 [artículo en línea]. [fecha de consulta: 13/06/2017]. Recuperado http://www.investigacionpsicopedagogica.org/revista/articulos/21/espannol/Art_21_420.pdf Gros, B., & Silva, J. (2006). El problema del análisis de las discusiones asincrónicas en el aprendizaje colaborativo mediado. Revista de educación a distancia, (16). Recuperado de http://www.um.es/ead/red/16/gros.pdf Jarauta Borrasca, B., Medina Moya, J. L. y Mentado Labao, T. (2016). La transformación del saber en la enseñanza universitaria. Una aproximación desde el estudio del CDC. Revista de Investigación Educativa, 34(2), 471-485. Recuperado de: http://dx.doi.org/10.6018/rie.34.2.221711 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 29-37. [Fecha de consulta: 25/06/17]. Recuperado. https://www.jstor.org/stable/24636917?seq=1#page_scan_tab_contents Lemke, J. L. G. (1997). Aprender a hablar ciencia: lenguaje, aprendizaje y valores. Barcelona: Paidós. Morata Sebastián, R., & Rodríguez Sánchez, M. (1997). La interrogación como recurso didáctico. Análisis del uso de la pregunta didáctica practicado en dos áreas de conocimiento en el nivel de Formación Profesional. Didáctica:(Lengua y Literatura), (9), 153-170. Recuperado de http://revistas.ucm.es/index.php/DIDA/article/view/DIDA9797110153A Romero, J. R., & de Espinosa, M. P. L. (2015). El fenómeno WhatsApp en el contexto de la comunicación personal: una aproximación a través de los jóvenes universitarios. Revista Icono14, 13(2), 73-94. Recuperado. http://www.icono14.net/ojs/index.php/icono14/article/view/818 Instrumental en Facebook: Una experiencia positiva ABSTRACT La asignatura Química Analítica Instrumental forma parte del plan de estudios de diversas carreras de la Facultad de Ciencias Exactas de la UNLP. Dado que los contenidos de esta materia son extensos y el tiempo disponible en las clases presenciales es muy limitado para atender a todas las inquietudes de los alumnos, se pensó en la posibilidad de ampliar el espacio de enseñanza y aprendizaje mediante la utilización de la red social Facebook. Para ello se creó un grupo cerrado y con control estricto de las publicaciones, en donde participaron los 50 alumnos de una Comisión. Los resultados de esta primera experiencia son alentadores, ya que tanto alumnos como docentes consideramos que se trató de una herramienta rápida, segura y eficaz para recordar o coordinar horarios, hacer consultas y obtener información complementaria acerca de las actividades a desarrollar en los trabajos prácticos y seminarios. Se espera una evolución gradual de los grupos subsiguientes hacia un espacio en donde los alumnos tomen un rol más protagónico y participativo. INTRODUCCIÓN La materia Química Analítica Instrumental forma parte del tercer año de las carreras de Bioquímica, Farmacia, Licenciatura en Biotecnología y Biología Molecular, Licenciatura en Ciencia y Tecnología Ambiental y Licenciatura en Ciencia y Tecnología de Alimentos, en la Facultad de Ciencias Exactas de la UNLP. El sentido de la materia es que los alumnos puedan aplicar criteriosamente métodos eléctricos, ópticos y cromatográficos para efectuar determinaciones analíticas cuali o cuantitativas en muestras simples o complejas, con un manejo correcto y fundamentado del instrumental correspondiente. Estos instrumentales se emplean de forma rutinaria en el contexto de un laboratorio de análisis clínicos, de investigación, bromatológico, de control de calidad o pericial. Dado que los contenidos de la materia son muy extensos y el tiempo disponible en las clases presenciales es limitado, surge la necesidad de encontrar nuevos espacios en donde pueda existir la interacción docente-alumno fuera de los horarios habituales de cursada. Si bien desde hace algunos años la asignatura cuenta con un aula virtual Moodle, la misma actúa fundamentalmente como repositorio de información (guías de trabajos prácticos y seminarios) y es poco aprovechada en sus potencialidades tanto por los docentes como por los alumnos. Por otra parte es muy poco frecuentada por los alumnos, de manera tal que las publicaciones de los docentes suelen ser leídas a destiempo. Por eso se pensó en la posibilidad de utilizar la red social Facebook como una vía de comunicación inmediata y que permita generar interacciones sobre los diversos temas contemplados en la materia en un entorno más informal, fuera de la clase presencial o del aula virtual Moodle. El siguiente trabajo trata acerca de la experiencia desarrollada en el primer semestre del año 2017 con el grupo cerrado Química Analítica Instrumental UNLP - Comisión A - 2017 https://www.facebook.com/groups/1453818024850791/, en Byrne, Christian. Facultad de Ciencias Exactas. Universidad Nacional de La Plata. E-mail: firstname.lastname@example.org Palabras Claves: Aprendizaje digital, Facebook, grupo cerrado, Química Analítica Instrumental. donde participaron los 50 alumnos de una Comisión. El objetivo del grupo es que los alumnos dispongan de un espacio virtual que facilite la comunicación con los docentes y entre ellos, promueva intercambios y complemente las actividades correspondientes a los trabajos prácticos y seminarios. MARCO TEÓRICO Cuando se trata de transmitir conocimiento las tensiones propias de este tipo de relación siempre están presentes. Sabemos que para que exista una real transmisión debe haber tanto un transmisor, algo que se desee transmitir y por supuesto, alguien que esté dispuesto a recibir lo transmitido. Es decir, debe existir la voluntad tanto de transmitir como de recibir. Al tratarse de dos sujetos es normal que cada uno vea las cosas de forma diferente ya que tienen dos puntos de enfoque en la transmisión. De todo esto se deriva que es lógico que se generen tensiones y dilemas a la hora de intentar transmitir conocimiento, y estar consciente de ello permite estar preparado y saber cómo superarlo (Cornu, 2004). Asimismo, debemos tener en cuenta que siempre se aprende en contextos específicos, no solo institucionales sino también históricos. Por lo tanto a la hora de preocuparnos acerca de cómo llegar a los estudiantes debemos tener en cuenta sus gustos, intereses y prácticas culturales (Carli, 2012). La mayoría de los estudiosos de las transformaciones culturales y educativas señalan que estamos ante una innovación de gran envergadura en las formas de producir y circular los conocimientos. Estas transformaciones traen consigo una reestructuración de lo que entendemos por conocimiento, de las fuentes y de los criterios de verdad, y de los sujetos autorizados y reconocidos como productores de conocimiento. Los educadores que se enrolan en esta posición sostienen que estamos ante un cambio de época, y que hay que reorganizar la enseñanza pensando en los nuevos rasgos de producción de los saberes, como son la hipertextualidad, la interactividad, la conectividad y la colectividad (Dussel, 2010). Las tecnologías de la información y la comunicación (TICs) involucran una serie de dispositivos tecnológicos tanto tangibles como intangibles que han tenido un fuerte impacto en las culturas juveniles. La capacidad de interconexión a través de la Web y el empleo de programas de manejo sencillo posibilitaron un crecimiento exponencial de las TICs en estos primeros años de siglo XXI (Kirchman, 2010). De hecho, el papel de estas nuevas tecnologías puede visualizarse al analizar los recursos disponibles en la denominada Web 2.0, en donde el papel del usuario, que inicialmente era el de consumidor de información, se modificó sustancialmente para pasar a convertirse él mismo en productor de información y contenidos. La progresiva difusión de las TICs en las instituciones educativas, y en el caso que nos interesa en la Universidad pública, han traído de la mano diversas problemáticas que refieren a cambios en la actividad docente, cambios en las formas institucionales y cambios en el vínculo entre docentes y estudiantes. Tal vez el punto más importante de la difusión de las TICs en la Universidad sea su impacto en los vínculos entre educadores y estudiantes. La incorporación de tecnología digital permite generar nuevas formas de encuentro entre docentes y alumnos donde la interactividad es el elemento primordial (Guido y Versino, 2012). Asimismo, tenemos una flexibilización espacio-temporal que permite un diálogo entre docentes y alumnos más personalizado y por ende más rico en cuanto a propiciar el aprendizaje. Las redes sociales son servicios basados en la Web que actúan como espacios de intercambio y comunicación donde sus miembros comparten información en múltiples formatos. Uno de los recursos que nos ofrecen la mayoría de redes sociales es la posibilidad de crear grupos dentro de la misma, grupos que pueden ser de muy distinta índole (Castañeda, González y Serrano, 2011). Los grupos tienen por finalidad unir dentro de la red social a personas con intereses comunes. Cada usuario puede crear un grupo e invitar a sus contactos u otros miembros de la red para que formen parte del mismo. Una vez creado, el grupo posee una página donde se puede intercambiar conversaciones, fotos, y todo tipo de información que pueda ser relevante a la temática a tratar. En un entorno educativo resulta conveniente crear grupos del tipo “cerrado” (Fogg Phillips, Baird y Fogg, 2013). Esto significa que si bien la lista de los miembros del grupo es pública, el contenido es privado y sólo está disponible para los miembros. De esta manera, se protege mejor la privacidad de alumnos y docentes, dando lugar a un espacio educativo seguro y libre de injerencias externas (De Haro, 2010). Facebook es la red social más popular en nuestro país, siendo Argentina una de las regiones con más proporción de usuarios a nivel mundial. Se trata de una red social ampliamente utilizada por los jóvenes con diversos fines asociados al entretenimiento, tales como compartir intereses, ver fotos, chatear o buscar información de eventos (Ríos, Ceconello y García Salemi, 2015). Esto permite que los alumnos ingresen con menores prejuicios a un grupo con fines educativos (Alonso y Muñoz de Luna, 2010) y que aparezca un espacio de interacción con los docentes en un ambiente que les resulta conocido y consideran propio. Esta red ofrece asimismo otras ventajas: es gratuita, permite compartir imágenes, videos y textos, y el administrador puede tener un control estricto de todas las publicaciones y comentarios. Asimismo, cuando un miembro publica algo en un grupo el resto de miembros recibe una notificación de Facebook para informarles. La amplia difusión de los teléfonos móviles con acceso a Internet y el desarrollo de una aplicación de Facebook para móviles posibilitan que los alumnos se encuentren conectados de forma prácticamente permanente a esta red social, por lo que la comunicación es en muchos casos inmediata. De esta manera, Facebook puede resultar una excelente herramienta para ayudar a los docentes a adoptar los estilos de aprendizaje digital, social, móvil y “siempre en línea” de los estudiantes de hoy en día (Fogg Phillips et al., 2013). **DESARROLLO** El grupo de Facebook Química Analítica Instrumental UNLP - Comisión A - 2017 fue creado y administrado por el Jefe de Trabajos Prácticos de la Comisión, seleccionando para ello las siguientes características: - Privacidad: grupo cerrado. Esto es, cualquiera puede buscar el grupo y ver quién pertenece a él, pero solo los miembros pueden ver las publicaciones. - Aprobación de solicitudes de miembros: cualquier miembro del grupo puede agregar a otros miembros, pero un administrador debe aprobarlos. - Permisos para publicar contenido: miembros y administradores pueden publicar en el grupo. - Aprobación de publicaciones: todas las publicaciones del grupo deben ser aprobadas por un administrador. El control sobre la incorporación de miembros evita la presencia de personas ajenas a la cursada, las cuales frecuentemente comparten publicidades o hacen publicaciones inapropiadas. En el mismo sentido, el control sobre las publicaciones permite filtrar comentarios fuera de lugar o que se aparten de los fines educativos y socializadores por los que se creó el grupo. En la primera clase presencial se les informó a los alumnos de la existencia del grupo. La gran mayoría se sumó en la primera semana de cursada, y en las semanas siguientes todos los alumnos de la Comisión estaban formando parte del grupo. Las publicaciones en el muro realizadas por los docentes tuvieron distintos objetivos: actuar como disparador para que los alumnos hagan consultas sobre un determinado seminario o trabajo práctico (Fig. 1), recordar aulas y horarios (Fig. 2, arriba), compartir información adicional o complementaria sobre cada eje temático (en formatos varios: fotos, videos o textos) (Fig. 2, abajo), o bien proporcionar información inmediata sobre cualquier cambio en el cronograma ante alguna eventualidad (por ejemplo paro docente). Las publicaciones en el muro realizadas por los alumnos fueron aprobadas sólo si resultaban útiles para la totalidad del grupo (Fig. 3). En estos casos, más allá de responder a la consulta individual del alumno, el docente realizó luego una publicación general para aclarar el tema en forma grupal. Se planteó el objetivo de que los comentarios de los alumnos sean respondidos siempre dentro del día, en el menor tiempo posible. La posibilidad de emplear Facebook en los dispositivos móviles permitió que en muchas ocasiones las inquietudes fueran resueltas en cuestión de minutos. **Figura 1.** Ejemplo de publicaciones realizadas por los docentes con el fin de actuar como disparador para la consulta sobre un Trabajo Práctico. Figura 2. Ejemplo de publicaciones destinadas a recordar aulas y horarios (arriba) y para compartir material adicional (abajo). RESULTADOS y CONCLUSIONES El desempeño del grupo fue evaluado tanto por los docentes como por los alumnos. Los docentes comprobamos que las publicaciones eran vistas rápidamente por un gran número de alumnos. Resultó habitual que los alumnos den su visto bueno a los recordatorios, fotos o material adicional mediante un “Me gusta”. En las publicaciones destinadas a consulta se estableció muchas veces un diálogo fluido entre los alumnos y el docente. Salvo algunas excepciones, resultó pobre el intercambio de los alumnos entre sí. Finalizando el curso se realizó una encuesta mediante un formulario Google para recabar las opiniones de los alumnos sobre la evolución de la experiencia. La misma fue respondida por casi el 90% de los participantes que concluyeron la cursada. Pudimos comprobar que el 71% había participado previamente en un grupo de Facebook administrado por un docente de alguna otra materia. Todos coincidieron que los grupos de Facebook con fines educativos son una buena idea, y que si son bien usados pueden resultar muy convenientes para esos fines. En cuanto a las características de privacidad y control de publicaciones, el 90% de los que opinaron cree que los grupos con fines educativos deben ser cerrados y con un control estricto de las publicaciones. Con respecto a la administración del grupo, el 87% piensa que resulta mejor que sean administrados por los docentes, mientras que el resto aboga por una administración compartida alumnos-docentes. En cuanto al grupo de Facebook “Química Analítica Instrumental UNLP - Comisión A 2017”, la totalidad de los encuestados lo consideró una buena herramienta para realizar consultas a los docentes y recordar horarios, mientras que al 97% le sirvió para obtener información complementaria. Con respecto a la utilidad para generar intercambios con los compañeros, el 73% lo consideró útil, al 17% no le sirvió, mientras que al 10% le resultó sólo medianamente útil, siendo un punto a mejorar. También se evaluó la utilidad del grupo como herramienta de repaso cuando se estudia para el examen parcial. En este caso al 87% le sirvió, al 3% no le sirvió, mientras que el 10% restante lo considera un punto a mejorar. Se les pidió también que evalúen, en una escala del 1 al 10, tanto la rapidez con la que se atendió a sus consultas (1- la respuesta tardó mucho, 10- la respuesta fue casi instantánea) como la efectividad de las respuestas para resolver sus dudas (1- no solucionó nada, 10- se solucionó completamente la inquietud). Se obtuvo una puntuación promedio de 9,14 para la rapidez y de 9,38 para la efectividad, lo que demuestra una gran satisfacción de los alumnos ante esta nueva modalidad de atender a sus consultas. Al final de la encuesta los alumnos contaron con la posibilidad de escribir cualquier otra opinión sobre la experiencia. Destacamos tres de estos comentarios. Uno de nuestros alumnos escribió: “Es la primera vez que un grupo de Facebook para una materia es tan activo. Se ha administrado y utilizado correctamente y dudo que alguien esté disgustado con el rendimiento del mismo. Es una buena herramienta para apoyarse.” En el mismo sentido, otro alumno expresó: “Soy recursante. Y este semestre me sirvió más, por el hecho del material y las explicaciones más detalladas en los TPs. El uso del Facebook como grupo me resultó, en lo personal, muy adecuado para la materia.” El tercer comentario que destacamos es el siguiente: “El grupo es una herramienta muy útil. El compromiso docente se demuestra con su administración. Sobre la comisión A en general: ¡Son un excelente equipo docente! ¡Sigan así!” Comentarios como estos nos sugieren que los alumnos han tenido una experiencia positiva y que el esfuerzo de los docentes ha sido muy valorado. TRABAJO FUTURO En esta primera edición del grupo tratamos de integrar lo nuevo con lo viejo en la experiencia educativa. Si bien utilizamos la tecnología como herramienta para fortalecer los vínculos y facilitar la comunicación alumnos-docentes, lo viejo quedó reflejado en los escasos intercambios de los alumnos entre sí y su rol fundamentalmente pasivo. Si queremos ir un paso más allá debemos tener en cuenta que los alumnos no son simplemente objetos de aprendizaje, sino también fuente de aprendizaje. Resulta necesario entonces la creación de un contexto que les permita apropiarse de los sucesivos episodios de aprendizaje. Por eso en los próximos grupos nos proponemos diseñar actividades colaborativas que permitan complementar las intervenciones del docente con una conversación intensa, prolongada y masiva de los alumnos entre sí, convirtiendo a los estudiantes en protagonistas de su propio proceso de aprendizaje (Piscitelli, Adaime y Binder, 2010). Un buen disparador de estos intercambios puede ser el planteo de problemáticas basadas en situaciones reales del ámbito profesional, de manera tal que se despierte su curiosidad e interés. BIBLIOGRAFÍA Alonso, M.H. y Muñoz de Luna, A.B. (2010). Uso de las nuevas tecnologías en la docencia de Publicidad y Relaciones Públicas. En Sierra, J. y Sotelo, J. (coords.), Métodos de innovación docente aplicados a los estudios de Ciencias de la Comunicación (pp. 348-358). Madrid: Fragua. Carli, S. (2012). Las experiencias de conocimiento: dimensiones subjetivas y contextos materiales. En El estudiante universitario. Hacia una historia del presente de la educación pública (pp. 135-166). Buenos Aires: Siglo XXI. Castañeda, L., González, V. y Serrano, J.L. (2011). Donde habitan los jóvenes: precisiones sobre un mundo de redes sociales. En Martínez, F. y Solano, I. (coords.), Comunicación y relaciones sociales de los jóvenes en la red (pp. 47-63). Alicante: Marfil. Cornu, L. (2004). Transmisión e institución del sujeto. Transmisión simbólica, sucesión, finitud. En Frigerio, G. y Diker, G. (comps.), La transmisión en las sociedades, las instituciones y los sujetos. Un concepto de la educación en acción (pp. 27-38). Buenos Aires: Noveduc-CEM. De Haro, J. J. (2010). Redes sociales en educación. Educar para la comunicación y la cooperación social, 27, 203-216. Dussel, I. (2010). ¿Vino viejo en odres nuevos?: debates sobre los cambios en las formas de enseñar y aprender con nuevas tecnologías. En Aprender y enseñar en la cultura digital (pp. 15-32). Buenos Aires: Santillana. Fogg Phillips, L., Baird, D. y Fogg B.J. (2013). Facebook para educadores. Recuperado de http://portaljove.apda.ad/system/files/facebook_para_educadores.pdf (Consultado julio 2017). Guido, L. y Versino, M. (2012). La Educación Virtual en las Universidades Argentinas. Buenos Aires: IEC-CONADU. Recuperado de http://biblioteca.clacso.edu.ar/Argentina/iec-conadu/20130228015857/Cuadernillo-Educacion-Virtual.pdf (Consultado julio 2017). Kirchman D. (12 de marzo de 2010). Las redes sociales buscan un lugar en la educación. Rincón del bibliotecario. Recuperado de http://rincondelbibliotecario.blogspot.com.ar/2010/02/las-redes-sociales-buscan-un-lugar-en.html (Consultado julio 2017). Piscitelli, A., Adaime, I. y Binder, I. (2010). El proyecto Facebook y la posuniversidad. Sistemas operativos sociales y entornos abiertos de aprendizaje. Madrid: Editorial Ariel. Ríos, A.D., Ceconello, M.M. y García Salemi, A.C. (2015). Las redes sociales como herramienta educativa: la percepción de estudiantes de ciencias agropecuarias. Revista agronómica del noroeste argentino, 35 (2), 27-31. Integración de las TIC en una experiencia de Ética y Ciudadanía Narración de una experiencia áulica: Una mirada filosófica sobre la identidad ABSTRACT En este trabajo se presenta el relato de una experiencia desarrollada en primer año del Colegio Nacional “Rafael Hernández”, UNLP, en la asignatura Ética y Ciudadanía, cuyo programa se estructura sobre el eje temático de la alteridad, para lo cual resulta relevante conocer y valorar el rol de los otros en la constitución y en la búsqueda de la identidad. Específicamente, se da cuenta de la manera en que se aborda y profundiza la reflexión sobre la noción de “identidad” en y más allá del aula, a través de la implementación de las TIC. A partir de la concepción esencialista y de la concepción narrativista, se interpela aquello que los alumnos creen y/o piensan de sí mismos respecto de la pregunta “¿quién soy?”, en un intento por favorecer su interés reflexivo, profundizando el abordaje de una temática que resulta tierra fértil para la pregunta filosófica. Se procura tensionar aquello que se pensaba para repensarlo desde otro lugar y potenciar un movimiento en el pensamiento que permita asignar y reasignar sentido desde una posición fundamentada; a tal fin, cobra relevancia el preguntar filosófico que interpela lo obvio. Los alumnos lograron enriquecer su concepción sobre la identidad a través de trabajos colaborativos que se vieron favorecidos por la implementación de las TIC para su resolución. Se propició la reflexión filosófica desde el trabajo áulico presencial, así como a través del aula aumentada, para lo cual se invisibilizaron las TIC. INTRODUCCIÓN. ¿Quien soy yo? Contenidos - La identidad personal. - Concepción esencialista y concepción narrativista de la identidad. - Identidad y alteridad: la identidad como construcción social. Unidad 2 - Eje temático: identidad personal. Los cambios en la identidad a lo largo del tiempo. Identidad y alteridad. Fundamentación En consonancia con el propósito delineado en el proyecto educativo académico y de gestión del Colegio Nacional respecto de lograr que nuestros alumnos sean ciudadanos participativos capaces de comprender e intervenir en diversas problemáticas sociales de manera crítica, responsable y comprometida con su entorno, el programa de Ética y Ciudadanía para primer año plantea la enseñanza de la ética como una dimensión de la enseñanza de la filosofía, que es, en cierto modo, enseñar a preguntar; asimismo, plantea el ejercicio de la ciudadanía como un compromiso que parte del reconocimiento de determinadas responsabilidades derivadas de un conjunto de valores constitutivos del campo de la ética ciudadana. En el ámbito de la ética, el programa de Ética y Ciudadanía de 1er. año propone la indagación acerca de la identidad como construcción problemática y en relación con la alteridad. Esta propuesta aborda la noción de identidad y promueve la reflexión sobre el rol de los otros en la constitución y en la búsqueda de la identidad, en un intento por favorecer el interés reflexivo del alumno, profundizando el abordaje de una temática que forma parte de su cotidianidad y que resulta tierra fértil para la pregunta filosófica. El desafío consiste en propiciar el cuestionamiento frente a aquello que el sentido común nos dice sobre la identidad, superar el conjunto de máximas que circulan en nuestra sociedad y que se repiten mecánica y acriticamente, crear incertidumbre a partir de aquello que se pensaba, para ponerlo en tensión desde otro lugar y potenciar un movimiento en el pensamiento; a tal fin, cobra relevancia el preguntar filosófico que interpela lo obvio, los conocimientos previos, dando lugar al cuestionamiento y a la sospecha permanentes y asignando sentido desde una posición fundamentada, para lo cual aparecen los dispositivos de la argumentación, estructurantes del diálogo filosófico y fundamentales para la comprensión y la construcción de conocimiento crítico y creativo. **Objetivos** - Relacionar la identidad individual con la identidad como construcción social. - Profundizar la reflexión sobre la identidad a la luz de las diferencias entre la concepción esencialista y la concepción narrativista. - Dar cuenta de la propia identidad en relación con los otros. **Estrategias metodológicas** El trabajo áulico se organiza en tres momentos: un momento inicial, durante el cual se interpela a los alumnos a través de algunos dispositivos (videos, textos, preguntas); un desarrollo, durante el que se los invita a cuestionar y repensar aquello que han respondido para poner en tensión los supuestos implícitos en sus respuestas y un cierre durante el que se recuperara el camino recorrido y se da lugar a nuevos cuestionamientos que se retomarán en otra clase. El docente parte de lo que los alumnos saben y piensan y los interpela a fin de que, en una actitud creadora y productora, se reposicionen y resignifiquen sus saberes ante la irrupción de lo nuevo, lo cual resulta transformador en tanto permite revolucionar el pensamiento. Además, el docente coordina la participación de los alumnos, con quienes ejercita la filosofía al entablar una relación dialógica en la que intercambian ideas y perspectivas y a través de la cual encuentran nuevos caminos de pensamiento. Esta relación dialógica entre el profesor y el alumno da lugar a que se pueda observar implicancias del contenido a abordar en la vida cotidiana; los contenidos se presentan para que los alumnos puedan, a partir de ellos, repensar la problemática presentada de manera reflexiva y construir sus propias explicaciones; “no son un fin en sí mismos, sino una herramienta para poner en acto el pensamiento (suyo, o de un filósofo) y dé lugar al pensamiento del otro (sus alumnos).” (Cerletti, 2008: 80) Gracias a la incorporación de las TIC en la escuela, lo virtual y lo presencial se combinan y complementan; el trabajo de la clase se enriquece a través del “aula aumentada” (Sagol, 2012), es decir, un entorno de aprendizaje que excede los límites de la escuela, convive, se involucra, potencia lo mejor, y amplía lo que se da en el aula a través de herramientas TIC, incorporadas al proceso de enseñanza-aprendizaje en el marco del modelo TPACK (Koehler y Punya, 2006), en el cual confluyen el conocimiento disciplinar, el conocimiento pedagógico y el uso de la tecnología más adecuada a los objetivos previstos. A efectos de invisibilizar las TIC, se utilizan soportes cuyo acceso por parte de los alumnos no resulte una nueva exigencia que se torne un obstáculo en su desempeño; específicamente, se propone que el docente provea el material de lectura y trabajo a través del muro de Facebook, soporte que también utilizan los alumnos para subir sus producciones y realizar los comentarios que les resulten pertinentes. Esta red social permite la intercomunicación periódica docente-alumnos, quien abre y administra el grupo; asimismo, Facebook permite un seguimiento particularizado de los desempeños de cada estudiante y la consecuente adaptación de consignas acordes con las dificultades que se presenten en cada caso. Secuencia didáctica Teniendo en cuenta que los alumnos de primer año tienen dos horas cátedra semanales de “Ética y ciudadanía”, se proyecta una serie de actividades para su desarrollo a lo largo de tres clases, tiempo estimado sujeto a modificaciones y ajustes que surjan de la participación, las dificultades y la dinámica de trabajo de cada curso. PRIMERA CLASE Inicio (tiempo estimado: 20 minutos). El docente sugiere que cada alumno, de manera individual y por escrito responda: “Si alguien te preguntara quién sos, ¿qué contestarías?” La resolución de esta consigna quedará archivada, a fin de que a lo largo de las actividades que más adelante se detallan, los alumnos profundicen la mirada crítica sobre sí mismos y sobre los demás y logren advertir diversas maneras de enriquecer su primera respuesta. Desarrollo (tiempo estimado: 40 minutos). A fin de ampliar la primera respuesta y de tensionar aquello que los alumnos dan por aceptado sin problematizarlo, el docente les presenta una serie de preguntas (proyectadas con el cañón en el pizarrón), sugiriéndoles que sólo respondan las que les resulten más significativas para dar cuenta de sí mismos: ¿Seguirías siendo el mismo si tuvieras otro nombre? ¿Si tuvieras una cara distinta? ¿Si tuvieras un cuerpo diferente? ¿Si pensaras diferente? ¿Si tuvieras otra familia? ¿Si hubieras nacido y crecido en otro país? ¿Si hubieras hecho cosas diferentes de las que hiciste? ¿Si tuvieras otros proyectos? ¿Si los demás pensaran que sos otra persona? ¿Sos el mismo que eras ayer? ¿Sos el mismo que hace cinco años? ¿Serás el mismo dentro de veinte años? Cierre (tiempo estimado: 20 minutos). Coordinados por el docente, se socializan las diversas respuestas elaboradas durante el desarrollo de la clase, a fin de señalar y analizar diferencias y semejanzas y de reconocer la diversidad de perspectivas desde las cuales cada uno se posiciona para responder. Asimismo, esta actividad permite poner en tensión la idea que cada uno tiene respecto de su propia identidad en tanto construcción individual y producto de la interacción con los otros. No se intenta pasar revista a todas las preguntas y respuestas propuestas por el docente, a efectos de provocar cierta incertidumbre que lleve a los alumnos a continuar la indagación. El docente sugiere que, fuera del horario escolar, todos los alumnos suban al muro del grupo de Facebook su texto final. Asimismo, solicita que todos accedan al muro para leer las distintas producciones y enriquecer la apreciación que cada uno tiene de sí mismo a partir de la mirada del otro. SEGUNDA CLASE Inicio (tiempo estimado: 20 minutos). El profesor retoma algunas respuestas del muro de Facebook y las utiliza como ejemplos\(^1\) para exponer dos maneras de concebir la identidad: esencialismo y narrativismo\(^2\). Proyecta con el cañón cada ejemplo y dialoga con los alumnos para comentar las diferencias textuales entre ambos. Luego, observa y explica que cada ejemplo da cuenta de dos maneras distintas de concebir la identidad, básicamente a través de la permanencia o el cambio, que se plasman en los textos como una esencia estable, permanente (identidad de un carácter siempre igual a sí mismo, constancia de un núcleo no cambiante de la personalidad), o como una narración que da cuenta del cambio (rememoración del propio pasado). Les envía a través de E-learning el siguiente cuadro para que cada uno lo tenga en su netbook y pueda acceder a él cuantas veces lo requiera: | Ejemplo: | Ejemplo: | |-------------------------------------------------------------------------|-------------------------------------------------------------------------| | “Yo contestaría que yo no soy sólo las características físicas, sino que también soy mi forma de pensar, mi personalidad, mi forma de ser. Si cambian mis características físicas, yo no cambio totalmente, es más, es lo mínimo que puedo cambiar, ya que por dentro mío sigue estando la misma persona, con los mismos recuerdos, con la misma personalidad.” (Milena)³ | “Lo que hace que yo sea yo es que no soy de acá, yo nací en Mar del Plata y cuando tenía cinco años me vine a vivir a La Plata con mi mamá y mi hermana mayor. Si hubiera nacido acá, creo que sería distinto. Fui a la última salita del jardín Monseñor Alberti y ahí también hice la primaria, después entré por sorteo a este colegio y me hice un montón de amigos nuevos que son muy buena onda. Mañana voy a ser el mismo que hoy, pero dentro de veinte años, no creo porque voy a ser grande y todo va a ser distinto.” (Juan Pablo)⁴ | | - La identidad se trata de que uno encuentre aquello que lo defina de modo verdadero y definitivo, aquello que hace que uno sea lo que es y no otra cosa, algo que se mantiene sin cambiar mientras que todo el resto puede modificarse; como si tuviésemos todos nosotros una esencia definitoria de lo que somos. | | - La identidad tiene valor si encontramos esa esencia, o sea, si sabemos quiénes somos y para qué estamos. | | - De manera que detrás de todo lo accidental (gustos, color de pelo, ropas, costumbres) hay una esencia que define quién somos. | | - Uno siempre es el mismo; hay algo que permanece y que define su identidad. | | - Somos como un texto y nos escribimos todo el tiempo. Somos el relato que vamos construyendo de nosotros mismos y detrás de ese relato no hay una esencia, hay interpretación. Lo que hay es texto, palabra, son los distintos cambios o reinversiones que hacemos de nosotros mismos en función de nuestra relación con el otro. | | - Nunca somos lo mismo; o, somos siempre lo mismo, que va siendo otro; al mismo tiempo somos los mismos pero otros. | | - El otro es alguien con el que siempre se puede conversar y que trae información nueva para que uno se reinvente. | | ESENCIALISMO | NARRATIVISMO | Desarrollo (tiempo estimado: 40 minutos). Los alumnos proceden al visionado del video Siete mil millones de otros (de tres minutos, editado por el docente según las dos maneras de concebir la identidad), tras lo cual realizan una tarea grupal (cuatro miembros por grupo) consistente en la resolución de un trabajo que el docente les envía a través del programa E-learning o les entrega en copia de papel; el trabajo presenta la transcripción de los cuatro testimonios del video a fin de que los alumnos puedan releerlos cuantas veces consideren necesario, cada texto va acompañado de preguntas para guiar el análisis a la luz de las nociones de identidad abordadas en el inicio. --- 1 Los ejemplos que se presentan en esta oportunidad, pertenecen a alumnos del Colegio Nacional que cursaron primer año en el ciclo lectivo 2013. 2 A fin de explicar la posición esencialista de Aristóteles y la posición narrativista de Ricoeur, se ha optado por la explicación que al respecto ofrece Dario Szitanizraibler, la misma resulta accesible para los alumnos. Los fragmentos seleccionados fueron extraídos del programa “El Innombrable”, en Radio Madre AM 530, conducido por Ingrid Beck (2013). 3 El diálogo con los alumnos se orienta a demostrar que no se advierte el paso del tiempo. No hay cambios. Predomina el verbo “ser” que se usa para las definiciones, que son fijas (las cosas se definen de una manera: yo soy… también soy…) 4 Temporalidad y cambio, constituyentes de la narración, son señalados en este ejemplo: se advierte el paso del tiempo (naci… a los cinco años… después…) y el cambio (naci, vine, fui, hice, me anoté). 1. “Dios creó a los hombres; pero éstos no son iguales, como los dedos, los cinco dedos no son iguales. Es así. Cada cual tiene su carácter, sus conocimientos, sus posibilidades y capacidades. Es lo que me hace diferente.” (Mali) a. ¿Con qué compara a los hombres? ¿Por qué? b. ¿Qué diferencia? ¿Son factores permanentes o dinámicos? c. ¿Es una posición esencialista o narrativista de la identidad? Justificar d. ¿Están de acuerdo con esta idea de que los hombres son como los dedos de la mano, pueden ser o servir para una cosa y no para otra? Justificar. 2. “El racismo me hizo desear no ser asiático. Cuando era joven quería ser blanco. Así que reivindicar un orgullo sincero de ser asiático ha sido realmente un gran cambio.” (Los Ángeles, Estados Unidos) a. ¿El que habla hoy es el mismo que era cuando era joven? ¿Por qué? b. ¿Cómo influyó el otro en la construcción de su identidad? c. ¿Es una posición esencialista o narrativista de la identidad? Justificar. 3. “De pequeña conocí el racismo. Salía a jugar delante de la casa con mis hermanos, y los niños que no eran gitanos como nosotros nos decían: ‘mirá esa gitana, no juguemos con gitanos’. Por eso íbamos por nuestra cuenta y todavía hoy cuando voy a algún sitio donde hay otras personas me siento como una gitana. No sé cómo decirlo, aquellos niños me metieron en la cabeza que yo era una gitana, que nadie me haría caso, que nadie querría estar conmigo. Me lo tomé muy mal; era una niña, como ellos. Me tomé fatal el que me trataran de gitana, porque yo era una niña limpia e iba vestida como ellos, simplemente tenía la piel más oscura. No sé qué otra cosa decir.” (Rumanía) a. ¿Cómo ha influido en la identidad de esta persona el trato recibido por parte de los otros? ¿Qué rasgos permanecen a lo largo de su vida? b. ¿Sus palabras dan cuenta de una visión esencialista o narrativista de la identidad? Justificar. 4. “Lo que no me gusta hoy todavía en Japón, es que todo el mundo se pliega a lo que piensa la mayoría; los medios de comunicación y el resto. Cuando se trata de sentido común, no tener la misma opinión que los demás se considera una herejía, una locura. Pero con la edad, yo he logrado expresar con más fuerza mi diferencia. Siempre he sentido la necesidad de ser diferente, así que ese sentimiento de tener que pasar por el arco como todos, ese sentimiento no lo tengo, así es como me he construido.” (Japón) a. ¿Cómo se identifica esta mujer frente al resto de los japoneses? b. ¿Qué ha cambiado con el paso del tiempo? c. ¿Su noción de la identidad es esencialista o narrativista? Justificar. Cierre (tiempo estimado: 20 minutos). El docente coordina la socialización de la tarea grupal. La lectura de las respuestas se va dando de a una por grupo, de manera que todos participen, a fin de evitar reiteraciones innecesarias; no obstante, los demás grupos podrán objetar o enriquecer cada exposición. El profesor guía a los alumnos para aclarar dudas, repreguntar, abrir el debate ante alguna respuesta problematizadora, etc. Como actividad pendiente, se les solicita a los alumnos que, de manera individual, realicen una producción audiovisual en la que presenten “su testimonio”, como si ellos fueran un caso más en el video de “7 mil millones de otros”, explicando qué los hace diferentes a los demás. Luego, se les solicita que suban su video al muro del grupo de Facebook, a efectos de que todos lo puedan apreciar, comentar y compartir. TERCERA CLASE Inicio (tiempo estimado: 20 minutos). Los alumnos leen “La historia de los Otros”, del subcomandante Marcos que el docente proyecta con el cañón en el pizarrón, mientras escuchan el audio con la voz del actor Manuel Callau (‘6’ 51”) y luego renarran la historia oralmente y debaten acerca de su contenido. Desarrollo (40 minutos). En función del relato del subcomandante Marcos (cuyo texto el docente distribuye a través del programa E-learning), se propone profundizar la indagación respecto de la construcción de la identidad en relación con la alteridad. Para ello, los alumnos se reúnen en grupos y responden: 1) ¿Qué significa la frase: “una cosa es reconocer que hay otros diferentes y otra muy distinta es respetarlos”? 2) ¿Consideran que en cada testimonio del video “7 mil millones de otros” se manifiesta el respeto por los otros diferentes? Justificar. 3) ¿Por qué dicen los dioses que es importante que haya otros diferentes? 4) ¿De qué sirve escuchar y conocer las diferencias del otro? Cierre (20 minutos). Coordinados por el docente, un representante de cada grupo expone las respuestas y los demás intervienen para enriquecerla u objetarla desde su producción. El docente solicita que realicen en sus hogares una actividad de carácter individual, consistente en la producción de un texto en el cual narren un episodio en el que se hayan sentido el “otro” y la manera en que lo experimentaron; les sugiere que suban esa producción al muro de Facebook para ser leída y comentada por los demás. La resolución de la producción pendiente se constituye en recurso para el inicio de la clase siguiente, en la cual se retomarán dichas producciones a fin ponerlas en relación con el tema de la discriminación. Evaluación Es de carácter diagnóstico continuo; el docente da a conocer, a través de una matriz de corrección (que se anexa a la propuesta), aquello que espera de los alumnos, quienes, a su vez, pueden realizar propuestas o manifestar inquietudes al respecto y saben que se considera la profundización que realicen en cuanto a los desempeños propuestos. Se propicia su participación activa a través de las siguientes actitudes: - Atención y reflexión frente al tema y a los recursos presentados. Participación en los debates planteados, habilidad para argumentar. Se considera la participación individual del alumno en clase y en el muro del grupo de Facebook. - Compromiso para resolver las actividades de producción requeridas fuera del horario escolar y para compartirlas en la red social. - Evolución a través de su desempeño individual en el trabajo grupal. Discusión, debate reflexivo frente al intercambio de ideas. Manifestación de la capacidad de saber escuchar, de intervenir sin interrumpir, de respetar las opiniones ajenas, etc.; actividades que promueven la confianza en las propias posibilidades de expresión y el respeto por lo que otros dicen o escriben. - Profundización y claridad a la hora de exponer oralmente y en forma grupal el resultado de su discusión y producción escrita Recursos “7 mil millones de otros.” Diferencias. Video disponible en: http://www.youtube.com/watch?v=FYzx-hXbj0I Adaptación de fragmentos extraídos de la columna de Darío Sztanjrajber del programa “El innombrable” conducido por Ingrid Beck. Tema: “Identidad”. Disponible en: www.goeaar.com/listen/4cd8f8e/columna-dario-sztanjrajber-identidad-1-ingrid-beck Subcomandante Marcos, “La historia de los Otros”. En Relatos del Subcomandante Marcos. Red de Solidaridad con Chiapas, de Buenos Aires. Audio disponible en: http://www.youtube.com/watch?v=fBREknkJrLk Tiempo Si bien el plan de trabajo presentado abarca tres clases de ochenta minutos, se considera la posibilidad de que a partir de la dinámica de trabajo de cada curso y las propuestas e inquietudes que surjan de los alumnos, se realicen modificaciones. BIBLIOGRAFÍA Aristóteles (1982): Metafísica, Z 7, 1029 b 14. Gredos. Madrid, 1982. Blythe, T. (2008): La enseñanza para la comprensión: guía para el docente. Paidós. Buenos Aires, 2008. Cerletti, Alejandro (2008): La enseñanza de la filosofía como problema filosófico. 1ª. Libros del Zorzal. Buenos Aires, 2008. García Munitis, Ana (2014) “Plan académico y de gestión del Colegio Nacional Rafael Hernández, UNLP.” CNLP – UNLP 2014. Kohan, Walter (2008): Filosofía, la paradoja de aprender y enseñar. 1ª. ed. Libros del Zorzal. Buenos Aires, 2008. Kohan, Walter (2000): “La ética como práctica de la libertad: cuestiones para pensar la formación ética en la escuela”, en Gentili, Pablo. Códigos para la Ciudadanía, Saberes clave para Educadores; Santillana. Buenos Aires, 2000. Koheler, Matthew y Punya, Mishra (2006): Technologica Pedagogical Content Knowledge: A framework for Teacher KnowledgeW. Teachers College Record, 108 (6), 1017-1054. Documento electrónico: http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-ter2006.pdf, acceso 8 de agosto de 2013. Lipman, Matthew (1989): En busca del sentido: Manual del profesor para acompañar a Pixie, Cap. 1, episodio 5. Ediciones de la Torre. Buenos Aires. Madrid, 1989. Ricoeur, Paul (1996): “Quinto estudio: La identidad personal y la identidad narrativa”, en Sí mismo como otro. Pp. 106 a 120. Siglo XXI Editores; 3ra. edición. Madrid, 2006. Sagol, Cecilia (2012): Aprendizaje ubicuo y modelo 1 a 1. Experiencias y propuestas del portal Educ.ar, documento electrónico: http://www.youtube.com/watch?v=j6wZ-o4Yup8 acceso: 4 de septiembre de 2014 La tecnología como mediadora en la educación matemática: Una experiencia con ingresantes universitarios ABSTRACT Este trabajo expone el diseño e implementación de una propuesta tecno-pedagógica, cuyo objetivo fue introducir a los ingresantes –de una manera creativa y original– en el aprendizaje de la matemática superior, a través de un enfoque de resolución de problemas que habilitó sus capacidades de exploración, experimentación, argumentación y reflexión. La misma fue construida desde una perspectiva constructivista de la enseñanza y del aprendizaje, sosteniendo que “hacer matemática” –en este nuevo siglo– se debe acercar al modo de trabajo del matemático, quien indaga, explora, ajusta hipótesis, reflexiona sobre lo hecho, y así avanza. Haciendo uso de una modalidad semipresencial, se buscó reinterpretar los ritmos de la enseñanza y del aprendizaje a la luz de la influencia tecnológica y redimensionarlos para favorecer procesos críticos de apropiación del conocimiento. El registro de las ideas con las que se concibió y construyó la propuesta, junto con lo percibido en el desarrollo de las prácticas pedagógicas, permitió realizar una primera reconstrucción, que constituyó un segundo plano de análisis y que, se espera, posibilite nuevas construcciones conceptuales. INTRODUCCIÓN. Vivimos en tiempos en que las Tecnologías de la Información y la Comunicación (TIC) atraviesan y sostienen los modos en que conocemos, creamos, nos comunicamos y aprendemos. Pensar la educación matemática a partir de este contexto nos exige, como docentes, reconocer al menos dos tendencias que resultan críticas al momento de pensar la enseñanza y llevarla a cabo: los atraviesamientos que realizan las TIC en los modos en que se construye el conocimiento en las diferentes disciplinas en los escenarios contemporáneos, y las tendencias culturales de las que participan nuestros alumnos surcadas completamente por las TIC (Maggio, 2012a). MARCO TEÓRICO En esta propuesta se retoman las ideas de Perkins (1995) en relación a los entornos como vehículos del pensamiento que sostienen parte del aprendizaje de nuestros alumnos, entendiendo a la persona más su entorno como un sistema único al cual debe enfocarse todo el proceso educativo. Se da cuenta de una visión ecológica de la tecnología, donde se incluye al entorno como parte de la misma, entendiendo que los aprendizajes transcurren no solamente en el aula, sino también por fuera de ella. Desde esos reconocimientos se construye una propuesta didáctica enfocada en la resolución de problemas, que buscó reinterpretar los ritmos de la enseñanza y del aprendizaje a la luz de la influencia tecnológica y redimensionarlos para favorecer procesos críticos de apropiación del conocimiento (Lion, 2005). Se trabajó desde Palabras Claves: Potencia pedagógica, mediación tecnológica, resolución de problemas, aprendizaje de la matemática. una perspectiva constructivista de la enseñanza y el aprendizaje, sosteniendo que hacer matemática –en este nuevo siglo– se debe acercar al modo de trabajo del matemático, quien indaga, explora, ajusta hipótesis, se contesta lo que no sabe, y así avanza (Barreiro, Leonian, Marino, Pochulu, y Rodríguez, 2016). DISEÑO y DESARROLLO de la PROPUESTA La experiencia se llevó a cabo en la Facultad de Ciencias de la Administración (FCAD) de la Universidad Nacional de Entre Ríos (UNER) de la República Argentina. El ingreso es irrestricto y los ingresantes provienen –en su mayoría– de la ciudad de Concordia, donde se encuentra dicha institución, y de ciudades cercanas. El cursado de las carreras comienza con el Curso de Ambientación a la Vida Universitaria, de carácter no obligatorio y de un mes de duración, donde uno de los módulos es “Métodos y Técnicas del Trabajo Intelectual” en el área de Matemática. Es en dicho módulo donde se desarrolló este proyecto para las carreras de Contador Público, Licenciatura en Ciencias de la Administración y Licenciatura en Sistemas, con un total de 260 alumnos inscriptos aproximadamente. El diseño de la propuesta se centró en una creación tecno-pedagógica, cuyo objetivo fue introducir a los alumnos en la matemática superior a través de un enfoque de resolución de problemas, habilitando sus capacidades para explorar, experimentar, argumentar y reflexionar en el comienzo de una etapa tan importante como es la universitaria. La propuesta se construyó desde la idea de inclusión genuina de Maggio (2012b), a través de la cual la autora da cuenta de la importancia de desarrollar proyectos educativos donde las tecnologías se integren con sentido didáctico, reconociendo los atraviesamientos que dichas tecnologías tienen en las formas en que se construye actualmente el conocimiento y las tendencias culturales de las que participan nuestros alumnos. LA PRESENCIALIDAD El trabajo en clase se centró en la resolución de diferentes problemas, donde el foco no estuvo puesto en la enseñanza de un contenido específico, sino en que los estudiantes se comporten como matemáticos, adquiriendo herramientas y construyendo estrategias que les permitan abordar y resolver dichos problemas. Siguiendo a Barreiro, Leonian, Marino, Pochulu, y Rodríguez (2016), la propuesta de resolución de problemas se enfocó en el potencial matemático de las consignas trabajadas, en la actividad matemática realizada por los alumnos y en las intervenciones de la docente dentro del aula. Las clases fueron desarrolladas desde la perspectiva sugerida por Perkins (1995), centrada en la persona más el entorno, donde cada alumno pudo hacer uso de sus dispositivos móviles, como celulares, tablets y netbooks/notebooks, y los distintos recursos, aplicaciones y programas propuestos en el aula virtual, para trabajar los problemas tanto individual como de manera colaborativa. La introducción de los problemas se realizó a través de una presentación multimedia construida a partir de la utilización de diferentes sistemas simbólicos –palabras, símbolos, imágenes, diagramas, etc.– con una fuerte presencia de hipervínculos. Desde estos últimos se buscó expandir la propuesta más allá de las paredes del aula, promoviendo en los estudiantes la exploración, el descubrimiento, la argumentación y la solución de los problemas desde su vinculación con contenidos extracurriculares. Como señala Perkins (1995), el empleo de distintos lenguajes del pensamiento (verbales, escritos y gráficos) favorece la distribución simbólica de la cognición en las aulas y fuera de ellas. A continuación, se muestran algunas de las diapositivas de la presentación\(^1\) junto con las ideas desde las cuales fueron creadas, y lo percibido en el desarrollo de las mismas: **Los símbolos... ¿qué nos dicen?** Desde estas primeras imágenes se buscó dar cuenta de lo que nos dicen los símbolos a cada uno de nosotros. También reflexionar sobre las ideas que muchas veces nos tratan de transmitir, por ejemplo, a través de las redes sociales, con la combinación y manipulación de símbolos e imágenes, que no siempre reflejan la realidad y que a veces logran instaurar ciertas creencias que no nos hacen bien socialmente, como puede ser la imagen que tiene a Einstein como afirmación de inteligencia por poder (o no) hacer un cálculo aritmético. Todos reconocieron la señal de tránsito (prohibido estacionar), muchos pudieron resolver rápidamente el cálculo aritmético (aunque no todos estaban seguros del resultado), pero nadie pudo determinar lo que decía la palabra en chino, aunque algunos propusieron utilizar un traductor que tenían en su celular para saber qué significaba dicha palabra. Esos últimos estudiantes son los que pudieron resolver el problema, a decir de Perkins (1995), desde la persona más el entorno. Seguramente fuera del aula muchos hubiesen usado algún traductor para entender el significado, pero fue propuesto dentro del aula y en la primera clase, para dar cuenta que el objetivo del curso era promover la curiosidad, el interés y la capacidad de construir conocimiento con el apoyo de los diferentes tipos de recursos (físicos, sociales y simbólicos) a los que tenemos acceso, de la misma manera que lo hacen en su vida cotidiana y lo harán en su vida profesional. \(^1\) Disponible en: https://www.slideshare.net/LorenaGuglielmone/presentacin-metodos-y-tecnicas-en-matemtica-2017-parte-1 Esta imagen, que se hizo viral en las redes sociales de todo el mundo\(^2\), abrió una primera puerta hacia la resolución de problemas, buscando mostrar a los estudiantes que también estamos haciendo matemática cuando resolvemos problemas como éste que, en lugar de estar expresado en un lenguaje simbólico, utiliza imágenes. Muchos alumnos reconocieron el problema y hasta recordaban el resultado o sabían cómo llegar a él. En esos casos, podemos pensar, como señala Rodríguez (2012), que para esos estudiantes lo que había sido concebido como un problema, dejó de serlo para pasar a ser un simple ejercicio, es decir, una actividad cuyo camino de resolución es claro e inmediato para ellos. Sin embargo, la imagen resultó ser un problema para muchos, ya que en principio creían que su resolución era sencilla, pero tuvieron que analizarlo mejor para dar con la solución correcta. Puede que esa complejidad no visible a simple vista, sea la que haya motivado a tantas personas buscar resolverlo en la Web. Ello ofrece una primera pista para seguir pensando qué tipo de problemas pueden motivar a nuestros alumnos para su trabajo en el aula. ![Image](image.png) **Resolvamos este sistema de ecuaciones...** \[ \begin{cases} x + 8y = 18 \\ 4y - 2z = 2 \\ 3x = 30 \end{cases} \] ¿Existe algún parecido con el problema anterior de las frutas? Algunas aplicaciones que pueden usar: - [X=](https://example.com) - [Math 42](https://example.com) - Más en el aula virtual: [Click Here](https://example.com) Después de haber resuelto el problema de las frutas (sistema de ecuaciones “encubierto”), la propuesta fue resolver este sistema de ecuaciones algebraicas, identificar las diferentes actitudes ante un problema dado en lenguaje matemático y las dificultades, si es que había, en la resolución del mismo. Desde la pregunta planteada en la diapositiva, también se buscó reflexionar sobre la vinculación de lo realizado en el problema de las frutas y en este nuevo problema/ejercicio. Por otro lado, la propuesta de utilización de algunas aplicaciones y programas gratuitos\(^3\), intentó mostrar el uso de la tecnología como mediadora en la construcción del conocimiento, ya que el tipo de aplicaciones sugeridas permite ir más allá de la verificación del resultado, indicando la solución paso a paso, en lenguaje simbólico y/o coloquial. Esto reafirma la potencialidad que tienen actualmente este tipo de aplicaciones, bien utilizadas, como apoyo para el aprendizaje de la matemática, estando disponibles para cualquier persona con acceso a Internet. La posibilidad de acceso y uso de las TIC en la educación matemática hace que la resolución de problemas recobre su lugar perdido en las aulas, acercando a nuestros alumnos al modo de trabajo del matemático, quien indaga, explora, ajusta hipótesis, analiza sus avances, cambia de rumbo, reflexiona sobre lo hecho, etc. Es de destacar que todas estas cuestiones ligadas al quehacer matemático, no son reemplazables por la tecnología actual. --- \(^2\) [http://verne.elpais.com/verne/2016/02/18/articulo/1455778788_314139.html](http://verne.elpais.com/verne/2016/02/18/articulo/1455778788_314139.html) \(^3\) [https://matematicasecercanas.com/aplicaciones-matematicas-para-android/](https://matematicasecercanas.com/aplicaciones-matematicas-para-android/) Uno de figuras geométricas ¿Cuál será la longitud del lado de un cuadrado que esté inscripto en un círculo de radio dos cm.? Y bajo esas condiciones: • ¿Cuál será el perímetro del cuadrado y del círculo? • ¿Cuál será la diferencia entre las áreas de las dos figuras? Representarla gráficamente. Y por último... ¿cambiarían las respuestas anteriores si el cuadrado estuviese circunscripto al círculo? En este problema aparecen varios conceptos que muchos alumnos no recuerdan o desconocen. El objetivo fue que los identificaran y buscaran su significado, por ejemplo, en la Web, cediendo de esa manera la función ejecutiva al entorno (Perkins, 1995). Aquí es donde recobra sentido la actividad matemática que realiza el alumno con y por medio de su entorno (recursos físicos, sociales y simbólicos fuera de la persona), siendo artífice de sus decisiones y ganando así mayor autonomía. Si conseguimos que cada alumno –en la medida de sus posibilidades– vaya dependiendo cada vez menos del docente y vaya confiando cada vez más en sí mismo, habremos dado un paso importante en la tarea de enseñar a aprender. En particular, para este problema, a la mayoría de los estudiantes les costó resolver sus dudas sin recurrir a la docente, a pesar de contar con la posibilidad de acceder a Internet al instante. Como sostiene Perkins (1995), la educación tradicional confiere la función ejecutiva a docentes, lo cual dificulta que los alumnos recobren esa función para aprender a conducir su propio aprendizaje. Observando la situación de bloqueo y frustración ante la falta de comprensión del enunciado del problema, la docente hizo lo que no debía hacer: indicarles a los alumnos cómo llegar a una de las ecuaciones que lo resuelve. Básicamente, les “solucionó” el problema. Ahora ese problema se había transformado en un ejercicio, perdiendo la consigna su potencial matemático asociado a las posibilidades de exploración y de argumentación (Barreiro, Leonian, Marino, Pochulu, y Rodríguez, 2016). LA VIRTUALIDAD El aula virtual\(^4\), implementada como complemento y apoyo de la enseñanza presencial, conformó un espacio para la construcción de nuevos conocimientos a través de diferentes propuestas de comunicación, acceso a información y vinculación de contenidos, reafirmando el desafío de pensar en los aprendizajes más allá de las paredes del aula. Teniendo en cuenta lo afirmado por Cobo (2016) en relación a que el aprendizaje no depende de la tecnología utilizada sino de la forma en que se la adopta y de las condiciones que favorecen su aprovechamiento, se utilizó la estrategia de curación de contenidos para ofrecer a los estudiantes diversos recursos, como aplicaciones para celulares, canales de YouTube, charlas TED, entre otros, que abrieron diferentes caminos para la construcción del conocimiento, dando cuenta de las diversas formas y estilos de aprendizaje. --- \(^4\) https://campus.uner.edu.ar/course/view.php?id=469 Desde cada uno de los recursos y actividades se ofrecieron distintos caminos o recorridos de aprendizaje –a través de la lectura hipertextual y la conexión de contenidos– invitando a que cada estudiante pueda ir construyendo su propio recorrido. Particularmente, la utilización de foros virtuales con diferentes propuestas de exploración y juego, permitió flexibilizar y complementar los tiempos de la presencialidad, buscando promover análisis más profundos, reconstruir de manera crítica lo realizado, y evaluar las habilidades de pensamiento expuestas por cada uno de los estudiantes, a través de la escritura. CONCLUSIONES Como docentes universitarios nos encontramos frente a una incomodidad necesaria, que apela a mejorar la enseñanza y a fortalecer aprendizajes vinculados con los cambios socioculturales, enriqueciendo de esa manera nuestras instituciones educativas y sus puentes con el afuera. Es desde ese lugar que se hizo presente la creatividad en el diseño e implementación de una propuesta tecno-pedagógica que traspasó las paredes del aula y habilitó la capacidad para explorar, experimentar, argumentar y reflexionar desde un enfoque centrado en la resolución de problemas. Esta propuesta tuvo en cuenta las marcas distintivas de los tiempos que corren para generar potencia pedagógica, fomentando la construcción del conocimiento desde una perspectiva constructivista de la educación matemática que sostiene que hacer matemática se debe acercar al modo de trabajo del matemático, quien resuelve problemas haciendo uso de su entorno físico, social y simbólico. TRABAJO FUTURO Como afirma Maggio (2012b), si las tecnologías están profundamente entramadas en los modos como conocemos, creamos, participamos y aprendemos, entonces no debería ser posible concebir propuestas de enseñanza que no realicen este reconocimiento y lo integren a la hora de su creación. Es nuestro deber, como educadores, utilizar las tecnologías para volver a pensar nuestras propuestas de enseñanza, re elaborarlas y re concebirlas. Esta idea supone entender a nuestro entorno, y en particular a las tecnologías, como aliado a la hora de realizar propuestas que permitan otorgar a nuestros alumnos un mayor protagonismo y autonomía, que resitúen el rol del educador como guía y orientador, y que recuperen los modos en que el conocimiento se produce, se modifica, se socializa y se difunde en la sociedad actual. La aplicación de las TIC en el aula de clase, opciones de herramientas didácticas para fortalecer las prácticas de enseñanza ABSTRACT Hoy en día con la globalización y los avances a nivel de tecnología, nuestros niños y jóvenes se dejan llevar por toda esta “ciencia” de lo tecnológico y esto para nosotros como docentes hace que cada día en el aula de clase nos veamos enfrentados al desinterés y desmotivación de nuestros estudiantes frente a los procesos de formación. Por consiguiente, resulta relevante analizar, diseñar e implementar nuevas propuestas que permitan desarrollar materiales, estrategias y ambientes para la enseñanza que integren las Tecnologías de la Información y la Comunicación (TIC) en los procesos educativos, que permitan cambios en los elementos curriculares, específicamente en los procesos de enseñanza, ya que implica modificar, actualizar, ampliar las estrategias y los recursos didácticos. La incorporación de las TIC en las prácticas de enseñanza, ha permitido ver la evolución del proceso educativo, pues hemos pasado de una educación sincrónica, con una comunicación en tiempo real, a través de clases magistrales, con libros, tableros, laboratorios, diapositivas, videos; hasta llegar a una educación asincrónica, sin un contacto directo o presencial, el e-learning, que ha traído la incorporación de la tecnología digital, como plataformas virtuales, software educativos, videojuegos, videoconferencias. Es así que resulta importante capacitar a los docentes para que puedan aplicar las TICS en el aula de clase, que les permita ampliar las herramientas didácticas para fortalecer los procesos de enseñanza, a través del uso de las Nuevas Tecnologías Aplicadas a la Educación (NTAE), los Recursos Educativos Digitales y Abiertos (REA), las tecnologías audiovisuales, las nuevas modalidades de formación como la metodología Blended, los Mooc y la plataforma Coursera, entre otros. En un mundo donde los avances tecnológicos avanzan a pasos agigantados y vemos como día a día van absorbiendo a nuestros niños y jóvenes, nosotros como docentes debemos incorporarlas como ayudas didácticas que nos permitan nuevas formas de acceder, generar y construir conocimiento, flexibilizando el tiempo y el espacio del proceso educativo, a través de una enseñanza activa, participativa y motivadora. El incorporar las TIC como opción de herramientas didácticas para la enseñanza busca motivar al estudiante a aprender, a que desarrolle un aprendizaje autónomo, fortalezca competencias de creatividad, de autoaprendizaje, que pueda acceder a diversos entornos educativos; pero también se requiere por parte de él autodisciplina, manejo de tiempos, que entienda que se amplian las herramientas didácticas para mejorar su aprendizaje en un mundo envuelto por los avances tecnológicos sin dejar de lado su formación integral. Palabras Claves: Ambientes virtuales de enseñanza y aprendizaje, Aprendizaje colaborativo online, Estrategias educativas, Materiales didácticos, Utilización de TIC. INTRODUCCIÓN. Múltiples estudios han revelado la desmotivación, el desinterés y la apatía de las nuevas generaciones frente a los modelos de formación y educación que el sistema tradicional les ha ofrecido. Esto exige a docentes, investigadores, directivos y a toda la sociedad asumir el reto de crear nuevas opciones y ponerse a tono con una nueva realidad. Es necesario desarrollar materiales, estrategias y ambientes para la enseñanza y el aprendizaje que arraiguen, seduzcan y comprometan el espíritu y la voluntad de niños, adolescentes y adultos. Frente a esta perspectiva, el arsenal de recursos que ofrecen las nuevas tecnologías de la información y la comunicación representan una valiosa ayuda. (MEN, 2014) Las Tecnologías de la Información y la Comunicación (TIC) hoy en día se han convertido en una estrategia didáctica muy motivadora para los estudiantes en el proceso de enseñanza, buscando así mejorar su rendimiento académico. Pero no se puede dejar de lado que éstas no garantizan necesariamente aprendizajes comprensivos por parte de los estudiantes (Mugliaroli, Schelegueda, von Staszewski, 2014), deben ser reconocidas como ayudas didácticas empleadas como un medio de apoyo por el docente para facilitar el aprendizaje. Es importante la intervención del docente en diferentes momentos, que permita aclarar el contenido en ellas abordado, así como tener claro, la forma cómo se va a realizar la evaluación de dicho tema. Para la aplicabilidad de las TIC en el aula de clase, es relevante contar con la infraestructura adecuada, en lo concerniente a accesibilidad y conectividad, así como la capacitación a los docentes para el mejor uso. Las TIC no están diseñadas exclusivamente para un sector educativo específico, su aplicabilidad radica en cualquier nivel de formación (inicial, primaria, secundaria, universitaria) o modalidad (educación formal, informal y no formal). Las TIC en el aula de clase Ante el uso de las TIC en el aula de clase existen diferentes interrogantes, como ¿qué beneficios tiene su uso?, ¿cuáles son las implicaciones que trae para el proceso de enseñanza?, ¿qué exige para el docente el poder realizar su diseño, uso y aplicabilidad?, ¿garantizan la comprensión y el aprendizaje en el estudiante?, ¿son cambios que debo realizar en la metodología que empleo en el aula de clase?, ¿si no las aplico, seré un docente que va contra la moda de los avances tecnológicos?, todas y cada una de estas preguntas son guiadas por los procesos de innovación que se enuncian en el sistema educativo, y que muchas veces buscan “mejorar la calidad del proceso de enseñanza”, como lo manifiesta Bartolomé (2004), lo que realmente debe interesarle al docente, es que se cumplan los objetivos de enseñanza, que el estudiante asuma un papel activo en el aprendizaje, que tenga claro qué está aprendiendo, para qué lo está aprendiendo y, sobretodo, por qué es importante eso que está aprendiendo en su vida. Con respecto a lo anterior, el Ministerio de Educación Nacional (MEN, 2014), explica que: Las prácticas docentes deben aprovechar las oportunidades que ofrecen las nuevas tecnologías para tener acceso a información, intercambiarla y modificar el eje del proceso de aprendizaje, del que enseña hacia el que aprende, dando creciente autonomía a los estudiantes. Lo dicho conlleva resolver en los entornos educativos tres tipos de problemas concatenados: 1. **Problemas de equidad:** acceso a tecnologías de comunicación e información disponibles; 2. **Problemas relacionados con los contextos para la definición de los currículos:** tensiones entre los contextos locales y los globales a los que los currículos deben responder; y 3. **Problemas de metodología:** con las nuevas tecnologías se pueden maximizar viejas prácticas centradas en el que enseña, o renovarlas con distintos grados de cambio, dando control creciente al que aprende. De este modo, el maestro debe ser consciente de la posibilidad de innovar su manera de concebir y llevar a cabo los procesos educativos a su cargo; al mismo tiempo, debe tener la oportunidad de llevar a la práctica los cambios que considera deseables. Esto exige que haya instituciones educativas y directivos que tengan sensibilidad a la innovación y que favorezcan repensar las prácticas docentes. Las TIC ponen a disposición de los docentes una amplia gama que se pueden emplear en el aula de clase, las cuales combinan textos, gráficos, sonidos, fotografías, entre las cuales se encuentran: animación en 3D, laboratorios virtuales, simuladores, videojuegos, tecnologías emergentes (mobile learning, apps, Entornos Personales de Aprendizaje –PLE Personal Learning Environment–), redes sociales, blogs, wikis, realidad virtual y aumentada, softwares educativos, videoconferencias, el uso de Feeds (medio de redifusión de contenido web) a través de los edublogs, webblogs, entre otras. Asimismo, se encuentran cursos masivos abiertos para el uso de TIC desde las prácticas docentes, como Mooc y Coursera, permitiendo diversificar las formas de enseñanza para la construcción del conocimiento por parte del estudiante. También, las Universidades están empleando Blended, como metodología que permite disminuir la presencialidad en clases. Con todo se busca es “aprovechar la enorme cantidad de información disponible en internet”. (Adell, 2002) Pero con tanta diversidad en el uso de TIC, es relevante que el estudiante para que las pueda emplear al máximo, desarrolle habilidades tales como estilo de aprendizaje independiente, lecto-escritura, organización del trabajo, autodisciplina, mejorar la capacidad para resolver problemas, potencia el trabajo en equipo; permite que se aumente su motivación, el interés y la creatividad, refuerza el autoestima y genera mayor autonomía en el aprendizaje. (Huertas & Pantoja, 2016) Como lo explica Gros (2000) “utilizar las TICs en forma habitual en las aulas para tareas variadas como escribir, obtener información, experimentar, simular, comunicarse, aprender un idioma, diseñar…todo ello en forma natural, invisible…. va más allá del mero uso instrumental de la herramienta y se sitúa en el propio nivel de innovación del sistema educativo”, lo cual lleva a que el estudiante a través de este engranaje interactivo, desarrolle la curiosidad e imaginación, para profundizar y enriquecer su conocimiento indagando más fuentes de información. Como lo señala el MEN (2014) “se ha establecido que cuando los estudiantes pueden escuchar una descripción verbal simultáneamente con una animación, aprenden más que cuando sólo oyen la descripción o ven la animación. Es bien conocido el supuesto, según el cual, la gente aprende un 10 por ciento de lo que lee, un 20 por ciento de lo que escucha, un 30 por ciento de lo que ve y un 50 por ciento de lo que escucha y ve”. Por parte del docente, implica la selección y uso de la TIC de acuerdo a lo que desea en el proceso de enseñanza con sus estudiantes, dicho proceso de selección exige realizar un análisis pormenorizado de los objetivos y contenidos de formación. Igualmente, al seleccionar la TIC a emplear, también se debe tener claro, la forma cómo se llevará a cabo la evaluación del saber que se espera construir con dicha estrategia, pues se parte de dejar claro por una parte los objetivos de formación y, así mismo, la forma de evaluación, como lo explica Santos Guerra (2013) “lo importante es potenciar las funciones más ricas de la evaluación (diagnóstico, diálogo, comprensión, mejora, aprendizaje, ayuda…) y disminuir las menos deseadas (comparación, discriminación, jerarquización…),” ya que el examinar si la TIC permite cumplir con los objetivos del proceso de enseñanza, será valiosa pues satisface las necesidades del docente y de los estudiantes. En las investigaciones realizadas en torno a la aplicabilidad de las TICs en el aula de clase, se ha encontrado en un alto porcentaje el uso del video educativo, el cual es definido por Bravo (1996), como “aquél que cumple un objetivo didáctico previamente formulado”. Pero éstos son tan diversos que se clasifican de diversas formas, una primera clasificación que se encuentra es la realizada por Cebrián (1987), quien establece cuatro tipos de videos empleados en el aula de clase, los cuales son curriculares, de divulgación cultural, los científico-técnicos y los de educación. La aplicabilidad de las TIC desde la didáctica El sistema educativo colombiano no tiene sistematizado un procedimiento para la formación de los estudiantes y muchas veces el docente trabaja sobre intuiciones de cómo desarrollar las prácticas de enseñanza, las cuales ha ido estructurando en su diario quehacer docente. Lo mismo sucede con la incorporación de las TIC en el aula de clase, no está estructurado su uso, el docente las va incorporando de acuerdo al conocimiento que tiene de las mismas, lo cual hace que se convierta en un facilitador del aprendizaje de los estudiantes, un elemento clave de la acción didáctica, como lo señala Tello & Aguaded (2009). La motivación del docente y su actitud positiva hacia la innovación pedagógica con las TIC, aumentarán a medida que perfeccione su formación instrumental y didáctica (Marqués, 2007), a su vez que las va incorporando en su trabajo cotidiano. Ya que en el trabajo cotidiano de maestros y alumnos se debe promover el desarrollo del pensamiento analítico, creativo y crítico. Es en lo cotidiano de los procesos de enseñanza, en el compromiso que asuman docentes y estudiantes, en la formación que se promueva en el aula donde la institución educativa puede transformarse; ya que es en aula de clase donde se articula la educación, como lo explica Camilloni et al. (1996, p. 70) acerca que las acciones concretas que despliegan profesores y alumnos en los espacios educativos, remiten a su vez a la necesaria articulación entre el discurso didáctico y el discurso pedagógico, cuyo estatuto teórico implica la construcción de una política social y cultural en el campo de la educación, que otorga sentido a la enseñanza. El lograr incorporar las TIC en el trabajo cotidiano de los docentes, conlleva a un cambio de paradigma entre el educar y el enseñar, como lo expresa Mañlo (2001): Educar ya no es conducir, llevar, sino formar, desarrollar. Enseñar ya no es mostrar, sino estimular, promover, provocar, seducir. Aprender ya no es adquirir información, sino construir objetos de conocimiento con herramientas del propio pensamiento. El objetivo primordial de la enseñanza no es la eficiencia en el logro de los objetivos, sino el desarrollo de las habilidades del pensamiento, la observación, la comprensión, el análisis, la síntesis creadora, la solución de problemas y la habilidad de transferencia metodológica. (p. 65) Con base en esto, en las diferentes áreas del conocimiento a los estudiantes se les debe formar con las suficientes habilidades para resolver los problemas que se les presentan, criterio para la toma de decisiones y, algo muy importante y que tal vez se deja de lado, y es la relación con su comunidad. Sin embargo, muchas veces las estrategias de enseñanza no se adecuan a desarrollar estas habilidades, destrezas y criterios, y es en donde podemos complementar dicho proceso a través del uso de las TIC. Al respecto, vale la pena tener en cuenta que la finalidad de la institución educativa no es sólo “transmitir” una serie de conocimientos sino formar personas que sepan cómo resolver una serie de problemas en la sociedad actual, y esto es lo que busca la didáctica, por una parte, suplir las necesidades de los estudiantes y, por otra, indicar el camino que el docente debe seguir para lograr el proceso de formación del educando. Para que el docente pueda llevar a cabo el proceso de enseñanza posee una serie de configuraciones didácticas, las cuales son como el paso a paso a seguir para construir los conocimientos, y estas configuraciones son las que le permiten establecer los principios generales, desentrañar la naturaleza, causas, factores y condiciones para llevar a cabo el proceso educativo y el tratamiento metódico de los contenidos a ser impartidos; para Litwin (1997) la configuración didáctica se refiere a: “la manera particular que despliega el docente para favorecer los procesos de construcción del conocimiento” (p. 97). Éstas deben entrar a hacer parte en el proceso de planeación para el diseño y uso de las TIC. **Las configuraciones didácticas en el diseño y aplicabilidad de las TIC** Las configuraciones didácticas son la expresión de las prácticas en la enseñanza, en las que confluyen no sólo los contextos sino también las construcciones personales de los docentes; este concepto lo explica Litwin (1997) de la siguiente manera: “la configuración didáctica es la manera particular que despliega el docente para favorecer los procesos de construcción del conocimiento” (p. 121); éstas dan muestra del carácter particular de abordaje de un área del conocimiento, en tanto genera formas peculiares de práctica en lo que respecta a la enseñanza y la manera como cada docente la organiza y lleva a cabo reconociéndolas en los contextos institucionales. La configuración didáctica, tanto en lo que respecta al dominio del contenido como a la manera en que el docente implementa la práctica, constituye la expresión de la experticia del docente, a través de una propuesta que no constituye un modelo para ser trasladado como un esquema para la enseñanza de uno u otro contenido. El modo como el docente aborda múltiples temas de su campo disciplinar Camilloni et al. (1996) lo expresa en ocho momentos: 1. Tratamiento de contenidos. 2. Supuestos que maneja respecto del aprendizaje. 3. Utilización de prácticas meta-cognitivas. 4. Vínculos que establece en la clase con las prácticas profesionales involucradas en el campo disciplinar de qué se trata. 5. Estilo de negociación de significados que genera. 6. Relaciones entre la práctica y la teoría que incluyen lo metódico y la particular relación entre el saber y el ignorar. 7. Utilización valorativa del error. 8. Utilización de la ironía o juego dialéctico en las exposiciones de determinados segmentos de la clase que busque especialmente generar contradicciones. Éstas configuraciones son las que se convierten en categorías de análisis de una investigación en didáctica, ya que por medio de ellas se puede analizar aspectos tales como: acciones-actividades didácticas, conocimientos previos, planeación de la clase, procedimientos para el desarrollo de la clase, recursos, relaciones entre asignaturas y su contexto, manejo del error, pregunta como herramienta didáctica; todos estos aspectos que hacen parte de la configuración didáctica que emplea el docente en el proceso de construcción de conocimientos, los cuales deben ser tenidos en cuenta al seleccionar una estrategia didáctica a emplear en el proceso de formación, en este caso particular, para el uso de las TIC. Al analizar las configuraciones didácticas que hacen parte de las estrategias didácticas empleadas por el docente en el aula de clase, permite que la docencia se fundamente en un sistema metodológico que sea coherente con los intereses y necesidades de los estudiantes y el saber que se enseña, con el fin de generar situaciones de aprendizaje formativas y transformadoras en las cuales los estudiantes se comprometan con su estudio y construyan actitudes que les permitan enfrentar los retos en su contexto. CONCLUSIONES Podemos entonces señalar que, en el aula de clase, los estudiantes vienen a aprender y los profesores a enseñar, por lo tanto, se convierte en un escenario interactivo donde surgen diferentes actividades de enseñanza para los estudiantes y el profesor. Las actividades, que son el elemento central del proceso de enseñanza, demuestran una variación amplia entre patrones, estilos y calidad. Los educadores deben reflexionar sobre lo que es el proceso de enseñanza, cómo se realiza, cuáles son los factores y las barreras que le afectan, así como sus implicaciones metodológicas, ya que llevando a cabo esta primera reflexión mejorarán sus prácticas de enseñanza a través del uso de diferentes estrategias innovadoras y motivadoras. Al enseñar se debe reflexionar sobre los métodos, las actividades y los materiales que el docente debe utilizar para ilustrar los conceptos, explicar las nociones, hacer demostraciones a los estudiantes. Esta reflexión le permite al profesor establecer qué es lo enseñable de los contenidos y cuáles son los medios que facilitan a los alumnos la construcción de los conceptos para así lograr la competencia que se persigue. Vale la pena señalar que el proceso de enseñar, desde la didáctica, no se debe entender como el seguir o cumplir rigurosamente un proceso, unas técnicas, unos pasos; ya que también el enseñar lleva consigo un acto social, histórico y cultural; es por eso, que resulta importante las investigaciones educativas que se hacen en torno a cómo se lleva cabo el proceso de enseñanza en el aula de clase, conocer las configuraciones didácticas empleadas por el docente, permitiendo así analizarlas y comprenderlas. No se trata de ofrecer un modelo didáctico ideal ni normativo; por el contrario, el indagar sobre el uso de las TIC como estrategia didáctica empleadas en el aula de clase, tiene la intención de inducir al formador en una reflexión sobre su propia práctica y su forma de concebir el acto educativo en función del contexto y las situaciones particulares que enfrenta en su práctica como profesional de la educación. Es así como el diseño y uso de las TIC, desde que el medio en el cual el docente se desempeña lo permita, se pueden emplear como estrategia didáctica que complementa el quehacer docente, los procedimientos de enseñanza tradicional, conllevando a afianzar el aprendizaje en el estudiante, siendo una estrategia didáctica aplicable a cualquier nivel y modalidad de enseñanza. BIBLIOGRAFÍA Adell, J. (2002). World Wide Web: Un sistema hipermedia distribuido para la docencia universitaria. En Blázquez, F., Cabero, J. y Loscertales, F. (Coord.). (1994). Nuevas tecnologías de la Información y la Comunicación para la Educación. Sevilla: Ediciones Alfar, pp. 114-121. Recuperado de: http://tecnologiaedu.us.es/biblovir/pdf/14.pdf Bartolomé, A. (2004). Blended learning. Conceptos básicos. Revista Pixel. 23. Recuperado de: http://www.sav.us.es/pixelbit/pixelbit/articulos/n23/n23art/art2301.htm Bravo, J. L. (1996). ¿Qué es el videoeducativo?. Madrid: ICE de la Universidad Politécnica. Camilloni, A., Davini, M. C., Edelstein G., Litwin, E., Souto, M. & Barco, S. (1996). Corrientes didácticas contemporáneas. Buenos Aires, Argentina: Paidós. Cebrián, M. (1987). El video educativo. Actas de II Congreso de Tecnología Educativa. Madrid: Sociedad Española de Pedagogía. Gross, B. (2000). El ordenador invisible, hacia la apropiación del ordenador en la enseñanza. Barcelona: Editorial Gedisa. Huertas, A. & Pantoja, A. (2016). Efectos de un programa educativo basado en el uso de las TIC sobre el rendimiento académico y la motivación del alumnado en la asignatura de tecnología de educación secundaria. Educación XXI, 19(2), 229-250, doi: 10.5944/educXX1.14224 Litwin, E. (1997). Configuraciones didácticas, una nueva agenda para la enseñanza superior. Buenos Aires, Argentina: Paidós. Maillo, A. (2001). Enciclopedia de didáctica aplicada. Barcelona, España: Labor. Marqués, P. (2007). 5 claves para una buena integración de las TIC en los centros docentes. Ponencia impartida en la «XXII Semana Monográfica de la Educación» de la Fundación Santillana, 1-6. Recuperado de: http://goo.gl/fXnTM Ministerio de Educación Nacional. (2014). Tecnologías de información y comunicaciones (TIC). Una llave maestra. Bogotá: MEN. Recuperado de: http://www.mineducacion.gov.co/1621/article-87401.html Mugliaroli, S. L., Schelegueda, L. I. & Von Staszewsky, M. (2014). El uso de videos para el aprendizaje en el laboratorio. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación, Artículo 776. Recuperado de: www.oei.es/historico/congreso2014/memoriactei/776.pdf Santos, M. A. (2013). Evaluación educativa: un enfoque práctico de la evaluación de alumnos, profesores, centros educativos y materiales didácticos. España: Magisterio del Río de La Plata. Tello, J. & Aguadej, J. I. (2009). Desarrollo profesional docente ante los nuevos retos de las TIC en los centros educativos. Pixel-Bit. Revista de Medios y Educación, 34, 31-47. Las TIC como mediadoras en el proceso de escritura académica en inglés. Una experiencia innovadora ABSTRACT La enseñanza de la escritura ha sido beneficiada por la incorporación de las nuevas tecnologías. Fundamentalmente, éstas han ampliado las posibilidades de interacción y de colaboración entre los estudiantes y con los docentes. En este trabajo se presenta la experiencia de un taller de enseñanza de escritura académica en inglés dirigido a estudiantes de nivel de posgrado y docentes-investigadores de la Universidad Nacional del Litoral organizado en torno a un “Modelo de enseñanza y aprendizaje integrado” (García Aretio, 2004), en el cual se combina la enseñanza presencial y la virtual. El taller está organizado en cuatro encuentros presenciales y también se desarrolla de manera virtual a través de la plataforma educativa Moodle. En este espacio, los participantes cuentan con recursos que incluyen toda clase de materiales de referencia para completar sus actividades de escritura grupales, las que son entregadas a los docentes por esta vía para su revisión, retroalimentación y posterior reescritura. Este taller se viene llevando adelante con mucho éxito, lo cual se manifiesta en los avances en las producciones escritas de los participantes a medida que avanzan con el proceso de escritura y reescritura de cada una de las partes del artículo científico. INTRODUCCIÓN El idioma inglés se ha desarrollado como una lengua global a raíz de su expansión y diversificación a una velocidad sin precedentes desde mediados del siglo XX como un instrumento de comunicación en las áreas de crecimiento que han ido modificando la vida doméstica y profesional de la sociedad, el cual ha estado en repetidas ocasiones “en el lugar indicado en el momento indicado” (Crystal, 2003: 120). Cada innovación tecnológica trajo nuevas oportunidades lingüísticas y el inglés emergió como el idioma por antonomasia en las industrias, y la terminología para referirse a los nuevos avances científicos y tecnológicos ha impactado directamente sobre el idioma a través de la incorporación de una gran cantidad de palabras a su repertorio léxico (Crystal, 2003). Finalmente, y entre otros eventos, la revolución electrónica también coincidió en tiempo y lugar con el inglés. En la actualidad, es la principal lingua franca de Internet y si bien es difícil predecir el futuro en base al dinamismo de la web, en lo inmediato parece poco probable que deje de jugar un papel fundamental en las autopistas de la información (Crystal, 2003). En conexión con el ámbito educativo, y específicamente en el de la educación superior, la enseñanza de lenguas extranjeras ha cobrado especial relevancia para la inserción de estudiantes y profesionales en el mundo globalizado, ya que necesitan lenguas vehiculares para comunicarse con sus pares del resto del mundo. Tal como lo expresa Crystal (1995), “el inglés se ha desarrollado como lengua internacional, la lengua que los hablantes con lenguas maternas diferentes utilizan para comunicarse entre sí”. Palabras Claves: Escritura académica, TIC, inglés, trabajo colaborativo. A su vez, y muy posiblemente como resultado del crecimiento explosivo de la producción y difusión del conocimiento y del rol del inglés en este proceso, en las instituciones de nivel superior de nuestro país (y de todo el mundo) han cobrado mayor importancia los procesos de alfabetización en el discurso académico-científico escrito en inglés para estudiantes de posgrado e investigadores que quieran publicar en revistas científicas de alto impacto para hacer conocer sus trabajos de investigación a nivel mundial por considerarse la “lengua de la comunicación científica por excelencia en la mayoría de los campos disciplinares” (Swales, 1990: 3). El objetivo de este trabajo es presentar una experiencia exitosa de alfabetización académica en inglés desde la perspectiva de los géneros discursivos desarrollada en el nivel de posgrado integrando la enseñanza presencial con la virtual. MARCO TEÓRICO Las TIC han tenido una enorme influencia en la enseñanza de lenguas extranjeras en las últimas décadas, y también han incidido en la enseñanza de la escritura. Las pedagogías basadas en el uso de las TIC han echado luz en la enseñanza, mejorando las habilidades de escritura de los estudiantes y facilitando la colaboración y la interacción entre ellos tanto dentro como fuera del aula (Hyland, 2003). Más específicamente, las TIC “influyen la escritura de borradores, la edición, la corrección, la estructuración y los procesos de publicación; facilitan la combinación de textos escritos con medios visuales y auditivos; estimulan los procesos de lectura y escritura no lineales; modifican las relaciones entre lectores y escritores; diluyen las distinciones entre el canal escrito y oral tradicional; facilitan la entrada a nuevas comunidades discursivas en línea…” (Hyland, 2003: 144). La escritura siempre implica la aplicación de algún tipo de tecnología al ocuparse de visibilizar el lenguaje a través del cual se produce. Por lo tanto, la escritura es dinámica y está en continua evolución, y cada nueva modalidad de práctica comunicativa requiere nuevas y diferentes habilidades. Si bien las TIC no representan un método de enseñanza en particular, han influido el modo de enseñar y han acercado métodos de enseñanza de la lengua (y de la escritura) alternativos a los tradicionales basados en los postulados de los enfoques socio-cognitivos y en el uso de la lengua para la comunicación (Hyland, 2003). La mediación didáctica del docente en el proceso de aprendizaje de los estudiantes adquiere nuevas dimensiones con la incorporación de las TIC, dando lugar a una mediación didáctica tecnológica. En el caso de las propuestas de educación virtual, la tecnología juega un papel fundamental ya que es la mediadora del proceso educativo (Lopez, 2014), donde lo tecnológico facilita la interacción entre pares y con los docentes (Litwin, 2000). Se hace referencia a un modelo por el cual las funciones propias de los procesos de enseñanza y de aprendizaje son vehiculizadas por medio de las TIC. Su dinámica está asociada al uso de una plataforma tecnológica o campus virtual. En el caso de las propuestas de educación distribuida, se suma a la propuesta de educación virtual la posibilidad de incluir encuentros presenciales entre los actores que intervienen en el proceso educativo. Por último, el concepto de aprendizaje mezclado (blended learning) se relaciona con el anterior, pero se utiliza para las propuestas que combinan la enseñanza presencial con la virtual (García Aretio, 2004). En lugar de “aprendizaje mezclado”, el autor prefiere hablar de la idea de “Modelo de enseñanza y aprendizaje integrados (EAI)”, como una forma de incluir y no ignorar en este concepto la tarea del docente que es quien diseña y desarrolla el proceso de enseñanza (García Aretio, 2004). Los aportes de las TIC en la enseñanza de la escritura se reflejan en la interacción docente-estudiante y entre pares, tal como se evidencia en el uso de los procesadores de texto que han beneficiado tanto a los estudiantes en el proceso de construcción de sus escritos como a los docentes en la retroalimentación y seguimiento del mismo. Para ello, los procesadores de texto son efectivos, ya que se pueden diseñar tareas de escritura asincrónica donde los estudiantes producen escritos en cooperación con sus pares y luego se comparten vía e-mail o algún otro tipo de herramienta de comunicación. Sin embargo, la escritura colaborativa sólo alcanza su máximo potencial cuando se realizan las tareas mediante documentos de edición compartida, la cual permite la escritura sincrónica, posibilitando la interacción y la comunicación de todos los participantes en tiempo real y la co-construcción de los textos. Por ejemplo, se puede crear una wiki educativa, un blog, o utilizar GoogleDocs. Este tipo de trabajo colaborativo permite a los estudiantes apreciar las intervenciones de sus pares durante el proceso de construcción, en lugar de recibir comentarios sobre los productos escritos finales (Hyland, 2000). La escritura académico-científica es un claro ejemplo de escritura cooperativa (no necesariamente colaborativa) realizada de manera colectiva por grupos de investigadores y científicos que suelen difundir sus trabajos científicos, principalmente a través del artículo científico (o paper), incluyendo a todos los que participan en el proceso de investigación. Su importancia radica en que la producción científica se realiza y se mide principalmente a través de la producción escrita de los investigadores, es decir, de sus publicaciones en revistas científicas. En este sentido, el lenguaje escrito es “el medio preferente mediante el cual se crea, fija y transmite el conocimiento disciplinar” (Parodi, 2008) a través de los géneros discursivos académicos. Desde la perspectiva de las teorías de género modernas, los géneros discursivos son considerados como algo más que textos, como una actividad sociolingüística realizada por los miembros de una comunidad discursiva para la realización de propósitos comunicativos específicos. La aplicación pedagógica del enfoque de género ha superado a otros enfoques utilizados en la enseñanza de la escritura ya que prioriza la función comunicativa de la escritura. Swales y Feak (2009) proponen un ciclo de escritura denominado “The Four-A wheel” (Analysis, Awareness, Acquisition, Achievement – Análisis, Toma de conciencia, Adquisición, Logro), el cual refleja también las etapas para la enseñanza de géneros propuestas por Jim Martin (1993) en su “wheel model”. Ambos modelos intentan ayudar a los alumnos a ganar acceso a sus respectivas comunidades discursivas gradualmente a partir de la toma de conciencia de las funciones y de las convenciones lingüísticas de sus géneros y favorece la aplicación de reglas y convenciones predefinidas al análisis de los textos a través de la identificación de correlaciones forma-función convencionalizadas de los géneros individuales. **Desarrollo** La experiencia que aquí compartimos es de un taller ofrecido desde el año 2016 a los estudiantes de carreras de posgrado y docentes-investigadores de la Universidad Nacional del Litoral (UNL) por la Secretaría de Ciencia y Técnica de nuestra universidad. Su objetivo es contribuir con el desarrollo y mejora de la expresión escrita en el discurso académico-científico de los estudiantes y docentes-investigadores interesados en publicar sus trabajos científicos en revistas internacionales escritas en inglés. El taller se organiza en cuatro clases de carácter teórico-práctico de cuatro horas dictadas de manera presencial y desarrolladas también en nuestro espacio en la plataforma virtual Moodle: IAW (Introduction to Academic Writing – Introducción a la escritura académica). Es decir que se basa en el “Modelo de enseñanza y aprendizaje integrados (EAI)” propuesto por García Aretio (2004), donde se combina la enseñanza presencial y la virtual. En el primer encuentro se presentan consideraciones generales de la escritura académica y el artículo científico con todas sus partes y se comienza con el análisis de la sección de métodos a partir de modelos presentados por los docentes y de ejemplos provistos por los participantes de sus respectivas áreas disciplinares. Se realiza una práctica de los elementos léxico-gramaticales más salientes para luego (y fuera de la clase presencial) continuar con las actividades de escritura grupales a entregar a través del entorno virtual. En el segundo encuentro se hace lo propio con la sección Resultados y Discusión; en el tercer encuentro, con la sección Introducción, y en el último encuentro con el abstract. Las actividades de escritura de los participantes son realizadas con procesadores de texto (Microsoft Word, principalmente) y se suben al espacio alojado en el entorno virtual como “tareas” en cada una de las clases. Estas actividades se realizan de manera grupal con compañeros o colegas del mismo área disciplinar o afín en un proceso de negociación y construcción conjunta entre pares y con la asistencia del docente. Las mismas constituyen actividades de aprendizaje y evaluación ya que para aprobar el taller los alumnos deben completar la escritura de cada una de las secciones de un paper. Cabe señalar que, para la realización de estas actividades, los alumnos cuentan en el espacio virtual con recursos que sirven de apoyo en el proceso de escritura y cuyo uso apropiado resulta muy productivo. Estos recursos incluyen materiales de referencia tales como diccionarios electrónicos (monolingües y bilingües), tesauros, correctores de ortografía, gramáticas de consulta, glosarios, bancos de palabras y frases académicas, diccionarios de unidades fraseológicas, sitios de concordancia, manuales de escritura, sitios de laboratorios de escritura de otras universidades y MOOCS de escritura académica. A medida que los participantes van entregando las actividades, los docentes van realizando devoluciones (feedback) con sugerencias, comentarios, observaciones, indicaciones que sirven de retroalimentación y sobre la base de los cuales los participantes reescriben sus versiones originales y las reenvían las veces que sea necesario hasta llegar al logro de calidad deseado. A través de esta sucesión de actividades de reescritura por parte de los participantes y de devoluciones por parte del docente intentamos atribuir sentido y emitir un juicio de valor sobre la naturaleza del proceso de escritura. Considerando que las situaciones evaluativas tienen que ser útiles para hacer progresar la acción de los estudiantes, nuestras devoluciones intentan reorientar y propiciar la mejora en este proceso a través de la retroalimentación y de la comunicación de los avances. Por lo tanto, se trata de una evaluación de carácter formativo y a su vez, continua ya que tiene lugar durante el proceso de enseñanza y aprendizaje, e incluso continúa luego de finalizados los encuentros presenciales del taller ya que los participantes y los docentes quedan en contacto a través del entorno virtual hasta culminar con las entregas de todas las actividades de escritura. CONCLUSIONES El taller de escritura académica en inglés se viene realizando con mucho éxito ya que las producciones de los participantes van mejorando a lo largo del proceso de escritura y reescritura gracias al carácter explicativo de los modelos pedagógicos adoptados y al apoyo de las nuevas tecnologías que facilitan y optimizan el proceso de construcción de los textos, posibilitando la interacción entre los participantes y con los docentes fuera de los encuentros presenciales durante el taller y se extiende una vez que finalizan estos encuentros. Teniendo en cuenta que los destinatarios son adultos con compromisos laborales y pocas posibilidades de “desplazarse a una hora concreta a un lugar concreto” (Gros, Borges y Sancho en Gros, 2011: 29), consideramos que la modalidad adoptada permite una mayor flexibilidad de espacio y tiempo de aprendizaje. A su vez, las nuevas tecnologías nos permiten poner a disposición de los participantes una cantidad de material que puede ser recuperado y consultado tantas veces como sea deseable para la escritura de sus futuras producciones. TRABAJO FUTURO Nuestro propósito para futuras ediciones de este taller es implementar el uso de documentos colaborativos para las distintas actividades de escritura, de modo tal de apreciar no sólo el producto final de las versiones sucesivas de las distintas partes del paper, sino también las interacciones, negociaciones y co-construcción de los textos a través de recursos tecnológicos de colaboración que permitan el trabajo sobre documentos en espacios especialmente diseñados para la construcción colectiva a partir de los intercambios que se generan al interior de cada uno de los grupos. En las propuestas de corte colaborativo los estudiantes alcanzan sus objetivos de aprendizaje sólo en la medida que en los demás también lo hacen, y se benefician mutuamente del intercambio generado, no sólo porque comparten la carga cognitiva de ciertas tareas complejas, sino porque el trabajo conjunto permite la construcción de conocimiento y comprensiones comunes y la ampliación de las miradas, informaciones y experiencias de cada uno. Crystal, D. (1995). Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press. Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press. García Areito, L. (2004). Blended Learning: ¿enseñanza y aprendizaje integrados?, en Boletín Electrónico de Noticias de Educación a Distancia (BENED), disponible en: http://www.uned.es/catedraunesco-cad/boletin.html Gros, B., Borges, F y Sancho, T. (2011). El aprendizaje en un entorno virtual y su protagonista, el estudiante virtual. En B. Gros (Ed.), Evolución y retos de la educación virtual construyendo el elearning del siglo XXI. Barcelona: UOC. Hyland, K. (2000). Speaking as an insider: promotion and credibility in abstracts, Chapter 4: Disciplinary Discourses: Social Interactions in Academic Writing. London: Longman. Hyland, K. (2003). Second Language Writing. New York: Cambridge University Press. Litwin, E. (2000). De las tradiciones a la virtualidad. En: La educación a distancia. Temas para el debate en una nueva agenda educativa. Buenos Aires, Argentina: Amorrortu. López, S. (2014). Estrategias de enseñanza: Hacia la narrativa digital transmedia en el aula. UNED, Buenos Aires, Argentina. Martin, J. R. (1993). ‘A contextual theory of language’ in B. Cope and M. Kalantzis (eds.). The Powers of Literacy: A Genre Approach to Teaching Writing. London: Falmer Press. Parodi, Giovanni. (2008). Géneros académicos y géneros profesionales: Accesos discursivos para saber y hacer. Valparaíso: Ediciones Universitarias de Valparaíso. Swales, J. M. (1990). Genre Analysis. English in Academic and Research settings. Cambridge: Cambridge University Press. Swales, J. M. & Feak, C.B. (2009). Abstracts and the Writing of Abstracts. Ann Arbor: The University of Michigan Press. Percepciones de estudiantes y docentes sobre una experiencia de Aula Invertida en la asignatura Inglés Técnico en la Universidad Nacional de San Luis ABSTRACT Las nuevas tecnologías de la información y la comunicación juegan un rol protagónico en la cultura posmoderna, generando, entre otras cosas, nuevas tendencias epistemológicas que conllevan la necesidad de reformular las propuestas didácticas a fin de que se adapten a las características de los estudiantes de hoy. Un modelo pedagógico que se encuentra en auge en la actualidad por su potencial para motivar a los estudiantes y generar aprendizajes significativos es el Aula Invertida. Este modelo consiste básicamente en invertir los pasos de la clase tradicional de modo que el estudiante tenga acceso a través de medios tecnológicos a material de estudio previo a la clase a fin de que el tiempo en la instancia presencial sea destinado a la práctica intensiva de los contenidos dados para su mejor asimilación e internalización. El objetivo del presente trabajo es presentar las percepciones de un grupo de alumnos y docentes involucrados en una experiencia educativa en la que se aplicó el modelo pedagógico denominado Aula Invertida para enseñar lectocomprepción en el idioma Inglés en la Universidad Nacional de San Luis. INTRODUCCIÓN Constantes son los esfuerzos por los docentes comprometidos con su profesión por lograr el involucramiento de los estudiantes en el proceso de aprendizaje a través de prácticas pedagógicas que fomenten la participación y el desarrollo de habilidades que trasciendan su paso por las aulas. En los últimos 15 años se ha podido hacer uso del aporte de las Tecnologías de la Información y la Comunicación (TIC) a tal fin, más allá de los debates que se suscitaron en torno a su incorporación en el ámbito educativo. Afortunadamente ya no está en duda el potencial aporte de las TIC en la educación sino que más bien el foco está puesto en las maneras en las que se implementan a fin de hacer del acto educativo un paso trascendente en la experiencia escolar. Llevar las tecnologías al aula es responsabilidad del docente, lo que implica no solo diseñar buenas propuestas sino también hacer un trabajo de tutoría que dé cuenta de la experticia del docente en los ámbitos tecnológicos, pedagógicos, didácticos y disciplinares. El Área de Idiomas de la Facultad de Ingeniería y Ciencias Agropecuarias (FICA) de la Universidad Nacional de San Luis (UNSL) entrena a los alumnos de ingeniería en la lectocomprepción en inglés. Si bien en la actualidad utilizamos métodos inductivos de enseñanza con el objetivo de que el alumno desarrolle la habilidad o capacidad de leer comprensivamente textos de su especialidad en inglés, el modelo sigue siendo tradicional y el desarrollo de los temas teóricos como prácticos se realiza en la clase. De este modo, se lleva adelante un “único” ritmo de procesamiento de información y desarrollo de la capacidad lectora. Dominguez, María Belén. Laurenti, Laura Lucía. Facultad de Ingeniería y Ciencias Agropecuarias. Universidad Nacional de San Luis. E-mail: email@example.com firstname.lastname@example.org Palabras Claves: Aula Invertida, percepciones de alumnos, percepciones de docentes, lectocomprepción en inglés, educación superior. por parte del alumno. Por tanto, en la actualidad, se destina el crédito horario de la clase para trabajar tanto procesos cognitivos inferiores como superiores. Además, lamentablemente, se ha evidenciado a lo largo de estos años una falta de compromiso por parte de los estudiantes de realizar tarea para el hogar en inglés, posiblemente por ser una materia que no es central y a veces no curricular en sus planes de estudio. En la búsqueda de nuevas formas de revertir esta situación e involucrar a los alumnos en su propio proceso de aprendizaje, y partiendo de una base tecnopedagógica en nuestras prácticas docentes es que asumimos el desafío de llevar a nuestras aulas el modelo pedagógico denominado Aula Invertida. En este trabajo nos proponemos presentar las percepciones de los estudiantes y docentes involucrados en una experiencia áulica en la que se aplicó el modelo de Aula Invertida y reportar algunas conclusiones derivadas de las mismas. MARCO TEÓRICO Muchos académicos han sentido el deseo de impulsar cambios en la manera en que se imparten las clases, siendo la clase magistral, en muchos casos, la manera tradicional de llevar a cabo esta tarea y una de las más controvertidas por los docentes que ven en esta modalidad una centralidad en el profesor que se contrapone con modelos de tipo constructivistas que ponen en el centro al aprendiz como hacedor de su trayecto formativo. Lage, Platt y Treglia (2000) fueron los primeros en usar el término aula invertida (inverted classroom en inglés) para referirse a la metodología de enseñanza que invirtió los pasos de la clase tradicional: teoría en clase presencial y práctica como tarea para la casa. Bishop y Verleger (2013) agregan a esta noción el componente tecnológico definiendo a esta metodología como “una técnica educativa que consiste de dos partes: actividades de aprendizaje grupal e interactivas dentro del aula e instrucción directa individual basada en la computadora fuera del aula” (p. 5). A su vez, autores como Evsceva y Solozhenko (2015) y Talbert (2012, 2014) hacen foco en el uso de las tecnologías como herramienta vital para que el aprendizaje mediante el modelo invertido sea eficaz. Estos autores destacan la posibilidad que ofrecen estos recursos tecnológicos en la autonomía en el proceso y en la posibilidad de trabajar cada estudiante a su ritmo. Así, el modelo de aula invertida se diferencia de otros modelos en que hace “uso de tecnología multimedia (video, conferencias, presentaciones) para acceder al material de apoyo fuera del aula, lo cual lo clasifica dentro de los modelos mediados por tecnología” (Martínez Olvera, Esquivel Gámez y Martínez Castillo, 2015, p. 139). Si bien el concepto de invertir el aula es instaurado por Lage, Platt y Treglia en el 2000, éste empieza a popularizarse en Estados Unidos con los catedráticos Jonathan Bergmann y Aaron Sams a partir del 2012 con la implementación de un modelo de aula invertida (flipped classroom en inglés) en sus clases de Química. Definen al aula invertida como un modelo pedagógico en el que el material de un curso se invierte (Bergmann y Sams, 2012). Estos docentes con filiación en la Universidad de Colorado (EEUU) quisieron cubrir la necesidad que tenían varios estudiantes que no podían asistir a clases proveyéndoles de videos y podcasts que difundían mediante Internet, permitiéndoles no desvincularse de los contenidos. Los videos de Bergman y Sams comenzaron a viralizarse. La fórmula del éxito de sus clases era básicamente invertir el aula en términos de qué es lo que se hace en clase y qué es lo que se hace fuera de clase con ayuda de la tecnología. Fundamentalmente esta inversión pone a disposición los recursos tecnológicos como sustento de las clases y en base a ese material dispuesto en línea los estudiantes asisten a clase con conocimiento previo, listos para realizar tareas, ejercicios prácticos, es decir, lo que usualmente se les era asignado como deberes o tarea para la casa. El modelo de aula invertida constituye una práctica pedagógica que centra a los estudiantes en el proceso de aprendizaje al promover su participación activa tanto dentro como fuera de la clase, favoreciendo el desarrollo de su autonomía y la interacción en la instancia presencial. Invertir la clase permite que los alumnos reciban “una educación personalizada, diseñada a la medida de sus necesidades individuales” (Bergmann y Sams, 2014, p. 19). METODOLOGÍA En el presente trabajo se presentan las percepciones de los estudiantes y las docentes involucrados en una experiencia áulica en la que se utilizó el modelo pedagógico llamado Aula Invertida. Esta experiencia se implementó en el primer cuatrimestre del año 2016 y fue una primera aproximación a este modelo. Cincuenta y dos alumnos de las carreras de ingeniería de la Facultad de Ingeniería y Ciencias Agropecuarias formaron parte del grupo de Inglés Técnico. La propuesta tuvo básicamente que ver con la creación y redistribución de los recursos y actividades de modo que se aprovecharan las ventajas del modelo aula invertida a la vez que se impulsaba el desarrollo de los procesos cognitivos del nivel superior e inferior. Esta propuesta implicó una mayor responsabilidad y mayor cantidad de horas de autoestudio por parte de los alumnos, ya que tanto el trabajo propuesto para “la casa” como para la clase eran sumamente importantes y necesarios. Del mismo modo, involucró horas extra de trabajo por parte de las docentes para reorganizar materiales existentes y planificar, diseñar y crear nuevos recursos educativos con TIC. El modelo de Aula Invertida se aplicó en dos instancias durante la cursada, para enseñar dos temas específicos del programa de Inglés Técnico. La asignatura se dicta presencialmente, dura un cuatrimestre y tiene un crédito horario de 6 horas semanales, distribuidas en dos clases de tres horas cada una. El objetivo de Inglés Técnico es que los alumnos desarrollen la habilidad lectora y de traducción de textos técnicos en inglés. Tal como se prevé en el modelo, cada una de las dos instancias constó de dos partes. La primera consistió en el trabajo autónomo de los alumnos fuera de la clase en la que debían realizar determinadas actividades del manual de clase y mirar un video tutorial obligatorio. En este material se desarrollaban estrategias de lectura y traducción de textos que contenían una estructura gramatical nueva para los alumnos. El manual de clase tiene la característica de constituirse como guía que permite el trabajo autónomo, presentando un tema gramatical particular en contexto, mediante la elicitation hasta llegar a la sistematización gramatical, lo cual se logra a través de actividades prácticas. El video tutorial fue confeccionado por las docentes de la asignatura, fue subido a YouTube y enlazado al grupo de Facebook de la cátedra. Se sugirieron, además, otros videos seleccionados de internet que servían para expandir el tema a tratar. La segunda parte consistió del trabajo llevado a cabo en la clase presencial. En esta se destacan 3 etapas diferenciadas entre sí. Durante la primera hora de clase los alumnos debían realizar un trabajo práctico obligatorio que constaba de dos partes: responder una mini encuesta y realizar una tarea muy breve. Esta encuesta constó de 5 preguntas que apuntaron principalmente a conocer la percepción de los alumnos sobre el conocimiento teórico del tema gramatical nuevo. La tarea consistió en traducir oraciones que incluían esta estructura gramatical, puntualmente voz pasiva en presente, en la primera oportunidad, y verbos modales en voz pasiva y activa, en la segunda. Durante la segunda hora de clase los alumnos trabajaron, en pares, con la parte práctica del manual de clase, sin demasiada intervención del docente. El objetivo de esta etapa era que los alumnos pudieran volcar lo comprendido a la práctica de lectura y traducción. Esto implicó darles un tiempo de reflexión y la oportunidad de aplicar el tema gramatical a la práctica de comprensión lectora y traducción, es decir, integrándolo con lo aprendido anteriormente. La tercera y última hora de clase se destinó a la puesta en común de lo realizado, a la retroalimentación grupal con toda la clase y a la resistematización del tema nuevo a fin de disipar cualquier duda que pudiera haber quedado. Finalmente, terminada la clase presencial, los alumnos debían contestar una encuesta realizada en un formulario de Google y subida al grupo de Facebook de la clase. Esta encuesta constó de 7 preguntas y el propósito principal fue conocer las opiniones de los alumnos sobre la experiencia. Debido a que se trató de dos experiencias, se utilizó la misma encuesta para ambas. Las respuestas a esta encuesta constituyen la herramienta de recolección de datos sobre las percepciones de los alumnos, foco del presente trabajo. Se consideraron para este estudio las respuestas de los 42 alumnos que participaron en todas las instancias de la experiencia. Las opiniones docentes se recolectaron de la docente que hizo los videos, la docente que implementó la experiencia y de la que ofició de observadora de la experiencia. En relación a las opiniones de las docentes las mismas debían escribir sus percepciones de las experiencias de clase invertida en un cuaderno al finalizar cada una teniendo como base las siguientes pautas: 1) participación de los estudiantes, 2) rol del docente y 3) impacto de esta metodología en el aprendizaje de la nueva estructura gramatical. En el siguiente apartado se compartirán los principales resultados y la interpretación de los mismos. RESULTADOS Percepciones de los alumnos Las encuestas se realizaron al finalizar cada experiencia. Los resultados de ambas arrojaron opiniones muy positivas. La primera pregunta indagó acerca de cómo les resultó la experiencia de clase invertida. Si bien esta pregunta fue de tipo abierta, las respuestas fueron similares y pueden categorizarse en bueno, muy bueno, interesante, excelente y complicado. En el siguiente gráfico se muestran, en porcentajes, las respuestas de ambas encuestas. Como se observa, la mayoría la calificó como bueno. Entre los comentarios que agregaron, todos positivos, se destacan aquellos que hacen referencia a que el modelo los ayuda a esforzarse más, a ser más responsables y a comprometerse en mayor grado con su aprendizaje. Indudablemente, las respuestas a esta pregunta resultan más que alentadoras para el equipo docente ya que no hubo comentarios negativos o desalentadores. Las preguntas 2, 3 y 4 apuntaron a conocer su percepción sobre el grado de compromiso con la experiencia así como sobre su aprendizaje. La segunda pregunta apuntó a saber si habían consultado material extra además del obligatorio. Cómo era de esperar, la gran mayoría (66% en la primera encuesta y 90% en la segunda) expresó haber visto sólo el material obligatorio aunque unos pocos (33% y 9%) dijeron haber consultado material extra. El poco compromiso que, en general, demuestran muchos de nuestros alumnos actuales por su aprendizaje hace predecible el hecho de que sólo se abocarían a realizar lo obligatorio. De todos modos, ningún alumno expresó no haber visto el material, lo cual rescatamos como muy positivo. En las preguntas 3 y 4 se preguntó cuánto habían comprendido del tema antes de la clase presencial y si luego de la clase presencial se habían disipado las dudas que pudieran haberles quedado. Aunque un número importante de alumnos expresó haber entendido el tema antes de la clase presencial, la mayoría reconoció que se habían quedado con dudas. Afortunadamente, la mayoría expresó que luego de la clase presencial, éstas se habían resuelto por completo. Estos resultados dan cuenta de la importancia de aplicar el modelo haciendo igual énfasis tanto en la etapa de trabajo autónomo previo a la clase presencial así como en la clase presencial. Es lógico que los alumnos puedan quedarse con dudas en la etapa de trabajo previo a la clase, ya que el modelo no estaría aplicado en su totalidad. Es decir, el modelo de clase invertida prevé ambas etapas como indispensables para alcanzar el resultado deseado. Que los alumnos se hayan quedado con dudas previo al trabajo en clase es un resultado esperable, pero que ellos hayan aclarado todas sus dudas al finalizar la segunda etapa de la experiencia, es decir, luego de la clase presencial, es un resultado más que alentador para nuestro equipo docente ya que daría cuenta del éxito de la aplicación del modelo. En la pregunta 5 se indagó acerca de su opinión sobre las ventajas del modelo y la medida en la que este favorece su aprendizaje y genera mayor compromiso de su parte. Todas las respuestas fueron positivas. Los alumnos expresaron que si favorece el aprendizaje y, entre las razones que se destacan, se encuentran que genera más compromiso y responsabilidad porque les demanda mayor esfuerzo, es más cómodo y práctico manejar sus propios tiempos y favorece su autonomía. Como ventaja de la utilización de videos, destacaron que estos permiten rever el material las veces que necesiten y lo pueden acceder rápidamente. Otra ventaja del modelo tiene que ver con lo indagado en la pregunta 6. En este caso nos interesó saber si ellos consideraban que el haber trabajado en la casa antes de asistir a la clase les había permitido participar mejor en la clase y resolver sus dudas. En ambas encuestas, todos excepto 3 alumnos, respondieron afirmativamente. Finalmente, en la última pregunta se invitó a los alumnos a expresar cualquier comentario al respecto que ellos consideraran pertinente. Cinco alumnos respondieron en la primera encuesta y once en la segunda. Sus comentarios fueron también positivos; incluyeron aspectos que ya habían mencionado en respuestas anteriores, destacando la ventaja del modelo como favorecedor de su aprendizaje en tanto generador de mayor compromiso y responsabilidad y la ventaja del uso de videos tutoriales en cuanto a la posibilidad que ofrecen de accederlos fácilmente y cuantas veces cada uno desee. Percepciones de las docentes De la lectura de los reportes de las docentes se pueden desprender los siguientes resultados. En relación al ítem 1) participación de los estudiantes, las docentes destacaron que hubo mayor participación que la que percibían en las clases no invertidas, principalmente cuando los estudiantes hacían alusión a los videos vistos mencionando ejemplos o frases que recordaban para ejemplificar lo que la docente a cargo planteaba/ intentaba sistematizar. Las docentes hicieron hincapié en el mayor involucramiento y motivación que los alumnos demostraron respecto a las clases tradicionales. En relación al punto 2) rol del docente, las notas ponen en relieve el rol de guía de la profesora a cargo de la experiencia, la cual implementó una dinámica dialógica desde el comienzo de la clase. Si bien la profesora al finalizar cada experiencia realizaba una resistematzación de los contenidos vistos no lo hacía desde un rol central sino apelando al conocimiento previo de los estudiantes quienes con sus respuestas a sus interrogantes completaban las reglas gramaticales que se trabajaban y los ejercicios de comprensión y traducción que ofrecía el material de clase. La trama comunicativa docente-estudiantes es un aspecto que las docentes resaltan como fundamental para que la experiencia sea significativa. La flexibilidad y la capacidad crítica del docente a la hora de liderar un debate que apuntara a desarrollar las habilidades cognitivas de los estudiantes de nivel superior tales como crear, evaluar y analizar constituyó otro aspecto fundamental para el éxito de la aplicación del modelo. Con respecto al punto 3) impacto de esta metodología en el aprendizaje de los temas gramaticales específicos, las docentes hacen explícito el potencial que tiene este enfoque centrado en el alumno en el desarrollo de la autonomía del mismo. Al poder observar de manera directa la mayor participación de los mismos y la verbalización de los estudiantes sobre los contenidos trabajados fuera de la presencialidad, se pudo rescatar el valor de la inversión y su impacto en propiciar el andamiaje de contenidos válidos para poder internalizarlos en otras instancias de trabajo presencial. CONCLUSIONES De la experiencia realizada se desprenden reflexiones muy alentadoras. La implementación del modelo de aula invertida implicó resignificar los roles de los alumnos y docentes involucrados, centrándolos al alumno en su propio proceso de aprendizaje, y ubicando al docente como facilitador del mismo. El compromiso, responsabilidad y participación activa asumida por los estudiantes fue reportado por los mismos protagonistas, estudiantes y docentes. Las percepciones de los estudiantes sobre la experiencia nos han resultado muy alentadoras. Ellos reconocieron los beneficios de la aplicación del modelo, aún a pesar de las dificultades que algunos parecen haber experimentado en las primeras etapas de cada instancia de la experiencia. Desde el punto de vista pedagógico, si bien con este estudio no es factible atribuir el aprendizaje de los temas abordados con el modelo de aula invertida totalmente a este modelo, consideramos que grandes fueron los beneficios obtenidos. En un contexto en donde habitualmente observamos alumnos desmotivados y poco interesados, resultó más que positivo el cambio de actitud que demostraron, así como la comprensión de los temas gramaticales en cuestión. En esta ocasión, hemos llevado a cabo una experiencia muy limitada dentro de la cursada completa de la asignatura. Sin embargo, el modelo del aula invertida resulta prometedor en tanto permite extender los límites del aula, lo que genera un mayor involucramiento y compromiso del alumno quien enriquece su aprendizaje mientras desarrolla su autonomía. TRABAJO FUTURO La flexibilidad y el gran potencial de este modelo permiten adaptarlo de diversas maneras según las necesidades e intereses, por lo que podemos avizorar nuevas y más ricas experiencias. A partir de la experiencia compartida y, luego de una puesta en común con las docentes que la llevaron a cabo, coincidimos en diseñar e implementar una nueva propuesta de índole más abarcativa en cuanto a los contenidos abordados con este modelo. Pensamos que sería interesante, además, incluir un espacio virtual de comunicación para poder intercambiar opiniones durante la instancia no presencial. Crear un espacio de contacto ubicuo con los alumnos, quizás sería una manera de disminuir la ansiedad de aquellos alumnos que se sienten incapaces de realizar la revisión del material de clases solos o para aquellos que puedan llegar a tener inconvenientes con lo tecnológico. Añadir un espacio de debate durante la experiencia podría redundar beneficioso también para el profesor quien podría leer la consulta de sus alumnos y poder adelantarse a las mismas al momento del encuentro presencial. BIBLIOGRAFÍA Bergmann, J. y Sams, A. (2012). *Flip Your Classroom: Reach Every Student in Every Class Every Day*. Arlington: IST. Bergmann, J. y Sams, A. (2014). *Dale la Vuelta a tu Clase*. España: ISTE. Bishop, J. y Verleger, M. (2013). The Flipped Classroom: A Survey of the Research. American Society for Engineering Education. Evseeva, A. y Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences 206 (2015) 205 – 209. Martínez Olvera, W., Esquivel Gámez, I. y Martínez Castillo, J. (2015). Acercamiento Teórico-Práctico al modelo de Aprendizaje Invertido. Research Gate. Septiembre 2015. doi: 10.13140/RG.2.1.2653.6087 Lage, M., Platt, G., y Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. Talbert, R. (2012). Inverted Classroom. Colleagues: 9 (1) Article 7. Extraído de: http://scholarworks.gvsu.edu/colleagues/vol9/iss1/7 Talbert, R. (2014). Inverting the Linear Algebra Classroom, PRIMUS, 24:5, 361-374. doi: 10.1080/10511970.2014.883457 Perfil del estudiante y nivel de construcción del conocimiento en intervenciones en foros. Reflexiones en torno a un taller virtual de tesis en el posgrado ABSTRACT En esta presentación, proponemos analizar las formas de construcción del conocimiento en series de intervenciones que estudiantes con diferentes perfiles comparten en foros generados para el intercambio grupal en el marco de un taller totalmente virtual orientado al desarrollo de estrategias para la escritura en posgrado. Los perfiles, identificados como de categoría inferior, intermedia o superior, fueron obtenidos mediante varios instrumentos (e.g. test de cloze, inventario de escritura académica, cuestionario sobre concepciones de investigación). El análisis muestra que los alumnos del mismo perfil tienden a elaborar similares tipos de intervenciones. También hemos notado que los estudiantes con perfil correspondiente a la categoría inferior mejoran levemente su desempeño en la resolución de las consignas propuestas en los foros. Por otra parte, los alumnos cuyos perfiles corresponden a nivel intermedio o superior muestran en muchos casos mejores desempeños en sus intervenciones cuando estas dialogan con aportes previos de los pares. Los hallazgos permiten concluir que el entorno virtual facilita el compromiso del alumno con una suerte de meta-reflexión sobre las intervenciones del grupo y las propias que puede activar el aprendizaje constructivo. INTRODUCCIÓN En distintos niveles educativos las tecnologías digitales e interactivas han mostrado ser un aporte relevante para el proceso grupal de escritura, incluyendo las instancias de planificación, reflexión y revisión (e.g. Alvarez y Bassa, 2013; Passig y Schwartz, 2007). A nivel de posgrado, particularmente, se han comenzado a desarrollar investigaciones en torno a seminarios y/o grupos de intercambio orientados a la escritura de tesis en modalidades híbridas o virtuales (Alvarez y Difabio de Anglat, 2017; Difabio de Anglat y Heredia, 2013; Kozar y Lum, 2013). Estos estudios, en consonancia con lo comprobado en instancias de formación presencial (Colombo 2013; Ferguson, 2009; Maher et al., 2008), estarían mostrando que el asesoramiento colaborativo entre estudiantes, y entre estudiantes y supervisores, resulta fundamental para la formación en escritura de tesis. Así, a partir de un esquema pedagógico “horizontal” basado en el trabajo entre pares (Boud y Lee, 2005), asesorado en muchos casos por la voz de expertos en el área, sería posible abordar y profundizar las diferentes dimensiones (experienciales, epistemológicas y textuales) que están involucradas en la elaboración de la tesis. En las bases bibliográficas (e.g. EBSCO, GOOGLE Académico), sin embargo, no hemos registrado estudios que se interroguen acerca de la trayectoria que cada estudiante desarrolla en el marco de instancias de formación grupal en enseñanza virtual de la escritura de tesis de posgrado. Para abordar este aspecto aún no estudiado, en esta ponencia proponemos analizar series de intervenciones de diferentes estudiantes en foros generados para el intercambio entre pares en el marco de un taller totalmente virtual orientado al desarrollo de estrategias para la escritura en el posgrado. En particular, analizaremos cómo se desarrollan las formas de construcción del conocimiento en torno a la escritura de tesis a lo largo de distintas intervenciones realizadas por alumnos que, de acuerdo con diversos instrumentos de diagnóstico, muestran diferentes perfiles. ASPECTOS METODOLÓGICOS El taller que mencionamos forma parte de una investigación-acción (Hernández Sampieri et al., 2014), que parte de problemáticas situadas y busca superarlas a partir de intervenciones especialmente diseñadas con ese fin. En esta investigación, se han llevado a cabo hasta el momento cuatro ciclos de diagnóstico de problemas relativos a la producción académica y diseño, evaluación y ajuste de un taller virtual dedicado a familiarizarse con el género tesis. A lo largo de estos ciclos han participado en total 45 alumnos. Aquí nos centramos en el segundo ciclo, que se llevó a cabo en el primer semestre de 2016. En dicho ciclo intervinieron dos docentes investigadores y 14 alumnos de doctorado de diferentes Ciencias Sociales y Humanas de diversas universidades argentinas. Como diagnóstico, utilizamos: 1) un texto cloze que permite ponderar la competencia lectora (Dastjerdi y Talebinezhad, 2006; Difábio de Anglat, 2008; entre otros), 2) un inventario de escritura académica (Difábio de Anglat, 2012), 3) un cuestionario sobre concepciones de aprendizaje/conocimiento, en el cual se integran el instrumento Concepciones del Aprendizaje –CONAPRE– y algunos indicadores de la subescala Modelos mentales del Inventory Learning Style –ILS para su sigla en inglés– (Vermunt, 1994) y 4) un cuestionario elaborado ad hoc en torno al uso de las tecnologías digitales e interactivas, particularmente de aquellas utilizadas para la escritura. El diseño del taller se ha realizado con base en una serie de supuestos pedagógicos, didácticos y tecnológicos. En primer lugar, concebimos la escritura como un instrumento clave para el trabajo intelectual y el desarrollo de operaciones cognitivas de orden superior (Bereiter y Scardamalia, 1987). En segundo lugar, consideramos que la escritura académica, tanto de grado como de posgrado (e.g. los trabajos finales de seminarios, los proyectos de investigación y las tesis), exige que el escritor sea capaz de resolver no solo los aspectos relativos al contenido, sino también los aspectos retóricos, para lo cual se requiere, junto al dominio de las temáticas, un conocimiento de los géneros específicos que circulan en el nivel académico y de las características propias de sus dispositivos enunciativos (di Stefano y Pereira, 2004). De acuerdo con ello, hemos propuesto la reconstrucción, entre otras dimensiones, del Modelo de situación e interacción comunicativa, del Modelo de evento y del Modelo textual subyacentes (Cubo de Severino, Puiatti y Lacon, 2011, pp. 29-30). El primero remite al rol de los interlocutores en la comunidad socio-retórica, a las intenciones y conocimientos del autor y de los lectores potenciales, a la expresión acorde con la clase de texto y su función. El modelo de evento, a los procesos y etapas de la investigación, al recorte del objeto que efectúa el autor, a la realidad extralingüística a la que refiere la tesis, a la creación de nuevo conocimiento. El modelo textual expresa las estrategias de verbalización escrita de los significados que se quieren comunicar, tanto a nivel global (superestructura y macroestructura de la tesis) como a nivel local (microestructura). Es importante destacar que, en el proceso real de producción textual, mientras el escritor planifica, escribe y revisa la tesis, construye simultáneamente estas tres representaciones mentales. Por otra parte, se ha entendido que las reconstrucciones de los modelos, realizadas durante los procesos de lectura y comprensión de diferentes tesis, contribuirían con el desarrollo de los procesos de producción textual, y a la inversa (Parodi, 2001). En tercer lugar, los procesos implicados en la producción escrita, instancias recursivas para las distintas partes de la tesis (planificación, puesta en texto y revisión), han sido concebidos como estrategias de autorregulación; esto es, desde la perspectiva psicopedagógica, se trabaja la escritura autorregulada (Zimmerman y Risemberg, 1997) en relación con el ambiente físico y social en el que se escribe, los aspectos personales y conductuales. En cuarto lugar, se postula la incidencia de las concepciones (de conocimiento/aprendizaje, de investigación y de escritura) en el proceso investigativo y en la producción conceptual-lingüística, entendiendo por tales redes de creencias, ideas, supuestos, con la credibilidad suficiente para guiar las acciones. Esto es, se extiende el constructo concepciones para constituir lo que se puede denominar un concepto-sistema, una epistemología personal según Hofer (2001). Finalmente, hemos asumido que las tecnologías digitales representan un aporte relevante para la revisión y escritura grupal. En este sentido, hemos diseñado la propuesta de enseñanza en la plataforma Moodle utilizando varias de sus posibilidades tecnológicas: fundamentalmente, subida de archivos, foros y wikis. En las actividades básicas, hemos propuesto el análisis de los paratextos y las secciones de la tesis. Este análisis exigió dar cuenta, de manera individual o en pequeños grupos, de las diferentes representaciones del modelo de la situación comunicativa, del modelo del evento y del modelo textual en ejemplares de tesis provistos por los docentes o por los propios cursantes. Para finalizar el taller, se solicitó a los estudiantes que elaboraran un capítulo completo de la tesis o una de sus secciones. Como evaluación final de la intervención, utilizamos tres instrumentos: 1) un cuestionario sobre concepciones de investigación; 2) el inventario de escritura académica en el posgrado y 3) un conjunto de preguntas abiertas acerca del punto de vista de los alumnos sobre las tareas individuales y grupales. Finalmente, ponderamos diferentes dimensiones de la intervención. En esta presentación, nos centramos en un aspecto aún no trabajado en la bibliografía: las formas de construcción del conocimiento desplegadas por estudiantes con distintos perfiles a lo largo de sus intervenciones en foros diseñados para la interacción grupal. A continuación, detallamos de qué manera hemos llevado a cabo la selección de los estudiantes y los foros para el análisis, así como el procedimiento analítico. La elección de los alumnos se ha basado en una aproximación al perfil del estudiante derivado del diagnóstico mediante el cálculo de la correlación bivariada (rho de Spearman) en el grupo total (los 45 alumnos que han participado de nuestros talleres) entre el test de cloze, las variables del inventario de escritura académica y las concepciones de aprendizaje/conocimiento; retuvimos aquellas que mostraron asociación significativa (cfr. Tabla 1): | | Revisión | Valor tarea | Escritura como elaboración | Escritura como reproducción | Directa | Interpretativa | Constructiva | |----------------------|----------|-------------|----------------------------|----------------------------|---------|----------------|--------------| | Cloze | .37** | .46** | .52** | -.38** | -.29* | .44** | ---- | | Revisión | | .40** | .65** | --- | --- | .51** | .42** | | Valor tarea | | | .62** | -.28* | --- | .43** | .42** | | Elaboración | | | | --- | --- | .50** | .48** | | Reproducción | | | | | .37** | --- | ---- | | Directa | | | | | | --- | ---- | | Interpretativa | | | | | | | .32* | **Tabla 1.** Coeficientes de correlación bivariada que justifican la selección. Las variables del diagnóstico, entonces, que ingresan a dicha aproximación al perfil, convertidas en tres categorías (baja, media y alta) son: 1) competencia lectora (test de cloze), 2) revisión y valor de la tarea escritural (dos variables del inventario de escritura académica: respectivamente, una estrategia de escritura y otra de regulación), 3) concepciones de escritura —como elaboración, proceso de composición que corresponde a la producción experta, y como reproducción, modelo inmaduro— y 4) concepciones de aprendizaje/conocimiento: directa, interpretativa y constructiva (cfr. Tabla 2). Se categorizan además dos de las preguntas abiertas del cuestionario sobre concepciones de investigación del post-test: a) definición personal de investigación científica, en tres categorías—poco elaborada, medianamente elaborada y elaborada— en función del esclarecimiento sobre qué “cuenta” como conocimiento, reflexión, argumentación en una comunidad socio-retórica y qué métodos lo generan y garantizan. b) modificación de nociones vinculadas con la investigación científica, también en tres categorías —escasa transformación, crecimiento en complejidad y profunda transformación en tanto el doctorando remite a cambios esenciales para el desarrollo de una investigación de calidad (expectativas de logro, rigor metodológico, etc.)—. Las agrupaciones resultantes son (cfr. Tabla 2): | | Categoría inferior | Categoría intermedia | Categoría superior | |----------------------|--------------------|----------------------|--------------------| | Nivel funcional de lectura | Instruccional | Independiente bueno o muy bueno | Independiente muy bueno o excelente | | Concepción directa | Media o alta | Baja o media | Baja o media | | Concepción interpretativa | Baja | Media o alta | Alta | | Concepción constructiva | Baja | Media o alta | Media o alta | | Estrategia de revisión | Baja o media | Media | Media o alta | | Valor de la tarea | Bajo o medio | Medio | Alto | | Escritura como elaboración | Baja | Media | Media o alta | | Escritura como reproducción | Media o alta | Baja o media | Baja | | Conceptualización | Poco elaborada | Moderadamente elaborada | Moderadamente elaborada o elaborada | | Transformación de nociones | Escasa | Crecimiento en complejidad o profunda | Crecimiento en complejidad o profunda | **Tabla 2.** Criterios de definición de las tres categorías de perfil de estudiantes. Respecto del nivel funcional de lectura, de modo semejante a González Moreyra (1998) empleamos los siguientes criterios para la conversión de los puntajes cloze: 1º) Independiente, puntajes de 75% o más, subcategorizado en excelente (100% - 90%), muy bueno (89% - 80%) y bueno (79% - 75%) y 2º) Instruccional, entre 74% y 60%. En síntesis, en la categoría inferior se ubican los cursantes que obtienen las puntuaciones más bajas en todas las variables, a excepción de escritura como reproducción y, en correspondencia con ello, en concepción directa, a lo que se agrega una definición poco elaborada de investigación científica y escasa transformación de nociones. En la categoría intermedia, la competencia lectora es buena o muy buena, es baja o media la concepción directa y medias o altas las concepciones más funcionales (interpretativa y constructiva), alcanzan categoría media la estrategia de escritura (revisión) y de regulación (valor de la tarea escritural) y escritura como elaboración, es baja o media la escritura como reproducción, es moderadamente elaborada la definición de investigación científica y se advierte crecimiento en complejidad o transformación nocional profunda. Finalmente, en la categoría superior los alumnos obtienen las puntuaciones más altas en nivel funcional de lectura, en la concepción interpretativa y en valor de la tarea; se ubican en la categoría media o alta en concepción constructiva, estrategia de revisión y escritura como elaboración, al tiempo que es baja escritura como reproducción, es moderadamente elaborada o elaborada la conceptualización de investigación científica y se halla, como en el grupo intermedio, crecimiento en complejidad o transformación profunda de nociones durante el recorrido de la investigación doctoral. A los fines de este estudio, hemos seleccionado tres estudiantes de cada una de las aproximaciones a los perfiles. **Las intervenciones se han extraído de diferentes foros:** - Los dos foros del módulo 1. En el foro 1.1, se ofrecían dos textos —una ponencia y un artículo científico— y se proponía al estudiante seleccionar un elemento paratextual y explicar qué información brindaba ese paratexto sobre el modelo de situación, el modelo del evento o el modelo textual. En el foro 1.2. se pedía analizar los títulos de esos textos indicando similitudes y diferencias entre ellos en términos de la construcción de las oraciones y el tipo de vocabulario. - Los tres foros del módulo 5. En estos espacios, se solicitaba que el estudiante buscara un capítulo de resultados y, en el foro 5.1, indicara estrategias lingüísticas utilizadas en la introducción, en el foro 5.2, fundamentara por qué alguno de los fragmentos del desarrollo estaba bien logrado y, en el foro 5.3, compartiera un fragmento de las conclusiones del capítulo e indicara su función. Los estudiantes debían intervenir, al menos, en uno de los foros. - Los tres foros del módulo 6. Aquí se compartió un capítulo de las conclusiones de una tesis y se trabajaron sus diferentes secciones (introducción, desarrollo y conclusiones) en los respectivos foros (foros 6.1, 6.2 y 6.3) solicitando lo siguiente: “a) el análisis de una frase, oración o párrafo de alguno de los ejemplos citados. En este análisis, se puede indicar, entre otros aspectos, qué paso del movimiento contribuye a establecer el fragmento seleccionado y qué estrategia de textualización se utiliza para ello. Para este análisis nos guiaríamos con la propuesta de Cubo de Severino et al. (2011, pp. 201-225), que se ha sintetizado para esta clase. b) un comentario, pregunta o consulta en torno al análisis propuesto por otro participante”. Nuevamente, los estudiantes debían intervenir en, al menos, uno de los foros. El procedimiento de análisis cualitativo ha involucrado tres fases. En primer lugar, analizamos cada intervención de un mismo estudiante. Por un lado, determinamos si está encadenada (o no) a los aportes previos de los pares y si dialoga con ellos. Por otra parte, analizamos la intervención en función de los tres niveles de procesamiento conceptual que hemos determinado sobre la base de la propuesta en torno a las concepciones de conocimiento/aprendizaje de Pozo y Scheuer (1999): | Niveles de concepciones de conocimiento/aprendizaje (Pozo y Scheuer, 1999) | Modos de manifestación de los niveles en las intervenciones analizadas | |--------------------------------------------------------------------------|------------------------------------------------------------------------| | **Directa:** reproductiva –recibir y recordar–: el conocimiento es una copia fiel de la realidad. Este nivel se puede asociar a paráfrasis sin procesamiento activo de la información en la categorización de Zhao y Chan (2014). | La intervención incluye conceptos teóricos extraídos de la bibliografía leída y/o referencias a los ejemplares textuales analizados, pero no se reconocen vínculos entre la teoría y los segmentos textuales. | | **Interpretativa:** se entiende el aprendizaje como producto de una actividad individual significativa, pero sin alejarse del modo de presentación del contenido. Este nivel correspondería a elaboración (Zhao y Chan, 2014). | La intervención analizada establece vínculos analíticos entre los conceptos extraídos de la bibliografía y los segmentos de los ejemplares textuales propuestos para el análisis. En esta categoría, distinguimos entre interpretativa básica e interpretativa elaborada. | | **Constructiva:** una auténtica reelaboración, una concepción del aprendizaje en la que prima su función transformadora: transformar el contenido y ser transformado. Se podría asimilar a meta-explicación (Zhao y Chan, 2014). | La intervención analizada problematiza segmentos de la tesis a partir de la bibliografía leída o completa o problematiza la bibliografía leída a partir de preguntas o nuevos aportes teóricos. | **Tabla 3.** Niveles de concepción de conocimiento/aprendizaje y modos de manifestación de los niveles en las intervenciones analizadas. En segundo lugar, comparamos las diferentes intervenciones de cada estudiante para verificar posibles continuidades y rupturas. De esta manera, verificamos el tipo de intervenciones que desarrolla el alumno a lo largo de su trayectoria en los foros. Finalmente, mediante el método comparativo constante, establecemos similitudes y diferencias entre las intervenciones de los estudiantes de un mismo perfil y de diferentes perfiles. **Resultados** En la siguiente tabla, hemos sistematizado, en relación con los alumnos de los tres perfiles (I –inferior–, M –intermedio– y S –superior–), la cantidad de cada tipo de intervención generada (N total: 57): | Perfil | Código | Encadenada | No encadenada | Reproductiva | Interpretativa básica | Interpretativa elaborada | Constructiva | |----------|--------|------------|---------------|--------------|-----------------------|--------------------------|-------------| | Inferior | I1 | 4 | 2 | 5 | 1 | 0 | 0 | | Inferior | I2 | 3 | 3 | 2 | 3 | 1 | 0 | | Inferior | I3 | 0 | 7 | 2 | 5 | 0 | 0 | | Intermedio | M4 | 2 | 4 | 2 | 4 | 0 | 0 | | Intermedio | M5 | 3 | 2 | 0 | 4 | 1 | 0 | | Intermedio | M6 | 2 | 4 | 0 | 2 | 4 | 0 | | Superior | S7 | 2 | 3 | 0 | 3 | 2 | 0 | | Superior | S8 | 2 | 4 | 0 | 2 | 3 | 0 | | Superior | S9 | 7 | 3 | 0 | 0 | 6 | 4 | **Tabla 4.** Frecuencia de los diferentes tipos de intervenciones por cada estudiante de los tres perfiles. Los estudiantes cuyo perfil corresponde a la categoría inferior han elaborado intervenciones encadenadas y no encadenadas (siete vs. doce) que se caracterizan por ser, básicamente, reproductivas o de interpretación básica, es decir, intervenciones en las cuales se incluyen conceptos teóricos de la bibliografía leída y/o referencias a los ejemplares textuales analizados, pero o no se reconocen vínculos entre la teoría y los segmentos textuales o se establecen asociaciones muy elementales entre ellos (Ejemplo 1). **Ejemplo 1 (I3)** En la tesis de Plana “Los niños en un mundo de eventos: representaciones mentales y relatos”, aparecen las funciones referidas por Cubo de Severino et al. (2011:184-5) de Destacar el aspecto más relevante de un fenómeno interpretado y Repetir de manera resumida una tendencia o conclusión derivada de los fenómenos estudiados: “Los resultados de este capítulo proporcionan nueva evidencia empírica sobre las habilidades de todos los niños para formar representaciones mentales de eventos, aún a edad temprana, en forma independiente de su procedencia socioeconómica, en consonancia con los postulados del modelo evolutivo de Nelson (1986, 1996, 2007)” (Plana, 2011: 142). [...] Los tres estudiantes cuyo perfil corresponde a la categoría intermedia han elaborado intervenciones encadenadas y no encadenadas (siete vs. diez) que se caracterizan, fundamentalmente, por ser interpretativas -básicas o elaboradas-, es decir, intervenciones en las cuales se establecen asociaciones entre los conceptos teóricos extraídos de la bibliografía y los ejemplos textuales. En algunos casos las asociaciones establecidas son elementales; en otros, muestran mayor elaboración (Ejemplo 2). **Ejemplo 2 (M6)** Hola a todos! En relación al fragmento del texto citado por Silvia como paso dos (señalar limitaciones del estudio realizado) considero que efectivamente se puede observar alguna limitación o delimitación, sobre todo en el aspecto teórico, como se puede observar en la oración inicial: “Entre los discursos hemos distinguido aquellos que conceptualizan las tecnologías como herramientas para el cambio pedagógico (discurso determinista-esencialista), las tecnologías para la mejora del rendimiento académico (discurso racional-eficientista) y los que señalan la necesidad de recuperar la dimensión relacional de la tecnología e introducirla con sentido pedagógico y tecnológico en la construcción del conocimiento disciplinar universitario (discurso didáctico-tecnológico)”. Creo que en esa oración se puede ver cómo se categorizaron los discursos de los participantes y en este sentido se puede inferir también que dicha categorización se realizó en función de un recorte teórico particular. Más allá de esa primera parte del fragmento, no logro visualizar explícitamente otros elementos propios de este paso a lo largo del mismo (como las posibilidades y dificultades de la perspectiva teórico-metodológica adoptada, qué aspectos del problema, del tema o del objeto no se han indagado y por qué, o sugerencias de nuevos aspectos de investigación). [...] Los tres estudiantes cuyo perfil corresponde a la categoría superior han elaborado intervenciones encadenadas y no encadenadas (once vs. diez) que se caracterizan por corresponder a interpretación elaborada o a nivel constructivo. Así, sus intervenciones establecen asociaciones complejas entre la teoría y los conceptos teóricos o bien problematizan segmentos de la tesis a partir de la bibliografía leída o incluso la completan o problematizan desde preguntas o nuevos aportes teóricos (Ejemplo 3) **Ejemplo 3 (S9)** ¡Hola de nuevo! En esta intervención, primero identifico la tesis de la que he extraído los párrafos introductorios y hago una breve reseña del capítulo Resultados, luego caracterizo la sección introductoria del capítulo elegido en lo que hace a su estructura retórica y finalmente contesto a la pregunta sobre estrategias de textualización. Sigo este orden para facilitar la comprensión de las estrategias de textualización. Para hacer esta tarea he elegido el capítulo 6 de la tesis “Hacia un modelo neurocognitivo de la equivalencia a nivel lexémico: procesos traductológicos en términos de redes relacionales”, presentada en 2013 y defendida en 2014 por Adolfo García en la Facultad de Filosofía y Letras de la UNCuyo. El título del capítulo es “El impacto de la experticia traductora en la fuerza de las conexiones entre equivalentes” y en este capítulo, que es el último de los tres capítulos en los que se informa sobre los resultados obtenidos [...]. En la subsección introductoria se cumplen las funciones retóricas mencionadas en el libro de cabecera [...]. Además se cumplen otras funciones, no señaladas por el libro de cabecera, como son la de “conectar el capítulo a capítulos previos de la tesis”, la de “recapitular las hipótesis que guían la investigación”, específicamente las que se relacionan con los resultados específicos que se presentan en este capítulo, y la de “anticipar y describir brevemente el método empleado”, más específicamente el experimento empleado en el marco de la tesis para recabar información relativa a la tercera pregunta/tercer objetivo, operacionalizado por las tres hipótesis que se recapitulan en este capítulo. La anticipación del método se explica porque en el diseño general de la tesis el autor decidió incluir la descripción del método para la recolección y el análisis de los datos relativos a la relación entre experticia traductora y fortaleza de las conexiones neurocognitivas de las equivalencias léxicas en la misma sección en que se reportan los resultados de dicho experimento. [...] Además de lo expuesto en relación con cada categoría, el análisis también permite advertir que, en el caso de estudiantes con perfil correspondiente a la categoría de nivel inferior que participan y trabajan con compromiso y dedicación, se advierte una mejora a lo largo de los análisis compartidos: así, inicialmente comparten intervenciones solo de tipo reproductivo y luego pasan a elaborar intervenciones de interpretación, en general básica. Este tipo de pasaje no es evidente en el desempeño de estudiantes con perfiles de categoría intermedia o superior cuyas intervenciones (a excepción de una alumna de la categoría superior) fluctúan de un tipo a otro en el nivel interpretativo, si bien evidencian en muchos casos mejores desempeños en sus intervenciones cuando estas son encadenadas y dialogan con aportes previos de los pares. En este sentido, parecería que el diálogo con las intervenciones de los pares en los entornos virtuales diseñados con ese fin lleva a completar y profundizar los análisis. CONCLUSIONES Los hallazgos aportan nuevos datos para confirmar las conclusiones a las que han arribado otros estudios sobre los beneficios significativos de la interacción entre pares para la escritura en el posgrado (Colombo 2013; Ferguson, 2009; Maher et al., 2008) y el planteo de que este tipo de interacciones habilita que se complemente y profundice el proceso de reflexión metalingüística en torno a la tesis (Alvarez y Difábio de Anglat, 2017). En particular, el presente estudio pone de relieve la importancia que adquiere la interacción grupal en entorno virtual para la producción de reflexiones individuales sobre la escritura de la tesis. El estudio también permite pensar que sería necesario implementar un seguimiento más activo y especialmente diseñado en el caso de estudiantes con perfil de categoría inferior en el diagnóstico. Además, resulta también indispensable diseñar consignas que promuevan el diálogo a partir del aporte de los colegas a fin de que se alcancen mayores niveles de profundización en los análisis propuestos. Finalmente, los hallazgos llaman la atención sobre una observación relativa a las implicancias pedagógicas de la formación escrituraria en línea: el entorno virtual –al permitir la continuidad y el avance de la interacción escrita– facilita el compromiso del alumno con una suerte de meta-reflexión sobre las intervenciones del grupo y las propias que puede activar el aprendizaje constructivo. En este sentido, coincidimos con aquellas investigaciones que muestran los beneficios de las tecnologías digitales para el trabajo con la escritura y la revisión grupal (e.g. Alvarez y Bassa, 2013; Passig y Schwartz, 2007). BIBLIOGRAFÍA Alvarez, G., y Bassa, L. (2013). TIC y aprendizaje colaborativo: el caso de un blog de aula para mejorar las habilidades de escritura de los estudiantes preuniversitarios. RUSC. Revista de Universidad y Sociedad del Conocimiento, 10(2), 5-19. Alvarez, G., y Difabio de Anglat, H. (2017). La actividad metalingüística en espacios de interacción entre pares: reflexiones en torno a un taller virtual orientado a la escritura de la tesis de posgrado. Perfiles educativos, XXXIX(155), 51-67. Bereiter, C., y Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale: Erlbaum. Boud, D., y Lee, A. (2005). Peer learning as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501-516. Colombo, L. (2013). Una experiencia pedagógica con grupos de escritura en el posgrado. Aula Universitaria, 15, 61-68. Cubo de Severino, L., Puiatti, H., y Lacon, N. (eds.) (2011). Escribir una tesis. Manual de estrategias de producción. Córdoba, Argentina: Comunic-arte. Dastjerdi, H., y Talebinezhad, M. (2006). Chain-preserving deletion procedure in cloze: a discoursal perspective. Language Testing, 23(1), 58-72. Difabio de Anglat, H. (2008). El test cloze en la evaluación de la comprensión del texto informativo de nivel universitario. RLA. Revista de Lingüística Teórica Aplicada, 46(1), 121-137. Difabio de Anglat, H. (2012). Hacia un inventario de escritura académica en el posgrado. Revista de Orientación Educacional, 26(49), 37-53. Difabio de Anglat, H., y Heredia, M. del V. (2013). El taller de tesis doctoral en educación desde un enfoque comprensivo de escritura a través de la plataforma Moodle. En 6º Seminario Internacional de Educación a Distancia, Universidad Nacional de Cuyo, Mendoza, 10-12 de octubre de 2013. Disponible en http://www.uncu.edu.ar/seminario_rueda/upload/t234.pdf Di Stefano, M., y Pereira, M.C. (2004). La enseñanza de la lectura y la escritura en el nivel superior: procesos, prácticas y representaciones sociales. En Textos en Contexto 6 “Leer y escribir en la universidad” (pp. 23-39). Buenos Aires: Asociación Internacional de Lectura. Ferguson, T. (2009). The ‘Write’ Skills and More: A Thesis Writing Group for Doctoral Students. Journal of Geography in Higher Education, 33(2), 285-297. DOI: 10.1080/03098260902734968 González Moreyra, R. (1998). Comprensión lectora en estudiantes universitarios iniciales. Persona, 1, 43-65. Hernández Sampieri, R., Fernández Collado, C., y Baptista Lucio, P. (2014). Metodología de la investigación (6ª ed.). México: McGraw Hill. Hofer, B. (2001). Personal Epistemology Research: Implications for Learning and Teaching. Journal of Educational Psychology Review, 13(4), 353-383. Kozar, O., y Lum, J.F. (2013). Factors to consider when designing writing groups for off-campus doctoral candidates. En H. Carter, M. Gosper, and J. Hedberg (eds.), Electric Dreams (pp. 498-502). Proceedings ascilite 2013, Macquarie University, Sydney. Maher, D., Seaton, L., McMullen, C., Fitzgerald, T., Otsuji, E., y Lee, A. (2008). ‘Becoming and being writers’: the experiences of doctoral students in writing groups. Studies in Continuing Education, 30(3), 263-275. Martínez-Fernández, J.R. (2007). Concepción de aprendizaje y estrategias metacognitivas en estudiantes universitarios de psicología. Anales de Psicología, 23(1), 7-16. Parodi, G. (2001). Comprensión y producción lingüística: una nueva mirada al procesamiento del discurso escrito. Versión, 11, 59-97. Passig, D., y Schwartz, G. (2007). Collaborative Writing: Online versus Frontal. International Journal on e-Learning, 6(3), 395-412. Pozo, J. I., y Scheuer, N. (1999). Las concepciones sobre el aprendizaje como teorías implícitas. En J. I. Pozo y C. Monereo (Coords.). El aprendizaje estratégico (pp. 87-108). Madrid: Santillana. Vermunt, J. (1994). Inventory of Learning Styles in higher education: Scoring key. Tilburg University: Department of Educational Psychology. Zhao, K., y Chan, C. (2014). Fostering collective and individual learning through knowledge building. Intern. J. Comput.-Support. Collab. Learn., 9, 63-95. Zimmerman, B., y Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73-101. Prácticas de enseñanza de cromatografía Líquida de alta perfomance (HPLC): Complementación con un programa simulador ABSTRACT Las nuevas prácticas educativas incluyen herramientas metodológicas asociadas a las Tecnologías de la Información y la Comunicación (TICs). El objetivo del trabajo es presentar una nueva modalidad de enseñanza teórica/práctica que combina procesos convencionales y TICs en el siguiente orden: clase teórica, uso de simulador de HPLC (HPLC Simulator), trabajo de laboratorio, y trabajo independiente de análisis de cromatogramas. La finalidad de la práctica es conocer los componentes del equipamiento, y observar e interpretar los cromatogramas que se obtienen al modificar las condiciones del análisis. La nueva modalidad permite afianzar una mejor comprensión de los fundamentos de HPLC, por lo que las TICs suponen un apoyo a la didáctica convencional. INTRODUCCIÓN Durante las últimas décadas la educación ha experimentado desplazamientos desde procesos de formación convencional hacia otros que incluyen nuevas herramientas metodológicas y que están asociadas a las Tecnologías de la Información y la Comunicación (TICs) (Hernández et al., 2014). El objetivo de su incorporación en la asignatura Análisis de Alimentos es para orientar y brindar a los estudiantes la posibilidad de mejorar sus prácticas de laboratorio, crear entornos de aprendizajes más dinámicos e interactivos para complementar el proceso de enseñanza y su aprendizaje. Por lo expuesto, el objetivo del trabajo es presentar una nueva modalidad de enseñanza teórica/práctica de cromatografía líquida de alta resolución, que combina procesos convencionales y TICs. MARCO de la ASIGNATURA La Licenciatura en Ciencia y Tecnología de Alimentos es una carrera de Grado que se dicta en la Facultad de Ciencias Agrarias de la Universidad Nacional de Mar del Plata, actualmente, su plan de estudios está conformado por un Ciclo Básico y un Ciclo de Formación Profesional. La asignatura Análisis de Alimentos, se dicta en el tercer año de la Carrera y se inserta en el Ciclo de Formación Profesional. Anualmente, un rango de 10 a 15 estudiantes cursa la asignatura mencionada. El objetivo general de la asignatura es capacitar a los alumnos en el uso de las técnicas analíticas que se utilizan en el análisis físico y químico de alimentos. En este contexto, una finalidad de las prácticas de laboratorio es promover que los estudiantes adquieran habilidades en el mismo, tomando como base los fundamentos o principios de metodologías analíticas, para que puedan generar interconexiones de contenidos y de esta manera estimular su espíritu crítico. CROMATOGRAFÍA LÍQUIDA de ALTA RESOLUCIÓN Las técnicas cromatográficas automatizadas poseen mucha utilidad en Tecnología de Alimentos, con aplicaciones en análisis de composición y valor nutritivo, análisis de impurezas y detección de fraudes (Nielsen, 2009). Por lo expuesto es uno de los ejes temáticos más importantes de la Asignatura “Análisis de Alimentos”. Existen numerosos métodos cromatográficos y diversos criterios para clasificarlos, sin embargo, en la asignatura las técnicas automatizadas más estudiadas son la cromatografía gaseosa (CG) y la cromatografía líquida de alta performance (HPLC, por sus siglas en inglés), esto se debe a las potenciales aplicaciones en el análisis de alimentos. La cromatografía HPLC es una técnica analítica que permite separar mezclas complejas de sustancias de procedencia diversa, con el propósito de identificarlas, cuantificarlas y purificarlas, por este motivo, esta técnica es considerada una de las técnicas de purificación más versátiles y confiables teniendo una amplia aplicación en diversos campos (Mikkelsen y Cortón, 2010). Un recurso didáctico fundamental para llevar a cabo estas prácticas es el manejo de equipamiento en el laboratorio, pero su uso es limitado porque los equipos son costosos y de manejo complejo, lo que constituye un problema para lograr que los estudiantes adquieran habilidades y destrezas en la parte experimental. Antiguamente se realizaban prácticas demostrativas, por este motivo, se exploraron nuevas alternativas que incluyeran el uso de TICs en el proceso educativo. ENSEÑANZA de HPLC. Complementación con un programa Simulador en el aula y práctica de Laboratorio. La nueva modalidad de enseñanza teórica/práctica combina procesos convencionales y TICs en el siguiente orden: clase teórica, uso de simulador de HPLC (HPLC Instrument Simulator, 2016), trabajo de laboratorio, y trabajo independiente de análisis de cromatogramas. La finalidad de la práctica es conocer los componentes del equipamiento, y observar e interpretar los cromatogramas que se obtienen al modificar las condiciones del análisis. El trabajo se inicia con el simulador de HPLC en el aula de informática, en esta etapa, los estudiantes deben seguir los pasos que se harían en el laboratorio, variando las condiciones de análisis con ayuda del programa; preparación de muestras, selección de columna y detector, encendido, elección de la composición de la fase móvil y su caudal, programación de la temperatura para la separación, inyección y análisis de las muestras y obtención de los cromatogramas. En la Figura se puede observar la plataforma del simulador. Bajo determinadas consignas y con la guía docente, los estudiantes pueden visualizar como se modificarían los resultados al modificar parámetros analíticos representativos. Figura: plataforma HPLC simulator Algunas de las ventajas que otorga este tipo de simuladores, es el acceso rápido a una gran cantidad de información en tiempo real, como así también, la obtención rápida de resultados (Canós Darós et al., 2009). Posteriormente, con las bases adquiridas previamente, los estudiantes proceden a realizar la práctica de Laboratorio. El objetivo de esta etapa es extraer, identificar y cuantificar los azúcares presentes en papa mediante el método HPLC, adicionalmente, deben evaluar el efecto de la temperatura de almacenamiento sobre el contenido de azúcares en papas. La selección de esta materia prima, se fundamenta en la ubicación geográfica de la UNMdP, la que posee altos volúmenes de producción e industrialización de papas. El mercado de productos procesados a base de papa se ha incrementado a lo largo de los años, destinándose gran proporción de la producción a la elaboración de papas fritas, prefritas, congeladas y deshidratadas. Debido a la necesidad de estandarizar los productos industriales, se han establecido especificaciones para la materia prima a utilizar, una de ellas es el contenido de azúcares (Moreno y Dilmer, 2000). El proceso de interconversión de azúcares puede ser reversible y es afectado directamente por la temperatura de almacenamiento, por este motivo, resulta de interés conocer el contenido de azúcares en papas (Rodríguez y Moreno, 2010). Con estas consideraciones, los estudiantes deben analizar papas almacenadas a 4°C y a 20 °C. Para poder analizar las muestras mediante HPLC, los estudiantes deben partir de conceptos teóricos previos, es necesario que los azúcares estén en solución y eliminar las sustancias que pueden interferir en la separación y cuantificación, que pueden ser diferentes dependiendo del objeto de estudio (Nielsen, 2009). Estas consideraciones podrían variar sustancialmente los cromatogramas que obtengan. Por último, cuando concluye el análisis, se entrega a los estudiantes un cromatograma correspondiente a la mezcla de estándares con sus respectivos nombres y tiempos de retención (TR), y los dos cromatogramas obtenidos, sin identificación, que corresponden a: papa almacenada a 4°C y a 20 °C. La finalidad es que analicen los cromatogramas e identifiquen en forma preliminar los azúcares presentes en papas almacenadas en distintas condiciones. En esta etapa, se pone a prueba la comprensión de la temática y la autonomía de los estudiantes, ya que deben identificar los azúcares más abundantes en cada muestra por comparación con los TR de los estándares y dilucidar a qué muestra corresponde cada uno de esos cromatogramas. Para esto deben recopilar información de la composición de azúcares de cada una de esas muestras en bibliografía. Por lo expuesto, el estudiante toma un rol activo en la práctica. Experiencias previas han demostrado que los estudiantes han logrado desarrollar una marcada autonomía en este tipo de prácticas (Ortiz Miranda et al., 2016), por lo que, el uso de simuladores constituye una herramienta adicional que se complementa con los procesos tradicionales de enseñanza. CONCLUSIÓN La nueva práctica permite afianzar una mejor comprensión de los fundamentos de HPLC, por lo que las TICs suponen un apoyo a la didáctica convencional. Canós Darós, L.; Canós Darós, M. J.; Liern Carrión, V. 2009. El uso de las nuevas tecnologías aplicadas a la educación superior. XVII Jornadas ASEPUMA – V Encuentro Internacional Reci@ Vol. Actas 17, Issue 1: 612. [en línea] <http://www.uv.es/asepuma/XVII/611.pdf> Hernández, L.; Acevedo, J. A. S.; Martínez, C.; Cruz, B. C. 2014. El uso de las TIC en el aula: un análisis en términos de efectividad y eficacia. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación. [en línea] <www.mineducacion.gov.co/cvn/1665/articles-336355_archivo_pdf.pdf> HPLC Simulator. 2016. [en línea] <http://www.hplcsimulator.org/> Mikkelsen, S.R.; Cortón, E. 2010. Cromatografía de biomoléculas. En: Eudeba (Ed) Química bioanalítica. Métodos y teoría analítica para el laboratorio de biología molecular, farmacia y bioquímica. pp. 331-359. Moreno, J. D.; Dilmer, J. 2000. Calidad de la papa para usos industriales. EN: Papas colombianas. Fedepapa, 44-47. Nielsen Suzanne S. 2009. Food Analysis (Fourth Edition). Purdue University West Lafayette, Indiana. Ortiz Miranda, G.S.; Pouzo, L.B., Pereyra, M.A. 2016. Prácticas de enseñanza de Cromatografía Gaseosa (CG); complementación con un programa Simulador de CG en el aula y Práctica de Laboratorio. En: Libro de Actas del “V Congreso Internacional de Ciencia y Tecnología de Alimentos (CICYTAC)”. 2 al 5 de noviembre de 2016. Córdoba, Argentina. [en línea] http://cicytac.cba.gov.ar/PDF/LibroActas2016 Área: Educación. 544 p. Rodríguez, L.E.; Moreno, P. 2010. Factores y mecanismos relacionados con la dormancia en tubérculos de papa. Una revisión. Agronomía Colombiana. Vol: 28, N°2. #Problemas Para Pensar: Inspirar, motivar y sugerir aprendizajes. Una experiencia de inclusión de redes sociales en la enseñanza universitaria ABSTRACT La experiencia relata la incursión de la materia Problemas de Historia Argentina (PHA) en las redes sociales. PHA es una materia que cursan 2500 estudiantes por cuatrimestre en la Universidad Nacional Arturo Jauretche. Como docentes hemos estado involucrados en el diseño e implementación de un espacio virtual de la materia en el campus de la universidad, un aula virtual -con el software moodle- bajo el formato de aulas extendidas. Ante ciertas dificultades y límites de la experiencia en el campus, buscamos desarrollar alternativas para la incorporación de TIC para la materia. En este sentido, diseñamos e implementamos una estrategia de comunicación virtual con nuestros estudiantes -y la comunidad académica- a través de las redes sociales. INTRODUCCIÓN Presentación de la experiencia Este trabajo tiene como objetivo compartir una experiencia práctica realizada en la Universidad Nacional Arturo Jauretche (UNAJ): la incorporación de las redes sociales en el dictado de la materia Problemas de Historia Argentina (PHA). Consideramos que como docentes debemos observar nuestras prácticas desde una mirada investigadora activa, que propicie la reflexión constante sobre las mismas. Partimos del registro empírico de un proyecto nacido en las reuniones de trabajo de PHA, que ha sido diseñado e implementado por docentes de la materia, el cual no cuenta con un financiamiento específico. Detrás de este proyecto se encuentra la intención de aproximarnos, en una reflexión colectiva, a aquellas buenas interacciones que nos permitan construir nuevos conocimientos sobre cómo alfabetizar académicamente a los estudiantes que ingresan a la vida universitaria (Carlino: 2013). Pero sin reducir la noción de alfabetización académica a las prácticas de lenguaje y pensamiento propias del ámbito académico superior -las prácticas de lectura y escrituras- sino como conjunto de saberes que permiten una apropiación activa y productiva del conocimiento, ampliando el término al de multialfabetizaciones o alfabetizaciones múltiples. Proponer la incorporación de TIC en el dictado de una materia obliga a reparar previamente en las potencialidades y límites que brindan las redes sociales y la relación que establecen los estudiantes con las mismas. De acuerdo con Jenkins (2008), la reconfiguración cultural desencadenada por el impacto de las nuevas tecnologías presenta tres rasgos distintivos: la convergencia mediática –el flujo de contenidos a través de diferentes plataformas-, la participación activa –los denominados proconsumidores-, y la inteligencia colectiva -retomando a Levy (2004) cada individuo sabe algo y ninguno puede saberlo todo-. La cultura de la convergencia, término que emplea Jenkins para definir a este fenómeno, entiende a la convergencia como un cambio en la manera de relacionarse con los medios, Palabras Claves: Redes sociales, propuesta de enseñanza, Comunicación, alfabetización digital. un proceso que alteró la lógica con la que operan las industrias mediáticas y con la que procesan información los consumidores de los medios, es decir: hoy todos consumimos y producimos información. Esta mirada celebratoria del potencial de la web 2.0 como herramienta para empoderar a los usuarios ha sido complejizada por Van Dijck (2016), quien advierte sobre el paso de una comunicación en red a una sociabilidad moldeada por plataformas, lo que define como una cultura de la conectividad. La autora pone atención en las estrategias comerciales que hay detrás de las industrias de medios digitales y revela la lógica comercial intrínseca de las plataformas sociales que buscan hacer vendible la sociabilidad on line. En particular, señala el año 2005 como el momento en que se produjo el cambio en las plataformas sociales, las cuales se volcaron al diseño de estrategias para fomentar “el crecimiento sostenido y al mismo tiempo llevar adelante cautelosos experimentos con sutiles estrategias de comercialización” (2016: 36). Desde entonces, sostiene Van Dijck, las industrias de medios digitales tendieron a hacer hincapié en lo social, que abarca la conexión -humana- y minimizar la importancia de la conectividad, sistemas automatizados que diseñan y manipulan las conexiones, y siguen el rastro de los usuarios -sus deseos- reduciendo a algoritmos las relaciones entre personas, cosas e ideas (“me gusta”, “seguir”, “amigos”). Frente a estos cambios culturales, podemos identificar la aparición de una nueva generación de sujetos escolares, la cual Gardner y Davis (2014) denominaron generación app. Esta nueva generación se caracteriza por su vinculación con las tecnologías digitales, son sujetos que no pueden pensar el mundo sin tecnología, los define la tecnología. Su identidad es multifacética y muy personalizada, orientada hacia el exterior, aunque limitada por decisiones de programación de las aplicaciones que utilizan diariamente; en ese sentido, los autores hablan de una identidad global prefabricada. Según Gardner y Davis, las nuevas tecnologías de la comunicación abrieron nuevas oportunidades a la autoexpresión de los jóvenes contemporáneos, pero al vincular su identidad personal con algunas características de las tecnologías han dado lugar a una identidad empobrecida –app dependientes-. Es en este marco contemporáneo de profundas transformaciones culturales que el aprender a usar significativamente las tecnologías -apropiarse de la nueva función social de las tecnologías- se convierte en un desafío para las universidades nacionales. Estas deben orientarse a generar experiencias para que sus estudiantes adquieran competencias intelectuales que les permitan interactuar con la cultura existente y recrearla de modo crítico y emancipador. Ello es una condición necesaria para la construcción democrática de la ciudadanía en el sentido de ofrecer posibilidades para el desarrollo de la capacidad en el uso inteligente y culto de la información y del saber (Area Moreira, 2014). Retomando a Paula Carlino (2013), la alfabetización académica no sólo implica la incorporación de nociones y estrategias necesarias para participar en la cultura discursiva de las disciplinas así como las actividades de producción y análisis de textos requeridos para aprender en la universidad, sino incorporar una perspectiva crítica sobre la incidencia de lo digital, de la cultura hipertextual en lo académico y de las dinámicas educativas, las nuevas visiones sobre el consumo y las creación de contenido, y de las conexiones que se establecen en red (López Andrada: 2016). Con este espíritu, la materia Problemas de Historia Argentina -PHA- inició su participación en las redes sociales a partir de la circulación de información, materiales y recursos que propusieron una nueva modalidad de contacto con los estudiantes. PHA en las redes pretende ofrecer espacios para cohesionar las experiencias de los estudiantes universitarios, dándole un sentido personal al caudal de información que circula en las redes, a través de dialogar y/o de componer un aprendizaje junto el resto de la comunidad educativa. La materia Problemas de Historia Argentina es una materia presencial, común y obligatoria a todas las carreras que se dictan en la Universidad Nacional Arturo Jauretche -UNAJ-, por eso cuenta con una matrícula cuatrimestral que ronda entre 2500 y 3000 estudiantes distribuidos en cerca de 80 comisiones y 45 docentes. Asimismo, la materia propone una línea común de trabajo, establecida por la coordinación de la materia y representada en los materiales de trabajo: bibliografía, guías de lecturas y cuadernillos de actividades (Gastellu & Lescano, 2013). La materia PHA pretende encarar desde la historia argentina el abordaje de diversas problemáticas y enfoques, priorizando el lugar de la experiencia de los actores sociales (González Velasco, 2013). La incorporación de TIC en el dictado de la materia pasó por dos etapas: una primera etapa desarrollada entre el primer cuatrimestre de 2015 y el primer cuatrimestre del 2016, el equipo de profesores de la materia trabajó en el desarrollo de aulas virtuales en plataforma moodle del campus virtual de la universidad y se realizó bajo el formato de aula extendida (Lescano & Quiroga, 2017). Un segundo momento, iniciado en el segundo cuatrimestre de 2016 y que continúa hasta la fecha, donde se dejó por un tiempo el desarrollo del aula extendida y se optó por explorar el uso de las redes sociales -específicamente facebook, twitter e instagram- como herramientas para generar nuevos canales de comunicación con los estudiantes y experimentar la potencialidad de dichos instrumentos en las propuestas de enseñanza de la historia. Entonces, en este segundo momento de incorporación de TIC, se tomó la decisión de utilizar las redes sociales como espacio de comunicación asincrónica, a través de la producción y circulación de información para los estudiantes de la materia, en la búsqueda de potenciarizar y enriquecer las mediaciones docentes. Partimos del diagnóstico de que gran parte de los estudiantes de UNAJ tenían acceso a las tecnologías digitales a través de sus teléfonos celulares y de las aplicaciones que bajan en él (Longa, 2017). En la primera etapa de implementación durante el 2do semestre de 2016 se crearon una página en Facebook (www.facebook.com/unajpha/) y cuentas en Twitter (@unaj_pha) e Instagram (@unaj_pha). Para dar inicio al proyecto PHA en las redes fue necesaria la difusión del mismo entre los estudiantes, pero en especial al interior de la materia. Una de las premisas de la propuesta fue la idea de que para llegar a los estudiantes era primordial que los docentes (la materia tiene un plantel de 45 docentes) sean los puentes entre ellos y las redes -en especial para comunicar y validar la existencia de los espacios virtuales que ofrece la materia-. Las publicaciones en las redes sociales estuvieron etiquetadas y distribuidas de la siguiente manera: #InfoPHA: comunicación de cuestiones administrativas en general vinculadas con información generada por la universidad, el Instituto de Estudios Iniciales -IEI- o la materia (plano de universidad, lista de aulas y horarios, calendario académico, fechas de inscripciones, información para finales, etc). #AgendaPHA: invitaciones a las distintas actividades de interés generadas en el contexto de la materia -principalmente- pero también del instituto y de la universidad en general. #ComunidadPHA: información de la participación de los integrantes de la materia en actividades académicas y/o culturales dentro y fuera de la universidad, siempre que estén vinculadas con sus tareas de docentes, investigadores y/o extensionistas de UNAJ. Una vez en marcha el proyecto PHA en las redes, tuvimos que hacer frente al problema de la generación genuina de información y el tratamiento digital de los contenidos a ser publicados. En esencia, la información publicada en las diferentes redes era la misma y lo hacíamos en las tres simultáneamente, aunque procurando adaptarnos a las características particulares de cada una de ellas. Con el paso de las publicaciones terminó predominando el estilo de formato de twitter: una sintaxis concisa y limitada en su extensión a 140 caracteres con un hashtag (acompañados con enlaces e imagen). El criterio utilizado para seleccionar la información de las publicaciones en las redes fue, en principio, ambiguo y diverso: parte del mismo era recuperado de la página de la universidad, otras veces utilizábamos información recibida por mail. En este sentido, si bien teníamos pautas estipuladas de antemano, el criterio se fue construyendo mientras transcurría la experiencia y ello se reflejó en la construcción de las etiquetas, las cuales se definieron a medida que el proyecto iba avanzando. Por otro lado, con el objetivo de brindar a los estudiantes acceso a un repositorio de materiales y bibliografía, publicamos en las redes diferentes enlaces de acceso directo a los recursos de trabajo (manual de la materia, guías de lecturas, cuadernillos de actividades, etc.). Estas publicaciones, en cambio, se hicieron en dos tiempos: al principio del cuatrimestre todas juntas y luego, repitiéndolas, con el objeto de acompañar el cronograma establecido en la materia. Esta decisión se debió la necesidad de acoplarnos a la trama narrativa propia de las redes sociales -la línea de tiempo- y determinó cuándo publicar el contenido de estudio de la materia. Siguiendo esta estrategia las publicaciones del repositorio fueron las más vistas, recibieron más “me gusta” y, a su vez, fueron las más compartidas. Entonces, la incursión de la PHA en las redes sociales se tradujo en la creación de una canal de comunicación hacia toda la comunidad universitaria, principalmente estudiantes, pero también incluyó a los docentes, otras áreas de la universidad y al ámbito académico en general; donde primó como fuente de información y acceso a contenidos en diferentes formatos hipermediales. Las interacciones de los estudiantes con las cuentas de PHA mostraron que las publicaciones más exitosas fueron aquellas vinculadas directamente con el contenido específico de la materia. Este fenómeno encuentra su explicación en la idea de que “cuando las comunidades de usuarios presionan los botones de ‘me gusta’ o ‘toque’, emiten recomendaciones, comparten artículos favoritos o afirman sus preferencias sobre aquello que está o no de moda, toda esa información provista a través de redes informales genera valor real en el ámbito del intercambio de mercancías” (Van Dijck, 2016: 104). En este sentido, consideramos que lo más valorado por los usuarios de las redes sociales de PHA fueron aquellas publicaciones que se vinculan directamente con las posibilidades de generar algún tipo de facilidades en el cursado de la materia (como tener la bibliografía on line y poder acceder a ella desde cualquier dispositivo). A partir de esta evaluación, en el grupo de trabajo se impuso la necesidad de desarrollar y generar recursos digitales específicos para la materia, recursos que sean pensados didáctica y pedagógicamente para nuestros estudiantes. Diseñar propuestas de enseñanza que inspiren, motiven y sugieran aprendizajes. Luego de la experiencia inicial del 2016, en el primer cuatrimestre de 2017 realizamos algunas modificaciones al proyecto de PHA en las redes. Una de ellas fue el carácter de las publicaciones, a partir de ese momento la mayoría las mismas se desprendieron de la generación propia del contenido. A diferencia del periodo anterior no compartimos cualquier tipo de información sobre los eventos que se realizaban en la universidad, sino que nos ceñimos a los hashtags y específicamente a las actividades organizadas por los integrantes de la materia. Además, establecimos ciertos marcos estéticos sobre cómo publicar el contenido y para organizar de la información diseñando nuestros propios flyer. Podríamos decir, que buscamos cierta uniformidad estética, establecimos una gama de colores y elaboramos plantillas para las publicaciones. Por otro lado, como iniciativa pedagógica propusimos e implementamos un nuevo hashtag #ProblemasParaPensar. Bajo esta etiqueta se compartió una o dos veces por semana una publicación que contenía una imagen (una fotografía de época, una fuente histórica) y una consigna abierta que indagaba la imagen a partir de los contenidos específicos en la materia. La intención era que ese interrogante no se respondiera con el contenido fáctico desarrollado en la materia, sino que invite a nuestros estudiantes a reflexionar sobre las cuestiones de su vida cotidiana, a pensar críticamente ciertas particularidades del presente. Las publicaciones #ProblemasParaPensar fueron tres por cada unidad temática siguiendo el programa de la materia; cada una de las fotografías representaba un eje: política, economía y sociedad. Como la mayoría de las publicaciones en las redes de la materia, #ProblemasParaPensar se publicó con el mismo formato en las tres redes sociales y en simultáneo, fueron planificadas para salir los días miércoles y domingos—en el horario de la tarde/noche. La elección de las imágenes y la elaboración de preguntas disparadoras fue realizada por el equipo de las redes, al que se sumó una de las coordinadoras de la materia. Trabajamos semana a semana, tomando una unidad a la vez, en un documento compartido donde hacíamos las propuestas, las sugerencias de cambios, retocamos las consignas hasta llegar a un consenso general en el equipo. Una vez publicadas se abrieron los comentarios a la participación de los estudiantes, quienes podían leer y responder las intervenciones de sus compañeros, aunque no se planteaba la posibilidad de retroalimentaciones dirigidas desde los docentes de la materia. En sí #ProblemasParaPensar compartió a través de las redes sociales una fuente histórica (una fotografía) que recuperaba en las redes sociales los contenidos que se estaban trabajando en las clases presenciales (algún tema, concepto, actor social, etc.), pero no buscaba reproducir ninguna de las dinámicas del trabajo propias del aula. Sino que invitaba a los profesores a involucrarse con el espacio en las redes de la materia y recuperar dichas publicaciones acompañando a los estudiantes en el análisis histórico de las mismas. Con esta iniciativa se procuró sumarle un sentido pedagógico a las publicaciones que se venían realizando en las redes sociales, superando el espacio de comunicación y repositorio. Ahora bien, más allá del diseño y la calidad de la información producida y compartida en las redes, consideramos que para que la propuesta convenga en los aprendizajes de los estudiantes es necesaria la intervención de los docentes en el espacio del aula: recuperando el contenido publicado, contextualizando la información de la publicación presentada y analizándola críticamente a partir de los contenidos de la materia. PARA REFLEXIONAR y SEGUIR ¿Las redes sociales pueden reemplazar a los pasillos de la universidad y el contacto personal entre estudiantes como mecanismo para hacerse de la información necesaria para llevar con éxito el curso de un cuatrimestre? Al momento de escribir las conclusiones de esta experiencia, finalizado el primer cuatrimestre de 2017, las redes de la materia presentan la siguiente métrica: 133 seguidores en Twitter, 197 seguidores en Instagram y 1050 seguidores en Facebook. El número de seguidores ha ido incrementándose pero no llega a abarcar un porcentaje significativo de los cursantes cuatrimestralmente. Si nos guiamos por los principios de “popularidad” y “gustabilidad” que surgen de la nueva “socialidad moldeada por plataformas”(Van tenemos que sostener que el alcance de la propuesta ha sido acotado. Entre los factores que nos permiten evaluar esta situación, debemos considerar, por un lado, las lógicas propias de socialidad de las redes. Por ejemplo, en las cuentas de twitter e instagram suele funcionar un principio de reciprocidad (si alguien me sigue, lo sigo). Tomando distancia de esta lógica, las cuentas de PHA no siguen a todos los que los siguen, sólo a un número ínfimo de usuarios vinculados al mundo universitario, con lo cual el potencial de incrementar el número de seguidores se reduce notablemente. Un segundo aspecto vinculado a la socialidad de las plataformas tiene que ver con el perfil de sus usuarios. Coordenadas etarias, socioeconómicas, y el grado de vinculación con las redes sociales y la tecnología en general hacen que los estudiantes opten por seguir la materia en alguna red social, en todas o en ninguna, más allá del contenido específico divulgado en ellas. En tercer lugar, se debe considerar que el tipo de comunicación que se establece en las redes no favorece las interacciones, y tiende a ser unidireccional. PHA establece un diálogo institucional con la comunidad académica, el cual es distante y no fomenta el ida y vuelta con los estudiantes. En este sentido, las publicaciones no generan altos niveles de interacción, eso en buena medida puede ser otra explicación de lo limitado del alcance de las redes de la materia entre los cursantes. Ahora bien, los datos cuantitativos no dan cuenta de los aspectos cualitativos de las interacciones que las publicaciones en las redes sociales permiten establecer de modo offline. Las interacciones valiosas operan fuera del mundo online y pueden ser recuperadas a partir de la entrevista con estudiantes y docentes sobre su experiencia en el aula. En este sentido, detectamos la relevancia del rol de los docentes para retomar los contenidos publicados en las redes sociales, generar conexiones valiosas y obtener resultados pedagógicos. El uso de las publicaciones para iniciar o cerrar problemas ha sido resaltado como una experiencia provechosa por los docentes consultados. Finalmente, nos interesa resaltar que, en cuanto al modelo de inclusión tecnológica en la vida universitaria, la propuesta desarrollada intenta acercarse a los postulados de los Entornos Personales de Aprendizaje –PLE-, las redes de PHA se integraron a un espacio abierto y flexible para que los estudiantes pudiesen modular su participaciones e intervenciones dándole un sentido personal al caudal de información que circula a través de los medios sociales. #ProblemasParaPensar fue la principal innovación en el segundo cuatrimestre del espacio en las redes sociales de PHA, tomamos la primera experiencia y trabajamos en el rediseño y la generación de contenidos específicos para los cursantes de la materia. En relación a la propuesta didáctica se limitó a presentar tópicos transversales bajo la etiqueta #ProblemasParaPensar y a partir de la lógica de preguntas abiertas disparar la reflexión sobre ciertas problemáticas actuales. Pero sobre todo se propuso a los profesores para que recuperen las publicaciones de las redes y les den sentido didáctico en sus clases. Entonces, ¿Las redes sociales pueden complementar el espacio áulico en las universidades? ¿Lo puede enriquecer? Estamos convencidos de que sí, en la universidad pública tenemos un espacio para seguir promoviendo y sosteniendo experiencias innovadoras, un espacio para seguir reflexionando e investigando sobre cómo usar significativamente las tecnologías en las propuestas de enseñanza. BIBLIOGRAFÍA Andreoli, S. (2014). Ambientes Personalizados de Aprendizaje (PLE) en educación. Módulos 1 y 2. Programa Virtual de Formación Docente. Citep. Secretaría de Asuntos Académicos, UBA. Area Moreira, M. (2014) La alfabetización digital y la formación de la ciudadanía del siglo XXI. Rev. de Inv. Educ. v.7 n.3 La Paz. Brito, A. (2015) Nuevas coordinadas para la alfabetización: debates, tensiones y desafíos en el escenario de la cultura digital. http://tic.siteal.org/novedades/1649/nuevo-cuadernonuevas-coordenadas-para-la-alfabetizacion-debates-tensiones-y-desafios [Recuperado 18/6/2016] Carlino, P. (2013). Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica. Gastellu S. & Lescano M. (2013) “¿Cómo enseñar a todos? La importancia de la implementación de estrategias didácticas en la enseñanza universitaria”, en Ira Jornadas de Investigación y vinculación, Problemas y potencialidades del Territorio. 31 de octubre de 2013. Universidad nacional Arturo Jauretche, Florencio Varela, Argentina. Hargreaves, A. (2003) Enseñar en la sociedad del conocimiento. Octaedro. González Velasco, C. (2013) Historia Argentina, 1912-2003. Florencio Varela: UNAJ. Jenkins, H. (2008) La cultura de la convergencia de los medios de comunicación. Barcelona. Paidós. Lescano, M. & Quiroga, D. (2017) “PHA en las redes: una experiencia de inclusión de tecnología en la enseñanza de la historia”, en XVI Jornadas Interescuelas/Departamentos de Historia 9 al 11 de agosto de 2017 Mar del Plata – Buenos Aires. Lévy, P. (2004) Inteligencia colectiva: por una antropología del ciberespacio. Organización Panamericana de la Salud. Washington D.C. Longa, J. (2017) Redes sociales, canales de los estudiantes para informarse. Diario La Capital. [Recuperado 9/7/2017] http://www.lacapital.com.ar/educacion/redes-sociales-canales-los-estudiantes-informarse-n1421813.html López Andrada, Concepción (2016) Discursos en torno a la alfabetización digital y académica. Hacia un modelo integrador Virtualidad, Educación y Ciencia. 12 (7), pp. 143-153 https://revistas.unc.edu.ar/index.php/vesc/article/view/14607 [Recuperado 9/7/2017] Maggio, M. (2012). Enriquecer la enseñanza. Buenos Aires: Paidós Van Dijck, J. (2016) La cultura de la conectividad. Historia crítica de las redes sociales. Buenos Aires: Siglo XXI Editores. Video: Mariana Maggio - La clase universitaria re-concebida https://youtu.be/DADwxRXDRR8 [Recuperado el 9/7/2017] Redes sociales y el rendimiento académico, caso de estudio ESPOCH, UNACH, UEB - Universidades Ecuatorianas ABSTRACT La investigación se realiza con el objetivo de estudiar los diversos usos y tiempo de empleo de las redes sociales por los estudiantes universitarios, para analizar la influencia de este aspecto en el desarrollo del proceso enseñanza-aprendizaje y una posible relación de las redes sociales con el rendimiento académico de los estudiantes. Se realiza una investigación descriptiva que permita conocer la información y conocer las situaciones, costumbres y actitudes predominantes a través de la descripción de las actividades de los estudiantes de la UEB, UNACH y ESPOCH en relación al uso de las redes sociales en la educación. Para lo cual se realizaron encuestas a una muestra de 511 estudiantes de una población total de 29,748 con un total de 17 preguntas. Las redes sociales poseen relación con el desempeño académico, pero al contrario de lo que se puede pensar, estas no afectan de forma negativa al promedio resultante, sino de forma positiva ya que ayudan a mejorar destrezas como la habilidad para trabajar en equipo, la capacidad para organizarse y para pedir ayuda a otros en caso de ser necesario. El poder estar conectados con sus compañeros de salón les permite no olvidarse de las tareas asignadas en clase. INTRODUCCIÓN La investigación se realiza con el objetivo de estudiar los diversos usos y tiempo de empleo de las redes sociales por parte de los estudiantes universitarios, para analizar la influencia de este aspecto en el desarrollo del proceso enseñanza-aprendizaje y una posible relación de las redes sociales con el rendimiento académico de los estudiantes de la Universidad Nacional de Chimborazo (UNACH), Escuela Superior Politécnica de Chimborazo (ESPOCH) y la Universidad Estatal de Bolívar (UEB) de la ciudad de Riobamba (UNACH, ESPOCH) y la ciudad de Guaranda (UEB), de la zona centro del Ecuador. El rendimiento académico universitario constituye un factor imprescindible en el análisis de la calidad de la educación superior, debido a que es un indicador que permite una aproximación a la realidad educativa. (Díaz et al., 2002), pero hay que tomar en cuenta que el rendimiento académico es un fenómeno multicausal en el que se encuentran variables individuales, sociales y culturales (Huy et al., 2005), así como también variables entre las relaciones sociales y el rendimiento académico tales como la capacidad para prestar atención, la habilidad para trabajar en equipo, la capacidad para organizarse y para pedir ayuda a otros en caso de necesidad (Jacob, 2002). También la relación entre el rendimiento escolar y el comportamiento social acorde al contexto escolar y universitario ha sido analizada por varios autores (Cominetti et al., 2011) y las relaciones sociales positivas vinculadas con las habilidades sociales, Palabras Claves: Educación permanente, redes sociales, rendimiento académico, habilidades sociales. se asocian al bienestar psicológico (Martínez et al., 2007), pero las relaciones sociales están cambiando ahora, no sólo se basan en la interacción frente a frente sino que, gracias a las redes sociales en línea, se proporcionan los medios para comunicarse sin importar las distancias. En los últimos años se ha elevado la preocupación por el consumo excesivo de las tecnologías. Ochaita et al (2011) señalan que un 37,3% de jóvenes entre los 12-18 años dedica entre una y dos horas diarias a internet y un 21,3% más de tres, así también afirman que existe la adicción a internet y los móviles (Carbonell et al. 2012; Kuss et al., 2013). Esta adicción ha logrado su inclusión como trastorno en el Manual Diagnóstico y Estadístico de los Trastornos Mentales (Kuss et al., 2013). Como parte de una “promesa progresista”, las tecnologías digitales irrumpieron en la escena educativa transformando paradigmas, políticas y prácticas pedagógicas (Lesta & Torres, 2015), por lo cual hay que analizar el uso, la forma en que invierten el tiempo los estudiantes que pasan en las redes sociales y la relación entre las redes sociales y el desempeño académico. **MARCOS TEÓRICO: Redes sociales** Royero, define como “el conjunto de personas, comunidades, entes u organizaciones que producen, reciben, intercambian bienes o servicios sociales para su sostenimiento en un esquema de desarrollo y bienestar esperado. Dicho bienestar es mediatizado por los avances en el campo de la ciencia y la tecnología producidos y ofrecidos en su valor social y mercantil a las personas o grupos de ellas, en un territorio y en unas condiciones económicas sociales determinadas. Estos intercambios se dan a nivel local, regional, nacional, internacional y global”. (Royero, 2007) Las redes sociales han existido en todos los tiempos, los seres humanos han convivido en grupos, tribus y comunidades con intereses comunes, relaciones comerciales o afectivas. La diferencia está en el medio, hoy la comunicación se la realiza por Internet. Las redes sociales prestan los medios para comunicarse sin importar las distancias y un conjunto de herramientas que apoyan a la cyber convivencia de las personas. Así, red social no es únicamente las personas interconectadas, sino también el sistema que aloja y brinda los servicios requeridos. (Valenzuela A., 2013) Muñoz y Llamas, indican que una red social no es igual que una comunidad virtual, ya que la primera los vínculos entre usuarios son infinitos y no necesariamente tienen un interés común, la segunda se crea justo por esa razón (Muñoz & Llamas, 2009). En general, una red social es una estructura formada por nodos –individuos u organizaciones– vinculados por algún tipo de interdependencia, tales como valores, puntos de vista, ideas, intercambio financiero, amistad, parentesco, conflicto, comercio, entre otras. Las estructuras resultantes usualmente son muy complejas (Santamaría G, 2008). Las Redes Sociales han evolucionado enormemente y actualmente la mayoría de usuarios las utilizan diariamente. Las redes más utilizadas son Facebook, Twitter, YouTube, Instagram, WhatsApp, pues permiten una permanente interacción de una manera gratuita, sencilla y rápida. Morales, indica que el uso de las redes sociales, si se lo hace con moderación, influyen positivamente, pues puede utilizarse además para realizar tareas, trabajos y diversas actividades académicas colaborativas. Este autor afirma que los estudiantes que tienen un alto promedio usan poco las redes sociales. Entonces el problema radica en cómo el estudiante usa las redes sociales y como esto lo afecta a él y a su entorno. (Morales, 2011). DESEMPEÑO ACADÉMICO El Desempeño Académico se aclara como el resultado de la asimilación del estudio, expresado en calificaciones basadas en una escala estándar. (Figueroa, 2004). Cuando se refiere a educación, se debe analizar obviamente a la comunidad educativa en sí y a todos los aspectos que influyen en este proceso de enseñanza tales como la familia y el ambiente social que lo rodea. La escuela, da al alumno técnicas, conocimientos, actitudes y hábitos que ayuden al máximo aprovechamiento de sus capacidades y propone neutralizar efectos malos de un ambiente familiar y social desfavorables. En su estudio del clima escolar y la percepción del estudiante, Giraldo y Mera (2000) concluyen que, si las reglas son abiertas y más flexibles, promueven la socialización, la autodeterminación y la adquisición de responsabilidad, lo que favorece a la convivencia en el colegio. Si éstas son rígidas, trascienden negativamente, formando rebeldía, desconcierto, sentimientos de inferioridad, etc. DESARROLLO Se realiza una investigación descriptiva que permita conocer la información y conocer las situaciones, costumbres y actitudes predominantes a través de la descripción exacta de las actividades de los estudiantes de la UEB, UNACH y ESPOCH en relación al uso las redes sociales en la educación. La población de nuestro estudio está compuesta por estudiantes de tres universidades del centro del Ecuador; la ESPOCH cuenta con 12.351 distribuidos en 7 facultades y 37 carreras, más 3.124 estudiantes de nivelación (ESPOCH, 2017), la UNACH posee 4 facultades con 31 carreras que albergan a 7.895 estudiantes y en nivelación 1.318 estudiantes (UNACH, 2017), la UEB cuenta con 4.178 estudiantes distribuidos en 5 facultades y 25 carreras, más 882 estudiantes en nivelación (UEB, 2017). Dando un total de 29.748 estudiantes, de los cuales aplicando la ecuación 1 obtenemos una muestra de 511 con un $e=0.43$ $Z^2_C=4$ $p=0.5$ $$n = \frac{N*Z^2_C*p*q}{e^2*(N-1)+(Z^2_A*p*q)}$$ En donde, $n$ es el tamaño de la muestra, $N$ el tamaño de la población = Zeta crítico elevado al cuadrado (determinado por el nivel de confianza), $p =$ proporción esperada, $q = 1-p$, $e =$ error muestral. Después de determinar la muestra se procedió a aplicar una encuesta, cuyo instrumento tiene un alfa de cronbach de 0,83, y se aplica desde el sábado 10 de junio de 2017 hasta el 21 de junio del mismo año, para lo cual se utiliza la plataforma en línea de formularios de Google, la encuesta estuvo conformada por 17 preguntas mismas que se proceden a analizar a continuación. De los estudiantes que contestaron la encuesta un 45,4% es de género Masculino, 54,6% de género Femenino, en la figura 1 se puede ver la distribución de las edades. La auto-denominación étnica se divide en 1,2% Afro ecuatoriano, 1,2% Blanco, 85,5% Mestizo, 12,1% Indígena, 0% Otra. Los estudiantes pertenecen un 21,5% a la UNACH, 44% UEB y 34,5% ESPOCH de 52 carreras diferentes. Figura 1. Edades Elaborado por los autores. De los encuestados el 99,4% considera importante el uso de Internet, el 85,1% posee cuentas en varias redes sociales, el 56,9% utiliza las redes sociales en clases. Son miembros de Facebook el 97,1%; 24,1% de Twitter; 53,4% de Instagram; 84,4% de Whatsapp, 6,84%de Otras redes sociales. El uso que dan los estudiantes al internet se distribuye en 79,5% Búsqueda de información; 80,2% Investigación de tareas; 65,6% Chat y 49,1% uso de Red Social. El 85,7% de los entrevistados no se ha negado alguna vez a una actividad familiar por seguir al tanto de sus sitios de redes sociales. El 90,2% no se considera una persona adicta a las redes sociales. El 86,1% de los estudiantes entrevistados utilizan alguna red social para la publicación de actividades escolares y/o como medio de comunicación para estar informado sobre dichas actividades. Figura 2. Horas al día de uso de redes sociales. Elaborado por los autores. En la Figura 3 se observan el tiempo de utilización de las redes sociales. El 62,4% afirma que el uso de las redes sociales no ha afectado de alguna manera su rendimiento académico. El 72,8% afirma que no ha postergado sus tareas por estar conectado a una red social. En la Figura 3 se observan los promedios de los alumnos. Figura 3. Uso de internet. Elaborado por los autores. CONCLUSIONES Entre los principales resultados, se determina que el 78,7% de los estudiantes de 52 carreras diferentes se encuentran en edades de 17 a 22 y un 21,3% en una edad de 23 años o más. Mientras que Ochaíta et al (2011) investigó en un grupo de jóvenes entre 12 a 18 años que indicaron que el 37,3% dedica entre una y dos horas diarias a internet y el 21,3% más de tres, mientras que la población analizada por los autores el 55% dedica 2 o menos horas mientras que el 45% de los estudiantes dedica más de 3 horas al día, por lo cual la población analizada registra más del doble de personas que ingresa a las redes sociales un tiempo mayor a las 3 horas a diferencia de lo determinado por Ochaíta. El rendimiento académico universitario está determinado por varias habilidades demostradas por los encuestados, ya que aunque el 56,9% de ellos utiliza las redes sociales en clases pareciendo esto un distractor importante solo el 3,3% posee un promedio inferior al requerido para pasar el semestre, así también demuestran habilidades para trabajar en equipo y la capacidad de organizarse ya que el 86,1% de los estudiantes entrevistados junto a sus compañeros utilizan alguna red social para la publicación de actividades escolares y/o como medio de comunicación para estar informado sobre dichas actividades. El 85,7% de los entrevistados no se ha negado alguna vez a una actividad familiar por seguir al tanto de sus sitios de redes sociales, demostrando que a pesar de pasar tiempos considerables en las redes sociales no dejan de lado las relaciones sociales (Jacob, 2002; Huy et al., 2005) en un ámbito de interacción no virtual. A pesar de que algunos autores (Carbonell et al. 2012; Kuss et al., 2013) afirman que existe la adicción a internet y los móviles, el 90,2% de los encuestados no se consideran una persona adicta a las redes sociales pese a los tiempos que pasa en redes sociales. Por lo expuesto se afirma que las redes sociales si poseen relación con el desempeño académico, pero, al contrario de lo que se puede pensar, estas no afectan de forma negativa al promedio resultante, sino que ayudan de forma positiva ya que reafirman o mejoran destrezas como la habilidad para trabajar en equipo, la capacidad para organizarse y para pedir ayuda a otros en caso de necesidad. Y el poder estar conectados con sus compañeros de salón les permite no olvidarse de las tareas asignadas en clase. TRABAJO FUTURO En futuros trabajos se puede realizar la misma investigación en otras universidades ecuatorianas y contrastar resultados con la presente investigación. Así como también un análisis de los cambios que está ofreciendo el internet en la educación actual. BIBLIOGRAFÍA Carbonell, X., Fúster, H., Chamarro, A., y Oberst, U. (2012). Adicción a internet y al móvil: Una revisión de estudios empíricos españoles. Papeles del Psicólogo, 33, 82-89. Kuss, D. J., van Rooij, A. J., Shorter, G. W., Griffiths, M. D., y Van de Mheen, D. (2013). Internet addiction in adolescents: Prevalence and risk factors. Computers in Human Behavior, 29, 1987-1996. Cominetti, R. y Ruiz, G. (1997) Algunos factores del rendimiento: las expectativas y el género. Human Development Department. LCSHD N° 20. Díaz, M., Peio, A., Arias, J., Escudero, T., Rodríguez, S., Vidal, G. J. (2002). Evaluación del Rendimiento Académico en la Enseñanza Superior. Comparación de resultados entre alumnos procedentes de la LOGSE y del COU. En: Revista de Investigación Educativa, 2 (20), 357-383. Escuela Superior Politécnica de Chimborazo. (2017). Rendición de cuentas 2016. Riobamba: ESPOCH. Recuperado el 13/06/2017, de https://issuu.com/dannycreativ/docs/rendicion_de_cuentas_2016_espoch Figueroa, C. (2004). Sistemas de evaluación académica, San Salvador: Editorial Universitaria. Giraldo, Ligia de, Mera, Rosalba, Clima social escolar: percepción del estudiante Colombia Médica [en línea] 2000, 31: [Fecha de consulta: 12/06/2017] Disponible en:<http://www.redalyc.org/articulo.oa?id=28331106> ISSN 0120-8322 Muñoz, M. C., & Llamas, C. R. (2009). Networking: Uso práctico de las redes sociales. ESIC Editorial. Huy, L., Casillas, A., Robbins, S. y Langluy, R. (2005) Motivational and skills, social, and self-management of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement. 65(3), 482–508. Jacob, B. (2002) Where the boys aren’t: non-cognitive skills, returns to school and the gender gap in higher education. Economics of Education Review, 21, 589 – 598 Martínez, A., Inglés, C., Piqueras, J. y Oblitas, L. (2009). Papel de la conducta prosocial y de las relaciones sociales en el bienestar psíquico y físico del adolescente. Avances en Psicología Latinoamericana, Vol. 28(1), pp. 74-84 Lesta, M. L., & Torres, C. (2015). El Facebook en las cátedras, las cátedras en Facebook. In III Jornadas de TIC e Innovación en el Aula (La Plata, 2015). Morales Pérez, G. (2011). Las redes sociales. Conclusiones de un estudio sobre el grado de conocimiento y utilización por profesionales de la formación. En Ruiz Palmero, J. y Sánchez Rodríguez, J. Buenas prácticas con TIC para la investigación y la docencia. Málaga: Universidad de Málaga. Ochaita, E., Espinosa, M. A., y Gutiérrez, H. (2011). Las necesidades adolescentes y las nuevas tecnologías de la información y la comunicación. Revista de Estudios de Juventud, 92, 87-110. Royero, J. (2007). Las redes de I+D como estrategia de uso de las TIC en las universidades de América Latina. Revista de Universidad y Sociedad del Conocimiento (RUSC) [artículo en línea], 3(2). Santamaría G, F. (2008). Posibilidades pedagógicas. Redes sociales y. TELOS Cuadernos de comunicación e innovación (76). Universidad Estatal de Bolívar. (2017). Rendición de cuentas. Guaranda: UEB. Recuperado el 13/06/2017, de http://www.ueb.edu.ec/images/PDF/RENDICION-CUENTAS-2016/cuentas/INFORME-FINAL-RENDICION-DE-CUENTAS-2016-TH.pdf Universidad Nacional de Chimborazo. (2017). Rendición de cuentas 2016. Riobamba: UNACH. Recuperado el 13/06/2017, de http://www.unach.edu.ec/images/galeriajulio/rendicion/rendicion_cuentas2016.pdf Valenzuela A., R. (2013). LAS REDES SOCIALES Y SU APLICACIÓN. Revista Digital Universitaria, 14(4). Taller a distancia de Ambientación Universitaria FCE UNLP ABSTRACT El término “deserción” refiere a un concepto vinculado con el verbo desertar, dejar, alejarse. En el plano educativo, significa el abandono de los estudios en cualquiera de los niveles educativos. Esta situación se produce por diversas causas y se encuentra influenciada por varios factores: familiares, personales, económicos, migratorios, pedagógicos, entre otros. El momento de transición entre el Secundario y la Universidad es uno de los más problemáticos en la vida de cualquier adolescente. Significan grandes cambios en términos de independencia, manejo individual, toma de decisiones, diferentes formas de vincularse con los materiales de lectura y escritura y demás. Implica dudas, temores, ansiedad, incertezas. Muchos jóvenes se quedan en el camino. La presente ponencia trabaja la idea de instrumentar un Taller de Ambientación Universitaria a Distancia para aspirantes a las carreras de grado de Facultad de Ciencias Económicas de la Universidad Nacional de La Plata (FCE). El mismo, junto a otras estrategias implementadas desde la FCE propone atacar la deserción que se produce en el primer año del trayecto universitario. Sustentada en el uso sistemático de las tecnologías de la información y redes de comunicación se expone una propuesta realizada íntegramente sobre la plataforma Moodle que buscará atenuar el pasaje de la Escuela Secundaria a la Universidad y sus efectos. INTRODUCCIÓN - Contextualización de la propuesta La presente iniciativa educativa tiene su fundamento en que el ámbito universitario presenta condiciones y situaciones diferentes a las conocidas por los estudiantes que ingresan por primera vez a una Institución de Educación Superior. Lo anterior se complejiza con la presencia de nuevas experiencias, nuevos desafíos y fundamentalmente con la incorporación de nuevos saberes por parte de este público ingresante. Al inicio de su vida universitaria, los estudiantes, afrontan un cambio abrupto que deberán transitar satisfactoriamente para poder continuar su “trayecto” en la Universidad. En esta línea, nos parece fundamental acompañar en dicho proceso, asumiendo, los docentes, un rol de facilitadores en su transformación hacia un “ser universitario”. Es recurrente que los docentes del primer año observen dificultades en sus alumnos cuando inician su vida universitaria. Se presentan situaciones como hábitos equivocados en la forma de abordaje de los textos, el desconocimiento de la ubicación de la fotocopiadora y de las aulas, entre otras. Entonces encontramos, al menos en la Facultad de Ciencias Económicas, en adelante FCE, un porcentaje significativo de alumnos que no logran aprobar las instancias evaluativas, quedando frustradas sus intenciones de continuar. Las causas son diversas y depende de cada caso en particular. Este dispositivo se diseñó para la FCE, la cual se encuentra ubicada en la Ciudad de La Plata y cuenta con centros regionales en las localidades de Bolívar, Saladillo y Tres Arroyos. Entre las carreras que se ofrecen desde la FCE se encontramos: Contador Público, Licenciado en Administración, Licenciado en Economía, Licenciado en Turismo y Técnico en Cooperativas. Los alumnos que opten por estudiar alguna de las carreras antes mencionadas deberán inscribirse en la facultad al menos dos meses antes (salvo excepciones, como extranjeros) del inicio de del ciclo lectivo. Los que escojan las carreras clásicas de la FCE, comenzarán cursando tres materias introductorias, que conforman la estructura de ingreso y se encuentran reglamentadas por la Ordenanza 97/1992. Aquellos que opten por la Licenciatura en Turismo, su ingreso será regulado por la Ordenanza 145/2006. Este grupo de ingresantes enfrentaran grandes cambios en su ingreso. Pasarán a un estado en el que se requiere habilidad para resolver diversas cuestiones en forma “autónoma”. Este proceso tiene una duración variable, de acuerdo a cada estudiante. La estrategia expuesta en la presente ponencia está pensada para ser implementada antes de que los alumnos ingresantes comiencen su primer ciclo lectivo y como articulación entre el colegio Secundario y la Universidad. La modalidad escogida es a distancia, fundamentalmente por 2 razones: - Aproximadamente la mitad de los aspirantes provienen de localidades alejadas de La Plata, Berisso y Ensenada\(^1\) y, considerando las fechas de dictado de taller, quizá muchos de ellos no se encuentren en La Plata durante este periodo. - Podría ser realizado, sin problema, por los alumnos de los centros regionales en donde dicta clases la facultad. La propuesta se apoyará en el uso sistemático de las tecnologías de la información y redes de comunicación. Este taller intentará, junto a las estrategias que desde hace varios años se vienen implementando en la FCE (cursos contra semestre, sistema de tutorías que acompañan a los ingresantes, implementación de una Unidad Pedagógica que apoya a los estudiantes con dificultades en sus estudios, y talleres que abordan técnicas de estudio, entre otras), disminuir la alta deserción registrada en el primer año en aquellos alumnos que transiten por ellas. **DESARROLLO - Propuesta de ambientación universitaria a distancia - FCE** La denominación de la propuesta es “Taller a distancia de Ambientación Universitaria FCE UNLP”. Será de carácter opcional para los ingresantes y tendrá una duración de 6 semanas, con encuentros virtuales semanales. El registro de ingresante de la FCE fue de 2.342, 2.253 y 2.605, para los años 2014, 2015 y 2016\(^2\). Nos parece fundamental la implementación de la presente propuesta a distancia que les permita ingresar a la universidad en mejores condiciones. Mediante su implementación, se intentará introducir a los alumnos en aspectos organizativos y académicos de las carreras que brinda la FCE UNLP, facilitando, de esta manera, su inserción al mundo universitario e intentando generar bases sólidas durante del primer año, las cuales definirán su camino de aprendizaje. Se pensaron los siguientes módulos temáticos: **Módulo 1:** Bienvenida: Conociendo un poco más sobre las carreras de la FCE. **Módulo 2:** ¿Cómo arrancamos? Las primeras 3 materias y sus regímenes de aprobación. --- \(^1\) Según el informe “caracterización de los aspirantes 2016” recuperado el 12/06/2017 http://www.econo.unlp.edu.ar/uploads/docs/caracterizacion_aspirantes_2016.pdf \(^2\) La Facultad en cifras: fuente: http://www.econo.unlp.edu.ar/la_facultad_en_cifras Módulo 3: El texto universitario y otras formas de comunicación. Módulo 4: El trabajo en equipo versus el trabajo individual ¿Cómo nos evalúan? ¿Qué se espera de nosotros? Módulo 5: Empleabilidad. ¿Qué hace un profesional de Ciencias Económicas? La estructuración de los módulos fue pensada para comenzar por la presentación de las diferentes carreras y planes de estudio que se ofrecen desde la FCE, siguiendo por el tratamiento de algunas cuestiones referidas a formas de “hacer” dentro de las diferentes carreras y finalizando en la salida laboral del profesional de Ciencias Económicas. El entorno web sobre el que se materializará la propuesta será Moodle, una plataforma de aprendizaje de código abierto diseñada para brindarles a los docentes y a los estudiantes un sistema completo para crear y diseñar ambientes personalizados. En la FCE está disponible esta plataforma desde el año 2008 y se conoce como AU24 (Autopista 24 hs). En la actualidad, se utiliza masivamente como apoyo a las clases presenciales de grado y posgrado y en casos puntuales para cursos completamente a distancia organizados por el área de posgrados. Este entorno virtual permite que los alumnos puedan acceder desde el dispositivo del que dispongan con acceso a internet. Quienes cuenten con teléfonos inteligentes o tabletas, podrán instalar aplicaciones de Moodle para tener una interacción más sincrónica con el taller. La propuesta se planificó para un lapso de 6 semanas dando inicio el primer día hábil del año en que se va a cursar, concluyendo antes del inicio de las asignaturas presenciales de las carreras. Aproximadamente el desarrollo será entonces, entre el 2 de enero y el 13 de febrero de cada año, ya que a partir de la segunda o tercera semana de febrero, según el calendario académico de cada año, los alumnos comienzan con las materias propedéuticas. Los destinatarios del taller serán los ingresantes de la FCE UNLP que opten por cualquiera de las carreras antes mencionadas. Para integrar el equipo de trabajo que llevará adelante la actividad se buscarán perfiles consistentes con la propuesta educativa pensada. Serán docentes con saberes pedagógicos, comunicacionales, escritos y tecnológicos, entre otros. El equipo estará integrado por un coordinador, un especialista en saberes pedagógicos (definido por la Unidad Pedagógica de la FCE), un especialista en comunicación multimedia, un especialista en saberes tecnológicos y la cantidad de tutores virtuales que permita que cada uno de ellos sea “responsable” de un taller de aproximadamente 35 alumnos. Las competencias requeridas por los integrantes de la propuesta deberán incluir: dominio de la materia, estimulación del interés, planeación, claridad, manejo de grupos, carisma, evaluación y presencia en el ámbito de enseñanza. Para lo anterior pensamos en utilizar herramientas propias de la plataforma en donde se dictará el taller (Moodle) complementada con otras herramientas 2.0 que nos permitan brindarles a los alumnos una formación completa y variada. Desarrollo del contenido y actividades de los diferentes módulos: 1) Bienvenida: Conociendo un poco más sobre las carreras de la FCE. En este módulo se presentarán cuáles pueden ser sus campos de acción como profesionales de Ciencias Económicas, los programas de estudio y las materias por las que atravesarán. En esta oportunidad, se ofrecerán, algunas herramientas que permitan la presentación de los integrantes del curso para empezar a generar una cierta dinámica entre ellos. Mediante algunos dispositivos multimedia, se les presentará a los diferentes docentes de las materias de los próximos años, con los que se encontrarán a lo largo de su trayectoria universitaria. Los propios profesores contarán los principales contenidos de sus asignaturas, como así también, la importancia de la misma en la carrera profesional. También, se les mostrarán, las instalaciones de la FCE, los espacios comunes que la conforman, etc. Estos dispositivos serán presentados a través de los propios tutores. Las presentaciones de los integrantes se instrumentarán por medio de un Foro de Debate Sencillo y serán los tutores los encargados iniciar la actividad. Se utilizará un Foro General para ir presentando las novedades del curso o bien que se puedan plantear dudas y/o sugerencias. Para comenzar a ejercitar las dinámicas grupales, se plantará una actividad grupal en donde deberán investigar y disponer en línea (con el recurso TAREA) sobre los orígenes de la Universidad Nacional de La Plata y particularmente sobre Facultad de Ciencias Económicas. La actividad se planteará por medio de un Foro armado para cada grupo. El armado de los grupos será dispuesto por el tutor a cargo y comunicado a los participantes. 2) ¿Cómo arrancamos? Las primeras 3 materias y sus regímenes de aprobación: Aquí se les dispondrá la normativa que regula el régimen de la FCE para las tres materias propedéuticas de cada carrera. Los docentes abordarán en profundidad la normativa referente al ingreso a la Facultad (Ordenanza 97/1992 y Ordenanza 145/2006). La normativa será puesta en línea (en forma de ARCHIVO) para que cada participante pueda tener acceso a la misma y conocerla en profundidad, ya que la misma incluye el régimen de aprobación de las materias introductorias. Se les presentará un foro para que puedan realizar aportes individuales y comentarios sobre las participaciones de sus compañeros. Toda la actividad será moderada por el tutor. 3) El texto universitario y otras formas de comunicación: En este módulo, junto a los profesionales de la Unidad Pedagógica, se realizarán actividades de lectura, comprensión de textos y redacción de textos académicos. A su vez se abordarán las formalidades referidas a la entrega de trabajos prácticos, exámenes, entre otros. Al igual que en las instancias anteriores, se dispondrá el material y luego deberán realizar actividades vinculadas al mismo. 4) El trabajo en equipo versus el trabajo individual: En el presente módulo, se presentarán las ventajas y desventajas de actividades colaborativas y/o individuales, así como los posibles usos de cada una en las diferentes materias. A lo largo de las carreras, tendrán actividades grupales y actividades individuales. Dado que existe bastante resistencia al trabajo colaborativo por parte de los estudiantes por diferentes motivos, pero entre el cuerpo docente cada vez más, se impulsan este tipo de actividades por reconocer grande ventajas en su instrumentación. Se plantea introducir a los alumnos en las mismas y sus porqué, vinculando esto con las capacidades futuras que deberán tener como profesionales en ciencias económicas. Aquí se les presentará una Wiki, que deberán construir en conjunto, los grupos antes definidos, sobre el campo de acción de los profesionales de Ciencias Económicas. 5) ¿Cómo nos evalúan? ¿Qué se espera de nosotros? En este módulo se abordarán cuestiones referidas a la evaluación en el ámbito universitario. Girará en torno a los siguientes ejes: ¿Por qué los evaluamos? ¿Qué evaluamos? ¿Cómo lo hacemos? ¿Quién evalúa? Las respuestas a estas inquietudes orientarán este módulo. La mirada será puesta en el sujeto/objeto de la evaluación (los estudiantes, la enseñanza, los materiales, los métodos). 6) Empleabilidad ¿Qué hace un profesional de Ciencias Económicas? En este módulo se abordará en profundidad la cuestión de la salida laboral del profesional de Ciencias Económicas. Aquí vuelve a presentarse un nuevo momento de transición en la vida del alumno, que implica el traspaso de la Universidad al mundo laboral. Para algunos, esta transición empieza antes de completar sus estudios, para otros, una vez obtenido el título universitario. Varios estudios muestran que esta transición moviliza y genera ansiedad en las personas, especialmente en los egresados sin experiencia laboral. Si bien en este momento se encuentran bastante alejados de esa situación la idea es acercarles contenidos y herramientas para que intenten vislumbrar si lo que les espera en el campo de la profesión es lo que realmente desean. Aquí, el objetivo es que los ingresantes conozcan diferentes perfiles profesionales y áreas de especialidad, socialicen las expectativas con las cuales han ingresado a la carrera, y aprovechen este espacio para esclarecer sus dudas, ampliando, de esta manera su conocimiento acerca del rol profesional. La FCE, posee un sitio completo en YOUTUBE con un apartado especial para ingresante. Este material, junto con el que se diseñe especialmente para el taller, será el soporte para brindarles una aproximación acerca del campo laboral de un profesional de Ciencias Económicas cuidando las individualidades de cada orientación. La evaluación del taller será centralmente formativa, durante todo el curso y pretenderá ser un instrumento para que el alumno planifique su inserción en el ámbito universitario. Respecto a los momentos en que se va a evaluar distinguimos uno de diagnóstico inicial, otro formativo durante el desarrollo del taller y finalmente uno sumativo que pretende identificar la situación de los alumnos al finalizar el taller. CONCLUSIONES Educar en la Universidad, implica comprender la existencia de una serie de factores y de condiciones en los actores intervinientes, como así también, en los espacios en los que consolidamos los procesos de enseñanza - aprendizaje. Incrementar la retención estudiantil en los primeros años de las carreras universitarias significa que más estudiantes puedan llenar las aulas de los próximos años, garantizando procesos de inclusión y de transformación no sólo a los individuos sino también a la sociedad, en sintonía a lo propuesto por el estatuto de la UNLP. Este y otros proyectos que se puedan instrumentar desde la FCE para concretar la profesionalización de cada vez más estudiantes serán de gran valor para los aspirantes a la FCE UNLP, la comunidad educativa de la UNLP y la sociedad en general. Hoy nos ocupamos de la articulación entre la Escuela Secundaria y la Universidad. En una segunda y tercera instancia, lo será la permanencia de los estudiantes en las aulas y finalmente su egreso como profesionales de la FCE UNLP. BIBLIOGRAFÍA Barberá E. y Badia A. (2004). Educar con aulas virtuales. Orientaciones para la innovación en el proceso de enseñanza y aprendizaje. Madrid, España: Editorial A. Machado Libros. Elena Barberá y Antoni Badia: El uso educativo de las aulas virtuales emergentes en la educación superior. http://www.uoc.edu/rusc/2/2/dt/esp/barbera.pdf González, Alejandro Héctor; Esnaola, Fernanda y Martín, Mercedes (2012). Propuestas educativas mediadas por tecnologías digitales - Algunas pautas de trabajo. - Recuperado de http://sedici.unlp.edu.ar/handle/10915/25803 Gvirtz, Silvina y Necuuzzi, Constanza (compliladoras) (2011). Educación y tecnologías: las voces de los expertos. Programa Conectar Igualdad. Ministerio de Educación – ANSES (Argentina), http://www.oei.es/conectarigualdad.pdf Gvirtz, Silvina y Palamidessi, Mariano (1998). El ABC de la tarea docente: currículum y enseñanza. Editorial AIQUE. Litwin E.; Maggio M. y Lipsman M. (2004). Tecnologías en las aulas. Las nuevas tecnologías en las prácticas de enseñanza. Casos para el análisis. Buenos Aires: Amorrortu editores. Lugo, María Teresa y Kelly, Valeria (2011): El modelo 1 a1: un compromiso por la calidad y la igualdad educativas, la gestión de las TIC en la escuela secundaria: nuevos formatos institucionales. Argentina: Ministerio de Educación (Argentina). http://repositorio.educacion.gov.ar:8080/dspace/bitstream/handle/123456789/96570/lugokelly_compromisocalidaded_conectar.pdf?sequence=1 Sagol, C. (2011). El modelo 1 a 1: notas para comenzar. http://bibliotecadigital.educ.ar/uploads/contents/M-Netbooks.pdf Un SPOC para la comprensión de abstracts en inglés: Análisis del CURVA según el MCERL ABSTRACT Este trabajo es un análisis de un curso SPOC (Small Private Online Course) denominado CURVA (Curso Universitario Reducido Virtual y Autogestionado) para la alfabetización académica en lengua extranjera, Inglés, según las recomendaciones del Marco Común Europeo de Referencia para la Lenguas (MCERL). Dicho curso se diseñó dentro del marco del Proyecto de investigación: Hacia la Alfabetización Académica en Inglés: Implementación de Curso Universitario Reducido Virtual y Autogestionado. Su propósito es generar un espacio de autogestión para desarrollar la alfabetización académica en inglés en la Universidad Nacional de La Matanza (UNLaM) según los principios de la lingüística sistémico-funcional y las recomendaciones del MCERL. Se espera que la implementación del CURVA promueva en los participantes el desarrollo de las destrezas lingüísticas, comunicacionales y conectivistas requeridas para la alfabetización académica en inglés de la actualidad y aporte evidencia empírica para ampliar el campo del conocimiento de este modelo de la educación a distancia. INTRODUCCIÓN En la sociedad del conocimiento las publicaciones académicas requieren el dominio del inglés para la comprensión y producción de los géneros discursivos académicos pertinentes. No obstante, se observa que esta competencia ha sido relegada en la Educación Superior produciendo una carencia en la formación profesional-científica, lo cual se convirtió en un reclamo constante de los investigadores en la Universidad Nacional de La Matanza (UNLaM). Por lo tanto, hemos diseñado y construido un curso en línea que aplica el paradigma de educación a distancia: SPOC (Small Private Online Course) teniendo en cuenta las recomendaciones del Marco Común Europeo de Referencia para las Lenguas (MCERL) con el objetivo de poder desarrollar la comprensión lectora de abstracts en segunda lengua, inglés. Este soporte fue identificado como Curso Universitario Reducido Virtual y Autogestionado (CURVA). Su propósito es generar un espacio de autogestión para desarrollar la alfabetización académica en inglés en la universidad (Carlino, 2006) enmarcada en aportes de la lingüística sistémico-funcional (Eggins, 2004; Coffin y Donohue, 2012). El diseño de la investigación es experimental, y con un enfoque mixto, cuanti-cualitativo. Nuevo paradigma de Educación a Distancia En tiempos de mercados abiertos, globalización de la economía y transnacionalización de la cultura la educación a distancia en el ámbito de la Educación Superior ha evolucionado convirtiéndose en una educación más abierta y libre. En este sentido, una de las principales tendencias en la educación a distancia son los COMA (Cursos en Línea Masivos y Abiertos) más conocidos por su sigla en inglés como MOOC (Massive Open Online Courses). El recurso tecnológico MOOC permite a los estudiantes interactuar de tal manera que se convierten en actores fundamentales de sus propios aprendizajes, facilitando, por un lado, el desarrollo de la alfabetización académica, y, por el otro, el desarrollo de la competencia digital de los estudiantes (Siemens, 2004). Una de sus variantes, que se vislumbra como más eficiente, es el SPOC (Small Private Online Course) que hemos elegido como estructura para el CURVA. El CURVA propuesto presenta las siguientes características específicas: - Curso: una secuencia de encuentros planificados en función de construir un producto final a fin de acreditar los aprendizajes adquiridos en el trayecto. - Universitario: destinado a la comunidad universitaria la UNLaM: estudiantes, profesores, graduados y personal administrativo. - Reducido: admitirá un número limitado de inscriptos. - Virtual: se realizará en línea en su totalidad y tanto las clases, como el material y la evaluación son digitales. - Autogestionado: la elección, la continuidad y la finalización de este trayecto se basan exclusivamente en la motivación intrínseca de quienes decidan participar. Las acciones de autogestión incluyen, entre otras, el acceso a los materiales, la realización de autoevaluaciones, la participación en foros y la creación de comunidades basadas en sus intereses. El Marco Común Europeo de Referencia para Lenguas Extranjeras: Aprendizaje, Enseñanza, Evaluación. El MCERL forma parte del proyecto general de política lingüística del Consejo de Europa, que ha unificado directrices para el aprendizaje y la enseñanza de lenguas dentro del contexto europeo. Es el resultado de más de diez años de investigación exhaustiva llevada a cabo por un numeroso grupo de especialistas del campo de la lingüística aplicada. Se ha utilizado este Marco de Referencia como instrumento de consulta fundamental considerando que brinda una base común para la elaboración de programas de lenguas, orientaciones curriculares, exámenes, manuales, etc., en toda Europa. Además, proporciona una descripción de lo necesario para que los estudiantes de una lengua extranjera logren comunicarse, así como también de los conocimientos y destrezas que tienen que desarrollar para actuar de manera eficaz. Para comprobar el progreso de los estudiantes en cada fase del aprendizaje y a lo largo de su vida propone niveles de dominio de la lengua. Por lo tanto, posibilita la transparencia de los cursos, los programas y las titulaciones, y fomenta la cooperación internacional en el campo de las lenguas modernas. Su finalidad es presentar opciones, invitar al usuario a que reflexione sobre su práctica actual, a que tome decisiones consecuentes y a que describa lo que realmente hace. Sumado a esto, incluye un análisis más profundo del papel que cumplen las tareas en el aprendizaje y la enseñanza de idiomas. Análisis del CURVA según las Recomendaciones del MCERL. En búsqueda de dar respuesta a la necesidad detectada por las autoridades de UNLaM se diseñó un curso que desarrolla la comprensión lectora de abstracts en inglés. El MCERL adopta un esquema de niveles comunes de referencia: A usuario básico (A1 acceso, A2 plataforma); B usuario independiente (B1 umbral, B2 avanzado); y C usuario competente (C1 dominio operativo eficaz, C2 maestría). A continuación analizamos el curso CURVA según las recomendaciones del Marco de Referencia: Con respecto a las competencias, se mencionan las de comprender, hablar y escribir. La categoría comprender integra las destrezas comprensión auditiva y comprensión de lectura. En este curso nos concentramos en la comprensión lectora de abstracts en L2. En cuanto a la comprensión lectora, el Marco de Referencia establece que para el nivel A1 el estudiante debe comprender palabras y nombres conocidos y frases muy sencillas, por ejemplo, las que hay en letreros, carteles y catálogos; para A2 debe ser capaz de leer textos muy breves y sencillos, saber encontrar información específica y predecible en escritos sencillos y cotidianos como anuncios publicitarios, prospectos, menús y horarios y comprender cartas personales breves y sencillas; para B1 debe comprender textos redactados en una lengua de uso habitual y cotidiano o relacionada con el trabajo, y comprender la descripción de acontecimientos, sentimientos y deseos en cartas personales; para B2 debe ser capaz de leer artículos e informes relativos a problemas contemporáneos en los que los autores adoptan posturas o puntos de vista concretos, y comprender la prosa literaria contemporánea; para C1 debe comprender textos largos y complejos de carácter literario o basados en hechos, apreciando distinciones de estilo, y comprender artículos especializados e instrucciones técnicas largas, aunque no se relacionen con su especialidad; y para C2 debe ser capaz de leer con facilidad prácticamente todas las formas de lengua escrita, incluyendo textos abstractos estructural o lingüísticamente complejos como, por ejemplo, manuales, artículos especializados y obras literarias. Según lo detallado, el CURVA para el desarrollo de la lectura comprensiva de abstracts académicos en segunda lengua, inglés, se encuentra en el nivel B2. Por lo tanto, la primera intención de que el CURVA fuera para usuarios básicos en L2, no se sostiene. Es necesario un nivel de usuario independiente (intermedio y/o intermedio-avanzado de dominio en L2) para poder realizar el curso y desarrollar la competencia de comprensión lectora de abstracts con éxito. En esta primera versión del CURVA no se trabaja la comprensión auditiva, sino que se concentra específicamente en el desarrollo de la comprensión lectora de abstracts en inglés como segunda lengua. En cuanto a las actividades de comprensión de lectura el Marco de Referencia establece que el usuario como lector recibe y procesa como información de entrada textos escritos producidos por uno o más autores. En el género literario trabajado en el curso bajo estudio, abstracts, se incluyen textos escritos tanto por un autor como dos o más. Entre los ejemplos de actividades de lectura el MCERL incluye: leer para disponer de una orientación general; leer para obtener información, por ejemplo, utilizar obras de consulta; leer para seguir instrucciones; leer por placer. Este curso se focaliza en las dos primeras situaciones puntualizadas: lectura para disponer de una orientación general, es decir, la primera lectura del abstract en segunda lengua se realiza con la expectativa de superar cuestiones pertenecientes a la L2 y así llegar a la idea general; y lectura para obtener información, es decir, superado el primer acercamiento que lleva al tema en forma general y superados los desafíos de la segunda lengua, el usuario pretende llegar a la información específica del texto. Sin embargo, por las características inherentes al género discursivo en estudio no se trabajan actividades de lectura para seguir instrucciones, ni de lectura por placer. Por lo tanto, a través de las actividades propuestas, el usuario de la lengua puede leer para captar la idea general; para conseguir información específica; para lograr una comprensión detallada y para captar implicaciones. En lo que respecta a las estrategias de comprensión el MCERL sostiene que las mismas suponen identificar el contexto y los conocimientos del mundo adecuados a ese contexto, poniendo en funcionamiento en ese proceso lo que se consideran esquemas apropiados. De hecho, en un primer acercamiento al abstract se pretende descubrir la propuesta del tópico a estudiar. Las estrategias de comprensión, dice el MCERL, establecen expectativas respecto a la organización y al contenido de lo que va a ocurrir (Encuadre). En el caso de la lectura de los abstracts, después de descubrir el tópico a estudiar, es fundamental llegar a la información del marco teórico y metodología. En el proceso de la actividad de comprensión, se utilizan las claves identificadas en el contexto total (lingüístico y no lingüístico), así como las expectativas respecto a este contexto establecidas por los esquemas adecuados para elaborar una representación del significado expresado y una hipótesis sobre la intención comunicativa que subyace en él. Siguiendo un proceso de aproximación sucesiva, se logra llenar los vacíos aparentes y posibles del mensaje para materializar la representación del significado, y se deduce la importancia del mensaje y de sus partes constituyentes (Inferencia). Los vacíos resueltos mediante la inferencia pueden haberse originado como consecuencia de restricciones lingüísticas, condiciones receptivas difíciles, ausencia de conocimientos asociados o por una supuesta familiaridad, predisposición, subestimación o reducción fonética por parte del emisor. La viabilidad del modelo al que se ha llegado se comprueba con la evidencia de las claves co-textuales y contextuales para ver si «encajan» en el esquema puesto en funcionamiento: la forma en que el estudiante está interpretando la situación (Comprobación de hipótesis). En caso de identificar un desajuste se debe volver a la primera fase (Encuadre) en busca de un esquema alternativo que pudiera explicar mejor las claves mencionadas (Revisión de hipótesis). El MCERL ofrece una escala ilustrativa para la identificación de las claves e inferencia: C2 y C1 comparten los mismos descriptores, es decir, el estudiante es lo bastante hábil como para utilizar las claves contextuales, gramaticales y léxicas para inferir la actitud, la predisposición mental y las intenciones, y prever lo que va a ocurrir; B2: el estudiante utiliza una variedad de estrategias para comprender, incluidas: escuchar atentamente para intentar captar las ideas principales; comprobar la comprensión utilizando claves contextuales; B1: el estudiante identifica por el contexto palabras desconocidas en temas relacionados con sus intereses y su especialidad, extrapola del contexto el significado de palabras desconocidas, y deduce el significado de las oraciones, siempre que el tema tratado le resulte familiar; A2: el estudiante sabe cómo utilizar una idea del significado general de textos y enunciados cortos que tratan temas cotidianos concretos para inferir del contexto el significado probable de las palabras que desconoce; A1: no hay descriptor disponible. Por lo tanto, concluimos que a través del CURVA el usuario de la L2 desarrolla la capacidad de lectura comprensiva de abstracts del nivel B2, ya que, al terminar el curso podrá leer un abstract para captar la idea general y encuadrarlo en su disciplina; para conseguir información específica en cuanto al tema a estudiar, la base teórica en que se sustentará el artículo que lo sucede y la metodología a aplicar; para conseguir una comprensión detallada de los resultados esperados y para captar implicaciones y futuras consecuencias. Otro tema importante para considerar en la valoración del CURVA son las competencias. Todas las competencias humanas contribuyen de una forma u otra a la capacidad comunicativa del usuario, y se pueden considerar aspectos de la competencia comunicativa. Sin embargo, puede resultar útil distinguir entre las competencias generales menos relacionadas con la lengua y las competencias lingüísticas. Estas últimas no se desarrollan en este trabajo porque ya se han analizado en otro artículo (Mailhes y Almada, 2016). En cuanto a las competencias generales, el MCERL enumera: el conocimiento declarativo (saber), el conocimiento del mundo, el conocimiento sociocultural y la conciencia intercultural. Para poder acceder a las competencias lingüísticas con éxito se requiere el dominio de estas competencias generales. Se espera que los usuarios del CURVA, por ser estudiantes universitarios o profesionales, cuenten con la destreza de estas competencias generales ya adquiridas aunque siempre pueden perfeccionarse. Las destrezas y las habilidades que el MCERL define como saber hacer se dividen en prácticas e interculturales. Dentro de las primeras detalla las destrezas profesionales como la capacidad de realizar acciones especializadas (mentales y físicas) que se necesitan para realizar los deberes del (auto)empleo. Por supuesto, el dominio de la alfabetización académica en general y de los abstracts en particular pertenece tanto al ámbito profesional como de formación, es decir, al ámbito estudiantil universitario. De acuerdo con el Marco de Referencia la actividad comunicativa de los usuarios o estudiantes no sólo se ve afectada por sus conocimientos, su comprensión y sus destrezas, sino también por factores individuales relacionados con su personalidad y caracterizados por las actitudes, las motivaciones, los valores, las creencias, los estilos cognitivos y los tipos de personalidad que contribuyen a su identidad personal, es decir, la competencia «existencial» (saber ser). Los factores de actitud y de personalidad inciden enormemente no sólo en los papeles que cumplen los usuarios o estudiantes de idiomas en los actos comunicativos, sino también en su capacidad de aprender. El desarrollo de una «personalidad intercultural» que comprenda tanto las actitudes como la toma de conciencia es considerado por muchos como una meta educativa importante en sí misma, como lo es en el CURVA, diseñado para hispanoparlantes que utilizan el inglés como L2. En su acepción más amplia, saber aprender es la capacidad de observar y de participar en nuevas experiencias, y de incorporar conocimientos nuevos a los conocimientos existentes, modificando estos últimos si fuera necesario. Las capacidades de aprendizaje de lenguas se desarrollan en el curso de la experiencia de aprendizaje y dan al estudiante la posibilidad de abordar en forma eficiente e independiente los nuevos desafíos del aprendizaje de la lengua y así ver qué opciones existen y hacer un mejor uso de las oportunidades. La capacidad de aprender (saber aprender) consta de varios componentes, como, por ejemplo, la reflexión sobre el sistema de la lengua y la comunicación, las destrezas fonéticas generales, las destrezas de estudio y las destrezas de descubrimiento y análisis. Bajo el apartado, enfoques generales, se plantea el interrogante de ¿cómo se espera que aprendan los estudiantes una segunda lengua o una lengua extranjera (L2)? ¿De una o más de las siguientes formas? En un intento por dar respuesta a la pregunta se presentan nueve lineamientos principales de los cuales se transcriben a continuación los que se producen en el curso CURVA: a) mediante la exposición directa a un uso auténtico de L2 de las siguientes formas, dentro de la cual se incluye la lectura de textos escritos auténticos que no hayan sido manipulados, ni adaptados (periódicos, revistas, relatos, novelas, señales y rótulos publicitarios), donde se puede incluir a los abstracts también; y b) mediante la exposición directa a enunciados hablados y a textos escritos especialmente elegidos (por ejemplo, adaptados) en L2 («material de entrada (input) inteligible»); en algunas ejercitaciones los abstracts incluidos han sido especialmente seleccionados respondiendo a cuestiones de complejidad de la lengua, extensión, disciplina a la que pertenecen entre otras. c) mediante la participación directa en tareas especialmente elaboradas en L2 («material de salida (output) comprensible»); el CURVA incluye actividades especialmente diseñadas para los abstracts incorporados y para el público esperado. d) de forma autodidacta, mediante el estudio individual (dirigido), persiguiendo objetivos negociados y dirigidos por el estudiante mismo y utilizando los medios de enseñanza disponibles; en el caso del CURVA el estudiante puede sentirse motivado a indagar sobre el tema más allá de lo tratado. e) mediante las combinaciones de las siguientes actividades: la combinación de presentaciones, explicaciones, ejercicios (de repetición) y actividades de explotación, pero con la L1, como lengua de control en clase, de explicación, etc.), y la misma combinación de actividades, pero utilizando sólo L2 para todos los objetivos de clase, comenzando quizá en L1 pero reduciendo paulatinamente su uso, e incluyendo más tareas y textos auténticos, hablados y escritos, y con un aumento del componente de estudio autónomo; el CURVA fue diseñado considerando tanto la L1 como la L2 ya que el nivel de referencia de los estudiantes es B2. El papel que desempeñan los textos en el aprendizaje y la enseñanza de lenguas ¿Cómo se espera o se exige que los estudiantes aprendan de textos escritos? a) mediante la simple exposición; b) mediante la simple exposición, pero asegurándose de que el material nuevo sea inteligible por medio de la inferencia del contexto verbal, del apoyo visual, etc.; c) mediante la exposición, con un seguimiento de la comprensión, y asegurando ésta con actividades de pregunta-respuesta, de opciones, de relacionar, etc., en L2; d) como en c), pero con una o más de las siguientes actividades: pruebas de comprensión en L1; explicaciones en L1; explicaciones en L2; traducción sistemática del texto a L1 realizada por el estudiante; actividades previas a la comprensión escrita, etc. En el curso CURVA se espera que los usuarios aprendan de textos escritos (abstracts) a través de todas las formas detalladas, ya que se les expone al texto a modo de ejemplo primero, y luego se les expone a textos legibles (especialmente seleccionados o incluso alterados) para su nivel de L2 y se les acompaña de diferentes actividades que propician la comprensión lectora. En cuanto a la autenticidad de los textos el MCERL clasifica a los textos «auténticos», es decir, producidos para fines comunicativos sin ninguna intención de enseñar la lengua; por ejemplo: textos auténticos no manipulados que el estudiante se encuentra en el curso de la experiencia directa de la lengua que utiliza (periódicos, revistas, retransmisiones, etc.); y textos auténticos seleccionados, adaptados o manipulados para que resulten adecuados a la experiencia, a los intereses y a las características del estudiante. Y a los textos creados especialmente para su uso en la enseñanza de la lengua; por ejemplo: textos creados para que se parezcan a los textos auténticos a los que se hace referencia en el punto anterior (por ejemplo: materiales especialmente preparados, de comprensión oral, grabados por actores); textos creados para ofrecer ejemplos contextualizados del contenido lingüístico que se va a enseñar (por ejemplo, en una unidad concreta del curso); oraciones aisladas para la realización de ejercicios (fonéticos, gramaticales, etc.); las instrucciones y explicaciones en los libros de texto, los epígrafes de las pruebas y de los exámenes, la lengua empleada en clase por los profesores (instrucciones, explicaciones, control de la clase, etc.). Éstos se pueden considerar tipos de texto especiales. El CURVA contempla textos auténticos en inglés (abstracts) no manipulados a los que el estudiante es expuesto en forma directa y textos auténticos seleccionados, adaptados o manipulados a fin lograr la comprensión de los mismos. La dificultad de las tareas fue especialmente estudiada y acordada por el grupo de investigación antes de abordar la etapa de diseño del curso. Las condiciones y restricciones de las tareas de comprensión también fueron consideradas en detenimiento: el apoyo para la realización de la tarea, las características de los textos y el tipo de respuesta exigida. El curso recurre a diferentes formas de introducción como medida de apoyo que reduce la posible dificultad de los textos. Por ejemplo, la fase preparatoria proporciona orientación y sirve para activar conocimientos previos; las instrucciones claras brindadas en L1 para realizar la tarea ayudan a evitar posibles confusiones y la distribución del trabajo en pequeñas actividades ofrece posibilidades para la realización paulatina y progresiva. Dicha fase preparatoria crea expectativas, dota de conocimientos básicos necesarios, activa conocimientos esquemáticos previos y filtra ciertas dificultades lingüísticas durante una fase previa a la comprensión escrita o a la visualización, reduce notablemente la dificultad en el procesamiento de la tarea y, con ello, su complejidad. Los conceptos de discurso y enunciación han sido los pilares que se han tenido en cuenta en todas las etapas de diseño y construcción del curso CURVA. En cuanto a la estructura del discurso se ha buscado la coherencia textual y la buena organización (por ejemplo, la secuenciación temporal, la clara señalización y presentación de las ideas principales antes de que aparezcan desarrolladas). La información se presenta de modo claro y explícito para contribuir a reducir la complejidad del procesamiento de la información. CONCLUSIONES El auge del fenómeno de las redes humanas y tecnológicas, conocido como el conectivismo, constituye un paradigma de aprendizaje interesante, en particular con el surgimiento de entornos SPOC y la posibilidad de explotarlo en el ámbito universitario en el desarrollo de la alfabetización académica. Competencias desarrolladas de manera colaborativa y cooperativa que permiten a los usuarios, además de aprehender el contenido del curso, autogestionar su aprendizaje. Cada una de las unidades del CURVA intenta aplicar los lineamientos sobre la comprensión lectora recomendados en el MCERL, en especial, las consignas, las explicaciones, las actividades y las características de los textos auténticos fortalecen los métodos de aprendizaje y enseñanza que ayudan a los estudiantes a desarrollar las actitudes, el conocimiento, las destrezas y las estrategias necesarias para ser más independientes a la hora de pensar y actuar y, a la vez, más responsables y participativos en relación con su entorno. Se pretende que el CURVA les permita a los estudiantes usuarios desarrollar las competencias, destrezas y estrategias necesarias para, en una primera instancia, poder juzgar a partir de la lectura de un abstract en L2, si el trabajo que antecede es de su interés. En segunda medida, se espera que el input logrado a través de los ejemplos presentados y la ejercitación ofrecida los fortalezca al momento de tener que elaborar sus propios abstracts, tanto en trabajos académico-estudiantiles como en futuras publicaciones profesionales. Con la implementación del CURVA para la alfabetización académica en inglés en la universidad se recolectarán y analizarán datos de permanencia, aportes y avance de los participantes, y en definitiva, se evaluará el proceso de adquisición de la lengua extranjera según los parámetros propuestos por el Marco de Referencia. BIBLIOGRAFÍA **Carlino, P.** (2006). Escribir, Leer y Aprender en la Universidad. Introducción a la Alfabetización Académica. Buenos Aires: Fondo de Cultura Económica de Argentina. **Coffin, C. y Donohue, J.** (2012). Academic Literacies and Systemic Functional Linguistics: How do they relate? *Journal of English for Academic Purposes* 11 (2012) 64–75 **Eggin, S.** (2004). An Introduction to Systemic Functional Linguistics. Londres: Continuum Gabelas Barroso, Marta Lazo & Hergueta Covacha (2012). “Comunicación, Ubicuidad y Aprendizajes”. Actas – IV Congreso Internacional Latina de Comunicación Social – IV CILCS, December 2012. Universidad de La Laguna, Tenerife. [Online] Available: [http://www.revistalatinacs.org/12SLCS/2012_actas/040_Gabelas.pdf](http://www.revistalatinacs.org/12SLCS/2012_actas/040_Gabelas.pdf) (20 December, 2012) **Mailhes, Verónica y Almada, Graciela** (2016). La alfabetización académica en inglés mediada por un SPOC: “CURVA” según el MCERL en el Libro “Aprendizaje mediado por recursos digitales innovadores” en el Capítulo II titulado: “Aprendizaje y Mediación Pedagógica Digital” editado por la Facultad de Estudios Superiores Zaragoza, Universidad Nacional Autónoma de México (UNAM), en conjunto con la Red Iberoamericana de Innovación e Investigación en Tecnologías y Usos en el Aprendizaje eElectrónico / RED RITUAL, (RITUAL), México, D.F como resultado del V Congreso Iberoamericano de Aprendizaje Mediado por Tecnología – CIAMTE, 29 al 31 de Agosto, [http://aprendizajemediadotecnologia.weebly.com/](http://aprendizajemediadotecnologia.weebly.com/) **Marco Común Europeo de Referencia para la Lenguas (MCERL)** (2002) http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf Ministerio de Educación, Cultura y Deporte, Subdirección General de Cooperación Internacional. Madrid, COEDITAN: Secretaría General Técnica del MECD-Subdirección General de Información y Publicaciones, y Grupo ANAYA, S.A. - 2001 Consejo de Europa para la publicación en inglés y francés. Título Original: Common European Framework for Languages: Learning, Teaching, Assessment Council for Cultural Cooperation Education Committee Language Policy Division, Strasbourg - 2002 Instituto Cervantes para la traducción en español. [http://cvc.cervantes.es/obref/marco](http://cvc.cervantes.es/obref/marco) **Siemens, G.** (2004). Conectivismo: una teoría de la era digital. Disponible en: www.diegoleal.org/docs/2007/Siemens(2004)-Conectivismo.doc. [Consultado el 28-02-16] Más Allá del Aula Virtual. “Otros Horizontes, otros desafíos”
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Saksprotokoll Behandlet i: Planutvalget Møtedato: 05.04.2017 Sak: 12/17 Resultat: Innstilling vedtatt Arkivsak: 17/540 Journalpost: 5659/17 Tittel: Saksprotokoll - Kommunedelplan for helse, omsorg og velferd 2018-2025 Planoppstart og forslag til planprogram Behandling: Rådmannens innstilling ble enstemmig vedtatt. Vedtak: 1. Planutvalget viser til kommunestyrets behandling av kommunal planstrategi for kommunestyreperioden 2016-2019. Kommunestyret vedtok å prioritere utarbeidelse av ny helse- og omsorgsplan, med oppstart i løpet av høsten 2016. 2. Planutvalget vedtar at utkast til planprogram for kommunedelplan for helse, omsorg og velferd 2018-2025 sendes ut på høring i seks uker, samtidig med varsel om planoppstart. Høringsfristen settes til 31. mai 2017. Planprogrammet vil deretter bli fremmet i en egen sak til kommunestyret, som tar stilling til innkomne merknader, og fastsetter det endelige planprogrammet som grunnlag for arbeidet med kommunedelplanen. Tlf. : 75 71 00 00 Faks: 75 71 00 01 Org.nr.: 970 189 866 Side: 1 av 1 SAKSFRAMLEGG Saksbehandler: Kjell Holdal Arkiv: 143 Arkivsaksnr.: 17/540 Kommunedelplan for helse, omsorg og velferd 2018-2025 Planoppstart og forslag til planprogram Rådmannens innstilling: 1. Planutvalget viser til kommunestyrets behandling av kommunal planstrategi for kommunestyreperioden 2016-2019. Kommunestyret vedtok å prioritere utarbeidelse av ny helse- og omsorgsplan, med oppstart i løpet av høsten 2016. 2. Planutvalget vedtar at utkast til planprogram for kommunedelplan for helse, omsorg og velferd 2018-2025 sendes ut på høring i seks uker, samtidig med varsel om planoppstart. Høringsfristen settes til 22. mai 2017. Planprogrammet vil deretter bli fremmet i en egen sak til kommunestyret, som tar stilling til innkomne merknader, og fastsetter det endelige planprogrammet som grunnlag for arbeidet med kommunedelplanen. Vedlegg i saken: 1. Utkast til planprogram for kommunedelplan for helse, omsorg og velferd 2018-2025 2. Utkast til prosjekt- og prosessplan for helse, omsorg og velferd 2018-2025 Bakgrunn: Kommunestyret vedtok i sak 57/16, den 23. juni 2016, en kommunal planstrategi for perioden 2016-2019. Kommunen skal blant annet prioritere å utarbeide en ny helse- og omsorgsplan. Plan- og bygningsloven har bestemmelser om at kommunen, som ledd i varsling om planoppstart, må utarbeide et planprogram som grunnlag for planarbeidet. Planprogrammet skal gjøre rede for formålet med planarbeidet, planprosesser med frister og deltakere, opplegget for medvirkning, spesielt i forhold til grupper som antas å bli særlig berørt. Kommunen skal også beskrive hvilke alternativer som vil bli vurdert, og behovet for utredninger. Dette vil blant annet kunne bidra til bedre politisk styring av planarbeidet, og større forutsigbarhet i planprosessen. Saksutredning: Formålet med planarbeidet er å utarbeide en helhetlig kommunedelplan for helse, omsorg og velferd 2018-2025. Planen vil også inneholde et forslag til handlingsprogram med prioriterete tiltak for helse, omsorg og velferd i økonomiplanperioden 2018-2021. Planarbeidet skal avklare hvordan kommunen kan videreutvikle helse-, omsorgs- og velferdstjenestene slik at vi kan møte framtidens utfordringer og behov for nye tjenester, nye lover og forskrifter, ny teknologi og nye behandlingsmetoder mm. Kommunestyrets begrunnelse for å prioritere arbeidet med en ny helse og omsorgsplan er at de fleste delplaner/temaplaner inne helse og omsorg er delvis utdaterte. Videre har også samhandlingsreformen, avtaler med spesialisthelsetjenesten, velferdsteknologi mm, gitt kommunen nye oppgaver og større faglig ansvar. Nye sentrale føringer gjennom stortingsmeldinger, utredninger og opptrappingsplaner, kombinert med stramme økonomiske rammer, har ført til behov for en overordnet plan med nye mål og strategier, samt nye framtidsrettede omstillings- og endringstiltak. Vedlagte prosjekt- og prosessplan for helse, omsorg og velferd gir en beskrivelse av mål og ønsket resultat for planarbeidet, bakgrunn og problemstillinger, organisering og roller, fremdriftsplan og aktivitetsplan. Prosess- og prosjektbeskrivelsen viser også hvordan kommunedelplanen for helse, omsorg og velferd senere vil inngå i kommunens plansystem, i henhold til kommunens retningslinjer for planlegging. Forslag til prosjekt- og prosessplan for planarbeidet er drøftet i strategisk ledelse. Rådmannens ledergruppe ønsker at kommunedelplanen også ivaretar kommunens velferdstjenester, som i dag betjenes av NAV kontoret (tidligere sosialkontortjenester). Prosjekt- og prosessplanen er også forankret i driftsutvalget og kommunestyret. Vurdering: I tråd med kommunal planstrategi for kommunestyreperioden 2016-2019, anbefaler rådmannen at kommunen setter i gang et arbeid med ny kommunedelplan for helse, omsorg og velferd, med beskrivelse av nye utfordringer, mål og tiltak. Vedlagte utkast til planprogram synes å tilfredsstille de krav plan- og bygningsloven stiller til et planprogram, med beskrivelse av formålet med planarbeidet, planprosessen og opplegg for medvirkning. Planprogrammet vil, etter å ha vært på høring i seks uker, bli fremmet i en egen sak til kommunestyret, som tar stilling til innkomne merknader, og fastsetter det endelige planprogrammet for kommunedelplanen for helse-, omsorgs- og velferdstjenester. Hege Sørlie rådmann
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DOCUMENTACIÓ: Grup de treball d'educació per la Sostenibilitat (Un divendres amb futur) (4 d'octubre del 2019) Publicat per Enric Coll Gelabert [1] el 09/10/2019 - 13:41 | Última modificació: 09/10/2019 - 14:00 Documents recull de la presentació i resultats de la sessió del Grup de treball d'educació per la Sostenibilitat de la Xarxa de Ciutats i Pobles cap a la Sostenibilitat realitzada el 4 d'octubre del 2019 1. Presentació. Recursos compartits. Balanç de mandat. Reptes de futur compartits [2] La Ruleta dels ODS [3] 2. Model de fitxa per la dinàmica On érem, on som ? Què sentíem, què sentim? [4] 3. Resultats de la dinàmica On érem, on som ? Què sentíem, què sentim? [5] 1. Presentació. Recursos compartits. Balanç de mandat. Reptes de futur compartits (2.79 MB) 2. Model de fitxa per la dinàmica On érem, on som ? Què sentíem, què sentim? (367.08 KB) [4] 3. Resultats de la dinàmica On érem, on som ? Què sentíem, què sentim? (3.94 MB) Categories: Ponències i documentació [5] [6] URL d'origen: http://xarxaenxarxa.diba.cat/documents/documentacio-grup-de-treball-deducacio-per-sostenibilitatdivendres-amb-futur-4-doctubre-d Enllaços: [2] http://xarxaenxarxa.diba.cat/sites/xarxaenxarxa.diba.cat/files/4_gt_ea_pla_de_treball_balanc_v2.pdf [1] http://xarxaenxarxa.diba.cat/members/collge [3] https://www.diba.cat/es/web/mediambient/la-ruleta-dels-ods [5] http://xarxaenxarxa.diba.cat/sites/xarxaenxarxa.diba.cat/files/on_erem_on_som.pdf Page 1 of 1 [4] http://xarxaenxarxa.diba.cat/sites/xarxaenxarxa.diba.cat/files/valoracio_final_mandat_xarxa_1.pdf [6] http://xarxaenxarxa.diba.cat/node/6967
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Good morning. My name is Anthony Moffa, and I am a Professor of Environmental Law at the University of Maine School of Law. I am here today in my professional capacity to offer my expertise to the committee in interpreting and crafting the language of this bill and its underlying constitutional amendment. I am also here to testify in my personal capacity in support of the legislation and the amendment in principle. First, as to my expertise – to the extent the committee will be holding further working group sessions on the language of this proposed amendment, I would be glad to provide my analysis based upon my research and experience in environmental law. The constitutions of seven other states protect environmental rights: Hawaii, Illinois, Massachusetts, Montana, Pennsylvania, Rhode Island, and New York. I will briefly share my reading of the proposed text in light of these similar provisions now, but let me stress that a more in-depth analysis may be warranted. The first sentence makes clear that the citizens of the state have a constitutional right to a clean environment and the associated health and use benefits of such an environment. The second sentence makes that right operable as against the government, should it fail to adequately protect it. The third sentence establishes that the government holds natural resources in trust for the benefit of the citizens of the state and further makes clear that the beneficiaries of that trust relationship should all be treated equally – including as between current and future generations of beneficiaries. Turning now to my personal opinion. I support this bill and the underlying amendment because it attempts to confront the core policy challenge of environmental law as it relates to common resources – the collective action problem. In particular, the incentives for any particular government to address environmental harm in any given session are frequently misaligned. This is largely due to timescale. The effects of environmental degradation are often felt by future generations of humans, where the perceived economic cost of addressing those harms are felt in the present. Put another away, we have an intergenerational collective action problem. The amendment's text would allow citizens to hold the government accountable for inequitable, inefficient, and harmful myopic decisions. Prof. Anthony Moffa University of Maine School of Law
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Das Schönste, was passiert, ist immer unvermeidbar. Wie ein Unfall, den man genauso wenig vermeiden kann. Schwierige Dinge geschehen meist während man sie auf sich zukommen sieht. Ich habe die zamonische Eigenart, ihnen nicht aus dem Weg gehen zu können. Vermeide das Rascheln mit der Tüte! Es ist verräterisch und fällt sofort auf. Obwohl ich mich unauffällig bemühte, verlor ich Rosinen und trat auch noch drauf. In diesem Moment markierte ich außerdem, in prüfend vorgeboigter Haltung, eine Spur aus Puderzucker - das näxte Problem, durch versehentliche Tütenendentfaltung. Es heben sich erste glasige Blicke von rhummschöpfenden Kameraden, während ich notdürftig die Puderquelle flicke, derweil mir Blicke Schuld aufladen. Die Wenixten gestehen mir zu, was nur des Käptäns würdig ist: Eierkrapfen gehören dazu, sobald die Session begonnen ist. Dabei kommt mir lächelnd in den Sinn: Manch Krümel, den an Bord wir teilten, weshalb ich glücklicher geworden bin, als auf neutralen Planken wir verweilten. Ich bewahre mir das Privileg, diese Spur noch etwas tiefer zu legen; oberflächlich bleibt das ein süßer Weg, den viele im Wunsch nach Eierkrapfen hegen. … und den Teller … und den Boden … und das Boot …
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L'Ajuntament es compromet a no fer cap més actuació al parc de Volpelleres un cop acabada La Mirada tot i recordar que és 'sòl d'equipaments' El govern de Sant Cugat no farà cap més actuació urbanística al parc del bosc de Volpelleres un cop s'hagi construït el nou edifici de La Mirada. Així ho ha explicat l'alcaldessa, Mireia Ingla, al programa 'Línia directa' del districte Centre Oest, on ha recordat que, no obstant, tota la zona del bosc té qualificació de sòl d'equipament per a fer-hi serveis per a un barri en creixement encara. Mentrestant, la licitació de les obres del nou edifici de l'escola estan 'a punt' un cop superats els problemes amb el pressupost. "Aquesta licitació anirà bé perquè ja hem parlat amb les empreses interessades i ja sabem quin era el problema i hem adaptat el pressupost. Hem de fer tot el que calgui perquè aquesta és una prioritat del govern", ha explicat Ingla. Aquest obra, que acumula un retard considerable arran del canvi d'ubicació obligat per Protecció Civil de la Generalitat, ha topat amb l'oposició dels moviments ecologistes, liderats per Sos Volpelleres i Adenc. "És cert que durant els tràmits s'han interposat recursos, però a dia d'avui cap ha frenat el procés. Des del primer moment hem dit que el procés que estàvem seguint era el correcte, i que el que fèiem es pot fer. De fet, si tingués impacte mediambiental, la Comissió d'Urbanisme de la Generalitat ja no ens hagués aprovat definitivament el projecte", ha afirmat. És en aquest context, però, que Ingla assegura que "hi ha un compromís de reparació d'aquell entorn i d'aquells arbres que tenen valor. I sobretot reconstruir la parcel·la que es va netejar al costat del Leonardo on havia d'anar l'escola. La rehabilitació d'aquest espai també forma part d'aquest concurs. Ho tenim tot previst i actuarem en conjunt perquè aquest parc es vegi afectat el mínim possible". És per això que Ingla ha assegurat que "com a govern ens hem compromès que un cop feta l'escola La Mirada no farem cap altra actuació al parc de Volpelleres". L'alcaldessa també recorda que, aquest compromís té un valor perquè tota la zona del parc del bosc de Volpelleres és sòl d'equipament per donar resposta a la crescuda tan exponencial d'aquest barri. De fet, explica, que just davant del parc, on hi ha edificis d'habitatges ara mateix, "abans també hi havia un bosc, i es va prioritzar fer habitatge". Més mòdulsPerò mentre aquest edifici no arriba, caldrà que el departament d'Educació vagi afegint els mòduls que faci falta perquè cada curs hi ha més alumnes. "Això és competència de la Generalitat, però nosaltres tenim un compromís que hi hagi més metres dels que pertocarien perquè tot estigui més esponjat. Es faran una sèrie d'actuacions, com una pista esportiva i un tancat perquè tinguin més espai de pati", conclou. RECUPERA EL PROGRAMA 'LÍNIA DIRECTA' DEL CENTRE OEST SENCER AQUÍ Mireia Ingla: Recordo que tot allò és sòl d'equipament per donar resposta a la crescuda tan exponencial d'aquest barri. Quan un barri creix, l'administració ha de donar serveis públics, i Noticia disponible a https://www.cugat.cat/noticies/societat/158348.html Pagina 1 - 15/10/2024 Cugat.cat / noticies l'educació és un servei essencial. Quan es va planificar el barri, es preveu on hi haurà habitatge i on hi haurà els equipaments pels serveis públics. Noticia disponible a https://www.cugat.cat/noticies/societat/158348.html Pagina 2 - 15/10/2024
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NOTICE OF INTENT TO ADOPT A MITIGATED NEGATIVE DECLARATION The City of Bishop proposes to adopt a Mitigated Negative Declaration pursuant to the California Environmental Quality Act for the project listed below: PROPOSED PROJECT:East Line Street Bridge Replacement Project PROJECT LOCATION: The proposed project is located in the City of Bishop, Inyo County, California, 93514. The East Line Street Bridge is located on East Line Street, between First Street and Johnston Drive. The bridge is located within Sections 5, 6, 7, & 8, Township 7 South, Range 33 East (United States Geological Survey 7.5-minute "Bishop Quadrangle"). PROJECT DESCRIPTION: The project would replace the existing East Line Street Bridge with reinforced concrete box (RCB) culvert sections. The project is proposing a new sidewalk on the southern side of East Line Street to connect the existing sidewalk located between First Street to 125 feet west of Johnston Drive. Additionally, the project is also proposing a new sidewalk connection on the northern side of East Line Street from the existing sidewalk to the eastern side of the bridge. The proposed bridge may include barrier rails on the northern and southern sides for pedestrian safety. A designated pedestrian crossing may also be included to further pedestrian safety. To further increase pedestrian safety, pedestrian refuge islands may be installed in the center of East Line Street Bridge. Additionally, traffic signage and/or speed bumps may also be installed along East Line Street. A gateway arch, and/or a welcome sign may be included in the final design. However, the final roadway design has not yet been determined. AVAILABILITY OF THE DOCUMENT: Copies of the Mitigated Negative Declaration are available for review at the City of Bishop Public Works Department, 377 West Line Street, P.O. Box 1236, Bishop, CA 93514, Monday through Friday from 8:00 a.m. to 4:30 p.m. The document can also be downloaded from the City of Bishop website at: https://www.cityofbishop.com/departments/planning/environmental_documents.php. REVIEW PERIOD: The City of Bishop is providing a 30-day public review period for the Draft Mitigated Negative Declaration. The review period begins on January 22, 2024, and ends at 5:00 p.m. on February 20, 2024. COMMENTS ON THE MITIGATED NEGATIVE DECLARATION: The City of Bishop welcomes and encourages agency and public review and comment on the proposed Mitigated Negative Declaration. Anyone wishing to make formal comments on the environmental document must do so in writing, by mailing comments to the address listed below, or submitting them by email. The full name and physical mailing address of the agency, individual, or organization must be included in the comment. Please use the phrase "East Line Street Bridge Replacement Project Mitigated Negative Declaration Comment" in the subject line. Send comments by email to: firstname.lastname@example.org Send comments by regular mail to: City of Bishop Public Works Department 377 West Line Street, P.O. Box 1236, Bishop, CA 93514 All written comments must be received by the City of Bishop no later than 5:00 pm on February 20, 2024. PUBLIC MEETINGS: The proposed project and the Mitigated Negative Declaration will be presented in a public hearing before the City of Bishop City Council at 6:00 p.m. on March 11, 2024 at: 301 West Line Street, Bishop, CA 93514. Additional information may be obtained by contacting Public Works, City of Bishop at (760) 873-8458, Monday through Friday, between the hours of 8:00 a.m. and 4:30 p.m. Publish date: January 22, 2024
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Arbejdsgruppemøde: Kommunikationsudvalget Tilstede: Per E, Jan, Leif J, Trine, Ewald, Sofie Afbud fra: Per K, Troels Vi starter med at snakke om Projekt 2010 gruppen. Gruppen har nedlagt arbejdet de næste par måneder – og faktisk foreslået at dele af arbejdet (events mv.) lægges ind under kommunikationsudvalget. Leif, Per K. og Stig har været til møde i EAPN. Der er fattigdomsuge i uge 44. Alle lande i EU har fået tildelt en uge. EAPN arbejder på en eventkalender for næste år. Den kommer på deres hjemmeside. Det ville være en god idé at hive fat i fx Århus kommune og høre om de har tænkt sig at lave noget i forbindelse med fattigdomsugen. Pengene til det skal som udgangspunkt søges hos kommunerne. EAPN har ikke midlerne. Der er også statspenge, men de er faktisk allerede øremærkede. Leif finder referatet og tager det så med på Brogården i næste uge, hvis han har fået det. Vi drøfter det der. De otte strategikommuner kunne være interessante. Vi skal have kontaktet de relevante kommuner og spørge hvilke planer de har for uge 44. Vi venter til efter kommunalvalget, men hiver så fat i dem. Der var meget snak om "Den Rådne Banan" i EAPN. Det er vestlige kommuner og hele vejen ned over Sydfyn til Lolland og Falster. De sydlige kommuner er også uopdyrket land for os. Per K og Leif J har planer om en tur til det sydlige: Saxenhøj, Kanalgården, Sønderskovshjemmet. Jørn fra SAND Hovedstaden er flyttet til Lolland – det ville give mening at kontakte ham og arbejde på at få noget SAND op og stå dernede. Vi skal også kontakte de øvrige 'banan-­‐kommuner' og høre om de har nogle planer for uge 44. Leif tjekker op på, hvem banankommunerne helt konkret er. Fra sidste møde + Jule Tour de Hjemløse På sidste møde snakkede vi om en tur med campingvognen/Tour de Hjemløs, d. 3., 4., 5.12 i Ålborg, Århus og Vejle. Det er et dumt tidspunkt, men på den anden side fungerede det rigtig godt sidste år i december. Campingvognen står pt. ved Hjemløsehuset. Derfor ville det give god mening at holde det i Kbh. og omegn. Evt. midt i Kbh. og i Roskilde. Der er stemning for at holde en jule-­‐event i Kbh. Per forhører sig ved Københavnerne. Ewald, Jan og Leif kommer gerne over og giver en hånd med. Foreslået dato: 10.12. på en central plads i København. Gløgg, kager, æbleskiver, kaffe etc. Per giver en tilbagemelding hurtigst muligt, så vi kan få booket en god plads. Sofie booker pladsen, når datoen er endeligt på plads. Københavnerne skal holde en temadag om hjemløshed d. 10/11. Der skal campingvognen også stilles op. 1 Roskilde Festival Ewald har fået et forslag om at stille en stand op på Roskilde. Det er vist meget dyrt? Måske man kunne lave et samarbejde med Hus Forbi og Morgencafeen. Hvorfor vil vi gerne på Roskilde? Der er mange unge mennesker, som det kunne være interessent at få i tale. Men det er ikke vores primære målgruppe. Det kan være vi skal gå videre med idéen, men umiddelbart virker det mere tiltrækkende at bruge tiden og kræfterne på Tour de Hjemløs. Betaling af transport til og fra kurser Der er flere og flere, der har problemer med at få deres boformer til at betale rejserne til og fra SAND arrangementer. Ewald og Ask tager det med til næste møde med SBH. Medieplaner og oplagstal Planen med at skaffe sig overblik over medier og oplagstal er strandet lidt, da Jan trak sig ud af udvalget. Han er nu tilbage i udvalget – og tager fat i den igen. Konferencemateriale Vi vil meget gerne have noget konferencemateriale – bl.a. en foldereol og en 'rulleskærm' (som set hos Servicestyrelsen til FEANTSA). Ewald rekvirerer brochurer og tager dem med til næste bestyrelsesmøde. Leif og Sofie prøver også at tjekke priser. Når vi har overblik over hvad vi mener er relevant, tager vi en forespørgsel på et bestyrelsesmøde i SAND. Pjecer og andet materiale Vi har to pjecer – den grønne og den hvide. Der er to forskellige målgrupper. Den grønne er til folk på boformerne/de hjemløse og den hvide er oprindeligt lavet i forbindelse med TDH til Hr. og fru Danmark. Den grønne er ved at være lidt gammel og folk er generelt gladere for den hvide – de synes denne er mere informativ. Denne kan dog også godt strammes gevaldigt op indholdsmæssigt. Sofie sender eksemplarer af de to pjecer til alle medlemmer af arbejdsgruppen så de kan læse igennem og komme med input til forbedringer og ændringer. Der er dog enighed i gruppen om at vi skal bruge restoplaget af den grønne – og derefter lave en ny udgave til boformerne selv. På næste møde gennemgår vi de to pjecer grundigt og kommer med rettelser/ændringer. SANDsiger: Det ville være rart at boksen 'Siden Sidst' kom tilbage i SANDsiger. Det var en god måde at følge med i hvad hinanden laver. Vi skriver ud til alle udvalgene og opfordrer til at man skriver til Sofie om hvad man går og laver. Det samme gælder de fem linjer, vi vedtog alle arbejdsgrupper skulle skrive til hjemmesiden om hvad man lavede aktuelt. Sofie fornyer de linjer, der står om kommunikationsudvalget og minder de øvrige tovholdere om at gøre det samme. Næste mødedato: 24.11 2009 på TAMU /Sofie, 3/11 2009 3
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HuggingFaceFW/finepdfs/tree/main/data/dan_Latn/train
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**FAKTURA** Obchodný register okresného súdu Prešov, oddiel sro, vložka č. 309/p Evidenčné číslo SVPS: 780/002 RP **Dodávateľ:** MILK-AGRO, spol. s r.o. Čapajevova 36 080 46 Prešov **IČO:** 17147786 **IČ DPH:** SK2020518962 **DiČ:** 2020518962 **Bankové spojenie:** CSOB **Číslo účtu:** 8010 - 0113310013 / 7500 **IBAN:** SK47 7500 0080 1001 1331 0013 **BIC:** CEKOSKBX **Faktura číslo:** 54691751 **Druh dodávky (kód):** P **Konstantný symbol:** 0008 **HZ - objednávka č.:** 54691751 **Variabilný symbol:** 54691751 **Odberateľ:** **IČO:** 1269371 9481 **IČ DPH:** 2021424108 **Prijemca:** **Domov dôchodcov Poproč** **Obchodná 73** **044 24 Poproč** **DODÁVKA TOVARU** | Kod | Názov tovaru | MJ | Cena/MJ | Odobraté | Cena | DPH | |-------|-------------------------------------|----|---------|----------|------|-----| | 33603 | CUKOR KRYSTAL 1kg | KS | 0,6500 | 10,000 | 6,500| 20 | | 51067 | MARMELADA MIESANA 250ml RISO | KS | 0,5630 | 24,000 | 13,512| 20 | | 51060 | CZEM MARGULA DIA 250g HAME | KS | 0,8240 | 10,000 | 8,240| 20 | | 33008 | MLEKO TEBER 1l | KS | 0,2900 | 20,000 | 5,800| 20 | | 50617 | UHOŘKY 660g 6×9cm A-Z | KS | 0,8530 | 8,000 | 6,824| 20 | | 23936 | OBLATKA ATTACK KOKOS 300g BC | KS | 0,1740 | 48,000 | 8,352| 20 | | 51001 | VÝŽIVA JAB KOŠT 100g CUKRU 180g | KS | 0,4380 | 12,000 | 5,256| 20 | | 51036 | VÝŽIVA JAB KAROT MARENA A 180g | KS | 0,4380 | 12,000 | 5,256| 20 | | 61096 | DZUS JAHODA MALINA 200ml ZEUS | KS | 0,2300 | 40,000 | 9,200| 20 | | 61061 | DZUS MLEKO MLEKO 20% 200ml GRAND | KS | 0,1780 | 27,000 | 4,806| 20 | | 33033 | FAŽIOL FAREBNÁ 500g | KS | 0,7800 | 10,000 | 7,800| 20 | | 34866 | KORENIE ČIERNE MLETE 20g THYMOS | KS | 0,1790 | 35,000 | 6,265| 20 | | 34880 | PAPRIKA SLADKA LAHODKOVA 100g MASPO | KS | 0,7300 | 18,000 | 13,140| 20 | | 34861 | PETZLJEN SUSENÝ 7s LIANA | KS | 0,1110 | 24,000 | 2,664| 20 | **Súčet za dodávku list:** 149,82 **DL č.: 129551, Dátum: 25.10.2017, (9481/0) Domov dôchodcov Poproč, Poproč** | Kod | Názov tovaru | MJ | Cena/MJ | Odobraté | Cena | DPH | |-------|-------------------------------------|----|---------|----------|------|-----| | 10251 | MIL-EG TRV POLOTUCNE 1,5% 1l | KS | 0,5000 | 24,000 | 12,000| 10 | | 36801 | VALICA 100g | KS | 0,1750 | 120,000 | 21,000| 20 | | 11523 | JOGURT BIELY 150g 5l | KS | 0,2820 | 10,000 | 2,820| 20 | | 11513 | JOGURT DUETKO CERNICOVE 125g | KS | 0,2830 | 10,000 | 2,830| 20 | | 15270 | TOAST PLATKY 100g BAPE FOOD | KS | 0,4630 | 13,000 | 6,019| 20 | **Súčet za dodávku list:** 43,87 **Zdaniteľný základ** | **Suma DPH** --- | --- 0 % | 0,00 10 % | 12,00 1,20 20 % | 134,68 26,94 **Fakturovaná suma:** 174,82 **K úhrade:** 174,82 EUR Konverzný kurz: 1 EURO = 30,1260SK Informatívna cena: 5,266,63 SK **DOMOV DÔCHODOV POPROČ** ul. Obchodná 73 044 24 Poproč **MILK-AGRO** spol. s r.o. Čapajevovo 36 080 46 PREŠOV Počet príloh: Číslo oprávnenia firmy Milk-Agro s.r.o na distribúcii liehu: 626331000131 REKLAMACIE SA VYBAVUJÚ NA T.Č: 055/7206721, 055/7206719
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HuggingFaceFW/finepdfs/tree/main/data/slk_Latn/train
finepdfs
slk_Latn
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THE SMITH INSTITUTE "I believe that the challenge to us is to create a society which is productive and prosperous, but which shares its wealth with a sense of justice, in the knowledge that it is not only a better way, but a more secure foundation." Rt. Hon. John Smith MP QC (John P Mackintosh Memorial Lecture 1987) The Smith Institute is an independent Think Tank that has been set up to look at issues which flow from the changing relationship between social values and economic imperatives, an area that was of particular interest to the late John Smith, leader of the Labour Party 1992 - 94. If you would like to know more about The Smith Institute please write to: Wilf Stevenson Director Victoria Station House 191 Victoria Street London SW1E 5NE Tel: +44 (0)20 7 592 3629 Fax: +44 (0)20 7 828 9053 Email: firstname.lastname@example.org Designed and produced by Owen & Owen towards a new regional policy Delivering growth and full employment Edited by Ed Balls and John Healey MP towards a new regional policy Delivering growth and full employment Edited by Ed Balls and John Healey MP Published by The Smith Institute INTRODUCTION Rt. Hon. Richard Caborn MP Minister for Trade, DTI We are at a historical turning point in the economic development of the United Kingdom. Decades of boom and bust have been replaced by economic stability, with unemployment and inflation at their lowest levels since the 1970s. For the first time in a generation we have within our grasp the opportunity to establish lasting economic success. However, that long-term prosperity must be shared by the many not the few. The challenge we face as a government is to ensure that success filters into all areas and all regions of the country. Uneven growth and persistent disparities between and within regions not only represents a huge waste of economic and human potential, but has disturbing social costs – poverty, crime, poor education, ill health and social exclusion. Past policies have failed to resolve the underlying regional disparities and the least successful regions have failed to capitalise on their own strengths. The centralised planning approach ended up stifling growth in successful regions and the laissez-faire indifference of the Tory governments made regional problems worse through neglect. In the modern economy we need a radically new approach to regional policy, which must be at the heart of Labour's drive for social justice and sustainable growth. The challenges facing inner cities, our rural communities and areas of industrial decline are shared between regions and not exclusively within one or a number of regions. There is no single solution which can be applied across all regions. Attacking the underlying causes of under-performance and deprivation requires both a commitment to the long-term and an integrated policy approach which combines social and economic regeneration with action on health, education, crime, housing and transport. History has also taught us that prescriptive, top-down strategies, with Whitehall 'picking winners', does little to combat regional imbalances. What we need therefore are policies which empower communities so they can determine their own future. Within regions we have to adopt an approach that addresses the differences which exist, with resources targeted both at areas of need and opportunity. It is also essential, especially in terms of levering in private capital, that policies and programmes have sufficient critical mass and are on a big enough scale to make a difference. A new regional policy which offers flexibility and local ownership, and which actively promotes partnership working and 'joined-up' policies, must be a priority for Labour. But to succeed it demands a culture change, with the regions looking more to what they can achieve for themselves rather than a dependence on the largesse of central government. In the global economy we can not compete effectively as a nation if we have a tail of under performing regions.We need all our regions firing on all cylinders. A radical regional policy must not only tackle the historic regional disparities but also respond to the challenges of the modern knowledge economy. In the new economy, regional success will come through responding to competition, boosting enterprise and entrepreneurship, strengthening and harnessing the skills of local people, and getting the public and private sectors to work together. We need to build the national framework for this to happen. We have made enormous progress over the last three years: we have introduced tax incentives for investment, strengthened competition, boosted science funding, and established effective national support for training and small business. But making the most of this is up to people in the regions – led by the nine new Regional Development Agencies (RDAs) in England and their equivalents in Scotland, Wales and Northern Ireland. The regional partners – business, unions, academia, the voluntary sector and local authorities, have encouraged us to strengthen RDAs. And we have responded. The recent package announced in the Spending Review is a positive commitment to the regional agenda. In addition, we are giving the RDAs much greater flexibility to shift resources to local priorities. Government departments are also changing the way in which they consider the needs of our regions. In the past most policies did not take account of regional differences. That is now fundamentally changing. The DTI, for example, is now looking at the regional dimension to its policies on issues like innovation, science, trade, industrial sectors, small firms, electronic commerce and venture capital. All of them have a regional element we need to address. The Government must build on the work of the RDAs and continue to regionalise national policy-making to address regional weaknesses. It must do so out of a sense of social justice but also because our future economic success as a country depends on all parts and all people of the United Kingdom achieving their full potential. The regional agenda is one which is crucial to our future well-being. Our regions were at the heart of our first industrial revolution – they now need to be at the forefront of our new economy BRITAIN'S NEW REGIONAL POLICY: SUSTAINABLE GROWTH AND FULL EMPLOYMENT FOR BRITAIN'S REGIONS 1 Ed Balls Chief Economic Adviser to the Treasury Creating full employment and opportunity for all has been the Labour party's historic mission since its creation. People often think that the new Labour government's first economic decision was to make the Bank of England operationally independent. In fact, Gordon Brown's first public act at the Treasury, in May 1997, was to restore to the central goal of economic policy the 1944 white paper goals of high and stable levels of growth and employment. This commitment to full employment for Britain demands new policies for growth and employment but also a new regional policy. Because greater prosperity and rising employment does not automatically mean a fairer sharing of prosperity – across regions, cities or neighbourhoods. Unemployment and child poverty have fallen in every British region since 1997. But unemployment remains higher today in those British regions outside southern and eastern England – in the regions that were hit so hard by the deep manufacturing recession of 1980-81 and then the boom and recession of the late 1980s and early 1990s. Today 6 of the 8 English regions still have incomes per head below the European average. Is this regional inequality inevitable? Sometimes it seems that there is an assumption in Britain – among commentators, economists and policymakers – that because for much of the twentieth-century, the cities north of London have fallen behind the South-East and Europe, that this must therefore continue. 1 This is a revised version of a speech given at the second annual "Core Cities" conference in Sheffield on 15 September 2000. This pamphlet is based on the strongly held conviction that the opposite is true: there is nothing inevitable about regional inequalities – in incomes, employment or opportunity. Britain does have the opportunity to achieve balanced growth, rising prosperity but also the opportunity to deliver higher growth and full employment not just in one region but in every region and city of our country. Indeed, those regions and cities which led Britain in the nineteenth century can lead again in the twenty-first century. To achieve this requires a new approach to regional policy – an approach where central government backs regional and local enterprise and initiative by exploiting the indigenous strengths in each region and city. But the new regional policy must be bottom-up not top-down, with national government enabling powerful regional and local initiatives to work by providing the necessary flexibility. And it will require further steps to deliver greater accountability and scrutiny – both regionally and locally. Prospects for balanced growth "Britain's regional economic map is becoming structurally unbalanced – a process which further reinforces the longstanding GDP disparities of what is popularily termed the 'north-south divide'". 2 Fair enough as a description of recent past decades in which regional convergence of incomes has been painfully slow and interrupted by two deep and long recessions in which regional divides were widened. But as a forecast for the future, this pessimism is no longer justified. 2 "Rebalancing the Economic Geography of Britain" - Core Cities Background Paper. The Core Cities Group represent England's seven major cities outside London - Birmingham, Bristol, Leeds, Liverpool, Manchester, Newcastle and Sheffield. Certainly, many regions have weaknesses which must be tackled – in educational standards, business start-up and survival rates, use of information technology in small companies, levels of research and innovation. And the policy challenges facing Britain's cities face are particularly daunting. Many of our cities have been coping over the past two decades with difficult adjustments – changes in employment patterns, population decline, vacant brown field sites and contaminated land, ageing infrastructure, poor public services, and pockets of multiple deprivation which will take a long time to solve. But there are also good reasons to believe that – for the first time for decades – we have the prospect of more balanced growth and full employment across Britain's regions. We can create and share prosperity better, and so make our national economy stronger. But there are also good reasons for this optimism: * the prospect of sustained economic stability which will benefit every region; * new opportunities for investment as a result of global and technological change; * and the new regional policy that this government is pursuing. New Stability Long-term stability is the pre-condition for our goal of high and balanced growth and for achieving full employment in Britain. Since Labour came to power the new government has put in place a new economic policy framework – independence of the Bank of England and tough fiscal rules – based on credible institutions, clear objectives to promote stability and growth, and maximum openness and transparency. Some argue that the forward-looking approach that the MPC has taken over the past three years has exacerbated regional economic imbalances – that when there is spare capacity outside the South-East we would do better by ignoring the inflation target or that when things get difficult we can try to run policy both to deliver low inflation and to cap the exchange rate in the short-term. We have tried that approach before and it was the manufacturing industry, the long-term unemployed and the regions of Britain that paid the price. Remember the recessions of 1980 and 1990. The deep recession of the early 1980s caused permanent damage to UK manufacturing. Then came the boom of the late 1980s when growth in one part of the country was allowed to run out of control as regional skills shortages and housing market pressures fuelled inflationary pressures, destabilising the prospects for stability and steady growth across the economy. Both times it was regions and cities outside the South-East which bore the heaviest burden. Of course, the strength of sterling as a result of the weak Euro has caused difficulties. But we have not and must not return to the old short-termist ways of the past. And by steering a course of stability – the MPC's forward-looking approach, backed by a big fiscal tightening – Britain has not only avoided the recession that many predicted but exceeded our own forecasts for economic growth, with employment up one million since 1997. Interest rates peaked in 1998 at a little over 7 per cent, in marked contrast to the 15 per cent peak a decade ago. Long term unemployment is now at its lowest since the 1970s. And – most importantly – we have employment rising in every region of the country – up 5.5% in Yorkshire and Humber, 4.1% in the North-West and 4.1% in the South-West. Unemployment is still too high and with many pockets of much higher unemployment within our cities. But the fact that unemployment has fallen fastest and vacancies have risen fastest in those regions that were hardest hit in the 1980s (and we now have record levels of vacancies across the country in every region) tells us that full employment – a goal that not long ago we thought was beyond our grasp – can be achieved again in every British region. New Opportunities The second reason for optimism is that the new challenges of the global economy and the information revolution mean that companies are increasingly mobile as they search for the new technologies and skills they need. Cities and regions prosper for the same reasons as the economy as a whole – if they are open to trade and new ideas, encourage entrepreneurs and new investment, if they have high levels of skills and good infrastructure. But that success can breed success as companies cluster together to integrate their operations, exploit economies of scale or draw on a pool of specialised labour. These forces for concentration help explain why Sheffield became the centre of steelmaking or textiles became centred in Manchester. They also help explain why London and the South-East have benefited over the past two decades from the expansion of national and international trade in financial services, media and publishing. But there are also factors which mitigate against concentration – rising land rents, the costs of scale and congestion – which are making London a more expensive place for companies to locate and people to live. And, as communications technology increases mobility and the speed of integration, there are strong attractions to locate in cities and regions outside the SouthEast – growing financial centres in core cities, new investments in airports and our transport infrastructure, world-class universities and a thriving regional media. Take foreign direct investment. The UK attracts more foreign direct investment than any other developed country in the world, apart from the United States. London and the South-East have historically attracted a disproportionate share of this FDI. But the evidence shows that all UK regions can attract new investment. Firms outside of London and the South-East now win more than two thirds of all new investment projects – 508 of 757 investments in 1999-2000. And across Britain's regions, we see evidence of economic developments which play to traditional strengths but also to new opportunities – such as new investments from Oracle in Birmingham; in Bristol, Orange, HewlettPackard and Toshiba, who have established a research base in the city in collaboration with Bristol University, and in Liverpool the new investments locating at the Estuary Commerce Park. And while our cities have suffered significant population losses in the 1970s and 1980s, there has been a widespread turnaround in the last decade, with South and West Yorkshire and Greater Manchester showing population increases and city centres such as Manchester, Leeds, Birmingham have seen people moving back into city centres – indeed, the resident population in Manchester's city centre has risen from 300 at the end of the 1980s to an estimated 6,000 today. A New Role for Government The third reason for optimism about the future is this Government's commitment to play an active role in supporting balanced regional growth and urban regeneration. When Labour came into government, we needed the new Treasury to make a decisive break from the past. We saw that delivering balanced growth, full employment and fairness meant a new approach to national economic policy. 3 3. The Treasury's published aim is now "to raise the rate of sustainable growth, and achieve rising prosperity, through creating economic and employment opportunities for all" and in the new public service agreements published in July the Treasury is committed not only to prudence in monetary and fiscal stability but to deliver high and stable levels of growth and employment - to raising the trend growth rate of the economy and to increasing employment over the economic cycle. This new approach has required new policies to promote sustainable growth – to entrench economic stability, ensure a tax and regulatory environment that promotes investment, open competition and entrepreneurship; invest in education, skills and infrastructure; tackle the digital divide; and protect the environment. And it has demanded new policies to promote opportunity and tackle poverty – the New Deal to promote employment opportunity, the Working Families' Tax Credit, increases in child benefit, new investment in public services and a new Treasury target – with other departments – to cut child poverty by 2004 as we move towards our long-term goal of halving child poverty in 10 years and abolishing it in 20 years. But we also saw that this required a new approach to regional policy – and a target for regional as well as national growth. 4 The old Treasury was not enthusiastic about regional policy. As one research paper commissioned in preparation for the Urban White Paper put it, "the prevailing orthodoxy at the Treasury was that ...city and regeneration policies were essentially seen as distributional palliatives for treating symptoms in the poorest places". 5 The first generation of regional policy, before the war, was essentially ambulance work getting help to high unemployment areas. The second generation in the 1960s and 1970s was based on large capital and tax incentives delivered by the then Department of Industry, almost certainly opposed by the Treasury. It was inflexible but it was also top-down. And it did not work. Our new regional policy is based on two principles – it aims to strengthen the essential building blocks of growth – innovation, skills, the development of 4. The Treasury and the government have agreed to match the national target to raise the trend growth rate with a target to improve the economic performance of all regions measured by the trend rate of regional GDP per head. 5. Robson B., Parkinson M., Boddy M., Maclennan, D, "The State of English Cities". Background paper prepared for the Urban White Paper. enterprise – by exploiting the indigenous strengths in each region and city. And it is bottom-up not top-down, with national government enabling powerful regional and local initiatives to work by providing the necessary flexibility and resources. National government does not have all the answers – it never could. We need strategic decision-making and accountability at the regional and local level. That is why the government has also put in place a network of regional development agencies to play a strategic and co-ordinating role; and why there is a much greater role for local strategic partnerships, with local government at their centre, to co-ordinate local economic development and regeneration and tackle deprivation and exclusion. The next section sets out what has been achieved so far and the next steps that are needed. The new regional policy – RDAs First the Regional Development Agencies – the strategic leaders in regional and local economic development. Established last year, their first task has been to draw up and agree regional strategies which can build a shared understanding of the challenges regions face and a strategic vision for meeting them. At the same time, over the last three years, the government has put in place the resources which the RDAs can shape to promote enterprise, innovation and skills in every region. Twelve Institutes for Enterprise across the regions, the University Challenge scheme to support innovation, a network of regional venture capital funds, a £50 million clusters fund to invest in business incubators to build connections between funds, advisers, banks and business angels and local transport plans are part of the ten year boost to transport investment announced by the Deputy Prime Minister in the Spending Review. In Yorkshire, for example, the RDA has not pulled its punches in highlighting strategic weaknesses across the region: too few businesses, especially high tech firms and poor business survival rates; low levels of inward investment; lower levels of educational achievement, particularly staying on rates at age 16; insufficient use of IT by SMEs. But it has also identified the region's strengths which can be built upon: an excellent strategic location; unrivalled communications infrastructure; a strong financial centre in Leeds; excellent universities, with a joint institute for enterprise between Sheffield, Leeds and York universities; and a skilled workforce which has shown great resourcefulness in adapting to change. But the government did not get it all right at the beginning. Many RDA chairs felt over the past year that their ability to implement these strategies has been hampered by restrictions on the size of their budgets, their ability to direct resources to meet the economic priorities that they have identified and the fact that they have been reporting to three different departments. The Treasury has worked closely with the DETR and the DTI to meet these concerns – and to go further than the RDAs themselves were expecting. In July, Gordon Brown and John Prescott announced a major enhancement in the role of the Regional Development Agencies. The new funding package for the RDAs provides: * an increase in their budgets by £500 million a year by 2003/4 to £1.7 billion – with these resources continuing to be skewed towards the poorer regions; * a greater focus for RDAs on regional economic development and regeneration with extra funding. This will help bring derelict and contaminated land back into productive use, support jobs, and promote enterprise; * and in addition much greater flexibility for the RDAs to shift resources to local priorities, including a commitment by central government to implement a single cross-Departmental budget for the RDAs from April 2002. In the recent Pre-Budget report, the government set out in greater detail the transitional arrangements that will apply next year, while the Government continues to work with RDA boards on the details of the new Single Budget. In order to be able to target resources more flexibly to meet local priorities, RDAs will next year be able to transfer up to 20 per cent of any programme, with no limit on the amount they will be able to transfer to any other programme, a doubling of their current flexibilities. And they will be able to transfer resources not only to existing programmes but to a new Strategic programme for innovative schemes that meet their economic and strategic aims. In return, the RDAs will have to demonstrate top class leadership, co-ordinate with other regional and local partners and be more accountable for their activities – nationally, regionally and locally. The role of accountability is critical. In return for budget flexibility, RDAs will be asked to provide stretching outcome and output targets to ensure that their activities deliver their strategic goals – thereby matching flexibility with greater scrutiny. Regional accountability cannot only mean accountability to the national tax payers via central government. The RDAs were required to consult the new voluntary Regional Chambers on drawing up their strategies. But the new resources and flexibilities for RDAs will require greater regional and local accountability and public scrutiny – to ensure that regional strategies are responding to the region's needs and helping ensure that decisions of RDA boards are consistent with regional and local strategies. And that means a greater responsibility on both local government and on regional chambers to demonstrate that they are properly and publicly holding RDA boards to account – and are properly resourced to do so. The RDAs are already respond to this new region agenda. Many have forged close working relationships with them – as well as with local government – and are setting out public targets by which their actions can be judged. In Yorkshire, for example, Yorkshire Forward has already agreed clear and measurable targets for the Yorkshire and Humber region, to: * create 150,000 new jobs by 2010; * double the rate of small business start-ups; * treble foreign manufacturing investment; * train 2 million people with IT skills; * halve the number of deprived wards; * cut greenhouse gas emissions by over a fifth; * and finally to achieve an increase in GDP per head above the UK and European average. These targets demonstrate the combination of ambition and commitment to accountability – regionally as well as nationally and locally – which the RDAs will need if the new regional policy is to succeed and if our goals for balanced growth and full employment are to be achieved. The new regional policy – Local Government The RDAs role is strategic and catalytic. But it is locally – in towns, cities as well as rural areas – that people live and work and where business decisions are taken. Urban centres are powerful drivers for economic development and prosperity across their regions – centres of knowledge, learning and innovation, regional centres for business services, centres of culture and diversity. And as the work of the Core Cities group shows, strong and prosperous cities will ultimately depend on strong partnerships between public and private sectors. 6 The new regional policy requires that partnerships perform at the local or city level what the RDA can do regionally – devising the strategy, building on local strengths. So, to implement the Spending Review and the Urban White Paper, the government is setting aside resources within the New Deal for Communities to support more cities in setting up effective local partnerships – called Local Strategic Partnerships. With local government at their centre, but also with local service providers such as police, schools, health and social services, and local businesses and community groups as well as RDA representation, LSPs can form a single coalition for a community, identifying and tackling problems but also playing to local strengths. As at the national and regional level, so at the local level we also need greater accountability and transparency. The Government will pilot local Public Service Agreements with 20 local authorities and which will cover economic development and regeneration as well as public services and will be a means by which local government can unlock greater support and financial flexibilities as well as be held to account by local communities. Local Strategic Partnerships – and over time local PSAs – will cover all Britain's communities. But cities have a particular responsibility – in drawing up these strategies – to ensure that prosperity is shared across the region. And just as successful cities will promote investment and jobs in their surrounding regions, so cities want to see much bigger flows of private investment in low-income, high-unemployment areas and encourage a dynamic enterprise culture in these areas, based on business-led growth and job creation. Promoting Enterprise and Regeneration The new way forward is to tackle the causes of slower growth – not just with tax incentives for property development, but by empowering local people with the skills and confidence they need to build the enterprising businesses that work. That is why the government is determined to support the expansion of local finance intermediaries – community finance initiatives – to provide micro-finance for enterprises who cannot access mainstream sources of finance. Building on the £30 million Phoenix Fund that the Treasury announced last year to provide grants to help community finance initiatives get off the ground, the Social Investment Task Force led by Ronald Cohen, has recently proposed a series of policy initiatives to boost venture capital in our low income areas. The government, in the Pre-Budget Report, has welcomed the Cohen report and endorsed its central conclusions. It is now consulting widely on the proposal for a Community Investment Tax credit, working to set up the Community Development Venture Fund and studying proposals for greater transparency, flexibility and financial training. The Small Business Service has also been given a remit to maximise the opportunities for start-ups and small business growth, especially in our poorest regions and areas. And the next phase of the New Deal will create greater room for local initiatives. The government is creating action teams to give intensive help for job search and training in the high unemployment areas of the country and to promote new self-employment in those areas, will support intensive programmes of pre-start training, advice and mentoring, with new 'incubator' units in every region. We also need to build sustainable cities and urban areas. The Lord Rogers Task Force reported to the Government last year and set out a challenging analysis and policy agenda. The government set out its response in the Urban White paper and in the Pre-Budget report. The Rogers Task Force stressed that to meet the target that 60% of all new homes will be built on brownfield sites, we need better use of derelict, vacant and under-used land and buildings. And it highlighted the leadership role that local authorities must play in regeneration in partnership with the individuals and communities they represent. Many cities and towns have already developed a vision for their communities and I know that many authorities are now responding to this agenda and contributing to an urban renaissance – by working with the New Deal for Communities, initiating the New Commitment for Regeneration, and setting up Urban Regeneration Companies. And, responding to Rogers, the Government and the Treasury have set out how we can go further by promoting the use of appropriate national and local fiscal instruments to promote better land use and support regeneration. In addition to the many non-tax measures set out in the Urban White paper, the Pre-Budget report set out a package of new tax measures for consultation worth a cumulative £1bn over five years: * a stamp duty exemption for all property transactions in Britain's most disadvantaged communities; * an accelerated payable tax credit for the costs incurred in cleaning up contaminated sites; * tax changes to encourage property conversions, including a reduced rate of VAT for converting residential properties and tax relief for converting flats over shops; * the prospect of tax support for Urban Regeneration Companies. These measures are in addition to proposals set out in the local government finance green paper Modernising Local Government Finance. Tackling inequality and exclusion We know that the story of economic improvement is not a story of improvement for everyone, that there are still too many people left out of the British success. Cities will not be able to reach their full economic potential unless they can tap into the unfulfilled potential of those stuck in our poorest communities and tackle the causes of poverty and lack of opportunity locally. This poverty is concentrated in cities. For example, Glasgow covers nine out of the ten most deprived postcode areas in Scotland at a time when the city has seen a net increase in employment of over 30,000 since the early 1990s. This picture is repeated over and over again across the country and particularly in central London. Why are deprived neighbourhoods benefiting so little from the increase in opportunities around them? Government – national as well as local – should take its share of the blame. A failure to deliver economic conditions necessary for growth. Planning policies that failed. Housing allocations that intensified divisions. And regeneration programmes that focused on one individual problem without tackling the causes of poverty and building solutions from the bottom up. So our new regional policy means also a new approach to local economic and social regeneration.And the reforms to local government, the work of the Social Exclusion Unit and the Spending Review are all based on clear principles: * main services should be equipped to become the main weapons against deprivation; * local service deliverers need greater flexibility to work together through stronger local co-ordination; and * local communities – residents and businesses – need to be fully involved in deciding the services that are provided for them. In short, tackling the causes of poverty and disadvantage in a bottom-up way. And the Spending Review is putting these principles into practice, with: * extra money for those interventions in deprived areas that have been shown to work – for example, doubling the support for Sure Start and increasing funding for local crime prevention initiatives; * a Performance Reward Fund for those local authorities and their partners prepared to sign up to and deliver demanding local PSA targets; * explicit commitments in departmental PSAs for outcomes or "floor targets" in all areas in jobs, crime, education and health; * additional funding for the most deprived areas through an £800 million Neighbourhood Renewal Fund with local government and its partners in the Local Strategic Partnership – including the RDAs – left free to decide how to invest it to enable extra spending on local economic regeneration, teachers, crime reduction or other public services which help tackle disadvantage and lever in further resources. So just as the New Regional Policy is giving greater flexibility to RDAs in return for greater accountability, so too with local government – new resources through the Spending Review and the Neighbourhood Renewal Fund matched by requirements on local government to be more accountable and work in partnership through local PSAs, Local Strategic Partnerships and in drawing up local community plans. Conclusion At the heart of the new regional policy lies a new commitment from central government to back regional and local initiative and enterprise: * new resources for RDAs, local government and neighbourhood renewal with tax support for regeneration and enterprise; * new flexibility for RDAs and local government to implement the regional and local strategic plans; but also a new commitment to output-based policymaking and greater accountability – nationally, regionally and locally – where there is still further progress to make. This New Regional Policy requires a new commitment from central government, regional and local government to work together and co-ordinate their efforts. It has been difficult for politicians and policy makers in local government in recent decades when the atmosphere was all too often one of confrontation, conflict between central and local government, a topdown and centralised regional policy and contradictory and overlapping requirements on local government. Those days are behind us. We do have a great opportunity to work together. Because together national, regional and local government can share a vision of balanced growth and full employment in every region and the confidence that this can be achieved. Together we are putting the building blocks in place for better strategic co-ordination at the regional and local level, and delivering the resources too. Britain does now have the chance to deliver balanced growth and full employment in every region and in every community of our country. RISING TO THE CHALLENGE: THE CHANGING AGENDA FOR RDAs AND GOVERNMENT IN BUILDING WORLD CLASS REGIONS Graham Hall Chairman, Yorkshire Forward Summary The Comprehensive Spending Review (CSR) in July 2000 announced extra flexibilities and resources for Regional Development Agencies (RDAs) and a stronger economic focus, moving RDAs to the centre of the Treasury's productivity and growth agenda.Graham Hall – Chief Executive of Yorkshire Electricity – was appointed as Chairman of Yorkshire Forward in December 1998 and has played a key role with his fellow Chairmen in persuading the Government to back RDAs. This article assesses what RDAs needed when they were set up, what the Government has delivered since, and what is required now. April 1999 – the first year of RDAs RDAs were established in April 1999 to address the "economic deficit" between the English regions and the European average of economic performance. The key priority in the first year of the RDAs was to produce clear, widely-owned Regional Economic Strategies that would drive these much-needed economic improvements. The strategies were delivered on time to Ministers, following a huge consultation exercise involving tens of thousands of businesses, public partners and others, and were approved by Government in January 2000. The strategies will be nothing, mean nothing and achieve nothing, however, without focused,"joined-up" delivery of actions by a number of different agencies, not just RDAs. Two problems were clear to the Chairmen from the start. First and foremost, RDAs did not have the tools to do the job. The 11 different "stovepipe"funding streams,with a number of detailed strings attached,were not focused on the key issues identified in the strategies. This was particularly difficult to understand for the business-led boards of RDAs, with business people used to taking quick and decisive action to tackle problems. Secondly, RDAs were increasingly perceived as creatures of the DETR, rather than the engines of economic growth and "joined-up" Government envisaged by their architects, John Prescott and Dick Caborn. As a result, they could not effectively influence the other agencies that were vital to delivering the strategies. What RDAs needed in July 1999 The RDA Chairmen decided to use their collective influence to press their case for change in July 1999, seeking the following response from Government: * prioritisation across Government and, more particularly, for RDA strategies to be assessed as a package; * flexibility within and between financial years, maximum delegations and no more than 3 separate funding streams; * a single block grant within 2 years; * an early discussion with Ministers on the Barnett formula; * flexibility to devise new, innovative financial instruments to lever in new private sector investment; * Training and Enterprise Councils (soon to be Learning and Skills Councils (LSCs)) funding to be routed through RDAs and a significant leading role on Europe; and * a review of outputs and assessment methods in key departmental funding streams. What did the Government deliver? The Government has delivered an emphatic response to this agenda. * on prioritisation, the CSR has provided RDAs with a much clearer steer about their delivery priorities, shifting the focus towards strategic economic development. The strategies were addressed as a package and there is evidence that Ministers, if not yet all of Whitehall, have realized that "joined-up" thinking involves more than just stapling DETR, DTI and DfEE guidance together! * on flexibility, the Chancellor's pre-Budget statement announced greater flexibility in RDAs' ability to move funds between programmes in the 2001/2 financial year. RDAs are still keen to boil down the 11 funding streams into 3 in this transitional year; * the promise of a "single pot" for RDA spending from April 2002 is the best news for the English regions. It will allow for the first time real priorities to be set for funding to deliver the strategies; * the Chairmen discussed the Barnett formula with Ministers last year and the Government's position was unchanged; * on innovative financial instruments, the development of the Regional Venture Capital Funds has been delayed, but is now likely to be delivered from 2001/2 onwards; * although the response of DfEE to the regional agenda has been disappointing at times, steps have been taken to ensure that RDAs and LSCs work effectively to deliver real improvements in the skills and lifelong learning agenda. More clarity is still needed in RDAs' European role; * on output and assessment measures, more work is required to ensure that the outcomes envisaged in the CSR for different Departments are applied to the English regions in a way that recognises regional diversity and thus the targets set in Regional Economic Strategies. What is needed now? The RDA Chairmen are pleased with the response of Ministers to this agenda for change. We are in no doubt that the time has come for RDAs to roll up their sleeves and ensure the delivery of real economic improvements. There is also an ongoing responsibility on Ministers to create an "enabling" environment for RDAs, however, and a new set of priorities have emerged. Firstly, the concept of the "single pot" must be made a reality. This concept is so counter-cultural to the way Parliament votes money, the accountability mechanisms and the "command and control" nature of large parts of Whitehall that this is not as simple as it first seems. This must consist of a clear corporate planning process, whereby the Government "buys" a single set of outcomes – one Public Service Agreement – from RDAs, and sensible monitoring and review arrangements. It must not consist of separate corporate plans, prescriptive guidance, an excessive degree of detail in planning and reporting, mid-year initiatives involving RDA bidding and outputs so specific as to make any flexibility mythical. That is our biggest current challenge for Ministers. The financial accountability arrangements should be changed to reflect the devolution of responsibility to RDAs. RDA Chief Executives should take sole responsibility as Accounting Officers and Departmental Permanent Secretaries should lose their present dual responsibility. This will help to relax the present "control" culture of the Civil Service. A more fundamental review of the Civil Service may also be needed in the medium term. Improvements should be made to measuring RDA success. This needs to be done at two levels as a result of the single pot. At one level, measurement of improvements in the regional economy are currently inadequate. For example, Gross Domestic Product per head and the number of new businesses making VAT registrations are backward-looking indicators that report activities over two years old. If they remain unchanged, we will only know about the impact on regional economies of the first year of the single pot in 2005. As importantly – given that such outcomes will rely on many other factors than RDAs – we need to devise with Government better indicators of the success of RDA spending programmes, through objective qualitative, as well as quantitative, analysis. This should assess the effectiveness with which RDAs have engaged with Regional Chambers and Assemblies. Regional Economic Strategies should be given real "teeth", in order to ensure that delivery agencies align their spending plans. The CSR has rightly not changed the rationale, robustness or relevance of the strategies at all. Some roles within these have changed, however, not least for RDAs. For the strategies to realise their true potential, the Government needs to make clear that the performance of key delivery agencies – particularly Local Authorities, Learning and Skills Councils, the Small Business Service, Universities and local strategic partnerships – will be judged, inter alia, against those strategies. This could be taken a step further by giving the RDAs a key role in measuring the performance of public agencies in delivering those national and regional targets (which would fit with a strategic role on European funds (see next paragraph). A major review of the delivery agencies in a pilot region would help this process. A strong strategic role on European funds, Information Communication Technologies and enterprise. These are areas of true added value for RDAs. They should have real clout in both managing the performance of European Structural Funds and drawing down large sums for strategic projects, leaving the financial monitoring and administrative management to Government Offices. On ICT, the Government should examine the need to accelerate the provision of 21st century ICT infrastructure in poorer and rural areas through fiscal and grant incentives and enable RDAs to set priorities. Such measures will be vital to avoid a "digital divide" exacerbating the gap between the UK regions. The cultural change required to deliver a radical shift in the numbers of business start-ups is a priority for the Government and RDAs. For example, the Government could consider incentivising the banks to work with RDAs to allow students, householders and others to transfer debt to equity to fund business start-ups. A fair and equitable distribution of public spending per head will be vital to ensure that the poorer English regions have a much greater chance of narrowing the gap with London and the South-East. A period may be needed to ensure a smooth and well-planned transition, but the CSR provides the resources to redistribute more education, health and transport spending to those regions that need it most. The time has surely come to look again at the Barnett formula. The Government's devolution policy has to date been successful. In regions such as Yorkshire and Humber, any early concerns about business-led RDAs clashing constantly with local government-led Regional Chambers have not materialised. This is no accident and is a direct result of genuine partnership working, involving clear communication, mutual respect and compromise on both sides. It will be important to build on such success and continue the evolutionary process of strengthening regional governance without slowing down decision making or diluting the hard choices that need to be made. Conclusion The Government has responded emphatically to RDA concerns by moving them to the heart of the productivity and growth agenda. Larger budgets and much greater flexibility open up tremendous opportunities for the English regions. The business-led RDAs will respond to this challenge. As we move from strategy to strategic delivery, RDAs need a further response from Government to a new agenda: consolidation of the single pot, stronger support for Regional Economic Strategies, new roles on Europe, ICT and enterprise, and 21st century answers to the distribution of public spending and regional governance. PROSPEROUS CITIES MAKE PROSPEROUS REGIONS Bob Kerslake Chief Executive Sheffield City Council In September this year Sheffield hosted the annual conference of the English Core Cities Group. Over two days representatives from all walks of life in England's seven largest cities outside London worked together with Government Ministers, senior Whitehall officials, delegates from national and regional institutions, leading academics, and business leaders. We listened to and debated a range of perspectives from the UK, the USA, and Continental Europe on the economic and social challenges facing cities today. Our aim was to clarify a modern agenda for cities, ensuring they play a full part in delivering national goals for sustainable economic growth and social equity. Two months later the Conference Report was published on the same day that the Government launched the Urban White Paper – symbolically demonstrating not only the degree of consensus now developing about the critical challenges facing our cities, but also the need for partnership and mutual trust to take forward a long term agenda. At the heart of this agenda is the task of enhancing the economic strength of our regional cities. Our success in achieving this goal will determine not just the future living standards of people who live in cities – but also the prosperity of towns and villages in the surrounding regions. To reflect the importance of this economic challenge the Core Cities Conference 2000 was titled "Prosperous Cities make Prosperous Regions". The city-region opportunity Recent research into the economic functions of cities in advanced countries has shown a robust causal relationship between the economic strength of major cities and the competitiveness of their surrounding regions. Policy makers are increasingly concerned to understand the dynamics of this "city-region" relationship and the opportunities it presents to boost progress towards overarching economic and social goals. This focus on cities as economic assets follows decades in which they have more often been seen as repositories of social and environmental problems flowing from the decline of traditional "smokestack" industries. The change in outlook has been driven by our emerging understanding of the requirements of the "knowledge economy". Increasing pressures from global competition and technological advances place a growing premium on continuous innovation in the creation and use of knowledge as the key determinant of competitive advantage in both manufacturing and services. And the ingredients for successful innovation in a modern economy habitually locate in or near cities – universities and R&D institutions; providers of risk and venture capital; international transport hubs; pools of highly qualified knowledge workers; attractive, vibrant work and social environments; leading cultural events. The location in major cities of higher functions of government also influences where professional organisations and the influential media choose to site themselves – thereby further adding to the "buzz" which attracts strategic business functions. Cities which are successful in developing and promoting these attributes become the natural locations for "clusters" of highly competitive businesses which find advantages in co-operation in order to enhance their market strengths. But in an increasingly inter-connected world economy the gap between success and failure is widening. Cities successful in attracting and retaining a critical mass of knowledge economy functions are bringing increasing prosperity to their regions. But cities still grappling with the downsizing of traditional industries face a major task in building up an asset base attractive to the new economy. The city-region in practice Successful cities bring economic benefits to their regions in different ways. Global cities, like London, not only spawn strong satellite economies on their fringes, like Hounslow/Heathrow, but they also help to power prosperous overspill towns, like Swindon, and with efficient transport links can influence the growth of more distant cities, like Bristol. The critical mass of highly paid jobs in global cities fuels the economies in a belt of prosperous commuter towns. Regional cities which develop specialised strengths in depth – for example the dense concentration of specialised R&D in Stuttgart – can drive up the economies of urban centres in the surrounding region to produce notably high levels of GDP – which in Stuttgart derives largely from high value manufacturing. Combining the strengths of neighbouring cities to add value to key economic assets also raises prosperity across a wider region. The major cities of the Ruhr and the southern Netherlands are leading examples of the benefits from collaboration. The new Denmark-Sweden fixed link is a major initiative to achieve collaboration benefits across international borders by creating a new Copenhagen-Malmo economic region. The challenge for cities in Britain Historically, the political and economic power of London has played a stronger determining role in the country's economic fortunes than has been the case in many of our main competitor countries. Paradoxically, however, concerns about "geographic balance" in the national economy are now surfacing at a time when the recent period of unprecedented growth has delivered more jobs and lower unemployment from which all regions are benefiting. But recent evidence points to the increasing concentration of knowledge based businesses in London and the South-East. For example, the Invest in Britain Bureau reports that while Britain is increasingly successful in attracting high technology, Internet, and R&D projects (particularly from the USA), these businesses are largely choosing locations in the South East. Continuation of this trend would have unpalatable medium term implications – structural imbalances constraining national economic growth, widening social imbalances as a result of migration to the South East, increasing congestion in the South East threatening London's global status. GDP figures underline the success of the London "city-region", but also show that the regions containing major regional cities – Birmingham, Manchester, and Leeds – all have GDP lower than the EU average. Sheffield and Liverpool are both in regions where GDP is even lower – leading to designation for EU Objective 1 status. So our challenge in Britain must be to find ways of replicating in other cities and their regions the factors which currently lead ambitious businesses in growth sectors to locate in London and the South East – and thereby strengthen the economies of other regions, reduce pressures on the South East, and raise the growth potential of the national economy as a whole. The Government's agenda The present Government's policy agenda has worked to the advantage of regional economies in two particular ways. First, the overriding emphasis on macro-economic stability as a pre-requisite for sustainable growth has clearly been successful in creating a business climate from which all regions are benefiting. Second, this Government has signalled the importance it attaches to the regional agenda in ways which go well beyond the actions of its predecessors. The immediate move to set up business-led Regional Development Agencies was quickly followed by a range of micro-economic initiatives (New Deals and Zones) to improve the functioning of labour markets and to open more opportunities for individuals to acquire skills and jobs. Recent announcements of additional resources and flexibilities for RDAs mark a further welcome step along this road. Similarly the publication of the "Reaching Out: Action Plan" provides further clarity about the evolving role of central Government in the Regions. The Urban White Paper demonstrates unambiguously the critical role that strong city economies must play in creating both prosperous regions and inclusive neighbourhoods. The Way Ahead In my view we have reached a stage where national policy has put in place a wide range of valuable economic building blocks which must now be brought together to create greater competitiveness and prosperity. Our objectives must, of course, include prolonging the current trend of more jobs and less unemployment in all regions. But, more importantly, this is an opportunity to significantly enhance the national economy's medium term growth potential by achieving a better regional balance of the factors which favour businesses in the knowledge economy. To achieve this I suggest that we need to address the following four Challenges in an integrated way: The First Challenge is to analyse the nature and effect of the current "inhibitors"which hold back the relative competitiveness of cities and regions outside the South-East. Researchers tell us that businesses in the knowledge economy prefer to locate in London and the South-East because the factors which guide their choice are overwhelmingly concentrated there. Analysing these "inhibitors" is, undeniably, a complex task involving difficult judgements about cause and effect, and about the interaction between public policies and market dynamics. But more understanding about the "inhibitors", and the policy options for turning constraints into advantages, would open the way for developing more stretching targets for economic growth in regions and cities – drawing on the principles now being tested in Public Service Agreements. The Second Challenge is to ensure that the Regional Economic Strategies continue to develop as respected and authoritative vehicles for delivering greater competitiveness and prosperity. It will be important to ensure that all regions make optimal strategic use of the many new economic initiatives the Government has recently announced. Cities have a particular interest in being at the heart of this process to ensure that their ability to develop unique national and international market niches is fully exploited for the benefit of the whole region. Similarly the potential for greater complementarity between the regional economies – and more collaboration between cities – needs to be explored in the context of creating national advantage and enabling London to develop further as a leading global city. The Third Challenge is to ensure that cities themselves continue to strengthen their economic strategies as integral features of their overall community vision. Many cities have made much progress through voluntary strategic partnerships. The Urban White Paper now provides opportunities to put greater formality into these arrangements by forming Local Strategic Partnerships. Cities will want to explore with Government exactly how LSPs can be involved in setting stretching economic targets and in marshalling the resources needed for delivery. The White Paper envisages RDAs being part of the LSP process – which will be helpful in linking city agendas with Regional Economic Strategies. And finally the Fourth Challenge is to ensure that policy and resourcing frameworks are systematically developed in ways which support agreed economic goals in cities and regions. This will require new ways of working between Government, RDAs, and local authority representatives to ensure that national, regional and local economic perspectives are effectively brought together. The Sheffield experience My own city of Sheffield needs no persuading of the importance of these challenges. During the fundamental economic changes of the 1980s the City lost 80,000 jobs – about a quarter of total employment. This created wide social divisions across the City with whole communities being progressively excluded from job opportunities. Today Sheffield's GDP is only 87% of the EU average – and we are surrounded by a region which has gone through a similar experience and is for the most part significantly poorer. Sheffield's immediate response to this economic shock was to assume that new jobs based around existing skills could be created and attracted in sufficient numbers to make good the deficit. But, although unemployment has fallen significantly, as part of the national trend, the continuing fragility of the local economy together with forecasts of further decline ahead has recently led to a fundamental policy shift. Together with all the other key partners in South Yorkshire we have committed ourselves, through our Objective 1 Programme, to transforming the economic structure away from declining traditional industries by attracting and growing high technology knowledge based manufacturing and service sectors – and at the same time working to achieve a step change in education and skill levels throughout the community. The Objective 1 Partners are in no doubt about Sheffield's responsibility as the region's "core city" for driving the process of economic upgrading. We are already making significant progress in laying the foundations. Sheffield is one of three cities chosen to pilot the new Urban Regeneration Companies."Sheffield One"began work a year ago and is now well advanced in developing its Masterplan, geared to putting in place the drivers for a new high tech economy; creating a vibrant centre for learning, culture, retail, leisure, and living; improving accessibility; and enhancing the quality of the public realm. Transformation of the City Centre will be a crucial factor in our ability to create a more prosperous and inclusive city, which is also a motor of growth for the region as a whole. But we also need city-wide action, and our overarching strategy "Putting Sheffield First – Achieving Excellence" sets clear goals for strengthening the economy and systematically opening more opportunities for disadvantaged communities. Getting our city-wide partnership, Sheffield First, designated an early Local Strategic Partnership is now an important objective. Over the past year Sheffield has worked closely with the RDA, Yorkshire Forward – and the key role of major cities is fully recognised in the Regional Economic Strategy. We attach great importance to this relationship, which is reciprocated by Yorkshire Forward's own central role in our Urban Regeneration Company, as well as in our Objective 1 plans more generally. CONCLUSION John Healey MP From local, regional and national vantage points, the contributors to this pamphlet draw the outline of Labour's new approach to regional policy. The first term report for this policy and the English regional development agencies (RDAs) designed to deliver it might read: "Slow start. Shows promise". But what should we expect in the second term? Slow start. Shows promise Our new regional policy is very significant, and the substance of it has developed in Government, not forged in opposition. The conviction that greater national prosperity must also mean a fairer share and spread of prosperity and that regional inequality is not inevitable, as Ed Balls explains, represents a truly radical break from recent years. The determination to achieve more balanced growth, prioritise poorer areas and tackle the causes of economic under-performance rather than soften the social consequences is a fundamental change in policy. Setting up RDAs in the English regions was the one significant pledge hammered out in opposition. The year one priority for RDAs has been to develop a clear and widely-owned regional economic strategy (RES) which, as Bob Kerslake confirms, are developing as "respected and authoritative vehicles" for delivering greater competitiveness. Ministers responded rapidly to early RDA demands to be given "the tools to do the job". A "single pot" for RDA spending, innovative financial leverage, and clearer priorities and output targets from Government were top of the RDAs' list. We have seen too a growing acceptance in Government of the need to regionalise national policy, and in turn localise it further. As Richard Caborn explains for instance in his introduction to this pamphlet, the DTI is introducing a regional dimension to policies on innovation, science, trade, venture capital funding and e-commerce while the national New Deal framework has become more flexible and is being commonly re-engineered to suit local labour markets. Across the range of Government departments broad policy aims are being pursued through programmes tailored to local needs by local agencies and partnerships, such as local employment plans, health improvement programmes, crime reduction strategies and incentives to embrace e-commerce. Second term challenges Some are still sitting back waiting for Government to deliver the money or the RDA to deliver the enterprise they think will deal with the economic deficit in their area. But the new regional policy presents all of us committed to its success with challenges in the second term. Challenge for RDAs We should now expect a decisive shift from strategy planning to strategic delivery, with outcomes from other agencies across the region in line with RES targets. In July 1999 the RDA chairs produced a seven-point plan of measures they wanted to see from Ministers. Government gave them an "emphatic response", according to Graham Hall, though by July 2000 they had a new set of seven demands of Government. Graham Hall argues the RDAs "need a further response from Government to a new agenda". It is right that RDAs demand support from Government but equally Government is right to demand delivery now from the RDAs. The big increase in resources and flexibility in the Spending Review 2000 (SR2000) will give RDAs greater power of direction but leadership and influence will remain their principal tools for aligning the economic role of agencies like the Employment Service, Connexions service, Learning and Skills Councils, Small Business Service and local councils with their RES. Perhaps RDAs should be able to conduct "RES compliance audits" to assess the contribution that such agencies are making to economic competitiveness and activity in their areas? Where performance is particularly poor or strategies in conflict with the RES, perhaps local authorities and regional chambers might also step in to scrutinise the work of the agency? Challenge for Government Central government must be prepared to allow further development of the RDAs' responsibilities and resources, though it is reasonable to anticipate these as earned increments that might follow evidence of delivery against economic outcomes. This would mean we might see multi-speed RDAs. However, land use planning and transport are key factors in regeneration and productivity growth in every region. Regional planning powers should therefore be brought into closer alignment with regional economic strategies. The main purpose of regional planning guidance (RPG) is to provide a regional framework for local authority development plans and local transport plans. The RPG is developed by regional chambers and issued by the Secretary of State. The RES is produced by RDAs. These are parallel systems with overlapping objectives, such as sustainable development, economic and social gain and environmental improvement. RDAs need not direct the planning process but just as local authorities must have a statutory regard to the RPG in preparing their own development plans, perhaps regional chambers should have a statutory regard to the RES in preparing the RPG? Challenge for local partnerships and agencies The new regional policy requires that agencies in partnership perform at the local level what the RDA can do regionally – setting priorities, devising strategy, coordinating effort and monitoring impact. The new local strategic partnerships that Government is setting up to help implement the regeneration aims of the urban white paper and SR2000 face similar dilemmas and decisions to the RDA: are they strategy or delivery bodies? What degree of resource allocation do they assume? How do they secure the commitment of partner agencies to their strategies? What powers of direction or sanction do they have? Above all, should their principal focus economic or social and community development? The reduction in regional inequalities and growth in prosperity is driven by an increase in jobs and wealth-creating activity. The first and foremost focus for both RDAs and local strategic partnerships must therefore be economic. And there is a danger of blunting this economic edge within broader partnership working, community planning, joining up service delivery, broader strategic remits and resourcing responsibility for social programmes. Though social exclusion has to be tackled in tandem with economic regeneration, perhaps the primary partnership or board should remain enterprise focussed with wider aims and representation pursued through linked operational partnerships? Challenges for all: Building up economic assets We believe regional inequality is not inevitable. But to what degree is it reducible? If a low GDP per head is the main symptom causing concern, sustained business investment is the primary treatment to tackle the cause. However, the factors that draw in the firms and jobs in the modern economy – universities, R&D institutions, venture capital, international transport links, high knowledge workers, cultural and social milieu – are not and cannot be universally present. Labour's policy prescription in the PBR2000 and SR2000 is to direct resources and incentives, including fiscal measures, to areas of urban disadvantage. This is necessary but may not prove sufficient and perhaps a long-term strategy that aims for a wider spread of economic assets such as airports, universities, research labs, government offices etc, will be essential? Measuring success Our concern is to tackle the causes of slow growth and poor job creation but, as Graham Hall points out, our current measures of economic activity – GDP per head or company VAT registrations – are poor and two years post hoc. Robust outcome measures are used to monitor some programmes with an economic impact, such as the New Deal which could serve as proxies. However, new and timely measures of economic activity are needed, to reinforce both the RDAs' ability to manage their performance and our ability to hold them to account. The time horizons for economic regeneration are also long and do not fit well with political terms or government resource decisions, even on the new three-year spending cycles. Perhaps government investment commitments therefore are required over an even longer term? Calling to account As RDA resources, responsibilities and flexibilities increase, so must scrutiny and accountability. Principles and procedures of governance will certainly come to the fore in the second term. Published plans, clear targets, open reporting on operations, better measures for monitoring impacts as well as outcomes are all essential. But who should call the RDAs to account? Local government and regional chambers should properly play a more active role, and ministers will continue to do so as they remain ultimately responsible for the disbursement of public money. However, the House of Commons has just created a special select committee of the regions. This new Parliamentary committee is empowered and well placed to fill the scrutiny gap for the new regional policy. With the power to launch inquiries, summon witnesses, publish reports and require government responses this committee of the regions could audit the performance of RDAs, monitor the impact of RESs and make useful cross-regional comparisons. The committee could play a role in the assessment of RDA chairs and in holding them to account. And where a RES compliance audit suggested a particular problem with the contribution of a local, sub regional or other regional agency then the committee might properly investigate and report. Perhaps, therefore, there is even a role for MPs in our new regional policy?
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Vildtudbyttestatistik for jagtsæsonen 2011/12 Notat fra DCE - Nationalt Center for Miljø og Energi Dato: 15. oktober 2012 Tommy Asferg Aarhus Universitet, Institut for Bioscience Rekvirent: Naturstyrelsen Antal sider: 7 Faglig kommentering: Aksel Bo Madsen og Thomas Kjær Christensen, Aarhus Universitet, Institut for Bioscience Kvalitetssikring, centret: Poul Nordemann Jensen Tel.: +45 8715 0000 E-mail: firstname.lastname@example.org http://dce.au.dk Indhold Indledning Vildtudbyttestatistikken er en database, der indeholder oplysninger om jægere og nedlagt vildt i Danmark. Alle jægere har pligt til at indberette deres personlige vildtudbytte efter jagtsæsonens udløb. Oplysningerne indsamles af Naturstyrelsen og bearbejdes af Aarhus Universitet, som også står for vedligeholdelse og opbevaring af de indsamlede data. Faldende udbytte for de fleste vildtarter I jagtsæsonen 2011/12 blev der i alt nedlagt 2,179 mio. stykker vildt. Det er en tilbagegang på 7 % i forhold til den foregående sæson, svarende til ca. 170.000 stykker vildt. Den største nedgang skete for udbyttet af ringduer, der faldt med mere end 90.000 fugle, svarende til 30 %. Fra og med 2011 blev jagttiden for ringdue afkortet med en måned (oktober), så det var forventet, at udbyttet ville falde. En spørgebrevsundersøgelse i sæsonen 2009/10 viste, at 24 % af det samlede ringdueudbytte blev nedlagt i oktober. De forholdsvis milde vejrforhold i vinteren 2011-2012 med højere gennemsnitstemperaturer og færre frostdøgn end normalt kan også have medvirket til at gøre det svært for jægerne at skyde lige så mange duer som i de to foregående sæsoner. I mildt vejr er flere fødekilder tilgængelige for duerne end i hårdt vejr, hvor de i højere grad er søger mod foderstriber og foderpladser. I mildt vejr forekommer duerne derfor mere spredt i landskabet og er vanskeligere at jage. Blandt andre arter med markante fald i udbyttet kan nævnes agerhøne (21 %), gæs (19 %) skovsnepper (17 %) og skarv (15 %). Forskellige registreringer tyder på, at der var en forholdsvis stor bestand af agerhøns i 2009, sandsynligvis på baggrund af en god ynglesucces i 2008. Det vigende udbytte i 2010/11 og 2011/12 skyldes sandsynligvis vejret, idet der var tale om to meget våde somre, hvor nedbøren lå henholdsvis 31 og 71 % over det normale. Faldet i gåseudbyttet skyldtes ifølge jægernes indberetninger, jf. Tabel 2 og tilhørende tekst nedenfor, især et markant fald i udbyttet af Canadagæs (50 %), men der var også relativt store fald i udbyttet af sædgæs og grågæs, mens der var mindre stigninger i udbyttet af kortnæbbede gæs og blisgæs. Stigende udbytte af kaniner og dykænder Udbyttet af kaniner steg med mere end 80 % fra 2010/11 til 2011/12. Stigningen skyldes næsten udelukkende, at kaninbestanden på Endelave, efter at have været helt i bund i et par år, igen er på vej op og allerede er i stand til at give et jagtligt udbytte. Udbyttet i samlegruppen Andre dykænder steg med 24 %. Ifølge jægernes indberetninger, jf. Tabel 2 og tilhørende tekst nedenfor, skyldes stigningen især en markant stigning i udbyttet af sortænder (68 %) og relativt store stigninger i udbyttet af hvinænder og havlitter, mens der var et relativt stort fald i udbyttet af troldænder. Det vides ikke, om stigningen skyldes stigninger i bestandene, men noget af forklaringen kan måske være, at en del havjægerne var på jagt flere gange end i de to foregående vintersæsoner, hvor det hårde vejr begrænsede mulighederne for havjagt. Tabel 1. Vildtudbyttet i sæsonerne 2009/10-2011/12. Tallene er korrigeret for manglende indberetninger. * Samlegrupper: se artsfordeling i Tabel 2. Udbyttet i samlegrupperne indberettes som enkeltarter Nogle af vildtarterne har ikke deres egen rubrik på papirudgaven af vildtudbytteskemaet, men indberettes gruppevis i de såkaldte samlegrupper: Andre svømmeænder (svømmeænder ekskl. gråand, 6 arter), Andre dykænder (dykænder ekskl. ederfugl, 9 arter), Gæs (5 arter) og Måger (3 arter). Fra og med 2006 har det imidlertid været muligt for jægere, der indberetter vildtudbytte via internettet, at opgive udbyttet af de enkelte arter i de respektive grupper. Stadig flere jægere indberetter deres vildtudbytte via nettet, og stadig flere vælger at indberette udbyttet i samlegrupperne på enkeltartsniveau. I den første sæson blev mindre end 5 % af udbyttet i samlegrupperne indberettet som enkeltarter, men i sæsonen 2011/12 var denne andel steget til ca. 25 % af udbyttet i samlegrupperne Andre svømmeænder, Andre dykænder og Gæs og ca. 15 % af udbyttet af Måger (Figur 1). Foto 1. Troldand er en af de arter, der siden 2006 har kunnet indberettes i sin egen rubrik på det elektroniske vildtudbytteskema, og det benytter stadig flere jægere sig af Artsfordeling på grundlag af indberetninger Opdelingen på enkeltarter af udbyttet i samlegrupperne er hidtil sket på baggrund af de ca. 10.000 vinger, som jægere hvert år sender ind til AU's Vingeundersøgelse. Når der nu via Vildtudbyttestatistikken indberettes ca. 40.000 fugle fra samlegrupperne på enkeltartsniveau, et tal som må forventes at stige yderligere, er det blevet aktuelt at tage stilling til, om ikke artsfordelingen fremover bør baseres på jægernes indberetninger i stedet for de indsendte vinger. De to datasæter er hver især behæftet med usikkerheder. Vi ved fx ikke, om jægerne har en tendens til at indsende vinger af nogle arter frem for andre, og heller ikke, om jægerne har en tendens til at indberette nogle arter på enkeltartsniveau frem for andre. Hertil kommer, at der er noget i tallene, der tyder på, at der sker fejl i artsbestemmelsen, når jægerne skal indberette på enkeltartsniveau. De to datasæt viser ikke helt den samme artsfordeling, men svingningerne fra år til år stemmer overens i store træk. I forbindelse med præsentationen af den årlige vildtudbyttestatistik vil vi fremover benytte jægernes indberetninger som grundlag for artsopdelingen i samlegrupperne, men AU vil snarest gennemføre en nøjere analyse af de to datasæt, så styrker og svagheder med hensyn til at vise artsfordelingerne, kan blive belyst så godt som muligt. Tabel 2. Artsfordeling af jagtudbyttet i samlegrupperne i Tabel 1, Andre svømmeænder, Andre dykænder, Gæs og Måger, i jagtsæsonerne 2009/10-2011/12, beregnet ud fra jægernes internet-indberetninger, hvor det siden sæsonen 2006/07 har været muligt at angive udbyttet på enkeltartsbasis. Der vil derfor være afvigelser i forhold til tidligere offentliggjorte tal, som var baseret på den artsfordeling, der kan beregnes ud fra vinger indsendt til Vingeundersøgelsen. Se flere informationer om de enkelte arter under "Resultater" på bios.au.dk/vinger Vingeundersøgelserne fortsætter Det er vigtigt at understrege, at AU's Vingeundersøgelser fortsætter. Vingerne giver bl.a. oplysning om den tidsmæssige fordeling af udbyttet og om køns- og aldersfordeling. Disse oplysninger er uundværlige, når man skal vurdere den jagtlige udnyttelse og jagtens bæredygtighed i forhold til de enkelte arter, og de er vigtig del af den baggrundsviden, der bruges bl.a. i forbindelse med de tilbagevendende jagttidsrevisioner. Endvidere kan vingerne i nogle tilfælde vise udbyttets geografiske fordeling på en finere skala end Vildtudbyttestatistikken, hvilket kan være værdifuldt i en forvaltningssammenhæng. Mårhunde og vildsvin med forbehold Mårhund og vildsvin var med på vildtudbytteskemaet første gang henholdsvis i sæsonen 2010/11 og 2011/12. Erfaringerne fra første sæson med mårhunden viste, at indberetninger af vildtarter, der nedlægges i meget lave antal, skal tages med forbehold og helst verificeres, hvis det er muligt. Selv ganske få fejlregistreringer kan betyde meget for det endelige resultat, når der er tale om så små tal, som det er tilfældet for både mårhund og vildsvin. Det er grunden til, at ingen af de to arter er anført i tabeloversigten over vildtudbyttet (Tabel 1). Der blev indberettet 88 mårhunde og hele 431 vildsvin, hvoraf 237 umiddelbart kunne erkendes som fejlregistreringer. De rå tal peger således i retning af, at der skulle være nedlagt ca. 100 mårhunde og 200 vildsvin i sæsonen 2011/12. Disse oplysninger vil blive søgt verificeret af Aarhus Universitet og Naturstyrelsen så hurtigt som muligt, og før det er sket, kan der ikke meldes "officielle" udbyttetal ud for disse to vildtarter. Flere kvindelige jægere end nogensinde før Antallet af jagttegnsløsere i sæsonen 2011/12 var 171.972; heraf var 9.603 kvinder, svarende til 5,6 %. Det er det højeste antal kvinder, der har løst jagttegn i en enkelt sæson siden 1973, hvor antallet blev opgjort særskilt for første gang. Syv ud af 10 jægere indberettede vildtudbytte (68,7 %); det vil sige, at der manglede indberetning fra 31 % eller næsten hver tredje jæger. Næsten 8 ud af 10 jægere indberettede udbyttet via internettet (78,2 %). Blandt de jægere, der indsendte vildtudbytteindberetning, havde 59,8 % nedlagt mindst ét stykke vildt. Der var dog stor forskel på mandlige og kvindelige jægere, idet 69,4 % af mændene fik udbytte med hjem, mens det kun gjaldt for 29,7 % af kvinderne. Jægere med udbytte nedlagde i gennemsnit 25,7 stykker vildt. Også her var der forskel på mænd og kvinder, idet mændene i gennemsnit nedlagde 26,1 stykker vildt og kvinderne 10,4.
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ESTUDIO DE CASO: Brote de sarampión en la era poseliminación Versión para participantes ESTUDIO DE CASO: Brote de sarampión en la era poseliminación Versión para participantes Washington, D.C., 2023 Estudio de caso: brote de sarampión en la era poseliminación. Versión para participantes ISBN: 978-92-75-32815-6 (PDF) ISBN: 978-92-75-32816-3 (versión impresa) © Organización Panamericana de la Salud, 2023 Algunos derechos reservados. Esta obra está disponible en virtud de la licencia Atribución-NoComercial-CompartirIgual 3.0 Organizaciones intergubernamentales de Creative Commons (CC BY-NC-SA 3.0 IGO). Con arreglo a las condiciones de la licencia, se permite copiar, redistribuir y adaptar la obra con fines no comerciales, siempre que se utilice la misma licencia o una licencia equivalente de Creative Commons y se cite correctamente, como se indica más abajo. En ningún uso que se haga de esta obra debe darse a entender que la Organización Panamericana de la Salud (OPS) respalda una organización, producto o servicio específicos. No está permitido utilizar el logotipo de la OPS. Adaptaciones: si se hace una adaptación de la obra, debe añadirse, junto con la forma de cita propuesta, la siguiente nota de descargo: “Esta publicación es una adaptación de una obra original de la Organización Panamericana de la Salud (OPS). Las opiniones expresadas en esta adaptación son responsabilidad exclusiva de los autores y no representan necesariamente los criterios de la OPS”. Traducciones: si se hace una traducción de la obra, debe añadirse, junto con la forma de cita propuesta, la siguiente nota de descargo: “La presente traducción no es obra de la Organización Panamericana de la Salud (OPS). La OPS no se hace responsable del contenido ni del la exactitud de la traducción”. Cita propuesta: Organización Panamericana de la Salud. Estudio de caso: brote de sarampión en la era poseliminación. Versión para participantes. Washington, D.C.: OPS; 2023. Disponible en: https://doi.org/10.37774/9789275328156. Datos de catalogación: pueden consultarse en http://iris.paho.org. Ventas, derechos y licencias: para adquirir publicaciones de la OPS, diríjase a firstname.lastname@example.org. Para presentar solicitudes de uso comercial y consultas sobre derechos y licencias, véase www.paho.org/es/publicaciones/permisos-licencias. Materiales de terceros: si se desea reutilizar material contenido en esta obra que sea propiedad de terceros, como cuadros, figuras o imágenes, corresponde al usuario determinar si se necesita autorización para tal reutilización y obtener la autorización del titular del derecho de autor. Recae exclusivamente sobre el usuario el riesgo de que se deriven reclamaciones de la infracción de los derechos de uso de un elemento que sea propiedad de terceros. Notas de descargo generales: las denominaciones empleadas en esta publicación y la forma en que aparecen presentados los datos que contiene no implican, por parte de la OPS, juicio alguno sobre la condición jurídica de países, territorios, ciudades o zonas, o de sus autoridades, ni respecto del trazado de sus fronteras o límites. Las líneas discontinuas en los mapas representan de manera aproximada fronteras respecto de las cuales puede que no haya pleno acuerdo. La mención de determinadas sociedades mercantiles o de nombres comerciales de ciertos productos no implica que la OPS los apruebe o recomiende con preferencia a otros análogos. Salvo error u omisión, las denominaciones de productos patentados llevan letra inicial mayúscula. La OPS ha adoptado todas las precauciones razonables para verificar la información que figura en la presente publicación. No obstante, el material publicado se distribuye sin garantía de ningún tipo, ni explícita ni implícita. El lector es responsable de la interpretación y el uso que haga de ese material, y en ningún caso la OPS podrá ser considerada responsable de daño alguno causado por su utilización. CIM/2023 Diseño de carátula e ilustración: Trilce García Cosavalente Índice v Agradecimientos vi Abreviaciones 1 Introducción 2 Antecedentes 3 Instrucciones para el uso del material 3 Destinatarios 3 Objetivos 3 Conocimientos previos 4 Evaluación de conocimientos 4 Modalidad de trabajo 5 Presentación de caso 6 Capítulo 1. Características clínicas y diagnóstico diferencial del sarampión frente a enfermedades causadas por arbovirus 9 Capítulo 2. Detección y notificación de los casos 12 Capítulo 3. Investigación epidemiológica de los casos y seguimiento de contactos 19 Capítulo 4. Investigación de laboratorio 23 Capítulo 5. Diseminación del virus y medidas de respuesta 30 Capítulo 6. Criterios de cierre del brote | Página | Título | |--------|------------------------------------------------------------------------| | 35 | Referencias | | 36 | Glosario | | 39 | Anexos | | 40 | Anexo 1: Ejercicios de simulación | | 40 | Ejercicio de simulación 1: Simona Raffo (mochilera) | | 45 | Ejercicio de simulación 2: Hospital Pediátrico Sergio Carranza | | 50 | Ejercicio de simulación 3: Crucero Costa Pacífica | | 56 | Anexo 2: Definiciones operativas para los casos de sarampión y rubéola | Agradecimientos La preparación de la presente publicación estuvo a cargo de Pamela Bravo-Alcántara, Gloria Rey-Benito y Desirée Pastor, quienes forman parte del Programa Especial de Inmunización Integral de la Organización Panamericana de la Salud (OPS). Las autoras desean agradecer las valiosas contribuciones realizadas por Regina Durón, Mario Masana, Pilar Tavera, José Casio de Moraes y Aidee Ramírez. También expresan su gratitud por la revisión del presente manuscrito a los puntos focales de inmunización de la OPS y por la retroalimentación recibida a los participantes de los talleres subregionales y nacionales para la preparación de la respuesta rápida a brotes de sarampión y rubéola en la era poseliminación. | Abreviatura | Explicación | |------------|-------------| | ARN | Ácido ribonucleico | | COVI | Coordinadora de Vigilancia Epidemiológica | | ERRA | Equipo de respuesta rápida | | ESF | Estrategia de Salud de la Familia | | IgM | Inmunoglobulina M | | IgG | Inmunoglobulina G | | OPS | Organización Panamericana de la Salud | | OMS | Organización Mundial de la Salud | | RT-PCR | Reacción en cadena de la polimerasa con transcriptasa inversa | | RSI | Reglamento Sanitario Internacional | | SE | Semana epidemiológica | | SR | Vacuna contra sarampión y rubéola | | SRP | Vacuna contra sarampión, rubéola y paperas | | SEPS | Secretaría de Salud del Estado de Puerto Seguro | | UPA | Unidad de Pronta Atención | Introducción La Región de las Américas se convirtió en la primera región del mundo en ser declarada como libre de los virus de la rubéola y el sarampión en el 2015 y el 2016, respectivamente, por un comité internacional de expertos. Sin embargo, el virus del sarampión se reestableció endémicamente en la República Bolivariana de Venezuela y en Brasil en junio del 2018 y febrero del 2019 respectivamente, y, por lo tanto, las Américas ya no es considerada como una región libre de sarampión (7). Actualmente, 33 de los 35 Estados Miembros de la Región se encuentran libres de sarampión, y todos de la rubéola endémica (2). Debido a que los países de la Región están en riesgo permanente de importación de los virus, la Organización Panamericana de la Salud (OPS) ha realizado esfuerzos para fortalecer las capacidades nacionales y subnacionales de los países a la hora de organizar e implementar una respuesta rápida a un brote de sarampión en la era poseliminación, que permita interrumpir velozmente la circulación del virus. Para ello, pone a disposición de sus Estados Miembros el presente material formativo, bajo la modalidad de estudio de caso, desarrollado a partir de un brote de sarampión que ocurrió en la vida real, aunque en esta versión se han introducido algunos elementos ficticios. La publicación ha sido concebida para su empleo en talleres de capacitación presencial, en dos versiones: una para los facilitadores y otra para los participantes. Esta versión, entonces, ha sido diseñada para el participante; existe otra dirigida a los facilitadores del taller. El estudio de caso concluye con la implementación de un ejercicio de simulación (anexo 1), en el que se recrean tres situaciones hipotéticas de brotes de sarampión: la de un viajero internacional, la de un hospital público y la de un crucero. Con la simulación se busca que los participantes aprendan a organizarse como un equipo de respuesta rápida, conducir la investigación epidemiológica para el estudio del brote, analizar e interpretar los hallazgos, y diseñar las medidas de respuesta. Esta actividad concluye con una presentación ejecutiva al ministro de Salud sobre el brote y las medidas de control. Los casos recreados en el ejercicio de simulación pueden ser adaptados al contexto de cada país. El responsable de coordinar su adaptación será el punto focal de inmunizaciones en el país, en estrecha colaboración con las autoridades nacionales de salud responsables de organizar el taller. Antecedentes Los brotes de sarampión en la era poseliminación han dejado importantes enseñanzas para la sostenibilidad de la eliminación del virus. Una de ellas es que, cuanto mayor sea la velocidad en implementar una respuesta rápida bien organizada a partir de la detección de un caso importado, más probabilidad habrá de que se interrumpa la transmisión del virus. No es suficiente el mantenimiento de coberturas altas de vacunación con dos dosis de vacuna contra sarampión, rubéola y paperas (SRP) o la detección de los casos sospechosos mediante un sistema de vigilancia pasivo: estas estrategias siempre deben acompañarse de una respuesta rápida con intervenciones apropiadas ante la aparición de un caso (3). La ausencia de una respuesta rápida frente a un brote de sarampión puede resultar en una transmisión lenta y sostenida del virus (“gota a gota”). Si esta propagación persiste durante 12 meses o más en un área geográfica determinada, se restablece la transmisión endémica, de acuerdo con la definición de la Organización Mundial de la Salud (OMS) (3). En escenarios de alta densidad y movilidad poblacional, y con niveles de cobertura de vacunación de 95% o más, esta transmisión “por goteo” refleja un comportamiento epidemiológico diferente en la era de la poseliminación (4). Así, una de las características principales de este tipo de transmisión es la presencia de pocos casos en personas no vacunadas o subvacunadas, sin ningún tipo de vínculo epidemiológico entre ellas, y que se encuentran dispersas en una población determinada con alta cobertura de vacunación, pero cuya distribución no es homogénea. No obstante, también puede ocurrir la transmisión rápida y explosiva del virus en lugares donde hay población susceptible por bajas coberturas de vacunación durante varios años, o por migración de personas susceptibles en áreas comunes. La presente publicación se basa en una adaptación del brote que afectó al estado de Ceará, en Brasil, entre el 2013 y el 2015. Si bien las autoridades nacionales de salud de Brasil autorizaron el uso de la información del brote para elaborar el estudio, se han cambiado los nombres de los lugares e introducido elementos ficticios para mejorar su diseño didáctico y estimular todavía más la capacidad de análisis de los participantes. Instrucciones para el uso del material Destinatarios El presente material se encuentra dirigido a los participantes de los talleres presenciales. Por otra parte, el perfil de los participantes es: 1. Profesionales de la salud del ámbito nacional y subnacional que participen en la respuesta rápida a brotes de sarampión de las áreas de inmunización, epidemiología y laboratorio. 2. Personal clínico y de laboratorio que realice actividades de inmunización o vigilancia epidemiológica del sarampión y la rubéola. Objetivos 1. Identificar y aplicar los procedimientos y métodos para la notificación oportuna y la investigación epidemiológica de campo de un brote de sarampión y rubéola. 2. Identificar y aplicar las medidas de respuesta ante un brote de sarampión y rubéola. 3. Interpretar los resultados de las pruebas de laboratorio para la confirmación diagnóstica de sarampión y rubéola. 4. Comprender y utilizar los criterios para el cierre de un brote de sarampión y rubéola. Conocimientos previos Para trabajar con el estudio de caso, se recomienda que los participantes revisen previamente las publicaciones de la OPS: → Guía para el manejo clínico, prevención y control de infecciones durante un brote de sarampión (en inglés), y → Orientaciones sobre las pruebas del sarampión y de la rubéola realizadas en la red de laboratorios de la Región de las Américas. Evaluación de conocimientos La evaluación de conocimientos de los participantes se realizará tanto al inicio como al final, a fin de medir el grado de aprendizaje logrado (anexo 3). Para ello, se sugiere tabular las respuestas de las evaluaciones antes y después del taller, y presentar, antes del cierre de la actividad, un sumario con los progresos obtenidos. Los resultados de estas evaluaciones pueden ayudar a identificar y priorizar los temas que deben ser reforzados durante las supervisiones de capacitación en los niveles locales. De preferencia, la evaluación de conocimientos debe desarrollarse utilizando algún software gratuito en línea para encuestas, formularios u otros (por ejemplo, Google Forms), que permita el análisis de resultados en tiempo real. Modalidad de trabajo 1. Los participantes trabajarán como si formasen parte de un equipo de respuesta rápida asignado a la investigación de un brote de sarampión en la era poseliminación. 2. Se conformarán grupos con igual número de participantes, idealmente de siete u ocho personas, para leer y responder las preguntas sobre el estudio de caso. Cada grupo contará con un facilitador y un representante que compilará todas las respuestas consensuadas durante las discusiones de grupo. Después de leer cada sección del estudio de caso, el grupo deberá discutir las respuestas, compartir sus experiencias y plantear las dudas. 3. El trabajo grupal deberá permitir el intercambio de experiencias y la incorporación de conocimientos y opiniones. Por último, en el anexo 2 se consolidan las definiciones operativas para los casos sospechosos de sarampión y rubéola. Madero es un país con 105 millones de habitantes, que presenta una organización política dividida en 20 estados y 3550 municipios, y cuya gestión administrativa de la salud se encuentra descentralizada en dichos municipios. El país logró interrumpir la transmisión endémica del sarampión en agosto del 2001. Entre el 2002 y el 2012 (era poseliminación), se notificaron 161 casos confirmados de sarampión en el país, en diferentes brotes que fueron controlados en un corto plazo. En marzo del 2013 se reportó en el estado de San Miguel, al noreste de Madero, un brote de sarampión con una duración de 11 meses, en el que se confirmaron 224 casos. El genotipo identificado fue el D8, linaje MVs/Taunton. GBR/27.12/. En diciembre del 2013, el brote se extendió al estado vecino de Puerto Seguro, donde permaneció hasta julio del 2015, con 1052 casos confirmados. Allí se identificaron los mismos genotipo y linaje. El estado de Puerto Seguro tiene más de 8 millones de habitantes, distribuidos en 184 municipios, con una cobertura para la primera dosis de la vacuna contra sarampión, rubéola y paperas (SRP) de 95% o más en los últimos 5 años. **Actividad inicial** Teniendo en cuenta los brotes de San Miguel y Puerto Seguro, ¿hubo restablecimiento de la transmisión endémica del virus del sarampión en Madero? Fundamente su respuesta. Capítulo 1. Características clínicas y diagnóstico diferencial del sarampión frente a enfermedades causadas por arbovirus Objetivos de aprendizaje 1. Reconocer las características clínicas y el manejo de un caso de sarampión. 2. Analizar la hipótesis de diagnóstico. 3. Conocer los diagnósticos diferenciales en presencia de enfermedades causadas por arbovirus. Información relevante En la mañana del sábado 11 de enero del 2014, el servicio de epidemiología de guardia de la Secretaría de Salud del Estado de Puerto Seguro (SEPS) recibe una notificación de un caso sospechoso de sarampión desde el municipio de Sacramento, la capital del estado. Se trata de un médico pediatra e infectólogo de 27 años, llamado Nicolás Mori, con una sola dosis de vacuna contra el sarampión administrada a los 9 meses de edad (esquema de vacunación incompleto por reacciones a la vacunación). El caso sospechoso había presentado fiebre, tos, coriza y conjuntivitis el viernes 3 de enero y, el domingo 5, exantema maculopapular, que comenzó en la cara y luego se extendió por el tronco y las extremidades. El 6 de enero realizó una consulta médica con un colega en el Hospital General Manuel Rea (hospital público), y la hipótesis diagnóstica fue dengue clásico. Al día siguiente se dirigió al servicio de salud de urgencias de la Unidad de Pronta Atención (UPA) de Playa Venecia (municipio de Sacramento) para realizar exámenes de laboratorio que permitieran la confirmación diagnóstica de dengue. El estado de Puerto Seguro enfrentaba por entonces un brote de dengue, enfermedad endémica en ese territorio, con un alto número de casos notificados. Seis días después del exantema (el 11 de enero), el caso sospechoso continuaba con malestar general y postración, por lo que acudió a una clínica privada para consultar con un infectólogo con experiencia en brotes y grandes epidemias de sarampión en décadas anteriores. El médico sospechó de sarampión, por lo que realizó exudado de nasofaringe y de faringe, tomó muestras de sangre (suero) para realizar una serología de sarampión y una muestra de orina para la detección viral. Inmediatamente notificó el caso a la SEPS y esta, a continuación, lo notificó a la Coordinadora de Vigilancia Epidemiológica (COVI) de la Secretaría de Salud del municipio de Sacramento para que se realizara la investigación correspondiente y la intervención comunitaria. Actividad 1.1. ¿Por qué los síntomas descritos corresponden a la definición de “caso sospechoso de sarampión”? Actividad 1.2. ¿Por qué la hipótesis diagnóstica inicial fue dengue clásico y no sarampión? Actividad 1.3. Complete el cuadro 1.1 utilizando las calificaciones “ausente”, “puede aparecer”, “frecuente” e “indispensable” aplicadas a los signos y síntomas, para establecer la diferencia clínica entre las diversas enfermedades febriles exantemáticas y algunas arbovirosis. Cuadro 1.1. Diferencias clínicas más relevantes entre enfermedades febriles exantemáticas y algunas arbovirosis | Signos/síntomas | Dengue | Chikunguña | Zika | Sarampión | Rubéola | |-----------------|--------|------------|------|-----------|---------| | Fiebre | | | | | | | Exantema maculopapular | | | | | | | Tos | | | | | | | Coriza | | | | | | | Conjuntivitis | | | | | | | Artralgia | | | | | | | Linfadenopatía | | | | | | Capítulo 2. Detección y notificación de los casos Objetivos de aprendizaje 1. Evaluar la sensibilidad de los servicios de salud para la detección de los casos. 2. Identificar el flujo y la rapidez de la notificación de un caso sospechoso desde el nivel local. Información relevante El mismo día de la notificación de Nicolás Mori (11 de enero), los responsables de vigilancia epidemiológica del municipio de Sacramento entrevistaron al médico infectólogo que notificó el caso. El profesional médico afirmó que, de acuerdo con su amplia experiencia en las épocas endémicas de sarampión, el caso notificado presentaba la sintomatología clásica de esta enfermedad: fiebre, síntomas respiratorios y exantema maculopapular en el rostro, el cuello, el pecho y la parte superior de los brazos, que persistía 6 días después del inicio. Durante la mañana del domingo 12 de enero, los equipos de epidemiología de la Secretaría de Salud del Estado de Puerto Seguro (SEPS) y la Coordinadora de Vigilancia Epidemiológica (COVI) del municipio de Sacramento realizaron una visita domiciliaria al caso sospechoso y a sus familiares para iniciar la investigación de campo y ejecutar las medidas de respuesta. El caso sospechoso se encontraba junto con su esposa en la casa de sus padres, lugar donde permanecieron los días que duró la enfermedad. Actividad 2.1. En retrospectiva, ¿cuál de los dos servicios de salud (público y privado) no demostró sensibilidad para detectar el caso sospechoso? Fundamente su respuesta. Información relevante Durante la investigación, Nicolás Mori afirmó que no recordaba haber estado en contacto con personas con exantema en su lugar de trabajo. El 31 de diciembre del 2013 había asistido a una fiesta de fin año en la que participaron cerca de 8000 personas, entre las que había turistas nacionales y extranjeros. En los días anteriores y posteriores a la aparición del exantema, trabajó como médico de guardia (12 horas) en dos hospitales de Sacramento: el Hospital General Manuel Rea y el Hospital de Niños Albert Sabin. Los equipos de investigación realizaron la búsqueda de casos sospechosos entre los contactos familiares del médico y verificaron los antecedentes de vacunación en sus respectivas tarjetas. Solo fue necesario vacunar al personal del servicio doméstico. No se confirmaron otros casos de sarampión entre los contactos directos. Por la tarde de ese domingo 12 de enero, el Laboratorio Central de Salud Pública de Sacramento informó un resultado con inmunoglobulina M (IgM) positiva en suero para el sarampión. El 13 de enero enviaron las muestras de hisopado nasofaríngeo y faríngeo, así como las de orina, para la detección viral, al laboratorio de referencia nacional localizado en el estado de Castilla. En los primeros días de febrero, dicho laboratorio informó que el genotipo identificado era el D8, linaje MVs/Taunton.GBR/27.12. El 10 de febrero, con este resultado, la SEPS notificó oficialmente el caso al Ministerio de Salud. En ese momento, el caso no fue notificado al Centro Nacional de Enlace para el Reglamento Sanitario Internacional (RSI). **Actividad 2.2.** ¿Fue oportuna la notificación de este caso del nivel subnacional al nivel nacional? Justifique su respuesta. **Actividad 2.3.** De acuerdo con el Reglamento Sanitario Internacional (RSI), indique si este caso debió de ser notificado a través de este mecanismo, o no. Utilice el anexo 2 del RSI (5) para fundamentar su respuesta. Capítulo 3. Investigación epidemiológica de los casos y seguimiento de contactos Objetivos de aprendizaje 1. Elaborar la línea de tiempo de un caso sospechoso de sarampión. 2. Desarrollar e interpretar una cadena de transmisión. 3. Organizar e implementar la investigación epidemiológica y el seguimiento de los contactos. Información relevante El 21 de enero del 2014, la Secretaría de Salud del Estado de Puerto Seguro (SEPS) solicitó al municipio de Sacramento realizar una búsqueda activa en los hospitales y la Unidad de Pronta Atención (UPA de Playa Venecia, donde Nicolás Mori había estado de guardia durante sus períodos de incubación y transmisibilidad. El objetivo era identificar a los pacientes que hubieran presentado fiebre y exantema acompañados de al menos uno de los siguientes síntomas: tos, coriza o conjuntivitis. Asimismo, se planteó la necesidad de vacunar a los trabajadores de salud. El 22 de enero comenzó la búsqueda en las historias clínicas, que duró 2 días, y se identificaron dos casos altamente sospechosos en la UPA de Playa Venecia: Yesika, de 18 años, y José I., de 6 años. Sacramento se caracteriza por tener más de 20 kilómetros de playas de arena blanca y un puerto de aguas profundas al que arriban cruceros con turistas nacionales e internacionales, quienes pueden descender a la ciudad y transitar por sus calles. Sin embargo, el municipio presenta marcadas desigualdades socioeconómicas entre los diferentes barrios que lo conforman, que profundizan las inequidades en salud. En particular, allí se encuentra un buen número de barrios marginales que informan bajas coberturas de atención básica de salud, incluidas las bajas coberturas de vacunación en la población meta. Investigación de campo El 24 de enero, a las 16:00 h, la Coordinadora de Vigilancia Epidemiológica (COVI) de Sacramento contactó al equipo de la Estrategia de Salud de la Familia (ESF) del área de residencia de los dos casos sospechosos (el barrio Vicente Alcántara) para iniciar la investigación de campo. La ESF programó la visita correspondiente para el lunes 27 de enero a primera hora de la mañana, a fin de disminuir riesgos, puesto que el barrio era considerado de alta peligrosidad por la presencia de narcotraficantes y era preciso solicitar autorización para ingresar. El sábado 25 de enero, el equipo de la ESF solicitó dicho permiso. A continuación, se describen los principales hallazgos durante la entrevista realizada a Yesika. Entrevista del caso índice: Yesika, 18 años (Playa Venecia) → Yesika es ama de casa con dos hijos, domiciliada en el barrio Vicente Alcántara. Vive en una zona de riesgo en condiciones de hacinamiento. → Durante la entrevista, Yesika afirma que entre el 13 y el 14 de diciembre del 2013 estuvo en el mercado central de Sacramento, donde vende artesanía local, puesto que sabía del arribo de un crucero internacional. Utiliza transporte público para desplazarse desde la casa de su madre, donde vive, al mercado, ubicado a 30 kilómetros. → Los síntomas se iniciaron el 19 de diciembre, con la presencia de fiebre, náuseas y vómitos, y dolores musculares y articulares, por lo que ese mismo día acudió a la UPA de Playa Venecia. La hipótesis diagnóstica fue dengue, sin toma de muestra para confirmación por laboratorio. Se le recetó dipirona. La paciente regresó a la UPA para interconsultas de control diariamente entre los días 20 y 24 de diciembre porque no presentaba mejoría en su cuadro clínico; y, además, el 21 de diciembre presentó una tos áspera, no productiva. Utilizó transporte público (la línea 2b de bus) para desplazarse desde su casa hasta el hospital. → Pasó la cena de la víspera de Navidad (24 de diciembre) en la casa de un amigo que vivía en el mismo barrio (Vicente Alcántara), y donde se encontraban presentes otras diez personas. Ese día la fiebre había aumentado, y además Yesika presentaba malestar general (fatiga y postración). Se desplazó caminando. → Al día siguiente (25 de diciembre) tomó un taxi de la calle y regresó a la UPA, donde permaneció en observación durante unas horas. Fue medicada con levofloxacina (antibiótico), por sospecha de neumonía atípica, y con un antihistamínico, por exantema maculopapular pruriginoso difuso que desarrolló ese mismo día, y que fue asociado a una reacción alérgica por el uso de la dipirona. Regresó a su casa por la tarde, también en taxi. → El 26 de diciembre por la noche regresó a la UPA, donde permaneció en observación; a las 23:00 h fue transferida al Hospital General Manuel Rea (HGMR) en una ambulancia. Se desplazó desde su casa hasta la UPA en un taxi que tomó en la calle. → El 27 de diciembre, a las 15:00 h, salió del hospital y se dirigió a la casa de su madre, porque su hija de 8 meses estaba enferma con las mismas características clínicas. Se desplazó tomando un taxi de la calle. No salió de la casa de su madre, donde viven además sus hermanos, su cuñada y sus sobrinos, hasta la víspera de fin de año. → El 29 de diciembre, por la mañana, recibió la visita de su sobrino Elvio, de 13 años, quien también vive en el barrio Vicente Alcántara. El 30 de diciembre permaneció en casa, y nuevamente fue visitada por su sobrino Elvio. El 31 de diciembre fue a la casa de su cuñado para celebrar la cena de fin de año y después visitó a otros parientes en el mismo barrio. Estos desplazamientos los hizo caminando, debido a que fueron distancias cortas. Actividad 3.1. Elabore la línea de tiempo de Yesika. Comience por identificar los períodos de incubación, transmisibilidad y aparición de casos secundarios. Considere los tiempos mínimos y máximos para evaluar cada uno de estos períodos. Realice este ejercicio de manera individual. Actividad 3.2. Elabore la ruta de desplazamiento de Yesika (lugares visitados y fechas), considerando los períodos de incubación, transmisibilidad y aparición de casos secundarios. Entrevista del caso sospechoso 2: José I., 6 años → Durante la entrevista, se identifica que el niño José I. (caso sospechoso 2) es sobrino de Yesika, hijo de su hermana María F. El 4 de enero del 2014, a las 17:00 h, José fue admitido en el HGMR con la siguiente evaluación clínica: paciente grave, disneico, deshidratado y decaído. En el examen médico presentaba los siguientes signos: en la piel, pápulas eritematosas (exantema cutáneo que se caracteriza por enrojecimiento) no pruriginosas en el rostro, el tronco y los miembros superiores; en los ojos, eritema conjuntival y edema periorbitario; en el cuello, ausencia de ganglios linfáticos palpables, y en el tórax, tiraje intercostal, subcostal y del esternón. Fue medicado con azitromicina. → Después de 2 días de tratamiento, José I. evolucionó sin mejoría del cuadro clínico, por el contrario, inició una diarrea pastosa (tres episodios diarios) y se produjo un empeoramiento del estado general, con disnea intensa y saturación de oxígeno de 87%, fiebre, edema palpebral y aumento del volumen abdominal. La hipótesis diagnóstica fue tuberculosis y sepsis (debido al exantema). El paciente estuvo hospitalizado durante 11 días y fue dado de alta en buenas condiciones el 14 de enero. → La madre de José I., María F., refiere haber acompañado a su hijo durante la atención y el tratamiento médico. Manifiesta haber tenido fiebre, tos, rinorrea y conjuntivitis el 3 de enero, con exantema el 7 de enero. Como cuidadora de su hijo en el hospital, mantuvo contacto con otros pacientes y profesionales de la salud, además de familiares y vecinos. María F. permaneció en el hospital durante todo el tiempo de hospitalización de su hijo. → El 7 de enero, los familiares de María F. le informaron que su hija de 3 años (María del C.) también estaba enferma con fiebre, tos, rinorrea y conjuntivitis desde el 5 de enero. La menor inició el exantema el 7 de enero. Por ausencia de la madre, la niña fue llevada por la abuela a la UPA de Playa Venecia, para su evaluación. → El 9 de enero, otro hijo de María F., de 9 años (Roberto), inició fiebre y exantema, acompañado de tos, rinorrea y conjuntivitis. El 11 de enero, la abuela lo llevó también a la UPA de Playa Venecia, pues el cuadro clínico del niño empeoró por presentar tos con catarro, diarrea y vómito. El caso permaneció 24 horas en observación en dicha unidad de salud y recibió el alta para que continuara los cuidados en su domicilio. → Posteriormente, se identificaron todos los contactos de Yesika y José I. (cuadro 3.1). ### Cuadro 3.1. Lista de contactos directos de Yesika y Jose | N.º | Nombre | Edad | Sexo | Fecha de inicio del exantema | Historia vacunal | Parentesco con el caso sospechoso | Resultado de la serología de sarampión IgM e IgG | Genotipo | |-----|--------------|----------|------|-----------------------------|-----------------------------------|----------------------------------|-------------------------------------------------|---------| | n.a.| Yesika | 18 años | F | 25/12/2013 | Sin tarjeta de vacunación | Caso sospechoso | Positivo Positivo | D8 | | n.a.| José I. | 6 años | M | 04/01/2014 | Sin tarjeta de vacunación | Caso sospechoso, hijo de María F. | Positivo Negativo | D8 | #### Lista de contactos | N.º | Nombre | Edad | Sexo | Fecha de inicio del exantema | Historia vacunal | Parentesco con el caso sospechoso | Resultado de la serología de sarampión IgM e IgG | Genotipo | |-----|--------------|----------|------|-----------------------------|-----------------------------------|----------------------------------|-------------------------------------------------|---------| | 1 | Ana Karina | 8 meses | F | 03/01/2014 | Sin tarjeta de vacunación | Hija de Yesika | Positivo Positivo | – | | 2 | María F. | 23 años | F | 07/01/2014 | Sin tarjeta de vacunación | Hermana de Yesika | Positivo Positivo | – | | 3 | María del C. | 3 años | F | 07/01/2014 | Sin tarjeta de vacunación | Hija de María F. | Positivo Negativo | – | | 4 | Roberto | 9 años | M | 09/01/2014 | Sin tarjeta de vacunación | Hijo de María F. | Positivo Positivo | D8 | | 5 | Reinaldo | 27 años | M | 11/01/2014 | Sin tarjeta de vacunación | Hermano de Yesika | Positivo Negativo | D8 | | 6 | Mariano | 20 años | M | 12/01/2014 | Sin tarjeta de vacunación | Hermano de Yesika | Positivo Negativo | D8 | | 7 | Luis | 11 meses | M | 14/01/2014 | Sin tarjeta de vacunación | Sobrino de Yesika | Positivo Negativo | – | | 8 | Elvio | 13 años | M | No enfermó | Vacunado | Sobrino de Yesika | No enfermó | – | | 9 | Emanuel | 4 años | M | No enfermó | Vacunado | Hijo de Yesika | No enfermó | – | | 10 | Maximiliano | 86 años | M | No enfermó | Sin tarjeta de vacunación | Padre de Yesika | No enfermó | – | **Nota:** –: Sin datos; F: Femenino; IgG: inmunoglobulina G; IgM: inmunoglobulina M; M: Masculino; n.a.: datos no aplicables. | N.º | Nombre | Edad | Sexo | Fecha de inicio del exantema | Historia vacunal | Parentesco con el caso sospechoso | Resultado de la serología de sarampión IgM e IgG | Genotipo | |-----|---------|----------|------|-----------------------------|-----------------|----------------------------------|-------------------------------------------------|---------| | 11 | Paula | 20 años | F | No enfermó | Vacunado | Hermana de Yesika | No enfermó | -- | | 12 | Santiago| 7 años | M | No enfermó | Vacunado | Sobrino de Yesika | No enfermó | -- | | 13 | Victoria| 5 años | F | No enfermó | Vacunado | Hija de Mariano | No enfermó | -- | | 14 | Vicenta | 3 años | F | No enfermó | Vacunado | Hija de Mariano | No enfermó | -- | | 15 | Samuel | 5 años | M | No enfermó | Vacunado | Hijo de Reinaldo | No enfermó | -- | | 16 | Fátima | 44 años | F | Enfermedad en la infancia | Sin tarjeta de vacunación | Madre de Samuel | No enfermó | -- | | 17 | Nancy | 10 años | F | No enfermó | Vacunado | Hermana de Samuel | No enfermó | -- | | 18 | Fabio | 6 años | M | No enfermó | Vacunado | Vecino de Yesika | No enfermó | -- | | 19 | Celia | 29 años | F | Enfermedad en la infancia | Sin tarjeta de vacunación | Vecina de Fabio | No enfermó | -- | | 20 | José | 4 años | M | No enfermó | Vacunado | Vecino de Fabio | No enfermó | -- | | 21 | Jesús | 12 años | M | No enfermó | Vacunado | Vecino de Fabio | No enfermó | -- | | 22 | Darío | 4 años | M | No enfermó | Vacunado | Vecino de Fabio | No enfermó | -- | | 23 | Juan | 31 años | M | No enfermó | Sin tarjeta de vacunación | Esposo de Yesika | No enfermó | -- | | 24 | Mariana | 24 años | F | No enfermó | Vacunado | Esposa de Reinaldo | No enfermó | -- | | 25 | Gabriela| 55 años | F | No enfermó | Sin tarjeta de vacunación | Madre de Yesika | No enfermó | -- | Nota: --: Sin datos; F: Femenino; IgG: inmunoglobulina G; IgM: inmunoglobulina M; M: Masculino; n.a.: datos no aplicables. Todos los contactos listados en el cuadro 3.1 fueron identificados durante la investigación de campo de Yesika y José I.; vivían en el mismo barrio de Yesika y mantuvieron contacto directo con ella. Se recolectaron muestras de sangre y orina de Yesika, José I. y todos los contactos que habían presentado fiebre y exantema, acompañados de al menos uno de los siguientes síntomas: tos, coriza o conjuntivitis. Todos los contactos fueron monitoreados por un período de 30 días. Durante el 2014, se confirmaron 68 casos más de sarampión en el barrio Vicente Alcántara y los barrios vecinos de la UPA de Playa Venecia. **Actividad 3.3.** Utilizando la línea de tiempo, ¿cuáles son las preguntas clave que haría en una entrevista a un contacto directo de Yesika? **Actividad 3.4.** De acuerdo con el desplazamiento de Yesika, ¿qué acciones implementaría para un adecuado seguimiento de los contactos directos e indirectos? Realice este ejercicio de manera individual. **Actividad 3.5.** Elabore la línea de tiempo para los casos secundarios directos de Yesika, según los periodos de incubación, transmisibilidad y aparición de casos. Realice este ejercicio de forma individual. **Información relevante** Durante la intervención comunitaria se aplicó la vacuna contra sarampión, rubéola y paperas (SRP), de manera selectiva, a los familiares y vecinos de Yesika y José I. que no presentaron signos y síntomas de sarampión, y teniendo en cuenta los datos de sus tarjetas de vacunación. Así, la medida de respuesta estuvo dirigida solamente a personas susceptibles o que no pudieran demostrar antecedentes de vacunación. **Actividad 3.6.** De acuerdo con el desplazamiento de Yesika, ¿en qué lugares y a qué personas se debió vacunar? Capítulo 4. Investigación de laboratorio Objetivos de aprendizaje 1. Identificar las muestras para las pruebas de laboratorio. 2. Analizar los resultados de las pruebas de laboratorio en casos sospechosos, en presencia de enfermedades por arbovirus. 3. Describir las acciones correspondientes ante la falta de muestras de laboratorio. Información relevante Tras confirmarse el caso de sarampión para el médico pediatra infectólogo, la Secretaría de Salud del Estado de Puerto Seguro (SEPS) solicitó al Laboratorio Central de Salud Pública (LACEN) que procesara todas las muestras negativas de dengue, de casos con fiebre y exantema notificados desde diciembre del 2013 de los tres hospitales en los que había estado presente el médico durante su período de incubación. Según los resultados de laboratorio, no se identificó ninguna muestra de inmunoglobulina M (IgM) positiva para sarampión o rubéola. Durante el brote surgido en el estado de Puerto Seguro, en 91% (4216 de 4631) de los casos sospechosos que ingresaron al sistema de vigilancia epidemiológica se realizó una serología para determinar los anticuerpos IgM específicos para el sarampión. Como resultado, 1052 casos mostraron IgM positiva. En tanto, en 16 municipios se identificaron los genotipo y linaje implicados en la circulación del virus. Actividad 4.1. ¿Cómo se clasifican los casos sospechosos de sarampión o rubéola cuando no hay muestra para laboratorio? Actividad 4.2. Complete el cuadro 4.1 identificando el tipo de muestra, los tiempos mínimo y máximo para su obtención, y su finalidad. Realice este ejercicio de forma individual. **Cuadro 4.1.** Tipos de muestras de casos sospechosos de sarampión para el diagnóstico por laboratorio | Tipo de muestra | Tiempo mínimo para la obtención | Tiempos ideal y máximo para la obtención | Finalidad | |-----------------|---------------------------------|------------------------------------------|-----------| **Información relevante** El brote en el estado de Puerto Seguro duró 18 meses en total (desde diciembre del 2013 hasta julio del 2015), y afectó a 38 de las 184 municipalidades. A partir de noviembre del 2014, se incrementó la notificación de casos confirmados de sarampión en el municipio de Morelia, contiguo a Sacramento. Entre junio y julio del 2015 (últimos meses del brote), y durante una búsqueda activa comunitaria, se identificaron los siguientes cuatro casos sospechosos, que no habían sido notificados al sistema de vigilancia regular. Las personas identificadas eran hermanos, con edades de entre 17 y 23 años, sin antecedentes de vacunación documentada contra el sarampión. Los hermanos residían en el mismo domicilio en el municipio de Morelia y habían tenido fiebre y exantema maculopapular. Se les tomaron muestras de sangre para la prueba de serología y se enviaron al laboratorio nacional para su procesamiento. Los resultados fueron positivos para IgM de sarampión. **Cuadro 4.2.** Resultados de la serología de la primera muestra | Paciente | Edad | Fecha de inicio del exantema | Fecha de toma de la primera muestra | Días entre el inicio del exantema y la toma de la muestra | IgM del sarampión | IgG del sarampión<sup>a</sup> | Concentración de IgG del sarampión (mUI/ml) | IgM del dengue | |----------|------|------------------------------|-----------------------------------|--------------------------------------------------------|------------------|-------------------------------|---------------------------------------------|--------------| | Luis | 17 | 19/06/2015 | 30/06/2015 | 11 | Positivo | Positivo | 685,70 | Positivo | | Antonio | 20 | 26/06/2015 | 09/07/2015 | 13 | Positivo | Positivo | 7887,00 | Negativo | | Francisco| 23 | 01/07/2015 | 09/07/2015 | 8 | Positivo | Positivo | 613,60 | Negativo | | Carlos | 19 | 06/07/2015 | 09/07/2015 | 3 | Positivo | Positivo | 761,90 | Positivo | Notas: <sup>a</sup> IgG del sarampión: Positivo, mayor a 200 mUI/ml. Este valor corresponde al estuche comercial y a la prueba realizada en ese momento en el laboratorio. Los puntos de corte dependen del fabricante de cada estuche y en ocasiones pueden variar entre partidas o lotes. IgM: Inmunoglobulina M; IgG: Inmunoglobulina G. Cuadro 4.3. Resultados de la serología de la segunda muestra | Paciente | Fecha de inicio del exantema | Fecha de toma de la segunda muestra | Días entre el inicio del exantema y la toma de la muestra | IgM del sarampión | IgG del sarampión | Concentración de IgG del sarampión (mUI/ml) | IgM del dengue | |----------|-----------------------------|-----------------------------------|--------------------------------------------------------|-----------------|-----------------|--------------------------------------------|---------------| | Luis | 19/06/2015 | 10/07/2015 | 10 | Positivo | Positivo | 1431,10 | Positivo | | Antonio | 26/06/2015 | 20/07/2015 | 11 | Positivo | Positivo | 15 142,00 | Negativo | | Francisco| 01/07/2015 | 20/07/2015 | 11 | Positivo | Positivo | 1235,50 | Negativo | | Carlos | 06/07/2015 | 20/07/2015 | 11 | Positivo | Positivo | 12 295,00 | Negativo | Notas: * IgG del sarampión: Positivo, mayor a 200 mUI/ml. Este valor corresponde al estuche comercial y a la prueba realizada en ese momento en el laboratorio. Los puntos de corte dependen del fabricante de cada estuche y en ocasiones pueden variar entre partidas o lotes. IgM: Inmunoglobulina M; IgG: Inmunoglobulina G. Actividad 4.3. Interprete los resultados para IgM e inmunoglobulina G (IgG) de sarampión de las dos muestras correspondientes a los cuadros 4.2 y 4.3. Realice este ejercicio de forma individual. Actividad 4.4. ¿Qué sugieren los resultados positivos de IgM para el dengue en el caso de Luis? Información relevante En la era de la poseliminación, es importante recabar información sobre los genotipos y linajes virales que circulan durante un brote de sarampión. Esta se analiza siempre en conjunto con los datos epidemiológicos de rutina, para obtener conocimientos sobre la epidemiología molecular. En el brote de Puerto Seguro, en 47% de los municipios afectados (18 en total) se logró identificar el genotipo D8, linaje MVs/Taunton.GBR/27.12/. Además, como el brote se extendió durante más de 12 meses, se realizó un seguimiento virológico para documentar si en todo momento se trató de los mismos genotipo y linaje identificados al inicio del brote, o si se produjo una nueva importación con la introducción de otros. Actividad 4.5. ¿Por qué es importante realizar el aislamiento viral y reconocer el genotipo y linaje del virus durante un brote? Capítulo 5. Diseminación del virus y medidas de respuesta Objetivos de aprendizaje 1. Analizar las características de la transmisión y propagación del virus del sarampión en Sacramento y otros municipios de Puerto Seguro. 2. Sistematizar la información obtenida en la investigación epidemiológica de campo para reorientar las acciones de control. 3. Analizar la efectividad de las medidas de respuesta y reorientar las acciones de control. Información relevante Propagación del virus del sarampión en el noreste de Puerto Seguro El 11 de febrero del 2014, la Secretaría de Salud del Estado de Puerto Seguro (SEPS) recibe una nueva notificación de un caso confirmado en el municipio de Belén, ubicado a 400 kilómetros al noreste de Sacramento. Se trata de un joven de 19 años (Alberto) empleado en una fábrica de calzados localizada en Corales, municipio contiguo a Belén. De acuerdo con la información, el 2 de febrero Alberto buscó atención médica en el Hospital Regional Norte, ubicado en Corales. Allí refirió tener fiebre desde el 29 de enero, acompañada de tos, rinorrea, conjuntivitis y, desde el 1 de febrero, exantema que se inició en el rostro y se extendió por todo el cuerpo. Fue examinado por el médico de guardia, quien sospechó de dengue clásico por las características clínicas. El paciente regresó al hospital el 5 de febrero para una toma de muestra de sangre a fin de descartar o confirmar el dengue. La muestra fue enviada al laboratorio de referencia del estado, en Sacramento. Como el resultado dio negativo para el dengue, y puesto que la muestra se acompañaba de una ficha clínica en la que constaba que el caso presentaba fiebre y erupción, el laboratorio también procesó la muestra para detectar sarampión y el 10 de febrero llegó el resultado de la serología específica para este virus, con inmunoglobulina M (IgM) positiva e inmunoglobulina G (IgG) negativa. Este caso fue notificado 10 días después del inicio del exantema. Durante su período de transmisibilidad, Alberto trabajó en la fábrica de calzado y se desplazó en transporte público desde su lugar de residencia (Belén) hasta Corales. En la investigación de campo, el caso declaró haber viajado a Puerto Seguro el 13 de enero, para acompañar a su madre en un tratamiento médico en el Hospital Universitario Walter Álvarez. No poseía historia de vacunación contra el sarampión y tampoco recordaba haber estado en contacto con personas enfermas o que tuvieran exantema. No obstante, pudo haber sido infectado por un médico que trabajó en el Hospital Universitario Walter Álvarez de Puerto Seguro y que fue confirmado como caso de sarampión. Tras el informe de este caso en el municipio de Corales, se produjo un brote de sarampión en la fábrica de calzados donde trabajaba Alberto. Esta fábrica, en la que trabajaban 5000 personas, fue una fuente de infección para muchos de sus empleados, algunos de los cuales residían en municipios cercanos a Corales, por lo que se generaron varias cadenas de transmisión. Otra fuente de infección y diseminación del virus fue la relacionada con la unidad del Hospital Regional Norte, ubicado en Corales. Aproximadamente 40% de los casos confirmados frecuentaron este hospital durante el período de incubación de Alberto y estuvieron en contacto con casos de sarampión. El centro hospitalario es de referencia para la región norte de Puerto Seguro y su área de influencia abarca 56 municipios. Los usuarios del hospital se desplazan desde sus municipios de residencia utilizando una red pública de transporte. Un total de 21 460 dosis de la vacuna contra sarampión y rubéola (SR) fueron administradas a personas susceptibles sin evidencias de haber recibido dos dosis de la vacuna contra sarampión, rubéola y paperas (SRP), que vivían en Corales y trabajaban en la fábrica de zapatos. Además, aproximadamente 22 000 personas de entre 5 y 29 años fueron vacunadas en Belén, en escuelas y otros lugares estratégicos donde se confirmaron los casos. La vacunación de rutina de los niños continuó por medio de la red de servicios de salud. Gracias a dichas acciones de vacunación, fue posible interrumpir la transmisión del virus del sarampión en estos municipios. El brote tuvo una duración de 8 meses, desde marzo hasta octubre, y las medidas de respuesta comenzaron en julio, por un lapso de 2 meses. **Actividad 5.1.** ¿Cuáles fueron las fuentes más comunes de contagio en este brote? **Medidas de respuesta en el estado de Puerto Seguro** En febrero del 2014, comenzó en el estado de Puerto Seguro una campaña de seguimiento con la vacuna SRP dirigida a niños de entre 6 y 59 meses de edad. Debido a la disponibilidad limitada de las dosis, la vacunación se limitó a este grupo de edad, que informaba la mayor proporción de casos confirmados. Se planificó una duración de 30 días para la campaña, pero esta finalizó en diciembre del 2014 y alcanzó una cobertura mayor a 100%. Sin embargo, cuando se analizó la homogeneidad de la cobertura por edades simples, solo 76% de los municipios lograron una cobertura de 95% en cada grupo. Así, la estrategia no fue suficiente para controlar el brote, lo que permitió que el sarampión se trasladase a grupos mayores. Además, el estado de Puerto Seguro disminuyó la edad de la vacunación de rutina a los 6 meses (dosis cero), seguida de la primera dosis a los 12 meses y de la segunda, a los 18 meses, acorde con el esquema nacional de vacunación. La implementación de esta política de vacunación tuvo lugar durante la campaña de seguimiento. En noviembre del 2014, la campaña comenzó vacunando durante 30 días, en los restantes 19 estados de Madero, al mismo grupo de edad con la vacuna oral contra la polio; y, con SRP a niños de entre 1 y 4 años. La vacunación a grupos mayores (por ejemplo, adolescentes y adultos jóvenes) fue limitada a los contactos directos de los casos confirmados y a los barrios donde estos se confirmaron. Circulación del virus del sarampión en Sacramento y Morelia En el municipio de Sacramento, la notificación de casos confirmados de sarampión empezó a disminuir gradualmente desde la semana epidemiológica (SE) 9 del 2014 (17 casos) hasta no registrar ningún caso en las SE 25 y 26 del mismo año (15 al 28 de junio), período que coincide con la celebración de la Copa Mundial de Fútbol del 2014. Sacramento era una de las sedes de este evento deportivo masivo. No obstante, a partir de la SE 31 (del 27 de julio al 2 de agosto), resurgió la notificación de casos de sarampión, principalmente en aquellos barrios que no habían notificado casos en los meses anteriores, así como en el municipio contiguo de Morelia (figura 5.1). Por razones de desarrollo económico o relacionadas con las actividades productivas, existe una constante movilidad de la población entre el municipio de Sacramento y los municipios vecinos, como Morelia, que funcionan como “ciudades dormitorio”; es decir, aunque residen en Morelia, muchas personas trabajan en otras ciudades, como Sacramento. Este desplazamiento permanente de la población, que utiliza medios de transporte público o particular, habría contribuido a la fácil dispersión del virus de sarampión. Figura 5.1. Distribución de casos confirmados de sarampión, por semana epidemiológica y por municipios, estado de Puerto Seguro, 2014-2015 Actividad 5.2. Describa y analice la curva epidémica observada en la figura 5.1, según los municipios más afectados. Información relevante El virus del sarampión se propagó de manera lenta y sostenida, “por goteo”, durante los siguientes 11 meses, hasta julio del 2015, cuando se notificó el último caso (figura 5.2). Figura 5.2. Distribución de los casos confirmados de sarampión, por región administrativa, municipio de Sacramento, 2014-2015 Densidad: Baja Media Alta Actividad 5.3. A partir del análisis de la figura 5.2, describa las principales características de la transmisión del virus del sarampión en el municipio de Sacramento. Información relevante Las acciones de investigación epidemiológica en Sacramento y Morelia no permitieron conocer en detalle la ruta de desplazamiento de los casos ni sus contactos directos e indirectos de forma oportuna. En consecuencia, las acciones de vacunación fueron tardías y se limitaron a la vacunación domiciliaria, y no según la movilidad de los casos y sus contactos (por ejemplo, en sus centros laborales). Esto último contribuyó a una dispersión lenta y “por goteo” del virus del sarampión en estos dos municipios y, por lo tanto, en el estado de Puerto Seguro. Figura 5.3. Distribución de los casos confirmados por grupos de edad en Sacramento y Morelia, enero a diciembre del 2014 (840 casos confirmados en total) Actividad 5.4. Según los datos que se muestran en la figura 5.3, ¿cuáles fueron los grupos de edad que propiciaron la transmisión lenta “por goleo” del virus de sarampión en Sacramento y Morelia? Fundamente su respuesta. Información relevante Finalmente, en marzo del 2015 se empezó a vacunar indiscriminadamente al grupo de edad de 5 a 29 años en los municipios de Sacramento y Morelia, debido al incremento del número de casos en adultos jóvenes. Según la microplanificación, las tácticas de vacunación elegidas fueron: por concentración de población, en lugares como mercados, terminales de transporte público, escuelas o ferias; y casa por casa, durante 4 meses de forma intensiva, con horarios vespertinos, fines de semana y feriados. Actividad 5.5. Usted, como responsable del control del brote, ¿qué estrategias hubiera implementado para interrumpirlo oportunamente (antes de que se extendiera a los 12 meses)? Fundamente su respuesta con base en las figuras 5.1-5.3. Figura 5.4. Distribución de los casos confirmados, las dosis aplicadas y las estrategias de vacunación en Sacramento y Morelia, 2013-2015 Notas: a. Vacunación selectiva en menores de 5 años en Sacramento, y en los barrios donde se informaban casos, incluyendo los contactos directos de cualquier edad de los casos confirmados. b. Campaña de seguimiento, indiscriminada, del grupo de entre 6 y 59 meses. La estrategia se desarrolló mediante puestos fijos. c. Vacunación de la población en riesgo de Sacramento (trabajadores de salud y del sector de turismo, entre otros). d. Vacunación de barrido en barrios donde se informaban casos confirmados en Sacramento del grupo de entre 6 meses y 49 años. Esta vacunación no tomó en cuenta el desplazamiento de los casos confirmados. e. Reorientación del bloqueo de vacunación. Se empezó a tener en cuenta la ruta de desplazamiento de los casos y sus contactos. f. Vacunación indiscriminada del grupo de 5 a 29 años en Sacramento y Morelia. Uso de la comunicación social para incentivar la demanda e implementación de diferentes tácticas de vacunación según la microplanificación. g. Vacunación casa por casa en Sacramento y Morelia para inmunizar a la población susceptible de entre 5 y 29 años de edad. Actividad 5.6. Teniendo en cuenta las estrategias de vacunación implementadas para controlar el brote y los grupos de edad más afectados, ¿cómo interpretaría la figura 5.4? Capítulo 6. Criterios de cierre del brote Objetivo de aprendizaje 1. Aplicar los criterios de cierre del brote de sarampión. Información relevante Las autoridades de salud de Puerto Seguro debían verificar la ausencia de circulación del virus del sarampión por 12 semanas a partir de la fecha de inicio del exantema en el último caso confirmado (6 de julio del 2015), que fue notificado en el municipio de Morelia (en Sacramento, el brote había sido interrumpido a finales de mayo). Con este objetivo, conformaron un equipo multidisciplinario compuesto por técnicos de vigilancia epidemiológica, laboratorio e inmunización (equipo de respuesta rápida [ERRA]), encargado de implementar los criterios y de analizar la información para verificar la interrupción del brote. En las 12 semanas posteriores al último caso confirmado, se notificaron 192 casos sospechosos de enfermedad febril exantématica en todo el estado de Puerto Seguro; de este total, 77 fueron notificados en Morelia. Todos estos casos se descartaron en función de los resultados negativos de laboratorio, pero en nueve el resultado negativo se confirmó mediante un diagnóstico diferencial. Asimismo, para cada caso sospechoso notificado durante este período en los municipios de Sacramento y Morelia, se llevó adelante la vacunación casa a casa a individuos de entre 6 meses y 49 años que no estaban vacunados o no contaban con el esquema completo. Esta estrategia fue implementada durante las acciones de vacunación de barrido. Para finales del 2015, el desempeño de los indicadores de vigilancia en Puerto Seguro fue el siguiente: - La tasa de notificación de casos sospechosos de sarampión y rubéola fue de 24 casos por 100 000 habitantes (meta: > 2/100 000). Sin embargo, 184 municipios (45%) informaron de al menos un caso sospechoso de sarampión durante el 2015. Los 100 municipios restantes (55%) mantuvieron la notificación negativa semanal. - La notificación negativa semanal se mantuvo en 98% de los municipios, incluidos los que informaron de casos sospechosos. La calidad de este indicador se verificó mediante la búsqueda retrospectiva de casos y visitas de supervisión. - El indicador de investigación adecuada fue de 89%. - Los indicadores de toma de muestra oportuna y resultados de laboratorio en menos de 4 días se cumplieron de forma óptima (93% y 98%, respectivamente), y superaron el estándar mínimo establecido de 80%. - El indicador del envío oportuno de las muestras no se logró cumplir (66%), situación que también se dio en los tres años anteriores (2012-2014). Esto refleja los problemas logísticos, como el de las largas distancias, que afectan a algunos municipios. Es un desafío a futuro lograr una mejora de este indicador. Durante las 3 últimas semanas del brote (15 de junio al 6 de julio del 2015), se implementó el seguimiento a 68 contactos en Morelia, por un periodo de 30 días. Cerca de 62% de los contactos no tenían una prueba documentada de vacunación contra el sarampión y la rubéola, debido a que la mayoría de los casos eran adultos; 30% tenía prueba de vacunación con dos dosis de la vacuna contra sarampión, rubéola y paperas (SRP) y 8%, de solo una dosis. En este contexto, los equipos de salud procedieron con la vacunación de los individuos susceptibles, y completaron esquemas de vacunación con la segunda dosis de la vacuna SRP según el esquema de vacunación nacional. Al finalizar el período de seguimiento, todos los contactos permanecieron asintomáticos. Desde el 6 de septiembre al 6 de octubre, se implementaron búsquedas activas institucionales de forma diaria en 218 unidades de salud localizadas en 176 de los 184 municipios de Puerto Seguro. Se utilizó para ello la definición operativa de fiebre y exantema con al menos uno de los siguientes síntomas: tos, coriza y conjuntivitis. En un total de 504 829 registros médicos se identificaron seis casos compatibles con sarampión (con rango de fecha de inicio del exantema del 9 de septiembre al 1 de octubre del 2015), que fueron investigados y descartados por el laboratorio. Además, en Sacramento y Morelia se visitaron, entre el 6 de septiembre y el 6 de octubre, siete de los hospitales con mayor demanda en la atención médica, independientemente de si habían notificado o no casos sospechosos. Se revisaron un total de 55 222 registros diarios y se identificaron 186 casos con síntomas compatibles con el sarampión, los cuales fueron investigados y descartados por laboratorio. La búsqueda activa comunitaria se llevó a cabo solamente en Morelia, en los barrios donde habían sido detectados los últimos cuatro casos confirmados, y no se confirmó ningún otro caso. El laboratorio nacional seleccionó 244 muestras de suero con resultado negativo para dengue, informadas entre el 6 de septiembre y el 6 de octubre del 2015, en pacientes que presentaron fiebre y exantema y que residían en municipios sin notificación de casos sospechosos de sarampión (áreas silenciosas). Al procesarse dichas muestras, se descartaron como casos de sarampión. Asimismo, se seleccionaron 54 muestras de casos sospechosos de zika debido a la presencia de un brote en pacientes que presentaron fiebre y exantema. Las 54 muestras fueron descartadas por el laboratorio como casos de sarampión, pero, utilizando la reacción en cadena de la polimerasa con transcriptasa inversa (RT-PCR, por su sigla en inglés), se confirmaron 14 casos de zika. Entre octubre y diciembre del 2015, supervisores externos implementaron 504 monitoreos rápidos de vacunación (MRV) en 80 municipalidades que no habían logrado cobertura ≥ 95% durante la campaña de seguimiento. Los supervisores revisaron la tarjeta de vacunación de 7637 niños de entre 1 y 4 años\(^1\) para verificar su antecedente vacunal. Los resultados indicaron que en 453 MRV (90%), 95% de los niños entrevistados estaban vacunados con la primera dosis de la vacuna SRP (SRP1); mientras que en 418 MRV (83%), 95% de los niños contaban también con la segunda dosis de SRP (SRP2). Además, se implementó un monitoreo semanal en todos los municipios de Madero para evaluar el cumplimiento de la meta de vacunación de rutina durante las 12 semanas posteriores al último caso confirmado. Los resultados de esta actividad confirmaron que Morelia y Sacramento finalizaron el 2015 con un informe de coberturas ≥ 95% con la SRP1; y de 78% y 80%, respectivamente, en el caso de la SRP2. El estado de Puerto Seguro (nivel subnacional) informó una cobertura de 96% con SRP1 y de 89% con SRP2; y Madero (nivel nacional), de 92% y 88% con SRP1 y SRP2, respectivamente. \(^1\) Por lo general, los monitoreos rápidos de vacunación se implementan en los menores de 5 años o en el grupo objetivo en el que se ha realizado la intensificación de la vacunación. Actividad 6.1. ¿Por qué se definió un período de 12 semanas después del último caso confirmado, para verificar la interrupción de la circulación del virus de sarampión? Actividad 6.2. Utilice el cuadro 6.1 para determinar si en el estado de Puerto Seguro se cumplieron los criterios establecidos por la Organización Panamericana de la Salud para verificar y documentar la interrupción de la circulación del virus del sarampión. Cuadro 6.1. Identificación de criterios y acciones para verificar la interrupción de la circulación del virus | Criterios | Acciones | |--------------------------------------------------------------------------|-------------------------------------------------------------------------| | **Vigilancia epidemiológica** | | | Ausencia de casos confirmados por un período de 12 semanas a partir del inicio del exantema en el último caso confirmado, en presencia de una vigilancia epidemiológica de alta calidad. | | | Clasificación final de todos los casos sospechosos notificados en las últimas 12 semanas en los municipios donde circuló el virus. | | | Documentación sobre el seguimiento de contactos en todos los casos confirmados notificados durante los últimos 21 días del brote (equivalentes a un periodo de incubación). El periodo de seguimiento de los contactos es de 30 días. | | | Notificación negativa semanal en 80% de las unidades notificadoras en el nivel subnacional donde se informó el brote. | | | Búsqueda activa institucional y comunitaria de casos sospechosos de sarampión y rubéola. | | | Cumplimiento de indicadores de vigilancia de forma homogénea a nivel nacional y subnacional (que alcancen ≥ 80% como mínimo) en el año en curso. | | | Criterios | Acciones | |--------------------------------------------------------------------------|--------------------------------------------------------------------------| | **Vacunación** | | | Resultados de los MRV conducidos por supervisores externos en municipios | | | de alto riesgo. | | | Informe de metas en coberturas con dos dosis de SRP del año en curso para | | | el nivel nacional, subnacional y municipal. | | | **Laboratorio** | | | Resultados de búsqueda activa de muestras de laboratorio siguiendo las | | | orientaciones de la OPS. | | *Notas:* a Véase la sección 4.2.3 en Organización Panamericana de la Salud. Orientaciones sobre las pruebas del sarampión y de la rubéola realizadas en la red de laboratorios de la Región de las Américas. Washington, DC: OPS; 2018. Disponible en: [https://iris.paho.org/handle/10665/234932](https://iris.paho.org/handle/10665/234932). MRV: monitoreos rápidos de vacunación; OPS: Organización Panamericana de la Salud; SRP: vacuna contra sarampión, rubéola y paperas. 1. Organización Panamericana de la Salud. Informe Final de la XXV Reunión del Grupo Técnico Asesor (GTA) sobre Enfermedades Prevenibles por Vacunación. Cartagena, Colombia, 9 al 11 de julio del 2019. Washington, DC: OPS; 2019. Disponible en: https://www.paho.org/es/documentos/informe-final-xxv-reunion-grupo-tecnico-asesor-gta-sobre-enfermedades-prevenibles-por. 2. Organización Panamericana de la Salud. Marco regional para el monitoreo y la reverificación de la eliminación del sarampión, la rubéola y el síndrome de rubéola congénita (SRC) en la Región de las Américas. Edición revisada. Washington, DC: OPS; 2022 [consultado el 6 de abril del 2023]. Disponible en: https://iris.paho.org/handle/10665/2/56039. 3. Organización Panamericana de la Salud. Plan de acción para la sostenibilidad de la eliminación del sarampión, la rubéola y el síndrome de rubéola congénita en las Américas 2018-2023. 29.ª Conferencia Sanitaria Panamericana. Washington, DC, 25 al 29 de septiembre del 2017. Washington, DC: OPS; 2017 [consultado el 6 de abril del 2020]. Disponible en: https://www.paho.org/hq/index.php?option=com_docman&task=doc_download&gid=41726&Itemid=270&lang=es. 4. Organización Panamericana de la Salud. Framework for verifying elimination of measles and rubella. Weekly Epidemiological Inform. 2013;88(9):89-98. 5. Organización Mundial de la Salud. Reglamento Sanitario Internacional (2005). 2.ª ed. Ginebra: OMS; 2008 [consultado el 6 de abril del 2020]. Disponible en: http://apps.who.int/iris/bitstream/10665/246186/1/9789243580494-spa.pdf?ua=1. Glosario Ácido ribonucleico (ARN): Es uno de los ácidos nucleicos presentes en células y también el material genético de algunos virus. Avidez de la inmunoglobulina G (IgG): Es la fuerza de unión de los anticuerpos IgG a su antígeno específico; depende de la maduración de los anticuerpos frente a este. Poco después de un primer contacto del sistema inmunitario con un antígeno, se detectan anticuerpos IgG con avidez baja; al cabo de pocos meses, la avidez aumenta. Barrido documentado: Es una táctica de vacunación que puede ser selectiva o masiva, dependiendo del escenario epidemiológico. La intervención se realiza mediante la búsqueda y el registro de la población vacunada y de la no vacunada. Brote de sarampión en la era poseliminación: Es la presencia de un caso confirmado de sarampión o rubéola detectado en la Región de las Américas. Búsqueda activa comunitaria: Es la investigación intencionada de casos sospechosos de sarampión, rubéola o síndrome de rubéola congénita (SRC) de tipo retrospectiva (de los últimos 30 días). La búsqueda activa se implementa mediante entrevistas con vecinos, líderes comunales o religiosos, profesores, padres de familia y otros actores sociales, efectuadas en visitas domiciliarias y en lugares públicos como escuelas o centros de trabajo. Los casos identificados en una búsqueda activa deben ser investigados y su clasificación final debe basarse en muestras de laboratorio. Búsqueda activa institucional: Es la investigación intencionada de casos sospechosos de sarampión, rubéola o SRC en los establecimientos de salud públicos o privados, de tipo retrospectiva (realizada en los últimos 30 días). El período de búsqueda retrospectiva para SRC es hasta 12 meses, tomando en cuenta la posibilidad de excreción viral en muestras respiratorias. Los casos identificados en una búsqueda activa deben ser investigados y su clasificación final debe basarse en muestras de laboratorio. Cadena de transmisión: Es una serie de casos de sarampión o rubéola ligados epidemiológicamente en tiempo y lugar, en la que al menos uno ha tenido contacto con un caso de sarampión o rubéola confirmado por laboratorio. Coinfección: Es la infección simultánea con más de un agente patógeno. **Detección viral:** Procedimiento de laboratorio para detectar el ARN de un virus mediante la reacción en cadena de la polimerasa (PCR). **Falso negativo:** Es el resultado negativo de una prueba en un individuo que tiene la condición o enfermedad. **Falso positivo:** Es el resultado positivo de una prueba en un individuo que no tiene la condición o enfermedad. **Genotipo:** Secuencia de caracterización de un grupo de virus basada en similitudes genéticas. **IgG:** Inmunoglobulina G. Es una clase de anticuerpo producido por las células del sistema inmune y el más abundante en la sangre y otros fluidos corporales. **IgM:** Inmunoglobulina M. Es una clase de anticuerpo producido por las células del sistema inmune y uno de los primeros en generarse ante una primera infección. **Libre plática:** Es la autorización que necesitan una embarcación, una aeronave o un vehículo de transporte terrestre para realizar las operaciones de embarque y desembarque o de carga y descarga luego de su entrada a puerto, aterrizaje o llegada, respectivamente.\(^1\) **Monitoreo rápido de vacunación:** Es una herramienta simple, de bajo costo, que evalúa en forma rápida e inmediata la proporción de vacunados y no vacunados en un área determinada mediante la visita casa a casa. **Período de aparición de casos secundarios:** Es el intervalo de tiempo durante el cual se presenta el exantema en personas susceptibles infectadas con sarampión o rubéola. Para sarampión, es de 7 a 21 días después de la exposición; para rubéola, de 12 a 23 días. **Período de incubación:** Es el intervalo de tiempo que transcurre entre la exposición o el contacto inicial con un agente infeccioso y la aparición de síntomas de la enfermedad. Para sarampión, es de 7 a 21 días desde la exposición hasta el inicio del exantema; para rubéola, de 12 a 23 días. --- \(^1\) Organización Mundial de la Salud. Reglamento Sanitario Internacional (2005). 2.ª ed. Washington, DC: OPS; 2008. Disponible en: [http://apps.who.int/iris/bitstream/10665/246186/1/9789243580494-spa.pdf?ua=1](http://apps.who.int/iris/bitstream/10665/246186/1/9789243580494-spa.pdf?ua=1). Período de transmisibilidad: Es el intervalo de tiempo durante el cual un agente infeccioso puede ser transferido directa o indirectamente de una persona infectada a otra sana. El sarampión puede ser transmitido 4 días antes y hasta 4 días después del inicio del exantema. La rubéola, 7 días antes y 7 días después. Pruebas serológicas: Son ensayos o análisis de laboratorio realizados a partir del suero obtenido de una muestra de sangre de un paciente. Para el diagnóstico de sarampión o rubéola, estas pruebas incluyen la determinación de anticuerpos IgM o IgG presentes contra el virus específico. Pruebas virológicas: Son ensayos o análisis de laboratorio efectuados para la detección y/o análisis de un virus específico, como el aislamiento en cultivo celular o la detección de su material genético mediante ensayos de reacción en cadena de la polimerasa con transcriptasa inversa (RT-PCR) o secuenciación. Reacción en cadena de la polimerasa con transcriptasa inversa (RT-PCR, por su sigla en inglés): Es la técnica de laboratorio que permite la detección y/o cuantificación de un ARN específico a partir de pequeñas cantidades presentes en una muestra. La RT-PCR en tiempo real combina la amplificación del ARN y la medición de esa amplificación en un mismo paso. Secuenciación: Es el procedimiento de laboratorio que permite determinar el orden o secuencia de los nucleótidos que conforman el ácido desoxiribonucleico (ADN) de un organismo, sea de un fragmento o del genoma completo. Permite, además, analizar la información genética de diferentes organismos. Seroconversión de IgG: Es el cambio de un resultado de IgG negativo a IgG positivo, que se da por un incremento significativo de concentración de anticuerpos IgG en muestras recolectadas en la fase aguda y convaleciente de la enfermedad. Vacunación masiva: Es una estrategia de vacunación indiscriminada y agresiva, en un área geográfica que puede ser de nivel subnacional (un estado o un grupo de estados) o nacional (todo el país), dependiendo de la magnitud de la diseminación del virus. Vacunación selectiva: Es una estrategia de vacunación de bloqueo dirigida a población susceptible que no ha iniciado o completado el esquema de vacunación contra el sarampión y la rubéola, el cual debe realizarse entre 48 y 72 horas después de la notificación del caso sospechoso de sarampión. El área geográfica recomendada para el bloqueo es un mínimo de cinco manzanas alrededor del domicilio del caso sospechoso. De confirmarse el caso, la vacunación de bloqueo debe extenderse siguiendo la ruta de desplazamiento durante su período de transmisibilidad (4 días antes y 4 después de la fecha de inicio del exantema). Anexos Anexo 1: Ejercicios de simulación Con el propósito de llevar a cabo los ejercicios de simulación, los participantes deberán dividirse en grupos para conformar distintos equipos de respuesta rápida; cada equipo se reunirá en el área o salón asignados para dar inicio a la simulación. Se espera que cada uno de los equipos desarrolle por lo menos un ejercicio de simulación. Ejercicio de simulación 1: Simona Raffo (mochilera) Información relevante El jueves 20 de abril del 2018, la Dirección de Epidemiología del municipio de Bolívar, en el estado de San Miguel, recibió dos notificaciones de casos sospechosos: un síndrome febril inespecífico y una enfermedad febril eruptiva en una joven de 25 años que retornaba de un viaje desde Australia. En el informe médico de la joven que había regresado de viaje se detallaba lo siguiente: - Simona Raffo, 25 años, residente del barrio de Yerba Buena, municipio de Bolívar, presenta fiebre, tos, catarro nasal y conjuntivitis. - Retornó de Australia el 9 de abril, luego de un viaje de vacaciones de 3 meses en el que recorrió varios países de Asia y Oceanía. - Inició el exantema el 12 de abril, aunque el malestar general y la febrícula comenzaron 3 días antes. Acude al Hospital del Este Eva Perón (una clínica privada) el 13 y permanece internada por deshidratación grave y sospecha de dengue. - El mismo 13 de abril se obtiene una muestra de sangre, que se procesa inicialmente para detectar dengue. El 17 se recibe el resultado, que es positivo para la inmunoglobulina M (IgM) de esta enfermedad; ese día también se obtiene una muestra de orina y se efectúa un hisopado nasofaríngeo. Los resultados de la reacción en cadena de la polimerasa con transcriptasa inversa (RT-PCR) para dengue son negativos, por lo que se decide hacer una serología y RT-PCR para sarampión. El 18 de abril se le da el alta a la paciente. El viernes 21 de abril se informó al Programa de Inmunizaciones de San Miguel de los resultados positivos de IgM y RT-PCR para sarampión. El sábado 22, el equipo de respuesta rápida integrado por personal de la Dirección de Epidemiología del estado y el Programa de Inmunizaciones del municipio de Bolívar inició la investigación epidemiológica y las acciones de control. No se habían notificado casos confirmados de sarampión en el país en los últimos 5 años. El estado de San Miguel tiene un total de 3 400 600 habitantes, de los cuales 805 000 pertenecen al municipio de Bolívar. La población de niños de 1 año de edad es de 262 000 en todo el estado y de 89 000 en el municipio. Las figuras A1.1-A1.3 presentan la cobertura de vacunación con la primera y segunda dosis de la vacuna contra sarampión, rubéola y paperas (SRP) y la notificación anual de casos sospechosos por 100 000 habitantes. **Figura A1.1.** Cobertura de primera y segunda dosis de vacuna contra sarampión, rubéola y paperas en el estado de San Miguel, 2015-2017 | Año | SRP1 | SRP2 | |-----|------|------| | 2015 | 98 | 89 | | 2016 | 96 | 88 | | 2017 | 90 | 86 | *Nota:* SRP1: primera dosis de vacuna contra sarampión, rubéola y paperas; SRP2: segunda dosis de vacuna contra sarampión, rubéola y paperas. Ejercicio de simulación 1: Simona Raffo (mochilera) (continuación) Figura A1.2. Cobertura de primera y segunda dosis de vacuna contra sarampión, rubéola y paperas en el municipio de Bolívar, 2015-2017 | Año | SRP1 | SRP2 | |-----|------|------| | 2015 | 88 | 82 | | 2016 | 91 | 84 | | 2017 | 87 | 81 | Nota: SRP1: primera dosis de vacuna contra sarampión, rubéola y paperas; SRP2: segunda dosis de vacuna contra sarampión, rubéola y paperas. Figura A1.3. Tasa anual de notificación de casos sospechosos de sarampión y rubéola (≥ 2 casos por 100 000 habitantes), San Miguel, 2013-2017 | Año | Tasa de notificación | |-----|----------------------| | 2013 | 2,1 | | 2014 | 1,8 | | 2015 | 2,2 | | 2016 | 1,9 | | 2017 | 2,4 | Ejercicio de simulación 1: Simona Raffo (mochilera) (continuación) ▶ PRIMERA PARTE (TIEMPO DISPONIBLE: 45 MINUTOS) Actividad A1.1. 1. Designar un líder del equipo de respuesta rápida y asignar un rol a cada uno de los miembros restantes del grupo. 2. Completar la ficha de notificación de caso sospechoso de sarampión y rubéola con la información disponible. 3. Planificar la investigación de campo. 4. Elaborar el cuestionario para la entrevista a Simona. 5. Cada equipo deberá entregar la planificación con los roles asignados a los integrantes del equipo de respuesta rápida y el cuestionario para entrevistar a Simona. ▶ SEGUNDA PARTE (TIEMPO DISPONIBLE: 1 HORA Y 30 MINUTOS) Los miembros seleccionados del equipo entrevistarán a Simona por un tiempo máximo de 30 minutos. Deberán contar con la ficha de notificación de caso sospechoso y completarla. Actividad A1.2. Cada equipo deberá preparar un informe en el que consten la descripción del brote, la línea de tiempo, la hipótesis del contagio, los resultados de la investigación y las medidas de control. ▶ TERCERA PARTE (TIEMPO DISPONIBLE: 30 MINUTOS) Durante la investigación epidemiológica, se verificó que Simona viajó desde Australia –haciendo escala en Kland– a Ciudad del Aire, la capital del país y, por último, a San Miguel durante su período de transmisibilidad. Por esa razón, se contactó a las aerolíneas responsables de los viajes que hizo Simona para identificar y monitorear a los viajeros nacionales e internacionales. Solo se pudo obtener la lista de viajeros internacionales del tramo desde Kland a Ciudad del Aire. Actividad A1.3. Cada equipo recibirá la lista de viajeros internacionales que estuvieron en contacto con Simona para desarrollar una propuesta de seguimiento y un flujo gráfico para la notificación de los países que podrían estar involucrados. Ejercicio de simulación 1: Simona Raffo (mochilera) (continuación) ▶ CUARTA PARTE (TIEMPO DISPONIBLE: 2 HORAS Y 15 MINUTOS) Actividad A1.4. El equipo deberá realizar una presentación –escueta y precisa, de 15 minutos como máximo– ante el ministro de Salud, en la que se informen los hallazgos de la investigación del brote, las acciones implementadas y las medidas de control necesarias para interrumpir la circulación del virus. Cada equipo dispondrá de 45 minutos para preparar la presentación con toda la información que ha reunido. La hora de la presentación será entregada por el equipo de facilitadores. A continuación, se brinda un modelo de estructura para dicha presentación: I. Resultados de la investigación del caso. a. Hipótesis de contagio. b. Epidemiología descriptiva: tiempo, lugar y persona. II. Análisis de riesgo del país y lugar específico del caso (describir los elementos de riesgo encontrados). III. Propuesta de manejo del brote (plan de respuesta rápida). a. Medidas de control ya implementadas. b. Medidas de control a implementarse. c. Presupuesto y brechas identificadas. IV. Qué se necesita del ministro además de los recursos financieros. Ejercicio de simulación 2: Hospital Pediátrico Sergio Carranza Información relevante El 9 de septiembre del 2018, el epidemiólogo del Hospital Pediátrico Sergio Carranza, ubicado en el municipio de San Martín, en el estado de Bellavista, informó al encargado estadual de vigilancia epidemiológica un caso sospechoso de sarampión en una niña de 14 meses de edad llamada Valentina. El hospital Carranza es el centro de salud pública de referencia para todo el estado, con un área de influencia que abarca 11 de sus 28 municipios. La población total del estado de Bellavista es de 2 506 000 habitantes, de los cuales 650 000 pertenecen al municipio de San Martín; la población de niños de 1 año en el estado es de 420 000 y, la del municipio, de 67 000. La información disponible es la siguiente: - Valentina, de 14 meses y sin antecedentes de vacunación para el sarampión y la rubéola, vive en la ciudad capital del municipio, en el distrito 11 de Abril. - El 23 de agosto, Valentina había sido atendida en el hospital Carranza por una infección en las vías respiratorias. - El 5 de septiembre presenta fiebre, tos y conjuntivitis; el 7, inicia el exantema en la cara y el cuello, que en los siguientes días se generaliza en todo el cuerpo. Persiste la fiebre y se encuentra muy irritable, con una tos productiva que se torna cada vez más severa. Por este motivo, el 8 de septiembre por la mañana la madre decide llevarla al servicio de emergencia del hospital Carranza, donde llegan a las 9:00 h. - A las 15:00 h, el médico de guardia decide hospitalizarla con impresión diagnóstica de infección respiratoria aguda, broncoespasmo y sarampión. Durante todo este tiempo, Valentina permanece en la sala de emergencia junto a su madre. - El 9 de septiembre, le toman una muestra de sangre e hisopado nasofaríngeo. El municipio de San Martín había notificado dos casos confirmados de sarampión en el mes de agosto: el primero fue el de una turista de 13 años procedente de China que acudió al servicio de urgencias del hospital Carranza por diarreas el 10 de agosto. El segundo, el de un niño de 3 años que había coincidido con la turista china en la sala de urgencias, y que retornó al hospital el 23 de agosto al presentar fiebre, exantema y signos de neumonía. La fecha de inicio del exantema de los casos fue el 7 y el 18 de agosto, respectivamente. El equipo de respuesta rápida integrado por personal de la Dirección de Epidemiología del estado y el Programa de Inmunizaciones del municipio dio inicio a la investigación epidemiológica y a las acciones de control. Los cuadros A1.1 y A1.2 muestran la cobertura de vacunación con la primera y segunda dosis de la vacuna SRP y el desempeño de los indicadores de vigilancia. Ejercicio de simulación 2: Hospital Pediátrico Sergio Carranza (continuación) Cuadro A1.1. Cobertura de primera y segunda dosis de vacuna contra sarampión, rubéola y paperas (SRP) en los 11 municipios cubiertos por el hospital Carranza. Estado de Bellavista, 2015-2017 | Municipios | 2015 | | 2016 | | 2017 | | |------------------|--------|--------|--------|--------|--------|--------| | | SRP1 | SRP2 | SRP1 | SRP2 | SRP1 | SRP2 | | San Martín | 98% | 42% | 91% | 37% | 105% | 49% | | Caballito | 119% | 34% | 80% | 39% | 116% | 65% | | Santa Fe | 146% | 83% | 59% | 14% | 80% | 31% | | Los Cabos | 68% | 40% | 64% | 34% | 86% | 60% | | Los Ríos | 88% | 28% | 85% | 21% | 91% | 7% | | Loreto | 117% | 56% | 84% | 23% | 109% | 102% | | Cabo Rojo | 61% | 59% | 53% | 23% | 81% | 5% | | San Diego | 116% | 73% | 91% | 34% | 116% | 75% | | Sacramento | 78% | 20% | 65% | 13% | 102% | 40% | | Punta Sal | 101% | 18% | 91% | 42% | 98% | 21% | | Padre Hurtado | 126% | 24% | 68% | 6% | 70% | 40% | | Total Bellavista | 97% | 39% | 85% | 30% | 101% | 43% | Notas: Nivel estadal: el estado de Bellavista informó cobertura ≥ 95% con SRP1 en los años 2015 y 2017. Las coberturas con SRP2 se mantuvieron por debajo de 45%. Nivel municipal: en los municipios se presentan niveles heterogéneos, con rangos para SRP1 que van de 53 a 146%. La cobertura con SRP2 se mantuvo de forma subóptima en todos los municipios en los tres últimos años. SRP1: primera dosis de vacuna contra sarampión, rubéola y paperas; SRP2: segunda dosis de vacuna contra sarampión, rubéola y paperas. Ejercicio de simulación 2: Hospital Pediátrico Sergio Carranza (continuación) Cuadro A1.2. Tasa anual de notificación de casos sospechosos de sarampión y rubéola por 100 000 habitantes, por Estado, semanas epidemiológicas 1 a 35 del 2018 | Estados | Tasa | |---------------|------| | Punta Veleros | 2,3 | | San Francisco | 2,1 | | San Agustín | 1,8 | | Guadalupe | 1,6 | | Arica | 1,5 | | Andrés Bello | 0,8 | | Bellavista | 0,6 | | Los Alpes | 0,6 | | Santander | 0,5 | | Las Flores | 0,5 | - ≥ 2 casos por 100 000 habitantes - 1–1,9 casos por 100 000 habitantes - < 1 por 100 000 habitantes Nota: El 50% de los estados tiene una tasa de notificación menor a 1 caso por cada 100 000 habitantes en la semana epidemiológica 35 del 2018. Ejercicio de simulación 2: Hospital Pediátrico Sergio Carranza (continuación) ▶ PRIMERA PARTE (TIEMPO DISPONIBLE: 45 MINUTOS) Actividad A1.5. 1. Designar un líder del equipo de respuesta rápida y asignar un rol a cada uno de los miembros restantes del grupo. 2. Completar la ficha de notificación de caso sospechoso de sarampión y rubéola con la información disponible. 3. Planificar la investigación de campo. 4. Elaborar el cuestionario para la entrevista a Victoria Ortiz, madre de Valentina. 5. Cada equipo deberá entregar la planificación con los roles asignados a sus integrantes en el equipo de respuesta rápida y el cuestionario para entrevistar a Victoria. ▶ SEGUNDA PARTE (TIEMPO DISPONIBLE: 1 HORA Y 30 MINUTOS) Los miembros seleccionados del equipo entrevistarán a Victoria Ortiz, por un tiempo máximo de 30 minutos. Deberán contar con la ficha de notificación de caso sospechoso y completarla. La hora de la entrevista será entregada por el equipo de facilitadores. Actividad A1.6. Cada equipo deberá preparar un informe en el que consten la descripción del brote, la línea de tiempo, la hipótesis del contagio, los resultados de la investigación y las medidas de control. ▶ TERCERA PARTE (TIEMPO DISPONIBLE: 30 MINUTOS) Durante la investigación epidemiológica, el equipo de respuesta rápida identificó al menos dos casos altamente sospechosos que presentaban sintomatología compatible con sarampión (tos, fiebre y exantema maculopapular) en la sala de emergencia del hospital Sergio Carranza. Ambos estaban recibiendo nebulizaciones por presentar complicaciones respiratorias. El hospital contaba con una única sala común de espera, sin acciones de triaje para pacientes febriles, y el pediatra de guardia informó al equipo de respuesta rápida que no se disponía de un ambiente específico para aislar a los pacientes con sospecha de sarampión. Actividad A1.7. Cada equipo deberá preparar una propuesta de manejo nosocomial de los casos altamente sospechosos de sarampión para el hospital Sergio Carranza. Los participantes pueden consultar la Guía para el manejo clínico, prevención y control de infecciones durante un brote de sarampión. Ejercicio de simulación 2: Hospital Pediátrico Sergio Carranza (continuación) ► CUARTA PARTE (TIEMPO DISPONIBLE: 2 HORAS Y 15 MINUTOS) Actividad A1.8. El equipo deberá realizar una presentación –escueta y precisa, de 15 minutos como máximo– ante el ministro de Salud, en la que se informen los hallazgos de la investigación del brote, las acciones implementadas y las medidas de control necesarias para interrumpir la circulación del virus. Cada equipo dispondrá de 45 minutos para preparar la presentación con la información que ha reunido. La hora de la presentación será entregada por el equipo de facilitadores. A continuación, se brinda un modelo de estructura para dicha presentación: I. Resultados de la investigación del caso. a. Hipótesis de contagio. b. Epidemiología descriptiva: tiempo, lugar y persona. II. Análisis de riesgo del país y lugar específico del caso (describir los elementos de riesgo encontrados). III. Propuesta de manejo del brote (plan de respuesta rápida). a. Medidas de control ya implementadas. b. Medidas de control a implementarse. c. Presupuesto y brechas identificadas. IV. Qué se necesita del ministro además de los recursos financieros. Ejercicio de simulación 3: Crucero Costa Pacífica Información relevante Agustín Birma, de 23 años, es un tripulante del crucero internacional Costa Pacifica que fue contratado a través de la agencia de empleo Malibú. Trabaja como masajista en el spa, donde atiende a un promedio de diez personas por día. El 8 de enero del 2019 a las 6:00 h, embarcó en el municipio de Puerto Vigo –su lugar de nacimiento–, localizado en el estado de Toledo de la República de Bretaña. Allí, en dos áreas distintas de la ciudad, se habían confirmado siete casos de sarampión. A las 10:00 h del 8 de enero el crucero salió de Puerto Vigo; recorrió Dante (el 10 de enero) e Isla Carmel (el 13), localizados en el Estado Democrático del Sur, y luego Alcatraz (el 16), también en la República de Bretaña. El crucero ancló una noche en cada lugar y realizó la travesía completa en 10 días, tras lo cual regresó a Puerto Vigo el 18 de enero a las 14:00 h. Durante todo el viaje, no embarcaron nuevos pasajeros y solo se permitió el desembarque de los pasajeros a bordo del crucero para visitar Dante y para hacer excursiones de buceo de superficie, entre otros deportes acuáticos, en una playa privada de Isla Carmel, sin tener contacto con la población del lugar. La noche del 11 de enero del 2019, Agustín presentó un cuadro febril inespecífico; se automedicó con antígrípales y no consultó con el médico a bordo. Sin embargo, tras no conseguir una mejora y haber desarrollado un exantema maculopapular en la cara y el cuello, el 15 de enero a las 8:00 h visitó al médico del crucero. El doctor Lorenzo Molinari, de 55 años, sospechó de sarampión por el brote precedente de Puerto Vigo, e indicó su aislamiento inmediato en su camarote hasta arribar a Alcatraz. El doctor Molinari también ordenó el aislamiento de Samuel, compañero de camarote de Agustín, que no contaba con una prueba documentada de vacunación contra esta enfermedad. Considerando que Samuel era el único con un riesgo alto de enfermar, no indicó ningún otro aislamiento. Agustín no llevaba consigo su tarjeta de vacunación, ni se le había exigido vacuna alguna para trabajar en el crucero. No obstante, creía tener sus vacunas al día, incluyendo la SRP. El 16 de enero, a las 6 am, el capitán del crucero solicitó a las autoridades de Alcatraz la libre plática para el ingreso y desembarque del crucero; también informó que, de los 1363 pasajeros y 107 tripulantes a bordo, había un caso sospechoso de sarampión. Con ello prestó conformidad al artículo 37 del Reglamento Sanitario Internacional (RSI). Ejercicio de simulación 3: Crucero Costa Pacífica (continuación) La doctora Alicia Milanesi, responsable de la Dirección Sanitaria de Fronteras de Alcatraz, negó la autorización de libre plática en conformidad con el artículo 28 del RSI, pero permitió que el barco realizara el anclado en el puerto. Luego solicitó el apoyo al responsable de la Dirección de Vigilancia Epidemiológica de Alcatraz, el doctor Carvajal, para que miembros de su equipo de respuesta rápida embarcaran en el crucero y dieran curso a la investigación del caso sospechoso y sus contactos, la toma de muestras de suero para detección viral y la evaluación del riesgo de dispersión del virus. Por último, el doctor Carvajal estableció una coordinación estrecha con el doctor Mario Fernández, su homólogo en Puerto Vigo, puesto que dicha ciudad era el destino final del crucero y donde se implementarían las medidas de respuesta en caso de confirmarse el brote. Ambos acordaron establecer un equipo de respuesta rápida interestadual, para coordinar las acciones de respuesta. Las figuras A1.4-A1.6 presentan la cobertura de vacunación con la primera y segunda dosis de la vacuna SRP y la tasa anual de notificación de casos sospechosos por 100 000 habitantes. Figura A1.4. Cobertura de primera y segunda dosis de vacuna contra sarampión, rubéola y paperas en Puerto Vigo, 2016-2018 | Año | SRP1 | SRP2 | |-----|------|------| | 2016 | 91 | 84 | | 2017 | 88 | 80 | | 2018 | 92 | 86 | Nota: SRP1: primera dosis de la vacuna contra sarampión, rubéola y paperas; SRP2: segunda dosis de la vacuna contra sarampión, rubéola y paperas. Ejercicio de simulación 3: Crucero Costa Pacífica (continuación) Figura A1.5. Cobertura de primera y segunda dosis de vacuna contra sarampión, rubéola y paperas en Toledo, 2016-2018 ![Cobertura (%)](image) Nota: SRP1: primera dosis de la vacuna contra sarampión, rubéola y paperas; SRP2: segunda dosis de la vacuna contra sarampión, rubéola y paperas. Figura A1.6. Tasa anual de notificación de casos sospechosos de sarampión y rubéola (≥ 2 casos por 100 000 habitantes), Toledo, 2014-2018 ![Tasa de notificación](image) Ejercicio de simulación 3: Crucero Costa Pacífica (continuación) ▶ PRIMERA PARTE (TIEMPO DISPONIBLE: 45 MINUTOS) Actividad A1.9. 1. Designar un líder del equipo de respuesta rápida y asignar un rol a cada uno de los miembros restantes del grupo. 2. Completar la ficha de notificación de caso sospechoso de sarampión y rubéola con la información disponible. 3. Planificar la investigación de campo. 4. Establecer los mecanismos para compartir la información recolectada de manera que todos los miembros del equipo interestadual estén notificados de la investigación de campo. 5. Elaborar el cuestionario para la entrevista a Agustín. 6. Cada equipo deberá entregar la planificación con los roles asignados a sus integrantes en el equipo de respuesta rápida y el cuestionario para entrevistar a Agustín. ▶ SEGUNDA PARTE (TIEMPO DISPONIBLE: 1 HORA Y 30 MINUTOS) Los miembros seleccionados del equipo entrevistarán a Agustín, por un tiempo máximo de 30 minutos. Deberán contar con la ficha de notificación de caso sospechoso y completarla. La hora de la entrevista será entregada por el equipo de facilitadores. Actividad A1.10. Cada equipo deberá preparar un informe en el que consten la descripción del brote, la línea de tiempo, la hipótesis del contagio, los resultados de la investigación y las medidas de control. ▶ TERCERA PARTE (TIEMPO DISPONIBLE: 30 MINUTOS) Los tres miembros del equipo de respuesta rápida designados para llevar adelante la investigación (epidemiólogos de las áreas de vigilancia e inmunizaciones de Alcatraz) decidieron permanecer en el crucero hasta su desembarque final en Puerto Vigo. Comenzaron con la indagación epidemiológica mediante la identificación y entrevista de los contactos directos de Agustín, para lo cual los responsables del crucero les facilitaron la lista de los turistas que había atendido en el spa y la relación de tripulantes que estuvieron en el comedor, el bar y la sala de billar los mismos días que Agustín. El cuadro A1.3 resume dicha información, incluyendo el antecedente de vacunación recolectado. Como era de esperarse, no se pudo documentar el estado de vacunación en los adultos, puesto que no llevaban con ellos su tarjeta de vacunación. Por tal motivo, esta situación se clasificó como "sin dato". Finalmente, y luego de mucha diplomacia, los responsables del crucero entregaron la relación de sus pasajeros. | Primer día de contacto (enero) | Nombre | Edad (años) | Lugar de contacto | Antecedente de vacunación | Observaciones | |-------------------------------|----------|-------------|-------------------|---------------------------|--------------------------------------------------------------------------------| | 8 | Samuel | 29 | Camarote | -- | También tuvo contacto desde el 9 hasta el 15 | | 8 | Verónica | 31 | Comedor | Sí | También tuvo contacto desde el 9 hasta el 14 | | 9 | Alicia | 27 | Spa | -- | También tuvo contacto el 12. Alicia es madre de Rosario, de 7 años, y María, de 4 | | 9 | Ignacio | 39 | Spa | -- | -- | | 9 | Mercedes | 18 | Spa | -- | También tuvo contacto el 12 | | 10 | Fabiola | 18 | Spa | -- | -- | | 10 | Marta | 49 | Spa | -- | -- | | 10 | Matías | 43 | Spa | -- | Padre de Luz, de 9 meses | | 10 | Federico | 32 | Spa | -- | También tuvo contacto el 13. Padre de Ian, de 3 años | | 10 | José | 41 | Spa | -- | -- | | 12 | Natalia | 26 | Spa | -- | -- | | 12 | Soledad | 32 | Spa | -- | Madre de Tobias, de 3 años | | 13 | Andrea | 33 | Spa | -- | -- | | 13 | Lourdes | 30 | Spa | -- | Madre de Ericka, de 6 meses | | 13 | Patricia | 19 | Spa | -- | -- | | 14 | Nicolás | 35 | Spa | -- | -- | | 14 | Silvana | 23 | Spa | -- | -- | | 14 | Josefina | 18 | Spa | Sí | -- | | 14 | Ana | 37 | Spa | -- | Madre de Luján, de 2 años | | 8 | Marta | 28 | Spa | Sí | También tuvo contacto los días 9, 10, 12, 13 y 14 | | 8 | Diana | 29 | Spa | Sí | También tuvo contacto los días 9, 10, 12, 13 y 14 | | 8 | Alejandra| 31 | Spa | Sí | También tuvo contacto los días 9, 10, 12, 13 y 14 | | 11 | Estela | 38 | Bar | -- | -- | | 11 | Regina | 36 | Bar | -- | -- | | 11 | Marcelo | 35 | Bar | -- | -- | | 12 | Clara | 26 | Billar | Sí | -- | | 12 | Facundo | 32 | Billar | Sí | -- | | 12 | Francisco| 38 | Billar | Sí | -- | | 12 | Sebastián| 40 | Billar | Sí | -- | | 12 | Josué | 30 | Billar | -- | -- | | 12 | Teresa | 28 | Billar | Sí | -- | | 12 | Julián | 32 | Billar | -- | -- | Nota: --: Sin datos. Ejercicio de simulación 3: Crucero Costa Pacífica (continuación) Después de analizar la lista, los epidemiólogos concluyeron que todos los tripulantes y la mayoría de los pasajeros eran de Puerto Vigo y de estados vecinos en la República de Bretaña, excepto por un matrimonio de catalanes, 7 ciudadanos de la República de Salomón, 3 del país de Fresno y 15 exmiembros de la armada militar de la República de Napa. Todos estos pasajeros indicaron que el mismo día de su llegada a Puerto Vigo regresarían directamente a sus lugares de origen. Actividad A1.11. Cada equipo deberá preparar una propuesta con lo siguiente: 1) la implementación de algunas medidas de control en el crucero hasta llegar a Alcatraz; 2) el seguimiento de contactos (directos e indirectos) de Agustín. CUARTA PARTE (TIEMPO DISPONIBLE: 2 HORAS Y 15 MINUTOS) Al arribar a Puerto Vigo el 18 de enero, el doctor Mauricio Fernández, jefe de Vigilancia Epidemiológica de la República de Bretaña, informó al equipo de respuesta rápida que había recibido un llamado del ministro de Salud, pues la noticia de que había un caso de sarampión en un crucero ya circulaba en las noticias, y se temía por las repercusiones en el turismo nacional e internacional. Ese mismo día, el doctor Fernández recibió los resultados de laboratorio de Agustín, que confirmaban el diagnóstico. Actividad A1.12. El equipo deberá realizar una presentación –escueta y precisa, de 15 minutos como máximo– ante el ministro de Salud, en la que se informen los hallazgos de la investigación, las acciones implementadas y las medidas de control necesarias para interrumpir la circulación del virus. Cada equipo dispondrá de 45 minutos para preparar la presentación con la información que ha reunido. A continuación, se brinda un modelo de estructura para dicha presentación: I. Resultados de la investigación del caso. a. Hipótesis de contagio. b. Epidemiología descriptiva: tiempo, lugar y persona. II. Análisis de riesgo del país y lugar específico del caso (describir los elementos de riesgo encontrados). III. Propuesta de manejo del brote (plan de respuesta rápida). a. Medidas de control ya implementadas. b. Medidas de control a implementarse. c. Presupuesto y brechas identificadas. IV. Qué se necesita del ministro además de los recursos financieros. Anexo 2: Definiciones operativas para los casos de sarampión y rubéola Caso confirmado por laboratorio o por vínculo epidemiológico: Caso sospechoso de sarampión o rubéola con resultados positivos en las pruebas de laboratorio\(^1\) o que tiene vínculos epidemiológicos con un caso confirmado por laboratorio. Caso de fuente desconocida: Caso confirmado en el que no fue posible determinar la fuente de infección. Caso de rubéola confirmado mediante criterios clínicos: Caso sospechoso con fiebre y exantema maculopapular (sin vesículas) y, por lo menos, uno de los siguientes signos: artritis, artralgia o linfadenopatía; pero sin una muestra clínica adecuada ni vínculos epidemiológicos con un caso confirmado por laboratorio o con un caso confirmado por vínculo epidemiológico de rubéola o de otra enfermedad transmisible. Caso de sarampión confirmado mediante criterios clínicos: Caso sospechoso con fiebre y exantema maculopapular (sin vesículas) y, por lo menos, uno de los siguientes signos: tos, rinitis o conjuntivitis; pero sin una muestra clínica adecuada ni vínculos epidemiológicos con un caso confirmado por laboratorio o con un caso confirmado por vínculo epidemiológico de sarampión o de otra enfermedad transmisible. Caso descartado: Caso sospechoso en el que, mediante una investigación adecuada, se descarta la enfermedad cuando se cumple cualquiera de los siguientes criterios: 1. Resultados de laboratorio negativos obtenidos en un laboratorio competente, con una muestra adecuada recolectada dentro del plazo oportuno después del inicio del exantema. 2. Vínculo epidemiológico con un brote confirmado por laboratorio de otra enfermedad transmisible distinta del sarampión o la rubéola. 3. Confirmación de otra etiología. 4. Incumplimiento de las definiciones clínicas de los casos de sarampión y rubéola. 5. Descarte del caso por parte del Comité Nacional de Sostenibilidad tras examinar la evidencia clínica y epidemiológica. Caso endémico: Caso confirmado que, según la evidencia epidemiológica y virológica, forma parte de una cadena de transmisión endémica, lo que significa que el virus detectado (con el mismo genotipo y linaje) ha estado circulando en un país durante un período de 12 meses o más. Caso importado: Caso confirmado que, según la evidencia epidemiológica o virológica, estuvo expuesto fuera del país durante los 7 a 21 días anteriores al inicio del exantema, en el caso del sarampión, o durante los 12 a 23 días anteriores, en el caso de la rubéola. \(^1\)Resultados positivos de laboratorio: - Prueba serológica positiva para anticuerpos de inmunoglobulina M (IgM). - Aumento significativo en la concentración de inmunoglobulina G (IgG) entre una muestra de suero de la fase aguda y otra de la fase convaleciente. - Aislamiento del virus en líneas celulares. - Detección de ácido ribonucleico (ARN) viral mediante reacción en cadena de la polimerasa con transcripción inversa (RT-PCR). - Secuenciación genética del genoma viral. Caso relacionado con la importación: Infección adquirida localmente y que forma parte de una cadena de transmisión originada por un caso importado, según la evidencia epidemiológica, virológica, o ambas. (Nota: Si la transmisión del virus del sarampión o la rubéola relacionada con la importación se mantiene durante 12 meses o más, ya no son casos relacionados con la importación, sino que son endémicos.) Caso relacionado con la vacuna: Caso sospechoso que cumpla con los cinco criterios siguientes: 1. El paciente presentaba una enfermedad exantemática, pero no presentó tos ni otros síntomas respiratorios relacionados con el exantema. 2. El exantema comenzó entre 7 y 14 días después de la aplicación de una vacuna contra el sarampión; en el caso de la vacuna contra la rubéola, el exantema puede aparecer entre 7 y 23 días después de la vacunación. 3. La muestra de sangre, que dio positivo para inmunoglobulina M (IgM) contra el sarampión e IgM contra la rubéola, se obtuvo entre 8 y 56 días después de la vacunación. 4. En una investigación de campo exhaustiva no se detectó ningún caso secundario ni fue posible detectar otras causas por medio de investigaciones de campo y pruebas de laboratorio, o se aisló el genotipo A del caso sospechoso (el genotipo A es exclusivamente de origen vacunal y no es un agente causal de una infección por virus salvaje). Caso sospechoso: Paciente del que un trabajador de salud sospeche que ha contraído sarampión o rubéola, o paciente que presenta fiebre y exantema maculopapular. Muerte relacionada con el sarampión: Todos los casos de sarampión (confirmados por laboratorio, con vínculo epidemiológico, con criterios clínicos compatibles con el sarampión) que fallezcan dentro de los 30 días posteriores al inicio del exantema y que estén relacionados con una complicación del sarampión (por ejemplo, neumonía). Las muertes infrecuentes por encefalitis posinfecciosa y panencefalitis esclerosante subaguda ocurren meses o años después de la infección por el virus del sarampión y no pueden detectarse mediante las actividades de vigilancia rutinarias del sarampión y la rubéola. Restablecimiento de la transmisión endémica: Se produce cuando la evidencia epidemiológica y de laboratorio indica que hay una cadena de transmisión de una cepa viral (idénticos genotipo y linaje) que se mantiene ininterrumpidamente durante un período ≥ 12 meses en una zona geográfica delimitada. Restablecimiento de la transmisión endémica tras la verificación: Países en los que hay evidencia que indica la presencia de una cadena de transmisión de una cepa viral (idénticos genotipo y linaje) que se mantiene ininterrumpidamente durante un período ≥ 12 meses en una zona geográfica delimitada (región o país) tras haberse verificado la eliminación de la enfermedad. --- 2 Los países que hagan modificaciones temporales de las definiciones de “caso de sarampión y rubéola” –por ejemplo, durante los brotes de enfermedades arbovirales o de otras enfermedades que cursen con fiebre y exantema– deben documentar su uso. Esta publicación presenta un estudio de caso como parte del material formativo dirigido a facilitar el desarrollo de talleres presenciales de capacitación sobre brotes de sarampión en los países de la Región de las Américas. Tiene por objeto fortalecer las capacidades nacionales y subnacionales de los Estados para organizar e implementar una respuesta rápida a un brote, que permita interrumpir rápidamente la circulación del virus. Mediante la transferencia de conocimientos actualizados a los profesionales de la salud se busca apoyar los esfuerzos de los países por sostener sus logros en materia de eliminación, habida cuenta de la alta rotación de los recursos humanos en el sector de la salud. Esta propuesta formativa incluye dos versiones, una para el facilitador y otra para los participantes. La primera está destinada a facilitadores previamente entrenados en el análisis de caso y tiene el propósito de contribuir con las acciones de capacitación de los talleres. El caso que aquí se expone ha sido adaptado del brote que afectó al estado de Ceará, en Brasil, entre el 2013 y el 2015 y, por consiguiente, reúne elementos de la realidad que son comunes a la mayoría de los países de la Región. No obstante, se han modificado los nombres de los lugares e introducido elementos ficticios con fines didácticos para estimular todavía más la capacidad de análisis de los participantes. Al tratarse de un caso real y sumar conocimientos y experiencias provenientes de especialistas de los sectores público y privado, la presente publicación constituye una herramienta poderosa para las tareas de formación en materia de brotes de sarampión que deben emprenderse en los distintos países de las Américas.
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A. **Mayor Sowden** will call the meeting to order; Clerk will call the roll. B. **Mayor Sowden** will invite all present to salute the flag. C. **Mayor Sowden** will state that "This meeting is being held in compliance with the provisions of the Open Public Meetings Act, N.J.S.A. 10:4-6 et sequentes. It has been properly advertised by posting in Borough Hall, and printed in the New Jersey Herald/Sunday New Jersey Herald on January 7, 2024, and posted on the Borough website, which adequate notice has been certified by the Clerk." D. **PRESENTATIONS** There are no presentations this evening. E. **COMMITTEE REPORTS:** **Mayor Sowden** will allow each member of the Council, Borough Administrator, Borough Clerk, and Borough Attorney to present their respective committee report. **Mayor Sowden** will offer the Mayor’s Report. F. **OPEN PUBLIC SESSION:** **Mayor Sowden** will request a motion to open the meeting to the public, for any questions or comments concerning the good and welfare of the Borough. *All comments should be directed to the Mayor and kept to a 3-minute maximum per person.* After giving all persons present an opportunity to address the Governing Body, **Mayor Sowden** will request a motion to close the meeting to the public and return to the regular order of business. G. **CONSENT AGENDA:** **Mayor Sowden** will request that all persons present review the consent agenda. If any member of the Council or public wishes an item on the consent agenda to be discussed and considered separately, a motion to this effect shall so be made, at this time. After all persons have had an opportunity to review the consent agenda and offer requests for changes, Mayor Sowden will request a motion to approve the consent agenda. H. **OLD BUSINESS:** I. **NEW BUSINESS:** 1. **Appointment of Council Vacancy** A motion is in order to fill a vacant council seat in the Borough of Franklin. 2. **Resolution #2024-71** to approve certifying the Franklin Borough Governing Body has reviewed the 2023 Audit comments and recommendations as required by N.J.A.C. 5:30-6.5. 3. **Resolution #2024-72** to accept and approve for filing the corrective action plan for the Audit Report year 2023 prepared and filed by the Borough’s Chief Financial Officer. (Corrective Action Plan attached) 4. Approval of the Minutes for the regular meeting minutes for May 28, 2024. (Absent: None) 5. Resolution #2024-62 authorizing through NJ State Contract a purchase for two 2024 Chevrolet Tahoe PPV from Gentilini Motors. 6. Resolution #2024-63 authorizing through NJ State Contract for two Police Vehicle Technology, Cameras and Mobile data terminal upfits. 7. Resolution #2024-64 authorizing a refund for a disabled veteran in the amount of $2,238.33 for Block 608 Lot 40. 8. Resolution #2024-65 authorizing a refund for a disabled veteran in the amount of $1,379.00 for Block 1403 Lot 1. 9. Resolution #2024-66 authorizing the hiring of a part time Senior Center attendant at the rate of $15.50 per hour not to exceed an average of 25 hours per week. 10. Resolution #2024-67 authorizing the hiring of a seasonal laborer for maintenance in the Department of Public Works at the rate of $16.50 per hour up to 25 hours per week. 11. Resolution #2024-68 supporting RevolutionNJ. 12. Resolution #2024-69 authorizing a purchase through the ESCNJ Cooperative Contract for a Kubota M5 4WD Ultra Grand Cab Tractor in the amount not to exceed $145,100.00. 13. Resolution #2024-70 regarding police department promotion (Letter of recommendation from Chief Cugliari included in council packet) 14. Resolution #2024-73 authorizing a purchase through the ESCNJ Cooperative Contract for a Bandit Intimidator 15XP Woodchipper in the amount not to exceed $81,500.00. 15. Resolution #2024-74 to hire a new Borough of Franklin Police Officer. 16. Adoption of Ordinance 10-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY AMENDING SECTION 119-4, GENERAL FEES.” Prior to final roll call Mayor Sowden will request a motion to open the meeting to the public. 17. Adoption of Ordinance 11-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY ADOPTING THE “120 NJSH ROUTE 23” REDEVELOPMENT PLAN PREPARED BY J. CALDWELL ASSOCIATES DATED NOVEMBER 25, 2023. Prior to final roll call Mayor Sowden will request a motion to open the meeting to the public. 18. Discussion on the Historic Preservation Plan 19. Adoption of Ordinance 12-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY ADOPTING THE “ZINC MINE” REDEVELOPMENT PLAN PREPARED BY J. CALDWELL & ASSOCIATES DATED MARCH 11, 2024.” Prior to final roll call Mayor Sowden will request a motion to open the meeting to the public. 20. **Approval of NJ State Firemen's Association Membership Application** To approve the application for membership of Cole Weekley, 27 Cummins Street, Franklin, as Firematic member to the Franklin Fire Department as endorsed by Michael Raperto, Franklin Fire Department Chief. 21. **Mayoral Appointment** Mayor Sowden will make the following appointment. Sarah Kieselmann-McGreeby – Recreation Committee Member to a 3-yr. term ending 12/31/2024. As recommended by the Recreation Committee. J. **EXECUTIVE SESSION – IF REQUESTED** **Mayor Sowden** will request a motion to adopt a resolution to adjourn into Executive Session to discuss certain items excluded from the public. THE OPEN PUBLIC MEETINGS ACT ALLOWS THE MAYOR AND COUNCIL TO EXCLUDE THE PUBLIC FROM A PORTION OF A MEETING IN CERTAIN CIRCUMSTANCES, BE IT RESOLVED BY THE MAYOR AND COUNCIL OF THE BOROUGH OF FRANKLIN, THAT THE PUBLIC SHALL BE EXCLUDED FROM DISCUSSION OF MATTERS ALLOWED BY NEW JERSEY LAW. THE EXECUTIVE SESSION MINUTES WILL BE PLACED ON FILE IN THE BOROUGH CLERK’S OFFICE, AND WILL BE AVAILABLE TO THE PUBLIC AS PROVIDED FOR BY NEW JERSEY LAW. Be further advised this Resolution shall take effect immediately. K. **MISCELLANEOUS COMMENTS:** **Mayor Sowden** will allow each member of the Governing Body to offer any miscellaneous comments which they may have at this time. L. **ADJOURNMENT:** **Mayor Sowden** will request a motion to adjourn the meeting. GOVERNING BODY CERTIFICATION OF THE ANNUAL AUDIT WHEREAS, N.J.S.A. 40A:5-4 requires the governing body of every local unit to have made an annual audit of its books, accounts and financial transactions, and WHEREAS, the Annual Report of Audit for the year 2023 has been filed by a Registered Municipal Accountant with the Municipal Clerk of the Borough of Franklin pursuant to N.J.S.A. 40A:5-6, and a copy has been received by each member of the governing body; and, WHEREAS, R.S. 52:27BB-34 authorizes the Local Finance Board of the State of New Jersey to prescribe reports pertaining to the local fiscal affairs; and, WHEREAS, the Local Finance Board has promulgated N.J.A.C. 5:30-6.5, a regulation requiring that the governing body of each municipality shall by resolution certify to the Local Finance Board of the State of New Jersey that all members of the governing body have reviewed, as a minimum, the sections of the annual audit entitled “Comments and Recommendations, and, WHEREAS, the members of the governing body have personally reviewed as a minimum the Annual Report of Audit, and specifically the sections of the Annual Audit entitled “Comments and Recommendations, as evidenced by the group affidavit form of the governing body attached hereto; and, WHEREAS, such resolution of certification shall be adopted by the Governing Body no later than forty-five days after the receipt of the annual audit, pursuant to N.J.A.C. 5:30-6.5; and, WHEREAS, all members of the governing body have received and have familiarized themselves with, at least, the minimum requirements of the Local Finance Board of the State of New Jersey, as stated aforesaid and have subscribed to the affidavit, as provided by the Local Finance Board, and WHEREAS, failure to comply with the regulations of the Local Finance Board of the State of New Jersey may subject the members of the local governing body to the penalty provisions of R.S. 52:27BB-52, to wit: R.S. 52:27BB-52: A local officer or member of a local governing body who, after a date fixed for compliance, fails or refuses to obey an order of the director (Director of Local Government Services), under the provisions of this Article, shall be guilty of a misdemeanor and, upon conviction, may be fined not more than one thousand dollars ($1,000.00) or imprisoned for not more than one year, or both, in addition shall forfeit his office. NOW, THEREFORE BE IT RESOLVED, That the Mayor and Council of the Borough of Franklin, hereby states that it has complied with N.J.A.C. 5:30-6.5 and does hereby submit a certified copy of this resolution and the required affidavit to said Board to show evidence of said compliance. I, Darlene J. Tremont, hereby certify that this is a true copy of the resolution passed at a meeting of the Borough of Franklin Governing Body held on June 11, 2024. Darlene J. Tremont, Municipal Clerk | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | |------------------|------|-------|---------|--------| | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | CERTIFICATION OF GOVERNING BODY OF THE ANNUAL AUDIT GROUP AFFIDAVIT FORM NO PHOTO COPIES OF SIGNATURES STATE OF NEW JERSEY COUNTY OF SUSSEX We, members of the governing body of the Borough of Franklin, in the County of Sussex, being duly sworn according to law, upon our oath depose and say: 1. We are duly elected (or appointed) members of the Franklin Borough Council of the Borough of Franklin in the County of Sussex; 2. In the performance of our duties, and pursuant to N.J.A.C. 5:30-6.5, we have familiarized ourselves with the contents of the Annual Municipal Audit filed with the Clerk pursuant to N.J.S.A. 40A:5-6 for the year 2023; 3. We certify that we have personally reviewed and are familiar with, as a minimum, the sections of the Annual Report of Audit entitled “Comments and Recommendations.” (L.S.) (L.S.) John M. Sowden IV, Mayor Concetto Formica, Councilman (L.S.) (L.S.) Rachel Heath, Councilwoman Joe Limon, Councilman (L.S.) (L.S.) John Postas, Councilman Stephen Skellenger, Councilman (L.S.) (L.S.) Gilbert Snyder, Councilman (L.S.) Sworn to and subscribed before me this 11th day of June, 2024 Notary Public of New Jersey __________________________________________ Darlene J. Tremont, Municipal Clerk The Municipal Clerk (or Clerk of the Board of Chosen Freeholders as the case may be) shall set forth the reason for the absence of signature of any members of the governing body. IMPORTANT: This certificate must be sent to the Bureau of Financial Regulation and Assistance, Division of Local Government Services, P.O. Box 803, Trenton, New Jersey 08625. Borough of Franklin, County of Sussex Resolution #2024-72 WHEREAS, a Corrective Action Plan for the Audit Report Year of 2023 has been prepared and filed by Chief Financial Officer, Michelle LaStarza; and WHEREAS, said Plan has been reviewed by the Mayor and Council of the Borough of Franklin. NOW, THEREFORE, BE IT RESOLVED by the Governing Body of the Borough of Franklin that the Corrective Action Plan for the Audit Report Year of 2023 is accepted and approved for filing in the Borough Clerk's Office. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk of the Borough of Franklin, in the County of Sussex, State of New Jersey do hereby certify that the foregoing is a true and correct copy of a Resolution adopted by the Governing Body of the Borough of Franklin at a regular meeting held on June 11, 2024. ______________________________ Darlene J. Tremont, Municipal Clerk | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | |----------------------|------|-------|---------|--------| | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | Finding #1 Finance 1. Description: That adequate segregation of duties within the Tax Collector and Water/Sewer Utility Collector Departments be maintained. 2. Analysis: Due to the limited number of employees within the Tax Collection and Water/Sewer Utility Collection departments there is not always a segregation of duties. 3. Corrective Action: The Borough has segregated the functions between finance personnel to strengthening internal controls. 4. Implementation Date: January 1, 2024 Finding #2 Finance 1. Description: Analysis: Bank accounts and general ledger, and interfund balances were not in agreement at December 31, 2023. 2. Items from 2022 were not completely resolved at 12/31/2023. 3. Analysis: All items will be in agreement. 4. Implementation Date: January 1, 2024 Finding # 3 Finance 1. Description: Water Sewer receivable and general ledger was not reconciled on a monthly basis. 2. Analysis: The vendor credit card payments were not allocated to the correct deposits so a reconciliation was not possible. 3. Corrective Action: The Water Collector is providing a monthly allocation of all vendor credit card payments. 4. Implementation Date: January 1, 2024 Mayor Sowden called the meeting to order and requested the Borough Clerk to call the roll. Upon roll call, the following members of the Governing Body were present: Mr. Formica, Mrs. Heath, Mr. Limon, Mr. Skellenger, Mr. Snyder and Mayor Sowden. Absent: Mr. Postas Mayor Sowden led the assembly in the flag salute. Mayor Sowden stated "This meeting is being held in compliance with the provisions of the Open Public Meetings Act, N.J.S.A. 10:4-6 et sequentes. It has been properly advertised by posting in Borough Hall and printed in the New Jersey Herald/Sunday New Jersey Herald on January 7, 2024, and posted on the Borough website, which adequate notice has been certified by the Clerk." PRESENTATIONS There were no presentations for tonight’s meeting. COMMITTEE REPORTS Mrs. Heath had nothing to report. Mr. Skellenger had nothing to report. Mr. Formica commented that the Boy Scouts have a new charter holder and they would like to continue to use the storage building and hold meetings at the Senior Center. Mr. Limon commented that there was no public works meeting. Mr. Snyder had nothing to report. Mr. Sedefian had nothing to report. Mrs. Tremont commented that the wells on Scott Road are being tested. Everyone has the layout and comments from the engineer. The engineer wants to make sure that there are no questions before she puts together a bid packet for the cement work. There is a new regulation that was brought to our attention last year regarding lead paint inspections on rental units. Mrs. Tremont spoke to a company that is licensed and certified. This company will handle all the requirements that need to be done at no cost to the borough; the cost is only to the property owners. We need to be compliant by July 22, 2024 for this regulation. Mr. Skellenger made a motion to accept the contract for Lead Base Paint Inspection services at no cost to the Borough. Seconded by Mr. Formica. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Mayor Sowden announced the resignation of Councilman John Postas as of today (May 28, 2024). Mayor Sowden announced that he would like to accept his resignation with regret. Mr. Snyder commented that John was a good councilman and is sorry to hear that he has resigned. OPEN PUBLIC SESSION Mr. Formica made a motion to open the meeting to the public for anyone wishing to address the Governing Body. Seconded by Mr. Limon. All were in favor. Mr. John Christiano stepped forward. Mr. Christiano, Chairman of the Franklin Borough Planning Board. Mr. Christiano read some sections from the two resolutions from the planning board. The first resolution regarding the property at 120 Route 23, the Board recommends that the Borough Council adopt the Redevelopment Plan for 120 NJSH Route 23 dated March 22, 2024 with the condition that the construction path be improved so that it can be used for a walking path and emergency access after the construction process. The second resolution is regarding the Zinc Mine Redevelopment on Main Street. Mr. Christiano commented to be consistence with the Historic Preservation section of the Franklin Borough Master Plan (and by reference, The State Master Plan), The Historic Main Street Redevelopment Plan (2018) and the Franklin Borough Vision Statement, the Planning Board recommends the saving and adaptive re-use of the Change House, Superintendent’s Change House, Time Office Building (presently the Franklin Historical Society), and the two remaining chimneys. Since neither the Franklin Borough or neighboring fire departments have ladder equipment to reach upper floors of the lower property buildings, the Planning Board recommends elevated “bridge” walkways from one upper floor of each lower building to the upper property grade for occupant emergency evacuation. This access to the upper property also fulfills the Master Plan and the Historic Main Street Redevelopment Plan (2018) recommendations for a “walkable community” for pedestrian access from the lower property to Main Street at the upper level. Provisions should be made for a traffic study and implementation of measures to mitigate negative impacts upon the Borough. Ms. Eve Soares stepped forward. Ms. Soares commented that no one is aware of the project at the Zinc Mine. Ms. Soares supports the traffic study that was recommended by the Planning Board. Ms. Soares commented that the wooded area is a beautiful site and prefers that over a 5-story apartment building. Ms. Soares is concerned that the schools will be overcrowded. How does this fit in the vision. Mr. John Christiano stepped forward. Mr. Christiano commented that at the Planning Board level, we noticed and commented on the potential conflict of interest between the Board Planner and engineer architect. Mr. Liam DeRenzo stepped forward. Mr. DeRenzo commented that he is working on his communications merit badge. There being no one else present who wished to address the Governing Body, Mr. Snyder made a motion to close the meeting to the public, seconded by Mr. Skellenger. All were in favor. **CONSENT AGENDA** Mayor Sowden requested that all persons present review the consent agenda and offer any comments they may have at this time regarding the consent agenda. **CORRESPONDENCE (ACCEPTANCE FOR FILING ONLY OF THE FOLLOWING):** 1. Langan Engineering and environmental Services, LLC letter in re: 20 Park Drive. 2. Borough of Ogdensburg Ordinance 06-2024 amending Chapter 30 “Land Development.” 3. Sandyston Township resolution opposing the proposal by the Delaware river National Park and Lenape Preserve alliance to change the designation of Delaware Water Gap National Recreation Area to a National Park and Preserve. 4. Sandyston Township resolution supporting Assembly resolution AR133 and Senate resolution SR93 opposing all proposal to change the designation of Delaware Water Gap National Recreation Area to a National Park and Preserve, including proposal by the Delaware river National Park and Lenape Preserve Alliance. **REPORTS (ACCEPTANCE FOR FILING OF THE FOLLOWING):** 1. Board of Health Report – April 2024 2. Police Department Report – April 2024 **APPLICATIONS (APPROVAL OF THE FOLLOWING):** 1. Application for a Catering Permit Approval of the application for a catering permit submitted by Franklin Grill & Tavern LLC. (Brick & Brew) premises for the catering permit is the Franklin Pond Area, 6 Corkhill Road, Franklin, on June 29, 2024, and authorize the clerk to endorse the application. RESOLUTIONS (APPROVAL OF THE FOLLOWING): 1. Payment of bills for the meeting of May 28, 2024. Mr. Limon made a motion to approve the consent agenda of May 28, 2024 with the removal of PO #2646 (37977). Seconded by Mrs. Heath. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Mrs. Heath made a motion to approve PO#2646 (37977). Seconded by Mr. Formica. Upon roll call vote: Ayes: Formica, Heath, Limon, Snyder Nays: None Absent: Postas Abstentions: Skellenger OLD BUSINESS There was no old business for tonight’s portion of the meeting. NEW BUSINESS Approval of the Minutes Mrs. Heath made a motion to approve the regular meeting minutes for May 14, 2024. (Absent: Postas) Seconded by Mr. Skellenger. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Resolution 2024-60 Mr. Snyder made a motion to adopt resolution 2024-60 authorizing a disabled veteran exemption on Block 1101 Lot 14 Qual C0104. Seconded by Mr. Skellenger. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Resolution 2024-61 Mr. Limon made a motion to adopt resolution 2024-61 awarding a contract for the resurfacing of Edmonds Lane, Hemlock Drive and Fireman’s Park Helipad through the Morris County Co-op. Seconded by Mr. Skellenger. Upon roll call vote: Ayes: Formica, Skellenger, Snyder Nays: None Absent: Postas Abstentions: Heath, Limon Adoption of Ordinance 08-2024 Mr. Skellenger made a motion to adopt ordinance 08-2024 entitled “CAPITAL ORDINANCE PROVIDING FOR IMPROVEMENTS TO THE POLICE DEPARTMENT, BY AND IN THE BOROUGH OF FRANKLIN, IN THE COUNTY OF SUSSEX, STATE OF NEW JERSEY AND APPROPRIATING $20,000 THEREFOR FROM THE CAPITAL RESERVE FOR IMPROVEMENTS TO MUNICIPAL PROPERTY FOR THE COST THEREOF.” Seconded by Mrs. Heath. Prior to final roll call Mayor Sowden requested a motion to open to the meeting to the public for Ordinance 08-2024. Mr. Formica made a motion to open the meeting to the public for Ordinance 08-2024. Seconded by Mr. Skellenger. All were in favor. There being no one present who wished to address the governing body, Mr. Skellenger made a motion to close the meeting to the public. Seconded by Mr. Snyder. All were in favor. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Adoption of Ordinance 09-2024 Mrs. Heath made a motion to adopt Ordinance 09-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY CREATING CHAPTER 245, TREES.” Seconded by Mr. Skellenger. Prior to final roll call Mayor Sowden requested a motion to open to the meeting to the public for Ordinance 09-2024. Mr. Skellenger made a motion to open the meeting to the public for Ordinance 09-2024. Seconded by Mrs. Heath. All were in favor. There being no one present who wished to address the governing body, Mr. Formica made a motion to close the meeting to the public. Seconded by Mr. Skellenger. All were in favor. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Introduction of Ordinance 10-2024 Mr. Skellenger made a motion to introduce Ordinance 10-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY AMENDING SECTION 119-4, GENERAL FEES.” Seconded by Mr. Limon. Mayor Sowden announced that the public hearing will be held on June 11, 2024. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Introduction of Ordinance 11-2024 Mr. Formica made a motion to introduce Ordinance 11-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY ADOPTING THE “120 NJSH ROUTE 23” REDEVELOPMENT PLAN PREPARED BY J. CALDWELL ASSOCIATES DATED NOVEMBER 25, 2023. Seconded by Mr. Limon. Mr. Formica made a motion to amend Ordinance #11-2024 to include the recommendation for the construction access road to become a walking path and emergency access road. Seconded by Mr. Skellenger. Upon roll call vote to amend: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Mr. Skellenger made a motion to vote on the Ordinance as amended. Seconded by Mr. Formica. Mayor Sowden announced that the public hearing will be held on June 11, 2024. Upon roll call vote as amended: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Introduction of Ordinance 12-2024 Mr. Limon made a motion to introduce ordinance 12-2024 entitled “AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY ADOPTING THE “ZINC MINE” REDEVELOPMENT PLAN PREPARED BY J. CALDWELL & ASSOCIATES DATED MARCH 11, 2024.” Seconded by Mrs. Heath. Mr. Formica asked if the traffic study is mandatory on a project this size. Mr. Formica commented as far as the bridge with the walkways; I guess that would be dependent on the slope and the distance from the slope. Could we recommend alternate emergency exits. Mr. Formica made a motion to amend Ordinance #12-2024 to add that a bridge/walkway be considered as a second exit/safety evacuation depending on the slopes and feasibility and location of the buildings. Seconded by Mrs. Heath. Upon roll call vote to amend: Ayes: Formica, Heath, Skellenger, Snyder Nays: Limon Absent: Postas Abstentions: None Mr. Limon made a motion to amend Ordinance #12-2024 to save the buildings (Change House, Superintendent’s Change House, Time Office Building and two remaining chimneys). MOTION FAILED. Mr. Formica made a motion to introduce Ordinance #12-2024 as amended. Seconded by Mr. Skellenger. Mayor Sowden announced that the public hearing will be held on June 11, 2024. Upon roll call vote as amended: Ayes: Formica, Heath, Skellenger, Snyder Nays: Limon Absent: Postas Abstentions: None Approve Special Event Permit Application Mr. Snyder made a motion to approve the special event permit for Franklin Mineral Museum to conduct a Rock Swap and Sell on July 27, 2024 at the park next to the pond on George LaBance Lane, Franklin and to authorize the use of the Franklin Pond area for parking as needed. Seconded by Mr. Skellenger. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None Mayoral Appointment Mayor Sowden made the following appointment. Crystal Talmadge – Recreation Committee Member to a 3-yr. term ending 12/31/2025. As recommended by the Recreation Committee. Mrs. Heath made a motion to confirm the mayor’s appointment. Seconded by Mr. Snyder. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None ADDENDUM Cub Scout Pack 90 Request Mrs. Heath made a motion to approve the request from Cub Scout Pack 90 to hold their Annual Soap Box Derby on Sunday, July 14, 2024, with a rain date of Sunday, July 21, 2024, from 1:00 p.m. to 4:00 p.m. Seconded by Mr. Skellenger. Upon roll call vote: Ayes: Formica, Heath, Limon, Skellenger, Snyder Nays: None Absent: Postas Abstentions: None EXECUTIVE SESSION There was no executive session. MISCELLANEOUS COMMENTS There were no miscellaneous comments. ADJOURNMENT There being no further items for discussion by the Mayor and Council, Mrs. Heath made a motion to adjourn the meeting at 7:38p.m., seconded by Mr. Skellenger. All were in favor. __________________________________________ John M. Sowden IV, Mayor __________________________________________ Darlene J. Tremont, Municipal Clerk RESOLUTION OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, STATE OF NEW JERSEY, AUTHORIZING THROUGH NJ STATE CONTRACT A PURCHASE FOR TWO 2024 CHEVROLET TAHOE PPV FROM GENTILINI MOTORS WHEREAS the Borough of Franklin may, by resolution, and without advertising for bids or obtaining quotations, purchase any goods or services as per N.J.S.A. 40A:11-11, under the New Jersey State Contract #21-FLEET-01485 and WHEREAS the Police Department needs on a timely basis to purchase goods and services utilizing the New Jersey State Contract, #21-FLEET-01485, duly authorized under law to extend contract pricing to local units, per N.J.A.C. 5:34-7 et. Seq.; and WHEREAS the Borough intends to enter into a contract for procurement of Two 2024 Chevrolet Tahoe 4WD 4dr PPV from Gentilini Motors, an authorized vendor under NJ State Contract #21-FLEET-01485, and WHEREAS, the Chief Financial Officer has certified that funds in the amount not to exceed $148,960.00 are available in the Municipal Budget and NOW, THEREFORE, BE IT RESOLVED by the Borough Council of the Borough of Franklin, County of Sussex, State of New Jersey, as follows: 1. That the Police Department hereby is authorized to procure Two 2024 Chevrolet Tahoe 4WD 4dr PPV from Gentilini Motors, an approved vendor under NJ State Contract #21-FLEET-01485. 2. That the Chief Financial Officer has certified the amount not to exceed $148,960.00. 3. That the Borough Clerk shall forward a certified copy of this Resolution to the following: A. Chief Financial Officer B. Purchasing Agent C. Chief of Police D. Gentilini Motors 2703 Fire Road Egg Harbor Township, NJ 08234 CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, County of Sussex, State of New Jersey, do hereby certify the preceding to be a true and correct copy of a Resolution adopted by the Borough Council of Franklin at a meeting held on the 11th day of June 2024. Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, STATE OF NEW JERSEY, AUTHORIZING THROUGH NJ STATE CONTRACT FOR TWO POLICE VEHICLE TECHNOLOGY, CAMERAS, and MOBILE DATA TERMINAL UPFITS WHEREAS the Borough of Franklin may, by resolution, and without advertising for bids or obtaining quotations, purchase any goods or services as per N.J.S.A. 40A:11-11, under the New Jersey State Contract #17-FLEET-00716 and WHEREAS the Police Department needs on a timely basis to purchase goods and services utilizing the New Jersey State Contract, #17-FLEET-00716, duly authorized under law to extend contract pricing to local units, per N.J.A.C. 5:34-7 et. Seq.; and WHEREAS the Borough intends to enter into a contract for the procurement of two police vehicle technology, cameras, mobile data terminal installations from GTBM, an authorized vendor under NJ State Contract #17-FLEET-00716, and WHEREAS, the Chief Financial Officer has certified that funds in the amount not to exceed $45,250.00 are available in the Municipal Budget and NOW, THEREFORE, BE IT RESOLVED by the Borough Council of the Borough of Franklin, County of Sussex, State of New Jersey, as follows: 1. The Police Department hereby is authorized to purchase two police vehicle technology, cameras, and mobile data terminal installations from GTBM, an approved vendor under NJ State Contract #17-FLEET-00716. 2. That the Chief Financial Officer has certified the amount not to exceed $45,250.00 3. That the Borough Clerk shall forward a certified copy of this Resolution to the following: A. Chief Financial Officer B. Purchasing Agent C. Chief of Police D. GTBM 351 Paterson Avenue East Rutherford, NJ 07073 CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, County of Sussex, State of New Jersey, do hereby certify the preceding to be a true and correct copy of a Resolution adopted by the Borough Council of Franklin at a meeting held on the 11th day of June 2024. ______________________________ Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | Borough of Franklin, County of Sussex Resolution #2024-64 WHEREAS, a Disabled Veteran Exemption has been allowed on Block 608 Lot 1, 40 Sterling St effective February 15, 2024. WHEREAS, taxes for 1st & 2nd Qtr 2024 were paid prior to the Exemption being allowed. NOW THEREFORE BE IT RESOLVED by the Mayor and Council of the Borough of Franklin, that the Tax Collector is hereby authorized to refund, Jake & Samantha Zelencich, $2,238.33 for 1st & 2nd Qtr 2024 prorated overpayment. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk hereby certify the foregoing to be a true and correct copy of a Resolution duly adopted by the Mayor and Council of the Borough of Franklin in a meeting held in the Franklin Municipal Building at 46 Main Street at 7:00 PM on June 11, 2024. __________________________________________ Darlene J. Tremont, Municipal Clerk | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | |----------------------|------|-------|---------|--------| | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLENGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | Borough of Franklin, County of Sussex Resolution #2024-65 WHEREAS, a Disabled Veteran Exemption has been allowed on Block 1403 Lot 1, 19 Ginter St effective February 10, 2024. WHEREAS, taxes for 1st Qtr 2024 were paid prior to the Exemption being allowed. NOW THEREFORE BE IT RESOLVED by the Mayor and Council of the Borough of Franklin, that the Tax Collector is hereby authorized to refund, Steven T. Simm, $1,379.00 for 1st Qtr 2024 prorated overpayment. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk hereby certify the foregoing to be a true and correct copy of a Resolution duly adopted by the Mayor and Council of the Borough of Franklin in a meeting held in the Franklin Municipal Building at 46 Main Street at 7:00 PM on June 11, 2024. Darlene J. Tremont, Municipal Clerk | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | |----------------------|------|-------|---------|--------| | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | Borough of Franklin, County of Sussex Resolution #2024-66 Part Time Senior Center Attendant WHEREAS, the Borough of Franklin currently has a need for an additional part-time senior center attendant due to an increase in the nutrition lunch program attendance; WHEREAS, this position is to assist the nutrition site manager on a daily basis; WHEREAS, Borough Administration and Personnel Committee recommends Jacqueline Olson to fill the position of part-time senior center attendant at the rate of $15.50 per hour not to exceed an average of 25 hours per week, effective June 17, 2024; NOW THEREFORE BE IT RESOLVED by the Mayor and Council of the Borough of Franklin that the Administrator is authorized to have Jacqueline Olson fill the position as part time senior center attendant at the rate of $15.50 per hour, not to exceed an average of 25 hours, effective June 17, 2024. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk of the Borough of Franklin, in the County of Sussex, State of New Jersey do hereby certify that the foregoing is a true and correct copy of a Resolution adopted by the Governing Body of the Borough of Franklin, County of Sussex, State of New Jersey at a regular meeting held on June 11, 2024. Darlene J. Tremont, Municipal Clerk | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | |----------------------|------|-------|---------|--------| | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLENGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE GOVERNING BODY OF THE BOROUGH OF FRANKLIN AUTHORIZING THE HIRING OF A SEASONAL LABORER FOR MAINTENANCE IN THE DEPARTMENT OF PUBLIC WORKS WHEREAS, there has arisen an opportunity to hire a seasonal laborer for maintenance in the Department of Public Works; WHEREAS, Brian VanDenBroek, Public Works Director and the Personnel Committee recommends hiring Michael Luterzo, Jr. up to 25 hours per week at the rate of $16.50 per hour utilizing Clean Communities funds, effective June 17, 2024. NOW THEREFORE BE IT RESOLVED by the Mayor and Council of the Borough of Franklin that the Borough Administrator is authorized to hire Michael Luterzo, Jr. as a Laborer for maintenance in the Department of Public Works up to 25 hours per week at the rate of $16.50 per hour, effective June 17, 2024, conditioned upon all required pre-employment testing. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk of the Borough of Franklin, in the County of Sussex, State of New Jersey do hereby certify that the foregoing is a true and correct copy of a Resolution adopted by the Governing Body of the Borough of Franklin at a regular meeting held on June 11, 2024 at 7:00 PM. Darlene J. Tremont, Borough Clerk | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | |----------------------|------|-------|---------|--------| | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY SUPPORTING REVOLUTIONNJ WHEREAS, Governor Philip Murphy and the New Jersey state Legislature created RevolutionNJ in 2018 to plan, encourage, develop, and coordinate the commemoration of the 250th anniversary of the founding of the United States. New Jersey’s pivotal role in the American Revolution, and the contributions of its diverse peoples to the nation’s past, present and future; and WHEREAS, the New Jersey Historical Commission, under the leadership of Secretary of State Tahesha Way, with its non-profit partner Crossroads of the American Revolution established RevolutionNJ to advance the role that history plays in public discourse, community engagement, education, tourism, and scholarship in New Jersey; and WHEREAS, RevolutionNJ will engage New Jerseyans in all 21 counties and 564 municipalities through its officially recognized programs, initiative, and events over the next ten years; and WHEREAS, it is fitting and desirable that we commemorate the beginning of the Nation and the role New Jersey played over the past 250 years as well as its present and future role as part of the United States, with particular focus on the individuals, ideas and events that shaped our Country, State and Sussex County, Borough of Franklin; and WHEREAS, RevolutionNJ will consider the role New Jersey played during the American Revolution when it saw more battles and skirmishes than any other state and was truly the Crossroads of the American Revolution; and WHEREAS, RevolutionNJ will highlight the role New Jersey played beyond the battlefield during the American Revolution and when people of diverse backgrounds contributed to the development of the State and the Nation in various ways and fought for the right to life, liberty, and the pursuit of happiness; and WHEREAS, preserving, studying, and enjoying state history strengthens communities and builds bonds between New Jersey residents as we work together toward the goals of justice and equality embedded in the United States Constitution; NOW, THEREFORE, BE IT RESOLVED, that the Borough of Franklin here by endorses RevolutionNJ and its mission to advance the role that history plays in public discourse, community engagement, education, tourism and scholarship in New Jersey. IT IS FURTHER RESOLVED that: 1. The Borough of Franklin Town Council commemorates the 250th anniversary of the establishment of the United States as an independent Nation. 2. The Borough of Franklin Town Council authorizes the appointment of a committee to develop a plan for the commemoration that will promote the maximum involvement of our residents, neighborhoods, businesses, schools, civic organizations and institutions in the commemorations. 3. The Borough of Franklin Town Council further urges all its residents to reflect upon the significance of this event and the role that our State and its diverse people have played in the history and development of our Nation and to participate in the important commemoration, endeavoring to include the stories of all those whose lives are part of the history of what we now know as New Jersey, and understanding that the revolution continues today as we uphold the revolutionary ideals articulated in our founding documents. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk of the Borough of Franklin, in the County of Sussex, State of New Jersey do hereby certify that the foregoing is a true and correct copy of a Resolution adopted by the Governing Body of the Borough of Franklin, County of Sussex, State of New Jersey at a regular meeting held on June 11, 2024. ______________________________ Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, STATE OF NEW JERSEY, AUTHORIZING A PURCHASE THROUGH THE ESCNJ COOPERATIVE CONTRACT FOR A KUBOTA M5 4WD ULTRA GRAND CAB TRACTOR WHEREAS the Borough of Franklin may, by resolution, and without advertising for bids or obtaining quotations, purchase any goods or services as per N.J.S.A. 40A:11-11, under the ESCNJ 22/23-12 Contract; WHEREAS the Department of Public Works needs, on a timely basis, to purchase goods and services utilizing the ESCNJ 22/23-12 Contract, duly authorized under law, to extend contract pricing to local units, per N.J.A.C. 5:34-7 et. Seq.; and WHEREAS the Borough intends to enter into a contract for the procurement of a Kubota M5 4WD Ultra Grand Cab Tractor from Cherry Valley Tractor Sales, an authorized vendor under the ESCNJ 22/23-12 Contract, and WHEREAS, the Chief Financial Officer has certified that funds in the amount not to exceed $145,100.00 are available in the Municipal Budget and NOW, THEREFORE, BE IT RESOLVED by the Borough Council of the Borough of Franklin, County of Sussex, State of New Jersey, as follows: 1. The Department of Public Works hereby is authorized to purchase a Kubota M5 4WD Ultra Grand Cab Tractor from Cherry Valley Tractor Sales, an authorized vendor under the ESCNJ 22/23-12 Contract, 2. That the Chief Financial Officer has certified the amount not to exceed $145,100.00 3. That the Borough Clerk shall forward a certified copy of this Resolution to the following: A. Chief Financial Officer B. Purchasing Agent C. Chief of Police D. Cherry Valley Tractor Sales 35 Route 70 West Marlton, NJ CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, County of Sussex, State of New Jersey, do hereby certify the preceding to be a true and correct copy of a Resolution adopted by the Borough Council of Franklin at a meeting held on the 11th day of June 2024. Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE GOVERNING BODY OF THE BOROUGH OF FRANKLIN REGARDING POLICE DEPARTMENT PROMOTION WHEREAS, there is a need to fill a sergeant position within the Franklin Borough Police Department; WHEREAS, Officer Jesse Babcock is at the top of the promotional list for the position of Sergeant 1; WHEREAS, Police Chief Cugliari recommends promoting Officer Jesse Babcock to the rank of Sergeant 1; WHEREAS, the Public Safety Committee endorses the recommendation from Chief Cugliari to promote Officer Jesse Babcock to the rank of Sergeant 1 at the annual salary of $113,638, as per the collective bargaining agreement, effective July 1, 2024; NOW THEREFORE IT BE RESOLVED that the Borough Council of the Borough of Franklin hereby approves the promotion of Officer Jesse Babcock to the rank of sergeant at the annual salary of $113,638, effective July 1, 2024. CERTIFICATION I, Darlene J. Tremont, Municipal Clerk of the Borough of Franklin, in the County of Sussex, State of New Jersey do hereby certify that the foregoing is a true and correct copy of a Resolution adopted by the Governing Body of the Borough of Franklin, County of Sussex, State of New Jersey at a meeting of said Governing Body held on June 11, 2024. _____________________________________ Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, STATE OF NEW JERSEY, AUTHORIZING A PURCHASE THROUGH THE ESCNJ COOPERATIVE CONTRACT FOR A BANDIT INTIMIDATOR 15XP WOODCHIPPER WHEREAS the Borough of Franklin may, by resolution, and without advertising for bids or obtaining quotations, purchase any goods or services as per N.J.S.A. 40A:11-11, under the ESCNJ 22/23-12 Contract; WHEREAS the Department of Public Works needs, on a timely basis, to purchase goods and services utilizing the ESCNJ 22/23-12 Contract, duly authorized under law, to extend contract pricing to local units, per N.J.A.C. 5:34-7 et. Seq.; and WHEREAS the Borough intends to enter into a contract for the procurement of a Bandit Intimidator 15XP Woodchipper from Modern Group LTD, an authorized vendor under the ESCNJ 22/23-12 Contract, and WHEREAS, the Chief Financial Officer has certified that funds in the amount not to exceed $81,500.00 are available in the Municipal Budget and NOW, THEREFORE, BE IT RESOLVED by the Borough Council of the Borough of Franklin, County of Sussex, State of New Jersey, as follows: 1. The Department of Public Works is authorized to purchase a Bandit Intimidator 15XP Woodchipper from Modern Group LTD, an authorized vendor under the ESCNJ 22/23-12 Contract 2. That the Chief Financial Officer has certified the amount not to exceed $81,500.00 3. That the Borough Clerk shall forward a certified copy of this Resolution to the following: A. Chief Financial Officer B. Purchasing Agent C. Chief of Police D. Modern Group Ltd 650 Freedom Center Drive 3rd Floor King of Prussia, PA 19406 CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, County of Sussex, State of New Jersey, do hereby certify the preceding to be a true and correct copy of a Resolution adopted by the Borough Council of Franklin at a meeting held on the 11th day of June 2024. Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | RESOLUTION OF THE GOVERNING BODY AUTHORIZING TO HIRE A NEW BOROUGH OF FRANKLIN POLICE OFFICER WHEREAS, the Borough Council has recently authorized a conditional offer of employment to hire a new Police Officer in the Franklin Borough Police Department on April 24, 2024; and WHEREAS, Police Chief Cugliari informed the Borough Council the conditional offer of employment was accepted by Dylan Testa and he has successfully passed all required testing and completed all phases of the selection process; and WHEREAS, Police Chief Cugliari recommends Dylan Testa be appointed a Police Recruit as of July 1, 2024 at which time he will attend the Morris County Public Safety Training Academy; and WHEREAS, Dylan Testa will be paid an annual salary of $30,000 per the current collective bargaining agreement. WHEREAS, after completing the Basic Course for Police Officers and graduating from the police academy, Dylan Testa will be appointed a full-time sworn law enforcement officer and placed at step Patrolman 1; and WHEREAS, Dylan Testa will be formally sworn-in at a future Mayor and Council meeting to be determined. NOW, THEREFORE BE IT RESOLVED by the Borough Council of the Borough of Franklin, County of Sussex and State of New Jersey that Dylan Testa is hereby appointed a Police Recruit as of July 1, 2024, at the annual salary of $30,000. CERTIFICATION: I, Darlene J. Tremont, Municipal Clerk of the Borough of Franklin, in the County of Sussex, State of New Jersey do hereby certify that the foregoing is a true and correct copy of a Resolution adopted by the Governing Body of the Borough of Franklin, County of Sussex, State of New Jersey at a regular meeting held on June 11, 2024. Darlene J. Tremont, Municipal Clerk | RECORD OF COUNCIL VOTES | |-------------------------| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLENGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN (Tie Only) | | | | | BOROUGH OF FRANKLIN ORDINANCE NO. 10-2024 AN ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY AMENDING SECTION 119-4, GENERAL FEES BE IT ORDAINED by the Mayor and Council of the Borough of Franklin, County of Sussex, and State of New Jersey that the Code of the Borough of Franklin is hereby amended as follows: SECTION I. Chapter 176, Mobile Homes, is amended to update the following fees: § 176-13(D)2 Mobile home municipal service fee, per month $66.28 The municipal service fee is comprised of the following: Solid waste disposal, $18.09, and other municipal services, $48.19. [NOTE: The previously included sewer service charges ($55.67) have been removed from the municipal service fee and are billed to and are directly payable by the park owner and constitute a lien pursuant to N.J.S.A. 40A:26A-12.] SECTION II All ordinances or parts of ordinances inconsistent with this ordinance are hereby repealed to the extent of such inconsistencies. SECTION III If any article, section, subsection, paragraph, phrase or sentence is, for any reason, held to be unconstitutional or invalid, said article, section, subsection, paragraph, phrase or sentence shall be deemed severable. SECTION IV This Ordinance shall take effect immediately upon final publication as provided by law. ATTEST: BOROUGH OF FRANKLIN _____________________________ ________________________________ Darlene J. Tremont, CLERK BY: John Sowden, MAYOR DATED: June 11, 2024 NOTICE NOTICE is hereby given that the foregoing Ordinance was introduced to pass on first reading at a regular meeting of the Council of the Borough of Franklin held on May 28, 2024, at 7:00 p.m. and ordered published in accordance with the law. Said Ordinance will be considered for final reading and adoption at a regular meeting of the Borough Council to be held on June 11, 2024, at 7:00 p.m., or as soon thereafter as the Borough Council may hear this Ordinance at the Municipal Building, 46 Main Street, Franklin, New Jersey 07416, at which time all persons interested may appear for or against the passage of said Ordinance. Darlene J. Tremont Municipal Clerk CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, do hereby certify that the Borough of Franklin Council duly adopted the foregoing Ordinance on the 11th day of June, 2024. Darlene J. Tremont, Clerk Borough of Franklin John M. Sowden IV, Mayor Introduced: May 28, 2024 Adopted: June 11, 2024 | RECORD OF COUNCIL VOTES-FIRST READING | Move | 2nd | |--------------------------------------|------|-----| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | COUNCIL PRESIDENT | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | | MAYOR SOWDEN, IV (1st Only) | | | | | | RECORD OF COUNCIL VOTES-SECOND READING | Move | 2nd | |---------------------------------------|------|-----| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | CONCETTO FORMICA | | | | | | RACHEL HEATH | | | | | | COUNCIL PRESIDENT | | | | | | JOSEPH LIMON | | | | | | JOHN POSTAS | | | | | | STEPHEN SKELLINGER | | | | | | GILBERT SNYDER | | | | | MAYOR SOWDEN, IV (Tie Only) NOT YET APPROVED BY COUNCIL ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY ADOPTING THE “120 NJSH ROUTE 23” REDEVELOPMENT PLAN PREPARED BY J. CALDWELL ASSOCIATES DATED MARCH 22, 2024 (REVISED MAY 29, 2024) WHEREAS, the Governing Body of the Borough of Franklin (“Governing Body”) by Resolution 2016-19 authorized the Borough Land Use Board (“Board”) to undertake a preliminary investigation to determine whether the area commonly known as the “120 NJSH Route 23” is an “area in need of redevelopment” as defined in the Local Redevelopment and Housing Law, N.J.S.A. 40A:12A-1, et seq. (“LRHL”); and WHEREAS, at the conclusion of its investigation and following notice and a public hearing, the Board recommended that the area be designated by the Governing Body as an area in need of redevelopment (“120 NJSH Route 23 Redevelopment Area”); and WHEREAS, the 120 NJSH Route 23 Redevelopment Area is defined as those properties known as Block 1601, Lot 5; and WHEREAS, pursuant to the recommendations of the Board and, in accordance with the provisions of the LRHL, the Governing Body adopted Resolution 2024-35 designating the 120 NJSH Route 23 Redevelopment Area as an area in need of redevelopment; and WHEREAS, in furtherance of redeveloping the 120 NJSH Route 23 Redevelopment Area, the Governing Body authorized and directed J. Caldwell & Associates to prepare a redevelopment plan for the 120 NJSH Route 23 Redevelopment Area; and WHEREAS, in March of 2024, J. Caldwell & Associates completed its redevelopment plan entitled “120 NJSH Route 23 Redevelopment Plan” (“Redevelopment Plan”) and submitted it to the Governing Body for review and consideration; and WHEREAS, if approved, the Redevelopment Plan will supersede the existing zoning and land development regulations for the “120 NJSH Route 23 Area”; and WHEREAS, on in the March of 2024, the Governing Body submitted the Redevelopment Plan to the Board for review and recommendation concerning same in accordance with the provisions of N.J.S.A. 40A:12A-7; and WHEREAS, on May 22, 2024 the Land Use Board transmitted to the Governing Body its report recommending that the Governing Body adopt the Redevelopment Plan, as submitted; and WHEREAS, the Governing Body has reviewed the report of the Board and hereby determines that the Redevelopment Plan is necessary and appropriate; is in compliance with the dictates of the LRHL; and will result in the successful redevelopment of the “120 NJSH Route 23 Site”, which has been declared to be an area in need of redevelopment. NOW, THEREFORE, BE IT ORDAINED by the Governing Body of the Borough of Franklin, County of Sussex, State of New Jersey, as follows: Section 1. Pursuant to N.J.S.A. 40A:12A-7, the Borough hereby adopts and approves the 120 NJSH Route 23 Redevelopment Plan dated March 22, 2024 (revised May 29, 2024) prepared by the J. Caldwell & Associates, a copy of which is attached hereto and hereby made a part of this Ordinance; and Section 2. The Borough hereby directs that the 120 NJSH Route 23 Redevelopment Plan be filed with the Borough Clerk; and Section 3. Pursuant to N.J.S.A. 40A:12A-4(c), the Borough is, and hereby shall be, designated the redevelopment entity with all of the authority, rights, duties, and powers accorded to a redevelopment entity as set forth in N.J.S.A. 40A:12A-8; and Section 4. The 120 NJSH Route 23 Redevelopment Plan shall supersede the existing zoning and land development regulations for Block 1601 Lot 5; and Section 5. Pursuant to N.J.S.A. 40A:12A-7(c), the Borough’s Zoning Map is hereby amended to identify the 120 NJSH Route 23 Area and the properties described in Section 4 above, in the manner depicted in the 120 NJSH Route 23 Redevelopment Plan; and Section 6. If any provision of this Ordinance shall be held invalid by any court of competent jurisdiction, the same shall not affect the other provisions of this ordinance, except so far as the provision so declared invalid shall be inseparable from the remainder of any portion thereof; and Section 7. This Ordinance shall take effect upon the final passage and publication pursuant to Law. ATTEST: Darlene J. Tremont, Borough Clerk NOTICE TAKE NOTICE that the above entitled ordinance was introduced at a regular meeting of the Borough Council of the Borough of Franklin on May 28, 2024 and will be considered for final passage after public hearing at a regular meeting of the Borough Council of the Borough of Franklin to be held on June 11, 2024 at 7:00 p.m. in the Municipal Building, located at 46 Main Street, Franklin, New Jersey. Darlene J. Tremont, Borough Clerk CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, do hereby certify that the Borough of Franklin Council duly adopted the foregoing Ordinance on the 11th day of June, 2024. Darlene J. Tremont, Clerk Borough of Franklin John M. Sowden IV, Mayor Introduced: May 28, 2024 Adopted: June 11, 2024 | RECORD OF COUNCIL VOTES-FIRST READING | AYES | NAYES | ABSTAIN | ABSENT | Move | 2nd | |--------------------------------------|------|-------|---------|--------|------|-----| | CONCETTO FORMICA | X | | | | | | | RACHEL HEATH | X | | | | | | | COUNCIL PRESIDENT | | | | | | | | JOSEPH LIMON | X | | | | | | | JOHN POSTAS | | | | | X | | | STEPHEN SKELLENGER | X | | | | | X | | GILBERT SNYDER | X | | | | | | | MAYOR SOWDEN, IV (Tie Only) | | | | | | | | RECORD OF COUNCIL VOTES-SECOND READING | AYES | NAYES | ABSTAIN | ABSENT | Move | 2nd | |---------------------------------------|------|-------|---------|--------|------|-----| | CONCETTO FORMICA | | | | | | | | RACHEL HEATH | | | | | | | | COUNCIL PRESIDENT | | | | | | | | JOSEPH LIMON | | | | | | | | JOHN POSTAS | | | | | | | | STEPHEN SKELLENGER | | | | | | | | GILBERT SNYDER | | | | | | | | MAYOR SOWDEN, IV (Tie Only) | | | | | | | ORDINANCE NO. 12-2024 ORDINANCE OF THE BOROUGH OF FRANKLIN, COUNTY OF SUSSEX, AND STATE OF NEW JERSEY ADOPTING THE “ZINC MINE” REDEVELOPMENT PLAN PREPARED BY J. CALDWELL & ASSOCIATES DATED MARCH 11, 2024 (REVISED MAY 29, 2024) WHEREAS, the Governing Body of the Borough of Franklin (“Governing Body”) by Resolution-- authorized the Borough Land Use Board (“Board”) to undertake a preliminary investigation to determine whether the area commonly known as the “Zinc Mine” is an “area in need of redevelopment” as defined in the Local Redevelopment and Housing Law, N.J.S.A. 40A:12A-1, et seq. (“LRHL”); and WHEREAS, at the conclusion of its investigation and following notice and a public hearing, the Board recommended that the area be designated by the Governing Body as an area in need of redevelopment (“Zinc Mine Redevelopment Area”); and WHEREAS, the Zinc Mine Redevelopment Area is defined as those properties known as Block 904, Lots 1.01, 1.02, and 1.03; and WHEREAS, pursuant to the recommendations of the Board and, in accordance with the provisions of the LRHL, the Governing Body adopted Resolution 2024-36 designating the Zinc Mine Redevelopment Area as an area in need of redevelopment; and WHEREAS, in furtherance of redeveloping the Zinc Mine Redevelopment Area, the Governing Body authorized and directed J. Caldwell & Associates to prepare a redevelopment plan for the Zinc Mine Redevelopment Area; and WHEREAS, in March of 2024, J. Caldwell & Associates completed its redevelopment plan entitled “Zinc Mine Redevelopment Plan” (“Redevelopment Plan”) and submitted it to the Governing Body for review and consideration; and WHEREAS, if approved, the Redevelopment Plan will supersede the existing zoning and land development regulations for the “Zinc Mine Area”; and WHEREAS, on in the March of 2024, the Governing Body submitted the Redevelopment Plan to the Board for review and recommendation concerning same in accordance with the provisions of N.J.S.A. 40A:12A-7; and WHEREAS, on May 22, 2024 the Land Use Board transmitted to the Governing Body its report recommending that the Governing Body adopt the Redevelopment Plan, as submitted; and WHEREAS, the Governing Body has reviewed the report of the Board and hereby determines that the Redevelopment Plan is necessary and appropriate; is in compliance with the dictates of the LRHL; and will result in the successful redevelopment of the “Zinc Mine Area”, which has been declared to be an area in need of redevelopment. NOW, THEREFORE, BE IT ORDAINED by the Governing Body of the Borough of Franklin, County of Sussex, State of New Jersey, as follows: Section 1. Pursuant to N.J.S.A. 40A:12A-7, the Borough hereby adopts and approves the Zinc Mine Redevelopment Plan dated March 11, 2024 (revised May 29, 2024) prepared by the J. Campbell & Associates, a copy of which is attached hereto and hereby made a part of this Ordinance; and Section 2. The Borough hereby directs that the Zinc Mine Redevelopment Plan be filed with the Borough Clerk; and Section 3. Pursuant to N.J.S.A. 40A:12A-4(c), the Borough is, and hereby shall be, designated the redevelopment entity with all of the authority, rights, duties, and powers accorded to a redevelopment entity as set forth in N.J.S.A. 40A:12A-8; and Section 4. The Zinc Mine Redevelopment Plan shall supersede the existing zoning and land development regulations for Block 904 Lots 1.01, 1.02, and 1.03; and Section 5. Pursuant to N.J.S.A. 40A:12A-7(c), the Borough’s Zoning Map is hereby amended to identify the Zinc Mine and the properties described in Section 4 above, in the manner depicted in the Zinc Mine Redevelopment Plan; and Section 6. If any provision of this Ordinance shall be held invalid by any court of competent jurisdiction, the same shall not affect the other provisions of this ordinance, except so far as the provision so declared invalid shall be inseparable from the remainder of any portion thereof; and Section 7. This Ordinance shall take effect upon the final passage and publication pursuant to Law. ATTEST: Darlene J. Tremont, Borough Clerk NOTICE TAKE NOTICE that the above entitled ordinance was introduced at a regular meeting of the Borough Council of the Borough of Franklin on May 28, 2024 and will be considered for final passage after public hearing at a regular meeting of the Borough Council of the Borough of Franklin to be held on June 11, 2024 at 7:00 p.m. in the Municipal Building, located at 46 Main Street, Franklin, New Jersey. Darlene J. Tremont, Borough Clerk CERTIFICATION I, Darlene J. Tremont, Clerk of the Borough of Franklin, do hereby certify that the Borough of Franklin Council duly adopted the foregoing Ordinance on the 11th day of June, 2024. Darlene J. Tremont, Clerk Borough of Franklin John M. Sowden IV, Mayor Introduced: May 28, 2024 Adopted: June 11, 2024 | RECORD OF COUNCIL VOTES-FIRST READING | Move | 2nd | |--------------------------------------|------|-----| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | | | CONCETTO FORMICA | X | | | | X | | | RACHEL HEATH | X | | | | | | | COUNCIL PRESIDENT | | | | | | | | JOSEPH LIMON | | | | | | | | JOHN POSTAS | | | | | X | | | STEPHEN SKELLENGER | X | | | | | X | | GILBERT SNYDER | X | | | | | | | MAYOR SOWDEN, IV (Tie Only) | | | | | | | | RECORD OF COUNCIL VOTES-SECOND READING | Move | 2nd | |---------------------------------------|------|-----| | COUNCIL MEMBER | AYES | NAYES | ABSTAIN | ABSENT | | | | CONCETTO FORMICA | | | | | | | | RACHEL HEATH | | | | | | | | COUNCIL PRESIDENT | | | | | | | | JOSEPH LIMON | | | | | | | | JOHN POSTAS | | | | | | | | STEPHEN SKELLENGER | | | | | | | | GILBERT SNYDER | | | | | | | | MAYOR SOWDEN, IV (Tie Only) | | | | | | |
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Ruth Ann Glasgow November 28, 1937 - November 14, 2017 Ruth A. Glasgow, age 79, of St. Clair, died November 14, 2017. She was born on November 28, 1937 in St. Clair to the late Roy and Ruth M. Duceatt. She was a member of St. Mary's Catholic Church, St. Clair. She loved animals but most of all spending time with her family. She is survived by her children; Bonnie Glasgow and Bill Glasgow. She is also survived by her grandchildren; Zach Richards, Yavonne Richards, Keith Richards and her good friend; John Moffett. She was preceded in death by her siblings; Bud Duceatt, Bob Duceatt, Edith Souillere, and Della Brauer. Services will be held at 1:00 p.m. on Monday, November 20 at L.C. Friederichs and Son Funeral Home, St. Clair. Visiting hours will be from 11:00 a.m. to 1:00 p.m. prior to the service. In lieu of flowers, memorials are suggested to family wishes. To leave the family a message of comfort please visit: http://www.lcfandson.com Cemetery Cremation Events NOV Visitation 20 NOV 20 11:00AM - 01:00PM L.C. Friederichs & Son Funeral Home 214 Trumbull, St. Clair, MI, US Service 01:00PM L.C. Friederichs & Son Funeral Home 214 Trumbull, St. Clair, MI, US, 48079 Comments" Tanya Lewis lit a candle in memory of Ruth Ann Glasgow Tanya Lewis - November 20, 2017 at 08:46 AM A gentle soul. My former neighbor on 7th Street. I will always remember her pulling her little wire cart to town to do her errands. We talked about Jesus. I'm trusting she is with Him because she believed He paid the price for her sin by dying on the cross. Just as He rose from the dead, He will raise those who trust in Him to be with Him forever. Praying for comfort for Bonnie and family, and also for Bill. Love, Friendship, and Prayers " The DeGroff Family - November 20, 2017 at 05:43 AM Bonnie & family, I'm so sorry for your loss. I'm praying for God's peace during this difficult time. Director Lewis" Tanya Lewis - November 19, 2017 at 06:07 PM May family memories keep your hearts connected and give you strength. Deepest sympathy Jo Ann Trepiak/Cedar" JoAnn Ann Trepiak - November 17, 2017 at 09:03 AM Bonnie and Bill. So sorry your loss. Prayers for peace and comfort during this difficult time. My Grandma Pearl sends her condolences as well. Barb Weiss. " Barbara - November 16, 2017 at 09:52 PM
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Presseinformation 26.08.2010 Nicht mehr standsicher: Weißdorn in Wilhelmstraße wird gefällt Schwerte. In der Wilhelmstraße in der Nähe der Einmündung Kantstraße wird am Freitag, 27. August, ein sechs Meter hoher Weißdorn gefällt. Vor einiger Zeit hatten sich unbekannte Baumfrevler daran mit einer Säge zu schaffen gemacht und verletzt. Jetzt ist der Baum nicht mehr standsicher und muss gefällt werden. Besuchen Sie uns im virtuellen Rathaus unter www.schwerte.de/rathaus Telefon: 02304/104-300 Telefax: 02304/104-329 E-Mail:email@example.com
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- Bürger für Lüdersdorf – Unser Name ist Programm BfL- Kandidatinnen und Kandidaten stehen für: Förderung sozialer Projekte und vielfältiger Freizeitkultur für Kinder, Jugendliche, Senioren und Vereine Funktionsfähige Feuerwehren, um die ständige Einsatzbereitschaft für unsere Bürger sicherzustellen! , Ausbau und Instandhaltung des Rad- und Straßenwegenetzes sowie des ländlichen Wegebaus in allen Ortsteilen Erhalt und die Schaffung von Arbeitsplätzen in und durch die Gemeinde u. a. durch eine sorgsame Auswahl bei der Ansiedlung von Gewerbetreibenden Gesunde Gemeindeentwicklung, besonnener Umgang mit den Finanzen Einrichtung einer ständig besetzten Polizeidienststelle in unserer Gemeinde Keinen Ausbau der Mülldeponie in Selmsdorf Keine Windkraftanlagen in der Nähe von Wohngebieten Keinen Ausbau Flughafen Lübeck Blankensee Erhaltung der Naherholungsgebiete Lebens- u. Wohnqualität in der Gemeinde Lüdersdorf Eure BfL Wählergemeinschaft Gemeindewahl 2019 Bürger für Lüdersdorf - Wählergemeinschaft - seit über 10 Jahren für alle Ortschaften der Gemeinde zum Wohle Aller - Liste 4 - Damit wir eure Meinung in der Gemeinde weiterhin vertreten können Weitere Info: www.luedersdorf.de
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Article 1: Name of Guild The name of this organization shall be Portland Modern Quilt Guild, a non-profit corporation referred to as PMQG or The Guild. Article 2: Purpose of PMQG Section 1 The purpose shall be to encourage modern quiltmakers and quilt making by providing educational activities such as speakers and demonstrations, special interest workshops and lectures. PMQG supports and sponsors quilting activities such as community events that provide the opportunity to share the art and enjoyment of quilting. PMQG serves the community through charitable activities involving quilting. Section 2 This Guild shall be a non-profit organization under the laws of and on file with the State of Oregon. As a non-profit organization, the activities of PMQG shall be conducted in such a manner that no part of the net income shall benefit any individual. Exceptions may be if a member is hired as a principal lecturer/teacher/quilter by the Officers. Guild members may sell items at designated events including, but not limited to, PMQG’s Holiday Marketplace. Section 3 In the event of dissolution, any and all properties owned by PMQG shall be disposed of, with all the monies being distributed to organization(s) which qualify as nonprofit under the laws of the State of Oregon. Article 3: Membership Section 1 Personal membership in PMQG is open to any person, regardless of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, who subscribes to the purposes of this Guild. Membership becomes valid with payment of dues and completion of a membership form. Section 2 Guests are welcome to attend two (2) meetings free and are expected to become dues paying members no later than the third (3rd) meeting. Membership termination shall occur upon failure to pay yearly dues. Section 3 Members will receive free admission to PMQG meetings as scheduled, except for special programs where extra costs must be defrayed. Additional programs and workshops are subject to admission charges to the membership and guests. Section 4 Any decisions made by the voting of the general membership shall be made by a majority of the members present at a regular or special meeting, when all members have been notified by email. No provision is made for absentee or proxy vote. Article 4: Meetings PMQG shall schedule a regular meeting January through December. Other meetings may be announced by email. Article 5: Officers Section 1: Service PMQG shall have a President, Vice-President, Secretary, Treasurer and Programs Director. They shall be elected by the membership in October and shall constitute the Executive Board of PMQG. Officers will serve in a transition capacity from November through December of their election year and in January and February of the year after their year of service. Officers in their year of service shall transition control of all PMQG physical documents and online accounts on or before December 15th of their year of service to the incoming Officers. Accounts include, but are not limited to: Gmail, Google Apps, USPS Post Office Box, Paypal, checking account, State of Oregon Corporation Division, IRS Department of the Treasury charity registration, Oregon Department of Justice Charitable Activities registration, Squarespace, Square, PayPal, MailChimp, Flickr, Instagram, Facebook and Twitter. Section 2: Roles The President shall be the Chief Executive Officer of PMQG and shall preside at all general, special and Board meetings. The President shall be the official spokesperson for PMQG. The President shall instruct the Secretary regarding the issuance of notices, minutes and general correspondence. The Vice President shall serve as assistant to the President in all matters. The Vice-President shall perform such duties as requested by the President. In the absence of the President, the Vice-President shall conduct Guild meetings and/or Board meetings. In the event that the President cannot complete the term of office elected to, the Vice-President will assume all duties and responsibilities of the office of President for the remainder of the term. The Secretary shall keep records of minutes and shall take care of general correspondence. The Secretary will conduct Guild meetings in the absence of the President and Vice-President. The Treasurer shall have the care and custody of PMQG’s funds. The Treasurer shall arrange payment of all bills. At the close of each fiscal year, the Treasurer shall coordinate with the incoming Treasurer to prepare the books for close and file the appropriate returns with the IRS, State of Oregon and Department of Justice no later than January 15th of the year following close. The Programs Director shall set the programs calendar for each meeting with the approval of the Officers. The Programs Director will obtain curriculum for each meeting and communicate with Coordinators to encourage a cohesive meeting agenda. Section 3: Finances The fiscal year shall run from January 1 to December 31. New members joining between July 1 and December 31 will pay half rate. All five members of the Executive Board shall be authorized to sign checks for PMQG and will be issued debit cards. Section 4: Coordinators Coordinator positions are to be created by the President as needed each year. Coordinators are to be appointed by the President and must meet with the approval of the Officers. Section 5: Removal From Office Any elected officer(s) may be removed from office by a majority vote of members present at any general or special meeting, when all members have been notified via email. Article 6: Amendments to the Bylaws Amendments to these bylaws shall be made by majority vote of members at a regular or special meeting, when all members have been notified by email. Article 7: Effective Date Section 1 The Bylaws shall take effect immediately upon their adoption. Revisions, additions or deletions are to be effective upon the date so voted by the membership. Section 2 These Bylaws supersede any and all previously adopted by the Portland Modern Quilt Guild. CERTIFICATION The undersigned, being the duly elected and qualified Secretary of the Guild, hereby certifies that the foregoing Bylaws of the Guild were duly adopted by the Board of Directors of the Guild effective November 17, 2016. Secretary Heather Davidson
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Statuts (fév.2021) Art.1. Ces statuts sont complétés d'un règlement d'ordre intérieur unique (ensuite désigné par R.O.I.). Définition, objet et siège social Art.2. L'association se nomme "Liege Linux Team", en abrégé "LiLiT". Elle a pour objet la promotion et la défense des logiciels libres et du système d'exploitation GNU/Linux, principalement dans la Province de Liège. L'association est indépendante de tout autre courant politique, philosophique, religieux ou culturel. L'affiliation à l'association, ou la collaboration avec elle, est ouverte à tout qui respecte cette indépendance et ne donne aucun droit de regard sur les affiliations et collaborations présentes ou futures de l'association. Art.3. Le siège social est établi sur le territoire de la commune de Liège ou d'une commune attenante. Art.4. L'association est créée pour une durée illimitée. Membres et cotisations Art.5. L'association se compose de membres effectifs et de membres adhérents. Les droits et les devoirs des membres effectifs et adhérents sont les mêmes à l'exception des suivants : - seuls les membres effectifs peuvent être administrateur ou membre du « Comité » (voir art.18); - seuls les membres effectifs peuvent voter lors des réunions de l'association. Art.6. Peut devenir membre adhérent de l'association toute personne physique ou morale qui déclare accepter les statuts et le R.O.I., est acceptée en tant que membre adhérent par l'Organe d'Administration (ensuite désigné par O.A.) ou l'Assemblée Générale (ensuite désignée par A.G.) et s'acquitte de la cotisation. Lors de sa prise de décision, l'O.A. s'en tiendra aux directives du R.O.I. Les demandes d'adhésion doivent être adressées exclusivement par écrit à l'O.A., avec mention du nom, prénom, adresse pour les personnes physiques, de la forme juridique et de l'adresse du siège social pour les personnes morales. En l'absence de refus dans le mois qui suit la demande, l'affiliation est tacitement acceptée mais n'est effective qu'après payement de la cotisation. En cas de refus, l'O.A. doit communiquer sa motivation au demandeur, qui peut faire appel de la décision dans le mois qui suit en le notifiant par écrit à l'O.A. La décision finale est alors prise par la première A.G. suivante, qui statue sans appel. Art.7. Peut devenir membre effectif de l'association toute personne physique, membre adhérent depuis au moins 4 mois, qui est acceptée en tant que membre effectif par l'O.A. ou l'A.G. L'A.G. peut déroger à la règle des 4 mois par un vote à la majorité des 2/3 des membres effectifs présents ou représentés, auquel cas le membre devient effectif avec effet immédiat. Les autres modalités sont identiques à celles de l'art.6. Art.8. Si les statuts ou le R.O.I ne précisent pas la catégorie des membres visée par les dispositions, celles-ci s'appliquent aux membres adhérents et effectifs. En particulier, la cotisation est identique pour tous les membres. Art.9. L'affiliation prend fin dans les cas suivants : démission, exclusion; décès (pour les personnes physiques); fusion, scission, dissolution, faillite (pour les personnes morales). La démission est à adresser à l'O.A. suivant les modalités pratiques définies au R.O.I. La démission, en tant que membre, d'un administrateur est considérée comme démission simultanée de son poste d'administrateur ; il en est de même pour toute autre fonction au sein de l'association. L'exclusion d'un membre est prononcée par l'A.G. à la majorité des 2/3 des membres effectifs présents ou représentés. Elle doit toujours être proposée et motivée dans l'ordre du jour. Art.10. Un membre effectif redevient membre adhérent par un vote de l'A.G. suivant les modalités pratiques définies au R.O.I. ou si le membre est absent sans excuses ni procurations à deux A.G. consécutives ou sur sa demande adressée à l'O.A. Art.11. La cotisation est valable pour l'année civile en cours. Son montant est fixé par l'A.G. conformément aux dispositions du R.O.I.; il ne peut excéder cinquante Euros indexés annuellement au début de l'exercice, sur base de l'indice des prix à la consommation du mois de janvier 2004. Le membre qui n'a pas renouvelé sa cotisation pour l'année en cours la veille de l'A.G. ordinaire de ladite année est réputé démissionnaire. Les modalités de payement sont définies par le R.O.I.; la cotisation n'est en aucun cas récupérable, même en cas de paiement anticipé. Assemblée générale (A.G.) Art.12. En plus des attributions qui lui sont réservées par la loi, l'A.G. est seule compétente pour la modification du R.O.I. et pour les matières qui lui sont réservées par celui-ci. Elle est convoquée par l'O.A., au moins une fois par an et chaque fois que l'intérêt de l'association le justifie, suivant les modalités définies au R.O.I. L'A.G. ordinaire a lieu dans le courant du mois de février ou de mars. L'O.A. envoit les convocations au moins deux semaines avant la réunion de l'A.G.; elles contiennent l'ordre du jour, la date, l'heure et le lieu. Si, pour des raisons exceptionnelles, il n'est pas possible de réunir physiquement l'A.G., la mention d'un lieu sera remplacée par les modalités d'une réunion « virtuelle » respectant les principes généraux d'une A.G. et conforme aux dispositions du R.O.I. Art.13. Sauf mention contraire ou imposition légale, les votes de l'A.G. ont lieu à la majorité simple des membres effectifs présents ou représentés; en cas d'indécision, le vote du président ou de son représentant, ou à défaut, du membre effectif le plus âgé présent prévaut. Sauf obligation légale et hormis le pouvoir de révocation visé à l'art.15, l'A.G. ne peut statuer valablement que sur les points repris dans l'ordre du jour joint à la convocation à cette A.G. Art.14. Dans le mois qui suit la réunion de l'A.G., ses décisions sont consignées par l'O.A. dans un registre, consultable par les membres au moins lors de chaque A.G. ultérieure. En outre, elles sont publiées par l'O.A. sur le site web de l'association. Organe d'administration (O.A.) et Comité Art.15. L'association se dote d'un O.A. composé de minimum trois et maximum cinq personnes physiques, membres effectifs de l'association, nommées par l'A.G. pour une période se terminant à la quatrième A.G. ordinaire suivante et en tout temps révocables par l'A.G., selon les modalités prévues au R.O.I. Si elle réduit leur nombre à moins de trois, la démission d'un des administrateurs n'est effective qu'après son remplacement à l'occasion d'une A.G. Dans les autres cas de défaut d'administrateur(s) réduisant leur nombre à moins de trois, ceux restants doivent demander dans les trois jours la convocation d'une A.G. extraordinaire, chargée dans son ordre du jour d'en nommer pour achever le mandat de(s) (l')administrateur(s) défaillant(s). Art.16. Les pouvoirs de l'O.A. sont exercés de manière collégiale, à l'exception de l'accès aux comptes de l'association, qui est exercé de manière individuelle, tel que précisé à l'art.22. L'O.A. peut mandater un tiers pour le représenter valablement dans des actes judiciaires ou extra-judiciaires; le mandat doit préciser le cadre exact de ces actes et peut être révoqué à tout moment et avec effet immédiat par l'O.A. Art.17. L'O.A. se réunit et statue selon les modalités prévues au R.O.I. Ses décisions sont consignées dans un registre de procès-verbaux, consultable par les membres au moins lors de chaque réunion officielle de l'O.A. Toute décision requiert la majorité absolue des voix de l'O.A. Tout procès-verbal de l'O.A. et tout engagement de l'association vis-à-vis de tiers doit être signé par au moins deux administrateurs. Art.18. L'O.A. est responsable de la gestion journalière et de la gestion des comptes de l'association. En outre, le R.O.I. doit prévoir et organiser un Comité de membres effectifs, dont tous les administrateurs sont membres d'office, afin de permettre la participation de membres non élus mais actifs au fonctionnement de l'association, notamment en assistant l'O.A. dans sa gestion journalière. Dispositions diverses Art.19. L'exercice commence le premier janvier et se termine le trente-et-un décembre. Art.20. L'association ne peut mener aucune activité imposable. Art.21. Les membres sont tenus de fournir en permanence, et dès leur affiliation, une adresse email valide, qui est abonnée à la liste de diffusion réservée aux membres. Le membre qui manque à cette obligation, ou qui désabonne volontairement son adresse de la liste de diffusion, en assume l'entière responsabilité. Par sa simple affiliation, le membre est réputé accepter que toutes les communications officielles entre lui et l'association se fassent via cette liste, sauf indication contraire du R.O.I. Art.22. Deux ou trois des administrateurs, désignés par l'O.A., sont les co-titulaires exclusifs des comptes de l'association, avec procuration réciproque; ils sont responsables de leur gestion. La titularisation doit se faire dans les plus brefs délais; au besoin, un administrateur déjà titulaire peut pallier l'indisponibilité d'un administrateur sortant lors du transfert. Rémunérations Art.23. L'association ne peut engager des travailleurs. Toutes les fonctions au sein de l'association sont exercées à titre bénévole, en ce compris celles d'administrateur. L'O.A. peut toutefois décider le remboursement de certains frais réels sur présentation de justificatifs probants; seuls les frais occasionnés par des membres ou des tiers dans le cadre strict des activités de l'association peuvent être pris en compte. Patrimoine Art.24. Les dons à l'association se font de manière inconditionnelle et sans exigence d'affectation spécifique, sauf si un contrat écrit le stipule autrement. L'anonymat du donateur n'est garanti que sur sa demande explicite et sous réserve des obligations comptables légales. Tout don supérieur à cinq mille Euros doit faire l'objet d'une acceptation préalable par l'A.G. La mise à disposition de l'association d'un bien se fait sans aucune garantie réciproque, sauf si un contrat écrit le stipule autrement. Art.25. En cas de dissolution, l'actif net, après apurement des dettes, est transféré à une autre association sans but lucratif ou association de fait, dont le but est similaire et totalement compatible avec celui de l'association dissoute. Le bénéficiaire et, au besoin, le ou les liquidateur(s) et réviseur(s) éventuels sont désignés par l'A.G.
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HRVATSKI RUKOMETNI SAVEZ Metalčeva 5, 10 000 Zagreb, tel: 01 / 4573 032, fax: 01 / 4573 036, e-mail: firstname.lastname@example.org Žiro račun Hrvatskog Rukometnog Saveza: HPB HR5423900011101022716 OIB: 18493858124 1. HRVATSKA MLAĐE KADETSKA RUKOMETNA LIGA - SREDIŠTE (1. HMKRL – SREDIŠTE) Dječaci rođeni 2004. godine i mlađi Za natjecateljsku sezonu 2019./2020. GLASNIK br. 6 REZULTATI ODIGRANIH UTAKMICA 6. KRUGA 1.HMKRL SREDIŠTE NAPOMENA POVJERENIKA: - Zbog događaja nakon međusobne utakmice RK Moslavina – RK Novska, a temeljem prijava službenih osoba protiv predsjednika RK Novska pokrećem postupak te cu zatražiti dodatno očitovanje svih sudionika događaja. S poštovanjem, Povjerenik za natjecanje Tomislav Lukić v.r. TABLICA NAKON 6. KRUGA 1.HMKRL – SREDIŠTE
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Mayor Kamron Yates opened the meeting at 5:30 p.m. Those present rose for the Pledge of Allegiance. The meeting was livestreamed on YouTube. Clerk-Treasurer Julie Price called the roll. Present were Breanna Maxwell and Mayor Yates. Spencer Kingery was absent. The minutes of the July 1st meeting were presented for review. There were no additions or corrections. Motion to approve by Breanna Maxwell second by Mayor Yates. Minutes were approved as read and carried. (2-0) The next order of business were regular claims for July 15, 2024 totaling $517,423.85. Motion to accept the claims made by Breanna Maxwell second by Mayor Yates. Motion carried and passed. (2-0) **Other Business:** JT Doane was present to represent Delphi Main Street for the annual Old Settler’s to request street closures for the event. The request was for streets around the courthouse square from August 6 after 5pm to reopen August 12 by 8 am. Motion to grant street closure for Old Settler’s made by Breanna Maxwell, second by Mayor Yates. Motion carried and passed. (2-0) Julia Leahy with the Carroll County Chamber of Commerce was present to request road closure on Union st. on the north side for parking beginning early Saturday morning August 24 for the Bacon Fest and allocate parking on Union st. on the south side to allow for flow of traffic during the festival. Motion to grant road closure on the north side and allocate parking on the south side made by Breanna Maxwell second by Mayor Yates. Motion carried and passed. (2-0) **Unfinished Business:** None **New Business:** None **Future Business and Announcements:** Mayor Yates announced that Delphi has hosted 2 Little League tournaments in 2 weeks and thanked the Police Dept. for being visible and on site during the tournaments for support and patrol. He also thanked Mike Fincher for the message boards that were displayed for citizens to let them know about the tournament and to be cautious while driving in the area. Thank you to the Lion’s Club for hosting yet another successful Fourth of July parade. **Miscellaneous Business.** None **Board Comments/ Requests.** None **Clerk-Treasurer Comments/Requests.** None **Public Comment.** None There being no other business, Breanna Maxwell moved to adjourn. Second by Mayor Yates. Without objection, the Board of Public Works & Safety meeting was adjourned at 5:44 p.m. Mayor Kamron Yates Julie Price, Attest
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Titel: Interessengemeinschaft „Ideen- und Zukunftswerkstatt" (IZw) Existieren bereits Seiten auf der Homepage des WGG? (ja / nein): Nein Geeignet für Schüler aus den Jahrgangsstufen: 5-11 Leitfach / -fächer: Keine; alle an der Mitgestaltung der eigenen Schule interessierte Schüler/innen Lehrkräfte: Dr. Thomas J. Kraus Kurzbeschreibung, Ziele des Projekts: Teilnehmer/innen: Alle Schüler/innen der Jahrgangsstufen 5 mit 11, die an der Mitgestaltung ihrer eigenen Schule interessiert sind und nicht anderen allein das Feld überlassen wollen. Inhalte: Offen, je nach Vorschlags- und Interessenlage Termine/Turnus: Je nach Bedarf (Schüler/innen) und Zeit (Kursbetreuer) werden alle Interessierten mit Durchsage, Rundschreiben und Aushänge zur Mitarbeit aufgefordert. Bisherige Projekte (letzte IZw 2010-2012): − Feedback-Bogen (online) für gemeinsames Gespräch über Unterricht und Miteinander in der Klasse (Schüler + Lehrer) − SuS (Schüler-unterrichten-Schüler) der Klassen 10 für 6 Termine im Zusammenhang mit der Veranstaltung: Wenn die IZw läuft, dann längere Treffen bei Klassensprecherseminar in Habsberg und Rhetorik- und Präsentationsseminar in Schloss Schney, Franken-Akademie
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Editorial staff Publisher & President Janet Uddin Editorial Board Associate Publisher & Editor-in-chief M. Nasim Uddin, PhD firstname.lastname@example.org Editorial Board Directors Richard Bianco, PhD Associate Professor of Surgery Program Director Experimental Surgical Services University of Minnesota Nelson Cooke, PhD Business Development Manager DSM PTG Madhu Malo, MD, PhD Assistant Professor of Surgery Harvard Medical School Massachusetts General Hospital Carmelo Panetta, MD Cardiologist Park Nicollet Heart & Vascular Center Sergey Safarevich, PhD Distinguished Engineer St. Jude Medical Guna Selvaduray, PhD Yunbing Wang, PhD Principal Research Scientist Abbott Vascular Sales staff Sales Manager Kate McKelvey Email: email@example.com Circulation Staff Circulation Manager Tarek Uddin firstname.lastname@example.org Assistant to the Editor Rafiq Uddin email@example.com Art / Production Staff Creative Director Joshua Thompson firstname.lastname@example.org Web Editor Tom Tang email@example.com Assistant Web Editor Zubin Kahn firstname.lastname@example.org Database and Network Manager Francis Petalin email@example.com Cover photo: Covalently Bound Selenium on the surface of a conventional foldable IOL. Photo taken from related article on page 23. Table of Contents Page 3: Editorial Carmelo Panetta, MD, • Park Nicollet Heart & Vascular Center Pages 4-11: UHMWPE via Macromolecular Design Robert L. Jones Jr., Mahmoud Z. Armoush and Tijhunina Harjati • DSM PTG Pages 12-22: The Product Development Process from a "Design Thinking" Point of View Thomas E. KraMer • Kablooe Design Pages 23-36: Medical Devices Coated with Organo-Selenium Inhibit Bacterial and Cellular Attachment Ted Reid, Phat Tran, Jannette Cortez, Abdul Hamood• Texas Tech University Health Sciences Center Thomas Mosley• Selenium Ltd. Mayank Shashtri• Eburon Organics Julian Spallholz• Texas Tech University Simon Pot• University of Wisconsinm School of Vet. Med. Pages 37-46: BIO-PRINTING and PERMEABILITY OF ARTIFICIAL CELLS Maryam Mobed-Miremadi • Davidson College of Engineering, Bioengineering Concentration Craig Stauffer • Davidson College of Engineering International Medical Devices is published quarterly. Offices are located at 5305 Plymouth Rd. Ann Arbor, Michigan 48105 Phone: (734) 418-2365 Fax: (734) 418-2356 www.imdmagazine.com ISSN 1931-3217 All Contents © International Medical Devices Magazine (IMD). All contents expressed in the articles and technical papers are those of the authors and are not endorsed by IMD magazine and the publisher. The publisher and IMD magazine does not accept any responsibility for any errors that may have occured during production. All Rights Reserved © International Medical Devices Magazine (IMD) UHMWPE via Macromolecular Design Robert L. Jones Jr., Mahmoud Z. Armoush and Tjhunina Harjati Introduction To date, commercially successful arthroplastic joint couples consist of metal or ceramic on plastic. More than metal on metal, ceramic on ceramic or combinations thereof, the plastics advantage have been repeatedly proven in clinical trials [1]. More specifically, ultra high molecular weight polyethylene (UHMW-PE) has been the material of choice in hip, knee, and shoulders posing a balance between biological compatibility and durability [2]. UHMW-PE is one of the toughest plastics known having very high abra­ sion resistance and low coefficient of friction. Gear parts are machined from UHMW-PE, gel spun fibers are woven into bullet proof vests, bearings are machined from molded stock as gears, machine parts, and components of artificial joints. the durability of the finished product. Many studies have been done on post-modification of existing materials to­ wards better performance, and overall improvements in the properties have been made. It is our goal to understand the conditions required for optimizing UHMW-PE for arthro­ plastic applications in general (i.e., not for fibers, gears, or coal chute liners) and most specifically for hip vs. knee vs. shoulder, etc.; something that the polyolefin industry has yet to address. UHMW-PE is a simple long chain molecule consisting of repetitive -(CH2)- units. The length of the (polymer) chains (= molecular weight, Mw) and the uniformity of distribu­ tion of chain lengths (= molecular weight distribution, MWD) play a significant role in the mechanical properties. As a semi-crystalline thermoplastic, polyethylene can form regular crystalline blocks (called lamella) where the chains fold back and forth making a rigid hard segment; chain(s) can also find their way between the lamella and become part of the space between and connecting lamella in a plas­ tic (amorphous) region. Especially long chains entangle, wind and twist between the crystalline and amorphous regions and provide a unique material having the ability to absorb and distribute energy throughout its structure. Incorporation of vinyl terminated end groups or addition of co-monomers creates branches which increase the amor­ phous region at the expense of crystallinity. Commercially available UHMW-PE polymer raw material is a powder having a specific bulk density range, average particle size, and particle size distribution. There are well established standards for this commercially mature mate­ rial, especially pertaining to biomedical applications [3]. The processing and the way in which it is handled and formed have a direct impact on The most important component in the synthesis of such a designer polyolefin is the catalyst. It is an organometal­ lic reaction center which plays a crucial role in tailoring the macromolecular chain sequence. Following product specifications and operability, catalyst selection criterion is based on commercial availability or synthetic accessibility. Polyolefin catalysts come in a wide variety having been developed over many years for unique performance charac­ teristics being tailored for specific applications. Depending on the organometallic complexes selected (especially for single site catalysts such as metallocenes), a support system for heteroginizing the catalyst and activa­ tor is required. Many different catalyst supports are also available to choose from [4]. Along with classic methods [5], in situ methods of single site catalyst supportation have developed which are simple and effective [6, 7]. As with the classic Ziegler-Natta catalysts, control of particle morphology is a crucial aspect for preparing molded parts from highly viscous polymers such as UHMW-PE (vide infra). The controlled morphology of a support can play a significant role in expression of the catalyst productivity and polymer processing properties [8]. Classic Z/N catalysts with their many different active sites producing broad MWD polymers and (in the case of co-polymer) having co-monomer distributed in the low mo­ lecular weight fractions may not be suitable for all UHMWPE arthroplastic implant applications. Moreover, single site catalysts and combinations of single site catalysts that give varying polymer architectures and property mixtures may ultimately provide a more optimized product. In any case, the operability of a catalyst system and the ability to incor­ porate co-monomer and produce UHMW-PE is a challenge. Co-polymers of UHMW-PE have not received a lot of attention possibly due to commercially challenging produc­ tion quotas and market position of such material. UHMWPE copolymers have been studied in such applications as creep resistance in fibers, reactor fouling and morphology control. In the first in a series of studies targeting UHM­ WPE copolymers and copolymer scale up using a variety of polyolefin catalysts, we reported our initial foray into making these polymers. Here we provide analysis into the synthetic chemistry of these polymers. Materials and Methods Polymerizations were carried out in a jacketed 4L stain­ less steel stirred tank reactor, 2.5 L of heptane or hexane was used as the solvent; 0.7 mmol triethyl aluminum (TEAl) was used as a scavenger. Depending on the system, catalysts were activated with diethylaluminum chloride (DEAC), triisobutyl aluminum (TiBAl), or methylalumox­ ane (MAO) at the levels indicated in the tables. Tempera­ ture was thermostatically controlled as indicated; pressure remained constant during the campaign with continuous monomer feeding. In a typical campaign, the reactor was heated to above 90°C and purged with nitrogen for a minimum of 30 minutes prior to cooling under positive nitrogen pressure. Solvent (heptane) was added followed by co-monomer (hexene) and scavenger. The temperature was set at the desired set-point then polymerization grade ethylene gas was added to run pressure. Catalyst and activator solution (prepared in a nitrogen dri-box prior) were injected using a pressurized stainless steel syringe pump (for the 4 L reac­ tor), or from a cylinder using nitrogen pressure. Molecular weight of the polymers was calculated from the intrinsic viscosity (ASTM D4020); comonomer composition was measured using FTIR (see ASTM D5576, D6248 and refer­ ences therein). 13C-MAS-NMR was carried out by Acorn NMR Inc. (Livermore, CA). Results The amount of incorporated co-monomer (hexene) was directly related to catalyst type, temperature of the polym­ erization, pressure and co-monomer concentration. For the classic Ziegler-Natta catalysts used (see table 1), increasing the molarity of the co-monomer initially added to the reac­ tor resulted in increasing amounts of co-monomer incorpo­ rated into the polymer (as measured by 13CMAS-NMR). Either propylene or hexene added to the reactor resulted in a decrease in the polymer molecular weight and in general a decrease in catalyst productivity. Table 1. Copolymer results at 60°C, 2.5L hexane with TiCl3 Co-polymerizations using a commercial Si/MgCl2 sup­ ported TiCln (n = 3 and/ or 4) are shown in Table 2. Hexene and decadiene were co-polymerized with ethylene under different conditions of pressure and temperature: higher amounts of co-monomer incorporation decreased catalyst productivity and also resulted in a polymer having lowered molecular weight. An additional ethylene co-polymerization was performed using allyl-amine which had been masked with an alumi­ num alkyl prior to addition to the reactor. Polymerization yield was decreased even at low level of addition. Table 2. Copolymer results with Mg/Si supported TiCl3 A variety of metallocenes were used in co-polymer­ izations with selected comonomers. In table 3 results from ethylene-bis(fluorene) zirconium(VI)chloride (Et(Flu)2ZrCl2 unsupported) co-polymerization with ethylene with hexene showed a dramatic decrease in polymer molecular weight with increasing hexene content in the reaction mixture. This decrease could be compensated to some extent by lowering the po­ lymerization temperature or increasing the ethylene pressure. At decreasing temperatures however, less comonomer is incorporated into the final polymer. Table 3. Ethylene Copolymerizations with Et(Flu)2ZrCl2 (unsupported) Co-polymerization results using bis-ethylcyclopenta­ dienyl hafnium dichloride (EtCp)2HfCl2 are included in table 4 for the homogeneous (unsupported) co-po­ lymerizations and table 5 for co-polymerization using the catalyst supported on silica. Table 4. Ethylene Copolymerizations with hexene us­ ing (EtCp)2HfCl2 (unsupported) For either co-polymerization the data indicate that the molecular weight effects of adding co-monomer are similar for supported or unsupported polymerization. The lowering of molecular weight by co-monomer content of the reaction solution can be offset to some extent by increasing the reaction pressure and decreas­ ing reaction temperature however, both create lower co-monomer content in the resulting polymer. Table 5. Ethylene co-polymerizations using Silica sup­ ported (nBuCp)2HfCl2.. The data was generated for a multi factorial DOE us­ ing Design-Expert® ver 7.1.1 [9]: a graphical display of the results is included in figure 1. The ranges of ef­ fects of temperature and pressure which are indicated are useful in further developing conditions to produce UHMWPE copolymers and for scaling up to larger production levels. Conclusion Here we have presented results for preparing copolymers using UHMWPE catalysts. Classic ZieglerNatta catalyst, commercially available Ziegler-Natta catalysts, and unsupported and silica supported metal­ locene single site catalysts having three independent structural types were used. These results show the effects of varying comonomer content in the reactions mixture on the molecular weight of the final polymers. In general increasing the co-monomer amount in a polymerization reaction mixture resulted in an overall decrease in polymer molecular weight: this could be compensated by increasing pressure and temperature of the reaction conditions. In many cases however, the molecular weight was lowered below what could be considered to be the UHMWPE range. These results are the first in a series of studies initiated to examine the application of macromolecular design to UHMWPE. The polyethylene macromolecule is known to be different for classic and commercially relevant catalysts of the (heterogeneous) TiCln type, than for single site catalysts where all reaction cen­ ters are the same. Additional studies qualifying these differences and the further characterization of these polymers are in progress. References [1] Katti, K. S., "Biomaterials in total joint replace­ ment", Colloids and Surfaces B: Biointerfaces 2004, 39, 133–142. [2] Sobieraj, M. C.; Rimnac, C. M., "Ultra high mo­ lecular weight polyethylene: Mechanics, morphology, and clinical behavior", Journal of the Mechanical Be­ havior of Biomedical Materials 2009, 2(5), 433-443. [3] ASTM, Standard Specification for Ultra-High-Mo­ lecular-Weight Polyethylene Powder and Fabricated Form for Surgical Implants. In ASTM: 2007; F 648 07, p 8. [4] John R. Severn, John C. Chadwick, Robert Ducha­ teau, and Nic Friederichs, "Bound but Not GaggedImmobilizing Single-Site -Olefin Polymerization Catalysts", Chem. Rev.; 2005; 105(11) 4073 – 4147. [5] John R. Severn, John C. Chadwick, Robert Ducha­ teau, and Nic Friederichs, "Bound but Not GaggedImmobilizing Single-Site -Olefin Polymerization Catalysts", Chem. Rev.; 2005; 105(11) 4073 – 4147. [6] Grieken, R. V.; Carrero, A.; Suarez, I.; Paredes, B., "Ethylene polymerization over supported MAO/ (nBuCp)2ZrCl2 catalysts: Influence of support proper­ ties", European Polymer Journal 2007, 43, 1267-1277. [7] Franceschini, F. C.; Tavares, T. T. d. R.; Greco, P. P.; Bianchini, D.; Stedile, F. C.; Galland, G. B.; Santos, J. H. Z. d.; Soares, J. B. P., "Polypropylene obtained with in situ supported metallocene catalysts", Journal of Molecular Catalysis A: Chemical 2003, 202, 127-134. [8] Galli, Paolo, "How the fourth generation ZieglerNatta and metallocene-catalysts are revolutionizing the polyolefinic materials", (1996) Journal of Engi­ neering and Applied Science, 2, 1620-1623. [9] Stat-Ease, Inc.; 2021 E. Hennepin Avenue, Suite 480, Minneapolis, MN 55413-2726 e-mail: firstname.lastname@example.org: phone 612.378.9449, f: 612.746.2069
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CleanBnB SpA Via Giuseppe Frua 20 20146 Milano Comunicato stampa Apertura terzo periodo d'esercizio dei "Warrant CleanBnB 2019-2023" fissato per il 16 maggio 2022 Milano, 13 maggio 2022 – CleanBnB S.p.A. (EGM:CBB), PMI innovativa che offre servizi completi di property management per il mercato degli affitti a breve e medio termine, quotata sul mercato Euronext Growth Milan, rende noto che il 16 maggio 2022 si apre il terzo periodo di esercizio del "WARRANT CLEANBNB 2019-2023", come previsto dal relativo Regolamento dei Warrant. I portatori dei Warrant in circolazione potranno richiederne l'esercizio a decorrere dal 16 maggio 2022 e fino al 27 maggio 2022, termini iniziale e finale compresi, per ciascun giorno di mercato aperto, con diritto di sottoscrivere ulteriori azioni ordinarie della Società di nuova emissione, prive del valore nominale, aventi godimento regolare e con le medesime caratteristiche delle azioni ordinarie CleanBnB in circolazione alla data di emissione e negoziate su Euronext Growth Milan, in ragione di n. 1 (una) Azione di Compendio ogni n. 1 (un) Warrant esercitato. Il prezzo di esercizio dei Warrant relativamente al suddetto Periodo di Esercizio è pari ad Euro 2,64 (due virgola sessantaquattro) per ciascuna Azione di Compendio e dovrà essere integralmente versato all'atto della presentazione della relativa richiesta. I warrant CleanBnB 2019-2023 attualmente in circolazione sono pari a 3.422.720. Per maggiori informazioni si rinvia al Regolamento dei Warrant disponibile sul sito internet della società. *** Il presente comunicato è disponibile sul sito internet della Società https://www.cleanbnb.net nella sezione Investor Relations / Comunicati stampa. Per la diffusione e lo stoccaggio delle informazioni regolamentate, la Società si avvale del sistema di diffusione SDIR – Spafid Connect SpA. Informazioni su CleanBnB Il 24 Luglio 2019 CleanBnB ha avviato le negoziazioni su AIM Italia [CBB.MI]. La società vanta una presenza diretta in oltre sessanta località sul territorio italiano e gestisce immobili in locazione di breve e medio periodo per conto di centinaia di proprietari che si affidano con fiducia al marchio CleanBnB. La società nasce come progetto sviluppato all'interno di SeedMoney, incubatore di startup ad alto valore innovativo. Costituita come startup innovativa a Milano a inizio nel 2016, nel giugno dello stesso anno, grazie al successo di una delle prime campagne di equity crowdfunding in Italia inizia l'espansione dei servizi su tutte le principali città in Italia, qualificandosi nel giro di pochi mesi come il più diffuso operatore nazionale del settore degli affitti brevi. Nel marzo 2018 CleanBnB ha chiuso con successo la seconda campagna di equity crowdfunding, una delle migliori di sempre in Italia. A seguito della quotazione su Euronext Growth, a luglio 2019, CleanBnB diviene il più diffuso operatore nazionale del settore, con una capillare presenza sul territorio, grazie soprattutto alla propria capacità di crescita organica. CleanBnB non è competitor di Airbnb o di Booking, ma utilizza queste e altre piattaforme per valorizzare gli immobili gestiti in affitto breve e ottimizzarne gli incassi. CleanBnB S.p.A. P.IVA 09365370965 Via Giuseppe Frua 20 20146 Milano Infoline +39 342 865 8065 • email@example.com • www.cleanbnb.net Euronext Growth Advisors and Specialist MIT SIM S.p.A. C.so Venezia, 16 – 20121 Milano Tel. +39 02 30561270
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Method for estimating nitrogen input by symbiotic fixation on Swiss farms Authors Emiliano Nucera, Olivier Huguenin-Elle, Jochen Mayer, Frank Liebisch, and Ernst Spiess Imprint Publisher Agroscope Reckenholzstrasse 191 8046 Zürich www.agroscope.ch Information Ernst Spiess, firstname.lastname@example.org Cover Photo Ernst Spiess Download www.agroscope.ch/science Copyright © Agroscope 2023 ISSN 2296-729X DOI https://doi.org/10.34776/ias164e Disclaimer The information contained in this publication is intended solely for the information of readers. Agroscope endeavours to provide readers with correct, up-to-date and complete information, but accepts no liability in this regard. We disclaim all liability for any damages resulting from the implementation of the information contained herein. The laws and legal provisions currently in force in Switzerland apply to readers. Current Swiss jurisprudence is applicable. # Table of Contents **Summary** .......................................................................................................................... 5 **Zusammenfassung** ........................................................................................................... 6 **Résumé** ............................................................................................................................. 7 **Riassunto** .......................................................................................................................... 9 1 **Background and context of the report** ........................................................................ 10 1.1 Mandate of the Federal Office for Agriculture ......................................................... 10 1.2 Nutrient balance approaches .................................................................................... 10 1.3 SNF in the literature on nutrient balance .................................................................... 10 2 **Aims, boundaries and approach of the study** .............................................................. 11 3 **Literature review** .......................................................................................................... 12 3.1 Plant nitrogen allocation and sources ....................................................................... 12 3.2 Biological nitrogen fixation ....................................................................................... 13 3.3 Factors affecting symbiotic nitrogen fixation ........................................................... 14 3.4 Quantification of symbiotic nitrogen fixation ........................................................... 15 3.4.1 Direct measurement ............................................................................................ 15 3.4.2 Estimations by models ........................................................................................ 15 3.5 Conclusions ............................................................................................................... 19 4 **Proposition for the estimation of $N_{\text{fix}}$ on Swiss farms** ........................................... 20 4.1 Symbiotic nitrogen fixation as a proxy for total biological fixation ......................... 20 4.2 Grasslands .................................................................................................................. 20 4.2.1 Parameters and parameterization ....................................................................... 21 4.2.2 Sensitivity of the model ....................................................................................... 29 4.2.3 Model output and practical application ............................................................. 30 4.2.4 Conclusions ......................................................................................................... 33 4.3 Grain legumes ............................................................................................................. 35 4.3.1 Parameterization ................................................................................................... 35 4.3.2 Sensitivity of the model ....................................................................................... 38 4.3.3 Conclusions ......................................................................................................... 40 4.4 Cover crops ................................................................................................................ 40 5 **References** .................................................................................................................. 43 | Abbreviation | Description | |--------------|-------------| | AGN | Above-ground nitrogen in current crop | | ANF | Asymbiotic nitrogen fixation | | BGN | Below-ground nitrogen in current crop | | BGNF | Below-ground nitrogen factor | | BGTNF | Below-ground and transfer nitrogen factor | | BNF | Biological nitrogen fixation | | DM | Dry matter | | Leg$_{r/A}$ | Relative abundance of legumes (dt DM legumes dt$^{-1}$ DM total biomass) | | NHI | Nitrogen harvest index | | $N_{con}$ | N content in the legume fraction of the above-ground biomass (kg N dt$^{-1}$ DM) | | $N_{dtr}$ | N derived from rhizodeposition | | $N_{fert}$ | Amount of plant-available nitrogen applied in fertilizers (kg N ha$^{-1}$) | | $N_{fx}$ | Amount of symbiotically fixed nitrogen (kg N ha$^{-1}$) | | $N_{root}$ | Amount of nitrogen in the roots (kg N ha$^{-1}$) | | $N_{stubble}$| Amount of nitrogen in stubbles or straw (kg N ha$^{-1}$) | | $N_f$ | Nitrogen yield (harvested products removed from the field) (kg N ha$^{-1}$) | | PN$_{dia}$ | Proportion of nitrogen derived from the atmosphere | | SB | Suisse-Bilanz (Swiss farm balance system) | | SNF | Symbiotic nitrogen fixation | | $Y_{DM}$ | Harvested dry matter yield (dt DM ha$^{-1}$) | Summary Farm-gate nitrogen (N) balances consider all inputs to a farm and outputs from it in the form of agricultural products. In many approaches of farm-gate N balances, inputs through biological nitrogen fixation (\(BNF\)) are not included because of difficulties in quantifying these pathways. If inputs through \(BNF\) are considered, they are usually estimated by simple empirical relationships or by standard values. At farm level, symbiotic nitrogen fixation (\(SNF\)) usually contributes by far the most to \(BNF\) because only small N quantities per hectare of agricultural land are fixed by asymbiotic nitrogen fixation, the other pathway of \(BNF\). This study aimed at developing the basis for farm-specific estimation of the amount of N annually entering the farm system via \(SNF\). Such would allow to include SNF in a farm-gate N balance of Swiss farms. The estimation method should be applicable to permanent and temporary grasslands, grain legumes and cover crops, and should be able to cope with the limited data availability on farms. In a literature review, two empirical models for estimating symbiotically fixed nitrogen were selected, one for grassland systems and one for annual grain legumes. In both models, the amount of N in the harvested products, which is related to the yield of any given crop, is used as a pivotal input parameter. The selected models were adapted in order to better represent Swiss production systems and to make use of readily available farm data. The model for grassland systems is based on nine input parameters. The estimations of N inputs by \(SNF\) obtained with this model fit well with data from Swiss experiments. However, the estimates are subject to great uncertainty because of the difficulty to specify the input parameters for the specific farm conditions and management accurately. For five of the input parameters, standard values based on extensive literature research are proposed either because the imprecision caused by using these standard values is reasonably small or no feasible alternatives could be identified. Thus, these variables are considered as model constants and do not need to be determined for specific farms. Three other parameters must be farm-specific and can be approximated from farm data on the intensity of utilization of the grassland area (herbage yields, level of fertilization, and N content of the legumes at harvest). These parameters can be determined with a similar amount of work as required for the current legally prescribed farm nutrient balance (Suisse-Bilanz). The last input parameter, the relative abundance of legumes, has a great influence on the estimation of the amount of N fixed by grassland and its accuracy. It can currently neither be approximated from already available farm data nor from remote sensing, and its collection in the field requires a large amount of work. As a trade-off between accuracy and required amount of work, we propose to visually categorize the grasslands into six different classes of legume relative abundances. This approach does not substantially decrease accuracy for the legume relative abundances classes below 15%, which cover most of the permanent grasslands. However, for the classes with 30 to 75% legumes, the predicted \(SNF\) could deviate by about 100 kg N ha\(^{-1}\). The model for grain legumes is based on six input parameters and allows a sound estimation of \(SNF\) using the N uptake of the whole crop (above- and below-ground plant parts). N uptake can be estimated from the crop yield determined by farmer. An important parameter is the N harvest index. In future, it could be derived from the Swiss variety testing program and would thus allow a variety-specific estimation of \(SNF\). For the other parameters, which are crop-specific, standard values based on the literature are proposed. The accuracy of the estimated amount of N fixed strongly depends on the determination of crop yield. For cover crops, only few data on \(SNF\) are available in the literature. For clover-grass mixtures used as cover crops, values based on Swiss literature can be adopted. However, the results are considered rather inaccurate due to the rough estimation of both yield and legume relative abundance. For pure legume and legume-non legume cover crops, bibliographic data are too scarce to propose a reliable estimation method. Zusammenfassung Die Hoftor-Bilanz für Stickstoff (N) umfasst alle Inputs in einen Landwirtschaftsbetrieb und die Outputs über die landwirtschaftlichen Produkte. In vielen Berechnungsansätzen wird bei der Hoftor-Bilanz jedoch der Input durch die biologische Stickstoff-Fixierung (BNF) nicht berücksichtigt, da es schwierig ist, diesen Pfad zu quantifizieren. Bei Methoden, die die BNF berücksichtigen, wird dieser Input gewöhnlich mit Hilfe von Standardwerten oder empirischen Formeln geschätzt. Auf Betriebsebene trägt die symbiotische Stickstoff-Fixierung (SNF) in der Regel bei weitem am meisten zur BNF bei, weil nur geringe N-Mengen pro Hektare landwirtschaftliche Nutzfläche durch die asymbiotische Stickstoff-Fixierung, den anderen Pfad der BNF, fixiert werden. Das Ziel dieser Studie war, die Grundlagen für eine Methode zur betriebsspezifischen Schätzung der N-Menge, die jährlich über die SNF in die landwirtschaftlichen Betriebe gelangt, zu entwickeln, damit dieser Input in der N-Bilanz der schweizerischen Landwirtschaftsbetriebe berücksichtigt werden kann. Die Methode soll für Natur- und Kunstwiesen, Körnerleguminosen sowie Zwischenkulturen anwendbar sein und soll die beschränkte Datenverfügbarkeit auf Landwirtschaftsbetrieben berücksichtigen. In einer vertieften Literaturrecherche wurden zwei empirische Modelle zur Schätzung des symbiotisch gebundenen Stickstoffs ausgewählt, eines für Grasland sowie eines für einjährige Körnerleguminosen. In beiden Modellen wird die N-Menge in den Ernteprodukten, die mit dem Ertrag einer bestimmten Kultur in Beziehung steht, als wichtiger Eingabeparameter verwendet. Die ausgewählten Modelle wurden modifiziert, damit die schweizerischen Produktionsysteme besser abgebildet und landwirtschaftliche Betriebsdaten verwendet werden können. Das Modell für Grasland basiert auf neun Eingabeparametern. Die mit diesem Modell erhaltenen Schätzungen der SNF stimmen gut mit schweizerischen Versuchsergebnissen überein. Die Schätzungen sind jedoch mit grossen Unsicherheiten behaftet, weil es schwierig ist, bei den Eingabeparametern die betriebsspezifischen Verhältnisse und die Bewirtschaftung exakt einzubeziehen. Für fünf Eingabeparameter werden Standardwerte, die aus der Literatur abgeleitet wurden, vorgeschlagen, da entweder die Schätzgenauigkeit nur wenig durch die Verwendung dieser Standardwerte reduziert wird oder da keine praktikablen Alternativen gefunden werden konnten. Diese Parameter werden deshalb als Modellkonstanten betrachtet und müssen nicht für die einzelnen Betriebe bestimmt werden. Drei weitere Parameter müssen betriebsspezifisch sein und können mit Hilfe von Betriebsdaten zur Nutzungsintensität des Graslands (Wiesenerträge, Düngungsniveau und N-Gehalt der Leguminosen bei der Ernte) geschätzt werden. Diese Parameter können mit einem ähnlichen Arbeitsaufwand erhoben werden, wie er für die derzeitig gesetzlich vorgeschriebene betriebliche Nährstoffbilanz (Suisse-Bilanz) erforderlich ist. Der letzte Eingabeparameter, der Anteil der Leguminosen an der Biomasse des Bestands, hat einen grossen Einfluss auf die Schätzung der fixierten N-Menge und deren Genauigkeit. Er kann zurzeit weder aus bereits vorhandenen Betriebsdaten noch aus der Fernerkundung abgeleitet werden und seine Erhebung im Feld erfordert einen grossen Arbeitsaufwand. Als Kompromiss zwischen der Genauigkeit und dem erforderlichen Arbeitsaufwand schlagen wir vor, das Grasland visuell in sechs verschiedene Klassen von Leguminosenanteilen einzuteilen. Dieses Vorgehen führt nicht zu einer wesentlichen Zunahme der Ungenauigkeit für die beiden Klassen mit den geringsten Leguminosenanteilen (unter 15%), welche den grössten Teil der Naturlwiesen abdecken. Bei den Klassen mit 30 bis 75% Leguminosen könnte die Ungenauigkeit der jährlich fixierten N-Menge jedoch mehr als 100 kg N ha\(^{-1}\) betragen. Das Modell für Körnerleguminosen basiert auf sechs Eingabeparametern und ermöglicht eine fundierte Schätzung der SNF über die N-Aufnahme der ober- und unterirdischen Pflanzeiteile der Kultur. Die N-Aufnahme kann anhand des vom Landwirt ermittelten Ernteeintrags geschätzt werden. Ein wichtiger Parameter ist der N-Ernteindex. Er könnte in Zukunft aus der schweizerischen Sortenprüfung abgeleitet werden und würde auf diese Weise eine sortenspezifische Schätzung der SNF erlauben. Für die anderen Parameter, welche kulturspezifisch sind, werden Standardwerte aufgrund der Literatur vorgeschlagen. Die Genauigkeit der Schätzung der fixierten N-Menge hängt stark von der Bestimmung des Ernteertrags ab. Für Zwischenkulturen sind in der Literatur nur wenige Daten zur SNF verfügbar. Für Kleegramsmischungen können Werte, die auf der schweizerischen Literatur basieren, genommen werden. Allerdings sind die Ergebnisse aufgrund der groben Schätzung des Ertrags und des Leguminosenanteils eher ungenau. Bei Leguminosen-Reinbeständen und Leguminosen-Nichtleguminosen-Mischungen reicht die vorhandene Literatur nicht aus, um eine zuverlässige Schätzmethode vorzuschlagen. Résumé Les bilans import-export de l’azote (N) au niveau de l’entreprise prennent en compte l’ensemble des intrants en azote d’une entreprise, ainsi que les exports de celui-ci sous forme de produits agricoles. Dans plusieurs méthodes de calcul de ce bilan d’azote, les intrants par fixation biologique de l’azote (BNF) ne sont toutefois pas inclus en raison des difficultés à quantifier ces flux. Dans les méthodes qui prennent en compte la BNF, celle-ci est généralement estimée par des valeurs standards ou par équation empirique simple. Au niveau des entreprises agricoles, la fixation symbiotique de l’azote (SNF) contribue généralement de loin le plus à la BNF, car par hectare de terres agricoles, seules de petites quantités d’azote sont fixées par fixation asymbiotique, l’autre voie de la BNF. La présente étude visait à développer les bases d’une méthode permettant d’estimer la quantité d’azote entrant annuellement dans une entreprise agricole par le biais de la SNF, afin que cet intrant puisse être inclus dans le calcul du bilan import-export de l’azote des entreprises agricoles suisses. La méthode considère les prairies permanentes et temporaires, les cultures protéagineuses et les dérobées, et prend en compte la pauvreté des données disponibles sur les entreprises agricoles. Deux modèles empiriques pour estimer la quantité d’azote fixée par SNF ont été sélectionnés à la suite d’une analyse de littérature, l’un pour les prairies et pâturages, et l’autre pour les cultures protéagineuses annuelles. Dans les deux modèles, la quantité d’azote dans les produits récoltés, qui est liée au rendement de toute culture donnée, est utilisée comme un paramètre d’entrée important. Les modèles sélectionnés ont été adaptés pour mieux représenter les systèmes de production suisses et afin d’utiliser les données disponibles sur les entreprises agricoles. Le modèle pour les prairies et pâturages est basé sur neuf paramètres d’entrée. Les estimations de la quantité d’azote fixée par SNF obtenues avec ce modèle concordent bien avec les résultats d’essais effectués en Suisse. Les estimations sont pourtant sujettes à une grande incertitude en raison de la difficulté de spécifier avec précision les paramètres d’entrée pour les conditions et la gestion spécifiques de l’entreprise. Pour cinq paramètres d’entrée, des valeurs standard basées sur une étude bibliographique approfondie sont proposées, soit parce que l’imprécision causée par l’utilisation de ces valeurs standard est raisonnablement faible, soit parce qu’aucune alternative réalisable n’a pu être identifiée. Ainsi, ces variables sont considérées comme des constantes dans le modèle et n’ont pas besoin d’être déterminées pour les entreprises individuelles. Trois autres paramètres doivent être spécifiques à l’entreprise et peuvent être approximés à partir des données d’entreprise relatif à l’intensité d’utilisation des herbages (rendements, niveau de fertilisation et teneur en azote dans les légumineuses à la récolte). Ces paramètres peuvent donc être approximés avec une quantité de travail similaire à celle requise pour le bilan de fumure faisant actuellement foi (Suisse-Bilanç). Le dernier paramètre, la part de légumineuses dans la communauté végétale, influence fortement l’estimation de la quantité d’azote fixée par les herbages et sa précision. Celle-ci ne peut actuellement être dérivée ni des données d’entreprise existantes ni par télédétection, et son appréciation sur le terrain est laborieuse. En guise de compromis entre précision d’évaluation et charge de travail, nous suggérons de catégoriser visuellement les herbages en six classes différentes de part de légumineuses. Cette approche ne conduit pas à une augmentation substantielle de l’imprécision pour les deux classes avec parts de légumineuses les plus faibles (moins de 15 %), c’est-à-dire pour les classes incluant la majorité des prairies permanentes. Toutefois, l’imprécision de l’évaluation de la quantité d’azote fixée annuellement peut dépasser 100 kg N ha\(^{-1}\) pour les herbages comptant entre 30 et 75 % de légumineuses. Le modèle pour les cultures protéagineuses est basé sur six paramètres d’entrée et permet une estimation solide de la SNF en utilisant le prélèvement d’azote de la culture (parties aériennes et souterraines de la plante). Le prélèvement d’azote peut être estimé à partir du rendement en grain de la culture, déterminé par les agriculteurs. Un paramètre important est l’indice de récolte de l’azote. À l’avenir, celui-ci pourrait peut-être être mesuré dans le programme Suisse des tests variétaux, ce qui permettrait une estimation de la SNF spécifique à la variété. Pour les autres paramètres, qui sont spécifiques à la culture, des valeurs standards sont proposées sur la base de l’étude de littérature. L’exacitude de l’estimation de la quantité d’azote fixée dépend fortement de la détermination du rendement des cultures. Pour les cultures dérobées, il n’y a que peu de données disponibles dans la littérature. Des valeurs basées sur la littérature suisse peuvent être adoptées pour les mélanges graminées-légumineuses, bien qu’avec une grande imprécision en raison de l’estimation très approximative de la biomasse et de la part de légumineuses. En revanche, les données bibliographiques sont trop peu nombreuses pour proposer une méthode d'estimation fiable pour les peuplements purs de légumineuses et les mélanges de légumineuses et de non-légumineuses utilisées en tant que dérobées. Riassunto Il bilancio aziendale import-export dell’azoto (N) tiene conto di tutti gli input in un’azienda e delle esportazioni sotto forma di prodotti agricoli. Tuttavia, diversi metodi di calcolo non includono gli input dovuti alla fissazione biologica dell’azoto (BNF) a causa delle difficoltà di quantificazione questi flussi. I metodi che tengono conto della BNF, generalmente adottano valori standard o la stiman tramite semplici equazioni empiriche. Su scala aziendale, la fissazione simbiotica dell’azoto (SNF) generalmente costituisce la maggior parte della BNF, perché per ettaro di terreno agricolo sono fissate solo piccole quantità di azoto mediante fissazione asimbiotica, l’altra via della BNF. Il presente studio è volto a sviluppare le basi di un metodo che permetta la stima della quantità di azoto che entra annualmente in un’azienda agricola attraverso la SNF, in modo che tale input possa essere incluso nel calcolo del bilancio import-export dell’azoto delle aziende agricole svizzere. Il metodo considera prati e pascoli permanenti e temporanei, le colture di proteaginose, le colture intercalari e tiene conto della scarsa disponibilità di dati nelle aziende agricole. L’analisi della letteratura ha permesso di selezionare due modelli empirici per la stima della quantità di azoto fissata tramite SNF, uno per prati e pascoli e l’altro per le colture proteiche annuali. In entrambi i modelli, la quantità di azoto asportata con la produzione, che è correlata alla resa di un dato raccolto, costituisce un parametro di input fondamentale. I modelli selezionati sono stati adattati per rappresentare meglio i sistemi di produzione svizzeri e per utilizzare i dati disponibili sulle imprese agricole. Il modello per prati e pascoli si basa su nove parametri di input. Le stime della quantità di azoto fissata tramite SNF ottenute con questo modello concordano con i risultati dei test effettuati in Svizzera. Le stime sono soggette a grande incertezza dovuta alla difficoltà di precisare con accuratezza i parametri di input per specifiche condizioni aziendali e gestionali. Per cinque parametri di input sono proposti valori standard basati sullo studio approfondito della letteratura, sia perché l’imprecisione causata dall’uso di questi valori standard è ragionevolmente bassa, sia perché non è stato possibile trovare un’alternativa. Pertanto, queste variabili sono considerate come costanti del modello e non devono essere determinate per le singole aziende. Altri tre parametri devono essere specifici dell’azienda e possono essere approssimati dai dati relativi all’intensità di utilizzo dei prati e dei pascoli (rese, livello di concimazione e tenore di azoto nelle leguminose al momento della raccolta). Questi parametri possono quindi essere approssimati con una quantità di lavoro simile a quella richiesta per il bilancio degli elementi attualmente in vigore (Suisse-Bilanz). L’ultimo parametro, l’abbondanza relativa di leguminose nella comunità vegetale, influenza fortemente la stima della quantità di azoto fissata dalle superfici erbacee e la sua precisione. Questo non può attualmente essere derivato né dai dati aziendali esistenti né tramite telerilevamento e la sua valutazione sul campo è difficile. Come compromesso tra accuratezza della valutazione e carico di lavoro, suggeriamo di classificare visivamente le praterie in sei diverse classi di abbondanza di leguminose. Questo approccio non comporta un aumento sostanziale dell’imprecisione per le due classi con la quota di leguminose più bassa (inferiore al 15%), cioè per le classi che comprendono la maggior parte dei prati permanenti. Tuttavia, l’imprecisione della valutazione della quantità di azoto fissata annualmente può superare i 100 kg N ha⁻¹ per prati e pascoli con una quota di leguminose compresa tra il 30% e il 75%. Il modello per le colture proteiche annuali si basa su sei parametri di input e consente una stima solida della SNF utilizzando l’assorbimento totale di azoto della coltura (organi aerei e sotterranei della pianta). L’assorbimento di azoto può essere stimato dalla resa in granella della coltura, determinata dagli agricoltori. Un parametro importante è l’indice di raccolto dell’azoto. In futuro, se questo parametro fosse misurato nel quadro del Programma svizzero di test delle varietà, consentirebbe una stima della SNF specifica per ogni varietà. Per gli altri parametri, che sono specifici della coltura, sono proposti valori standard sulla base della letteratura. L’accuratezza della stima della quantità di azoto fissata dipende fortemente dalla determinazione della resa del raccolto. Per le colture intercalari sono disponibili pochi dati in letteratura. Valori ottenuti dalla letteratura svizzera possono essere adattati per le miscelle graminacee-leguminose, anche se la stima molto approssimativa della biomassa e della quota di leguminose è fonte di grande imprecisione. Per i popolamenti puri di leguminose e le miscelle di leguminose e non leguminose utilizzate come intercalari, i dati bibliografici sono troppo pochi per proporre un metodo di stima affidabile. 1 Background and context of the report 1.1 Mandate of the Federal Office for Agriculture The Federal Office for Agriculture (FOAG) aims at developing a tool for the calculation of the farm-gate nutrient balance of Swiss commercial farms. In this context, the FOAG instructed Agroscope to develop the basis for a simple and broadly applicable estimation method of the quantity of nitrogen (N) entering the farms annually through symbiotic nitrogen fixation (SNF), which is to be used as input in the farm-gate nutrient balance. The tool should consider the limited data availability on farms. 1.2 Nutrient balance approaches Approaches to nutrient balancing are differentiated and defined according to the boundaries of the analysis. Three main approaches can be identified: i) farm-gate balance, ii) soil surface balance and iii) system balance (Oenema and Heinen 1999, Watson and Atkinson 1999, Watson et al. 2002, Oenema et al. 2003). i) The farm-gate balance considers the inputs and outputs that pass through the farm-gate; less controllable inputs, such as SNF or atmospheric deposition, are not always included. It is encouraged by the Convention for the Protection of the Marine Environment of the North-East Atlantic (OSPAR 1995) for calculating the balance at national level and has been used for policy evaluations in Switzerland following the introduction of direct payments in the 1990s (Braun et al. 1994, Herzog et al. 2007) and as policy measure at farm level, for instance for the now abandoned mineral accounting system (MINAS) in the Netherlands (Oenema and Berentsen 2005). ii) The soil surface balance considers the inputs to the soil and the outputs via crop removals from the field. OECD and Eurostat (2007) and Eurostat (2013) recommend it for the calculation at national level because the data required are often easier to collect. In contrast to the farm-gate balance, this approach cannot only be calculated at global, national, regional or farm level but also at field level. The difference between inputs and outputs of the first two approaches yields a surplus or a deficit consisting of total losses to the environment and the changes in soil-nutrient stocks. These types of nutrient balances are indicators for potential current and future nutrient losses from agriculture. iii) The system balance records not only all nutrient inputs and outputs of the soil surface balance, but also soil-stock changes and losses. This approach also makes it possible to distinguish between different pathways of losses, but it is rarely applied because of the high data requirement. 1.3 SNF in the literature on nutrient balance In the farm-gate approach, as mentioned in section 1.2, SNF is not always assessed, arguing that such an input does not pass through the farm-gate (Treacy et al. 2008), or due to difficulties of precise estimation (Munters et al. 1997, Watson et al. 2002). The lack of SNF estimation has been recognized as a weak point, among others, of the Netherlands policy tool MINAS (Schröder et al. 2003, Oenema and Berentsen 2005). When SNF is included among the N inputs, it is often estimated through empirical relationships or fixed annual values, rarely by direct measurements. Watson et al. (2002) found in their review on nutrient budgets in organic farming that among the 20 papers collected (88 farms) only two used direct measurements to assess SNF, four did not include any estimation and the remaining used a variety of empirical models. As organic farms rely almost solely on SNF as external N input, it is particularly important for them to quantify it. Empirical models are widely used for forage crops, especially for mixed grassland, but in some cases, authors use fixed values according to given classes of legume abundance to simplify the calculations (e.g. Bassanino et al. 2007, Dalgaard et al. 2012). For pure legume stands or grain legumes, fixed value are often preferred (e.g. Dalgaard et al. 2012), but in other cases the fixation is assumed to be the same as the amount of N in the grain content (Haas et al. 2006), or is estimated as the difference between the total N uptake and the fertilization rate (Bassanino et al. 2007). We found that in the case of the soil surface balance SNF is assessed more frequently through empirical models (e.g. Anglade et al. 2015, Iannetta et al. 2016) than through fixed values as the net N input to soil is more relevant at crop scale. 2 Aims, boundaries and approach of the study The aim of the study was to develop a simple but robust method for the estimation of the quantity of nitrogen entering the farm through biological nitrogen fixation, based on the body of existing literature. The field of application of the present work is the utilized agricultural area (UAA) of Switzerland. The UAA does not comprise the summering pastures, which are also not included in the Swiss farm balance system (SB), the official whole-farm nutrient balance introduced by the Swiss government (Uebersax and Schuepbach 2004). This study considers all types of grasslands and commonly cultivated crops within the UAA for which the occurrence of symbiotic nitrogen fixation is expected. These are: - Grasslands: - Permanent grasslands (meadows and pastures) - Temporary grasslands - Grain legumes grown as pure stands - Cover crops In chapter 3 of the present study, we summarize the consulted literature, which consists primarily of recent review papers offering a comprehensive overview of the subject in order to establish a common understanding about the phenomena, the affecting factors and the knowledge underlying SNF. Afterwards we review the specific literature sources evaluating different options to quantify the SNF in agricultural systems. We focus on the predictive models and their robustness, examining the considered variables and the data requirements. In chapter 4, we propose two models that could be applied on Swiss farms, one for grassland systems and the second one for grain legumes. Furthermore, adaptations to the models found in the literature were made in order to better represent the specific conditions of Swiss farms. In order to allow an easy and practicable application of the models, we assessed the possibility to adopt standard values for the input variables while preserving reliable estimates of the SNF. For the input variables for which no practicable solution was found, we parametrized these values based on the literature. For this purpose, a detailed analysis of the national literature was carried out, and complemented with international sources, if necessary and feasible. The most suitable values to guarantee the reliability of the parameters to be used in order to assure the highest possible accuracy of the estimates are then determined. The variables to be measured directly on farms are identified and methods of determination are proposed. The resulting method is therefore based on models, their parameterization and methods for the evaluation of variables to be determined in the field. These models are then evaluated against their sensitivity and the potential sources of errors to determine their level of accuracy in the quantification of the fixed nitrogen. 3 Literature review 3.1 Plant nitrogen allocation and sources As a basis for SNF, it is necessary to understand how plants allocate nitrogen into different plant parts (Fig. 1). Total plant nitrogen can be split up in above-ground nitrogen (AGN) and below-ground nitrogen (BGN). AGN represents the total amount of nitrogen in the aerial parts of the plants at a given point in time. AGN can be further split into harvested nitrogen ($N_h$), which is exported from the field, and the residual above-ground nitrogen, which remains on the field after harvesting and which is represented mainly by stubbles or stubbles and straw ($N_{stubble}$). The ratio between $N_h$ and AGN is called the nitrogen harvest index (NHI) and varies according to species, cultivars and agricultural management, as well as climatic and soil conditions (Fageria 2014). The NHI is an important parameter for variety selection in the breeding process as it gives information about the efficiency of a given cultivar to translocate nitrogen to the grains from other tissue. The higher the efficiency and consequently the NHI, the higher is the difference between $N_h$ and $N_{stubble}$. Below-ground nitrogen is defined as the amount of nitrogen contained in the root system ($N_{root}$) and the nitrogen derived from rhizodeposition ($N_{adr}$), which is still plant-derived nitrogen but is not anymore contained within a well-defined plant structure. Many pathways for $N_{adr}$ have been identified: senescence, death and decay of roots and nodules; exudation of soluble compounds; sloughing-off of root border cells, and secretion of mucilage (Fustec et al. 2010). $N_{adr}$ has to be taken into account for the estimation of the amount of symbiotically fixed nitrogen ($N_{fix}$; Carlsson and Huss-Danell 2003, Unkovich et al. 2010) because it can exceed 80% of the BGN (Heigh-Jensen and Schjoerring 2001). There are essentially two sources of nitrogen that leguminous plants can draw on: from the soil solution and from the atmosphere through biological fixation. Total nitrogen contained in leguminous plants can therefore be subdivided according to the source from which it was derived (Fig. 1). At harvest time of both forage and grain legumes, a part of $N_{fix}$ is removed from the field, letting behind the $N_{fix}$ accumulated in stubbles, roots, and depending on the system straw. At plot scale, the difference between $N_{fix}$ and $N_h$ could be close to zero or even negative for grain legumes, which generally rely on a smaller proportion of nitrogen derived from the atmosphere ($PN_{atm}$) than forage legumes, even more so if the straw is removed from the field (Cuttle et al. 2003). At farm scale, it is important to distinguish if the harvested product is reused within the farm (e.g. straw) or if it is exported (e.g. grains sold on the market). ![Figure 1. Allocation and sources of nitrogen at the plant level. $N_{tot}$ is the N uptake; the left side shows the allocation structure above- and below-ground, the right side shows the sources. The figure has only a qualitative purpose as the partitioning varies according to plant species and cultivars and responds to soil conditions and crop management.](image-url) 3.2 Biological nitrogen fixation *Biological nitrogen fixation (BNF)* is the reduction of atmospheric molecular dinitrogen ($N_2$) to ammonia ($NH_3$) catalysed by the anaerobic enzyme nitrogenase. This is the first step of the N cycle in natural and agricultural systems. The process is only operated by bacteria and archaea and does not occur in eukaryotes. *Symbiotic nitrogen fixation (SNF)* is a particular form of biological nitrogen fixation that includes a mutualistic bond where plants provide a niche and fixed carbon to bacteria in exchange for fixed nitrogen. Moreover, the main enzyme, nitrogenase, used by the microorganisms to fix $N_2$ is getting irreversibly inhibited by oxygen (Oz; Oelze 2000). A very important function of the root nodules produced in the plant-bacteria symbiosis is to protect the nitrogenase from oxygen. In agricultural systems, this symbiosis is restricted mainly to legumes (Mus et al. 2016). In legumes, *SNF* ranges from 59% to 93% of the plant nitrogen uptake (Anglade et al. 2015), according to species, cultivars, management and climatic conditions. Commonly observed quantities of $N_{fix}$ through *SNF* in agriculturally used areas containing legumes vary from 30 to 250 kg ha$^{-1}$ (Unkovich et al. 2008), with quantities above 500 kg ha$^{-1}$ being possible (Peoples et al. 2019). When legumes are present in the plant community, *SNF* represent by far the major source of atmospheric $N_2$ to soils (Herridge et al. 2008). *BNF* is also performed by free-living and plant-associated (but not symbiotic) microorganisms. Studies that quantified *asymbiotic nitrogen fixation (ANF)* in agriculturally used areas are scarce. Herridge et al. (2008) estimated the magnitude of *ANF* from free-living and associative microorganisms in dryland agriculture to less than 5 kg N ha$^{-1}$. They also mention that the reliability of the evaluation is poor due to scarcity of data. In their literature review, Reed et al. (2011) indicated a mean *ANF* rate of 4.7 kg N ha$^{-1}$ for temperate grasslands, with a range of 0.1–21 kg N ha$^{-1}$. However, the highest value considered by these authors originates from extrapolation of a laboratory incubation experiment with a soil mixed with ashes to simulate prairie burning (Eisele et al. 1989), and is therefore absolutely not representative of conditions found in Switzerland. For conditions much closer to those found in Switzerland (grassland either fertilized and harvested multiple times per year or not fertilized and harvested once a year; Lower Saxony, Germany), Keuter et al. (2014) measured a rate of *ANF* of 2.7 kg ha$^{-1}$. Thus, the order of magnitude of *ANF* is hundred times smaller than the one of *SNF* from legume crops or grasslands with a fairly large proportion of legumes (Fig. 2 and 8). Nevertheless, *ANF* is not restricted to legume-containing plant communities and thus, at the farm scale, it represents a background N input of very roughly 100 kg N per year for a 30 ha farm. On the other hand, this background N input also occurs in natural habitats and is more than offset by $N_2$ lost in the soil-microbe-mediated process of denitrification (Blume et al. 2010). Some hypotheses for influencing *ANF* in agricultural soils has been discussed in the literature (Roper and Gupta 2016), but data are too scarce for quantification of the potential effects of agricultural management on *ANF*. Therefore, the current state of knowledge does not allow us to propose any model to estimate *ANF* under different agricultural management practices. 3.3 Factors affecting symbiotic nitrogen fixation Factors that directly influence legume yield (e.g. water and nutrient availability, temperature, incidence of diseases and pests) tend to be the main determinants of $N_{\text{fix}}$ (Lüscher et al. 2011), because SNF is strongly affected by the N demand of the legumes (Hartwig 1998). Further effects of environmental factors on nodulation and nodule activity have been reviewed by e.g. Liu et al. 2011. Succinctly: - Temperature - Control of nodulation, nodule establishment, and nitrogenase activity - Soil water - Control of nodule establishment and nodule activity - Water deficit inhibits SNF - Water-logging can seriously reduce SNF through depression of the establishment and activity of nodules, as well as reduced gas permeability of the soil - Soil mineral nitrogen in the rhizosphere - Control on nodulation, nodule establishment, and nitrogenase activity - Inhibition of SNF with increasing soil mineral N content. A “starter N effect” has been reported (i.e. a small amount of available N in the soil stimulating nodule establishment and SNF), but is still controversial. - Carbon demand for fixation - Photosynthate partitioned to roots supports nodule growth, provides energy for N fixation, maintains a functional population of rhizobia, and allows the synthesis of amino compounds produced from N fixation. - Seasonal regulation of SNF - Maximum between early flowering and early seed filling - Severe decrease up to cessation after the peak due to nodule senescence Agricultural management also influences the fixation process. Reviews of these effects can be found in e.g. Cuttle et al. (2003) and Peoples et al. (2012). Very briefly: - Proportion of legumes in the plant community: - All agricultural practices modifying the proportion of legumes in multi-species plant communities, mainly grasslands, influence $N_{\text{fix}}$ by influencing legume biomass production. This ranges from the choice of mixtures for the establishment of temporary grasslands to the type and frequency of grassland utilisation and include fertilisation as well as the species of grazing livestock. - Legume proportion also influences $PN_{\text{eff}}$ by influencing soil N availability to the legume plants (Nyfeler et al. 2011). - Crop rotation and soil tillage: - The position of the legume crops in the crop rotation, the diversity of crops within the rotation as well as tillage may affect SNF. - Nitrogen supply to the crop: - Nitrogen fertilization reduces both $PN_{\text{eff}}$ and the proportion of legumes in mixed plant communities (Nyfeler et al. 2011). - Nitrogen supply to the crop is also influenced by the removal or returning of plant biomass/residues (for instance straw) to the soil. Mulching instead of cutting and harvesting has for instance been found to reduce SNF by 30% (Helmeret et al. 2003) - Supply of other nutrients to the crop: - Nutrient deficiencies restrict $N_{\text{fix}}$ by hindering plant growth. In the Swiss DOK experiment, for instance, the reduction in $N_{\text{fix}}$ observed under deficient phosphorus and potassium supply was explained by a reduction in clover biomass production rather than by a reduction in $PN_{\text{eff}}$ (Oberson et al. 2013). - Phosphorus deficiency might inhibit nodulation and nitrogenase activity. - Rhizobial inoculation: - Proper inoculation of legumes with specific rhizobia increases SNF where compatible rhizobia are missing in the soil. 3.4 Quantification of symbiotic nitrogen fixation SNF may be quantified by direct measurement or by estimation models. This section briefly presents the concept behind the different types of models and discusses their applicability. 3.4.1 Direct measurement There are several techniques to measure $N_{fix}$, both in the field and in controlled environments (Goh et al., 1978; Sheehy et al., 1987; Carlsson and Huss-Danell, 2008; Herridge et al., 2008; Unkovich et al., 2008). Almost all these techniques involve destructive sampling of plant and/or soil material, except for the acetylene reduction method (Carlsson and Huss-Danell, 2008). The drawback with the latter method is that it can only be performed in a short time frame (minutes or hours) while the fixation rate varies according to the season and phenological development of the crop; so the period of measurement influences the measurement (Carlsson and Huss-Danell 2008). 3.4.2 Estimations by models Different approaches to estimating SNF using models have been described in the literature. Two main reviews (Cuttle et al. 2003; Liu et al. 2011) cover this variety of approaches, categorize them and discuss what the most suitable uses for the different categories are. The two main types of existing models are empirical models and mechanistic simulation models (Liu et al. 2011). 220.127.116.11 Empirical models Empirical models are based on observational data, typically using regression techniques, and not on equations describing processes such as physiological processes within the plants like mechanistic models. With respect to SNF, this type of models often links $N_{fix}$ to dry matter (DM) or N yield. The yield reflects the conditions of growth and development, which are therefore taken into account, although indirectly. Further factors can be included in the models if sufficient data from corresponding experiments are available. The advantage of such models is that the number of necessary input variables is typically limited (1 to 6 variables). One of the drawbacks is the impossibility of predicting the outcome for combinations of factors that have not been tested experimentally. There are two main approaches, both of them have to be fed with the $Y_{DM}$ and $N_{con}$, but the concepts behind them are slightly different as we will see in the next two paragraphs. **SNF estimation of grass-legumes forage mixtures** This method is a direct estimate of SNF as parameter values can be measured on site. However, this is often not possible and therefore the values of the parameters have to be extracted from literature and consistent datasets are needed in order to achieve a good estimation. As already mentioned, this model does not take environmental factors such as soil characteristics and weather patterns into account. These are considered indirectly through their influence on the final yield and on the relative abundance of legumes in the plant community. The general model to estimate $N_{fix}$ in the harvested biomass as formalized by Liu et al. (2011) is: $$N_{fix} = Y_{DM} \cdot Leg_{RA} \cdot N_{con} \cdot PN_{dfa}$$ \hspace{1cm} (1) Where: - $Y_{DM}$ = harvested dry matter yield - $Leg_{RA}$ = relative abundance of legumes in the biomass - $N_{con}$ = N content in the legume fraction of the above-ground biomass - $PN_{dfa}$ = proportion of total plant N derived from atmosphere in the legume fraction Variants of equation (1) The approach of the equation (1) has been used by different authors. Here we report few examples in which the equation has been modified to take the effect of fertilization into account or to estimate the fraction of N that has not been harvested. The approach of Korsaeth and Ellum (2000) represents the decline of $N_{dfa}$ in response to N fertilization: $$N_{fix} = Y_{DM} \cdot Leg_{RA} \cdot N_{con} \cdot PN_{dfa}(N_{fert})$$ \hspace{1cm} (2) Where: $$PN_{dfa}(N_{fert}) = PN_{dfamax} - \gamma N_{fert}$$ \hspace{1cm} (3) Where: $PN_{dfamax}$ is the maximum proportion of fixation $\gamma$ is a constant (different values for different species are given in the publication) $N_{fert}$ is the amount of plant-available nitrogen applied in fertilizers (either mineral fertilizer or slurry/farmyard manure) The authors also consider a denitrification proportion of 7%, citing experiments in comparable conditions (Ryden, 1985; Svensson et al., 1991; Maag, 1995). Other authors consider that nitrogen not accumulated in the harvested legume biomass (below cutting height or in companion non-fixing species) have to be taken into account in order to achieve a more complete estimation of the total SNF. The equation is modified as follow: $$N_{fix} = Y_{DM} \cdot Leg_{RA} \cdot N_{con} \cdot PN_{dfa} \cdot BGTNF$$ \hspace{1cm} (4) For instance Høgh-Jensen et al. (2004): $$BGTNF = (1 + P_{root+stubble} + P_{immobile} + P_{transsoil} + P_{transanimat})$$ \hspace{1cm} (5) Where: $BGTNF =$ below-ground and transferred nitrogen factor $P_{root+stubble} =$ fixed nitrogen in root and stubble as proportion of totally fixed $AGN$ at the end of growing season; $P_{immobile} =$ fixed nitrogen immobilized in organic soil pool as proportion of fixed $AGN$ at the end of growing season; $P_{transsoil} =$ below-ground transfer of fixed legume nitrogen located in the grasses in mixtures as proportion of total fixed $AGN$ at the end of growing season; $P_{transanimat} =$ above-ground transfer (by grazing animals) of fixed legume nitrogen located in the grasses in mixtures as proportion of total fixed $AGN$ at the end of growing season. SNF estimation of grain legumes Similarly, to the previous, this approach has to be fed with available data, but the underlying concept is slightly different. The assumption of this model is that $N_{fix}$ is strongly related to the legume yield, which is the main source of variability, a fitting model is then disposed and crop yield is the only parameter that has to be recorded in the field (Bolger et al. 1995; Goh and Ridgen 1997; Heuwinkel and Locher 2000; Kumar and Goh 2000; Loges et al. 2000; Goh et al. 2001; Boller et al. 2003; Carlsson and Huss-Danell 2003; Anglade et al. 2015). The equation can be summarized as follows: $$N_{fix} = (\alpha_{crop} \cdot Y_{DM}) + \beta_{crop}$$ \hspace{1cm} (6) Where: $Y_{DM} =$ dry matter yield (dt DM ha$^{-1}$) $\alpha$ and $\beta =$ slope and intercept, determined for each crop. In an extensive review, Anglade et al. (2015) analysed more than 120 papers. They selected long-standing and more recent estimates of SNF for some grain legumes and mixed plant communities across a wide range of environments, with different management practices ranging from conventional to organic, but with a maximum fertilization rate of 150 kg N ha$^{-1}$. The species involved in the relationships are alfalfa ($Medicago sativa$), faba bean ($Vicia faba$), lentil ($Lens culinaris$), field pea ($Pisum sativum$), white clover ($Trifolium repens$), red clover ($T. pratense$), $T. subterraneum$, They did not find any correlation between $Y_{DM}$ and $PN_{dita}$ (Fig.2a). However, they found a more robust correlation with $AGN$ ($R^2=0.92$, Fig. 2c) than with the harvested dry matter ($R^2=0.63$, Fig. 2b). ![Graphs showing relationships](image) *Figure 2.* (a): Relationship between the fraction of N in shoot derived from the atmosphere ($N_{atm}$) and shoot DM produced (t ha$^{-1}$) for grain and forage legumes grown in different geographic locations. (b): Relationship between shoot dry matter (t ha$^{-1}$) and the amount of N$_2$ fixed in shoot (kg N ha$^{-1}$). (c): Relationship between legume AGN (kg N ha$^{-1}$) and the amount of N$_2$ fixed in shoot (kg N ha$^{-1}$). The lines indicate the linear regression among all species (Anglade et al. 2015). Both individual regressions for each crop and general regressions (for all forage crops, all grain legumes and for all crops) have been derived, considering a 95% confidence interval. For all species, except for field pea, the relation with $N_y$ is more robust than with $Y_{DM}$ (Tab. 1). **Table 1.** Results of linear regressions for different legume crops from Anglade *et al.* (2015) related to dry matter ($Y_{DM}$) and nitrogen yield ($N_y$). $\alpha =$ slope, $\alpha$ CI = 95% bias corrected and accelerated (BCa) confidence interval of slope, $\beta =$ intercept, $\beta$ CI = 95% BCa confidence interval of the intercept. | Species | n | $\alpha_{crop}$ | $\alpha$ CI | $\beta_{crop}$ | $\beta$ CI | $R^2$ | |------------------|-----|-----------------|-----------------|----------------|------------------|-------| | Alfalfa | 123 | 20.3 $Y_{DM}$ | 17.6, 22.7 | 2.49 | -5.39, 10.6 | 0.83 | | | 118 | 0.81 $N_y$ | 0.77, 0.86 | -13.9 | -20.6, -8.67 | 0.94 | | Clover | 413 | 25.6 $Y_{DM}$ | 23.0, 28.2 | 14.0 | 7.29, 21.3 | 0.65 | | | 400 | 0.78 $N_y$ | 0.75, 0.82 | 3.06 | -0.56, 7.27 | 0.94 | | Forage legumes | 536 | 24.5 $Y_{DM}$ | 22.4, 26.7 | 11.0 | 5.42, 17 | 0.65 | | | 518 | 0.79 $N_y$ | 0.76, 0.82 | -0.49 | -3.78, 3.29 | 0.94 | | Faba bean | 39 | 20.5 $Y_{DM}$ | 16.8, 25.9 | -13.0 | -51.7, 10.6 | 0.79 | | | 82 | 0.73 $N_y$ | 0.64, 0.83 | 5.45 | -9.82, 19.3 | 0.88 | | Lentil | 47 | 7.46 $Y_{DM}$ | 3.54, 12.2 | 39.3 | 11.7, 67.7 | 0.20 | | | 74 | 0.64 $N_y$ | 0.60, 0.67 | 3.32 | -1.49, 7.14 | 0.90 | | Field pea | 84 | 17.6 $Y_{DM}$ | 15.4, 19.8 | 6.91 | 2.54, 11.9 | 0.86 | | | 186 | 0.66 $N_y$ | 0.62, 0.7 | 4.32 | -0.21, 8.53 | 0.86 | | Grain legumes | 170 | 17.2 $Y_{DM}$ | 15.7, 19.3 | 3.42 | -4.83, 9.16 | 0.79 | | | 342 | 0.70 $N_y$ | 0.67, 0.74 | 1.01 | -3.90, 4.96 | 0.88 | | All crops | 706 | 22.2 $Y_{DM}$ | 20.5, 23.9 | 10.6 | 5.83, 15.3 | 0.62 | | | 860 | 0.77 $N_y$ | 0.75, 0.8 | -2.63 | -5.79, 0.43 | 0.92 | The models and relations illustrated above are intended to estimate $N_{fix}$ in the aerial structures of plants. To determine the total fixed nitrogen by plants (amount of nitrogen fixed in the above-ground structures + amount of nitrogen fixed in the below-ground structures), Anglade et al. (2015) introduced a standard factor to take the $BGN$ into account, defined as the sum of $N_{root}$ and $N_{air}$. Considering the results of sixteen studies on forage crops and twenty-one studies on grain legumes, they have set the below-ground N factor at 1.7 (1+0.7) for grasslands and at 1.3 (1+0.3) for grain legumes. *Glycine max* (soybean) is not considered by Anglade et al. (2015), but Salvagiotti et al. (2008), with the same approach, proposed a fitting model, in which AGN is related to $N_{fix}$ (Fig. 3). They considered 108 published studies including a total of 637 datasets (site–year–treatment combinations) derived from field studies considering $SNF$ and fertilization over a wide range of soils, climatic conditions, genotypes and management practices. ![Figure 3](image) *Figure 3. "Relationship between $N_{fix}$ fixed by soybean and nitrogen uptake in above-ground biomass. The dashed 1:1 line represents values for which all $N$ uptake would be expected to be derived from biological $N_2$ fixation. Data were divided into four different categories of applied $N$ fertilizer as denoted by the symbols. The solid line is the best linear fit for $N$ fertilizer rates of less than 10 kg ha$^{-1}$ ($y = 0.66x - 19$, $R^2 = 0.59$). Values shown refer to AGN." (Salvagiotti et al. 2008).* Liu et al. (2011) discussed that this method (equation 6) is, we cite, “based on statistical correlation and assumes that N fixation has a strong linear relationship to the variables. Compared to equation 1, it is more flexible to use and can be applied to one specific site or multiple sites with different soil types, depending on how the empirical relationship is developed and the sites the data were obtained from. This approach has a higher data requirement compared to the first method (equation 1), and the data should be representative and adequate to guarantee the correlation and determine the parameter values. However, as with the first method (equation 1), these approaches are restricted to specific sites because the equation is not able to represent the interaction between plant and environment mechanistically.” ### 18.104.22.168 Dynamic mechanistic simulation models From Liu et al. (2011): “In more recent simulation models of $SNF$ in legumes, a popular method to estimate the rate of legume $SNF$ is a potential or maximum fixation rate modified by the influence of environmental factors. The potential fixation rate is estimated based on either a demand-uptake mechanism or on the dry matter of plant tissues, and is varied with plant growth stages. The environmental factors normally include soil temperature, soil or plant water content, soil mineral N or substrate N concentration in plant tissues and substrate C concentration in the plant. Other factors, such as soil pH, salinity and the supply of other nutrients, have not been yet included in models to date”. Although the mechanistic approaches are very accurate, they are very demanding in terms of the data needed for calibration. Such data is rarely available for field conditions. However, the information that these models can provide goes well beyond the annual $N_{\text{fix}}$ values. Although these models offer a high-performance, they are not suitable for the purposes of this work. ### 3.5 Conclusions The processes underlying BNF in agricultural ecosystems have been extensively studied. A large array of factors influencing the N fixation of ecosystems has been described and these factors often interact with each other. Correspondingly, measurements of BNF in the field have shown huge variations in the amount of nitrogen entering agroecosystems, even for single-species cropping systems (Fig. 3). In agroecosystems containing legumes, two BNF pathways occur: asymbiotic biological fixation (ANF) and symbiotic nitrogen fixation (SNF). For these ecosystems, the latter is quantitatively much larger than the former. Moreover, agricultural management strongly affects the amount of nitrogen entering the production system through SNF, while the possibilities of influencing ANF are very limited. Consequently, this report focuses on SNF. The vast majority of studies on SNF focuses on the aerial plant parts. Nevertheless, an important part of the symbiotically fixed nitrogen is allocated to the roots and a sizeable portion of it can be found in the rhizosphere. Data on the below-ground plant N pool (BGN) and on rhizodeposition are scarce, which complicates the estimation of the total amount of fixed N entering the ecosystem through SNF. In chapter 3 of this report, the main environmental and management factors influencing SNF have been described by going deeper into the latter in order to provide an overview of the relationship between SNF and agricultural practice. Different types of models for estimating SNF have been proposed in the literature. There is a clear trade-off between the availability of the models to account for a wide array of influence factors and the number of input variables required for the calculation. This work focuses on models using a limited number of input variables being broadly applicable because of the requirement of simplicity and ease of use that are the objective of this work. In any case, the values used for the input variables must be adequate for the models to provide realistic estimations. Mechanistic simulation models can be performant and accurate, but they are not thought to provide simple estimation of $N_{\text{fix}}$. They better represent the response of plants to specific conditions and are therefore not well adapted to the purpose of this work. A straightforward empirical model (equation 1) has been developed for grasslands, and therefore is more suitable for this type of land use. A second empirical model (equation 6) has been widely used for both forage and grain legumes. In our opinion, it is more suitable to the latter due to its structure based on yield as the only input variable, not considering other factors such as interactions between species. We briefly presented two literature reviews adopting this approach showing robust fits with large datasets. We think that these two empirical models - after some adaptations and simplifications (chapter 4) - are an acceptable compromise between the accuracy of estimations and the ease of use of the method within the frame of a nationwide calculation of farm-gate balance. 4 Proposition for the estimation of $N_{fix}$ on Swiss farms In this chapter we suggest the models including the adaptation and the parameterization that could be applied on Swiss farms. 4.1 Symbiotic nitrogen fixation as a proxy for total biological fixation Because i) ANF is typically less than 5 kg N ha$^{-1}$, ii) SNF represents approximately 95 to 99% of total biological N$_2$ fixation on areas planted with legumes or on grasslands (section 3.2), and iii) the inaccuracy of the estimation of the N input through fixation is much larger than 5 kg N ha$^{-1}$, we suggest to use SNF as a proxy for total biological fixation for grain legumes and grasslands. We advocate not to calculate any background ANF across all agriculturally used areas because this background N input also occurs in natural habitats and is more than offset by N$_2$ lost in the soil-microbe-mediated process of denitrification (section 3.2) and moreover, robust estimation models are not available. 4.2 Grasslands With respect to the framework conditions for modelling SNF, grasslands and grain legume crops differ in a number of ways: - Grasslands are almost exclusively multi-species communities comprising N fixing as well as non-fixing species. - The relative abundance of legumes varies widely among grasslands and is known to affect SNF (Nyfeler et al., 2011). - Grassland yield is hardly ever measured on farms. - The N content of the harvested biomass in grasslands depends, inter alia, on the frequency of defoliation (management intensity). - N fertilization of grasslands ranges from 0 to 1.2 kg N dt$^{-1}$ of harvested DM, and the rate of N fertilization affects SNF Given these particularities, we propose to adopt the empirical model presented in equations (1) to (5) for the permanent as well as for the temporary grasslands, and to consider the effects of N fertilization and of the relative abundance of legumes in the swards on the proportion of nitrogen derived from atmosphere: $$N_{fix} = Y_{DM} \cdot Leg_{RA} \cdot N_{con} \cdot PN_{dfa(N_{fert},Leg)} \cdot BGTNF$$ \hspace{1cm} (7) With: $$PN_{dfa(N_{fert},Leg)} = PN_{dfa_ON_1Leg} - \gamma N_{fert} + \varepsilon(1 - e^{\kappa(Leg_{RA}-1)})$$ \hspace{1cm} (8) Where: - $Y_{DM} =$ total dry matter yield (dt ha$^{-1}$ year$^{-1}$) - $Leg_{RA} =$ relative abundance of legumes in the biomass (dt DM legumes dt$^{-1}$ DM total) - $N_{con} =$ nitrogen content in legumes (kg N dt$^{-1}$ DM) - $PN_{dfa(N_{fert},Leg)} =$ proportion of total plant N derived from the atmosphere in the legume fraction (kg N kg$^{-1}$ N), as a function of N fertilization and of the proportion of legumes in the biomass - $BGTNF =$ below-ground and transfer nitrogen factor. It accounts for the amount of symbiotically fixed nitrogen not apportioned to the harvested legume biomass that is for the symbiotically fixed nitrogen allocated to root growth, rhizodeposited or transferred to companion, non-legume species. - $PN_{dfa_ON_1Leg} =$ value for unfertilized ($N_{fert} = 0$) pure stands of forage legumes ($Leg_{RA} = 1$) - $\gamma =$ constant that determines the linear effect of $N_{fert}$ on $PN_{dfa}$ - $N_{fert} =$ rate of nitrogen fertilization (kg N$_{available}$ ha$^{-1}$ year$^{-1}$) - $\varepsilon =$ difference between the maximum value of $PN_{dfa}$ (i.e. $PN_{dfa}$ at $N_{fert} = 0$ and $Leg_{RA}$ close to 0) and $PN_{dfa_ON_1Leg}$ - $\kappa =$ constant that determines the curvature of the model for $PN_{dfa(N_{fert},Leg)}$, that is the zeroing speed 4.2.1 Parameters and parameterization 22.214.171.124 Total dry matter yield ($Y_{DM}$) Grassland yield is hardly ever measured on commercial farms. Nevertheless, an estimation of $Y_{DM}$ is key to estimate the amount of $N_{ix}$ by grasslands. $Y_{DM}$ of different grassland categories is currently estimated on farms, as it is required to fill up the Swiss farm balance system (SB). The calculation is primarily based on a standard value for the consumption of roughage by the livestock of the farm. Moreover, the SB distinguishes eight grassland categories (4 management intensities x 2 management types, i.e. mowing and grazing) with a different production potential for each category and along the altitudinal gradient. For a single year, this method is sensitive to a potential increase or decrease of the stock of roughage on the farm, but this difficulty is reduced when multi-annual averages are considered. We are not aware of a better method for approximating grassland yields at the farm scale, except for tedious field measurements. Reliable remote sensing options to estimate biomass yields of the very heterogeneous grasslands of Switzerland are not yet available (Hart et al., 2020). Stumpf et al. (2020) used satellite imagery to map grassland use in Switzerland. They allocated grasslands into two types of usage, mowing or grazing, and three levels of management intensity based on satellite imagery. To help allocating the grasslands into the management intensity classes, they calculated a relative biomass index using the difference in NDVI prior and after the defoliation events, which was appropriate for the objectives of their study. Nevertheless, this does not at all represent an estimation of the amount of forage produced per area unit on the different grasslands, and this amount cannot be simply deduced from such a relative index. In the study of Stumpf et al. (2020), this is illustrated by the calculated relative biomass differences between mown and grazed grasslands, which were much larger than the real difference in biomass production between mowing and grazing that can be directly measured in the field (e.g. Husse, 2016). We therefore suggest to make use of the SB method to estimate $Y_{DM}$ of each grassland category at the farm scale and use these values in equation 7. This approach does not allow estimating $N_{ix}$ at the plot level, but an average $N_{ix}$ value at the level of the grassland categories is sufficient for a farm-gate nutrient balance. We advocate calculating $Y_{DM}$ at the level of each grassland category rather than an average over all grassland categories of the farm, because it is more straightforward to estimate the other variables of equations 7 and 8 ($Leg_{RA}$, $N_{con}$, $N_{fert}$) at the level of the grassland categories than as means over different grassland categories. 126.96.36.199 Relative abundance of legumes ($Leg_{RA}$) An estimation of the relative abundance of legumes on the grassland areas of the farm is necessary to any estimation of $N_{ix}$. This parameter should ideally be determined in the field because it does not only depend on management, climatic and soil factors, but also on the competition among species forming the plant community, i.e. on complex environment x management x community interactions. A wide range of nutrient management decisions taken by the farmer might influence $Leg_{RA}$. Consequently, it widely varies among farms within each grassland category as defined in the SB. Thus, any approximation from averaged empirical data found in the literature would disregard the specific nutrient management at the farm level, which might be conflicting with the objectives of establishing a farm-gate nutrient balance. Moreover, data on $Leg_{RA}$ on Swiss farms are very scarce. Information about $Leg_{RA}$ is not required for the SB nor for other farm documents, and consequently, is not currently available for commercial farms. A visual estimation of $Leg_{RA}$ at the field scale is currently the less time-consuming method available for assessing $Leg_{RA}$. Differentiation in very coarse classes of $Leg_{RA}$ (less than 30%, between 30 and 50%, more than 50% legumes) is possible with almost no training (Peratoner et al., 2018), but working with such classes for the estimation of $N_{ix}$ would be extremely imprecise. We suggest using six classes of $Leg_{RA}$ and discuss the advantages and limits of this suggestion in section 4.2.3. 188.8.131.52 Nitrogen content of legumes ($N_{con}$) The total nitrogen content in the legumes ($N_{con}$) can vary according to the species, and, most importantly, with the phenological stage of the plant. Average values of $N_{con}$ (respectively of the crude protein content) at different phenological stages are given in Agroscope (2016) for the three main forage legumes found in temporary as well as permanent grasslands of the foothill and montane altitudinal zones in Switzerland (Table 2). The data available in Agroscope (2016) are widely used as reference values in Switzerland, including for the Swiss guidelines for fertilizer application in grasslands (Huguenin-Elle et al., 2017). Table 2. Total nitrogen content of the main forage legume species according to their stage of development and to the growth cycle, and mean values averaged over the three species (Agroscope 2016). | Species | Phenological stage Growth cycle | Total nitrogen content (kg N dt\(^{-1}\) DM) | |-------------|---------------------------------|---------------------------------------------| | | | 1 | 2 | 3 | 4 | 5 | | White clover| First growth | 4.6 | 4.3 | 4.2 | 3.9 | 3.5 | | | Regrowths | 4.1 | 3.7 | 3.6 | 3.5 | 3.2 | | Red Clover | First growth | 4.0 | 3.6 | 3.2 | 2.6 | 2.5 | | | Regrowths | 4.1 | 3.7 | 3.2 | 2.9 | 2.2 | | Alfalfa | First growth | 4.6 | 4.4 | 4.0 | 3.6 | 3.1 | | | Regrowths | 4.4 | 3.9 | 3.3 | 2.8 | 2.6 | | Mean | First growth | 4.4 | 4.1 | 3.8 | 3.4 | 3.0 | | | Regrowths | 4.2 | 3.8 | 3.4 | 3.0 | 2.7 | A comparison of \(N_{\text{con}}\) in red clover grown in intensive temporary grasslands at six locations across Europe indicates that the mean \(N_{\text{con}}\) in legume plants harvested at a similar phenological stage is not strongly influenced by the soil and climatic conditions of the sites (Fig. 4). Similarly, the effects on \(N_{\text{con}}\) of the level of N fertilization and of the relative abundance of legumes in the sward are not significant (Nyefeler et al., 2011) and can be considered to be negligible for roughly estimating \(N_{\text{fix}}\) at the farm scale. This could be explained by the ability of the legume species to regulate their SNF according to their N needs (Hartwig et al., 1998). The moderate variability in \(N_{\text{con}}\) among sites, fertilization levels and legume relative abundance allows using average reference values rather than farm-specific estimations or measurements. Moreover, farm-specific measurements of \(N_{\text{con}}\) would be extremely tedious, because in Switzerland forage legumes are grown in mixtures with other species (both permanent and temporary grasslands). Thus, we suggest to use the reference values given in Agroscope (2016) to approximate \(N_{\text{con}}\). ![Figure 4. Nitrogen content in red clover (Trifolium pratense L.) grown in intensive temporary grasslands at six different locations across Europe and from multiple harvests at each site. The box plots show the mean (bold line), the median (thin line), and the 10th, 25th, 75th and 90th percentiles. The red dotted line shows the mean \(N_{\text{con}}\) across all sites. Data from Kirwan et al. (2014).](image) On a given farm, different legume species could be present on different leys or permanent grasslands. Their respective proportions in the plant community are also expected to be different among grasslands within each farm and to vary from one year to another as well as along the growing season (Hebeisen et al., 1997). A yearly evaluation of the abundance of each species and of the phenological stage of the legumes at each utilization and for each grassland plot seems not feasible within the framework of a countrywide farm-gate nutrient balance, even with modern proximal sensing approaches currently available (Eriksen et al., 2019). We therefore suggest to approximate $N_{con}$ using the mean over the three legume species documented in Agroscope (2016) (Table 2). This, together with an estimate of the phenological stage at harvest and of the proportion of biomass originating from the first growth cycle, based on management intensity and management type (Table 3). This approach would provide the advantages of using the same grassland categories for the estimation of $N_{con}$ as for $Y_{DM}$, and of being based on a 1-year time step. In Agroscope (2016), $N_{con}$ values for the phenological stages 6 and 7 are not available for the legume species. These two late development stages only concern the first growth of extensive pastures and extensive and semi-extensive meadows. We estimated $N_{con}$ for these stages by linear interpolation from the phenological stages 1 to 5 ($N_{con}$ estimated at 2.7 and 2.3 kg N d$^{-1}$ DM for stage 6 and 7, respectively) to calculate the weighted $N_{con}$ means for these three grassland categories. Table 3. Estimation of the phenological stage at harvest, of the proportion of biomass originating from the first growth cycle, and of the corresponding weighted $N_{con}$ mean (Agroscope, 2016) for each of the eight grassland categories defined by management intensity and management type according to PRIF (2017). | | Phenological stage regrowths | Mean $N_{con}$ regrowths | Yield proportion 1st growth | Weighted mean $N_{con}$ | |----------------|------------------------------|--------------------------|-----------------------------|-------------------------| | **Meadows:** | | | | | | intensive | 3 | 3.8 | 3.4 | 0.29 | 3.5 | | semi-intensive | 4 | 3.4 | 3.0 | 0.42 | 3.2 | | semi-extensive | 6 | 2.7 | 3.0 | 0.66 | 2.8 | | extensive | 7 | 2.3 | 3.0 | 0.91 | 2.4 | | **Pastures:** | | | | | | intensive | 2 | 4.1 | 3.8 | 0.23 | 3.8 | | semi-intensive | 3 | 3.8 | 3.4 | 0.36 | 3.5 | | semi-extensive | 5 | 3.0 | 3.0 | 0.52 | 3.0 | | extensive | 6 | 2.7 | 3.0 | 0.77 | 2.8 | ### 184.108.40.206 Proportion of total plant nitrogen derived from the atmosphere ($PN_{atm}$) Measuring $PN_{atm}$ requires sophisticated and expensive stable isotope techniques. Therefore, they are no option for $PN_{atm}$ determinations within the framework of a countrywide farm-gate nutrient balance. Thus, data available in the literature must be used to estimate $PN_{atm}$ in this context. As discussed in section 3.2, $PN_{atm}$ is mainly influenced by the level of soil N available to the legume plants (Hartwig et al., 1998). Soil N availability to the legume plants is mainly driven by the rate of N fertilization ($N_{fert}$) and Leg$_{RA}$ in the plant community (Nyfeler et al., 2011). The effect of $N_{fert}$ on $PN_{atm}$ of forage legumes is large. The body of scientific literature about this effect is listed in table 8. The effect of Leg$_{RA}$ on $PN_{atm}$ has been quantified by Nyfeler et al. (2011) and is not negligible. Moreover, farmers can consciously influence these two factors as part of their nutrient management strategy, unlike climatic factors that might have some influence on $PN_{atm}$. We therefore propose to calculate $PN_{atm}$ as a function of $N_{fert}$ and Leg$_{RA}$ (equation 8). **Maximum value of $PN_{atm}$** $PN_{atm}$ is considered maximal when only few soil N is available to the legume plants. This is the case when competition for soil mineral N by non-fixing species is maximal, i.e. when Leg$_{RA}$ is low, and when no (or only few) N fertilization is added. Maximum $PN_{atm}$ is used to calculate $\varepsilon$ in equation 8. Measurements of $PN_{atm}$ under the conditions mentioned in the first sentence of this paragraph provide values ranging from 0.89 to 0.97 (Table 4). We propose to adopt the mean value of 0.93 of the papers cited in table 4 for the purpose of estimating $N_{fx}$ within the framework of a countrywide farm-gate nutrient balance. Table 4. Values of $PN_{dfa}$ measured in legumes grown in grass-legume-mixture with low relative abundance of legumes and with no or low N fertilization. | Legume species | $N_{fert}$ (kg N ha$^{-1}$ year$^{-1}$) | $PN_{dfa}$ (kg N kg$^{-1}$ N) | Reference | Note | |----------------|----------------------------------------|-------------------------------|-----------|------| | White clover | 0 | 0.89 | Burchill et al. (2014) | 2nd year | | White clover | 0 | 0.91 | Carlsson & Huss-Danell (2003) | 75th percentile | | White clover | 0 | 0.94 | Peoples et al. (2012) | Max of range | | White clover | 3 | 0.94 | Høgh-Jensen & Schjoerring (1997) | | | White clover | 32 | 0.92 | Louran et al. (2015) | Weighted mean, 2nd & 3rd year | | White and red clover | 50 | 0.94 | Nyfeler et al. (2011) | | | Red clover | 0 | 0.97 | Carlsson and Huss-Danell (2003) | 75th percentile | | Alfalfa | 0 | 0.90 | Peoples et al. (2012) | Max of range | | Alfalfa | 48 | 0.93 | Louran et al. (2015) | Weighted mean, 2nd & 3rd year | | Mean | | 0.93 | | | $PN_{dfa}$ value for unfertilized pure stands of forage legumes ($PN_{dfa\_ON\_1Leg}$) The $PN_{dfa}$ value for unfertilized pure stands of forage legumes ($PN_{dfa\_ON\_1Leg}$) represents the minimal $PN_{dfa}$ value when no N fertilization is applied. $PN_{dfa\_ON\_1Leg}$ is the value of $PN_{dfa}$ when $\text{Leg}_{RA} = 1$ (i.e. 100% legumes in the sward) and when no N fertilization is applied. Thus, it represents $PN_{dfa}$ without influence of non-fixing plant species in the plant community as well as without influence of added N fertilizer. Studies that measured (or modelled in the case of Fitton et al., 2019) $PN_{dfa}$ in pure stands of forage legumes with no (or only low) N fertilization are listed in table 5. The range of observed $PN_{dfa\_ON\_1Leg}$ values is large, with values ranging, for instance, from 0.44 to 0.90 in the multi-site study on alfalfa by Yang et al. (2011), and with mean values ranging from 0.60 to 0.86 across the studies found in our literature review (Tab. 5). The range of values reported in the literature review by Carlsson and Huss-Danell (2003) for similar conditions (no or low N fertilization rate and very high legume proportions) is very large as well. This leads to a large uncertainty with respect to $PN_{dfa\_ON\_1Leg}$ under soil and climatic conditions found in Switzerland. The mean value over the $PN_{dfa\_ON\_1Leg}$ values reported in table 5 is 0.74, which is close to magnitude of means values presented in the review of Carlsson and Huss-Danell (2003) for all the values considered. Considering an $PN_{dfa\_ON\_0Leg}$ of 0.93 as described in the previous paragraph and a $PN_{dfa\_ON\_1Leg}$ of 0.74, the difference ($\varepsilon$ in equation 8) would be 0.19. However, when calculated with the data of Nyfeler et al. (2011) for red and white clover, $\varepsilon$ would be 0.30. To our knowledge, this is the only study that measured $PN_{dfa}$ over a very wide range of legume proportions (from 0 to 1) under the same conditions (one site). Obviously, the data currently available in the literature allow to determine an order of magnitude for $PN_{dfa\_ON\_1Leg}$, and correspondingly $\varepsilon$, but the accuracy of this parameter of equation 8 has to be considered as low. Nevertheless, because pure stands of forage legumes are only rarely cultivated in Switzerland, the majority of mixtures for temporary grasslands target a legume proportion of less than 0.5 (Suter et al., 2017), and permanent grasslands commonly have a much lower legume proportion, the inaccuracy with respect to $PN_{dfa\_ON\_1Leg}$ will not translate in a large inaccuracy in $N_{dfa}$ for the vast majority of grasslands found in Switzerland (Tab. 6). Under these circumstances, we suggest to round up $\varepsilon$ to 0.20, and correspondingly use $PN_{dfa\_ON\_1Leg} = 0.73$. Table 5. Summary of $PN_{dfa}$ values found in the literature for forage species grown as pure swards with no or little N fertilization. These values were used to estimate $PN_{dfa\_ON\_1Leg}$. | Species | $N_{fert}$ (kg N ha$^{-1}$) | Leg$RA$ | $PN_{dfa}$ (kg N kg$^{-1}$ N) | Reference | |-----------------------|-----------------------------|---------|-------------------------------|------------------------------------------------| | Alfalfa | 0 | 1 | 0.78 | Dhamala et al. (2017a) | | | 0 | 1 | 0.72 | Xie et al. (2015) | | | 0 | 1 | 0.67 | Yang et al. (2011) | | Red clover | 0 | 1 | 0.79 | Boller and Nösberger (1994) | | | 0 | 1 | 0.86 | Dhamala et al. (2017a) | | White clover | 3 | 1 | 0.80 | Hagh-Jensen and Schjoerring (1997) | | | 0 | 1 | 0.82 | Dhamala et al. (2017a) | | | 0 | 1 | 0.81 | Jørgensen et al. (1999) | | Berseem clover | 8 | 1 | 0.64 | Gianbalvo et al. (2011) | | Red and white clover | 50 | 1 | 0.64 | Nyfeler et al. (2011) | | | 50 | 1 | 0.60 | Fitton et al. (2019) | Table 6 Effect of the value of $\varepsilon$ on the estimation of $PN_{dfa}$ for legume proportions of 0.1, 0.2 or 0.5 (at $N_{fert} = 0$). | $\varepsilon$ | $PN_{dfa\_ON\_100Leg}$ | Leg$RA = 0.1$ | Leg$RA = 0.2$ | Leg$RA = 0.5$ | |---------------|------------------------|---------------|---------------|---------------| | 0.15 | 0.78 | 0.92 | 0.92 | 0.90 | | 0.20 | 0.73 | 0.92 | 0.92 | 0.89 | | 0.25 | 0.68 | 0.92 | 0.91 | 0.88 | | 0.30 | 0.63 | 0.92 | 0.91 | 0.87 | 220.127.116.11 Constant $\kappa$ $\kappa$ represents the curvature of the relationship between $PN_{dfa(Nfert,Leg)}$ and Leg$RA$ (equation 8), which is the incremental slope of the model for increasing Leg$RA$. To our knowledge, the only set of data available for estimating $\kappa$ is the dataset from Nyfeler et al. (2011). The results of Nyfeler et al. (2011) and the literature review of Carlsson and Huss-Danell (2003) indicate that $PN_{dfa}$ is only slightly influenced by Leg$RA$ in the range of 0 to 50% legumes in the sward (Leg$RA = 0$ to 0.5). Thus, it only has a marginal effect on the calculated $PN_{dfa}$ in the usual range of legume proportion in Swiss grasslands. Based on the available data (red and white clover in Nyfeler et al., 2011), we calculated a value of 3.34. 18.104.22.168 Rate of nitrogen fertilization ($N_{fert}$) and effect on $PN_{dfa}$ ($\gamma$) The rate of nitrogen fertilization ($N_{fert}$) is here used as a proxy for the amount of nitrogen available to the legume plants from sources other than symbiotic fixation. It represents the rate of available N ($N_{available}$, defined in annexe 3 of PRIF (2017) as the portion of N available for plants in short or medium term) spread on grasslands with mineral and/or organic fertilizers. $N_{fert}$ is currently not documented at the plot scale in the SB. Nevertheless, the N requirement of the different grassland categories is calculated in the SB, as well as the difference between the sum of the N requirement of all surfaces of the farm and the sum of plant-available N from the dejections of the farm animals and purchased fertilizers. Thus, $N_{fert}$ can be roughly estimated at the scale of each grassland category from the SB, assuming fertilizer N is distributed on the farm surfaces proportionately to the calculated N requirements of the different crops and grassland categories. We think that the accuracy of such an approximation of $N_{fert}$ would be sufficient for the grassland plots of grassland-based milk and meat production systems. This especially because the effect of $N_{fert}$ on the calculation of SNF with the proposed approach (i.e. with an on-farm estimation of Leg$RA$) is quite weak for $Leg_{RA} < 50\%$, i.e. at usual $Leg_{RA}$ ranges (Fig. 7 and 8). On the other hand, this estimation method for $N_{fert}$ might be less satisfactory for farms only having a small proportion of grasslands in their utilized agricultural area. $\gamma$ represents the negative linear effect of $N_{available}$ on $PN_{dia}$. A negative effect of $N_{fert}$ on $PN_{dia}$ of grassland legumes has been reported in numerous studies (Table 7) and is consistent with the feedback mechanism of soil N availability on SNF described by Hartwig et al. (1998). The available data suggest that the effect is linear within a large range of fertilization levels (from 0 to over 400 kg N ha$^{-1}$; Nyfeler et al., 2011 and Fig. 5). The data currently available in the literature does not indicate that the $N_{fert}$ effect on $PN_{dia}$ ($\gamma$) depends on $Leg_{RA}$, probably because the response of $Leg_{RA}$ itself is more sensitive to $N_{fert}$ than the response of $PN_{dia}$ (Oberson et al., 2013). The effect of $N_{fert}$ was not clearly different in grass-legume-mixtures than in pure legume swards (Table 7). Thus, we suggest to consider $\gamma$ constant over the whole range of legume proportions. The mean value of $\gamma$ from our literature review is 0.001, either when calculated as mean values across the mean values of the single studies (Table 7) or as the slope of the linear regression of the combined data points (Fig. 5). Figure 6 shows that $PN_{dia}$ calculated with equation 8 and the proposed parameter values plausibly quantify the effects of $N_{fert}$ and $Leg_{RA}$ based on measurements performed in an experiment in Switzerland. Table 7. Summary of the eligible values for $\gamma$ derived from the available literature with the relative experimental set-up, reference and proposed values as global mean. | Culture conditions | Legume species | $N_{fert}$ range (kg ha$^{-1}$ year$^{-1}$) | Slope ($\gamma$) | Reference | |--------------------|----------------|------------------------------------------|-----------------|-----------| | Mixtures | White clover | 0 – 280 | 0.0010 | Burchill et al. (2014) | | Mixtures | White clover | 3 - 72 | 0.0008 | Høgh-Jensen and Schjoerring (1997) | | Mixtures | White clover | 0 – 155 | 0.0004 | Oberson et al. (2013) | | Mixtures | Red clover | 0 – 155 | 0.0002 | Oberson et al. (2013) | | Mixtures | White clover | 0 – 150 | 0.0004 | Boller and Nösberger (1987) | | Mixtures | White clover | 100 – 560 | 0.0007 | Zanetti et al. (1996) | | Mixtures | White clover, Red clover, T. hybridum | 60 – 220 | 0.0026 | Hansen (1995) ¹ | | < 50% of legumes | White clover | 50 – 450 | 0.0014 | Nyfeler et al. (2014) | | < 50% of legumes | Red clover | 50 – 450 | 0.0009 | Nyfeler et al. (2014) | | Pure stand | White clover | 3 – 72 | 0.0021 | Høgh-Jensen and Schjoerring (1997) | | Pure stand | Red clover | 0 – 240 | 0.0008 | Boller et al. (2003) | | Pure stand | White clover | 100 – 560 | 0.0006 | Zanetti et al. (1996) | | >80% of legumes | White clover | 50 – 450 | 0.0011 | Nyfeler et al. (2011) | | >80% of legumes | Red clover | 50 – 450 | 0.0010 | Nyfeler et al. (2011) | | Mean of Mixtures | | | 0.0009 | | | Mean of pure stands| | | 0.0011 | | | Proposed value (mean of all) | | | **0.0010** | | ¹) As reported in Korsaeth and Eltum (2000) Figure 5. Calculation of \( y \) (slope) by linear regression based on the combined data available in the references listed in table 7. The shaded area represents a level of confidence interval of 95% of the prediction model. Figure 6. Comparison of the proportion of total plant N derived from fixation in the legume fraction (\( PN_{dfa} \)) calculated using equation 8 and the parameter values derived from the literature review (Model lit.rev.; \( PN_{dfa\_OH\_1Leg} = 0.73, \varepsilon = 0.20, \kappa = 3.34, y = -0.001 \)), with a multiple linear regression (Regression ZH) based on the \( PN_{dfa} \) values measured by Nyfeler et al. (2011) on one site near Zürich (Measured ZH). The figure shows \( PN_{dfa} \) as a function of relative abundance of legumes in the sward (\( Leg_{RA} \)) and the level of nitrogen fertilization (N50 = 50 kg N ha\(^{-1}\) year\(^{-1}\)). 22.214.171.124 Below-ground and transfer nitrogen factor (BGTNF) The below-ground and transfer nitrogen factor represents all nitrogen fixed by the legumes that is not translocated to the harvested legume biomass. At harvest, part of the N once captured by the legume plants is located outside the harvested legume biomass. This is the legume N remaining in the field in stubbles, roots and as rhizodeposition, as well as the \( N_{fix} \) that has been transferred to the companion non-legume species. Part of this N (mainly the N left in the stubbles) is used by the legumes for regrowth following a defoliation event (Høgh-Jensen et al., 2004), and will therefore be part of the $N_{\text{fix}}$ accounted for at the following harvest. Nevertheless, the N deposited in the rhizosphere as well as the N transferred to companion non-legume species represent inputs of $N_{\text{fix}}$ that are not accounted for when measuring the $N_{\text{fix}}$ in the harvested legume biomass. The vast majority of studies have measured $N_{\text{fix}}$ in the harvested biomass, which therefore represents only part of the total amount of N symbiotically fixed by the legumes. Estimating the amount of $N_{\text{fix}}$ entering the soil-plant system but not being recovered within the harvested legume biomass is necessary to the estimation of total $N_{\text{fix}}$. Only few estimates of $BGTNF$ are available in the literature. In their comprehensive literature review, Anglade et al. (2015) considered the data from 16 studies related to below-ground N from forage legumes and reported a mean below-ground factor of 1.7 for forage legumes. A factor of 1.7 means that the size of the below-ground N pool is 70% the size of the above-ground N pool. Anglade et al. (2015) defined the below-ground factor as comprising the N associated with roots, nodules and rhizodeposition at crop maturity. Thus, they included the N of the whole root system, which is appropriate for annual crops. For temporary or permanent grasslands, this would overestimate the allocation of N to the root system, because the yearly rate of root turnover is usually less than 1 (Gill and Jackson, 2000; Leifeld et al., 2015). On the other hand, N transfer to companion species seems not to be included in the below-ground factor proposed by Anglade et al. (2015). Høgh-Jensen et al. (2004) proposed different values for $BGTNF$ (subdivided in N in root and stubble, transferred to companion species and immobilized in the soil organic matter) depending on the legume species, the type of management (cutting or grazing), the age of the grassland and the type of soil. The proposed values ranged from 2.45 for grazed, one- to two-year-old grass-white clover swards on clayey soils to 1.45 for mown swards older than two years and on sandy soils. As discussed above with respect to the factor proposed by Anglade et al. (2015), they also considered that $BGTNF$ might be smaller for multi-year and perennial grasslands than for short-term grasslands. Nevertheless, the data available are scarce and we consider the current state of knowledge not accurate enough to differentiate $BGTNF$ for different types of grasslands and environmental conditions. Considering the proportion of temporary and permanent grasslands occurring in Switzerland (17% temporary and 83% permanent grasslands; FOAG, 2018), as well as the fact that temporary grasslands are often cultivated longer than two years in Swiss crop rotations, the smaller $BGTNF$ values proposed by Høgh-Jensen et al. (2004) are probably more appropriate for the most widespread conditions found in Switzerland than the larger ones. Using $^{15}$N labelling, Hammelehle et al. (2018) measured the below-ground N distribution in a red clover-grass mixture in the Swiss DOK experiment (Therwil, BL). They concluded that below-ground N input from red clover grown in mixture with grass represented about 40% of the above-ground N from red clover at any of their three harvest times (after 4, 8 and 19 months of cultivation). This would correspond to a below-ground N factor of 1.4. In another experiment with red clover, Dhamala et al. (2017b) also measured a N rhizodeposition by the clover plants corresponding to around 40% of the above-ground clover N (on average of the six mixtures used). A factor of 1.4 (i.e. $1 + 0.4$) is also in the same order of magnitude as the below-ground factor (without transfer) proposed by Høgh-Jensen et al. (2004) for grasslands older than two years ($P_{\text{root-stubble}} + P_{\text{immobile}} = 1 + 0.25 + 0.19 = 1.44$ on average across clayey and sandy soils). To calculate $BGTNF$, N transfer from legumes to the companion non-legume species has to be added to the measured rhizodeposition (Hammelehle et al., 2018). Values of N transferred from legumes to grasses available in the literature vary from quantities corresponding to 5 to 50% of the amount of above-ground legume N (Louarn et al., 2015; Rasmussen et al., 2019), and the accuracy of the measurement methods is still debated (Peoples et al., 2015). Determining an average N transfer value to be used in a model for the quantification of total $N_{\text{fix}}$ is thus challenging. N transfer seems to be affected by both the donor and the receiver species, with white clover transferring a larger proportion of its N than red clover or alfalfa (Høgh-Jensen and Schjoerring, 2000; Louarn et al., 2015; Rasmussen et al., 2019) and grass species capturing a larger proportion of clover N than forbs (Pirhofer-Walzl et al., 2012; Frankow-Lindberg and Dahlin, 2013; Dhamala et al., 2017b). Estimating the percentage of legume N transferred to the companion species from data available for grass-legume mixtures (Brophy et al., 1987; Dhamala et al., 2017b; Frankow-Lindberg and Dahlin, 2013; Høgh-Jensen and Schjoerring, 2000; Louarn et al., 2015; Obersorn et al. 2013; Rasmussen et al., 2013; Rasmussen et al., 2019; Schipanich and Drinkwater, 2012; Tzanakakis et al., 2017), we calculated an average N transfer corresponding to 20% of the above-ground legume N across the three species white clover, red clover and alfalfa (arithmetic mean). On the one hand, white clover is arguably more abundant than red clover or alfalfa in Swiss grasslands (larger transfer), but on the other hand, forbs are present in the overwhelming majority of permanent grasslands (lower transfer). Thus, we think that the arithmetic mean across clover species is here a rough but reasonable approximation. N transfer from legumes to the companion species is also influenced by the relative abundance of legumes in the plant community (Brophy et al., 1987; Dhamala et al., 2017b). No N transfer to nonlegumes can, of course, occur in pure legume stands. The results presented by Dhamala et al. (2017b) indicate that the percentage of legume N transferred to non-legume species starts declining from legume relative abundances of about 50% onwards. In the absence of more data, we propose to consider the percentage of legume N transferred to companion species constant between almost 0 to 50% legumes (which include the range of LegRA in most of the studies and includes the large majority of grasslands in Switzerland), and linearly decreasing from 20% at LegRA ≈ 50% to 0% at LegRA = 100%. To conclude, we suggest to adopt $BGTNF = 1 + 0.4$ (rhizodeposition) + 0.2 (transfer) = 1.6 for LegRA ≤ 0.5, and $BGTNF = 1 + 0.4 + (0.4 \cdot (1 - 3\%)$ for LegRA > 0.5 in equation 7 for the approximation of total $N_{fix}$ in the framework of a countrywide farm-gate nutrient balance. Considerable uncertainty remains with respect to the value of $BGTNF$. ### 4.2.2 Sensitivity of the model In this section, we test the sensitivity of the model to variation of the different input variables. This shows how the model reacts to an increase or a decrease of the different input variables taken separately. It also shows the effect of incorrectly estimating one of the input variables on the final result of the $N_{fix}$ estimate. To do so, we incrementally modified each input variable one after another and calculated $N_{fix}$ at each incremental step with the new set of input variables (Fig. 7). For instance, modifying the input variable $Y_{DM}$ by -20% alters the calculated $N_{fix}$ by -20%, while modifying $\varepsilon$ by -20% alters the calculated $N_{fix}$ by only -3% (Fig. 7). Thus, the calculation of $N_{fix}$ is much more sensitive to an error in the estimation of $Y_{DM}$ than to an error in the estimation of $\varepsilon$. Due to the structure of equation 7, the same relative error for $Y_{DM}$, LegRA or $N_{cor}$ leads to the same results. Assuming an effective relative abundance of legumes of 30% (LegRA = 0.3), a 50% overestimation of LegRA would result in a 48% overestimation of $N_{fix}$, or about 66 kg $N_{fix}$ ha⁻¹ for a meadow producing 100 dt DM ha⁻¹ year⁻¹. With visual estimations, errors of more than ±50% in the estimation LegRA are absolutely realistic. Among the main input variables determining $PN_{dta}$, $PN_{dta\_ON\_1Leg}$ has the greatest influence on the estimation of $N_{fix}$, almost comparable to the one of $Y_{DM}$ or $N_{cor}$. On the contrary, the variables $\varepsilon$ and $\gamma$ or $N_{cor}$ (same effect for $\gamma$ or $N_{cor}$) have a smaller influence on the estimation of $N_{fix}$. With respect to $N_{birt}$, it has to be noted that the effect shown in Figure 7 is only the effect of $N_{birt}$ on $PN_{dta}$. The effect of $N_{birt}$ on LegRA (e.g. Huguennin-Elle et al., 2017) is not considered in the model because the proposed approach assumes that LegRA has to be evaluated in the field. In the experiment of Nyfeler et al. (2009), LegRA was reduced from 24% at $N_{birt}$=50 to 10% at $N_{birt}$=150 after three years of cultivation. After this reduction in LegRA, the combined effect of $N_{birt}$ on $N_{fix}$ estimated with the proposed approach would be of -85 kg $N_{fix}$ for $N_{birt}$=150 as compared to $N_{birt}$=50, therefore buffering 85% of the supplementary applied $N_{birt}$. As a multiplicative factor, $BGTNF$ has a strong influence on the estimation of $N_{fix}$. Nevertheless, this factor is calculated as 1 plus (+) the proportion of legume N not accumulated in the harvested legume biomass, and the estimation error can only concern this proportion. Thus, the incremental modification of this factor was calculated on 0.6 and not on 1.6. Correspondingly, a 50% overestimation of this factor was calculated as an error of +0.3, resulting in an overestimation of 19% of the calculated $N_{fix}$, or about 26 kg $N_{fix}$ ha⁻¹ for a meadow producing 100 dt DM ha⁻¹ year⁻¹ and having 30% legumes. The error caused by miss-estimation of legume relative abundance in the field can be substantial and is strongly operator dependent. To mitigate such effect, the legumes abundance could be organized by classes, in this way estimations from different operators would be more homogeneous than continuous estimations. 4.2.3 Model output and practical application 126.96.36.199 Output of the model The amounts of $N_{fix}$ calculated with the model and the parametrization proposed in section 4.2.1 is presented in figure 8 for a range of conditions. For a grassland producing 100 dt ha$^{-1}$ year$^{-1}$ and a legume abundance of 30% ($Leg_{RA} = 0.3$), the calculated yearly amount of fixed nitrogen ranges from 133 kg ha$^{-1}$ with a fertilization of 120 kg $N_{available}$ ha$^{-1}$ year$^{-1}$, to about 153 kg of fixed N per ha without any fertilization input. These values are higher than the ones reported by Boller et al. (2003), Nyfeler et al. (2011) and Oberson et al. (2013) because they include $N_{fix}$ in stubbles, roots and as rhizodeposition ($BGTNF = 1.6$ for $Leg_{RA} \leq 0.5$), while other publications usually report $N_{fix}$ in the harvested biomass only. It should be noted that legume abundances of more than 50-60% ($Leg_{RA} = 0.5-0.6$) as a mean over the whole growing season are very rare in Swiss grasslands. Figure 7. Sensitivity of the model. This figure shows the effect of imprecisions in the quantification of the input variables on the error in estimating $N_{fix}$. The calculations have been performed for a meadow with $Y_{DM}$ of 100 dt ha$^{-1}$, having 30% legumes ($Leg_{RA} = 0.3$), fertilized with 90 kg N ha$^{-1}$ and for a phenological stage of 3 at harvest ($N_{con} = 3.5$ kg N dt$^{-1}$ DM). The coloured rectangle represents a range of error of ±50%. Figure 8. Estimated annual $N_{fix}$ as affected by $Y_{DM}$, $Leg_{RA}$ and N fertilization rate at a given $Leg_{RA}$. 188.8.131.52 Practical application Under field conditions, a precise determination of the relative abundance of legumes is very time-consuming and is therefore not realistic within the framework of a countrywide assessment. Realistically, $Leg_{RA}$ could only be estimated by simple visual assessment. Visual assessments are, of course, not exact and require working with classes of legume relative abundance. The larger the classes of legume relative abundance, the less time-consuming but also the less accurate is the method. Indeed, the inherent inaccuracy due to the difference between the upper and lower limits of each class increases with a decrease in the number of classes. Thus, a trade-off between work-related costs and accuracy has to be found. Class size of 5% legumes corresponds to a mean difference between the lower and upper limit of about 20 kg $N_{fix}$ per hectare (depending on $Y_{DM}$) while classes of 25% legumes correspond to a difference of more than 100 kg $N_{fix}$ for $Leg_{RA}$ between 0 to 0.5 (Fig. 9). With the proposed model, the effect of $Leg_{RA}$ on $N_{fix}$ is non-linear, and correspondingly, the division into classes produces a decreasing inaccuracy from the lowest to the highest $Leg_{RA}$ values (Fig. 9). Thus, we propose a system of six classes that increase progressively in size: 1) $Leg_{RA} < 0.05$, 2) $Leg_{RA} = 0.05 – 0.15$, 3) $Leg_{RA} = 0.15 – 0.3$, 4) $Leg_{RA} = 0.3 – 0.5$, 5) $Leg_{RA} = 0.5 – 0.75$ and 6) $Leg_{RA} > 0.75$. This system is similar to those used in phytosociology. The estimated $N_{fix}$ amount for each class as well as the inaccuracy of the different classes is presented in figure 10 for the example of a grassland producing 100 dt DM ha$^{-1}$ and fertilized with 100 kg N ha$^{-1}$. The class 30-50% of legumes has the highest difference in $N_{fix}$ between the upper and lower class limit, corresponding to 82 kg $N_{fix}$ ha$^{-1}$ when $Y_{DM}=100$ dt DM ha$^{-1}$ and $N_{fert}=100$ kg N ha$^{-1}$. In proportion to the $N_{fix}$ amount estimated for this class, the inaccuracy is however less than for the classes <5%, 5-15% and 15-30% legumes (Fig. 10). At first glance, increasing the number of classes might seem a way to reduce this difference. However, it is increasingly difficult to assess visually the relative abundance of a group of plants as the relative abundance of this group increases, and this is the reason why in most systems used in phytosociology, the size of the classes is smaller for the low-abundance-classes than for the high-abundance-classes. The higher the number of classes, the greater the risk of mistaking the class. Moreover, different operators would return less homogeneous and less comparable data using a system with more classes (for example collected in different regions or different years). The higher abundance classes show a lower difference between the upper and lower limit due to the curvature of the estimation model. Thus, increasing the number of classes does not seem justified in the range of $Leg_{RA} = 0.5$ to 1.0. The legume relative abundance is known to significantly vary along the vegetation period within each year (Wachendorf et al., 2001). However, to assess this input variable more than once a year is absolutely unrealistic within the framework of a countrywide assessment. For a single assessment per year, the difference in $Leg_{RA}$ among grasslands is therefore best evaluated when all assessments are performed during the same season. Ideally, the legume relative abundance should be assessed by the same operator in a given region because the effect of the operator on the outcome of a visual assessment is notoriously large. Figure 9. Effect of the size of the classes of legume relative abundance on the inaccuracy of the estimation of annual $N_{\text{fix}}$ ha$^{-1}$ within a class. The symbols show the difference in $N_{\text{fix}}$ between the upper and the lower limit of the corresponding class for different class sizes and across the range of possible legume relative abundances. For instance, when using the class Leg$_{\text{RA}}$(0-0.25), i.e. a class size of 25% legumes at the lowest range of possible legume relative abundances, the same $N_{\text{fix}}$ would be estimated for grasslands with 0 and with 25% legumes although the difference in $N_{\text{fix}}$ between these two types of grasslands would be of about 110 kg ha$^{-1}$ year$^{-1}$. The values have been calculated for a grassland producing 100 dt DM ha$^{-1}$ and a fertilization rate of 100 kg N ha$^{-1}$ year$^{-1}$. Figure 10. Proposed classes of legume relative abundance and their effect on the estimated annual amount of $N_{\text{fix}}$ ha$^{-1}$. The stair-like curve shows the $N_{\text{fix}}$ amount estimated using the proposed Leg$_{\text{RA}}$ classes for the example of a grassland producing 100 dt DM ha$^{-1}$ and a fertilization rate of 100 kg N ha$^{-1}$ year$^{-1}$. The absolute as well as the relative difference in $N_{\text{fix}}$ between the upper and the lower limit of each class ($\Delta_{\text{abs}}$, and respectively $\Delta_{\text{rel}}$, relative to the estimated $N_{\text{fix}}$ amount of the class) are written in the figure. The dashed line shows the $N_{\text{fix}}$ amount estimated with a continuous increase in Leg$_{\text{RA}}$. 4.2.4 Conclusions The proposed model for the estimation of $N_{fix}$ by grasslands requires nine input variables (equations 7 and 8). We suggest default values for five of them (Tab. 8). Thus, these five input variables can be considered as equation constants that do not need to be specified for the specific farms. For one input variable ($N_{con}$), default values specified for the different grassland categories as defined in the current SB can be used. Two other input variables ($Y_{DM}$ and $N_{for}$) can be approximated using data available in the SB. On the contrary, $Leg_{RA}$ requires a tremendous amount of supplementary work (as compared to the SB) from the farmers or the enforcement authority to be appropriately estimated. As a trade-off between accuracy and workload, we suggest an evaluation system using visual assessments and six classes of legume relative abundances. The proposed model is therefore as follow: $$N_{fix} = Y_{DM} \cdot Leg_{RA(class)} \cdot N_{con(cat)} \cdot \left(0.73 - 0.001N_{ert} + 0.2\left(1 - e^{3.34(Leg_{RA(class)}^{-1})}\right)\right) \cdot BGTNF_{(Leg_{RA(class)})}$$ With: - $Leg_{RA(class)} = \text{median } Leg_{RA}$ value between the lower and upper limits of the assessed $Leg_{RA}$ class - $N_{con(cat)} = N_{con}$ depending on the grassland category according to table 3 - $BGTNF_{(Leg_{RA})} = 1.6$ for $Leg_{RA} \leq 0.5$, respectively $1.8 - 0.4 \cdot Leg_{RA}$ for $Leg_{RA} > 0.5$ The size of the effect of each input variable on the estimation of $N_{fix}$ as well as our appraisal of the accuracy of estimation of these variables are summarized in table 8. These two aspects help assessing how critical each input variable is with respect to the risk of inaccurate $N_{fix}$ estimation. The variables $Y_{DM}$, $Leg_{RA}$, $N_{con}$ and $PN_{for}$ (mainly determined by $PN_{alfa\_ON\_Larg}$ in combination with $\varepsilon$) make the greatest contribution to the estimation of $N_{fix}$. Among them, $Leg_{RA}$ is particularly challenging to quantify. It is also crucial for any sensible estimation of $N_{fix}$, as well as for any consideration about the effects of farm-specific grassland management on $N_{fix}$. To forgo the estimation of $Leg_{RA}$ on the grassland areas of the farm would indeed result in an extremely inaccurate appraisal of $N_{fix}$. Using default values for $Leg_{RA}$ could easily bring about inaccuracies of $\pm 100\%$ in its estimation and correspondingly inaccuracies of $\pm 100\%$ in the estimation of $N_{fix}$. $Y_{DM}$ is affected by a rather important estimation inaccuracy. However, with the proposed method of estimating it based on standard values for the consumption of roughage by the livestock of the farm (SB), it is unlikely to make a very large error, for instance of $\pm 50\%$, when estimating $Y_{DM}$. $BGTNF$ has a great effect on the final estimate of $N_{fix}$ and its accuracy must be considered poor. Unfortunately, the body of literature about this variable is very fragmentary and no alternative other than using a $Leg_{RA}$-dependent default value is available at the moment. An estimation of $N_{for}$ using the SB can be expected to be quite inaccurate, but $N_{for}$ is not one of the main direct contributors to the value of $N_{fix}$. The main effect of $N_{for}$ on $N_{fix}$ is through its strong effect on the relative abundance of legumes in the plant community. This effect is thus considered with the input variable $Leg_{RA}$ and it is therefore essential that $Leg_{RA}$ is evaluated directly in the field. Table 8. Summary of the variables of the estimation model and their characteristics. | Input variable | Effect of variable on result | Proposed source | Work required | Accuracy of estimation of variable | Risk for inaccurate $N_{fix}$ estimation | Alternative | |----------------|------------------------------|-----------------|---------------|-----------------------------------|------------------------------------------|-------------| | $Leg_{RA}$ | Very large | On-farm visual estimation | Very substantial | Fairly good$^{1)}$ to poor$^{2)}$ | Moderate to large depending on accuracy of $Leg_{RA}$ estimation | The use of default values would be extremely inaccurate | | $Y_{DM}$ | Very large | SB (fodder consumption balance) | Moderate | Quite poor | Quite large | On-farm measurements would be very time-consuming | | $BGTNF$ | Large | Default value ($Leg_{RA}$-dependent) | None | Poor | Large | None | | $N_{con}$ | Very large | Default values, per grassland category | Little | Fairly good | Fairly small | Laboratory analysis would be time-consuming and expensive | | $N_{fert}$ | Small | SB | Moderate | Quite poor | Fairly small$^{3)(4)}$ | Fertilization plan or report of the real fertilizer application | | $PN_{dta\_ON\_1Leg}$ | Very large | Default value | None | Quite poor | Fairly small$^{4)}$ | None | | $\varepsilon$ | Moderate | Default value | None | Quite poor | Fairly small$^{4)}$ | None | | $\gamma$ | Small | Default value | None | Quite poor | Small | None | | $\kappa$ | Very small | Default value | None | Poor | Small | None | $^1)$ If performed by a trained professional on all grassland surfaces of the farm. $^2)$ If performed by an untrained individual or on a small percentage of the grassland surfaces of the farm. $^3)$ Provided that $Leg_{RA}$ is evaluated on farm. $^4)$ Within the most usual range of legume relative abundance (<50%). 4.3 Grain legumes In Switzerland, the importance of grain legumes is increasing and a further increase can be expected in the future, both because of their ability to introduce low-cost nitrogen into crop rotations and because of the possibility of increasing the self-sufficiency level for protein in livestock production chains and human nutrition. The most important grain legumes in Switzerland are field pea, soybean and faba bean (Tab. 9). Table 9. Evolution of the surfaces (in ha) and the yields (in dt ha\(^{-1}\)) of grain legumes in Switzerland (agristat 2022). | Crop | Unit | 2010 | 2015 | 2020 | |---------------|--------|-------|-------|-------| | Field pea | ha | 3483 | 4355 | 3573 | | | dt ha\(^{-1}\) | 41.7 | 34.5 | 28.5 | | Soybean | ha | 1087 | 1719 | 2032 | | | dt ha\(^{-1}\) | 28.3 | 23.6 | 25.8 | | Faba bean | ha | 274 | 556 | 957 | | | dt ha\(^{-1}\) | 31.0 | 26.5 | 20.2 | | Mix with cereals | ha | - | 409 | 679 | | | dt ha\(^{-1}\) | - | 38.9 | 42.4 | | Lupin | ha | 59 | 105 | 210 | | | dt ha\(^{-1}\) | 32.3 | 29.5 | 23.8 | | Lentils | ha | - | 70 | 135 | | | dt ha\(^{-1}\) | - | - | - | In section 3.4.2 we present an empirical model that puts \(N_{fix}\) in relation with \(Y_{DM}\) (equation 6) and we also report that in the review of Anglade et al. (2015) were found more robust relations between \(N_{fix}\) and \(AGN\) instead of \(Y_{DM}\). Anglade et al. (2015) also introduced a factor to take \(BGN\) into account. Thus, we propose to adopt the model formalized as follows: \[ N_{fix} = \left( \alpha_{crop} \cdot Y_{DM} \cdot N_{con} \cdot NHI^{-1} + \beta_{crop} \right) * BGNF \quad \quad Y_{DM} > 0 \tag{9} \] Where: - \(\alpha_{crop}\) and \(\beta_{crop}\) are the slope and the intercept determined by regressions specifically for each crop - \(Y_{DM}\) = harvested grain dry matter yield (dt DM ha\(^{-1}\)) - \(N_{con}\) = nitrogen concentration in grain (kg N dt\(^{-1}\) DM) - \(NHI\) = nitrogen harvest index, defined as the ratio of the harvested N (= \(Y_{DM} * N_{con}\)) to the above-ground N (\(AGN\)) - \(BGNF\) = below-ground nitrogen factor. This model does not take into account the effect of N fertilizer on \(SNF\) because the recommended N fertilizer application rate is 0 kg N ha\(^{-1}\) year\(^{-1}\) for all the grain legume crops in the Swiss guidelines for fertilizer application (PRIF 2017). 4.3.1 Parameterization Using the estimation model presented in equation 9, only yield (\(Y_{DM}\), the grain dry matter yield in dt ha\(^{-1}\)) has to be determined on the farms. \(\alpha_{crop}\) and \(\beta_{crop}\): are the slope and the intercept of the model, which are determined experimentally or by literature review, as mentioned in chapter 3. The review of Anglade et al. (2015) is the most recent and complete work on this topic, which was designed for European conditions (the papers considered in this review are not all European). For these reasons, we propose to use the value issued by this document (Tab. 1) on the basis of crops (species). For soybean, which is not included in the review of Anglade et al. (2015), we propose to rely on the value proposed by Salvagiotti et al. (2008) in their monographic review for fertilization rates below 10 kg N ha\(^{-1}\) year\(^{-1}\) (Fig. 3). Also, in this case the determination was made at the species level. For *Lupinus* spp. (lupin) we did not find consistent datasets in literature. As Herridge et al. (2008) found a similar $PN_{data}$ as for faba bean and put the two crop types in the same category, we propose to adopt $\alpha_{crop}$ and $\beta_{crop}$ from faba bean or alternatively to use the parameter for “all grains”. Grain nitrogen concentrations ($N_{con}$) in grain legumes vary among species, cultivars, sites and years of cultivation. Average values of $N_{con}$ (respectively of the crude protein content) in grain legumes intended as feedstuff are given in Agroscope (2016) for the most relevant species (Tab. 10). **Table 10.** Grain nitrogen content of grain legumes intended as feedstuff (Agroscope 2016). | Crop | $N_{con}$ (kg N dt$^{-1}$) | |-------------------------------------------|----------------------------| | Faba bean | 4.74 | | White lupin (*Lupinus albus*) | 5.88 | | Blue lupin (*Lupinus angustifolium*) | 5.58 | | Field pea | 3.43 | | Soybean | 6.33 | An overview of the variability of $N_{con}$ give the datasets by Anglade et al. (2015) and by Agroscope’s variety test program (Baux et al. 2015, Baux et al. 2016, Schwaerzel et al. 2018, Fig. 11). Data from Switzerland look less variable than those from Anglade et al. (2015), but the mean values are in the very same magnitude than those proposed by Agroscope (2016) for faba bean, field pea and soybean. For lentil we could not find large datasets, but as shown in figure 11 its nitrogen content is in the very same range as that of field pea. We propose therefore to adopt the value of field pea. Soybean can be used as feedstuff, prime matter for oil or tofu. Normally the variety used for tofu show higher N contents than others as shown by the results of the variety test program (Fig. 12). We propose to adopt the value of 7.3 kg N dt$^{-1}$ DM for the varieties intended for tofu, and 6.33 kg N dt$^{-1}$ (Agroscope 2016, Tab. 10) for other purposes. A summary of the proposed value is presented in table 12. **Figure 11.** Nitrogen concentration (kg N dt$^{-1}$ DM) of grain legume species grown in Switzerland. The violin shapes represent the kernel density: the larger the shape, the higher the density. The black line inside the violin represents the quartile (25%, 50% and 75%). The red dashed line represents the mean. Source: Anglade et al. (2015) for faba bean, lentil and field pea, crops followed by (CH) are the dataset from Agroscope’s variety test program (Baux et al. 2015, Baux et al. 2016, Schwaerzel et al. 2017). Figure 12. Classification by cluster analysis (Euclidean distance, Ward’s method) of the varieties tested by Agroscope according their $N_{\text{con}}$ (kg N dt$^{-1}$ DM). The varieties “Falbala”, “Aveline” and “Protéix” are commonly used in tofu production, others for oil production or as feedstuff. **NHI:** The ratio between the harvested and the above-ground N is a parameter difficult to obtain as it varies among crop species, soil types and farming practices (Fageria 2014). Unfortunately, the determination of this parameter is not part of routine analysis of Agroscope’s variety test program and we did not find any recent measurements carried out in Switzerland. However, valuable sources for the NHI can be found in the international literature: we propose to adopt the values presented by Salvagiotti et al. (2008) for soybean and by Anglade et al. (2015) for faba bean, lentil and field pea (Tab. 11). As Anglade et al. (2015) did not find any significant difference between the NHI of the different crops, we propose to adopt the value of 75% for all the grain legumes, including lupin (for which data on NHI are scarce) and for soybean, as slight errors in estimating NHI will lead to negligible differences in the $N_{\text{fix}}$ estimation (see section 4.3.2). Table 11. Nitrogen harvest index of the main grain legumes grown in Switzerland. Bold numbers are the median (faba bean, lentil and field pea) and the mean (soybean) values. Ranges below are the interquartile ranges. | Crop | NHI | Source | |------------|---------|-------------------------| | Faba bean | **0.74**| | | | 0.63 - 0.77 | Anglade et al. (2015) | | Lentil | **0.75**| | | | 0.63 - 0.78 | | | Field pea | **0.75**| | | | 0.68 - 0.82 | | | Soybean | **0.73**| | | | 0.64 - 0.82 | Salvagiotti et al. (2008) | As shown in section 3.1.2, it is crucial to adequately quantify the BGN and the residual N from not harvested material in order to achieve a good estimation of the total nitrogen fixed by crops. However, due to differences in experimental protocols, root morphology and responses to management, the available data from literature can provide only some indicative values. Anglade et al. (2015) do not treat soybean and Salvagiotti et al. (2008) do not attempt to define a value for soybean. However, Rochester et al. (1998) reported that 24% of total nitrogen uptake is located in roots and data from Schweiger et al. (2012) allow to state an average of 34%. These values are within the same order of magnitude as those considered by Anglade et al. (2015) for others legume crops. As the data available are scarce, we propose to adopt the value of 1.3 (= 1.0+0.3; Tab. 12), proposed in the review of Anglade et al. (2015) for the below-ground nitrogen factor (BGNF). The lower value of BGNF compared to the BGTNF that we proposed for grassland systems is due to the fact that in the BGNF no transfer to companion crops is considered and BGN inputs are smaller due to less root turnover in annual crops compared to frequently cut perennial crops. Table 12. Summary of the proposed values for the parametrization of equation 9. | Crop | \( \alpha_{crop} \) | \( \beta_{crop} \) | \( N_{con} \) (kg N dt\(^{-1}\) DM) | \( NHI \) (N\(_v\) AGN\(^{-1}\)) | BGNF | |---------------|---------------------|--------------------|--------------------------------------|-----------------------------------|------| | Faba bean | 0.73 | 5.45 | 4.46 | 0.75 | 1.3 | | Lentil | 0.64 | 3.32 | 3.43 | 0.75 | 1.3 | | Field pea | 0.66 | 4.32 | 3.43 | 0.75 | 1.3 | | Soybean | 0.66 | -19 | 6.34, 7.3* | 0.75 | 1.3 | * \( N_{con} \) for soybean varieties intended for tofu 4.3.2 Sensitivity of the model To demonstrate the model's sensitivity to the uncertainty of input variables, an arbitrary error factor was applied to each term of the model using faba bean as the model crop. Figure 13 depicts the propagation of errors affecting \( N_{fx} \) estimation. For instance, an error of +50% in estimating \( \alpha_{crop} \), \( N_{con} \), or \( Y_{DM} \) leads to an overestimation of \( N_{fx} \) by approximately 113 kg ha\(^{-1}\). Conversely, a similar error magnitude (+50%) in estimating \( NHI \) results in an underestimation of approximately 76 kg ha\(^{-1}\). Notably, for faba bean, an underestimation of \( NHI \) by 50% leads to a significant overestimation of \( N_{fx} \) by 96%, while an overestimation of \( NHI \) by 50% only results in a -32% underestimation of \( N_{fx} \). Although the pattern of the effect of varying input variables on \( N_{fx} \) estimation is consistent across all grain legumes, the degree of over or underestimation of \( N_{fx} \) slightly differs among crops. For instance, Anglade et al. (2011) reported a median value of 74% with an interquartile range of 63%-77% for \( NHI \) in faba bean, indicating that a 50% error is not realistic. However, for \( Y_{DM} \), the variety test program results reveal wider variability for field pea or soybean from year to year and from site to site, hence we advocate conducting on-farm yield surveys (\( Y_{DM} \)). ![Figure 13. Sensitivity of the model for faba bean.](image) \( Y_{DM} = 40 \) dt ha\(^{-1}\); \( N_{con} = 4.46 \) kg N dt\(^{-1}\); \( NHI = 0.74 \); BGNF = 1.3; \( N_{fx} = 237 \) kg N ha\(^{-1}\) The coloured rectangle represents a range of error of ± 50%. 184.108.40.206 Utilization of the model with the results of the variety test program The utilization of the model in this study appears to be straightforward, as the only parameter that needs to be directly collected on the farm is grain yield (\( Y_{DM} \)), which can be obtained from farmers' cropping records (Feldkalender). In the following examples, we demonstrate the application of the model by using \( Y_{DM} \) and \( N_{con} \) values from Agroscope's variety test program, along with the values provided in Table 12 for the remaining parameters (\( \alpha_{crop} \), \( \beta_{crop} \), and \( NHI \)). In the case of soybean, the Aveline variety exhibited the lowest mean $N_{fix}$ value, recording 198 kg $N_{fix}$ ha$^{-1}$ in Changins, while the highest value was observed for the Proteix variety in Reckenholz, with an $N_{fix}$ value of almost 305 kg ha$^{-1}$ (Fig. 14). These values fall within the range reported by Salvagiotti et al. (2008) when considering the application of a BGNF of 1.3. Notably, at the Reckenholz site, the highest $N_{fix}$ values were consistently obtained in 2016 and 2017 for all varieties, whereas Goumoens showed the lowest value in 2014, Giez in 2016, and Changins in 2017. Moreover, significant inter-annual variations were observed within the same site. For instance, $N_{fix}$ for the best and worst year ranged from 25 to 150 kg ha$^{-1}$ for the Opaline variety at the Goumoens site, and for the Falbala variety at the Reckenholz site, respectively. Regarding field pea, the available database is smaller compared to soybean. Both the year of cultivation and the specific site had a considerable effect on the variation of $N_{fix}$ (Fig. 15). Notably, the variety-specific differences in fixation between 2015 and 2016 were relatively smaller in Goumoens compared to Changins, where differences exceeding 100 kg $N_{fix}$ ha$^{-1}$ were observed. **Figure 94.** $N_{fix}$ of soybean varieties according to the site and year of test. The violin shapes represent the kernel density: the larger the shape, the higher the density. The black line inside the violin represents the quartile (25%, 50% and 75%). Black dots and error bars represent the mean and standard deviation. Sources: Ymi, $N_{min}$, Agroscope variety test program; $\alpha_{min}$, $\beta_{max}$ and NHI: Salvagiotti et al. (2008). To highlight the variability due to the NHI all the three values proposed by them were used (mean and interquartile ranges, Tab. 11). 4.3.3 Conclusions Among the six input variables required by the model to estimate $N_{fx}$ in grain legumes, only one variable ($Y_{DM}$) needs to be determined in the field to ensure a robust estimation of $N_{fx}$. For the remaining variables, default values are proposed due to the lack of realistic alternatives. However, determining $Y_{DM}$ can sometimes require additional effort from farmers or enforcement authorities, as it may not be a routine annotation in farmers’ records, especially when harvested grains are used on the farm. Nevertheless, the lack of data specific to Swiss conditions can impact the accuracy of the results. Specifically, updated values for $NHI$ are currently unavailable for Swiss crops. To address this issue, the determination of $NHI$ could be incorporated into the variety test program. This approach would allow for the assessment of differences between cultivars and lead to improved estimations. Similar considerations could also be made for the $BGNF$, as it remains a poorly investigated subject and the existing literature does not provide conclusive evidence for field conditions in Switzerland. 4.4 Cover crops The use of cover crops has been a widespread practice since ancient times. Mixtures of legumes and non-leguminous species can be as effectively used as pure non-leguminous stands in preventing nitrate losses (Vogeler et al., 2019). The use of legumes in cropping systems can reduce the dependence from synthetic N fertilizers, whose production (including products for industrial uses) emits globally 465 Tg of CO$_2$ equivalents in global warming potential (IFA 2009). The attention of farmer and researchers on mixtures and pure leguminous stands is probably increasing because of these potential economical savings and the growing environmental awareness. The available references for estimating $N_{fx}$ from cover crops are scarce: the AGFF Merkblatt 9 (Suter et al., 2011) for grassland mixtures and Büchi et al. (2015) dealing with pure stands. The AGFF Merkblatt 9 proposes a standard value for $N_{fx}$ (above- and below-ground N uptake) according to mixture and seeding time. We synthesized the proposed values in table 13, simplifying the frame of reference. Table 13. Dry matter yield, relative abundance of legumes, average $N_{\text{fix}}$ and $N_{\text{tot}}$; italic numbers are the min-max range according the seeding time (mid-August – mid-September) of the different standard mixtures (code numbers in the first column). Synthesized from Suter et al. (2011); $N_{\text{fix}}$ has been calculated considering a soil mineral N content of 30 kg ha$^{-1}$. | Standard mixture (SM) | $Y_{\text{DM}}$* (dt ha$^{-1}$) | Leg$^{RA}$ | $N_{\text{fix}}$ (kg ha$^{-1}$) | $N_{\text{tot}}$ (kg ha$^{-1}$) | |----------------------|-------------------------------|------------|-------------------------------|-------------------------------| | **Non-overwintering** | | | | | | SM 101, SM 102, SM 106, SM 108 | 23 11 - 37 | 0.33 | 30 19 - 51 | 102 66 - 179 | | **Overwintering** | | | | | | SM 210, SM 151, SM 155, SM 200 | 15 2 - 34 | 0.25 - 0.33 | 18 3 - 44 | 73 13 - 178 | | **Green manure** | | | | | | *Trifolium subterraneum* | 1.00 | | 63 22 - 97 | 90 32 - 138 | *At the end of the autumn Büchi et al. (2015) selected 19 legume species according to their actual or potential use as cover crops in Switzerland. They measured the $N_{\text{fix}}$ in the above-ground parts with the natural abundance method after a growing period of three months in two different sites (Changins and Zollikofen) in 2011. The measured $N_{\text{fix}}$ ranged from 2 kg N ha$^{-1}$ for chickpea (*Cicer arietinum*) in Changins to 172 kg N ha$^{-1}$ for faba bean in Changins (Tab. 14). The overall relation between AGN and $N_{\text{fix}}$ is robust and allows to discriminate two main clusters: $N_{\text{fix}}$ amount over 100 kg ha$^{-1}$ corresponding to an AGN of over 120 kg ha$^{-1}$, recorded for common vetch (*Vicia sativa*), faba bean, pea and chickling pea (*Lathyrus sativus*), and $N_{\text{fix}}$ amount lower than 100 kg ha$^{-1}$ for the other species, with a recorded AGN of less than 120 kg ha$^{-1}$ (Fig 16). Soybean (which in the practice is hardly used as cover crop) did not show high amounts of $N_{\text{fix}}$ and particularly marked differences between the two considered sites have been recorded. Less pronounced but still relevant differences were also found for some of other species tested (Tab. 14). Table 14. Characteristics of some of the cover crop tested by Büchi et al. (2015). | Crop | Latin name | Biomass (dt ha$^{-1}$) | $N_{\text{fix}}$ (kg ha$^{-1}$) | AGN (kg ha$^{-1}$) | |---------------|--------------|------------------------|---------------------------------|--------------------| | | | Changins | Zollikofen | Changins | Zollikofen | Changins | Zollikofen | | Faba bean | *Vicia faba*| 74.5 | 62.7 | 172 | 129 | 204 | 169 | | Chickling pea | *Lathyrus sativus* | 39.9 | 29.5 | 149 | 101 | 161 | 129 | | Field pea | *Pisum sativum* | 55.2 | 44.6 | 115 | 102 | 166 | 139 | | Common vetch | *Vicia sativa* | 35.4 | 43.9 | 107 | 131 | 143 | 176 | | Soybean | *Glycine max* | 48.3 | 34.1 | 55 | 4 | 143 | 60 | | White lupin | *Lupinus albus* | 56.0 | 46.8 | 40 | 9 | 88 | 59 | | Chickpea | *Cicer arietinum* | 30 | 20 | 3 | 2 | 22 | 9 | The current Swiss farm balance system is not aimed to estimate nitrogen fixation and adopts a simplified approach considering three categories of yield instead (Agridea-FOAG 2018): - 25 dt ha\(^{-1}\) for grassland type cover crops per harvest, maximum two harvests - 35 dt ha\(^{-1}\) for green manure in arable farming - 30 dt ha\(^{-1}\) for leguminous green manure for horticulture Due to ranges of variation of the \(Y_{DM}\) proposed in Suter et al. (2011, Tab. 13) and observed in Büchi et al. 2015, a simplified system like the one proposed in the current Swiss farm balance system is unsuitable for a correct estimation of the \(N_{fx}\) by cover crops, either in mixtures or pure stands. However, due to scarce references, the values shown in table 13 for grassland type cover crops can be used with a large risk of bias. For pure legume stands and legume-nonlegume mixtures, we believe that the values proposed in Büchi et al. (2015) must be validated by other experiments under a broader range of environments before they can be used. Large variations of \(N_{fx}\) can be expected due to the number of available cover crops, their mixing options (different species, legumes non-legumes mixtures), the duration and type of cover crops (late summer to spring of subsequent year; overwintering vs. winter-killed) and the yield development, which is strongly depending on yearly conditions (water availability, temperature). 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Nitrogen fixation and transfer in grass-clover leys under organic and conventional cropping systems. *Plant and Soil* 371, 237-255. OECD and Eurostat (2007. Gross Nitrogen Balances - Handbook. http://www.oecd.org/greengrowth/sustainable-agriculture/40820234.pdf [17.11.2020]. Oelze J., 2000. Respiratory protection of nitrogenase in Azotobacter species: is a widely held hypothesis unequivocally supported by experimental evidence? *FEMS Microbiology Reviews* 24, 321-333. Oenema O. and Berentsen P.B.M., 2005. Manure policy and MINAS: Regulating nitrogen and phosphorus surpluses in agriculture of the Netherlands. OECD report COM/ENV/EPOC/CTPA/CFA(2004)67/FINAL, 47 pp. Oenema O. and Heinen M., 1999. Uncertainties in nutrient budgets due to biases and errors. In: Smaling E.M.A., Oenema O. and Fresco L.O. (Eds.), Nutrient disequilibria in agroecosystems: Concepts and case studies. CAB International, Wallingford. 75-97. Oenema O., Kros H., de Vries W., 2003. 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Can differences in \textsuperscript{15}N natural abundance be used to quantify the transfer of nitrogen from legumes to neighbouring non-legume plant species? *Soil Biology and Biochemistry* 87, 97-109. Peoples M.B., Haugaard-Nielsen H., Huguenin-Elie O., Jensen E.S., Justes E., Williams M., 2019. The contributions of legumes to reducing the environmental risk of agricultural production. In: Lemaire G., Carvalho P.C.F., Kronberg S. and Recous S. (Eds), Agroecosystem diversity, reconciling contemporary agriculture and environmental quality. Academic Press, Elsevier, pp. 123-143. Peratoner G., Kasal A., Florian C. and Pramsohler M., 2018. Accuracy of visual assessment of the plant stand type for the estimation of forage quality. *Grassland Science in Europe* 23, 950-952. Pirhofer-Walzl K., Rasmussen J., Hegh-Jensen H., Eriksen J., Seegaard K. and Rasmussen J., 2012. 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Farm-gate nitrogen balances on intensive dairy farms in the south west of Ireland. *Irish Journal of Agricultural and Food Research* 47, 105-117 Tzanakakis V., Sturte I. and Dörchs P., 2017. Biological nitrogen fixation and transfer in a high latitude grass-clover grassland under different management practices. *Plant and Soil* 421, 107-122. Uebersax A. and Schuepbach H., 2004. Nutrient balancing at the farm level: The Swiss experience. *Grass/land Science in Europe* 9, 1193-1195. Unkovich M.J., Baldock J. and Peoples M.B., 2010. Prospects and problems of simple linear models for estimating symbiotic N₂ fixation by crop and pasture legumes. *Plant and Soil* 329, 75-89. Unkovich M., Herridge D., Peoples M., Cadisch G., Bodrey R., Giller K., Alves B. and Chalk P., 2008. Measuring plant-associated nitrogen fixation in agricultural systems. Australian Centre for International Agricultural Research (ACIAR) Monograph No. 136, 258 pp. Vogeler I., Hansen E.M., Thomsen I.K. and Østergaard H.S., 2019. Legumes in catch crop mixtures: Effects on nitrogen retention and availability, and leaching losses. *Journal of Environmental Management* 239, 324-332. Wachendorf M., Collins R.P., Elgersma M., Fothergill M., Frankow-Lindberg B.E., Ghesquiere A., Guckert A., Guinchard M.P., Helgadottir A., Lüscher A., Nolan T., Nykänen-Kurki P., Nösberger J., Parente G., Puzio S., Rhodes I., Robin C., Ryan A., Stäheli B., Stoffel S., Taube F. and Conolly J., 2001. Overwintering and growing season dynamics of *Trifolium repens* L. in mixture with *Lolium perenne* L.: A model approach to plant-environment interactions. *Annals of Botany* 88, 683-702. Watson, C.A. and Atkinson D., 1999. Using nitrogen budgets to indicate nitrogen use efficiency and losses from whole farm systems: a comparison of three methodological approaches. *Nutrient Cycling in Agroecosystems* 53, 259-267. Watson C.A., Bengtsson H., Ebbesvik M., Løes A.-K., Myrbeck A., Salomon E., Schroder J. and Stockdale E.A., 2002. A review of farm-scale nutrient budgets for organic farms as a tool for management of soil fertility. *Soil Use and Management* 18, 264-273. Xie K., Li X., He F., Zhang Y., Wan L. Hannaway D.B., Wang D., Qin Y. and Fadul G.M.A., 2015. Effect of nitrogen fertilization on yield, N content, and nitrogen fixation of alfalfa and smooth bromegrass grown alone or in mixture in greenhouse pots. *Journal of Integrative Agriculture* 14, 1864-1876 Yang H., Unkovich M., McNeill A. and Wang X., 2011. Symbiotic N$_2$ fixation and nitrate utilisation in irrigated lucerne (*Medicago sativa*) systems. *Biology and Fertility of Soils* 47, 377-385. 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Goals and Objectives for Data Collection William Flynn DVM, MS Deputy Director for Science Policy Center for Veterinary Medicine U.S. Food and Drug Administration Data Collection Public Meeting September 30, 2015 Washington, D.C. 1 Outline Brief Background Why collect data? What data are needed? How will data be used? 2 Background Antibiotic resistance is a global problem affecting both humans and animals Given the complexities of antibiotic resistance, no single action can be taken to "fix" the problem Rather, it requires a long-term commitment to multiple actions, on multiple fronts, to monitor and address the problem Tracking progress is critical element Guidance #209: Judicious Use Strategy Describes two key principles: 1. Limit medically important antimicrobials to therapeutic purposes (i.e., those uses considered necessary for ensuring animal health) 2. Require veterinary oversight or consultation for such therapeutic uses in food-producing animals 4 Guidance #213: Implementation plan Finalized December 2013 More detailed guidance on implementing key principles in Guidance #209 Established 3-year timeline Defines medically important 5 Guidance #213: Objectives By January 1, 2017, the use of medically important antibiotics in food and water will: Be limited to therapeutic purposes only production (growth promotion) uses will no longer be legal Require the authorization of a licensed veterinarian Products used in water – change from OTC to Rx Products used in or on feed – change from OTC to VFD GFI #213: Important Milestones nes for impl ementat ion. There are t wo phases. The first d products (J arly 2 une 2014 to December 201 6), and includes 016 is the fin alization o f the d ata collec phase is wh en drug sponso rs align af fecte ne reflects the Guidance for Industry #213 major milesto three majte or milest ones. Septe mber 2 gy . E Th e t imeli 015 is the public meeting on the data collection stra Why collect data? Without an intentional effort to assess the actions we take (e.g., GFI #213 changes), it will be difficult to know over time whether: actions taken are making a difference, actions taken need to be adjusted, or additional actions are needed? Why collect data? Question can be considered at several different levels – that may require different types of data – varying in terms of difficulty to collect and assess That is, actions/steps implemented can be assessed to determine if such actions are: 1. Actually being adopted as intended 2. Having the desired effect in terms of antibiotic use behaviors/practices (stewardship) 3. Having the desired effect in terms of managing antibiotic resistance 9 Why collect data? For example: assessing the implementation of veterinary oversight under GFI #213 could include examining indicators that can help us understand whether veterinary oversight: 1. is actually occurring as intended 2. is having the desired effect of fostering judicious use/good stewardship 3. is having the desired effect in terms of managing antibiotic resistance Why collect data? Progress at each of these three levels 2) impact on behaviors/practices i.e., 1) adoption 3) impact on resistance is important and desirable…but Assessing impact at all levels is challenging – particularly impact on resistance Attribution/other drivers of resistance Predictability of bacteria Longer term observations needed Why collect data? In summary, data is needed to - assess the rate of adoption of changes outlined in the FDA's GFI #213 help gauge the success of antibiotic stewardship efforts and guide their continued evolution and optimization assess associations between antibiotic use practices and resistance Data is needed that provide indicators that actions/steps implemented are: 1. Being adopted as intended 2. Having the desired effect on antibiotic use practices 3. Having the desired effect on antibiotic resistance Assessing progress at each of the above levels would require multifactorial approach Feasibility dependent on data availability A. Data on quantity antibiotics sold/distributed B. On-farm antimicrobial use and resistance C. Resistance data for pathogenic foodborne bacteria and commensal bacteria D. Data on animal demographics/animal health E. Data from FDA inspectional activities A. Data on quantity antibiotics sold/distributed [x] Data available - summary reports published since 2009 [x] Annual summary substantially enhanced (Oct. 2014) [x] Rulemaking underway to obtain additional detail on animal species Value - indicator of quantity of antibiotics entering distribution channels Limitations – not actual use; not specific for species or indication of use B. On-farm antimicrobial use and resistance data [x] Under development – limited data currently available [x] Key focus of today's meeting [x] Implementation dependent on additional funding Value – provide more specificity about actual conditions of use; opportunity to link use to resistance Limitations – resource intensive to collect representative data C. Resistance data for pathogenic foodborne bacteria and commensal bacteria [x] Data available – e.g., NARMS in place since 1996 [x] Enhancements made to animal sampling of NARMS [x] Retail meat sampling expanded, WGS Value – robust resistance database available Limitations – resistance data not linked to information on antimicrobial use in animals D. Data on animal demographics/animal health [x] Some data available – animal demographic indicators [x] Limited animal health data currently available Value – provides context for assessing antibiotic use information (e.g., appropriateness of extent of use) Limitations – animal health data currently limited E. Data from FDA inspectional activities [x] FDA program currently in place for inspecting licensed feed manufacturers [x] Involves collaboration with state regulatory agencies [x] As resources permit, plan to expand inspectional activity Value – provides mechanism for inspecting VFD records; provides indicator of appropriate veterinary oversight of VFD feeds Limitations – limited resources; large number of feed manufacturers How will data be used? Proposed goal is to create a new USG Summary Report Provide a summary of antibiotic drug use and resistance in animal agriculture Integrates data on animal health, demographics, drug sales, resistance, and additional on-farm data… Focus of presentation this afternoon In Summary - Outcomes of data collection strategy include: Greater transparency regarding antibiotic use practices in food-producing animals Data for assessing the rate of adoption of changes outlined in FDA's Guidance #213 Data to help gauge the implementation and success of stewardship efforts and guide their continued evolution and optimization Better understanding of antimicrobial use practices associated with resistance
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RESOLUTION 2011-18 A RESOLUTION OF THE CITY OF LA FERIA ACCEPTING FOUR WASTEWATER LIFT STATION BACK UP POWER GENERATORS; APPROVING FINAL PAYMENT OF $12,618.75 TO METRO ELECTRIC; AND AUTHORIZING THE CITY MANAGER TO SIGN THE CERTIFICATE OF CONSTRUCTION COMPLETION ON BEHALF OF THE CITY OF LA FERIA, TEXAS. WHEREAS, the City of La Feria has received a Certificate of Completion from SWG Engineering, LLC, certifying that the four wastewater lift station back up power generators installation project, TDRA Contract No. DRS010089, has been completed; and, WHEREAS, the City of La Feria’s contract amount with Metro Electric has not increased and remained at $252,375.00; and WHEREAS, it has been recommended by SWG Engineering, LLC that final payment should be made to Metro Electric in the amount of Twelve Thousand Six Hundred Eighteen and 75/100ths Dollars ($12,618.75) and that the City of La Feria execute the Certificate of Construction Completion, NOW, THEREFORE, BE IT RESOLVED BY THE CITY COMMISSION OF THE CITY OF LA FERIA: THAT, the Final Contract Amount for the project is established at $252,375.00; and THAT, the City Manager of the City of La Feria is hereby authorized to make final payment to Metro Electric in the amount of Twelve Thousand Six Hundred Eighteen and 75/100ths Dollars ($12,618.75) and to execute, on behalf of the City of La Feria, a Certificate of Construction Completion for the La Feria TDRA Contract No. DRS010089. PASSED AND APPROVED THIS THE 10TH DAY OF MAY 2011, AT A REGULAR MEETING OF THE CITY COMMISSION OF THE CITY OF LA FERIA, TEXAS. APPROVED: Steve Brewer, Mayor ATTEST: Olga Oberwetter, City Secretary APPROVED AS TO FORM: Richard S. Talbert, City Attorney
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Colmena Seguros S.A. te otorga este seguro de acuerdo con estas condiciones: ¿Qué cubre este seguro? Cubre la muerte accidental Esto significa que si tienes un accidente dentro de la vigencia de la póliza, y como consecuencia de este falleces inmediatamente o dentro de los próximos 180 días, Colmena pagará la suma de dinero que está en la carátula de tu póliza. Este seguro considera el homicidio como muerte accidental, por eso, también está cubierto. También te cubre la incapacidad total y permanente accidental En caso de que tengas una incapacidad total y permanente a causa de un accidente ocurrido dentro de la vigencia de la póliza, Colmena te pagará la suma de dinero que está en la carátula de tu póliza. La pérdida de capacidad para trabajar debe ser demostrada con un concepto médico que la califique como total y permanente y superior al 50%. En cualquier caso, Colmena podrá solicitar que la calificación la realice una entidad competente del Sistema de Seguridad Social. ¡Ten presente! - Si Colmena te paga el amparo de incapacidad total y permanente, el seguro terminará y no podrás reclamar otros amparos. - Si eres miembro de las fuerzas militares, policiales o cuerpos de seguridad privada y mueres o sufras una incapacidad total y permanente accidental, ejerciendo tu labor en actividades que requieren el uso de armas, Colmena pagará a los beneficiarios el mínimo entre el valor asegurado de tu plan y $20.000.000. Con este seguro, también recibes una renta diaria por incapacidad total temporal por accidente: En caso de que sufras un accidente ocurrido durante la vigencia de la póliza, que genere al menos 4 días de incapacidad, Colmena te pagará a partir del primer día, una renta diaria de acuerdo al plan que escogiste. ¡Ten presente! - La incapacidad que sea inferior a 4 días no será pagada. - Debes justificar la incapacidad con una orden de un médico legalmente autorizado. ¿Cuál es el número máximo de días de renta que Colmena pagaría? 180 días por cada aniversario de la póliza, contados desde la fecha de inicio de la vigencia del seguro, sin importar que dichos días ocurran en una o varias incapacidades totales temporales. Esta cobertura se restablecerá cada aniversario de la póliza, contado desde la fecha de inicio de vigencia de la misma. ¿Qué no cubre este seguro? No tendrás cobertura si la reclamación es consecuencia de: - a. Cualquier enfermedad - b. Suicidio - c. Actividades ilícitas - d. Guerra civil o internacional - e. Incapacidad permanente parcial - f. Bebidas embriagantes, drogas tóxicas, heroicas, alucinógenas, siempre que su consumo incida en la ocurrencia del accidente ¿Cómo se paga el seguro? El precio de tu seguro, que se llama prima, lo debes pagar anualmente. Por cada año que continúes con nosotros pagas menos. En la siguiente tabla te lo explicamos con mayor claridad: | Número de pago | Porcentaje de la prima | |----------------|------------------------| | Primer pago | 100% | | Segundo pago | 80% | | Tercer pago | 50% | | Cuarto pago | 0% | Tienes plazo de un mes para realizar cada uno de los pagos de la prima. Este plazo se contará desde la fecha de inicio de cada anualidad. No te preocupes, durante este mes tu seguro seguirá vigente y si ocurre algún accidente, Colmena te pagará el valor asegurado. ¿Se puede cambiar el plan contratado inicialmente? No es posible cambiar el plan contratado inicialmente. ¿Cuál es el plazo que tiene Colmena para responder mi solicitud de indemnización? Colmena tendrá un plazo máximo de 20 días para dar respuesta a tus solicitudes de indemnización. ¿Cuáles son los documentos sugeridos para el pago de la suma asegurada? Para que Colmena te pague la suma de dinero asegurada tú o tu beneficiario debe demostrar la ocurrencia del siniestro. Para ello te recomendamos presentar los documentos que están en la siguiente tabla: | Documentos sugeridos para el pago de la suma asegurada | a. | b. | c. | |---------------------------------------------------------|----|----|----| | Formato Solicitud de indemnización, el cual podrá ser descargado de la página www.colmenaseguros.com/seguros-personas, en la sección trámites. | ● | ● | ● | | Copia del documento de identificación del asegurado y los beneficiarios. | ● | ● | ● | | Copia del registro civil de defunción. | ● | ● | ● | | Copia del registro civil de matrimonio del asegurado, o documento que acredite la unión libre. | ● | ● | ● | | Copia del registro civil de nacimiento de los hijos en caso que también sean beneficiarios. | ● | ● | ● | | Copia de la historia clínica completa del asegurado o informe del médico tratante sobre el estado de salud con la fecha y causa de la incapacidad. | ● | ● | ● | | Documentos legales que demuestren que la persona fallecida fue económicamente dependiente y las circunstancias de tiempo, modo y lugar como ocurrieron los hechos (Acta de levantamiento del cadáver, copia de la necropsia o el informe de la autoridad competente). | ● | ● | ● | | Copia del dictamen de perito sobre la capacidad laboral del fallecido, junto de calificación de invalidez, región nacional, o por las entidades competentes del Sistema de Seguridad Social. | ● | ● | ● | | Certificado de incapacidad. | ● | ● | ● | | Los demás documentos que Colmena considere necesarios para el estudio de la reclamación. | ● | ● | ● | Colmena podrá pedirte documentos adicionales en caso que los aportados no sean suficientes para el pago de tu seguro. Notificaciones y legislación aplicable Si lo deseas podrás realizar notificaciones a Colmena a través de los canales dispuestos por esta para la atención del consumidor financiero. Colmena se comunicará contigo a través de la última dirección de correo electrónico que registres. Podrás consultar los aspectos legales aplicables a los contratos de seguros, en https://www.tudiarloasegurado.com ASEGURADORA FIRMA AUTORIZADA Colmena Seguros S.A.
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Legal Basis: Directive 2014/24/EU Section I: Contracting authority I.1) Name and addresses Official name: U.N.A.PR.OL. CONSORZIO OLIVICOLO ITALIANO SOC. CONS. P.A. National registration number: 80413010580 Postal address: Via XXIV Maggio, 43 Town: ROMA NUTS code: ITI43 Roma Postal code: 00187 Country: Italy Contact person: Nicola Di Noia E-mail: firstname.lastname@example.org Telephone: +39 0678469004 Internet address(es): Main address: www.unaprol.it I.4) Type of the contracting authority Other type: Joint-stock Consortium I.5) Main activity Other activity: Food promotion, promotion, consumer information Section II: Object II.1) Scope of the procurement II.1.1) Title: U.N.A.PR.OL. CONSORZIO OLIVICOLO ITALIANO SOC. CONS. P.A. Reference number: 80413010580 II.1.2) Main CPV code 98390000 Other services II.1.3) Type of contract Services II.1.4) Short description: Call for tenders for the selection, by an open competitive procedure, of an implementing body charged with carrying out the actions aimed at achieving the objectives set out in the 2024/2026 3-year program called "Excellence of European Olivicolture in ASIA" (acronym ECCEASIA) presented by Unaprol in partnership with CAP (Portuguese Confederation of Farmers) target countries JAPAN, TAIWAN. Objectives: 1. Increase in This notice in TED website: https://ted.europa.eu/udl?uri=TED:NOTICE:688966-2023:TEXT:EN:HTML Italy-Rome: Other services 2023/S 219-688966 Contract award notice Results of the procurement procedure Services knowledge and notoriety (awareness) of European extra virgin olive oil and its characteristics. 2. The increase in EU extra virgin olive oil exports to Japan and Taiwan.3. Strengthen awareness and recognition of the Union's quality schemes, inviting people to perceive the differences and guarantees offered by products with designations (PDO and PGI) or organically produced products II.1.6) Information about lots This contract is divided into lots: no II.1.7) Total value of the procurement (excluding VAT) Value excluding VAT: 4 372 314.65 EUR II.2) Description II.2.3) Place of performance NUTS code: ITI43 Roma Main site or place of performance: JAPAN AND TAIWAN II.2.4) Description of the procurement: - public relations activities and realization - management of a dedicated website - creation of profiles and communication on Japanese and Taiwanese social media- implementation of digital initiatives dedicated to the sustainability of the production chain - advertising campaigns with banners - creation of communication materials - realization of events within gastronomic schools and restaurants - promotional actions within points of sale II.2.5) Award criteria Quality criterion - Name: Adequacy of the planning in terms of consistency with the objectives of the communication strategy and consistency with the timelines of the programming – maximum score 8 / Weighting: 0-1 Quality criterion - Name: Adequacy of the proposed methodology, articulation of the communication strategy, its ability to produce significant results, the breadth of the target audience contacted - maximum score 6 / Weighting: 0-1 Quality criterion - Name: Consistency between the overall project strategy and the individual activities maximum score 7 / Weighting: 0-1 Quality criterion - Name: Quality of the creative and graphic formats proposed: creativity and effectiveness of the visual identity of the campaign and of the coordinated image, such as to make communication in all its forms recognizable and effective - maximum score 12 / Weighting: 0-1 Quality criterion - Name: Consistency with the objectives of the program: efficiency of the communication formats to ensure the achievement of the general and specific objectives set out in the program - maximum score 8 / Weighting: 0-1 Quality criterion - Name: Flexibility by channel, instrument and target group: evaluation of the possibility of articulating the message with a view to its use during the three-year program and through a mix of techniques and coordinated solutions, aimed at providing a clear and complete response to the need to involve the different targets - maximum score 8 / Weighting: 0-1 Quality criterion - Name: Effectiveness of the proposed structure: evaluation of the functionality and potential of the creative strategy for the planned application to the different areas and levels of communication, with particular reference to the formats to be activated in the corresponding project actions and taking into account that the completeness of the project requires the full correlation between the individual communication tools and actions and the strategic axis oriented to the objectives of promotion of the program - maximum score 8 / Weighting: 0-1 Quality criterion - Name: Completeness of the characteristics of the required outputs - maximum score 8 / Weighting: 0-1 Quality criterion - Name: In-depth knowledge of the target markets and their market logic - maximum score 4 / Weighting: 0-1 Quality criterion - Name: Quality of the professional characteristics of the proposed working group in terms of absolute competences based on the quality of the CVs presented - maximum score 4 / Weighting: 0-1 Quality criterion - Name: Adequacy of control mechanisms to monitor the correct economic and financial execution of the project and compliance with the schedule - maximum score 4 / Weighting: 0-1 Quality criterion - Name: Experience in managing articulated communication and promotion projects in the specific segment - maximum score 8 / Weighting: 0-1 Cost criterion - Name: Economic offer for the activities (according to the formula in technical specifications) / Weighting: 0-1 Cost criterion - Name: Financial offer for the fee of the participating economic operator (according to the formula in technical specifications) / Weighting: 0-1 II.2.11) Information about options Options: no II.2.13) Information about European Union funds The procurement is related to a project and/or programme financed by European Union funds: yes Identification of the project: Proposal 101137997 II.2.14) Additional information Section IV: Procedure IV.1) Description IV.1.1) Type of procedure Open procedure IV.1.3) Information about a framework agreement or a dynamic purchasing system IV.1.8) Information about the Government Procurement Agreement (GPA) The procurement is covered by the Government Procurement Agreement: no IV.2) Administrative information IV.2.1) Previous publication concerning this procedure Notice number in the OJ S: 2023/S 198-620975 IV.2.8) Information about termination of dynamic purchasing system IV.2.9) Information about termination of call for competition in the form of a prior information notice Section V: Award of contract Title: Call of tenders for the selection, by an open competitive procedure, of an implementing body A contract/lot is awarded: yes V.2) Award of contract V.2.1) Date of conclusion of the contract: 09/11/2023 V.2.2) Information about tenders Number of tenders received: 2 Number of tenders received from SMEs: 2 Number of tenders received by electronic means: 1 The contract has been awarded to a group of economic operators: no V.2.3) Name and address of the contractor Official name: Grapho S.r.l. National registration number: 01147141004 Postal address: Via Mario de' Fiori 66 Town: Rome NUTS code: ITI43 Roma Postal code: 00187 Country: Italy Telephone: +39 0669202304 Internet address: www.grapho.cx The contractor is an SME: yes V.2.4) Information on value of the contract/lot (excluding VAT) Initial estimated total value of the contract/lot: 4 372 314.65 EUR Total value of the contract/lot: 4 372 314.65 EUR V.2.5) Information about subcontracting Section VI: Complementary information VI.3) Additional information: VI.4) Procedures for review VI.4.1) Review body Official name: Tribunale Town: Rome Postal code: 00100 Country: Italy VI.5) Date of dispatch of this notice: 09/11/2023
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January 5, 2009 PHILHEALTH CIRCULAR No. 06 s. 2009 TO: ALL ACCREDITED HEALTH CARE PROVIDERS, PHILHEALTH REGIONAL OFFICES, ALL OTHERS CONCERNED SUBJECT: Extension of Moratorium on the Process of Application for Renewal of Accreditation of institutional Health Care Providers Pursuant to PhilHealth Board Resolution nos. 1113 and 1189 s. 2008, and PhilHealth Circ. No. 24 s. 2008 on the Amendment of the Guidelines in the Accreditation Process of IHCPS, for operational efficiency, administrative cost- effectiveness and in preparation for the full implementation of PhilHealth Benckbook in 2010, the following guidelines are hereby issued: 1. All licensed institutional providers such as hospitals, Free Standing Dialysis Clinics (FSDCs) and Ambulatory Surgical Clinics (ASCs) applying for renewal of accreditation for 2009 – 2010 shall be covered by this moratorium, unless recommended otherwise by the PROs and the legal sector based on quality and legal issues. Period for filing of applications shall be from January 1, to February 28, 2009. The amount of application fee shall be the same as defined in PhilHealth Circular No. 24 s. 2008. To illustrate: | Type of Provider | Application Period | Processing Period | Validity of Accreditation | |------------------|--------------------|-------------------|----------------------------| | hospitals, FSDCs and ASCs | Jan. 1 to Feb. 28, 2009 | Up to March for PROs; up to April for CO | May 1, 2009 to April 30, 2010 | Requirements for application for the above-mentioned facilities for 2009-2010 moratorium: 1. DOH license for 2009; --- Philippine Health Insurance Corporation RECORDS & AUDITARY MNGT. SECTION MARIA TERESA A. QUIAOIT Administrative Officer IV, Chief - RELMS Date: 1/8/09 CERTIFIED TRUE COPY 2. Fully accomplished application form; 3. Duly signed and notarized Warranties of Accreditation; 4. Application Fee. 2. All non-licensed institutional providers such as OPB Providers (RHUs/HCs), Maternity Care Clinics, Anti-TB/DOTS Clinics accredited until April 29 or 30, 2009 shall have their accreditation automatically extended until December 31, 2009, unless recommended otherwise by the PROs and the legal sector based on quality and legal issues upon payment of applicable application fees. The amount of application fee shall be the same as defined in PhilHealth Circular No. 24 s. 2008 (column for prescribed filing period only --- incentive period does not apply). The deadline of payment shall be on the last working day of the month of February 2009. To illustrate: | Type of Provider | Application Period | Processing Period | Validity of Accreditation | |----------------------------------|-----------------------------|------------------------------------------|----------------------------| | OPB, MCP and Anti-TB/DOTS | Up to last working day of | Up to March for PROs; up to April for CO | May 1, to December 31, | | Providers | February 2009 | | 2009 | Requirements for application for the above-mentioned facilities for 2009-2010 moratorium: 1. Application Fee. All accredited non-licensed institutions (OPB Providers (RHUs/HCs), Maternity Care Clinics, Anti-TB/DOTS Clinics) in regions 9, 10, 11, 12, CARAGA and ARMM which applied for accreditation under 2008-2009 moratorium during the prescribed filing period (October 2008) shall be given accreditation effective from January 31 to April 30, 2009. Thereafter, the validity shall be automatically extended until December 31, 2009, no need to pay the corresponding application fee. 3. Failure to apply within the aforesaid application period shall invalidate the moratorium, henceforth, the health care provider shall undergo the regular accreditation process and pay the applicable application fees to include the penalty charges. 4. All institutional health care providers applying for initial and re-accreditation and professional health care providers shall not be covered by this moratorium. They shall undergo the regular process of accreditation. 5. Activities during this moratorium shall include the following: a. self-assessment of hospitals in preparation for the implementation of Benchbook Standards; b. Development of survey tools for accreditation of IHCPs; c. Development of monitoring tools for provider performance using the new standards for accreditation; d. Development of monitoring tools for the accreditation process; e. Development of new manual of operations using the new standards for accreditation; f. Orientation of health care providers and training of surveyors using the Benchbook; g. Enhancement and expansion of the iPAS to include out-patient clinics (OPB, MCP, Anti-TB/DOTS Providers and FSDCs) h. Monitoring inspections of accredited health care providers limited to compliance requirements and standards of accreditation as applicable (i.e. upgrading, increase in bed, etc). This circular shall take effect after fifteen (15) days from publication in the official gazette or any newspaper of general circulation. Dr. Rey B. Aquino President and CEO --- Philippine Health Insurance Corporation RECORDS & LIBRARY MNGT. SECTION MARIA TERESA A. QUIAOIT Administrative Officer IV, Chief - RELMS Date: 13-9-09 CERTIFIED TRUE COPY
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Future Academies Primary Schools Knowledge—Aspiration—Respect January 2019 Dear Parents / Carers, Happy New Year! The Christmas holidays already seem a long time ago as we settle back into school life. I was very pleased to see that we have already had two successful trips since we have been back. Miss Linehan took Year 5 to the National Portrait Gallery and Year 2 went to Pizza Express. I know that all the children involved thoroughly enjoyed these experiences. I was also delighted to be able to take four Year 5 pupils to the House of Lords just before Christmas so that the historian, Professor the Lord Hennessy of Nympsfield, could present them with certificates for excellent work in British History lessons. This was a really lovely occasion and I hope to do it again so that more children can be rewarded when they do great work. Thank you as always for your generosity with all the fundraising we continue to do. We raised £174 for the Christmas Jumper Day and we raised £234 on the last day of term. The money raised on the last day of term will go towards replacing the broken football goal in the playground. Please could I remind you to check that dinner monies have been paid up-to-date. Some parents have started to build up large debts and I have had to make a number of telephone calls to the worst offenders. Please do not allow large debts to build up. If you are not sure then check on the Parent Pay system. As always, if you have any queries or concerns then come up and see me in the playground either before school or at the end of the day. Best wishes, Dr Matthew Laban Headteacher Millbank Academy is part of The Future Institution. Libertas Per Cultum Millbank Academy Erasmus Street, London SW1P 4HR 020 3262 0068 email@example.com www.millbankacademy.org.uk Future Academies is a charity regulated by the Department for Education, and is sponsored by Future, charity number 1114396. Registered office: Lupus Street, London SW1V 3AT Purchasing of uniform changing from February 2019 As of Monday 4 th February 2019, our uniform will no longer be sold on site at Millbank Academy. The uniform will be retailed through Whitehall Clothiers who are located in Camberwell. Details on the new price list, opening times and how to get to the store are below. This will apply to all items of uniform we will currently sell. We will not be able to take any more uniform orders on site from Friday 25 th January. Whitehall Clothiers offers longer opening hours, including Saturday's to allow parents more flexibility, particularly during the summer holidays. We hope this will be easier than the ordering system we currently have in place and will benefit many parents. Unfortunately, there will be a price increase from Monday 4 th February, to reflect the increase in uniform purchased from our suppliers. Whilst the price increase is unavoidable, we still believe that our uniform is a very competitive price. | Item | Price | Item | |---|---|---| | V-neck jumper | £16.99 | Cardigan | | Elastic Tie | £4.50 | Traditional Tie | | Book bag | £6.50 | PE Bag | How to get to Whitehall Clothiers, Camberwell Whitehall Clothiers 77 Camberwell Road Camberwell London SE5 0EZ Buses 12, 35, 40, 45, 68, 148, 171, 176, 468 Nearest tube - Kennington Phone: 020 7703 3604 Website: www.whitehallclothiers.com Store Opening Hours Monday to Saturday 9:15am - 5:30pm Sunday CLOSED Praemium Litterarum Congratulations to Maryam in 6 Red and Armani in 1 Blue who won the award in November. We haven't had any winners from Year 4 yet, so let's hope that this year group submit lots of entries in the next few months. December Award I know that many of you wanted to write over the holiday, so please submit your entries for December by Monday 21 st January to Mrs Klibi or your form tutor. Your writing for December must be about our theme 'light'. Make sure that you have written your name and class on your A4 sheet. January Award It is now time to think about entering for the January award! This month, you can write about anything you want. You could write a poem, a set of instructions, a persuasive letter, a recipe, a book review or something else. Have you heard of a non-linear story or a reverse cumulative story? Find out what they are and have a go. These are a couple of my favourite story shapes. Enjoy writing! Mrs Klibi Online safety tip of the month As we start the new year, it is a good time to think about our children's online activities, and how we can best keep them safe when using technology. Having open and positive conversations with them about their online world is central to this, so that they feel safe and confident to talk to parents. These tips are a useful reminder of the key messages about keeping safe online: - Find out which apps your children are using, and ask them to show you how they work and why they like using them. Or just have a go at using the app yourself to become familiar with the content. - Be aware of age restrictions and why they are in place. - Use privacy settings and be aware that when things are posted online, they can always be copied and shared. - Block and report users or posts that are worrying or upsetting to the website/app involved. - If you are worried or upset by something you see or experience online, then talk to a trusted adult. Support can also be accessed from CEOP or Childline through the net-aware link below. For more support with talking to your child about what they do online, see https://www.nspcc.org.uk/onlinesafety To find out about the apps and sites commonly used, and age limits, see https://www.net-aware.org.uk Homework Club Homework club is a quite place for children from Years 2-6 to work independently on their homework. Homework club is open on Mondays, Tuesdays and Fridays. Two members of staff, Mrs Banit and Ms Jacobs are there to give support when needed. Attendance is free. Children should make their way to the library at 3:30 and will be dismissed from the office at 4:15. To attend this club, the child must have homework given by their teachers. No snacks are permitted and no requested extra homework will be allowed. Free NHS app launches in Westminster Westminster residents can now access all their NHS appointments, services and health advice in a new free app. The Health Help Now app allows you to manage GP and hospital appointments, find the right health services and find health advice in a hurry. The timing comes as NHS services prepare for extra demand over the winter period, encouraging patients to use the right service at the right time. Benefits of the app: - Find the right service: Health Help Now helps people check their symptoms and find the best place for treatment – showing which nearby services are open. Importantly, it will help people to know when to go to A&E, and when not to. - Appointments in one place: GP online is available through the app to book and change GP appointments, there's also a service to book and change hospital appointments, putting people in control of their care. - Symptom checker: Find symptom checkers and NHS approved health apps for imformation on living a healthier life and support in managing long-term conditions. Find out more, download free from your app store and search 'Health Help Now'. Upcoming Dates and Events January Friday 18 th January- Year 3 & 4 Athletics team, competing in the Westminster tournament, Moberly sports centre NW10 Tuesday 22 nd January- Year 5 & 6 Athletics team, competing in the Westminster tournament, Moberly sports centre NW10 Monday 28 th January – Friday 1 st February – Year 5 Outward Bound Residential, Cumbria Thursday 31 st January – I Can Be workshop, Year 3 girls group, Guy's Hospital February Friday 8 th February – Year 4 & 5 Music Hub workshop Wednesday 13 th February- Behaviour reports sent home Thursday 14 th February – I Can Be workshop, Year 3 girls group, IF_DO Architects Friday 15 th February- Last day of term, 3:30pm finish Half term holidays- Saturday 16 th February until Sunday 24 th February Family holidays outside of these dates will be unauthorised and you may be at risk of a Pentaly Notice issued by the Local Authority Follow us on Twitter! Every week we post news about life at Millbank, letting you know about our learning, trips and achievements. If you are a Twitter user, find us @Millbankacad or search for Millbank Academy.
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INTENCJE MSZALNE od 20 do 26 sierpnia 2018 Poniedziałek, 20 sierpnia 7.00 ++ Jan Pszczoła, Jan Kędzior 18.30 W intencji Ojczyzny w ramach nowenny przed stuleciem Niepodległości Wtorek, 21 sierpnia 7.00 + Marian w 5. r. śmierci 18.30 + Juliusz Szulc w 7. r. śmierci Środa, 22 sierpnia 7.00 + Maria Jaworska od siostry Eugenii z rodziną 18.30 o zdrowie i opiekę Matki Bożej dla Jarosława i Anny Czwartek, 23 sierpnia 7.00 + Maria Jaworska od siostrzeńca Wojciecha Motaka z rodziną 18.30 + Wiktor Kucharski Piątek, 24 sierpnia, Święto św. Bartłomieja, Apostoła 7.00 + Jan w 1. rocznicę śmierci 18.30 ++ Aniela i Andrzej Kaletkowie Sobota, 25 sierpnia 7.00 + Stanisław w 26. r. śmierci, Jan i Katarzyna 18.30 ++ Roman Zbieg w 8. r. śmierci, Marianna i Stanisław Zbieg, Zofia i Bolesław Rusek 21. Niedziela Zwykła, 26 sierpnia 7.30 + Bronisław Siuta 9.00 Dziękczynna z prośbą o Bł. Boże i zdrowie dla Elżbiety i Zygmunta w 25. r. ślubu oraz rodziny 10.30 9.00 Dziękczynna z prośbą o Bł. Boże i zdrowie dla Marii i Mariana w 50. r. ślubu oraz Ich rodziny 12.00 + Krystyna Kolanowska 18.30 + Stanisława Najder 20.00 Za Parafian jankanty.pl EWANGELIA NA NIEDZIELĘ /J 6, 51 - 58/ Jezus powiedział do do tłumów: «Ja jestem chlebem żywym, który zstąpił z nieba. Jeśli kto spożywa ten chleb, będzie żył na wieki. Chlebem, który Ja dam, jest moje ciało za życie świata». Sprzeczali się więc między sobą Żydzi mówiąc: «Jak On może nam dać [swoje] ciało do spożycia?» Rzekł do nich Jezus: «Zaprawdę, zaprawdę, powiadam wam: Jeżeli nie będziecie spożywali Ciała Syna Człowieczego i nie będziecie pili Krwi Jego, nie będziecie mieli życia w sobie. Kto spożywa moje Ciało i pije moją Krew, ma życie wieczne, a Ja go wskrzeszę w dniu ostatecznym. Ciało moje jest prawdziwym pokarmem, a Krew moja jest prawdziwym napojem. Kto spożywa moje Ciało i Krew moją pije, trwa we Mnie, a Ja w nim. Jak Mnie posłał żyjący Ojciec, a Ja żyję przez Ojca, tak i ten, kto Mnie spożywa, będzie żył przeze Mnie. To jest chleb, który z nieba zstąpił - nie jest on taki jak ten, który jedli wasi przodkowie, a poumierali. Kto spożywa ten chleb, będzie żył na wieki». REFLEKSJA Niełatwo odstąpić od propozycji zarobku zagranicznego w tej samej ilości euro, co tutaj, między Bałtykiem i Tatrami w złotówkach, Niemniej jednak dzieje się tak. Odstępujemy, kiedy zrozumiemy, że życie, zwłaszcza rodzinne, jest czymś więcej niż tylko okazją do wysokich zarobków. Składając życzenia zdrowia puentujemy sentencją: ... bo jednak zdrowie jest najważniejsze. Tymczasem życie człowieka chorego nie przestaje być ważne, potrzebne i godne. Czasem wręcz choroba bliźniego ukazuje nam wartość życia każdego z nas. Określając spryt, operatywność i przebojowość jako zaletę kwitujemy: do odważnych świat należy. Aczkolwiek trzy czwarte z nas obawia się odpowiedzialności promującej władcze cechy. Większość z nas woli, by nimi rządzono. Na szczęście życie to przede wszystkim dar. Ani żeśmy go nie kupili, ani żeśmy go ślepo nie wylosowali, ani żeśmy go nie wywalczyli. Myśmy je otrzymali. Podarował nam je stwórca jak gospodarz kęs chleba głodnemu wędrowcowi. PRZED POWROTEM DO PRACY Czekaliśmy w Ziębówce, restauracji regionalnej u wylotu doliny Chochołowskiej na zamówiony posiłek. Nakarmieni kolorami i krajobrazami Tatr Zachodnich po całodniowym rekonesancie w rejonie Trzydniowiańskiego Wierchu, jednocześnie byliśmy głodni placka gryczanego z warzywami, makaronu z bryndzą, czy miksu sałat z pistacją, rzodkiewką pomidorem i buncem, polanymi sosem vinegret malinowym. Zastanawialiśmy się, czy kucharz w tej restauracji jeszcze pracuje, czy już tylko robi to, co lubi i co mu się w życiu najlepiej udaje ; ) Popijaliśmy lemoniadę cytrynową. To nam przypominało o naszej duchowej pracy. Wiadome, czternasty dzień postanowienia abstynenckiego dla Ojczyzny, droga do Krakowa przed nami, nie ma mowy o piwie, czy winie. W innym wypadku nie poznalibyśmy smaku tej lemoniady, a warto. Czekając na niepowtarzalny w szerokiej okolicy efekt pracy kucharza rozmawialiśmy o pracy właśnie. O tym, że kończący się wypoczynek prowadzi nas do niej. Nie opieraliśmy się temu tematowi. Tym bardziej, że wcześniej co jakiś czas odzywał się telefon kogoś z nas, najczęściej z jakąś służbową sprawą do rychłego rozwiązania. Byliśmy skorzy rozwiązać problem natychmiast, jeśli to możliwe, albo prosiliśmy o zwłokę umożliwiającą nasz powrót i wejście w rytm pracy. Przypomniał mi się popołudniowy pakiet rozmów telefonicznych sprzed kilku dni, w którym to ja rozmawiając z wykonawcami dla kościoła i plebanii oczekiwałem wykonania kolejnego etapu pracy. Prosili podczas rozmów o cierpliwość. Zaznaczali, że jeszcze w tym tygodniu nie wrócą z wypoczynku, ale w przyszłym tygodniu, a już na pewno w ciągu dziesięciu dni skończą urlop i nadrobią zaległości. Wynikało z tych wspomnień, rozmów telefonicznych i z naszej rozmowy przy stole, że chociaż praca jest niełatwym zajęciem, to jednak zazwyczaj chcemy pracować. Słyszymy czasem, że praca jest karą Boga za grzech pierwszych rodziców. To nie do końca prawda. Jeśli dokładnie przeczytamy 2. rozdział Księgi Rodzaju, dowiemy się, że jeszcze przed popełnieniem grzechu pierworodnego przez Adama i Ewę Bóg polecił im zagospodarować ogród Eden. Polecił im pracę. Owszem po grzechu pierworodnym ziemia stała się jakby bardziej jałowa, praca cięższa, mniej efektywna, ale praca nie była rodzicom nieznana przed utraceniem raju. Może bardziej niż praca, trud związany z jej wykonywaniem był bezpośrednią konsekwencją nieposłuszeństwa naszych rajskich protoplastów. Tak widzi sprawę Biblia. To właśnie z jej pierwszej księgi dowiadujemy się, że od początku nikt nie obiecywał, że będzie łatwo. Przeciwnie, Syn Boży też wyuczył się zawodu, żeby móc pracować do trzydziestego roku życia jako cieśla w warsztacie ojca Józefa. Praca nie jest li tylko uciążliwym obowiązkiem. Trzech kamieniarzy pracujących w jednym miejscu zapytano o to co robią. Pierwszy odpowiedział: Ociosuję kamień. Drugi: Pracuję nad oknem ostrołukowym. Trzeci dumnie odrzekł: Buduję katedrę. Każda odpowiedź była prawdziwa, lecz wszystkie razem dały pełniejszy obraz problematyki związanej z pracą. Praca jest sensowna, pożyteczna i twórcza. Praca jest jedną z form nawiązania kontaktów z innymi ludźmi. Praca wreszcie przyczynia się do określenia naszej tożsamości. Jan Paweł II w encyklice poświęconej pracy stwierdził, że podejmując pracę urzeczywistniam siebie, bardziej staję się człowiekiem. Gdyby nie praca, to gdzie nauczylibyśmy się brać na ramiona krzyż naszej codzienności i podążać za Nim, naśladować Go? Praca jest wpisana w życie człowieka, choć powinniśmy pamiętać, że nie jest istotą ludzkiego istnienia. Nie możemy poddać się złudzeniu, że żyjemy wyłącznie dla pracy. Nie powinniśmy stawać się pracoholikami. Błądzilibyśmy, gdybyśmy swą zapamiętałością w pracy dawali podstawy do twierdzenia, że praca odurzyła nas, że stała się naszym narkotykiem. Z pewnością nie jedynym celem człowieka jest gromadzenie majątku, czy zdobywanie zaszczytów i awansów. Mamy się modlić i zachowywać czynną miłość bliźniego. Mamy osiągnąć życie wieczne. Praca ma być podporządkowana temu celowi i pozostać jednym z wielu elementów życia chrześcijańskiego. Ziębówka, którą przy zakończeniu dnia wolnego wybraliśmy jako miejsce spokojnego przejścia od wypoczynku do pracy to drewniany budynek. Zbudowany z płazów, czyli z drewnianych bali ułożonych jeden na drugim, zaciosanych i spiętych w narożnikach. Szczelinę pomiędzy balami mszymy. Wcześniej mchem. Teraz wełnionką - rodzajem wysuszonych wiór świerkowych. Msorz, przedstawiciel ginącego powoli rzemiosła na Podhalu mszy przy użyciu trzósła - metalowego zagiętego pręta upychając mocno skręcone wiązki wiór w szczelinie o szerokości około pięciu centymetrów pomiędzy płazami. Płaz, wełnionka, płaz, wełnionka, płaz...W chałupie góralskiej jak w życiu. Praca, odpoczynek, praca, odpoczynek, praca... OGŁOSZENIA DUSZPASTERSKIE NA 20. NIEDZIELĘ ZWYKŁĄ 1. W poniedziałek wspomnimy św. Bernarda, opata i doktora Kościoła, we wtorek św. Piusa X, papieża, w środę NMP Królową, w piątek święto św. Bartłomieja, Apostoła. 2. Powakacyjny harmonogram odprawiania, spowiadania i urzędowania kancelarii wprowadzimy za dwa tygodnie, w niedzielę, 2 września. Szczegóły w ogłoszeniach podczas najbliższej niedzieli. 3. Jutro wieczorem siódmy wieczór comiesięcznej nowenny przed stuleciem Niepodległości naszej Ojczyzny. O 17.45 Akcja Katolicka poprowadzi różaniec w tej intencji, a o 18.30 Msza św. za Ojczyznę z kazaniem. Zapraszamy do udziału we wspólnej modlitwie i w 15. dniu obowiązywania wspieramy tych, którzy podjęli abstynencję czasową stu dni na stulecie Niepodległości Rzeczypospolitej. 4. Możliwość zapisów na pielgrzymkę organizowaną do Rzeszowa i Leżajska w najbliższą sobotę dziś po każdej Mszy św. w zakrystii. Tam również szczegóły pielgrzymowania. 5. W minionym tygodniu pożegnaliśmy śp. Agnieszkę Szymulę. Wieczny odpoczynek racz Jej dać Panie...
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HuggingFaceFW/finepdfs/tree/main/data/pol_Latn/train
finepdfs
pol_Latn
8,997
3:00 CALL TO ORDER – Carmen Lorentz, Belknap County EDC - Introductions - Acceptance of notes from the April 4th CEDS meeting (enclosed) 3:05 Draft 2013 CEDS REVIEW – Final review Process – (enclosed) K. Koulet, J. Coogan and Group - Review new Sections prepared since April meeting – 1. CEDS Goals & Objectives; 2. Plan of Action; and 3. Implementation & Performance Measures - Comments on previous sections - Overall comments and observations 4:00 2013 CEDS Approval process – K. Koulet, J. Coogan and Group - Thirty (30) review period – June 8 through July 8, 2013 - LRPC Executive Board review / approval – July 10th - Submission to EDA by late July - Comments 4:15 Going forward … LRPC economic development activities in 2013 4:25 Regional Round Up – Information exchange on economic development activities and local initiatives 4:45 Public Comment 4:50 Next Meeting(s) 5:00 Adjourn
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
903
El 20% de la población de Málaga está en el umbral de la pobreza La zona norte de Málaga es la más afectada con casi un 27%, mientras que el litoral este no llega al 10% José Vicente Rodríguez, Málaga Casi el 38% de las familias de Málaga capital afirman pasar dificultades de mayor o menor medida para llegar a fin de mes, un porcentaje superior en más de diez puntos al que arroja el Instituto Nacional de Estadística para España, mientras que entre el 19,9% y el 22,5% de la población malagueña se encuentra en la denominada tasa de riesgo de pobreza, con unos ingresos nunca superiores a los 7.200 euros al año en el caso de una persona sola y a los 10.800 en el de una pareja. Los datos corresponden al estudio «La distribución de la renta en la ciudad de Málaga», publicado por el Observatorio de Medio Ambiente Urbano (OMAU) del Ayuntamiento de la capital, que califica en sus conclusiones la situación como «grave» y que arroja los mayores índices de pobreza para las zonas del nordeste y noroeste de la capital, que corresponden a las áreas de Pedrizar y la Rosaleda, así como el distrito Ciudad Jardín o Palma-Palmilla y las de Campanillas, Teatinos y Puerto de la Torre. Ambas presentan unas tasas de riesgo de pobreza que llegan a alcanzar al 27% de la población. Por contra, el litoral este de la capital, que abarca desde La Malagueta a El Palo, es la zona con menor índice relativo de pobreza: apenas un 8-9%. En el Centro se maneja un 20-22% y en la macroárea del litoral oeste (Carretera de Cádiz, Guadalhorce, Churriana y Bahía de Málaga) se sitúa entre el 21% y el 23%. Más formación, más ingresos El estudio, elaborado a base de encuestas a 1.100 hogares de la ciudad, también destaca el vínculo existente entre el nivel de formación alcanzado por la persona económicamente responsable del hogar y la solvencia del mismo. Así, el 34,6% de los hogares cuyo responsable —lo que se entiende como «cabeza de familia»— sólo presenta estudios primarios están situados bajo el umbral de la pobreza en Málaga, mientras que el porcentaje se queda en el 22,5% en aquellos con educación Secundaria. En el caso de universitarios, la cifra cae hasta solo el 3,1%. Otro dato destacado es que el 53% de la población menor de 16 años está encclavada en hogares que llegan a fin de mes con dificultades. Los autores del informe son los catedráticos de la Facultad de Económicas de la Universidad de Málaga Guillermina Martín y Antonio García, y el profesor titular del departamento de Estadística y Econometría Antonio Fernández. Los tres resaltaron las dificultades crecientes de una población golpeada por el desempleo, recordando que es el «colchón» de la solidaridad familiar el que está amortiguando el impacto social. «De no ser así habríamos visto ya situaciones de conflictividad social», admitió García. El informe también hace referencia al reparto de los ingresos entre los diferentes estratos sociales, revelando que el 10% de la población malagueña con mayor nivel de renta obtiene el 23% de los ingresos totales mientras que el 10% de la población con menores niveles obtiene únicamente un 3%. De acuerdo con los diversos indicadores considerados, la zona litoral este presenta una mayor igualdad, seguida del litoral oeste y el noroeste. Desigualdad de ingresos Ala presentación del informe acudió la concejala de Economía y Hacienda del Ayuntamiento de Málaga, María del Mar Martín Rojo, que lamentó la penuria de muchas familias por el paro. «Los datos nos permitirán comprender mejor los niveles de desigualdad territorial y posibilitarán el desarrollo de políticas que ayuden a cohesionar la ciudad», explicó. Para la realización del estudio, los autores también se han basado en el denominado índice de Gini. La relación Gini muestra para Málaga capital un índice de 31,54, expresando 100 la máxima desigualdad. El dato sitúa a Málaga por debajo de la media española que está en el 33,9 en 2010. En la Unión Europea sin embargo, en el periodo 2007-2010, los niveles de renta asociados a Gini se han mantenido en el entorno de 30.
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HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
4,063
VETS Canada Today Originating as a grassroots movement in 2011, today VETS Canada has a network of dedicated volunteers across the country, most of who are ex-military/RCMP and continues to grow. VETS Canada has a national Board of Directors composed of volunteers and is currently establishing Provincial Teams in every province. All positions are unfunded volunteer positions with approx. 90% of all donations being spent in direct support of homeless and at risk veterans. Our Vision As VETS Canada continues to grow, our goal is that VETS Canada be recognized throughout Canada for its expertise in seeking out and providing initial response to homeless and at-risk veterans. With Chapters and Ground Support Teams in every province, we will seek out and provide initial aid and comfort to homeless and at-risk vets. Dedicated and trained volunteers will have an excellent understanding of the support that government and other organizations can provide and will have cultivated effective working relationships with these groups that allow them to assist vets within their respective mandates. We Work the Street, Not the Hill Our aim is to aid transient veterans directly, not to engage in political advocacy. As such, we ask that all our volunteers ascribe to a code of conduct that details how they should comport themselves when acting on our behalf. As an organization we recognize that there are a number of issues that affect veterans on the political stage, but we were not created to address them. VETS exists to bring comradeship, as well as tangible physical and financial support, to veterans in need. To do this we need the cooperation of a number of government agencies and organizations. For that reason we restrict our involvement in the political arena. We are friends to all who offer any support to veterans and we aim to fill the gaps that exist. Helping vets get the help they need because... The men and women who protected our home should never be without one. GROUND SUPPORT FOR VETERANS VETERANS EMERGENCY TRANSITION SERVICES CANADA WHO WE ARE VETS Canada is a federally registered not-for-profit organization centrally based in Halifax. We are working our way across Canada and need your help. OUR PURPOSE We provide aid and comfort to Canadian veterans of the CF and RCMP at risk by: Working within the community to identify homeless veterans and quickly re-establish the bond of trust that exists between soldiers Attempting to move veterans from the streets or shelters into affordable housing Connecting the veterans with needed health care, and helping them access the benefits and services from other organizations Supporting them in finding suitable employment. Volunteers stick with the veterans every step of the way and do everything possible to help them reestablish themselves. THE RECOVERY CYCLE At VETS Canada we use a recovery cycle to provide assistance to veterans in need. We use a four step cycle to provide the necessary aid to help veterans transition back into society. Find We must find the veterans who need our help. We must seek them out, make ourselves accessible to them, and ensure we stay in contact with them. Partner Every veteran who needs our assistance will be partnered with a suitable sponsor. For instance if a veteran needs help with Veterans Affairs, the partner would be a member who has gone through the process. Aid There are two levels of aid: emergency and assistive. Emergency aid addresses the three basic human needs of shelter, food and clothing. Assistive is related to guidance and sponsorship for veterans when applying for claims and/or social support systems for which they are eligible. Transition All of the previous steps aim for this one. We want to help our veterans acclimate with society, and become self-sufficient. It is our hope that they will then join us in our quest to aid other veterans. After all, the best person to help a veteran in crisis is one who has been there before. HOW CAN YOU HELP? 1. Follow our website (http://www. vetscanada.org) and like our Facebook page. 2. Tell your friends and family about VETS Canada and the plight of some veterans in Canada today. 3. Help identify veterans at risk and direct them to VETS Canada. 4. Use the free VETS Canada App to report homeless vets (link). 5. Volunteer to help in Provincial Teams or on our ground support teams. 6. Fundraise on our behalf or donate to VETS Canada. Donations may be made via paypal or mailed to VETS Canada How to Contact Us http:// www.vetscanada.org/contact/ Twitter: @vetscanada www.Facebook.com/vetscanada Email: firstname.lastname@example.org VETS Canada PO Box 214 53 Queen Street Dartmouth, NS B2Y 3Y3
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
4,726
WAC 296-304-05003 Ladders. (1) General requirements. (b) When sections of ladders are spliced, the ends must be abutted, and not fewer than 2 cleats must be securely nailed or bolted to each rail. The combined cross sectional area of the cleats must not be less than the cross sectional area of the side rail. The dimensions of side rails for their total length must be those specified in (2) or (3) of this section. (a) The use of ladders with broken or missing rungs or steps, broken or split side rails, or other faulty or defective construction is prohibited. When ladders with such defects are discovered, they must immediately be withdrawn from service. Inspection of metal ladders must include checking for corrosion of interiors of open end, hollow rungs. (c) Portable ladders must be lashed, blocked or otherwise secured to prevent their being displaced. The side rails of ladders used for access to any level must extend not less than 36 inches above that level. When this is not practical, grab rails which will provide a secure grip for an employee moving to or from the point of access must be installed. (e) Portable metal ladders must not be used near electrical conductors nor for electric arc welding operations. (d) Portable metal ladders must be of strength equivalent to that of wood ladders. Manufactured portable metal ladders provided by you must be in accordance with the provisions of the United States of America Standard Safety Code for Portable Metal Ladders, A14.2-1972. (f) Manufactured portable wood ladders provided by the employer must be in accordance with the provisions of the United States of America Standard Safety Code for Portable Wood Ladders, A-14.1-1968. (a) Wood side rails must be made from west coast hemlock, eastern spruce, Sitka spruce, or wood of equivalent strength. Material must be seasoned, straight-grained wood, and free from shakes, checks, decay or other defects which will impair its strength. The use of low density woods is prohibited. (2) Construction of portable wood cleated ladders up to 30 feet in length. (b) Side rails must be dressed on all sides, and kept free of splinters. (d) Pitch pockets not exceeding 1/8 inch in width, 2 inches in length and 1/2 inch in depth are permissible in wood side rails, provided that not more than one such pocket appears in each 4 feet of length. (c) All knots must be sound and hard. The use of material containing loose knots is prohibited. Knots must not appear on the narrow face of the rail and, when in the side face, must be not more than 1/2 inch in diameter or within 1/2 inch of the edge of the rail or nearer than 3 inches to a tread or rung. (e) The width between side rails at the base must not be less than 11 1/2 inches for ladders 10 feet or less in length. For longer ladders, this width must be increased at least 1/4 inch for each additional 2 feet in length. (g) Cleats (meaning rungs rectangular in cross section with the wide dimension parallel to the rails) must be of the material used for side rails, straight-grained and free from knots. Cleats must be mortised into the edges of the side rails 1/2 inch, or filler blocks must be used on the rails between the cleats. The cleats must be secured to (f) Side rails must be at least 1 5/8 x 3 5/8 inches in cross section. Page 1 each rail with three 10d common wire nails or fastened with through bolts or other fasteners of equivalent strength. Cleats must be uniformly spaced not more than 12 inches apart. (3) Construction of portable wood cleated ladders from 30 to 60 feet in length. Ladders from 30 to 60 feet in length must be in accordance with the specifications of (2) of this section with the following exceptions: (h) Cleats 20 inches or less in length must be at least 25/32 x 3 inches in cross section. Cleats over 20 inches but not more than 30 inches in length must be at least 25/32 x 3 3/4 inches in cross section. (a) Rails must not be less than 2 x 6 inch lumber. (c) Cleats must be nailed to each rail with five 10d common wire nails or fastened with through bolts or other fastenings of equivalent strength. (b) Cleats must not be less than 1 x 4 inch lumber. [Statutory Authority: RCW 49.17.010, 49.17.040, 49.17.050, and 49.17.060. WSR 18-04-096, § 296-304-05003, filed 2/6/18, effective 3/9/18; WSR 17-18-075, § 296-304-05003, filed 9/5/17, effective 10/6/17; WSR 07-03-163, § 296-304-05003, filed 1/24/07, effective 4/1/07; WSR 03-04-099, § 296-304-05003, filed 2/4/03, effective 8/1/03; Order 74-25, § 296-304-05003, filed 5/7/74.] Page 2
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
4,550
Palkkakehityssuunnitelma 2021 * keskimääräinen korotus tehtäväryhmässä. Korotukset toteutetaan eri suuruisina ottamalla huomioon tehtävien vaativuuserot. Organisaatio Kohdennus Tehtävä Kaupunkiympäristön toimiala Kulttuurin ja vapaa-ajan toimiala Kasvatuksen ja koulutuksen toimiala Pelastuslaitos Palvelukeskus Työterveys Helsinki Sosiaali- ja terveystoimiala Yhteensä korotusten saajat Yhteensä kertapalkkioiden saajat * keskimääräinen korotus tehtäväryhmässä. Korotukset toteutetaan eri suuruisina ottamalla huomioon tehtävien vaativuuserot. Tehtävä/ Keskimää Perustelut 1(1)
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HuggingFaceFW/finepdfs/tree/main/data/fin_Latn/train
finepdfs
fin_Latn
596
Strandwiese Untergören | Eintritt frei! Fleesensee Klänge Die Natur als Bühnenkulisse! Ein harmonisches Zusammenspiel aus Natur & Musik vor einer traumhaften See-Kulisse. 20:00 - 22:00 Uhr 18.07. Falkenberg Sänger & Komponist 01.08. Pasternack-Swing-Trio Jazz & More Open-Air Konzerte - Unbestuhlt, bitte eigene Sitzgelegenheit mitbringen. Bei schlechtem Wetter finden die Konzerte im „Strandhaus“ am Yachthafen statt. Nutzen Sie die öffentlichen Parkplätze (Ahorneck) ca. 500 m oder am Hafen (Bergweg) ca. 1000 m Richtung Strand / Beachclub. Kur- und Tourismus GmbH Göhren-Lebbin Tel. 039932 82186 | goebren-lebbin.com Änderungen vorbehalten | Stand April 2019
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HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
669
Modalità di svolgimento degli incontri di Arcigay Cremona nelle scuole Gli interventi di Arcigay Cremona nelle scuole vertono sul contrasto all'omofobia. L'omofobia è la paura e l'avversione irrazionale nei confronti dell'omosessualità, basata sul pregiudizio. L'Unione Europea la considera analoga al razzismo, alla xenofobia, all'antisemitismo e al sessismo. Con il termine "omofobia" si indica generalmente un insieme di sentimenti, pensieri e comportamenti avversi all'omosessualità o alle persone omosessuali, che può sfociare in violenza, discriminazioni e varie forme di maltrattamenti che possono avere pesanti ricadute fisiche o psicologiche sui soggetti che la subiscono. Gli interventi nelle scuole sono molto importanti in quanto permettono di fare una concreta azione di prevenzione verso i diffusi casi di bullismo a sfondo omofobico pari a circa un quinto del totale (dati telefono azzurro) e per prevenire i casi di marginalizzazione degli studenti soggetti a questa forma di discriminazione, che spesso ha portato a tragici epiloghi. Basti pensare che il tasso di suicidi negli adolescenti omosessuali e 6 volte superiore rispetto ai loro compagni eterosessuali. I nostri interventi standard in ambito scolastico sono destinati alle scuole superiori e consistono in un singolo incontro che richiede un tempo complessivo di circa 4 ore, con un massimo di 2 classi per volta della medesima fascia d'età. Gli incontri seguono questo schema organizzato per moduli: 1° modulo - Visione del film "Beautifull Thing" di Hettie McDonald, Gran Bretagna 1996, commedia (il film tratta delle problematiche affrontate da 2 adolescenti omosessuali con i compagni e con la società nel momento della scoperta del proprio orientamento sessuale. Il film non contiene alcuna scena di natura sessuale.) Eventuali richieste di film differenti saranno valutati assieme ai docenti/studenti che richiedono l'intervento 2° modulo - Usando gli episodi affrontati nel film, viene affrontato con gli studenti il fenomeno dell'omofobia e delle sue conseguenze. Approfondimento in merito alle differenze di orientamento sessuale che possono esistere e guida al rispetto dei diversi orientamenti sessuali. 3° modulo - Domande e riflessioni libere degli studenti riguardanti i vari aspetti affrontati nel modulo precedente. Materiali & Persone - Per la visione del film è necessario che l'istituto scolastico disponga di un sistema di proiezione al quale poter collegare una chiave USB o un computer portatile. Gli incontri vengono svolti da volontari di Arcigay Cremona secondo le linee guida del progetto "interventi di prevenzione contro il bullismo a sfondo omofobico" finanziato con i contributo del Fondo per l'Associazionismo (ex legge 383/2000) del Ministero del Lavoro e delle Politiche Sociali. N.B. Eventuali richieste di variazione ai moduli o differenti tipologie di incontro con Arcigay Cremona in ambito scolastico, saranno valutati assieme ai docenti/studenti richiedenti l'intervento. Per richieste di intervento nella vostra scuola scrivete a: firstname.lastname@example.org Se siete studenti: prendete in considerazione questa attività per il vostro prossimo "monte ore" Se siete insegnanti: valutate la possibilità di inserire nelle vostre classi un momento di riflessione e approfondimento come questo, per prevenire episodi di bullismo omofobico e discriminazione.
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HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
3,396
CHANGE IS GOOD IS BEING REPLACED WITH Wrap Around Nitrile Apron Carlisle FoodService is discontinuing the Wrap Around Nitrile Apron. Switching to San Jamar's 20 mil Vinyl Apron offers the same heavy-duty protection, with added color choices! The institutional-grade vinyl protects against fats, liquids, and abrasions, with extra-long ties for added comfort. Available in white and green. Specifications:
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
408
Informacja o unieważnieniu postępowania przeprowadzonego w trybie zapytania ofertowego - nr sprawy OWSIiZ/8.2.1/12/2014 dotyczącego Opracowania raportu z badania udziału firmy w rynku oraz analizy rynku produktów branżowych, wynikających z projektu nr WND-POKL.08.02.01-28-001/12-00 (nr umowy o dofinansowanie projektu UDA-POKL.08.02.01-28-001/12-00), współfinansowanych ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Kapitał Ludzki. Zapytanie ofertowe nr OWSIiZ/8.2.1/12/2014 z dnia 28 lipca br. zostaje unieważnione. Zleceniodawca nie przewiduje wszczęcia ponownej procedury. KANCLERZ mgr inż. Janusz Zwirko WYŻSZA SZKOŁA INFORMATYKI I ZARZĄDZANIA im. Prof. Tadeusza Kotarbińskiego 10-165 Olsztyn, ul. Artyleryjska 3f tel. 89 534 32 03, tel./fax 89 534 33 20
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HuggingFaceFW/finepdfs/tree/main/data/pol_Latn/train
finepdfs
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KUNDMACHUNG Am Montag, dem 27. März 2023 findet um 19:00 Uhr im Festsaal Bisamberg, Schlossgasse 1, 2102 Bisamberg eine GEMEINDERATSSITZUNG TAGESORDNUNG 1. Feststellung der Beschlussfähigkeit 2. Protokolle 21.11.2022 und 13.12.2022 3. Bericht des Bürgermeisters 4. Anfragen zum Bericht des Bürgermeisters 5. Bericht der Obfrau des Prüfungsausschusses 6. Entsendung eines Gemeindevertreters in den Abfallverband Bezirk Korneuburg 7. Genehmigung des Rechnungsabschlusses 2022 8. Bericht gemäß § 69a NÖ GO – Entwicklung der Finanzgeschäfte 2022 9. Berndl Bad BetriebsGmbH Bericht und Bilanz 2021 10. Auftragsvergaben 11. Genehmigung Baulastzahlung L12 Rigolsanierung Radweg 12. Erwerb von 2 Schnupper-Klimatickets 13. Genehmigung Kooperationsvertrag Radland GmbH nextbike 2023 - 2025 14. Genehmigung des Gesellschaftsvertrages „Dorferntwicklung Bisamberg GmbH“ 15. Genehmigung Einzahlung Stammkapital „Dorferntwicklung Bisamberg GmbH“ 16. Ermächtigung Bürgermeister zur Kündigung Stromliefervertrag/Neuausschreibung 17. Verlängerung des Mietvertrages DEV Bisamberg 18. FC Bisamberg – Genehmigung von Investitionen und Maßnahmen 19. Genehmigung von Pachtverträgen 20. Adaptierung der Richtlinien für Ökoförderungen 21. Sportförderung 2023 22. Subventionen 23. Unterzeichnung einer Petition gegen Fracking durch die MG Bisamberg Bisamberg, 21. März 2023 DI Johannes Stuttner Bürgermeister angeschlagen: 21.03.2023 abgenommen: 28.03.2023
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Wollen Sie mitmachen ? Vielfalt erhalten! Natur bewahren! Unterstützen Sie uns bei dem Erhalt von Biotopen, Kulturlandschaften und Schutzgebieten durch Ihre Mitgliedschaft oder eine Spende. - Ich will Mitglied im Naturschutzaktiv Schöneiche e.V. werden als Person (Jahresbeitrag 20 €). - Beantragung der Mitgliedschaft als Institution / als Betrieb (Jahresbeitrag 50 €). - Ich beantrage die Mitgliedschaft als Fördermitglied (Jahresbeitrag 120 €). - Ich möchte mich ehrenamtlich im Verein engagieren und biete meine Hilfe bei Veranstaltungen an. - Ich gewähre dem Verein eine einmalige Spende zur satzungsgemäßen Verwendung. (Mitgliedsbeiträge und Spenden an den Verein sind steuerlich begünstigt, auf Wunsch erhalten Sie durch uns ein Spendenquittung.) Spendenkonto Sparkasse Oder-Spree IBAN: DE87 1705 5050 3000 6440 66 BIC: WELADED1LOS Naturschutzaktiv Schöneiche e.V. Berliner Str. 2 15566 Schöneiche bei Berlin Telefon: 030/ 649 03 765 www.gruenewabe.de email@example.com Absender Zuname............................................................................................. Vorname........................................................................................... Straße, Nr.......................................................................................... PLZ, Wohnort.................................................................................. Telefon............................................................................................... E-Mail................................................................................................. Ort, Datum/ Unterschrift......................................................................................
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Fédération Autonome de la Fonction Publique -------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Pour la FA-FP, le 1 er Mai c'est avant tout la journée de la reconnaissance des agents des services publics ! La FA-FP, souhaite une forte mobilisation ce 1 er mai afin d'adresser un message fort pour la défense des droits des agents des services publics et la prise en compte de leurs légitimes revendications, à l'aube de ce nouveau quinquennat. Le Président de la République réélu s'est engagé à changer de gouvernance le temps de ce nouveau mandat, des paroles, dès à présent nous attendons des actes. L'inflation qui vient impacter le quotidien des agents publics, précarise tous les jours un peu plus les plus faibles et tire vers le bas ceux qui étaient un tant soit peu épargnés jusqu'à présent. L'affaiblissement du pouvoir d'achat des plus de 5,6 millions d'agents qui contribuent au quotidien à rendre un service public de qualité, précarise son efficacité. Les salaires et les pensions doivent rester au cœur du projet du Gouvernement à venir. Il est plus que temps de réduire les inégalités, notamment entre les femmes et les hommes et de renvoyer la précarité à une histoire ancienne. Le relèvement des minima sociaux ne doit pas prendre l'apparence d'un pansement sur une jambe de bois. Il faut redonner de l'espoir aux agents publics, en refondant les grilles, en revoyant les catégories, en reconnaissant l'importance des missions qu'ils réalisent, en leur proposant des perspectives de carrières accessibles et en leur rendant une dignité trop longtemps bafouée sur l'autel de déficits publics dont ils ne sont pas comptables. C'est aussi leur donner les moyens d'accomplir leurs missions, humains, matériels, ce tout particulièrement à l'hôpital ou dans l'enseignement. Ce 1 er mai, exigeons sans attendre : * une forte revalorisation du point d'indice et son indexation sur les prix * une retraite juste à taux plein prenant en compte tous les éléments de rémunération * une augmentation importante des pensions et leur indexation sur les prix * l'égalité professionnelle réelle entre les femmes et les hommes * la défense du Statut seul garant du service public * l'amélioration des conditions de travail et le rétablissement des CHSCT * la création d'emplois dont le service public a besoin, tant pour la réalisation des missions que pour l'amélioration des conditions de travail. Paris, le 27 avril 2022 * Contact presse : Pascal KESSLER, Président de la FA-FP Tel : 06.81.01.38.51 Tel : 01 42 80 22 22 Courriel : email@example.com Site internet : http://www.fa-fp.org
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2013 – 2014 School Year Title I District Parent Involvement Plan/Procedures Prairie Seeds Academy Charter School # 4126 Prairie Seeds Academy Charter School # 4126 is committed to the goal of providing quality education for every child in the district. To this end, we want to establish partnerships with parents and with the community. Everyone gains if school and home work together to promote high achievement by our children. Neither home nor school can do the job alone. Parents play an extremely important role as children's first teachers. Their support for their children and for the school is critical to their children's success at every step along the way. PART I DISTRICT EXPECTIONS Grade level goals for the children of School District # 4126 will be distributed to all parents in the district, with the expectation that all students will work toward these goals. We recognize that some students may need the extra assistance available through the Title I program to reach those goals. School District # 4126 intends to include parents in all aspects of the district's Title I program. The goal is a school-home partnership that will help all students at Prairie Seeds Academy to succeed. Prairie Seeds Academy agrees to implement the following requirements: [x] Prairie Seeds Academy will put into operation programs, activities, and procedures for the involvement of parents in all of the schools Title I programs. Those programs, activities, and procedures will be planned and operated with meaningful consultation with parents of participating children. [x] Prairie Seeds Academy will work with its schools to ensure that the required schoollevel Parental Involvement Plan/Procedure meet the Title I requirements, and include, as a component, a school-parent compact. [x] Prairie Seeds Academy will incorporate the district-wide Parental Involvement Plan/Procedures into its district plan. * In carrying out the Title I parental involvement requirements, to the extent practicable, Prairie Seeds Academy will provide full opportunities for the participation of parents of children with limited English proficiency, parents of children with disabilities, and parents of migratory children, including providing information and school reports in an understandable and uniform format, including alternative formats upon request, and to the extent practicable, in a language parents understand. * If Prairie Seeds Academy's plan for Title I is not satisfactory to the parents of participating children, the school will submit any parent comments with the plan when the school district submits the plan to Minnesota Department of Education. * Prairie Seeds Academy will involve the parents of children served in Title I in decisions about how the one percent of Title I funds reserved for parental involvement is spent, and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools. (Only applicable for districts with Title I allocations greater than $500,000.) * Prairie Seeds Academy will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in Minnesota (i.e., Minnesota Parent Center, Bloomington, MN <www.pacer.org/mpc/>). PART II DISTRICT PARENTAL INVOLVEMENT PLAN REQUIRED COMPONENTS 1. Prairie Seeds Academy will take the following actions to involve parents in the joint development/revision of its district parent involvement plan/procedures: An Advisory Committee consisting of at least two (2) parents, one (1) teacher, one (1) member of the community, and the Academic Specialist/Title I Coordinator will meet to develop our school's Parental Involvement Plan. Our Advisory Committee will continue to be volunteers associated with the Academy. Additional or new members of the committee (after appropriate publicity about the need for volunteers) will be active parents in the School. Special attention will be given to recruiting parents of children in the Title I program. The goal of the Academy is to have at least two (2) parents whose children are participating in the Title I program on the committee. 2. Prairie Seeds Academy will involve parents in the joint development of district plan, review and improvement: How will the district involve parents in the joint development of the Title I plan? An Advisory Committee consisting of at least two (2) parents, one (1) teacher, one (1) member of the community, and the Academic Specialist/Title I Coordinator will meet to develop our school's Parental Involvement Plan. Our Advisory Committee will continue to be volunteers associated with the Academy. Additional or new members of the committee (after appropriate publicity about the need for volunteers) will be active parents in the School. Special attention will be given to recruiting parents of children in the Title I program. The goal of the Academy is to have at least two (2) parents whose children are participating in the Title I program on the committee. How will the district inform parents of school report card? The Title I teachers, in concert with the Academic Specialist, will develop a newsletter (as soon as practical after the release of the school report card) that will be translated into Hmong and Spanish that will be sent home to every family. The letter will also identify how to access information from the MDE on the Website. Because less than 25% of our families have access to computer technology, the report card will be discussed at parent meetings, annual meetings and at parent teacher conferences. How will the district notify the parents that the district has been identified it needs improvement? The Title I teachers, in concert with the Academic Specialist, will develop a newsletter (as soon as practical after the school is informed that it did not make AYP) that will be translated into Hmong and Spanish that will be sent home to every family. The letter will also identify how to access information from the MDE on the Website. Because less than 25% of our families have access to computer technology, the need for developing an improvement plan will be discussed at parent meetings, annual meetings and at parent teacher conferences. How will the district consult with parents about the district plan for improvement? Using the Advisory Committee and parents that have indicated an interest along with new parents of Title I students that have been recruited to assist, a meeting to develop a School Improvement Plan under the direction of school personnel on AYP and school improvement will be held to receive input on the plan. How will the district conduct staff development for implementing effective strategies for parental involvement? The district will secure the services of experienced personnel for School Improvement that will lead the process of staff development. An integral part of this process is receiving input from parents on what needs to be done and to have parents involved in the training and present at the staff development activities. 3. Prairie Seeds Academy will provide the following necessary coordination, technical assistance in planning and implementing effective parental involvement activities to improve student academic achievement and school performance: Under the leadership of the Academic Specialist and the Title I teachers, will utilized their expertise on School Improvement to lead the process of improving student achievement and school performance. 4. Prairie Seeds Academy will build the schools' and parents' capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities specifically described below: A. The school district, as a Title I school, will provide assistance to parents of children served by the school, as appropriate, in understanding topics such as the following: the state's academic content standards, the state's student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, how to monitor their child's progress, and how to work with educators. The board of education will assure that ample funds are appropriated to support the above activities. The Academic Specialist, Title I teachers, and the Title I Advisory committee will develop a strategic plan, including timelines and budgets to insure that all stakeholders are fully trained, involved, monitored and reported on in all the above strategies. The leadership team will provide an annual meeting for parents, which will be held in late September, parents will be given information and an open forum for questions and answers about the Title I guidelines and an explanation will be made regarding changes from previous years. Parents will be provided information on Minnesota Academic Achievement Standards and copies of the school year Assessment Calendar. The assessments will be explained on the document. All parents will be given copies of the Academy's Parent Involvement Plan, and will be offered a chance to become involved in revising that plan as needed. People may volunteer to serve on the Academy's Parent Involvement Plan at the annual meeting. The annual meeting when possible will be held twice for the convenience of the parents – in the evening and again in the following morning. Translation (Hmong to English and English to Hmong) will be available. Parents will be sent written notices about the meeting times, and will also be contacted through telephone calls by parent volunteers (bilingual when necessary) so that as many parents as possible will attend. As a part of the school's extended day program, parents will be invited to participate in parent development workshops on improving student achievement, monitoring their child's progress and how to work with teachers. This program will be held at varying times and days, including Saturdays for the convenience of families. Prairie Seeds Academy recognizes that there are many ways in which parents can become involved with their children's education. The school places high value on contributions made both at home and in the community and at school. Reading to children at home, setting times and places to do home work, and talking with children at a family meal are as important as volunteering at school and/or serving on an advisory committee. The Academy recognizes that many types of parental involvement are needed in a school-home-community partnership that will help all our children to succeed. B. The school district, as a Title I school, will provide materials and training to help parents work with their children to improve their children's academic achievement, such as literacy training and using technology, as appropriate, to foster parental involvement, by: As a part of the school's extended day program, parents will be invited to participate in parent development workshops on improving student achievement, monitoring their child's progress, student and parent literacy training, and accessing and using technology. This program will be held at varying times and days, including Saturdays for the convenience of families. C. The school district will, with the assistance of parents, educate its teachers, pupil services personnel, principal and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: The Academic Specialist, Title I teachers, and parents the outside consultant on school improvement will develop a strategic plan for stakeholder training and development in the areas of connecting parents and extended families with school in a meaningful way. The board of education will assure that there are sufficient resources to carry out the plan. This strategic plan will become an addendum to the overall Title I Parent Involvement Plan. D. The school district will coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by: The Academic Specialist, Title I teachers, and parents will develop a strategic plan for collaborating with the above mentioned agencies and public schools in the area. E. The school district will take the following actions to ensure that Title I information related to the school and parent - programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: Communication with parents will include a Title I newsletter distributed four (4) times a year. There will also be notices and packets sent home with the children, telephone calls, parent-teacher conferences, report cards, and home visits as needed. Parents are encouraged to call their child's teacher with questions or if they feel there is a problem at school. Parents may call the Academy office and arrange for a translator for conferences. As much as possible, communications will have English on one side and Hmong and Spanish on the other. Staff will receive training on how to improve home-school communication. Parents will be invited to attend these sessions. 5. Prairie Seeds Academy will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement plan in improving the quality of Prairie Seeds Academy. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school district will use the findings of the evaluation about its parental involvement plan and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies. The Title I Advisory Committee, lead by the Academic Specialist along with the Title I teachers will conduct an annual evaluation of both the content and effectiveness of the Title I parental involvement program. As a part of the evaluation, parents and staff will be asked for their input including both a written and small group oral assessment on how parent involvement is improving and what barriers to parent participation still need to be overcome. The Academy will revise its Parental Involvement Plan on the basis of this annual review. 6. Prairie Seeds Academy will involve parents in the decisions regarding how funds reserved for parental involvement activities: The Board of Education will annually adopt the budget for the school and the budget for the Parent Involvement Plan. The Board in collaboration with the director, and the Title I Advisory Committee will study the proposed budget and oversee and assure the appropriate activities are provided for Parental Involvement. The Board of Education has requested that the Parent Involvement Program and its Activities be placed on the monthly board agenda for reports and discussion four times a year. PART III DISCRETIONARY DISTRICT PARENTAL INVOLVEMENT PLAN/PROCEDURES COMPONENTS Prairie Seeds Academy Parental Involvement Plan/Procedures may include, but is not limited to the following additional discretionary activities that the school, in consultation with its parents, may choose to undertake to build parents' capacity for involvement in the school to support their children's academic achievement: * Involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of that training. * Provide necessary literacy training for parents from Title I, Part A funds, if the school district has exhausted all other reasonably available sources of funding for that training. * Pay reasonable and necessary expenses associated with parental involvement activities, including transportation and childcare costs, to enable parents to participate in schoolrelated meetings and training sessions. * Train parents to enhance the involvement of other parents. * In order to maximize parental involvement and participation in their children's education, arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at school. * Adopt and implement model approaches to improving parental involvement. * Establish a district parent advisory council to provide advice on all matters related to parental involvement in Title I, Part A programs. * Develop appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities. * Provide other reasonable support for parental involvement activities under section 1118 as parents may request. PART IV ADOPTION Prairie Seeds Academy Parental Involvement Plan/Procedures has been developed/revised jointly with, and agreed on with, parents of children participating in Title I programs, as evidenced by meeting minutes. This Parent Involvement Plan was developed/revised by Prairie Seeds Academy on 8/2013 and will be in effect for the period of one school year. Prairie Seeds Academy will distribute this plan/procedures to all parents of participating Title I children on or before September 15, 2013. These parents were involved with the development of this document: 1) Melody Sous – EA 2) Mindy Hansen – Teacher 3) Dana Gunderson - Teacher 4) Mai Yia Vang- Parent 5) Pat Magwire – Academic Specialist/Title I Coordinator 6) Choua Yang- Principal
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Intitulé du poste Technicien Son Société / Description de l'entreprise GL Events / Evènementiel Description du poste Préparation du matériel au stock - Installation/ exploitation/ démontage du matériel sur chantier Lieu itinérant Description du profil recherché Compétences Consoles Numériques/ Systèmes diffusion/ Line Array/ Microphonie/ Systèmes HF/ Intercomie/ Rémunération et type de contrat Contrat intermittent Date limite de candidature sans Contact du recruteur Franck Peleter - +33684137717 – firstname.lastname@example.org Laurent Bourdin - +33672747004 – email@example.com Site web de l'entreprise www.gl-events.com Informations complémentaires Anglais lu-parlé OFFRE D'EMPLOI
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Examenul de bacalaureat național 2016 Proba E. d) Economie Model Profilul umanist din filiera teoretică, profilul servicii din filiera tehnologică şi toate profilurile şi specializările din filiera vocaţională, cu excepţia profilului militar * Toate subiectele sunt obligatorii. Se acordă 10 puncte din oficiu. * Timpul de lucru efectiv este de 3 ore. SUBIECTUL I (30 de puncte) Scrieţi, pe foaia de examen, litera corespunzătoare răspunsului corect: 1. Coeficientul de elasticitate a cererii în funcţie de preţ se calculează ca raport între modificarea: a. absolută a preţului şi modificarea absolută a cererii b. relativă a cererii şi modificarea absolută a preţului c. absolută a cererii şi modificarea relativă a venitului d. relativă a cererii şi modificarea relativă a preţului 3 puncte 2. În condițiile unui consum rațional, utilitatea totală este un indicator economic care: a. creşte, cu o rată descrescătoare b. scade, cu o rată descrescătoare c. creşte, cu o rată crescătoare d. scade, cu o rată crescătoare 3 puncte 3. Piaţa cu concurenţă perfectă nu se caracterizează prin: a. atomicitate perfectă b. perfecta eterogenitate a produselor c. perfecta mobilitate a factorilor de producţie d. transparenţă perfectă 3 puncte 4. În cazul unui bun cu cerere inelastică, dacă preţul acestuia crește, atunci cantitatea cerută: a. scade, iar cheltuielile consumatorilor cresc b. creşte, iar cheltuielile consumatorilor se reduc c. scade, iar cheltuielile consumatorilor se reduc şi ele d. creşte, iar cheltuielile consumatorilor cresc şi ele 3 puncte 5. După criteriul subiectului purtător, nevoile se clasifică în: a. individuale şi sociale b. fiziologice şi complexe c. colective şi sociale d. vitale şi elevate 3 puncte 6. Dacă într-o perioadă determinată de timp, masa monetară a unei ţări creşte cu 20%, iar volumul valoric al tranzacţiilor scade cu 10%, atunci viteza de rotaţie a banilor: a. scade cu 75% b. creşte cu 75% c. scade cu 25% d. creşte cu 25% 3 puncte 7. Existența costului de oportunitate derivă din: a. gradul de cultură şi civilizaţie al indivizilor b. concurenţa dintre agenţii economici c. limitarea resurselor în raport cu nevoile d. reducerea mai lentă a nevoilor decât a resurselor 3 puncte Pagina 1 din 2 8. Cantitatea de bunuri şi servicii pe care le poate cumpăra un salariat creşte dacă: a. salariul nominal şi preţurile cresc în aceeaşi proporţie b. preţurile cresc mai repede decât creşte salariul nominal c. salariul nominal creşte mai repede decât cresc preţurile d. creşterea preţurilor este mai mare decât scăderea salariului nominal 9. Dacă celelalte condiții nu se modifică, atunci există o relaţie de acelaşi sens între: a. masa monetară şi viteza de rotaţie a banilor b. costul total mediu şi profitul unitar c. salariul real şi nivelul preţurilor bunurilor economice d. viteza de rotaţie a capitalului şi masa profitului 10. Libera iniţiativă nu se caracterizează prin: a. responsabilizarea agenţilor economici pentru consecinţele deciziilor lor b. libertatea agenţilor economici de a acționa în conformitate cu interesele lor c. depersonalizarea proprietăţii prin măsuri de politică economică centralizată d. competenţă şi competiţie în activitatea economică SUBIECTUL al II-lea 3 puncte 3 puncte 3 puncte (30 de puncte) 1. Transcrieţi pe foaia de examen tabelul de mai jos: A. Completaţi coloanele tabelului dat cu valori numerice fictive, ştiind că acestea trebuie să reflecte relația dintre prețul și cantitatea oferită dintr-un bun, iar cantitatea oferită B relevă situaţia în care purtătorii ofertei au găsit modalităţi de a produce acel bun mai ieftin decât în situaţia A. 4 puncte B. Calculaţi coeficientul de elasticitate a ofertei în funcție de preț în situația B, pentru T4 față de T1, pe baza valorilor numerice pe care le-ați înscris în tabel, precizând totodată formula utilizată pentru realizarea calculului și tipul de elasticitate corespunzător valorii coeficientului pe care l-ați determinat. 6 puncte C. Trasaţi un grafic al cererii în funcție de preț, pe baza datelor completate în tabel. 2 puncte 2. Calculaţi modificarea procentuală a volumului producţiei, în situația în care numărul salariaţilor creşte cu 50% și productivitatea medie se dublează, scriind totodată algoritmul folosit pentru efectuarea calculului și precizând sensul modificării indicatorului cerut. 9 puncte 3. Se utilizează un capital de 5 mld. u.m. din care 60% reprezintă capitalul fix, amortizabil în 60 de luni. Cheltuielile salariale se ridică la 400 mil. u.m., iar încasările totale sunt de 3,6 mld. u.m. Determinați, scriind algoritmul folosit pentru efectuarea calculelor şi explicitând simbolurile utilizate: A. ponderea consumului de capital fix în costul de producţie; B. rata de amortizare; C. rata profitului, calculată la capitalul folosit. SUBIECTUL al III-lea Răspundeţi la fiecare dintre următoarele cerinţe: 1. Precizaţi înţelesul economic al noţiunii de capital utilizat. 9 puncte (30 de puncte) 6 puncte 2. Menționați trei cauze economice care pot duce la creşterea masei monetare. 12 puncte 3. Exemplificați, utilizând valori numerice, modalitatea în care se realizează câştigul unei bănci, pe baza diferenţei dintre ratele dobânzilor. 6 puncte 4. Explicaţi, în maximum o jumătate de pagină, faptul că nivelul productivităţii muncii depinde și de gradul de cointeresare a factorului muncă. 6 puncte Pagina 2 din 2
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Estructura de Diagnóstico del Programa Presupuestario (PP) El presente documento contiene aspectos a considerar para la elaboración del Diagnóstico del Programa Presupuestario (PP) de nueva creación y actualización; especifica como el programa presupuestario contribuirá al cumplimiento de los objetivos estratégicos de la dependencia o entidad, considerando la situación problemática o necesidad que se pretende atender e incorporando estadísticas oficiales que permitan dimensionar y describir de manera general las acciones a realizar para la atención del problema o necesidad, conforme a las disposiciones aplicables. Objetivo. Establecer la estructura para el Diagnóstico del PP y las características necesarias de cada elemento que integran la estructura, con la finalidad de apoyar la toma de decisiones en materia programática y presupuestaria. E059Impulso a la Comercialización Agrícola Secretaría de Desarrollo Rural UR 1075DIRECCIÓN GENERAL DE SERVICIOS Y APOYOS TÉCNICOS Ejercicio fiscal 2021 Hoja de Control de Actualizaciones del Diagnóstico | Revisión y | Fecha | Descripción de la Modificación | |---|---|---| | Ejercicio Fiscal | dd/mm/aaaa | (Apartado / Sub apartado) | | REV: 01 | | | | | 25/11/2020 | | | 2020 | | | Contenido .......................................................................................................................................................... 18 1. Antecedentes y Descripción del Problema 1.1 Antecedentes. Las exportaciones de la industria alimentaria han crecido de manera significativa, pues mientras en el año 2014 la entidad poblana exportó poco más de 90 millones 635 mil dólares, en 2018 dicha cifra se elevó a 715 millones 913 mil dólares; sin embargo, fuera del sector de la industria alimentaria, la comercialización y promoción de productos del campo sin transformación muestra dificultades, pero ello no reduce el enorme potencial que la diversidad y calidad productiva que el estado de Puebla presenta. Actualmente se cuenta con un promedio de 290 pequeñas empresas agroindustriales integradas en un catálogo, las cuales cuentan con etiqueta, envasado y demás elementos que facilitan su comercialización y están logrando la comercialización de susproductos en el ámbito regional. Puebla es un estado con todos los microclimas, con la mayor diversidad de cadenas productivas del país y con gran potencial de crecimiento en el sector primario y agroindustrial, distinguiéndose por la transformación de sus productos primarios dentro de las cadenas productivas. 1.2 Definición del problema. Canales deficientes de Comercialización y promoción de los agroproductos 1.3 Justificación del PP. La promoción y vinculación de los agroproductos con los mercados nacionales e internacionales es de suma importancia, así como en concordancia con lo que estipula la Ley Orgánica de la Administración Pública del Estado de Puebla que mandata en su capítulo X, artículo 40, asuntos XI, XIII y XVI apoyar en la organización y conformación de unidades productivas que les permita a los productores acceder a recursos de asistencia financiera, técnica y tecnológica, promover y fomentar el desarrollo de la infraestructura industrial y comercial enfocados a reforzar las exportaciones y al mismo tiempo promover la realización eventos y otras actividades que refuercen la comercialización y promoción en el sector agroalimentario de la entidad. 1.4 Estado actual del problema. En la actualidad las UPR's existentes tienen una mayor exigencia productiva, debido a la disminución continua que han venido presentando con el paso del tiempo y el aumento de la población urbana (demanda alimenticia), lo que se traduce automáticamente en una mayor necesidad de comercialización por parte del productor y demanda por parte del consumidor, siendo esta acción el último eslabón de la cadena productivo-alimentaria y que, conjugada con el incremento en el volumen de producción, pese a la reducción de la superficie sembrada, hacen imperante la necesidad de ampliar los canales, formas y estrategias mercadológicas para la comercialización de los agroprodutos del Estado. 1.5 Evolución del problema. Dada la tasa de crecimiento de la población del 1.3% anual en el Estado de Puebla, lo que se traduce en un incremento de la demanda alimenticia, es necesario que el crecimiento del valor de la producción por la comercialización de la misma incremente en igual ritmo para satisfacer dicha la demanda. . 1.6 Experiencias de atención. | | Programa | | Población Objetivo | | Objetivo del Programa | | Operación | Resultados | |---|---|---|---|---|---|---|---|---| | PROGRAMA DE COMERCIALIZACIÓN Y DESARROLLO DE MERCADOS | | UNIDADES DE PRODUCCIÓN RURAL DEL ESTADO DE PUEBLA | | CONTRIBUIR A PROMOVER MAYOR CERTIDUMBRE EN LA ACTIVIDAD AGROALIMENTARIA MEDIANTE MECANISMOS DE ADMINISTRACIÓN DE RIESGOS MEDIANTE INCENTIVOS A LA COMERCIALIZACIÓN, PROMOCIÓN COMERCIAL Y FOMENTO A LAS EXPORTACIONES DE PRODUCTOS AGROPECUARIOS Y PESQUERO | | LOS PROYECTOS A LOS QUE SE LES ASIGNABA UN NÚMERO DE REGISTRO SE SOMETÍAN A UN PROCESO DE SELECCIÓN CON BASE A CRITERIOS DE ELEGIBILIDAD | | | 1.7 Árbol de problemas. EL MEDIO RURAL CARECE DE CANALES DE COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLBON DE LA CADENA CANALES DE COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLABON DE LA CADENA AGROALIMENTARIA FALTA DE ATENCION A AGROPRODUCTORES EN COMERCIALIZACIÓN Y PROMOCIÓN COMERCIAL ASERTIVA FALTA DE ATENCION A LOS PRODUCTORES DEL SECTOR RURAL DESCONOCIMIENTO DEL FLUJO COMERCIAL ACTUAL DE LAS DIFERENTES REGIONES DEL ESTADO LAS MICROEMPRESAS CARECEN DE INFORMACION EN LA IMAGEN CORPORATIVA, CUMPLIMIENTO NORMATIVO DE CALIDAD DE SUS PRODUCTOS FALTA DE EVENTOS DE LA COMERCIALIZACIÓN RURAL Y DE LA VINCULACIÓN ENTRE LOS DIFERENTES ACTORES DE LA CADENA DE VALOR AGROALIMENTARIA FALTA DE ATENCION A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES DEL ESTADO DE PUEBLA. ESCASA INFORMACION EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPOPRODUCTORES. DESCONOCIMIENTO DE ACTIVIDADES DE LAS DELEGACIONES DEL SECTOR RURAL Diagnóstico del Programa Presupuestario E059 Impulso a la Comercialización Agrícola 2021 2. Objetivos 2.1 Determinación y justificación de los objetivos de la intervención. - Alineación de Objetivos al Plan Estatal de Desarrollo 2019-2024: o Eje 2. Recuperación del Campo [x] Objetivo Rescatar al campo poblano a través de entornos regionales favorables para mejorar las actividades agropecuarias, acuícolas y apícolas con un enfoque de desarrollo sostenible, con identidad, perspectiva de género e interseccionalidad. o ESTRATEGIA 2 Fortalecer canales de comercialización que propicie la integración de cadenas de valor estratégico. o líneas de acción o 1. Impulsar el comercio regional, nacional e internacional de los productos del campo poblano. o 2. Impulsar la calidad de los productos y servicios del campo poblano. o 3. Promover el posicionamiento de los productos del campo poblano en los diferentes mercados. o 4. Fortalecer la utilización de subsidios para el desarrollo del campo poblano. o 5. Promover la creación de esquemas agrologísticos en el interior del estado. - Alineación de Objetivos al Programa Sectorial 2019-2024 de Desarrollo Rural: o Objetivo 2. Fortalecer canales de comercialización que propicien la integración de cadenas de valor estratégico. o ESTRATEGIA 1 Impulsar el comercio regional, nacional e internacional de los productos del campo poblano. LÍNEA DE ACCIÓN 1. Promover, realizar o participar en foros, expos, ferias, congresos u otros medios relativos a la comercialización de lo que Puebla produce. o ESTRATEGIA 2 Impulsar la calidad de los productos y servicios del campo poblano. LÍNEA DE ACCIÓN 1. Impulsar la identidad comercial de los agroproductospara mejorar la calidad y los servicios y facilitar su inserción a los mercados. o ESTRATEGIA 3 Promover el posicionamiento de los productos del campo poblano en los diferentes mercados. LÍNEA DE ACCIÓN 1. Impulsar y promover la diversificación de los canales de comercialización. 2. Difundir los productos del campo poblano. 2.2 Árbol de objetivos. FLUIDEZ COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLABON DE LA CADENA AGROALIMENTARIA CANALES DE COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLBON DE LA CADENA AGROALIMENTARIA ESQUEMAS DE COMERCIALIZACIÓN Y PROMOCIÓN COMERCIAL ASERTIVA ATENCION A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES SOCIOECONÓMICAS FLUJO COMERCIAL ACTUAL DE LAS DIFERENTES REGIONES DEL ESTADO IMAGEN CORPORATIVA, CUMPLIMIENTO NORMATIVO DE CALIDAD DE LAS DIFERENTES REGIONES DEL ESTADO. TEMÁTICAS ENFOCADAS A LA COMERCIALIZACIÓN RURAL PARA EL FORTALECIMIENTO DE LA VINCULACIÓN ENTRE LOS DIFERENTES ACTORES DE LA CADENA DE VALOR AGROALIMENTARIA MEDIANTE DE REUNIONES DE TRABAJO, EXPOS, CONGRESOS, FOROS Y TIANGUIS. MESAS DE TRABAJO EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPRODUCTORES. 2.3Estrategia para la selección de alternativas. De los medios planteados para la solución del problema a atender en el árbol de objetivo, se identifican como factibles de intervención por el PP los que cuentan con las siguientes características: - Tienen mayor viabilidad técnica - Mayor impacto institucional E059 Impulso a la Comercialización Agrícola 2021 ASESORIAS A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES DEL ESTADO DE PUEBLA. REUNIONES DE TRABAJO EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPOPRODUCTORES INFORMES DE ACTIVIDADES DE LAS DELEGACIONES. - Son medios que no duplican funciones con otros programas de la institución - Menor costo de implementación 2.4 Concentrado. | | Árbol del Problema | | Árbol del Objetivo | Resumen Narrativo | |---|---|---|---|---| | | Efectos | | Fines | Fin | | DEFICIENTES FLUIDEZ COMERCIAL DEL ULTIMO ESLBAON MOMERCIAL DE LA CADENA AGROALIMENTARIA | | CANALES DE COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLBON DE LA CADENA AGROALIMENTARIA | | | | | Problema Central | | Solución | Propósito | | EL MEDIO RURAL CARECE DE CANALES DE COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLBON DE LA CADENA AGROALIMENTARIA | | CANALES DE COMERCIALIZACION Y PROMOCION DEL ULTIMO ESLBON DE LA CADENA AGROALIMENTARIA | | | | | Causa (1er Nivel) | | Medios (1er Nivel) | Componentes | | FALTA DE ATENCION A AGROPRODUCTORES EN COMERCIALIZACIÓN Y PROMOCIÓN COMERCIAL ASERTIVA FALTA DE ATENCION A LOS PRODUCTORES DEL SECTOR RURAL | | ESQUEMAS DE COMERCIALIZACIÓN Y PROMOCIÓN COMERCIAL ASERTIVA ATENCION A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES SOCIOECONÓMICAS | | | | | Causa (2do Nivel) | | Medios (2do Nivel) | Actividades | DESCONOCIMIENTO DEL FLUJO COMERCIAL ACTUAL DE LAS DIFERENTES REGIONES DEL ESTADO LAS MICROEMPRESAS CARECEN DE INFORMACION EN LA IMAGEN CORPORATIVA, CUMPLIMIENTO NORMATIVO DE CALIDAD DE SUS PRODUCTOS FALTA DE EVENTOS DE LA COMERCIALIZACIÓN RURAL Y DE LA VINCULACIÓN ENTRE LOS DIFERENTES ACTORES DE LA CADENA DE VALOR AGROALIMENTARIA ESCASA INFORMACION EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPRODUCTORES. FALTA DE ATENCION A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES DEL ESTADO DE PUEBLA. ESCASA INFORMACION EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPOPRODUCTORES. DESCONOCIMIENTO DE ACTIVIDADES DE LAS DELEGACIONES DEL SECTOR RURAL E059 Impulso a la Comercialización Agrícola 2021 FLUJO COMERCIAL ACTUAL DE LAS DIFERENTES REGIONES DEL ESTADO ANALIZAR CADENAS DE VALOR DEL FLUJO COMERCIAL ACTUAL DE LAS DIFERENTES REGIONES DEL ESTADO IMAGEN CORPORATIVA, CUMPLIMIENTO NORMATIVO DE CALIDAD DE LAS DIFERENTES REGIONES DEL ESTADO. TEMÁTICAS ENFOCADAS A LA COMERCIALIZACIÓN RURAL PARA EL FORTALECIMIENTO DE LA VINCULACIÓN ENTRE LOS DIFERENTES ACTORES DE LA CADENA DE VALOR AGROALIMENTARIA MEDIANTE DE REUNIONES DE TRABAJO, EXPOS, CONGRESOS, FOROS Y TIANGUIS. MESAS DE TRABAJO EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPRODUCTORES. ASESORIAS A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES DEL ESTADO DE PUEBLA. REUNIONES DE TRABAJO EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPOPRODUCTORES. INFORMES DE ACTIVIDADES DE LAS DELEGACIONES. ASESORAR MICROEMPRESAS EN LA IMAGEN CORPORATIVA, CUMPLIMIENTO NORMATIVO DE CALIDAD DE LAS DIFERENTES REGIONES DEL ESTADO. REALIZAR EVENTOS CON TEMÁTICAS ENFOCADAS A LA COMERCIALIZACIÓN RURAL PARA EL FORTALECIMIENTO DE LA VINCULACIÓN ENTRE LOS DIFERENTES ACTORES DE LA CADENA DE VALOR AGROALIMENTARIA MEDIANTE DE REUNIONES DE TRABAJO, EXPOS, CONGRESOS, FOROS Y TIANGUIS. REALIZAR MESAS DE TRABAJO EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPRODUCTORES. ATENDER Y ASESORAR A PRODUCTORES DEL SECTOR RURAL DE LAS REGIONES DEL ESTADO DE PUEBLA. REALIZAR REUNIONES DE TRABAJO EN MATERIA DE VINCULACION Y COMERCIALIZACION DE LOS AGROPOPRODUCTORES. ELABORAR INFORMES DE ACTIVIDADES DE LAS DELEGACIONES. 3. Cobertura 3.1 Metodología para la identificación de la población objetivo y definición de fuentes de información. Justificación de los criterios de focalización de la Población de Referencia: Se seleccionó de acuerdo al total de productores que cuentan con terrenos, infraestructura, maquinaria y equipo, animales, y otros bienes que son utilizados durante las actividades agropecuarias (Unidades de Producción Rural), registradas en el Estado de Puebla. (Censo agropecuario) Justificación de los criterios de focalización de la Población Potencial: Se seleccionó a los productores que cuentan con terrenos, infraestructura, maquinaria y equipo, animales, y otros bienes que son utilizados durante las actividades agropecuarias que presentan problemas de comercialización y con difícil acceso al crédito (censo agropecuario). Justificación de los criterios de focalización de la Población Atendida: De acuerdo a la capacidad de operación del programa y tomando en cuenta las necesidades de los productores que cuentan con terrenos, infraestructura, maquinaria y equipo, animales, y otros bienes que son utilizados durante las actividades agropecuarias, se realizó una estimación de las unidades a atender durante este ejercicio. Justificación de los criterios de focalización de la Población Objetivo: La población objetivo se definió tomando en cuenta como criterio de focalización la actividad de productores que cuentan con terrenos, infraestructura, maquinaria y equipo, animales, y otros bienes que son utilizados durante las actividades agropecuarias, que presentan problemas de comercialización y difícil acceso al crédito para ser atendidos con acciones de promover esquemas de vinculación y financiamiento en la comercialización de sus productos | | | | | | | | | Periodicidad | | | |---|---|---|---|---|---|---|---|---|---|---| | | | | | | | Última fecha | | | | | | | | Definición de | | | | | | para realizar | | Fuente de | | | | | | Cantidad | | de | | | | | | | | la Población | | | | | | la | | Información | | | | | | | | actualización | | | | | | | | | | | | | | actualización | | | | | Unidades de Producción Rural existentes en el Estado de Puebla | | 535,457 | | 2007 | | CADA 10 AÑOS | | Censo Agropecuario INEGI | | | Población de | | | | | | | | | | | | Referencia | | | | | | | | | | | | | | Unidades de | | | | | | | | | | | | | | | | | | | | Censo | | Población | | Producción | | | | | | CADA 10 | | | | | | | | 138,172 | | 2007 | | | | Agropecuario | | Potencial | | conproblemas de | | | | | | AÑOS | | | | | | | | | | | | | | INEGI | | | | comercialización | | | | | | | | | | | Unidades de producción conproblemas de comercialización a atender por el programa durante el ejercicio. | | 500 | | 2021 | | Anual | | Estimación propia con base en el promedio de Unidades de producción rural atendida | | | Población | | | | | | | | | | | | Atendida | | | | | | | | | | | | | | Unidades de | | | | | | | | Estimación propia | | Población | | | | | | | | | | | | | | producción | | 138,172 | | 2021 | | anual | | con base en el | | Objetivo | | | | | | | | | | | | | | conproblemas de | | | | | | | | promedio de | | comercialización | Unidades de | |---|---| | y con difícil | producción rural | | acceso al crédito | atendida | 3.2 Estrategia de cobertura. Población Potencial:73,444 unidades de producción con problemas de comercialización y difícil acceso al crédito Magnitud (Población objetivo): El total de las 73,444 unidades de producciónpara ser atendidas con las acciones en la promoción para establecer esquemas de vinculación y financiamiento en la comercialización de sus productos y mejorar los ingresos del sector. Descripción del resultado esperado:Mejorar las condiciones de integración a los mercados productivos de los productores que cuentan con terrenos, infraestructura, maquinaria y equipo, animales, y otros bienes que son utilizados durante las actividades agropecuarias La determinación de metasse estima mejorar las condiciones de los productores rurales mediante la integración a los mercados productivos a través de asesorías sobre financiamiento, adquisición de créditos esquemas de agricultura por contrato. Integración, operación y actualización del Padrón de Beneficiarios:Los reportes del programa sobre las actividades de orientar y asesorar, a productores agropecuarios y acuícolas, organizaciones y empresas agroindustriales, sobre financiamiento y garantías liquidas, además de acciones sobre la consolidación de los AGRONEGOCIOS En los registros de beneficiados se incorporará:el nombre del productor asesorado, acreedor de un microcrédito y del número de beneficiados con esquemas de agricultura por contrato. Los registros del padrón es responsabilidad de la Unidad responsable y de las direcciones que integran la Coordinación 4. Análisis de similitudes o complementariedades NO APLICA 5. Presupuesto Nota: Este apartado deberá ser requisitado con la información delproceso decuantificaciónde los programas presupuestarios a partir del Ejercicio Fiscal 202X 5.1 Estimación del costo del programa presupuestario Especificar el monto del presupuesto estimado para el Ejercicio Fiscal en el que iniciará operaciones el PP. | | Capitulo | Monto en pesos corrientes | |---|---|---| | Servicios Personales | | | | | Gastos de Operación | 4,294,,161 | | | Total | $19,932,645 | 5.2 Fuentes de financiamiento Colocar la fuente de los recursos y el monto correspondiente para la operación del PP. Los recursos Estatales se agregarán sólo cuando el programa provenga de algún convenio con contrapartida estatal. El total debe corresponder con la Estimación del Costo del Programa. | | Fuente de financiamiento | | Monto en pesos corrientes | |---|---|---|---| | Recursos Federales | | | | | Recursos Estatales | | | | | | | Total | | 6. Información Adicional 6.1 Información adicional relevante NO APLICA 7. Registro del Programa Presupuestario en Inventario. | | Registro del Programa Presupuestario | |---|---| | Tipología del PP: PRESTACIÓN DE SERVICIOS. | | | | Programa Presupuestario: E059 IMPULSO A LA COMERCIALIZACIÓNAGRÍCOLA | Unidad Responsable del PP:DIRECCIÓN GENERAL DE SERVICIOS Y APOYOS TÉCNICOS En caso de que el PP sea operado por más de una UR se deberá especificar las funciones que cada una desarrollará respecto al mismo. | | Denominación de UR´s que | Funciones por UR en el Programa | |---|---|---| | | participan | Presupuestario | | DIRECCIÓN GENERAL DE SERVICIOS Y APOYOS TÉCNICOS | | | | | | PROMOCIÓN Y ASESORÍA A GRUPOS DE | | | | PRODUCTORES EN ESQUEMAS ENCAMINADAS A | | | DIRECCIÓN DE VINCULACIÓN A LOS | | | | | LA AGRO LOGÍSTICAS | | | MERCADOS | | | | | PROMOCIÓNYPARTICIPACIÓN DE | | | | AGROPRODUCTORES EN EXPOSICIONES Y | | | | FERIAS. | | DIRECCIÓN DE DESARROLLO RURAL Y PARTICIPACIÓN | | | Bibliografía Agregar la Bibliografía utilizada en orden alfabético. << Agregar texto>> [x] ___ [x] ___ [x] ___ [x] ___ [x] ___ [x] ___ [x] ___ Anexos << Agregar texto>> Diagnóstico del Programa Presupuestario E059 Impulso a la Comercialización Agrícola 2021
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HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
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Description: TL-Torquedriver-12 Primary dimension units are millimeters, Secondary dimension units are [inches]. substrate thickness tolerance ±10%, all other tolerances ±0.127mm [±0.005"] unless stated otherwise. Included Hex Bits 5MM HEX BIT, 1/4" HEX SHANK 3MM HEX BIT, 1/4" HEX SHANK 0.050" HEX BIT, 1/4" HEX SHANK NOTE: SPECIFY TORQUE WHEN PLACING ORDER: 0.5-16 ozf-in Tolerances: Hole diameters ±0.0254mm [±0.001"], Pitches (from true position) ±0.0254mm [±0.001"], Materials and specifications are subject to change without notice.
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
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The Aquatic Plant Management Society, Inc. 3909 Halls Ferry Road Vicksburg, MS 39180-6199 2009-2010 Officers and Directors Officers President - Greg MacDonald University of Florida Immediate Past President - Carlton Layne Aquatic Ecosystem Restoration Foundation President Elect - Linda S. Nelson U.S. Army Corps of Engineers, ERDC Vice President - Tyler Koschnick SePRO Corporation Treasurer - Sherry Whitaker U.S. Army Corps of Engineers, ERDC Secretary - Jeffrey D. Schardt Florida Fish and Wildlife Conservation Commission Editor – Michael D. Netherland U.S. Army Corps of Engineers, ERDC Directors Brad Howell Applied Biochemists, Inc. Chetta Owens U.S. Army ERDC Alan “Bo” Burns Crop Production Services Susan Wilde University of Georgia John Gardner Aquatic Systems, Inc. Rob Richardson North Carolina State University Student Director Brett Bultemeier University of Florida APMS Presidents From First 50 Years Left to Right: Bill Rushing 1980, Bob Blackburn 1968, Lars Anderson 1986, Dean Martin 1987, Jim Schmidt 2001, Ken Manuel 2004, Joe Joyce 1991, Jim Petta 2008, Jeff Schardt 2006, Steve de Kozlowski 1995, Richard Hinterman 2003, Carlton Layne 2009, Randall Stocker 1982, Alison Fox 1998, Don Doggett 2007, Greg MacDonald 2010, Kurt Getsinger 1997, Terry McNabb 1996, David Tarver 2002, Lewis Decell 2000, Erik Barkemeyer 2005, (Bill Haller – 23-year Editor/Director), Linda Nelson 2011 Committee Committee Chairs and Special Representatives Chair Representative
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,505
Por la presente, les convocamos para la sesión ordinaria de PLENO que tendrá lugar el próximo MARTES 26 DE OCTUBRE de 2021 a las 20:00 horas con el siguiente Orden del día: Per la present, els convoquem per a la sessió ordinària de PLE que tindrà lloc el pròxim DIMARTS 26 D'OCTUBRE de 2021 a les 20:00 hores amb el següent Ordre del dia: A) PARTE RESOLUTIVA 1.- Aprobación del acta de la sesión anterior celebrada el 28 de julio de 2021. 2.- Renuncia de concejal. Expediente 802/2021. 3.- Aprobación de la Cuenta General del Ejercicio 2020. Expediente 27/2021. 4.- Propuesta de modificación de la Ordenanza Fiscal reguladora del Impuesto sobre Bienes Inmuebles. Expediente 806/2021. 5.- Propuesta de modificación de la Ordenanza Fiscal reguladora de la Tasa por Entradas de Vehículos a través de las aceras y Reservas de vía pública para Aparcamiento exclusivo, Parada de Vehículos, Carga y Descarga de mercancías de cualquier clase (Vados). Expediente 805/2021. 6.- Propuesta de modificación de la Ordenanza Fiscal reguladora de la Tasa A) PART RESOLUTIVA 1.- Aprovació de l'acta de la sessió anterior celebrada el 28 de juliol de 2021. 2.- Renúncia de regidor. Expedient 802/2021. 3.- Aprovació del Compte General de l'Exercici 2020. Expedient 27/2021. 4.- Proposta de modificació de l'Ordenança Fiscal reguladora de l'Impost sobre Béns immobles. Expedient 806/2021. 5.- Proposta de modificació de l'Ordenança Fiscal reguladora de la Taxa per Entrades de Vehicles a través de les voreres i Reserves de via pública per a Aparcament exclusiu, Parada de Vehicles, Càrrega i Descàrrega de mercaderies de qualsevol classe (Guals). Expedient 805/2021. 6.- Proposta de modificació de l'Ordenança Fiscal reguladora de la Taxa por Otorgamiento de las Licencias Urbanísticas. Expediente 839/2021. per Atorgament de les Llicències Urbanístiques. Expedient 839/2021. 7.- Adhesión a la Red de Ciudades que Caminan. Expediente 737/2021. 8.- Moción presentada por el Grupo Compromís para aumentar la subvención de transporte a las personas jóvenes. 9.- Moción presentada por el Grupo Compromís para declarar Alfara pueblo por los derechos LGTBI. 10.- Moción presentada por el Grupo Compromís para la mejora de la zona de la Fosforera. B) ACTIVIDAD DE CONTROL 11.- Dar cuenta al Pleno de las resoluciones de Alcaldía desde el 26 de julio hasta el 21 de octubre de 2021. C) RUEGOS Y PREGUNTAS. 7.- Adhesió a la Xarxa de Ciutats que Caminen. Expedient 737/2021. 8.- Moció presentada pel Grup Compromís per a augmentar la subvenció de transport a les persones joves. 9.- Moció presentada pel Grup Compromís per a declarar Alfara poble pels drets LGTBI. 10.- Moció presentada pel Grup Compromís per a la millora de la zona de la Fosforera. B) ACTIVITAT DE CONTROL 11.- Donar compte al Ple de les resolucions d'Alcaldia des del 26 de juliol fins al 21 d'octubre de 2021. C) PRECS I PREGUNTES.
<urn:uuid:f281b8de-5738-40df-a0d2-96a4e565e2f3>
HuggingFaceFW/finepdfs/tree/main/data/cat_Latn/train
finepdfs
cat_Latn
2,887
12/2/2013- MOG - 9:48 AM 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 (dr req 13-1128 – draft 1.5) [Draft Bill for Discussion Purposes Only] the State if the identified capital, structural, or technical needs on the farm are not addressed. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 [Draft Bill for Discussion Purposes Only] this title to the contrary, the maximum administrative penalty assessed for a violation of this subchapter shall not exceed $5,000.00 for each violation, and the maximum amount of any penalty assessed for separate and distinct violations of this chapter shall not exceed $50,000.00. (b) Any person who violates any provision of this subchapter or who fails to comply with any order or the terms of any permit or certification issued in accordance with this subchapter shall be fined not more than $10,000.00 for each violation. Each violation may be a separate offense and, in the case of a continuing violation, each day's continuance may be deemed a separate offense. (c) Any person who knowingly makes any false statement, representation, or certification in any application, record, report, plan, certification, or other document filed or required to be maintained by this subchapter or by any permit, rule, regulation, or order issued under this subchapter, or who falsifies, tampers with, or knowingly renders inaccurate any monitoring device or method required to be maintained by this subchapter or by any permit, rule, regulation, or order issued under this subchapter shall upon conviction be punished by a fine of not more than $5,000.00 for each violation. Each violation may be a separate offense and, in the case of a continuing violation, each day's continuance may be deemed a separate offense. (dr req 13-1128 – draft 1.5) 12/2/2013- MOG - 9:48 AM (dr req 13-1128 – draft 1.5) 20 As used in this chapter unless the context clearly requires otherwise: (dr req 13-1128 – draft 1.5) 12/2/2013- MOG - 9:48 AM [Draft Bill for Discussion Purposes Only] 21 (dr req 13-1128 – draft 1.5) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 [Draft Bill for Discussion Purposes Only] (6) "Impervious surface" means those manmade surfaces, including paved and unpaved roads, parking areas, roofs, driveways, and walkways, from which precipitation runs off rather than infiltrates. (7) "New stormwater discharge" means a new or expanded discharge of regulated stormwater runoff, subject to the permitting requirements of this chapter, which first occurs after June 1, 2002 and has not been previously authorized pursuant to this chapter. (8) "Offset" means a state-permitted or approved State-permitted or -approved action or project within a stormwater-impaired water that a discharger or a third person may complete to mitigate the impacts that a discharge of regulated stormwater runoff has on the stormwater-impaired water. (9) "Offset charge" means the amount of sediment load or hydrologic impact that an offset must reduce or control in the stormwater-impaired water in which the offset is located. (10) "Redevelopment" means the construction or reconstruction of an impervious surface where an impervious surface already exists when such new construction involves substantial site grading, substantial subsurface excavation, or substantial modification of existing stormwater conveyance, such that the total of impervious surface to be constructed or reconstructed is greater than the minimum regulatory threshold. Redevelopment does not mean 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 [Draft Bill for Discussion Purposes Only] the construction or reconstruction of impervious surface where impervious surface already exists when the construction or reconstruction involves less than 5,000 square feet. Redevelopment does not mean public road management activities, including any crack sealing, patching, coldplaning, resurfacing, reclaiming, or grading treatments used to maintain pavement, bridges, and unpaved roads. (11) "Regulated stormwater runoff" means precipitation, snowmelt, and the material dissolved or suspended in precipitation and snowmelt that runs off impervious surfaces and discharges into surface waters or into groundwater via infiltration. (12) "Stormwater impact fee" means the monetary charge assessed to a permit applicant for the discharge of regulated stormwater runoff to a stormwater-impaired water that mitigates a sediment load level or hydrologic impact that the discharger is unable to control through on-site treatment or completion of an offset on a site owned or controlled by the permit applicant. (13) "Stormwater-impaired water" means a state State water that the secretary Secretary determines is significantly impaired by discharges of regulated stormwater runoff. (14) "Stormwater runoff" means precipitation and snowmelt that does not infiltrate into the soil, including material dissolved or suspended in it, but 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 [Draft Bill for Discussion Purposes Only] does not include discharges from undisturbed natural terrain or wastes from combined sewer overflows. (19) "Net zero standard" means: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 (dr req 13-1128 – draft 1.5) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 12/2/2013- MOG - 9:48 AM 1 [Draft Bill for Discussion Purposes Only] § 1293. WATER RESOURCES PRESERVATION FEE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 12/2/2013- MOG - 9:48 AM 12/2/2013- MOG - 9:48 AM [Draft Bill for Discussion Purposes Only] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 (dr req 13-1128 – draft 1.5) [Draft Bill for Discussion Purposes Only] 21 bridge standards and which failure harms or is likely to harm public health, VT LEG #290171 v.3 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 12/2/2013- MOG - 9:48 AM (dr req 13-1128 – draft 1.5) 12/2/2013- MOG - 9:48 AM 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (dr req 13-1128 – draft 1.5) 12/2/2013- MOG - 9:48 AM 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 12/2/2013- MOG - 9:48 AM
<urn:uuid:c231999f-4047-4e8b-abf2-de37cad3ca12>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
6,740
Angebot für Trauernde im Pfarrverband Menzing Trauergruppe Pixabay; Myriams-Fotos Wir starten wieder mit einer neuen Gruppe! Herzlich eingeladen sind alle, die gerade eine Zeit der Trauer durchleben. Die Gruppe möchte Raum bieten, da zu sein mit dieser Trauer, darüber zu sprechen, sich auszutauschen mit Menschen, die ähnliches erlebt haben oder gerade erleben. Der Austausch kann helfen, die neue Situation nach und nach ins Leben zu integrieren, auch wenn der Abschied schon länger zurück liegt. Geleitet wird die Gruppe von Stefani Stocker, Heilpraktikerin für Psychotherapie, sowie Barbara Maurus, Seelsorgerin im Pfarrverband. Beide sind ausgebildete und erfahrene Trauerbegleiterinnen. Die Treffen finden jeweils mittwochs um 18 Uhr im Pfarrheim Leiden Christi, Obermenzing, Passionistenstr. 12, statt. 20.10. – 27.10. - 10.11. – 17.11. – 24.11. – 01.12.2021 Nähere Informationen und Anmeldung: im Pfarrbüro von Leiden Christi, Tel.: 89 11 41 – 0 oder bei Barbara Maurus, Seelsorgerin, Tel.: 89 11 41 – 15
<urn:uuid:993dbe47-11db-4b00-801a-c22bb004aa8c>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
1,021
1. ΘΕΜΑ Η πρόθεση από 2. ΠΑΡΑ∆ΕΙΓΜΑΤΑ Μένει δέκα χιλιόµετρα από τη Θεσσαλονίκη. Είναι από την Τουρκία. Πέρασε από το ποτάµι. Μια σειρά από τέσσερις κασέτες. Το πήραν από µένα και το έδωσαν σ' εσένα. Η ζηµιά έγινε από τον πάγο. Φώναξε από τη χαρά του. ∆οκίµασε λίγο από το φαγητό µου. 3. ΕΠΙΠΕ∆Ο-ΒΑΘΜΟΣ ∆ΥΣΚΟΛΙΑΣ Β ΚΕΓ και 1, 2 ΕΚΠΑ 4. ΠΡΟΑΠΑΙΤΟΥΜΕΝΗ ΓΝΩΣΗ Πτώσεις των ουσιαστικών: αιτιατική Προσωπικές αντωνυµίες 5. ΠΙΘΑΝΑ ΛΑΘΗ. Παράλειψη της πρόθεσης από ή λανθασµένη χρήση της: Το αυτοκίνητο είναι πίσω το σπίτι Μην περάσεις εδώ. Αγόρασα µια µπλούζα µαλλί. Έφυγε στο µαγαζί (αντί από). Πέρασα στο ποτάµι. 6. ΠΕΡΙΓΡΑΦΗ Η πρόθεση από συντάσσεται συνήθως µε ονοµατικές φράσεις, στις οποίες συµπεριλαµβάνονται και οι ισχυροί τύποι των προσωπικών αντωνυµιών, στην αιτιατική, αλλά και µε επιρρήµατα. Η από δηλώνει: α) Τοπικές σχέσεις: Η πρόθεση από µπορεί να δηλώνει προέλευση ή αφετηρία: ! Πήγα από την Κοµοτηνή στην Ξάνθη. ! Βγήκα από την κουζίνα και µπήκα στο υπνοδωµάτιο. Στα παραπάνω παραδείγµατα η διάκριση ανάµεσα σε κίνηση από κάποιο σηµείο και κίνηση από µέσα δηλώνεται µόνο µε το ρήµα και όχι µε την πρόθεση. 1)Τόπο: αποµάκρυνση, καταγωγή, θέση που έχει κάποιος ή κάτι σε κάποια απόσταση από κάποιον ή κάτι άλλο, αφετηρία Έφυγαν από το µαγαζί. (αποµάκρυνση) Φύγε από τη φωτιά. (αποµάκρυνση) Είναι από την Ιταλία. (καταγωγή) Μένει λίγα χιλιόµετρα από την Κοµοτηνή. (θέση / απόσταση από κάτι άλλο) Έρχοµαι από του θείου µου. (αφετηρία, από + γενική) 2)Τόπο: πέρασµα Περάσαµε από το δάσος για να φτάσουµε στο χωριό. Πέρασα από τη γέφυρα. – Από ποιο δρόµο ήρθες; – Ήρθα από την οδό Πανεπιστηµίου. , Η πρόθεση από µπορεί να συνεκφέρεται µε µερικά τοπικά επιρρήµατα, όπως έξω, κάτω πίσω, µακριά, πέρα, απέναντι, και να δηλώνει τη θέση: Η Μαρία είναι έξω από το σχολείο. Το βιβλίο είναι κάτω από το τραπέζι. Το αυτοκίνητο είναι πίσω από το σπίτι. Το σπίτι του είναι µακριά από την πόλη. Θα πάει πέρα από το χωριό. Μένω απέναντι από το σχολείο. Η πρόθεση από όταν συνεκφέρεται µε τα επιρρήµατα γύρω, δίπλα, κοντά δηλώνει το πέρασµα: Έκανε µια βόλτα γύρω από την πλατεία. Πέρασε δίπλα από το µαγαζί του πατέρα µου. Η φωτιά πέρασε κοντά από το χωριό µου. Πιο πολύπλοκη είναι η περίπτωση της µέσα από: Βγήκεµέσα από τη θάλασσα. (κίνηση απόµέσα προς τα έξω) Το βλήµα πέρασε µέσα από το σπίτι. (πέρασµα από έξω προς τα µέσα και πάλι έξω) Έβλεπε τον κόσµο µέσα από το σπίτι του. (θέαση από µέσα προς τα έξω) Έβλεπε τον κόσµο µέσα από το παράθυρο του σπιτιού του. (θέαση από µέσα προς τα έξω µέσω κάτι άλλου) Έβλεπε το εσωτερικό του παλιού σπιτιού µέσα από µια τρύπα. (θέαση από έξω προς τα µέσα µέσω κάτι άλλου) Επίσης πολύπλοκη φαίνεται και η περίπτωση της µπροστά από: Τα αυτοκίνητα πέρασαν µπροστά από το σπίτι µου. (πέρασµα) Πήραν το παλιό αυτοκίνητοµπροστά από το σπίτιµου. (κίνησηµακριά από) Ποιος κάθεται µπροστά από το Βασίλη; (θέση σχετικά προς κάτι άλλο) Η πρόθεση από όταν συντάσσεται µε τα τοπικά επιρρήµατα πάνω, κάτω, µέσα, έξω, πέρα, πίσω κτλ. πολλές φορές προτάσσεται του επιρρήµατος, ιδίως στις περιπτώσεις όπου δηλώνεται προέλευση: Ακούστηκε µια φωνή από µέσα από το µαγαζί. Μένει από πάνω από το δάσος. Καθόταν από πίσω από την πόρτα. β) Αφαιρετική σηµασία Πήρε από την Άννα το βιβλίο και το έδωσε σ' εσένα γ) Οµάδα + οµαδοποιηµένα αντικείµενα Αυτή η σειρά αποτελείται από δέκα βιβλία. δ) Προέλευση αντικειµένου Στο φαγητό βάζουµε λάδι από την Κρήτη. Η καλή φέτα είναι από την Ήπειρο. ε) Ύλη Ένα δαχτυλίδι από ασήµι. Μια µπλούζα από βαµβάκι. στ) Περιεχόµενο Ένα µπουκέτο από τριαντάφυλλα. Μια σειρά από δέκα πέτρινα σπιτάκια. . ζ) ∆ιαµέσου Πέρασε την κλωστή από την τρύπα της βελόνας. ∆εν πέρασε από τον καινούριο δρόµο. Ταξίδεψε από στεριάς. (από + γενική) Μην τολµήσεις να περάσεις από δω. (από + επίρρηµα) η) Εγγύτητα Πέρασα από το σπίτι σου, αλλά βιαζόµουν και δεν µπήκα θ) Χρόνος (σηµείο εκκίνησης ενός διαστήµατος ) Σε περίµενα από τις επτά µέχρι τώρα. Τον βοηθούσε από τις εννιά µέχρι τις δώδεκα. ι) Σηµείο εκκίνησης ενός διαστήµατος σε µια κλίµακα µέτρησης Η θερµοκρασία αύριο θα κυµανθεί από 20 έως 10 βαθµούς Κελσίου. ια) Αιτία ή αφορµή Το πρόσωπό της έλαµπε από χαρά. Τα µάτια της είναι κόκκινα από το κλάµα. Το πέταξε µακριά από φόβο. ιβ) Ποιητικό αίτιο Το σπίτι βάφτηκε από τους µαστόρους. Η ζηµιά έγινε από τις πληµµύρες. (το ποιητικό αίτιο µπορεί να εκφράζεται και από ρήµα που εµφανίζεται στην ενεργητική φωνή) ιγ) Επιµερισµό Φάγαµε από ένα σάντουιτς. Πήραµε από µία σοκολάτα. ιδ) Αριθµητική πράξη της αφαίρεσης Πέντε από δέκα ίσον πέντε. ιε) Εξαίρεση ∆εν ήρθε άλλος από το Γιώργο στη γιορτή µου. ∆εν έχω άλλη δουλειά από αυτή. ιστ) Ένα διαιρεµένο ή διαιρετό όλο (η από δηλώνει το σύνολο από το οποίο ξεχωρίζεται ένα µέρος) Οι περισσότεροι από την οικογένειά του είναι µορφωµένοι. ∆οκίµασα ένα κοµµάτι από αυτό το γλυκό. ιζ) Σύγκριση Τραγουδάει καλύτερα από τους άλλους. Είναι ο πιο δυνατός από όλα τα παιδιά της τάξης. Εδώ περνάµε καλύτερα από εκεί. (από + επίρρηµα) ιη) Απαλλαγή Πολέµησαν για να απελευθερωθούν από τον εχθρό. . ιθ) Αλλαγή κατάστασης Μέσα σε µια νύχτα έχασε τα πάντα και από πλούσιος έγινε φτωχός. Από άνεργος που ήταν, έφτασε τώρα να έχει δική του επιχείρηση. κ) Αναφορά Από ποίηση δεν καταλαβαίνει τίποτα. Από υγεία είµαι καλά. Είναι ορφανός από πατέρα και µητέρα. κα) από + αιτιατική αντί γενικής (στον καθηµερινό λόγο) τα πόδια από τα αρνιά (τα πόδια των αρνιών) κβ) Η από χρησιµεύει για να αντικαταστήσει δύσκολα από τις φτερούγες, από τις φούντες, από τις κότες κγ) Η από χρησιµοποιείται σε πολλές στερεότυπες εκφράσεις: , από απόψεως, από αρχαιοτάτων χρόνων, από γεννησιµιού, από καταβολής κόσµου, από κατακλυσµού, από καθέδρας, από πάσης απόψεως, από στήθους, από φυσικού του, απευθείας αφενός, αφετέρου 7. ΠΑΡΟΥΣΙΑΣΗ Η πρόθεση από είναι µία από τις βασικές προθέσεις της Ελληνικής. Εύκολα διαπιστώνει κανείς τη µεγάλη ποικιλία χρήσεων που εµφανίζει: περνάω από το κέντρο (πέρασµα), ο αδερφός µου είναι µεγαλύτερος από µένα (σύγκριση), λιποθύµησε από το φόβο του (αιτία), ήρθε σπίτι από το βράδυ (χρόνο). Στόχος µας είναι ν' αντιληφθούν οι µαθητές τις βασικές λειτουργίες που επιτελεί η συγκεκριµένη πρόθεση και, φυσικά, να καταλάβουν, έστω και εµπειρικά, το συντακτικό της ρόλο σε µια φράση. Ο διδάσκων µπορεί να ξεκινήσει τη διδασκαλία του µε πολύ απλά παραδείγµατα και να προχωρήσει σταδιακά, ανάλογα µε το επίπεδο της τάξης του. 8. ΣΥΝ∆ΕΣΗ ΜΕ ΣΥΝΑΦΗ ΘΕΜΑΤΑ ΓΓ14: Οι προθέσεις (κατάλογος και γενικές παρατηρήσεις) ΓΓ16: Η πρόθεση για ΓΓ17: Η πρόθεση µε ΓΓ18: Η πρόθεση σε ΓΓ19: ως-σαν ΑΤ45: Η πρόθεση κατά 9. ΠΑΡΑΠΟΜΠΕΣ ΣΕ ΥΛΙΚΟ ΤΟΥ ΠΡΟΓΡΑΜΜΑΤΟΣ Γλωσσικές Ασκήσεις: 414-416, 418-419. τη γενική σε ονόµατα που τη σχηµατίζουν
<urn:uuid:da04c24f-2216-4700-8c73-99f5c9804348>
HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
finepdfs
ell_Grek
6,709
City of Madison, Wisconsin REPORT OF: URBAN DESIGN COMMISSION PRESENTED: October 1, 2014 TITLE: 316 West Washington Avenue – Proposed Façade and Site Renovations to the Former “AT&T” Office Building Located in the Downtown Core. 4 th Ald. Dist. (35626) REFERRED: REREFERRED: REPORTED BACK: AUTHOR: Alan J. Martin, Secretary ADOPTED: POF: DATED: October 1, 2014 ID NUMBER: Members present were: Richard Wagner, Chair; Richard Slayton, Melissa Huggins, Cliff Goodhart*, John Harrington, Lauren Cnare. *Goodhart recused himself on this item. SUMMARY: At its meeting of October 1, 2014, the Urban Design Commission GRANTED FINAL APPROVAL of proposed façade and site renovations to the former "AT&T" building located in the Downtown Core at 316 West Washington Avenue. Appearing on behalf of the project was Mike Slavish, representing Hovde Properties. This item was approved as a consent item. ACTION: On a motion by Cnare, seconded by Huggins, the Urban Design Commission GRANTED FINAL APPROVAL. The motion was passed on a vote of (4-0-1) with Goodhart recused.
<urn:uuid:9b2d7160-ceae-4687-a5a0-8dd84e877b76>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,076
FACULTAD DE CIENCIAS DE LA TIERRA Y EL MAR Elección de Vicedecanatura Doctor Rafael Evelio Granados Carvajal Candidato a Vicedecano PROGRAMA DE TRABAJO Período 2022 - 2025 Este Plan de Trabajo 2022-20023 inicia con la revisión de los contenidos de la propuesta de plan de trabajo elegido para la Decanatura de la Facultad de Ciencias de la Tierra el Mar del período 2020-2025 y del seguimiento a los avances del plan estratégico 2018-2021 y su prorroga. Hay cambios en el contexto, provocados por la pandemia y la crisis presupuestaria, que establecen condiciones nuevas y urgentes que obligan a realizar actualización de acciones y los instrumentos de planificación a partir de mayo de 2022; incluyendo la preparación para la actualización prospectiva de un nuevo plan de mediano plazo, plan estratégico y el plan de fortalecimiento y estabilidad laboral, tareas que dan inicio en el 2022. A continuación, se presentan las principales acciones a ejecutar en cada uno de los ejes de trabajo propuestos: **Calidad y pertinencia de la oferta académica para el estudiado** - Retomar el proceso de seguimiento de la acreditación para fortalecer la académica de la FCTM hacia el 2025; profundizando el tema de la internacionalización, proceso ya iniciado por las y unidades académicas. - Continuar con los procesos de actualizar los planes de estudios a partir de procesos prospectivos que se vienen dando en las unidades académicas y el decanato. - Contar con un equipo de trabajo integrado de facultad, con personal académico formado en nuevas metodologías de enseñanza aprendizaje y requerimientos de equipos y tecnologías para atender al estudiantado. - Dar seguimiento al rediseño del proceso de gestión de las prácticas profesionales supervisadas de las Escuelas de la FCTM, estableciendo metas de vinculación, registro de empleadores, encuentros y consultas que aportaran a la flexibilización y rediseño de planes de estudio y conocimiento del mercado laboral de las carrearas. - Formular un programa ALIMNI como espacio de vínculo entre la FCTM y las personas graduadas, con el fin de fortalecer el desarrollo profesional y personal, a la vez que se establece una comunicación e intercambio que facilita la evaluación de la pertinencia y la competencia del proceso de formación. • Establecer una comisión de análisis a la evolución de las tendencias de los cursos masivos de educación abierta en internet (MOOC), con el fin de crear una oferta en temas ligados a los recursos naturales, prevención del riesgo, la producción sostenible, la agroecología, la salud y el clima. • Reactivar la comisión de posgrados de la FCTM, con la participación de los coordinadores de posgrado, como instancia que permita el trabajo colaborativo, la gestión de la calidad y la optimización de recursos dentro de la oferta de posgrados. • Facilitar la articulación de unidades académicas a nivel de FCTM para fomentar la realización de Trabajos Finales de Graduación entre estudiantes de las diferentes unidades. • Mantener la oferta de cursos optativos en materia de emprendimiento que permita el desarrollo de competencias certificables que fomenten la auto empleabilidad en el estudiantado de FCTM. • Promover y facilitar un evento anual de innovación estudiantil articulado con las necesidades de los sectores sociales afines a las áreas de quehacer de la Facultad. **Diálogos para una investigación y extensión pertinente, multidisciplinaria y articulada** • Diálogo y planificación académica que permita la evaluación y actualización de las áreas estratégicas y líneas de investigación de la FCTM, en un contexto de cambio climático y riesgos que afectan la producción agroforestal, la población y requieren de mayor articulación de la universidad pública con el Estado. • Estimular unidades matriciales de investigación y extensión que articulen laboratorios de Tierra y Mar y de otras facultades e institutos de investigación a nivel nacional. Esta perspectiva debe incluir visiones de triple hélice que articulen tejidos institucionales a nivel de regiones y territorios. • En el marco de las recientes modificaciones formuladas para el cambio en la gestión y registro de los PPAAs-MAS y a partir de la experiencia en sistemas de información geográficos, gestión del riesgo, la salud, la sostenibilidad y es manejo de bases de datos de las unidades académicas se propone operar desde la FCTM un dashboard para el registro de datos e indicadores que le permitan a los equipos de investigación y extensión, (además incluye tesis y pps) almacenar evidencias para su análisis, para abrir una fuentes de información gris e indexada de los resultados obtenidos con el fin de articular a diferentes tipos de usuario externos. • Articular la información registrada en el dashboard al repositorio de la FCTM para favorecer la visualización de la producción académica generada en los PPAAs de la unidad, como parte del proceso de internacionalización y regionalización que ayudará a analizar las agendas de investigación y extensión de las unidades académicas. • Registro anual de ideas, propuestas, alianzas y productos de los procesos de innovación, como parte de un seguimiento continuo de mediano plazo para buscar nuevos socios y financiamiento de proyectos y emprendimientos estratégicos para aportar nuevos productos a la sociedad y empleabilidad de egresados. • Fomento de actividades de capacitación para el personal académico y administrativo asociado al nuevo sistema de gestión de PPAAs de la FCTM, para facilitar la gestión en las unidades académicas y a nivel de Facultad. • Atender las propuestas de mejora que se planteen los laboratorios en temas de organización, gestión, seguimientos a compras, manejo de muestras y otros aspectos particulares; como el propósito de ir generando alianzas y estrategias que faciliten el desarrollo de nuevos servicios y mejoras en la calidad de los servicios existentes. • Realizar al menos un congreso de facultad que permitan la socialización de la producción académica generada en los PPAAs de las unidades. • Gestionar una estrategia bianual de comunicación a nivel de la FCTM permitiendo la comunicación y transferencia de resultados a los actores involucrados. • Desarrollar un taller de campo para estudiantes de tercer año de las carreras de la Facultad donde se fomenten las capacidades de trabajo en comunidades y el abordaje multidisciplinario de problemáticas relacionadas con su futuro ejercicio profesional. • Realizar una valoración de las tendencias en materia de extensión, con el fin de actualizar metodologías para ampliar la oferta existen en los cursos optativos que promueva la formación estudiantil en esta materia, en las diferentes carreras. • Utilizar el dashboard para analizar la distribución territorial actual de los PPAAs de la FCTM versus las capacidades existentes como insumo para el planteamiento de una propuesta de priorización regional y territorial que se potenciara con la participación de las sedes regionales. • Establecer una comisión de extensionistas, a nivel de Facultad, para coordinar acciones en procura de la formación de cuadros de extensión en temas de riesgos, salud, sostenibilidad, producción, denominaciones de origen, innovación, seguridad alimentaria, planes reguladores y otros temas de prioridad para la facultada. • Coordinar acciones y estrategias con las Vicerrectorías para mejorar la gestión y alcances de las revistas de la facultad. Mejorar la calidad de vida universitaria en la FCTM • Analizar con los subdirectores, representaciones estudiantiles y Vida Estudiantil las oportunidades ofrecidas al estudiantado para facilitar los logros académicos y desarrollo personal del estudiantado, con el fin de determinar fortalezas y debilidades y hacer propuestas de mejora. • Atender diferentes temas relacionados con la vida estudiantil y la experiencia universitaria en materia de uso de sustancias ilícitas desde una propuestas constructivistas que partan de reconocer las causas y ofrecer nuevas opciones y establecer procesos de seguimiento. • Solicitar más apoyo para fortalecimiento del éxito académico, los programas de convivencia estudiantil, convivencia interpersonal y nuevas acciones para que el estudiantado mejore la calidad de su participación en los cursos y supere problemas de deserción y mejorar niveles académicos del estudiantado. • Fomentar la promoción de iniciativas, convenios y alianzas para el intercambio que facilite la participación del estudiantado en pasantías de investigación y extensión. • Continuar en las negociaciones entre la Vicerrectoría de Docencia, la Oficina de Cooperación y la Cancillería de la República, con el fin de que los Consulados de Costa Rica, en el exterior, asuman parte de los trámites que tienen que deben hacer los estudiantes de posgrado de la FCTM. • Valor con el estudiantado las estrategias de prevención del hostigamiento sexual, con el fin de determinar la eficacia de las acciones implementadas y buscar nuevas estrategias que permitan reducir el problema. • Continuar con el desarrollo de actividades lúdicas para fomentar el trabajo en equipo, la resolución de conflictos, el respeto y el desarrollo de espacios saludables en los tres estamentos que integran la facultad. • Establecer una consulta entre el personal administrativo y colaboradores, para conocer el impacto y aceptación que tienen las ofertas de los programas de capacitación al sector administrativo de la FCTM, incluyendo la actualización y especialización de conocimientos atinentes al área de trabajo; con el fin de hacer propuestas más contextualizadas. • Realiza una valoración a nivel de académicos que permita determinar el nivel de satisfacción que existe con las ofertas de pasantías de investigación, extensión y formación; con el objetivo de ofrecer recomendaciones a nivel de autoridades superiores que dan seguimiento a estos sistemas. • Abrir espacios de intercambio con Carrera Académica y Evaluación de Desempeño Docente y Superior Jerárquico, Evaluación Personal con el objetivo de mejorar el conocimiento de los instrumentos existentes y realizar nuevos aportes sustantivos que vengan a favorecer la calidad de vida de las personas académicas. La Vinculación y cooperación desde la Facultad • Promover espacios de discusión sobre las AREs, con el fin de conocer las fortalezas y debilidades existentes, características de los vínculos externos, y nuevas perspectivas de vinculación que deben ser pensados para innovar las AREs en un contexto de cambio institucional ligados a la incorporación de Costa Rica a la OCDE y los ODS. • Promover iniciativas de AREs de vinculación a nuevas unidades matriciales y unidades académicas destinadas a ofrecer servicios y productos más complejos para la solución de problemas de tecnológicos, salud, ambientales, productivos y de riesgo. • Promover cambios a nivel de infraestructura y servicios necesarios para cumplir con requisitos legales que demandan las diferentes iniciativas de vinculación desarrolladas desde diferentes unidades académicas. • Abrir espacios de encuentro en el mundo organizacional público y privado para exponer necesidades tecnológicas a problemas ambientales, de salud y diagnóstico para orientar acciones e investigaciones y capacitaciones en el marco de la AREs, para apoyar el desarrollo productivo en diversos sectores. • Pasar de catálogos, webs y listas de servicios a una propuesta de portales de ciencia, tecnología e innovación que facilite el registro de problemas de ambientales, de salud, riesgos, diagnóstico y protocolos de calidad con el fin de ir vinculando una agenda de oportunidades ligadas a diferentes sectores. Bachiller y Máster en Economía de la Universidad Nacional. Un doctorado en Gobierno y Políticas Pública (con énfasis en desarrollo rural y energía) de la Universidad de Costa Rica. Posgrados en Análisis cuantitativo de las políticas agrícolas, en Universidad Autónoma de Chapingo. Pasantías de investigación en diferentes universidades: Universidad Autónoma de México (UNAM), Universidad Autónoma de Barcelona (UAB), Universidad de Oberta de Cataluña, Universidad Austral de Chile y Universidad de Chile. En gestión académica se ha desarrollado experiencia en diferentes programas y unidades académicas, tales como: coordinador de investigación de la Escuela de Economía de la Universidad Nacional (1987-1988), Subdirector de la Escuela de Ciencias Agrarias (marzo 2001); Miembro Consejo de Gestión de Sistema de Estudios de Posgrado SEPUNA (2006-2009); Coordinador Programa de Estudios Sociales de la Ciencia, la Tecnología y la Innovación. Universidad de Costa Rica (2012-2015); Coordinador del Programa de Maestría en Desarrollo Rural, de la Universidad Nacional (2013-2016); Director de la Escuela de Ciencias Agrarias (2017-2022). Catedrático desde el año 2005, con amplio número de publicaciones tales como libros y artículos en revistas indexadas. 86-3000, Heredia, Costa Rica, C. A. firstname.lastname@example.org (506) 2562-6805 o 2562-6801 http://www.teuna.una.ac.cr/ /teunauna
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"Quality Training Leads to Best Practice" TRAINING SCHEDULE LINEWORKER CORE San Bernardino - 9/29-12/16 San Diego - 1/21-3/10 Orange - 1/26-3/30 San Bernardino - 2/2-4/12 Riverside - 2/22-3/23 Riverside/SB - March 2016 SUPERVISOR CORE 2015-2016 San Diego - 9/8-9, 10/20-21, 11/1718, 12/15-16, 1/13-14 Riverside DPSS - 11/3-4, 12/9-10, 1/26-27, 2/16-17, 3/29-30 PCWTA Riverside TC - 2/10-11, 3/16-17, 4/13-14, 5/11-12, 6/8-9 MANAGER CORE 2016 San Diego - 3/15-16, 4/12-13, 5/3-4 TIER 2 LINEWORKER CORE Regional - PCWTA Riverside TC ICWA - 1/13 Mental Health - 2/4 Values & Ethics - 2/18 REGIONAL CONVENINGS CCR Convening - 10/29 CW/MH Convening - 11/12 After 18 Convening - 12/8 CSEC Convening - 12/10 CSEC 101 TRAINING Inland - 12/2, 12/10, 1/26, 1/27 Coastal - 12/1, 12/8, 1/19, 1/20 CSEC 102 TRAINING Coming soon! PCWTA Newsletter VOLUME 19.2 F A L L 2 0 1 5 How we train new social workers is changing in the state of California, and the first block rolls out in January 2016. The Assessment Block is coming to a training room near you! In this exciting model, eLearning courses provide knowledge, and the classroom offers the skill building application of that knowledge. Add to this field activities after the class, and you have the new look of Common Core 3.0. EDITOR'S NOTES You will read about the Open House for our Simulation Site, and a touching tribute to the power of coaching SOP from one of our contract coaches in Orange County. We shine a County spotlight on Riverside County for their efforts at implementing SOP training and practice in two different regions. Statewide curriculum will be presented in webinars to train trainers in December. You will also find valuable information about implementation of Core 3.0 and related training tips in this newsletter. And we have developed a webpage for you to learn even more. TABLE OF CONTENTS Laurie Fortin gives us great food for thought in her article on using "A Trauma Informed Classroom Approach" when training. We can all benefit from her wise reflections. In this Thanksgiving season there are many reasons to be thankful. At the top of that list is all of you. We couldn't do our job without you! Thanks! TRAINER'S CORNER This quarter our featured trainer is Harkmore Lee Harkmore Lee, MSW, is the Director of the Simulation, Research, and Training Program at California State University, Los Angeles (Cal State LA). In 2013, Harkmore designed and built the first Residential Simulation Lab in California that specifically supports the training of new child welfare social workers from the L.A. County Dept. of Child and Family Services and the University Consortium on Children and Families (UCCF). This new innovative training model developed at Cal State L.A. is now being replicated by other universities, training academies, and child welfare agencies around California and the U.S. Harkmore is also expanding his simulation program to other disciplines and professions, from kinesiology to criminal justice - making Cal State LA's program one of the first of its kind to develop interdisciplinary simulation training practices. And it is exactly for this, that we appreciate Harkmore's great leadership and support in his role as a consultant, helping us develop our own Simulation Site to train new social workers in San Bernardino and Riverside counties. It is because of Harkmore's generous sharing of his innovative experience with L.A. that we were able to provide a quality simulation experience to new workers in Riverside and San Bernardino, and we can't thank him enough for this! Harkmore Lee PCWTA is a program of the Academy for Professional Excellence at San Diego State University School of Social Work and California State University San Bernardino Department of Social Work. BIG 5 LIST The following trainers have received perfect "5" scores for overall ratings of the trainer or course on trainee evaluations in this quarter: TRAINER/TRAINING KUDOS Unexpected traffic kudos and the handling of that are awarded to Francesca LeRue by Training Assistant, Lauren Snipper. Lauren reports that "Francesca got into horrible traffic on the way to her Investigation Skills class, on a rainy day driving from Pasadena. It took her close to 5 hours to get to San Diego and there were only a few minutes to spare before the class started. She called me on the way throughout the morning to give me updates and she still somehow started the class on time. She had to collect herself so quickly after a stressful morning and she did a great job delivering the class with high energy and engagement." And following the theme of unexpectedness, Lauren also gives kudos to Tonya Brown for gracefully dealing with a last minute room change and technology challenges. Despite these unexpected events, Tonya remained calm, positive, and understanding, and still delivered a great, genuine, and information-packed Self-Care class. Kim Giardina Tamera Trotter Johanna Olson-Kennedy Aydin Olson-Kennedy Irene Becker Rita Naranjo Kathy McCarrell Nicol Stolar-Peterson Loraine Bailor Donna Pence Nancy Satterwhite Scott Johnson Rachel Bavis Sherry Shockey-Pope Frank Tetley Lilian Nguyen Peter Dahlin Thinking on your feet kudos go to Rita Naranjo. In addition to training, Rita sometimes covers classes as an Offsite Coordinator when our Training Assistants are not available. She did so recently in San Diego and our trainer that day showed up at the wrong location by mistake, 2 hours away. Rita coordinated with the county and facilitated a discussion with the new social workers about her experience with the child welfare system as a former foster child, until our trainer could arrive. TANTALIZINGTRAINER TIDBITS... INVOICE ALERT! A new clause is now required to be on all trainer invoices. Please make sure to change your invoice template to include the following: By submitting this invoice, Contractor certifies that ALL SERVICES DESCRIBED IN THIS INVOICE HAVE BEEN COMPLETED IN ACCORDANCE WITH THE TERMS OF THIS AGREEMENT We wanted to call out what a great example of grace under pressure these three trainers exhibited in their respective circumstances. We want them to know how much we value them for being great role models for new social workers that goes way beyond their subject matter expertise. It's these extra qualities that you bring to the "training table" that go beyond the training room. Unexpected events are a part of a social worker's life, and by your example, you provided the ultimate transfer of learning experience! T4TCERTIFICATES The following trainers earned a certificate in our T4T series: Monica Rondan Melissa Vargas MEGA CONTRACTS The SDSU Research Foundation wants us to now engage in mega consulting agreements with those trainers who we expect to make over $5000 in this fiscal year. Anita will be contacting trainers who this applies to and will coordinate the mega consulting scopes and contracts, so you will have only one person to deal with around this. She will walk you through the process, will accept your invoices, and will automatically submit them for payment on your behalf. Once executed, we expect payment to be issued to you much faster. Please contact Anita if you have any questions. ** PRESS RELEASE! ** GET PAID FASTER! GO DIRECT DEPOSIT! Trainers can now have their payment directly deposited in their bank account. Download this form and fax it to the Foundation, per the instructions on the form. it's as easy as that! http://www.foundation.sdsu.edu/pdf/ap_dir_dep_authorization.pdf TRAINERS NO LONGER HAVE TO SIGN INVOICES! This means you can email your invoice to us as you sign and mail your contract back. Since we submit your signed contract with your invoice for payment, the Foundation concluded that your signature on the contract was sufficient, and didn't need to also be on the invoice. So, save a tree and start emailing! DISCUSSIONS WITH DAWN... by Dawn Schoonhoven Scott Happy fall from the PCWTA team! While we have had a few cool days here in our Southern region that have given a glimpse of autumn, many of us are keeping our summer clothes nearby as the warm temperatures seem to be continuing. Southern Californians are used to needing to be flexible with the weather this time of year. We may not have the fall colors or the colder temperatures, but we are ushering in the change of season nonetheless. Given all that we are working on in child welfare, our team is experiencing a change of seasons in our work that is warranting similar flexibility. From writing, piloting and beginning to implement Common Core 3.0 to planning and preparing for operationalizing the Continuum of Care Reform, the work we are focused on in this field is, in many ways, bringing about major shifts. We continue to work diligently with our statewide partners, county leaders, and our trainers to coordinate all of this work. Our focus remains on our goal to provide technical assistance, implementation planning, subject matter expertise, excellent consultation and overall workforce development for our Southern counties. We are grateful for your continued partnership with us as we advance the work of child welfare. Attention all San Diego County Trainers! This is a reminder that as contract trainers, there is an expectation that you are familiar with state and county key initiatives and practice models. San Diego County CWS specifically worked diligently for several years in creating their Practice Framework, known as Safety Enhanced Together (SET). SET utilizes Safety Organized Practice (SOP) as its foundational theoretical practice model and integrates best case practices in order to sustain CWS as a learning organization. San Diego's vision is that 'every child grows up safe and nurtured.' SET delineates the top 3 priorities for CWS staff in San Diego which are: to safely stabilize and preserve families; and if that is not possible, to safely care for children and reunify children to their families of origin; and if reunification is not possible, to safely support the development of permanency and lifelong relationships for children and youth. Likewise, SET is based on six core Values: Value 1: Relationships with children, youth, and families are the foundation Value 2: Collaborative partnerships with kinship and resource families Value 3: Helping children and youth achieve their full potential and develop lifelong relationships Value 4: Shared responsibility with community partners Value 5: A strong working relationship with the legal system Value 6: A workplace culture characterized by reflection, appreciation and ongoing learning San Diego CWS staff works to bring their values to life in every day practice, so if the topic or opportunity arises in the classroom to comment and/or inquire further, please do! STATE INITIATIVES IN ACTION REGIONALLY COMMERCIAL SEXUAL EXPLOITATION OF CHILDREN (CSEC) by Anzette Shackelford Commercial Sexual Exploitation of Children continues to be a hot button issue across the country. PCWTA continues to provide Identification and Awareness trainings (CSEC 101) to child welfare and foster family agency social workers. We are also gearing up to provide the two day CSEC 102 trainings after the start of the new year. This training will be somewhat standardized across the state. The first day of the CSEC 102 trainings will provide an opportunity for child welfare and probation staff to learn how to engage and provide services to young people involved in or at risk of involvement in commercial sexual exploitation. The second day of the CSEC 102 training will provide an opportunity for multidisciplinary team members to convene and develop strategies on how to effectively collaborate and work together to serve commercially exploited children and youth who are often encountered at various times by various agencies. The multidisciplinary team will be led by child welfare and may include staff from, mental health, probation, public health, education, and any other entities that work with and/or encounter CSEC children and youth. PCWTA also continues to facilitate quarterly CSEC convening's that bring together child welfare leaders, policy makers, line social workers, and services providers to discuss regional efforts around data collection, protocol development, and services provision to CSEC. For information or questions regarding CSEC please contact Anzette Shackelford, LCSW, at email@example.com CONTINUUM OF CARE REFORM UPDATE AB 403, otherwise known as Continuum of Care Reform (CCR) was signed by the Governor this October. This bill officially moves several years of work developing recommendations to overhaul our continuum of placements in the foster care system into action planning. CCR essentially eliminates long term congregate care settings and only allows for placement into short term residential treatment facilities on a limited basis. In order, for this to be successful it will require counties to develop a long term approach to retention, recruitment and support of family based settings for youth. Much of CCR furthers the work started in the Katie A/Pathways to Wellbeing/Shared Core Practice Model by elevating the child and family team's voice in placement decisions and increasing the level of behavioral health services in treatment level foster care and in short term residential treatment settings. While this effort seems like a monumental task it is should be seen a continuation of the system improvement efforts that has been taking place for many years in California such as Extended Foster Care, Safety Organized Practice, and Shared Core Practice Model. Everyone who works within this system has seen the tremendous changes that have taken place in a relatively short amount of time. There are many successes as well as lessons learned from our previous system improvement efforts that will support successful implementation of CCR. The initial phase of CCR requires counties to develop significant capacity building for long term and sustainable plans around retention recruitment and support of foster families. Whether these families are related, unrelated, treatment level or regular foster we must recognize that they often carry the heaviest lift once children are removed. The ability of our professional system to engage, develop good working relationships, assess needs and deliver supports to our foster homes will be critical to maintain the number of families to care for our children over time. In addition to retention and recruitment, Resource Family Approval (RFA) is expected to assist with capacity building by tapping into relative homes willing to foster unrelated children, as well as supporting foster families through a streamlined process for approval. RFA requires one process of approval for all families and it includes a permanency assessment that assists in achieving timely permanency for children who cannot be reunified. Currently in the Southern Region, Ventura County and Orange County have opted into early implementation for January of 2016 while the rest of the Counties in California must begin the RFA process in January of 2017. For more information on CCR please see our PCWTA webpage at http://theacademy.sdsu.edu/programs/pcwta/continuum-of-care-reform/ CORE 3.0 INITIATIVE IN ACTION REGIONALLY... COMMON CORE 3.0 IS UPON US! Have you received enough emails about this yet? We have been inundating you lately with a lot of information. We want you to know of the significant change in the face of new social worker training. In all Lineworker Cores starting in January 2016, we will be implementing the Assessment Block of Core 3.0. What does this mean for trainers? E-Learning classes will be employed Some "live" classes will be eliminated New "live" classes will be added Additionally, a 60 minute eLearning course on Introduction to Child Development will replace the previous "live" class on Child and Youth Development. The Critical Thinking "live" class will be replaced by a new class called Critical Thinking and Assessment. CMI #1 and #2 will be replaced by a new class on CMI Identification Skills Lab. There will be two other new classes, Assessing for Key Child Welfare Issues and SDM Skills Lab. Both the CMI Identification Skills Lab and the SDM Skills Lab have e-Learning courses that trainees will have to take before they can come to the "live", skill building classes. Statewide Training for Trainers (T4T) webinars on the new curricula will be held throughout December, so trainers can come up to speed on training the new curricula. We hope many of you will participate in these! If you are interested in being considered to train these new classes you will have to participate in the webinars. If you are interested in participating and have not received an invitation yet, please email Jenee Northcutt, firstname.lastname@example.org and she can send you the schedule. THERE'S A NEW ORDER FOR CORE CLASSES! CHECK OUT OUR CORE 3.0 WEBPAGE! We have decided to re-order the existing Core 2.0 classes so that they mirror the order of Core 3.0 when it gets fully implemented. We think this will ease the transition in the long run if we make this change now. Many classes that came later in Core will now come earlier because they are deemed to be "foundational" classes that factor into later assessment and case plan-related learning. Our new Core order will in most cases be: Framework Child Welfare Practice in a Multicultural Environment Substance Abuse and CWS Intimate Partner Violence Investigation Skills/Crisis Intervention Self Care for New Child Welfare Workers Court Procedures 1: Juvenile Court Court Procedures 2: Testimony Basic Interviewing Simulation Day (for Riverside/San Bernardino only) Critical Thinking and Assessment CMI Identification Skills Lab SDM Skills Lab Assessing for Key Child Welfare Issues SOP 2-day Overview (for San Bernardino/San Diego only) Family Engagement in Case Planning and Case Management CWS Documentation Permanency & Placement We will be flexible with counties if a slightly different order is preferred during this transition. As a mechanism to keep trainers and our counties informed about Core 3.0, we have developed a Core 3.0 webpage on our website. Thanks to Jenee Northcutt for creating and updating our site. Check it out! Elements of the page include: ~ What is Common Core 3.0? ~ Latest Updates for Trainers and Counties ~ Resources for Trainers ~ Curriculum ~ FAQ See the latest news. View our recorded Trainer Forum webinars. Get resources to inform you about current practices when preparing to train Core. Keep yourself up to date. http://theacademy.sdsu.edu/programs/pcwta/ common-core-3-0/ PCWTA SIMULATION SITE by Renee Duci AT THE PCWTA RIVERSIDE TRAINING CENTER! For those of you who haven't heard, PCWTA created a simulation site and launched its first simulation training in July of 2015 in Riverside. The pilot was a great success and we have since held an additional three simulation days, each of which was received with very positive feedback from trainees, facilitators and county partners. Our goal in using simulation training is to increase the competence and confidence of workers before they go into the field. This gives trainees an opportunity to practice concrete skills in a safe environment and receive immediate, on-the-spot coaching so they can improve skills before utilizing them with families. Specifically, our simulation scenarios provide trainees with the opportunity to practice their interviewing skills before engaging with families. PCWTA will be hosting a Simulation Site Open House on Monday, November 30th, 8:30am to 4:30pm, for San Bernardino and Riverside County leadership. Open House participation is by invitation only. We will be introducing our simulation training program and running through the simulation with leadership acting as the trainees. This is an opportunity for our counties to get a glimpse into the simulation experience and to gain an understanding of how it impacts the learning experience for our trainees. SOP THREE DAY ORIENTATION TRAINING HAS BEEN REVISED!!!! by Jenni Ahsing To incorporate the feedback we gather on an ongoing basis from trainees and trainers, to include more adult learning strategies and to update the curriculum to parallel the great strides we have made in our SOP practice, we have revised the Three Day Orientation. With Core 3.0 as a guide we have trainees take part in an eLearning prior to the classroom training. This will provide them with a base knowledge of SOP so we can spend more time in the classroom doing skill practice activities. We slimmed the curriculum from three days down to two days by removing the live mapping and the panel presentation. The live mapping was valuable in that people got to see what the mapping process looked like, but it did not actively engage the whole classroom and gave trainees the impression that mapping should be done in the office, without the family, and with a facilitator. In the new curriculum each table group will have the opportunity to complete a mapping either on a identified real case or a mock training case for newer workers who don't yet have cases. This change will not only ensure everyone in the classroom is engaged but will also support the idea that best practice is engaging in the mapping process in small groups (family) to lead a discussion and not a formalized process using facilitators in the office. The panel was time-intensive on the part of the trainer and since most of our Southern counties are in the middle of implementation, worker and supervisor testimony speaking about the value of SOP is being heard on an ongoing basis County and statewide. Even though we slimmed down the time spent in the classroom we have beefed up the activities. Much of the classroom time is now spent practicing the different elements and tools of SOP such as mapping, sorting, creating harm and danger statements and safety goals and visitation planning. To mix things up we have participants doing individual reflections, conversations in dyads, group work and larger class debriefs. We held an internal pilot to work out the bugs and get input from trainers and coaches that are on the ground working with this material. We then held a T4T so current trainers could start using this material. It was well received and we look forward to the feedback as the SOP Two Day Orientation is rolled out. If you have any questions or comments please feel free to contact me at email@example.com. TRAINER TIPS... This is an ongoing series of excerpts taken from a book titled The Trainer's Handbook for Participative Learning by Fredric Margolis and Bonnie Swan ROLE PLAYS...continued Giving Instructions Clear instructions are crucial to successful role playing. Allow yourself time to provide clear, concise instructions and to determine if these instructions have served their purpose. Providing effective instructions prepares trainees to become psychologically ready for constructive role-play. Some tips for successful role play include: giving trainees time to reflect on their roles prior to role play, individual coaching of trainees if necessary, thoroughly explaining each role, and telling observers what they should be looking for during the course of the role-play. Encourage participants to become emotionally invested in their role, as long as they do not slip out of their roles. Monitoring Preferably, one or more trainees act as observers during role-play to observe the multiple groups role-playing simultaneously. Trainees should use guidelines provided by trainers and take notes on the action to provide feedback to trainers. Managing the Reporting Process Allow time for trainees to vent their feelings about the role-play they just experienced. This time will allow trainees to come out of their roles fully. Once this occurs, you can manage the sharing, feedback, and lessons learned during the role play. You can also guide trainees to make appropriate connections between the role-play and their own personal work situations. From: Margolis, F., Swan, B. (1999) The Trainer's Handbook for Participative Learning. HDR Press, Amherst, MA, 84-87. AND NOW A PRACTICAL APPLICATION - WHAT'S IN IT FOR ME? Role-playing is an integral part of Common Core 3.0. Providing adequate instructions, monitoring role-plays, and managing the reporting process will be an important component of successfully training Common Core 3.0. Trainers will need to be equipped to facilitate constructive role plays and may need to further develop these skills if necessary. Role play is also principal at Simulation Sites, such as the Riverside Simulation Site, which is currently delivering simulation training days to various counties in the Southern region. Simulations facilitate role-plays to develop trainee skills in interviewing families and provide experiences in various scenarios they may encounter as social workers in the field. ...and another Common Core 3.0 training tip from Bill James… Since the classroom sessions of Core 3.0 will require more facilitation of skill practice than didactic lecture, Bill offers that "several of the staff coaches and trainers are learning a lot from a website about effective facilitation of conversations in the classroom. http://www.liberatingstructures.com/ The LS Menu has over 30 innovative ways to stir things up and engage learners - give it a look!" WHO DOES WHAT AT PCWTA? As we have added staff and changed some roles, we thought it might be helpful to give trainers a "Practical Guide for Who to Contact, And Who I Might Hear From or See" in PCWTA. Program Director Dawn Schoonhoven Scott is our fearless leader. Managers Anzette Shackelford, our Training Development Manager, is responsible for ongoing trainer development, implementation of training policies, providing oversight for curriculum development, including Core 3.0, and specific special projects. Renee Duci, our Training Operations Manager, oversees all aspects of training operations in our counties. County Consultants do training needs assessment with their assigned counties and you may hear from them if you possess a training topic expertise that fits their county's request. PCWTA County Consultants are Audrey Tousant (San Bernardino), Darlene Hill (San Diego and Imperial), Anzette Shackelford (Orange), Nancy Satterwhite (Riverside), and Amy Jaffe (Los Angeles and Ventura). Jenni Ahsing is currently filling the role of San Diego County Consultant and Anzette Shackelford is currently filling the role of Imperial County Consultant, as Darlene Hill has been out on maternity leave. We congratulate Darlene on the birth of her son, Roman, and look forward to her return. Training and Curriculum Coordinators work on scheduling, contracting, advertising and curriculum development. Anita Aldrich schedules for Riverside, San Bernardino and Regional county needs and Roxanne Dunn does the same for Orange, San Diego, Imperial, Los Angeles and Ventura counties. Jenee-Maree Northcut does orientation of new trainers and works with trainers around curriculum issues and approving trainer outlines. Curriculum Specialists Irene Becker, sits on the State Training and Education Committee (STEC) and is leading our effort in transitioning to Core 3.0. She also does a fabulous T4T series for Academy and County trainers that is very popular. Val Ryan is our eLearning development/instructional design guru. Teresa Solomon-Billings will be designing curricula for LA county and will also be participating in Core 3.0 development. Training Assistants/Site Coordinators cover training in county or PCWTA sites and will be the people trainers will see most. They include Cynthia Ebron (PCWTA Riverside Training Site Coordinator), Andrea Milner (Riverside), Hayley Serrano (San Bernardino), Michelle Adair (Regional Inland), Chrystine Zamudio-Snow (Orange), Lauren Snipper and Jennifer Mathews (San Diego). You may also see Luz Orozco, Sophia Batronie or one of our contract offsite coordinators, Armida Celaya, Lauren Moreno, Brad Hundman or Rita Naranjo cover training you may do. Practice Consultants coach and mentor staff in counties and in the field. Supervising Practice Consultants are Jenni Ahsing and Bill James. Wayne Rutledge, Lilli Miles, Kate Bedwell, Kim Khoury, Candace Kimbell-Awoleye and Laurie Fortin are our Practice Consultants on staff. Additionally, we are currently using some contract trainers to do coaching in our counties. Mark Miller coaches Managers in San Bernardino County, Peter Dahlin coaches Managers in San Diego County, Steven Wells and Wanjiru Golly coach staff in Orange County. If you are interested in coaching opportunities, please contact Bill or Jenni. Program Assistant Luz Orozco keeps us organized and does pretty much everything to ensure we are on track and running smoothly, with all the correct materials! She is ably assisted in doing her super-human feats by Sophia Batronie, her right-hand gal, and we have just hired Neil Kavanagh to fill the role of right-hand guy. We warmly welcome the following new staff since the last newsletter: Roxanne Dunn assumes the role of Coastal Training Coordinator at the Alvarado Office Jennifer Mathews assumes the role of San Diego Training Assistant at the Alvarado Office Neil Kavanagh assumes the role of Administrative Support Staff at the Alvarado Office Erik Casas assumes the role of Technology Assistant at our Riverside Training Center We have current plans to hire, and will perhaps have announcements in the next newsletter for: Research Assistant Simulation Site Coordinator Training Coordinator/Training Assistant for LA and Ventura We say a fond farewell and good luck to: Tricia Pegues, who leaves her role as Practice Consultant for Riverside County PCWTA COACHING CORNER by Kate Bedwell In this edition of the Coaching Corner we tell a story highlighting the work of Practice Consultant Steven Wells and his collaborative work with a social worker and family in Orange County. This story beautifully encompasses the positive impact of the Three Questions, the building of safety with a safety network, and the passing of the coaching torch to a Social Worker. Practice Consultant, Steven Wells, MA had the opportunity to collaboratively work with a Social Worker and mother on her caseload. The Social Worker was worried about the safety of the children due to the following concerns: - She was a single mother with a very large family. - The family was homeless and living in a motel room. - The family came to the attention of Child Welfare after a call to the hotline. - Children were often late, or missed school. - The mother's health was deteriorating as she was tired, under stress and having difficulty meeting all the children's needs in the family's state of crisis. - The family had very little, if any, support system or safety network. PCWTA Consultant Steven Wells, facilitated an initial Safety Mapping meeting with the family and explored the Three Questions. The highlights of this first meeting were: - The mother was very emotional as she spoke about her family's experience before child welfare involvement. The mother maintained, while they were homeless and living in a motel room, she was doing the best she could to provide for her children. She expressed she felt judged and admitted it was very difficult for her to trust others and often did not rely on a support system to help her care for her large family. - The social worker expressed to the mother she was concerned for her health and worried about the mother's ability to maintain her health and continue caring for her children. - Through the use of Powerful and Solution Focused Questions, Steven was able to explore the safety, protective capacities and strengths that exist within the family. - The mother's mood appeared to lift as she was provided this positive feedback and validated for all that was working well with her family. - Key discussion occurred around the importance and value of building a support system through a safety network. - Next steps were identified as focusing on supporting mother in building a safety network. The 2nd Safety Mapping Meeting With The Family The social worker brought the mother and her family back into coaching for a follow up safety mapping to explore the family's progress. In collaboration with her Social Worker, the mother had followed through with the next steps identified at the previous meeting and had successfully built a safety network. The robust safety network attended the 2nd Safety Mapping with the family and included: Wrap; CASAs; family friends; and other network members. The highlights of the success explored in this meeting include: - The mother reported she reached out to others, which she initially felt reluctant to do, but she was glad she did. - With the support of her safety network she had moved from a hotel to an apartment. She and the children were able to make their apartment home, and the mother even helped the children to paint their apartment to help them feel like it was theirs. - The team praised the mother for her positive parenting and role modeling to her children and her fierce advocacy for her children's needs. - The mother admitted she was not always confident in dealing with others, particularly the school personnel at her children's school. PCWTA COACHING CORNER(CONTINUED) - The safety network team devised a plan to support the mother in advocating for her children's educational needs. - The mother's son was able to speak on his own behalf, what he liked about his family, and express needs and concerns about the summer and his older brother. - The team discussed plans to support the mother and began developing an action plan. The 3rd Safety Mapping Meeting with the Family When the family and their safety network returned for 3rd Safety Mapping meeting with their Safety Network, Steven asked the Social Worker if she was comfortable facilitating using the skills she has learned through coaching. She willingly assumed the lead role in facilitating the meeting with Steven's support. The worker facilitated the entire meeting and did a GREAT job. The highlights of this meeting include: - The children appeared happy and less encumbered by worry. - The mother appeared happier and expressed she has expanded her network even further to include her adult children. - The mother expressed gratitude for her social worker and her safety network and thanked everyone for their help. - The mother stated the home was more calm, the children had a better routine, and she is enjoying the support of her adult daughter who now lives in the home. - The children reported their mother is happier, calmer, and she has been able to spend more time with them. They stated the mother even listens to music for herself as a way to relax, something they say she has not done in a long time. The mother stated she loved the three questions format and liked how it balanced what is working well, worries, and how it lead to a concrete plan of action. "This is, by far, my proudest moment I have had as an SOP coach. I believe SOP helps to transform our relationships with families and helps us partner in their progress. This is why I do what I do. Thank you for providing me with the opportunity to coach and to share this family's success." ~ Steven Wells, MA, Practice Consultant, PCWTA. Stay Tuned for more "Stories from the Field!" COUNTY SPOTLIGHT—RIVERSIDE Riverside County began their Safety Organized Practice (SOP) rollout with two separate 3 Day Overviews at the end of September targeting the Desert and Southwest Regions. Approximately 130 people, including line workers, supervisors, managers, parent partners, youth partners, and clerical staff were trained in this practice which has resulted in increased best practice with families. SOP contains 12 modules that include a focus on assessing and enhancing child safety at all points in the case process. There are two monthly cohorts of module training, one in the Desert Region and the other in the Southwest Region that began in October 2015 and will commence in September 2016. The design is to have workers learn about specific tools and concepts, try them on with children and families on their caseload, and report back to the trainer/class at the next monthly module the progress of their skill practice. It is reported that many staff are successfully using the tools they are learning with families in the field in between their monthly module training. Riverside leadership has been supportive of the SOP Implementation and has formed an Implementation Team which includes representatives from all levels of the workforce. The Implementation Team consists of the following subcommittees: Evaluation/Data, Marketing/Messaging, Regional Implementation, and Policy/Documentation. A TRAUMA INFORMED CLASSROOM APPROACH By Laurie Fortin, LCSW, PCWTA Practice Consultant and Trainer Trauma-informed practice is an important component of Child Welfare Services service delivery framework. We know that children and families serviced by CWS have experienced varying levels of individual, community, and/or cultural trauma, and can experience additional trauma at all levels of the system. According to SAMSHA, a program, organization or system that is trauma informed: - realizes the widespread impact of trauma and understands potential paths for recovery - recognizes the signs and symptoms of trauma in clients, families, staff and others involved with the system - responds by fully integrating knowledge about trauma into policies, procedures, and practices - seeks to actively resist re-traumatization (Retrieved from: http://www.samhsa.gov/nctic/trauma-interventions ) What better way to teach social workers what it means to be trauma-informed than by modeling such an approach in the classroom. Talking about a way of being is never as good as showing and demonstrating a way of being. So, I ask you when you are training in the classroom, do you consider the impact trauma has had on social work trainees, both as possible childhood victims and secondary victims due to vicarious trauma? Can you recognize the signs and symptoms of trauma in social workers while in the classroom? Are you responding from a trauma-informed place when presenting and responding to trainees? And are you actively aware of the possibility of traumatizing and/or re-traumatizing trainees inadvertently? Having been a PCWTA trainer since 1999 and a front line trauma worker for 25 years, I will be the first to admit that I haven't always approached teaching from a trauma-informed place. But in recent years, I've come to appreciate the power that trainers have in ensuring a safe, secure, and informative learning environment for child welfare trainees. For me, this means starting a training with the rules or agreements that trainees need/want to ensure a psychologically safe learning environment. It progresses to preparing trainees for the potentially "heavy" content to come by having an honest and transparent conversation, highlighting the feelings that they may experience as normal and not as wrong, exploring the reasons many people have difficulty with some of the content, and scaling their comfort level on the topic and what would help to move them up on their comfort scale. As the day progresses yet further, I prepare trainees for graphic and/or emotionally-laden photos, stories, videos, and/or case scenarios to be viewed and give them permission to care for themselves during this time by offering options in how they might do so. I allow a few minutes of time to process what trainees have just seen/watched or heard before sending them to lunch. I encourage the setting of boundaries around the content material by encouraging a NO TALK rule about the training content during lunch (for trainer and trainees) as a way to model giving the psyche a break/reprieve. I'm careful and thoughtful to use stories that exemplify training points at a level trainees need, not horrendous and horrifying stories that only serve to distract trainees from the content, are potentially traumatic, and/or serve my need (to process). Modeling a trauma-informed approach in the classroom isn't easy. It takes awareness, patience and practice. I hope I have encouraged you to have all three! Please feel free to email firstname.lastname@example.org to share ways that you are already being trauma informed in the classroom and/or struggles you may be having to do so. PCWTA TRAINING FOR TRAINERS SERIES Public Child Welfare Training Academy is pleased to announce a certificate program for those wishing to develop knowledge and skills in the art of training. If you have expertise in a subject matter, and you wish to learn or enhance your training skills, so that you can more effectively train on your subject matter, this series of Training for Trainers classes can help you achieve your goal. Periodically, a full day class will be given that covers the spectrum of classroom training. Take all four, and you can obtain a certificate in completing the Training for Trainers program at the Public Child Welfare Training Academy. Day 1: Training for Trainers' Skill Development: Training and Adult Learning Theory This class introduces participants to the role of training in an organization, training theory and adult learning theory. It also provides the foundation for understanding how training fits into the "big picture" as well as knowledge needed in engaging adult learners in the classroom setting. 9/1815 at our Academy Training Room in San Diego Day 2: Training for Trainers' Skill Development: Curriculum Design This class introduces basic and advanced curriculum design. Features such as developing assessment of training needs, developing learning objectives, sequencing of content, researching for your topic and developing activities for individuals, small and large groups will be explored. Additionally, information on selecting multimedia to complement your training will be discussed. 10/23/15 at our Riverside Training Center Day 3: Training for Trainers' Skill Development: Presentation and Facilitation Skills This class will focus on effective presentation and facilitation skills necessary for working with adult learners. It will include preparing and delivering a presentation with a focus on integrating adult sensory and learning styles, as well as practice in facilitating groups who come to the classroom with different learning needs. 1/22/16 at our Academy Training Room in San Diego Day 4: Training for Trainers' Skill Development: Evaluation and Transfer of Learning This class will focus on the role of evaluation in training, its importance, and how to integrate evaluation as part of an overall curriculum design. Additionally, participants will develop skills on how to integrate transfer of learning opportunities into curriculum design and training, for more effective opportunities for learners to apply what they learn in the classroom to their job. 3/18/16 at our Riverside Training Center DUE TO THE POPULARITY OF THESE SESSIONS, WE HAVE ESTABLISHED ONGOING DELIVERIES OF THIS T4T SERIES DAWN SCHOONHOVEN email@example.com ANZETTE firstname.lastname@example.org RENEE email@example.com LUZ firstname.lastname@example.org SOPHIA email@example.com NEIL firstname.lastname@example.org TBA ANITA email@example.com ROXANNE firstname.lastname@example.org JENEE-MAREE email@example.com IRENE firstname.lastname@example.org TERESA email@example.com 951-634-8065 DARLENE firstname.lastname@example.org NANCY email@example.com AUDREY firstname.lastname@example.org AMY email@example.com JENNI firstname.lastname@example.org BILL email@example.com 708-3175 WAYNE firstname.lastname@example.org LILLI email@example.com KIM firstname.lastname@example.org KATE email@example.com CANDACE firstname.lastname@example.org CHRYSTINE email@example.com LAUREN firstname.lastname@example.org JENNIFER email@example.com TBA RIVERSIDE TRAINING CENTER CYNTHIA firstname.lastname@example.org HAYLEY email@example.com ANDREA firstname.lastname@example.org MICHELLE email@example.com ERIK firstname.lastname@example.org TBA 6505 Alvarado Road, Suite 107 San Diego, CA 92120 Phone: (619) 594-3546 Fax: (619) 594-1118 http://theacademy.sdsu.edu If you have any questions, comments, or submissions for the PCWTA newsletter, please send them to Anita Aldrich at email@example.com
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Amela Mešić* Smjernice za pripremu i polazak djece u školu UDK: 373.29(049.3) 37.018.262 Stručni članak Primljeno: 15. 12. 2012. Prihvaćeno: 31. 1. 2013. Sažetak: O prvom doživljaju škole ovisi uspješnost djetetova daljnjeg školovanja pa se zaista može smatrati da priprema i polazak djece u školu predstavlja prekretnicu za cjeloživotno odgajanje i obrazovanje. Možda je upravo zato dječji polazak u školu često i stresno razdoblje za njihove roditelje, ali i za sve ostale osobe koje direktno ili indirektno sudjeluju u odgoju i obrazovanju predškolaca, i kod kuće, i u vrtićima. Međutim, sama priprema djeteta za polazak u školu ne predstavlja dovoljan uvjet za njegovo prihvaćanje i navikavanje na školske aktivnosti. U tom segmentu presudnu ulogu imaju učitelji prvih razreda koji također trebaju posebnu pripremu u organizaciji i vodenju prvoškolskih koraka. Upravo iz navedenih potreba za što kvalitetnijom pripremom i polaskom djece u školu, rad pruža određene didaktičko-metodičke i psihološke smjernice odgajateljima, roditeljima i učiteljima prvoškolaca, s ciljem dječjeg efikasnijeg odgoja i obrazovanja u jednom od najvažnijih životnih prekretnica – početku školovanja. Ključne riječi: prvoškolci, priprema, roditelji, vrtić, škola. Guidelines on How to Prepare a Child for the First Day of School Summary: The first impression of school is the key of a child’s further success in her/his schooling so we can consider the preparation and the first day of school to be one of the most important moments in a lifelong education. This could be the reason why the first days of school are stressful moments for parents too, as well as for everyone else who is directly or indirectly involved in child’s pre-school education, at home or in kindergarten. However, the preparation for the school itself cannot guarantee that the child will accept school activities and get used to them. First grade teachers, who also need to be specially prepared for organisation and management of „the first steps” of schoolchildren, play the key role in this situation. According to all above-mentioned necessities for better preparation of children for their first day in school, this paper gives specific didactic-methodical and psychological guidelines for pre-school teachers, parents and first grade teachers; the aim of the paper is to enable efficient child’s education and preparation for the one of the most important moments in child’s life: the first day of school. Keywords: first grade children, preparation, parents, kindergarten, school. 1. Uvod Polazak u školu predstavlja jedan od najuzbudljivijih događaja i za djecu i članove njihovih obitelji, i za njihove tete iz vrtića koje su ih odgajale i obrazovale u prethodnom razdoblju, ali također i za nove učitelje/ice koji će ih tek upoznavati i voditi kroz jedno od najvažnijih životnih razdoblja – početak školovanja (Manestar, 2006). S namjerom adekvatne pripreme djeteta za školske obveze, većina roditelja počinje pojačano poticati djecu na pravila ponašanja i odnosa prema drugima, sugerirati im pravilno izražavanje i pozitivnu komunikaciju, usmjeravati ih na prepoznavanje slova, pisanje i računanje. U slučajevima da to čine naglo, nepravilno i nepravovremeno, može se izazvati kontraefekt te bi dijete moglo imati određene poteškoće u prvim školskim danima. Pomoć u pravovremenom i adekvatnom pristupu djetetu koje treba krenuti u školu mogu im pružiti drugi roditelji i eksperti svojim iskustvom, ali i različiti edukativni materijali, obrazovne emisije, članci i brošure te organizirani oblici edukacije. Ukoliko dijete ide u vrtić, stručnost i kreativnost predškolskih djelatnika i njihov kontinuiran, kvalitetan predškolski rad olakšat će prijelaz djeteta iz vrtića u školu. Međutim, sama priprema djeteta za polazak u školu ne predstavlja dovoljan uvjet za njegovo prihvaćanje i navikavanje na školske aktivnosti. Prvi dojam koji steknu djeca pri polasku u prvi razred iznimno je važan. U prvoškolskim koracima najodgovorniju ulogu imaju njihovi budući učitelji i učiteljice. Svim navedenim akterima, koji su na bilo kakav način uključeni u pripremanje i polazak djece u školu, neminovno trebaju određene didaktičko-metodičke i psihološke smjernice uz pomoć kojih će što kvalitetnije olakšati djeci prijelaz na višu razinu odgojno-obrazovnog sustava. 2. Priprema djeteta za školu Svaka školska godina počinje u rujnu a upis prvoškolaca realizira se već u proljeće tekuće godine. Priprema djeteta za polazak u školu počinje daleko prije, već u prvim fazama dječjeg života. Svojim roditeljskim pristupom roditelji odgajaju i obrazuju dijete u svjetlu poželjnih društvenih norma i zahtjeva te osobnih uvjerenja. Oni ga poučavaju različitim oblicima kretanja, komunikaciji, socijalizaciji, kulturnom ophođenju, stvaraju mu higijenske navike te razvijaju određene vještine sukladne uzrastu djeteta. Pri upisu u osnovnu školu određeni tim stručnjaka sačinjen od pedagoga, liječnika, psihologa i učitelja provjerava spremnost djeteta za aktivno sudjelovanje u organiziranom odgojno-obrazovnom radu. Spremnost za polazak u školu ne obuhvaća samo socio-emocionalnu, tjelesnu i socijalnu zrelost nego i određen stupanj razvoja intelektualnih sposobnosti. Testiranje djece, radi provjere njihove spremnosti za upis u prvi razred, obuhvaća, između ostalog, različite testove s logičkim zadatcima pridruživanja, usporedbe, pripadnosti, odnosa veličina, snalaženja u prostoru, uočavanja položaja glasa u određenim riječima, ali isto tako i test memoriranja uzastopno zadanih pojmova. Ako se roditelji u svom dotadašnjem pristupu odgoju i obrazovanju djetetu nisu dovoljno usmjeravali na razvijanje navedenih poželjnih sposobnosti djeteta, u tih par mjeseci prije polaska u školu, neophodna je odgovarajuća, „posebna“, priprema djeteta za školu (Mitrović, 2000). Priprema i polazak u školu predstavljaju razinu u kojoj se pred djecu počinju postavljati puno veća očekivanja, nuditi više zahtjeva te ih se svjesno priprema za nove izazove na koje će nailaziti u svom daljnjem odgoju i obrazovanju. Velika i odgovorna uloga ne pridaje se samo roditeljima i ostalim članovima obitelji, nego i odgajateljima u vrtićima te učiteljima prvih razreda. Postoji čitav niz elemenata u ovoj fazi dječjeg odrastanja koji, na neki način, spiralno uvezano i isprepleteno utječu na psihofizički i socio-emocionalni razvoj svakog pojedinca. Osim toga, priprema i polazak djeteta u školu djeluje i na njegov cijeloživotni stav i odnos prema školi, radnim navikama, učenju te društvenim normama ponašanja. 3. Uloga obitelji u pripremanju djeteta za polazak u školu Za razliku od djeteta, koje je u svojoj dječjoj zaokupljenosti igrom, maštom, razbibrigom i razonodom djelomično nesvjesno svih promjena koje će uslijediti, roditelji i ostali članovi obitelji imaju odgovornost za adekvatnu pripremu djeteta za polazak u školu. Pri samom upisu djeteta u školu pojavljuje se njihova zabrinutost oko uskladivanja obiteljske dinamike, osiguravanja potrebitih dokumenata za proces upisa, nabavke udžbenika, školske torbe, dodatne odjeće i obuće (Gvozdic, 2011). Ta briga povećava se nesigurnošću roditelja u vlastite odgojno-obrazovne strategije pružanja temeljnih kulturno-higijenskih navika, znanja i umijeća. Najveći razlog tomu njihova je nedovoljna upućenost u očekivanja učitelja na koja će dijete naići. Sve navedeno kod većine roditelja postupno stvara određeni pritisak i tenzije koje ponekad prerastaju u veliku zabrinutost, čime mogu nepotrebno i nepoželjno opteretiti i samo dijete. Dugogodišnje iskustvo i praksu autorice i njezinih kolega u ulozi razrednih učitelja ukazali su na to da se za upis u prvi razred teže adaptiraju roditelji nego sama djeca. Mališani nemaju urođeni strah od škole jer se, kako kažu mnogi psiholozi a među njima i psihologinja Petrović, i strahovi uče (Petrović, 2008). To znači da se pri polasku djeteta u školu, roditelji ne trebaju plašiti za svoje dijete i da u isto vrijeme ne plaše dijete školom i školskim obvezama jer polazak u školu ne znači završetak njihovu djetinjstvu i igrama (Gvozdic, 2011). Dijete teba uputiti u ono što ga očekuje a učitelje u školi im predstavljati kao osobe od povjerenja, osobe koje će se brinuti o njima, osobe koje jako vole djecu i taj posao. Roditelji mogu motivirati djecu za školu pričajući im o određenim školskim aktivnostima. Poželjno je naglasiti upoznavanje prvoškolca s novim prijateljima s kojima će se družiti, zajedno igrati, pjevati, crtati, plesati i mnogo još zajedničkih stvari raditi, čak i proslavljalati rodendane, ići u šetnje i izlete, smijati se i radovati. Dijete treba ohrabriti onim što ono zna i može, tj. isticati mu njegov uspjeh i napredak u vještinama i spoznajama (Longo, 2001). Usporedno, predškolcu treba objasniti da nije problem ako nešto u školi ne bude znao jer zato i ide u školu, da će mu učiteljica i prijatelji iz razreda pomoći da skupa to nauče. „Ulijevajući“ mu samopouzdanje i zadovoljstvo zbog ostvarenih postignuća, roditelji uspješno nastavljaju realizirati svoj cilj – odgajati dijete tako da jednog dana ono postane „svoj“ čovjek, ponosan na sebe, s vlastitim uvjerenjima i težnjom daljnjem razvoju (Petrović, 2008). Roditelji trebaju također isticati vlastiti ponos na svoje dijete jer to može eliminirati slučajno razvijene strahove i brige. Najkasnije u periodu od par mjeseci prije polaska u školu, djetetu treba u domu osigurati kutak koji će služiti kao njegov radni prostor (Gvozdic, 2011). Pri kreiranju radnog kutka za dijete treba voditi računa o količini svjetla. Najbolje je rješenje, u slučaju da dijete više koristi desnu ruku u uporabi pribora, da prirodna svjetlost dolazi s dječje lijeve strane. Osim toga, djetetu treba osigurati radnu površinu (stolici) i sjedalicu na kojoj može pravilno sjediti (s naslonom), s ravno položenim stopalima na podu. Kutak treba obogatiti policama i ladicama s raznovrsnim izborom pribora i materijala (flomasteri, masne boje, olovke, platelin, glinamol, zatim slikovnice, bojanke, dovoljno papira te modela za iscrtavanje), ali bez suvišnih predmeta koje bi mu mogle odvlačiti pozornost. Da bi dijete što lakše svladalo zahtjeve školskog programa koji ga čekaju već od prvog razreda, potreban je određeni sklad u kontinuiranom obiteljskom pristupu djetetu još od ranog uzrasta, a ne samo netom prije upisa u školu. Usmjeravanje pozornosti, opažanje i orijentiranje u prostoru, prepoznavanje, razvrstavanje i imenovanje predmeta, bića i detalja oko sebe roditelji mogu kod djeteta razvijati kroz različite oblike svakodnevnih aktivnosti u kojima će dijete aktivno sudjelovati. Neke od njih jesu: - prepoznavanje i imenovanje boja i oblika upotrebom igračaka ali i promatranjem predmeta u okruženju; - razvrstavanje predmeta i bića u određene skupove i podskupove: imenovati i razvrstavati životinje na one koje lete, koje imaju četiri noge, koje nose jaja ili na one koje imaju rogove; uočavati i razvrstavati predmete sličnog oblika, primjerice, lopta, balon, kliker, kugla sladoleda i globus podsjećaju na kuglu; - uspoređivanje količine (promatranjem, dodirivanjem, pridruživanjem, brojanjem): u trgovini ih poticati na brojanje određene količine namirnica koje stavljamo u košaru, određivati brojnost igračaka na polici i u kutiji, prebrojavati pribor za jelo i usporediti ga s brojem osoba za stolom; - određivanje položaja objekata u prostoru: uputiti dijete da uzme namirnicu s gornje police ili s druge police; ostaviti određeni predmet ispred sebe, pogledati iza sebe, provjeriti što je ispod ili iznad stola; izvaditi igračku iz kutije pa provjeriti što je ostalo unutar kutije; - opisivanje bića i predmeta: isticanje oblika, veličine i boje kod predmeta te visine, boje kose i očiju kao i odjeće kod osoba. Bitno je istaknuti da se sve ovakve i slične aktivnosti provode spontano i ne previše nametljivo za dijete, tj. potrebno je pokušati svaku aktivnost preoblikovati u vid igre jer će stimulativnije djelovati na dijete. 3.1. Igra – temeljna aktivnost djeteta prije polaska u školu Ako je u svojim prvim godinama života dijete naviknuto na učenje kroz igru, onda priprema za polazak u školu neće morati biti ništa posebno. Primjenjujući različite vrste i oblike igre s djetetom, roditelji i ostali članovi obitelji već ga postupno pripremaju za školu. Kroz igru dijete razvija maštu i intelektualne sposobnosti a pozitivno se djeluje i na njegov socio-emotivni razvoj. Dijete se treba znati igrati, i samo i s članovima obitelji, rodbine, i s djecom iz susjedstva radi socijalizacije, navikavanja na uvažavanje pravila, tuđih interesa i potreba. Predškolca ne treba okupirati pregrštom igračaka jer je dokazano da manipulirajući manjim brojem igračaka, djeca upravo više i bolje razvijaju maštu i stvaralački duh. Treba ga poticati na dijeljenje vlastitih igračaka ali i vraćanje igračaka poslije igre na određeno mjesto. Svojom pozitivnom energijom predškolca treba usmjeravati na uživanje i zabavu u igri, na osjećaj i ponašanje kada je „pobjednik“ i „gubitnik“ u nekoj igri. Zadatak je roditelja osmisлити, kreirati i osigurati priliku za raznovrsnim aktivnostima u kojima će dijete aktivno sudjelovati. Bitno je istaknuti da djeca mladeg uzrasta ne mogu dugo zadržavati pozornost na istoj aktivnosti pa igre trebaju biti oblikovane tako da ih mogu brzo prekinuti ili završiti. To ne znači da se dijete naknadno neće vratiti toj istoj aktivnosti nego samo da mu je potrebna određena promjena. Znači – za predškolca su primjerenije kraće aktivnosti kao i pružanje izbora aktivnosti, a u slučaju uvidanja da dijete ne pokazuje interes odustajati ili odgađati takav vid stimulacije (Pašalić-Kreso, 2000). Iako bi se o samom pojmu igre moglo puno više govoriti, za roditelje je bitno razumjeti da igra ne bi trebala biti samoj sebi svrha nego vid poučavanja. U Vodiču za planiranje predškolskog odgoja istaknute su faze pristupačnoga poučavanja: 1. dopustiti djetetu odabir aktivnosti; 2. obratiti pozornost na ono što dijete radi i uključivanje u dječju igru; 3. osigurati djetetu dovoljno vremena za vježbanje i igru; 4. osiguravati djetetu nove situacije u kojima će vježbati novu vještinu; 5. pomoći djetetu u djelotvornosti ponašanja, što se odnosi na ukazivanje vlastitog zadovoljstva i ponosa na dječje pokušaje u procesu svladavanja nove vještine (Lohr, Wesley, 1994). Brojne su i raznovrsne igre koje roditelji mogu i trebaju birati, kreirati i organizirati predškolcu u vidu umjetničkih, dramskih, jezičnih, matematičkih, manipulativnih, tjelesnih i znanstvenih aktivnosti a svaka od njih uvijek ima i svoj određeni cilj – potaknuti vlastitu aktivnost djeteta i pomoći mu u razvoju potrebnih sposobnosti. 3.1.1. Umjetničke aktivnosti „Umjetnost pruža raznovrsne mogućnosti da djeca ispolje svoja iskustva i izraze svoje ideje i osjećaje. Dok djeca rade svoje kreacije, koriste kratke mišiće ruku i izoštiravaju koordinaciju oko – ruka“ (Lohr, Wesley, 1994: X). Pri izboru umjetničkih aktivnosti roditelji trebaju uvažiti i sklonost djeteta. Da bi prepoznali tu sklonost, dijete mora imati mogućnost i priliku isprobavanja raznovrsnih umjetničkih aktivnosti. Jedna od omiljenih dječjih umjetničkih aktivnosti, usko povezana i uskladena s prirodnom dječjom potrebom za kretanjem, ples je uz glazbu. Dijete treba što više takvih aktivnosti te iz tog razloga neminovno je osigurati djetetu slušanje različitih dječjih skladbi uz koje će mu i odrasli pružiti primjer ritmičnih pokreta. Ravnomjernim ponavljanjem i koordiniranjem određenog pokreta ruke, noge ili glave, ali isto tako i nekog teksta i melodije, dijete uči koristiti se svojim tijelom i glasovima na razne zanimljive načine. Osmišljavanje plesne koreografije u kojoj se ponavlja određeni ritam pokreta kojim dijete taj pokret usavršava zanimljivo je gotovo svakom djetetu. Primjeri takvih pjesmica i ritmičnih pokreta jesu „Hokipoki“, „Ovako se“ ili „Konjanik“, ali stimulativne su i različite brojalice. Ako ovakve aktivnosti kreiramo kao vid scenskog nastupa, uz improvizirani mikrofon, učinkovitost je takve igre još veća. Umjetničke aktivnosti trebaju se prilagoditi i za razvoj fine motorike ruku. Djetetu treba pružiti priliku za oblikovanjem ili crtanjem onoga što mašta, nekog lika iz pjesmice i priče, ili jednostavno pustiti djetetu na volju da samostalno izabere što želi oblikovati, crtati i slikati. Uporabom plastelina, glinamola ili slanog tijesta od kojeg se jednostavno a efikasno mogu izradivati različiti oblici, usavršava se dječja motorika šake i prstića. U procesu razvoja fine motorike, na primjer, krije se jedan od zadataka za roditelje – spontano i nenametljivo usmjeravati dijete na pravilno držanje olovke. U početku treba pustiti dijete da crta i boji čak prstićima, da bi osjetilo čar otiska na papiru, betonu ili nekoj drugoj podlozi, zatim se prelazi na voštane boje, i tek onda na drvene boje, flomastere i grafičke olovke. Aktivnosti od slobodnog prostoručnog crtanja i bojanja trebaju postupno prelaziti na crtanje i bojanje u ograničenom prostoru, za što su prikladne različite bojanke. Uz aktivnost bojanja, dijete lako i brzo nauči razlikovati boje. Roditelji mogu točno usmjeravati aktivnost učenja boja na raznovrsne jednostavne načine – „parkiranjem“ autića određene boje u garažu takve iste boje; lutkici određene boje haljinice staviti takvu istu boju kapice ili joj dodati torbu iste boje ili uparivanje kartica iste boje u vidu puzli. Spajanje točaka da bismo dobili zadani crtež, provlačenje crta kroz labirinte, precrtavanje i crtanje uz pomoć šablona također su efikasne aktivnosti. U slučaju da dijete češće manipulira lijevom rukom, ne treba to djetetu braniti ali ga, kako preporučuju psiholozi, u svakom slučaju treba usmjeravati i poticati da tu istu aktivnost pokuša uraditi i desnom rukom (Petrović, 2008). 3.1.2. Manipulativno-matematičke aktivnosti Odgoju i obrazovanju predškolca uspomoć matematičkih aktivnosti treba pristupati veoma oprezno. Često se može čuti kako se pojedini roditelji hvala time što njihovo predškolsko dijete već zna brojati do 10, 20 ili više. Međutim, da bi se uopće došlo do brojanja, s djecom treba smisleno, svrhovito i odgovarajućim strategijama najprije postići razinu razumijevanja pojma broja. Zašto je to tako? Ako uzmemo, na primjer, neko predškolsko dijete koje prebrojava određene elemente, možemo primijetiti da često ne povezuje određeni broj uz odgovarajući broj elemenata, što upućuje na to da dijete ne razumije usku povezanost elemenata, brojnosti i broja nego je samo memoriralo nazive brojeva poput riječi neke pjesmice. Da bismo olakšali djeci proces razumijevanja brojnosti, manipulativne matematičke igrice su neminovne. Uključivanjem djece u zajedničko prebrojavanje osoba u prostoriji, stolica za stolom, pribora za jelo uz tanjure ili igračaka, uz dosljedno i strpljivo usmjeravanje, pomoći ćemo mu u tome. Još su efikasnije raznovrsne igrice poput „Čovječe, ne ljuti se“ i slične igrice s kockicama. Ovakva strategija poučavanja kreira se u vidu natjecateljske igrice u kojoj se pomicanje figurica usko povezuje s bacanjem igrače kockice s istaknutim točkicama, takozvanim brojnim slikama, „karakterističnim figurama čiji se sadržaj jednim pogledom zahvati“ (Markovac, 2001: 47). Prebrojavajući i uspoređujući količinu, djeca brzo ovladavaju pojmom broja. Međutim, veoma je značajno istaknuti da prije uvođenja djeteta u pojam broja roditelji trebaju uvoditi dijete u prepoznavanje, razumijevanje i usvajanje različitih drugih matematičkih pojmova koji se prvenstveno odnose na odnose među predmetima, njihov položaj i veličinu. To bi značilo da se svakodnevnim životnim situacijama manipulativnim radom dijete upućuje u pojmove viši – niži, veće – manje, dulji – kraći, iznad – ispod – na, unutar – izvan (npr. „Stavi igračku ispod prekrivača. Uzmi veću loptu. Obuci majicu duljih rukava.“). Izgradnja i oblikovanje drvenih elemenata u raznovrsne građevine, oblike i tijela predstavlja također omiljenu igru predškolaca. Ostatci od laminata i parketa naknadno obojani mogu zamijeniti kupljene, originalne elemente za gradenje. 3.1.3. Jezične aktivnosti Vezano uz dječje jezične igrice, potrebno je istaknuti da dijete prije polaska u školu ne treba znati čitati ni pisati jer to će učiti u školi. Ali, roditelji mogu pripremiti dijete za takve aktivnosti ako mu pravovremeno i pravilno pristupe u još ranijoj dobi. To znači da čitanje različitih bajka, priča i pjesmica te pripovijedanje djetetu ne treba biti samo sebi svrha. Roditelji bi trebali svoje čitanje ili pripovijedanje zaustavljati te uključivati dijete u sam proces razgovora o pročitanom („Što se to dogodilo? Što ti misliš o tome? Kako bi ti postupio? Što misliš da će se sad dogoditi?”) a tek onda nastavljati s čitanjem ili pripovijedanjem. Na taj način zadržavamo dječju pozornost te potičemo njovo izražavanje i maštu. Također, ako se u priči ili pjesmi određeni tekst ponavlja, posebno ako je rimovan, vrlo je efikasno uključivati i djecu u njegovo izgovanje. Nakon čitanja ili pripovijedanja s djetetom se igra nastavlja improvizirajući određene radnje iz priče ili pjesme, oponašajući spomenute likove, crtanjem, slikanjem ili gradenjem, ovisno o tekstu. Za djecu ovog uzrasta najprimjereni su slikovnice, slikopriče i priče po nizu slika. U pokušajima dječjeg samostalnog pripovijedanja ne treba ih prekidati i previše korigirati izražavanje jer bi se time mogao narušiti njihov osobni doživljaj i volja za pripovijedanjem. Umjesto poučavanja djece čitanju „slovo po slovo“ (zato što će im u školi to stvarati određene poteškoće jer se pravilan postupak čitanja provodi slogovnim čitanjem), roditelji, prema afinitetu i sposobnostima djeteta, mogu postupno uvoditi prepoznavanje određenih slova. Ipak, ono što je važnije od toga jesu predvježbe za čitanje i pisanje a odnose se na sintezu i analizu riječi. To bi značilo da se roditelji mogu igrati s djecom raznovrsnih jezičnih igrica, kao na primjer „Slovo na slovo“ (A kao automobil, B kao bubamara), „Memori“ (nabrojati niz pojmova, najprije iz okruženja a zatim one koje dijete u tom trenutku ne vidi te potom tražiti da dijete istim slijedom ponovi navedene pojmove – u svakom slučaju uvijek treba krenuti od kraćeg prema duljem nizu pojmova) ili igra „Roboti“ u kojoj razgovaramo na „robotskom“ jeziku, tj. na slogove, pr. ma-ma, se-ka, ku-ća, A-na i-ma ba-ku (Peteh, 2003). 4. Uloga odgajatelja u vrtićima u pripremanju djeteta za polazak u školu Djeca koja imaju priliku i mogućnost svoje predškolsko razdoblje provoditi u vrtićkom okruženju ili privatno organiziranim „malim školama i igraonicama“, zasigurno se brže socijaliziraju među vršnjacima i efikasnije razvijaju određene potrebne vještine. Uz navedeno, djeca kontinuirano usvajaju određene oblike poželjnog ponašanja u odnosu prema drugima i prema radu. Odgajatelji ove vrtićke skupine djece posebnu pozornost usmjeravaju na dječje prihvaćanje radnog i slobodnog organiziranog vremena (vrijeme za spavanje, vrijeme za priču, vrijeme za zajedničku igru, vrijeme za slobodan izbor aktivnosti, vrijeme za boravak u prirodi, vrijeme za objed, vrijeme za crtanje ili pjevanje). Oni kroz igru prepoznaju i uvažavaju dječje potrebe, interese i njihove jače strane te potiču aktivnosti koje će im pomoći u razvoju njihovih punih potencijala. Odgajatelji, zapravo, u skladu s pedagoškim ciljevima od ranog uzrasta usmjeravaju djecu na samostalnost, efikasno ih socijaliziraju, razvijaju im potrebne vještine i obogaćuju ih novim spoznajama. Sve one raznovrsne aktivnosti koje su u radu spomenute u roditeljskom pristupu predškolcu odgajatelji primjenju s četverogodišnjacima i petogodišnjacima, ali iste aktivnosti podižu na još višu razinu jer ih djeca često izvode u manjim ili većim skupinama. Kooperativni rad uvelike olakšava dječju socijalizaciju, suradnju, navikavanje na različite materijale i sredstva (Lohr i Wesley, 1994). U kvalitetno organiziranim vrtićima često se može uočiti i uređivanje poticajnog fizičkog okruženja za djecu, što znači da su u njima kreirani „kutići“ za pojedinačne aktivnosti, npr. u jezičnom kutiću smještene su raznovrsne slikovnice, plakati s pričama po nizu slika, pribor za pisanje, slovarice i papiri za pisanje. U glazbenom kutiću djeci su osigurane dječje udaraljke, poznate kao Orffov instrumentar, zatim prostor za ples, CD-uredaj i niz dječjih pjesmica na CD-u kao i glazbenih plakata. U matematičkom kutiću ponuđen je velik izbor elemenata od različitog materijala (plastike, drveta, stiropola), igrače kockice, igrice poput „Čovječe, ne ljuti se“, domine, puzzle i karte. U znanstvenom kutiću smještene su biljke o kojima se djeca brinu zalijevajući ih, zatim neki kućni ljubimci, plakati na kojima su istaknute značajke godišnjih doba i sl. U dramskom kutiću smještene su igračke za lutkokaze ili dramatizacije, improvizirani dječji štednjak i pribor za jelo, kostimi i dr. Kada se pri tome istakne primjena različitih socioloških oblika rada te različitih metoda rada, zasigurno se može zaključiti da većina vrtićke djece bude spremnija za polazak u školu, u odnosu na one koji nisu imali tu mogućnost (Burke Walsh, 2000). Upravo zato treba istaknuti značaj implementiranja organizirane, tromjesečne, besplatne „male škole“ za svu predškolsku djecu koja nisu isla u vrtić. U ovom periodu odgajatelji bi imali priliku adekvatno pomoći i toj djeci u pripremanju za polazak u školu. 4.1. Disciplina i uvažavanje pravila S obzirom na to da školske rutine u većem dijelu podrazumijevaju prioritetno uvažavanje određenih pisanih ali i nepisanih pravila u pogledu pravilnog sjedenja na radnom mjestu, pozornog praćenja i aktivnog sudjelovanja u nastavnom procesu uz uvažavanje postupka javljanja za riječ ili određenu aktivnosti te uvažavanje jasno određenih pauza za odlazak u toalet, užinu i vremena za rad, neminovno je postupno pripremati predškolce za poštivanje nekih osnovnih pravila koja neće moći mijenjati prema svom ukusu, željama i trenutnom raspoloženju. Ovom ozbiljnom, važnom i odgovornom razumijevanju i stjecanju discipline ne treba pristupiti kroz neprijatno treniranje strogoće. Disciplina se primarno ne odnosi na nepoželjno ponašanje nego na ono poželjno i očekivano te se lako kreira kao skup pravila koja implicitno uvjetuju određene logičke posljedice (Miller, 2000). U priručniku za vođenje responsivnog razreda navodi se da je u procesu učenja „značajnije povezati disciplinu sa pozitivnim postupanjem i spretnostima nego sa negativnim asocijacijama na kažnjavanje“ (Charney, 2004:11). Sama poduka iz discipline trebala bi se kontinuirano provoditi i implementirati kroz sve aktivnosti a najčešće u vidu kreiranja i uvažavanja određenih pravila ponašanja. Odgajatelji u vrtićima trebali bi postupno razvijati dječja uvažavanja takvih pravila ali u isto vrijeme upućivati članove njihovih obitelji u isto, tako da svi sinkronizirano pozitivno djeluju na disciplinu djeteta. Prvenstveno bi trebalo poučiti roditelje o značenju pozitivne discipline koju mogu „primijeniti u svim svojim interakcijama s djetetom, a ne samo u problematičnim situacijama“ (Durrant, 2008: 3). Kada djeca dožive prekid igre ili nesudjelovanje u igri zato što nisu određeno pravilo imala, znala ili ono postojeće nisu dovoljno poštivala, odgajatelji trebaju pristupiti dosljedno – dramatizacijom im predstavljati pozitivne i negativne posljedice pri čemu će i djecu uključivati u takve igre uloga. Usporedno s dramatizacijama, razgovori o dječjim doživljajima, osjećajima i ponašanju neophodni su kao vid analize, sinteze i generalizacije situacije. Od navedenih pravila u igrama postupno treba prijeći na određena druga pravila vezana uz ponašanje, npr. kada djeca trebaju vratiti igračke na odgovarajuće mjesto. Uvažavanje pravila kontinuirano se uvježbava jer svako poželjno društveno ponašanje treba se usavršavati i unaprijeđivati. Poželjni oblik ponašanja treba se i slikovito prikazati te istaknuti na neko vidno mjesto, a još važnije je da se i sami odgajatelji uvijek pridržavaju navedenih pravila jer bi u protivnom mogli lako zbuniti djecu. Kada djeca osjetite važnost pravila za sebe, kada vide da se i drugi oko njih ponašaju u skladu s tim pravilima te kada i sama sudjeluju u kreiranju pravila, onda ih više i uvažavaju (Charney, 2004). 5. Polazak djeteta u školu – uloga učitelja Različiti su doživljaji djece pri polasku u školu. Neka djeca prve školske dane doživljavaju s radošću i veseljem dok su kod druge djece popraćeni određenom dozom neugode. Dio djece to novo iskustvo prihvaća prirodno i smireno a među njima se posebno prepoznaju oni koji su bili polaznici vrtića i kod kojih nema istaknutog straha od novog i nepoznatog. U svakom slučaju, ti prvi dani u školi uzbudljivi su im i drugačiji od prethodnog razdoblja. Veliku odgovornost i posebnu ulogu voditelja tih prvih dana imaju učitelji prvog razreda koji, također, pri svakom novom „polasku u prvi razred“ uvijek nailaze na nedoumice, malu nesigurnost i pitanja, među kojima se najčešće ponavlja isto: Kako ću početi raditi s novim prvoškolcima? Kao što je roditeljima prvoškolaca neophodno pružiti određene smjernice za pripremu djeteta pri polasku u školu, tako je neophodno istaknuti i značaj implementiranja stručnih obuka za učitelje u kojima će se učitelji prvih razreda podsjetiti na osnovne značajke šestogodišnjaka, na njihove potrebe i na primarnu važnost njihove socijalizacije. Usporedno se učiteljima pružaju smjernice za aktivnosti kojima će lakše i brže upoznati svakog prvoškolca kao individuu. Navedene smjernice prvenstveno odnose se na postupnost navikavanja na određena pravila ponašanja a tek onda na intelektualni razvoj. U tom se periodu treba poticati suradnja škole i roditelja koji uvelike mogu pomoći učiteljima i svojim mališanima u međusobnom upoznavanju. Zato je poželjno organizirati roditeljski sastanak prije nego što prvoškolci dočekaju svoj prvi školski dan. Neminovno je stimulativno i primjereno urediti učionicu s naglaskom na kreiranje nastavnih kutića i prostora (prostor za razredni sastanak, kutak za jezik, kutak za dramatizaciju, kutak za manipulativno-matematičku igru, znanstveni kutak, kutak za odlaganje osobnih stvari, kutak za razvojne mape učenika te zidne panoe), slično kako je istaknuto da se primjenjuje u vrtićima. Prvih školskih dana posebno treba obratiti pozornost na postupno uvođenje učenika u učionicu, korak po korak, te njihovo upoznavanje s učiteljem/icom, prijateljima, prostorom i aktivnostima kojima će se baviti u školi. Temeljene na načelima primjerenosti, vlastite aktivnosti te postupnosti, prvoškolcima se trebaju organizirati kraće nastavne aktivnosti i pružati im slobodu izbora materijala. Pri tome, prvoškolci se počinju socijalizirati u novom okruženju, stjecati radne navike i navikavati na školska pravila ponašanja. Veliku pomoć učiteljima u prvoškolskim danima može pomoći uključivanje roditelja kao volontera u realiziranju određenih nastavnih aktivnosti. Značajno ih je aktivno poticati da posjete razrede svoje djece (Charnov, Rutsch, 2001). U pogledu pružanja temeljnih smjernica za rad s prvoškolcima, s posebnim naglaskom na prvih mjesec dana u školi, na području Posavske županije u BiH zadnjih se godina organizirao dvodnevni seminar za učitelje prvih razreda. Nakon prvih par tjedana rada, za iste se organizirao okrugli stol na kojemu su učitelji pružali povratne informacije, razmjenjivali ideje, svoje mišljenje i stavove. Kroz izlazne kartice seminara uočilo se da je, zahvaljujući takvom vidu organiziranja stručnog usavršavanja, već "lakše" s novim izazovima te su spremniji za daljnji odgoj i obrazovanje svojih malih učenika. 6. Zaključak Polazak u školu zaista predstavlja posebno važno životno razdoblje. U ovoj prekretnici krug djetetova spoznavanja upotpunosti se počinje širiti djetetovim upoznavanjem i komuniciranjem s novim osobama, prilagođavanjem na neka nova pravila ponašanja, navikavanjem na nove obveze i aktivnosti, razvijanjem novih potrebnih vještina i otkrivanjem te usvajanjem novih spoznaja. Djeca, njihovi roditelji, ostali članovi obitelji, odgajatelji u vrtićima i učitelji trebaju dječji polazak u školu dočekati s radošću. Oni trebaju znati, htjeti i moći uskladiti svoje kompetencije s potrebama i sposobnostima prvoškolaca tako da bi im raznovrsnim aktivnostima i smislenim strategijama mogli pomoći u razvoju njihovih punih potencijala. Upravo iz tog razloga bilo bi poželjno da odgojno-obrazovne institucije kao što su vrtići i osnovne škole pravovremeno organiziraju različite oblike stručnog savjetovališta ili obuke za roditelje, odgajatelje i učitelje, usko vezane uz pružanje smjernica za dječji polazak u školu. --- 1 Seminar za učitelje prvih razreda organiziralo je Ministarstvo prosvjete, znanosti, sporta i kulture Posavske županije u BiH s voditeljicom seminara, autoricom mr. sc. Amelom Mešić, u zvanju certificiranog trenera za primjenu Metodologije usmjerenje na dijete. U jednoj od općina Posavske županije učitelji su nastavili na nivou svoje škole organizirati ogledne sate kojima također uvelike pomažu jedni drugima, a posebno pripravnicima, vezano uz efikasniju organizaciju nastave za prvašiće. Navedeno može predstavljati putokaz i za druge škole. Literatura 1. Burke, W. K. (2000.): *Stvaranje učionica u kojima dijete ima centralnu ulogu* (3 – 6 godina), Sarajevo: COI Step by Step. 2. Charney, R.S. (2004.): *Ponašanje se uči, vođenje responsivnog razreda*, radni materijal, Sarajevo: COI Step by Step. 3. Charnov, D., Rutsch, C. (2001.): *Utjecati na promjene*, Sarajevo: COI Step by Step. 4. Durrant, J.E. (2008.): *Pozitivna disciplina*, Sarajevo: Save the Children. 5. Kolb, K., Miltner F. (2005.): *Lakše učenje uz zabavu i razmišljanje*, Zagreb: Mozaik knjiga. 6. Lohr.M., Wesley, P. (1994.): *Novi vodič za planiranje*, predškolski odgoj. Chapel Hill Training-Outreach Project, Sarajevo: COI Step by Step. 7. Longo, I. (2001.): *Roditeljstvo se može učiti*, Zagreb: Alineja. 8. Markovac, J. (2001.): *Metodika početne nastave matematike*, Zagreb: Školska knjiga. 9. Mitrović, M. (2007.): *Mama i tata polaze u školu*, priručnik za roditelje budućih prvaka, Beograd: Kreativni centar. 10. Miller, B. (2000.): *Komunikacija sa djecom*, Sarajevo: ABC Fabulas. 11. Pašalić-Kreso, A. (2000.): *Rano učenje ili učenje u funkciji uvećanja kapaciteta mozga*, Sarajevo: COI Step by Step. 12. Gvozdić, A. „Polazak deteta u školu“, *Psihologija za život* (25. 5. 2011.), <http://www.danas.rs> (15. 11. 2012.) 13. Cakić, M. „Roditeljstvo i priprema djeteta za polazak u školu“, *Psihosoциjalne dimenzije*, <http://ebookbrowse.com> (13. 11. 2012.) 14. Petrović, M. (2008.): „Najlepše je đačko doba“, *Psihologija* <http://www.dr-ristic.com> (18. 1. 2013.) 15. Manestar K. „Priprema djeteta pred polazak u školu“, *Udruga za unapređivanje kvalitete življenja u zajednici*, http://os-viktorovac-sk.skole.hr (13. 11. 2012.) Le direttrici per la preparazione dei bambini per il loro ingresso a scuola Riassunto: La prima impressione che i bambini hanno della scuola spesso determina il successo nell’ulteriore educazione del bambino. La preparazione per l’ingresso a scuola del bambino può dunque rappresentare un punto di svolta nell’educazione complessiva come anche nella formazione. Forse è proprio per questo motivo che il periodo appena precedente l’ingresso a scuola del bambino rappresenta risulta essere uno dei periodi più stressanti per i genitori, ma anche per tutte le altre persone che direttamente e indirettamente partecipano nell’educazione e nella formazione dei bambini in età prescolare, come a casa così negli asili nido. Va però detto che la preparazione per la scuola di per sé non rappresenta una base sufficiente per l’accettazione del bambino nell’ambito scolastico e per la definizione di un atteggiamento positivo nei confronti dei contenuti educativi. In questa fase un ruolo estremamente importante la giocano i maestri dei primi anni delle scuole elementari che pure abbisognano di una preparazione speciale nell’organizzazione dei primi passi dei loro alunni nel sistema scolastico. Il presente lavoro offre le direttrici didattico – metodiche (come anche quelle psicologiche) che potrebbero risultare utili agli educatori, genitori e agli insegnanti degli alunni dei primi anni delle elementari e aiutare loro a impostare un’educazione e una formazione adeguati e di gestire uno dei momenti chiave della vita – l’inizio del percorso scolastico. Parole chiave: alunni del primo anno delle scuole elementari, preparazione, genitori, asilo, scuola.
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Female Voice: You are now listening to the IELTS podcast. Learn from tutors and ex-examiners who are masters of IELTS preparation. Your host Ben Worthington. Ben: Hello there, IELTS students. In this tutorial, we are going to specifically look at analytical writing for IELTS Writing Task 1. We're going to look at how to analyze the question. We're going to look at what the question requires from you and then I'll give you some very useful techniques that you can do to break down questions so you can allocate a number of sentences for each data point and how we can basically acquire a natural and logical structure for our reports. Before we jump into this, I'd like to just mention one-- just a very, very brief story just to help you with your IELTS preparation. So, this happened to me about four or five years ago. I was teaching in Spain because in Spain there is a lot of demand for native English speakers like myself. Anyway, I decided I was going to teach. I enjoyed it and I got a lot of satisfaction from doing this job, but I also had an interest in the internet and I had an interest in teaching online because I could reach more students, find better students basically. So, I was really determined and this was one of my goals for that specific year. When summer came, I am in Spain, it's really hot and nobody wants to learn English. So, I went to Budapest. I went to Hungary and I decided to spend the whole summer there because it was cheaper and I could really just bootstrap and focus on my business, focus on teaching students, helping students. It was hard. I was working six days a week. I didn't have a lot of friends there. I was writing tutorials, learning WordPress, reading dictionaries, asking everybody for help. I wanted to create something extremely valuable and useful for students. Interestingly, I've said this before, but there are only three sectors where you are not paid by your results, okay? For example medicine-- or where you're not in control of your results. That's better. We've got medicine because the patient might react differently. We've got agriculture where the weather might just mess up all your planning for the season and education because maybe the student just isn't responsive and doesn't like your learning style or-- So, there are these three sectors. The problem is that a lot of teachers know that-- know this fact that they cannot control the outcome. They cannot control it 100%. It's not like engineering where you can do the calculations and you can predict the outcome pretty much 100% of the time. In education, it's not like that and that kind of annoyed me. This is-- especially the teachers who just relaxed and said, "I can't learn English for you," and all these kind of things. That was kind of annoying for me. Basically, a friend in Budapest, he told me-- I think he's in Budapest, but he told me-- he said, "Look, Ben, what would you do if you only got paid for results? Then once I had this in my mind, once I learned this, it was amazing because everything that I started to do, all my preparation, all my writing, everything was centered around getting results, okay? At the end of this tutorial, I'll tell you a very useful question to ask yourself which will help you with your IELTS prep. Anyway, I spent the whole summer working. I spent the whole summer, as I said, writing tutorials, writing IELTS essays. I wrote so many, it is unbelievable, but eventually, I came across a formula, a structure and I started experimenting by giving it to the students. When the students started getting results, like Ausian from years ago, he jumped, I think it was a whole band score in one week, just from using the structure and then there's that famous story of Yvonne who jumped, I think it was like three days just from applying the structure. As soon as I got that, I knew I was on the right track. I knew I was doing well. But then after a couple of months, I went back to Spain and I was like oh, cool. I have my-- I can correct essays in the evening with my website and help the students and then during the day, I can teach. That worked for a while, but then the website took more and more and more time and I was getting stressed out. So, I quit my teaching job in Spain and I was like, okay, I'm just going to dedicate myself to correcting essays and working online. Then as soon as I did that, all my sales, all the essay corrections stopped. And I was like, oh, what have I done here. If there was a technical problem with the website, I had to pay a developer and all of a sudden, I'd gone from having two incomes, two wages to having none. I still had the rent to pay. I still had the food to pay. So, I was like okay, I don't want to go back to the academy, I'm too proud. So, I found a few private students. I started teaching them so I could pay the rent and I was back to doing two jobs, again, except for the private ones I had a little bit more control and I could scale it up or scale it down as necessary. So, I did this for a while. I did it for a long time. Another six months, a year maybe, but I was just doing private classes and the online business as well, correcting essays and stuff. Then finally, finally, I could leave the private classes and focus on helping students 100% online. What did I learn from all this? Well, it just takes patience and persistence and this is what I want to say. This is the best advice. So, when I mean persistence, I don't mean taking test after test after test. I mean writing essay after essay after essay. That's persistence and then once you've got to that certain ability, once you've reached that ability and you've got some feedback and you've been improving, then you submit to do the test. Then you pay the money once you are supremely confident. So, I just wanted to mention that. I thought that would be useful. Here's a very useful question for you when you are preparing for IELTS. I love this question and about a year ago, but I reread the book at the weekend and there is a lot of value. I realized it could be applied to IELTS preparation. So, the question is, what can I do today to make sure I have a band 7 in three months? What can I do today, what's the one thing I can do today so that everything else is irrelevant? What's the one thing I can do today to make sure I get a band 7 in 90 days? Write that down. What's the one thing I can do today? What's the one thing I can do this week? What's the one thing I can do this month? Keep working like that and deconstruct it. What's the one thing I can do today in order to pass IELTS? Well, here are a few tips. You could write an essay. You could apply everything that you've learned from this tutorial-- you can apply it all into writing a new essay today, writing a Task 1 essay. You could start writing an IELTS Task 2 essay every single day. You could start getting feedback. What's the one thing you could do today? My suggestion is that you take a pen and paper and you work through the tutorial that we're going to be doing today. Right, let's jump into it. Analytical Writing for IELTS Writing Task 1. In this tutorial we're going to look at how to report the main features of the information, how to select the main points of the information from the chart. Also, we're going to break down a question into its component parts and we're going to allocate a certain number of sentences to each data point, to each group that we've made. This way, we can acquire a natural and logical structure for our essays. Now, let's jump straight into it. So, IELTS Writing Task 1. Obviously, you're going to be, for the academic exam, you're going to be asked to describe a graph, a chart, or a table. Your job is to analyze this information and to select and report the most important features clearly and coherently. Very important there: to select and report. Choice, we have to make a choice here. Now, let's have a look at a chart-- sorry at a table and then we're going to go into more detail about how to attack this. The table we're looking at, it shows the takings of three different branches of a supermarket in the same English city. Takings mean income, money coming in. The question says, "Summarize the information by selecting and reporting the main features and making comparisons where relevant. You should write at least 150 words." Now, grab a pen. Sorry, if I just surprised you with this, but grab a pen and make a table and it's got four columns and six rows. The top row says the word average, then we have Tesco Green Street-- sorry, column one: average. Column two: Tesco Green Street. Column two: Station Tesco. Column four: Tesco Express. Sorry, I've mixed it up. Column one: average. Column two: Tesco Green Street. Column three: Station Tesco. Column four: Tesco express. In the average column, we're going to have daily takings; on row number three, number of transactions; row number four, cash transactions; row number five, credit card transactions; and number six-- yes, if we include the title, floor area in square meters. So, let's go through it. Daily takings in Tesco Green Street-- I'm giving you the-- I'm rounding it up. So, I'm giving you round numbers. By the way, this is what I always do when I'm writing a table. I don't look at the numbers specifically. I just round it up in my mind so I can get a better grasp, a better feel, and a better understanding of the chart. So, let's go. Daily takings for Tesco Green Street: 17,000. Daily takings for Station Tesco: 13,000. Daily takings for Tesco Express: 11,000. Number of transactions for Green Street: 2,600, Station Tesco: 4,000, Tesco Express: 3,600. Cash transactions for Tesco Green Street: 440, Station Tesco: 2,000, Tesco Express: 3,000. Credit card transactions for Tesco Green Street: 2,200, Station Tesco: 2,000, Tesco Express: 600. Floor area Tesco Green Street: 8,000, Station Tesco: 3,000, Tesco Express: 5,000. Now then, maybe you want to go back and write that information down, just to check it. I would advise you to do that. Let's move on. The most important piece of advice is read the question carefully. Now, if you've done lots and lots of task 1s, this probably won't be a serious issue for you, but there's one main instruction in this task 1. That is to summarize. Summarize the data. All the other ones are subordinates. They are I guess you could say slightly less important, but only marginally, only very slightly. Summarize is the main instruction and then we have select report and compare. In previous podcasts, I did a whole tutorial about comparisons and comparative conjunctions. They are a very useful structure to learn as we go into this-- we in the online course, we have a whole video, a whole tutorial about this with all the construction, the structures and the phrases you need. Let's move on. Now, as I said before, the first element of summarizing information is to select, okay? A very important point to mention is that we are not going to mention every single fact. We're only going to choose the main features. This is why rounding up the numbers is a useful skill to have and to apply when you're looking at the table. You do not want to get bogged down or slowed down by small numerical numbers that really do not have any impact, do not really share in any information. The first thing to do is to decide what the main features are. This is in the tutorial in the course-- in the online course. I strongly recommend that we make a plan of how we're going to write about this task 1 report, about this task 1 table. What is the data we're going to include? What data are we going to include first? Which parts are interesting to compare? Which parts are broadly similar regardless of the column or row? Obviously, with a logical argument behind it. So, these are the questions we have to answer when we are looking at the main feature. What are the main features when we are talking about our chart, okay? So, the horizontal axis names the branches of the shop. So, we've got Station Street Tesco, Green Street Tesco and I think the other one was the Tesco Express. So, those are the three different branches on the horizontal axis. The vertical axis gives us a series of comparatives. This is going to be our first sentence. This is going to be the first sentence of the report. Now, although I'm explaining it like this, if I were to attack this in exam conditions or just practicing writing, the first thing I do is I choose my information, I start selecting it and I start looking for those factors that I mentioned before: similarities, major differences, maximums, and minimums and I'm going to make a plan. Then I'm going to write my first two sentences, which is basically paraphrasing and telling the reader, in this case, the examiner, what the graph is about. So, here is the first possible two sentences. "The table compares three different branches of the same supermarket chain which stand at different locations in the same city." Sentence one out of the way. I now clearly understand the idea behind the table. Next sentence, "A range of comparators is given for the three branches showing their relative size, how much money they bring in and what proportion of their takings is found by cash and credit card transactions respectively." So, now I know roughly the data behind the table. First two sentences, you can probably squeeze that into one sentence if you wanted. You can say the physical size and the financial performance. As I said, it's just an overview describing what the actual table is going to display. Now, these two sentences are useful because now the reader knows what the table is about, as I said, and once you've got that out of the way, it's almost like your summary before you even start, but there's no story there. It's just the information. As I've said before, just information, no story. Now we can start making comparisons. Obviously, the most logical place to start when we're making comparisons is going for the most striking differences, which we will have observed beforehand when we made our plan. While we were making our plan, we were going through the numbers, we were rounding them up and we're keeping an eye out for big differences. Now, when I was looking at it, okay, one way I was doing it was to look across the table horizontally. That is basically because I was reading it to you guys and we could have compared each one individually, okay, but that's going to make a long, boring report and we're not really selecting. So, this is why we need to think which set of comparisons are going to be the best. One striking comparison was the difference in size between the stores. We have Tesco Green Street with 8,000, Station Tesco 3,000 and Tesco Express 5,000, okay? We could even say, and there's kind of a story here, we could say there's a large difference in the square meters, but what's interesting is that the biggest store takes the most then the second largest store takes the least amount of money and the average or the smallest sized store takes the middle amount or the second highest amount of money. Can you see there's a story there because logic would tell us the latest store takes the largest amount of money and the second largest store takes the second largest amount of money and the third largest store takes the third largest amount of money. That would be the logical thing, but that's not the case here. So, we're going to mention that data point. Also, hopefully, you have heard me use the superlatives. I'm saying the least. I'm saying takes the most, has the largest income, has the smallest floor space. So, to get a real good control of academic task 1 using the dominating, not just using, dominating the use of superlatives is essential. As you may have guessed on the online course, we've got a good tutorial about that, on how to master them, how to apply them and when to use them. Also, a bonus tip here. When you are planning your report, and this is good for your bar charts, your pie charts, when you are planning it and you're looking at the achart for the first time, look for opportunities to use fancy sentences. Fancy sentences are sentences such as, "almost double that of Statoin Tesco", "is three times larger than Tesco Green Street", "is twice as small as Tesco Express." So, I'm looking for opportunities, okay? One opportunity that did catch my eye is cash transactions. "Cash transactions in Tesco Green Street are--" actually I'll go for-- yes, "Cash transactions in Tesco Express are almost ten times more frequent than cash transactions in Tesco Green Street." Why did I choose that? Well, cash transactions are at 3,050 for Tesco Express and at 440 and probably it's not 10,000-- sorry, it's not 10 times larger because that would be 4,000, but it's almost because it's 3,000. So, I'm going to use that structure "almost 10 times". That's a really dramatic point, yes? You could even switch it round and say, "Likewise, credit card transactions are roughly four times larger at Tesco Green Street than at Tesco Express." Also, just because I'm speaking this I'm not saying the numbers in some of the cases, but usually it's a good tip to put in the numbers after you've said the amounts. So, "Credit card transactions at Tesco Green Street at 2,200 were roughly four times larger than credit card transactions at Tesco Express at 600." Also, I'm just saying very roughly here, okay? So, what I want to explain is that we're looking for opportunities and we want to start by making comparisons with striking information points. Now, then-- okay. Another possible sentence would be to look at-- the physical space. Now, I want to choose the physical space because it's a good opportunity to give you a very brief tutorial about implying information. So, here's a sentence. "Of the three different shops, the largest in terms of physical ground area is the Green Street shop and the smallest, the shop at the station." Now, I do not need to mention that Tesco Express is in the middle because I said of the three shops, we've got the largest and I've just said the smallest. So, obviously, Tesco Express is in the middle. Now, we've just mentioned floor space. We can also go on to make comparisons about the takings, okay? We could say something like, "The largest store in terms of physical size also takes the most money each day; the shop on Green Street." There we go. "Although the store at the station is the smallest, however, it takes more money each day than in the Tesco Express or than the Tesco Express." So, we've got two sentences there that, as I said before, we're using superlatives and we're also using comparisons. Now, comparisons more than, while, although. These conjunctions are vital for scoring high. So, here what we're doing is we're making connections between the data points. I'm not going across horizontally. I'm just listing them. I'm talking about, as I said before, smallest amount does not take the smallest amount of money. I'm looking for links. I'm looking for connections, okay, and the connections have to be relative. Now, and it's also-- you could argue the most important and interesting features. So, just going back to what I was saying before, I wrote out these sentences about credit card transactions and cash transactions and here's another version. "There are comparatively few cash transactions at the largest store whereas there're relatively few card transactions at the Tesco Express. At the Station shop, however, credit card and cash transactions are more or less evenly balanced." So, there we get the whole overview and if we wanted we could include the figures, but we're still getting a good picture without the figures. You do not have to mention the figures all the time, but you also do not go for extremes where you mention every single figure. We need to find a balance. So, a couple of sentences without numbers is fine, okay, but make sure that in the next sentences we do include the numbers. When we're doing this, for example, in this whole explanation here I'm talking about transactions, okay? For the whole idea of transactions, I haven't mentioned figures. Maybe my next point will be about floor space. Here, I'm probably going to mention floor space just to put in the numbers, okay? However, I'm not going to miss some of the numbers out for floor space and include some of the numbers for transactions. No. It's like one or the other per information group you are explaining. Also, it's interesting to note that in those sentences that I gave you, there's some good vocabulary. We have comparators. We have comparatively, relatively, however, and in the sentence before that, we had although and we had while and-- what was the other one-- and however, which I just mentioned. As I said, we're making connections, we're making contrasts and then once we've picked out the information, the most striking information, we are going to include that in our paragraphs and then at the end we're just going to give a summary. In this case, I would give a summary like, "Overall, we can see that each store or each shop has-- let's see. Overall, each store has a different income. The shop taking the most is Tesco Green Street followed by Station Tesco followed by Tesco Express; store size does not dictate income although it is influential for Tesco Green Street." Maybe something like that. That's probably not the best one. Let's see. Let's try again. "Overall, of the three Tescos, Green Street has the highest income and also the largest space whereas Station Tesco has the second largest income and the smallest space." Now I know tht Tesco Express is in the middle for area and at the last for daily takings, yes? So, that's my final sentence. One last point, "All three shops have a different makeup of card transactions between credit and cash." I'll probably rewrite that, but at the moment that's sufficient. If I could see it infront of me, I could go back and edit it and rewrite it, but what I'm saying is that I'm going to give an overview with the main points. That's all. Right, so, as I said before, hopefully, you've written out the table, feel free to write out the whole report as well and then you can go to ieltspodcast.com and submit that essay for feedback. You can buy an essay correction and if you get that on the email list, if you subscribe you can get offers for reduced price essay corrections. What I wanted to say was that take action, stay persistent and get feedback on your work and you'll see a much quicker, faster, more effective improvement. Perhpas the most important thing is be persistent with your preparation. Do not be persistent with the amount of exams you take, okay? So, write an IELTS essay every day, write 30 every month and do one test every three months, every two months max I would say. Give yourself time to improve. Don't pour your money down the drain taking test after test. Look after that money, spend it on somehting that's going to help you pass, not taking exam after exam. Okay, have a great day and keep your head up and keep working. You're doing well and all the best in the future. Female Voice: Thanks for listening to ieltspodcast.com
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KOMPETENCEUDVIKLING Ønsker du at udvikle dine kompetencer ved siden af dit job i H&M? Søg om støtte fra Kompetencefonden! Om Kompetencefonden Kompetencefonden er en offentlig fond, hvor medarbejdere kan søge om støtte til en selvvalgt kompetencegivende uddannelse inden for emner, der er relevante for H&M. Du har som medarbejder ret til to ugers uddannelsesfrihed pr. år. Kompetencefonden dækker 100 % af omkostningerne for uddannelser, der er godkendt af H&M. Der gives tilskud til deltagerbetaling, løntilskud, transport og undervisningsmaterialer. Hvem kan søge? Visual Merchandisers, Department Managers, DM Support og Sales Advisors på fuldtid eller deltid kan søge om midler hos Kompetencefonden. Elever kan også søge om midler hos kompetencefonden, men her skal uddannelsen foregå i fritiden. OBS: Ved mange ansøgninger tages der forbehold for medarbejderens anciennitet i virksomheden. Hvad er mine muligheder? Det er dig som medarbejder, der skal vælge den uddannelse eller det kursus, du ønsker. Der kan søges støtte til al slags uddannelse – både i det private og i det offentlige. Dette indebærer først og fremmest kurser og uddannelse inden for AMU, VVU og enkeltfag. Husk blot, at kurserne skal være relevante for både dig og H&M. Her kan du se en kort beskrivelse af de forskellige typer kurser og uddannelser: AMU (ARBEJDSMARKEDSUDDANNELSE) AMU-kurser er efteruddannelse for faglærte og ufaglærte medarbejdere. Kurserne har ofte en varighed på 1-4 dage og foregår typisk i arbejdstiden. Der tilbydes kurser inden for et bredt udvalg af emner. AKADEMIUDDANNELSE En akademiuddannelse er en kort videregående uddannelse, der kan tages ved siden af jobbet i H&M. Uddannelsen tager 3 år og er inddelt i 6 moduler af 20 ugers varighed (i alt 60 ECTS-point). Du bestemmer selv, om du ønsker at tage enkelte fag eller en hel uddannelse. MERKONOMUDDANNELSE Når du har taget akademifag svarende til 40 ECTS-point inden for det merkantile fagområde, får du betegnelsen merkonom. ENKELTFAG Det er muligt at tage enkeltfag på blandt andet VUC eller AOF som aftenskurser. Længde og varighed varierer mellem uddannelsesinstitutionerne. EKSEMPLER PÅ UDDANNELSER AMU-kursus i Personligt salg – kundens behov og løsning. (varlighed: 3 dage) Akademiuddannelse i HR (varighed: 3 år med 6 moduler à 20 ugers varighed) Enkeltfag i Engelsk som aftenkursus på AOF (varighed: 12 uger à 2 lektioner) Hvordan søger jeg? Når du har fundet et kursus eller en uddannelse, du ønsker at deltage i, kan du søge om støtte direkte på Kompetencefondens hjemmeside www.kompetencefonde.dk. Inden du søger, skal du have følgende oplysninger klar: - Din Store Managers fulde navn - Navn på kursusudbyder og titel på kursus - Din seneste lønseddel - Udgifter til kursusmateriale OBS: Kender du ikke dine udgifter til kursusmaterialer på forhånd, kan du søge om refusion for dem efterfølgende - Kursets varighed - Antal kursusdage - Dato for første og sidste kursusdag - Afstand (i kilometer) fra din bopæl til kursusstedet Husk at afstemme med din Store Manager, om tidspunktet for uddannelsen kan passes ind med butikkens planlægning, inden du søger. Om ansøgningsprocessen Du ansøger online på www.kompetencefonde.dk. Nedenfor kan du se de trin, du skal gennemføre for at ansøge: 1. Opret ansøgning: Her skal du oplyse navn, CPR-nummer og e-mailadresse 3. Vælg overenskomst: Du skal her vælge "Komp.fond Landsoverenskomst for butik" 2. Find din virksomhed: Angiv H&M's navn eller CVR-nummer 4. Vælg kursus: Her kan du selv søge på en del af kursusnavnet, se alle forhåndsgodkendte kurser eller oprette et kursusønske 5. Formelle krav: Her skal du give oplysninger om det kursus, du ønsker at deltage i. 6. Udfyld refusionsoplysninger: Her angiver du de udgifter, du har i forbindelse med kurset/uddannelsen – herunder kursusmateriale, løntab, transportudgifter og lignende OBS: Kender du ikke dine udgifter til kursusmaterialer på forhånd, kan du søge om refusion for dem efterfølgende 7. Bekræft og send ansøgning: Når du klikker her, ser du en liste med refusionsoplysninger, person- og kursusoplysninger og dine angivne oplysninger Er du interesseret? Uddannelserne ligger primært uden for den almindelige arbejdstid, og du skal derfor være klar til at bruge en del af din fritid på at uddanne dig. Uddannelserne afhænger af dit eget niveau og udbuddet i dit nærområde. Hvis du ikke har mulighed for at deltage fysisk i undervisningen, tilbyder nogle institutioner fjernundervisning. Lyder dette som noget for dig, så gå i dialog med din Store Manager. Du kan også søge mere information på www.efteruddannelse.dk eller ved at kontakte din lokale studievejleder.
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E-ACT Admissions Arrangements Admissions Consultation 2022 - 2023 Frequently Asked Questions What are you proposing and why? We are proposing to make the Admissions Arrangements more relevant to our communities. We are required by law to regularly review them. We have reviewed our Published Admission Number, our oversubscription criteria and our processes to ensure they are still relevant to the needs of the Academy and pupils that wish to join in the future as well as to the requirements of the School Admissions Code. Will there be sufficient places in the academy for my child(ren) in the future? The local authority will continue to administer our admissions each year and will publish their application process and closing dates for your information. Your child's application will be assessed under that process if you are applying at the usual entry points. How will the changes impact my child that attends the academy? There are not any changes proposed for the current pupils on roll. Why do you want to reduce the PAN? This information is available on the consultation letter on our website. Why do you want to keep the 6 th form closed? We want to focus on providing a quality education for the 11-16 age group. In recent years our 6 th form became very small and was not viable in being able to offer a good choice of subjects and qualifications for the 16-18 year age group. We took the decision to 'pause' this and now must seek formal approval for this to be closed. Who is being consulted? Parents, students, staff, Trustees, Ambassadors, local community groups, hirers of space at the academy, local councillors, the Local Authority and if relevant the neighbouring authorities, the local community and other schools/academies. Please pass on the details to anyone who may be interested. We are keen to gather as wide a range of views as possible. We will also highlight this consultation on our social media accounts, so please share as you think fit. Given the restrictions of the Covid-19 pandemic we will not be offering a face to face meeting. We will update the FAQs as further queries come in. How can I make my views known? Please use the form provided on the Academy website or email to the address provided. Thank you for taking the time to respond.
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D0818510.35203.00 8510 Palmarès détaillé des equipes / Full team results CASTRES GAF equipe DR à finalité régionale 12/03/2017 au 13/03/2017 JURY D et E DR EXCELLENCE BENJA-MIN FINALES D0818520.35204.00 8520 Palmarès détaillé des equipes / Full team results CASTRES GAF equipe DR à finalité régionale 12/03/2017 au 13/03/2017 JURY D et E DR EXCELLENCE MIN-CAD FINALES 12/03/2017 au 13/03/2017 D0810550.35205.00 0550 JURY D et E DR EXCELLENCE TC FINALES 12/03/2017 au 13/03/2017 D0818400.35198.00 8400 JURY D et E DR HONNEUR BENJA FINALES D0818410.35199.00 DR HONNEUR BENJA-MIN 8410 Palmarès détaillé des equipes / Full team results CASTRES GAF equipe DR à finalité régionale 12/03/2017 au 13/03/2017 JURY D et E FINALES 12/03/2017 au 13/03/2017 D0818420.35200.00 8420 JURY D et E DR HONNEUR MIN-CAD FINALES D0810450.35201.00 DR HONNEUR TC 0450 Palmarès détaillé des equipes / Full team results CASTRES GAF equipe DR à finalité régionale 12/03/2017 au 13/03/2017 JURY D et E FINALES 12/03/2017 D0818300.35194.00 8300 JURY D et E DR PROMO BENJA FINALES 12/03/2017 au 13/03/2017 D0818310.35195.00 8310 JURY D et E DR PROMO BENJA-MIN FINALES
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Facultad de Ciencias Médicas de Matanzas Hospital Universitario Cmdte Faustino Pérez Hernández MEPERIDINA INTRATECAL EN CIRUGÍA ANORRECTAL Autores: Dres. Mabel Rodríguez * , Zoraya Meana Baez † , Gonzalo Delgado Ramos ‡ y Ariel Delgado Ramos § . RESUMEN: Introducción: Se han utilizado opiodes como agentes únicos o en combinación con anestésicos locales los que han ayudado a definir la aplicabilidad y eficacia de estos para comprender las ventajas y desventajas de este tipo de drogas. Objetivos: Evaluar la acción anestésica de la meperidina intratecal a bajas dosis en la cirugía anorectal y evaluar el nivel máximo, la calidad de la analgesia quirúrgica y el grado de relajación del esfínter anal, la duración y calidad de la analgesia postoperatoria, así como, las posibles complicaciones asociadas a la técnica anestésica y a los agentes empleados. Material y Métodos: Se compararon los resultados después de la administración de meperidina intratecal a dosis de 0,5 y 0,75mg/Kg con la los de la lidocaina hiperbárica 50 mg. Resultados: La lidocaina hiperbárica anestesió un mayor número de dermátomas (p<0,05). La duración del bloqueo sensitivo y motor fueron menores en el grupo lidocaína (p<0,05). Con la menor dosis solo 65 % de los pacientes están libres de todo tipo de sensación quirúrgica. La relajación del esfínter anal fue adecuada para este tipo de intervención. La valoración de la analgesia postoperatoria evidenció una mayor calidad con la meperidina (p<0,01). El promedio de analgesia para la meperidina a 0,5 mg/Kg es de 15.39 ± 5.14 horas y a 0,75 mg/Kg es de 16.2±6.4 horas mientras con lidocaina fue de 1.3 ± 0.53 horas (p<0,001). Se registraron parámetros hemodinámicos y ventilatorios dentro de límites aceptables. El prurito se observó solo en los grupos que utilizó meperidina (p<0,01). Conclusión: la mepreidina constituye un excelente agente anestésico que brinda muchas ventajas y escasas complicaciones.Palabras claves: opioides, meperidina, lidocaina, cirugía anorectal *Especialista de Primer Grado en Anestesiología y Reanimación. Hospital Universitario Comandante Faustino Pérez Hernández. Matanzas Especialista de Segundo Grado en Anestesiología y Reanimación. Instructora. Secretaria de la Filial † Matanzas de la SCAR. Hospital Universitario Comandante Faustino Pérez Hernández. Matanzas §Especialista de Primer Grado en Metodología de la Investigación. Hospital Universitario Comandante Faustino Pérez Hernández. Matanzas ‡Especialista de Primer Grado en Anestesiología y Reanimación. Especialista de Segundo Grado en Cuidados Intensivos. Hospital Universitario Comandante Faustino Pérez Hernández. Matanzas INTRODUCCION Además de brindar alivio del dolor, la anestesia espinal es capaz de reducir la incidencia y severidad de los daños fisiológicos producidos por este. Estos planteamientos también han sido señalados en varios estudios, por tanto el uso de la anestesia espinal con opiodes parece estar plenamente justificada en el cuidado postoperatorio del paciente quirúrgico 1-5 . La confirmación de la utilización de los opiodes como agentes intratecales data de 1970 cuando L. Simón demostró la capacidad de los morfínicos para bloquear la conducción axonal. La escasa eficacia de estos para producir efectos similares a los anestésicos locales también ha sido probada en estudios que han empleado agentes como el fentanyl y sufentanil Solo la meperidina tiene propiedades anestésicas suficientemente potentes como para brindar analgesia quirúrgica después de su administración intratecal. Es un analgésico sintético introducido por Eisle y Yschauman en 1939. Este agente tiene la característica de demostrar propiedades similares a los anestésicos locales cuando es empleado en el espacio subaracnoideo, es capaz de producir una analgesia profunda por segmentos y de larga duración prolongando sus propiedades analgésicas al postoperatorio 6-22 . Se ha señalado que la técnica intratecal con meperidina, resulta sumamente ventajosa en el paciente quirúrgico, como lo demostraron Cozian y colaboradores 23 en 1986 pues produce menos efectos hemodinámicos. Menor intensidad del bloqueo motor. Disminuye el riesgo de trombosis venosa profunda y su consecuencia nefasta: el tromboembolismo pulmonar, que además de los miembros inferiores un importante foco embolígeno en los plexos pélvicos. Atenúa la hiperactividad simpática con una marcada reducción de la incidencia de complicaciones cardiovasculares (arritmias, hipertensión arterial, angina de pecho e infarto del miocardio), reduce la administración parenteral de analgésicos, así como de sus complicaciones, además de una adecuada sedación y resulta una interesante alternativa para aquellos lugares donde los anestésicos locales adecuados no están siempre disponibles; sin embargo, tiene inconvenientes como son los efectos indeseables producidos por los morfinicos intratecales como prurito, nauseas, vómitos, retención urinaria y depresión respiratoria y la hipotensión dependiente del bloqueo sensitivo 24-31 . St-Onge, Fugere y Girard 27 publicaron dos casos de depresión respiratoria severa en un estudio realizado con 50mg de meperidina intratecal, este hecho nos hace dudar en la posibilidad de utilizar con seguridad este agente en cirugía ambulatoria a dicha dosis, en vista a esto y la necesidad de asegurar un postoperatorio lo más confortable posible a los pacientes sometidos cirugía anorrectal nos proponemos con este estudio determinar si dosis de 0,5mg/Kg y 0,75mg/Kg intratecales de meperidina dan cobertura para un manejo anestésico satisfactorio, con un mínimo de efectos adversos y valorizar su utilización a posteriori en la cirugía ambulatoria. Fueron nuestros objetivos: evaluar la acción anestésica de la meperidina intratecal a bajas dosis en la cirugía anorrectal y evaluar el nivel máximo, la calidad de la analgesia quirúrgica y el grado de relajación del esfínter anal, la duración y calidad de la analgesia postoperatoria, así como, las posibles complicaciones asociadas a la técnica anestésica y a los agentes empleados. MATERIAL Y METODO Se realizó un estudio prospectivo a doble ciego en el Hospital Provincial Faustino Pérez en el periodo de tiempo comprendido de enero de 1998 y enero 2001. Después de la aprobación del comité de ética y el consentimiento informado de los paciente que participarían en el estudio, fueron seleccionados al azar 120 pacientes, que serian intervenidos quirúrgicamente por afecciones anorectales, la muestra la conformaban pacientes de ambos sexos con edades comprendidas entre 20 y 50 años, ASA I – II. La muestra se dividió en tres grupos iguales a los que se les administro intratecalmente los siguientes regímenes anestésicos: Grupo A: Lidocaina hiperbárica 5% 50mg Grupo B: Meperidina 5% 0,5 mg/Kg Grupo C: Meperidina 5% 0,75 mg/Kg No se utilizó en nuestro estudio medicación preanestésica para evitar posibles influencias de estos agentes en los resultados. Se canalizó una vena periférica con trocar 16 G en el dorso de la mano o el antebrazo del miembro superior no dominante y se le infundió una solución cristaloide de Cloruro de sodio al 0,9 % a razón de 15 ml/kg de peso corporal, 30 minutos antes del proceder. Realizamos medición de las cifras básales de la TAs con esfigmomanómetro de mercurio, previamente calibrado y estetoscopio, siempre en el brazo derecho y tomado por la misma persona acorde al método de Riva Rocci Korotkoff, la FC y la SpO2 se registraron mediante un pulsioxímetro DATEX y de la FR mediante la observación y cuantificación de los movimientos del tórax al minuto. Se colocó el paciente en posición sentada, previa asepsia y antisepsia de la región lumbosacrea, se realizo habón de piel con lidocaína al 1%, 4 ml, infiltrando luego zonas más profundas, seguidamente se realiza una punción a nivel del interespacio L4 – L5 o L5 – S1 con trocar de punción lumbar número 22 corroborándose la llegada al espacio subaracnoideo por el flujo libre de líquido cefalorraquideo al retirar el mandril, luego de lo cual se le administró los agentes y dosis mencionadas anteriormente, sin barbotage o aspiración al final de la inyección. La dirección de la aguja durante la inyección fue caudal. A continuación el paciente permaneció sentado durante 10 minutos y finalmente ocupó la posición prona (Navaja sevillana) para practicársele el proceder quirúrgico.. Se evaluó el nivel de bloqueo sensitivo alcanzado bilateralmente por el método del pinchazo, el cual verificamos a cada minuto estando el paciente en la posición quirúrgica, y se utilizó como referencia el mapa de dermátomas tomado de V. J. Collins (figura 1). La calidad de la anestesia intraoperatoria fue evaluada cada 10 minutos durante la cirugía a través de la siguiente escala puntual descrita por Malinovsky. * 0- Ausencia de todo tipo de sensación en la zona quirúrgica. * 1- Sensaciones en la zona quirúrgica pero ausencia total de dolor. * 2- Dolor en la zona quirúrgica que requiere la administración de analgesia suplementaria, bolo endovenoso de 50mg de Meperidina El nivel del bloque motor fue evaluado a los 10 minutos del proceder anestésico, utilizando como referencia los miotomas articulares específicos de los miembros inferiores. L3 - Extensión de la rodilla L4 - Dorsiflexión del tobillo L5 – Dorsiflexión del 1er dedo crural S1 – Flexión plantar del tobillo Se tomó como periodo de latencia para el bloqueo sensitivo el tiempo transcurrido desde que se administra el agente anestésico en el espacio subaracnoideo hasta que el paciente manifiesta pérdida de la sensibilidad al pinchazo a nivel de S1. La duración del bloqueo sensitivo fue definida como el periodo entre la inyección del agente y la recuperación de la sensación dolorosa al pinchazo al nivel de S1 y para el bloqueo motor cuando se detectó la regresión de la actividad motora en S1 (flexión plantar del tobillo). Estas variables se evaluaron cada 10 minutos hasta lograr el objetivo trazado. El grado de relajación del esfínter anal fue evaluado según criterio del cirujano utilizando una escala cualitativa puntual. * 1- Excelente. * 2- Adecuado. * 3- No satisfactorio. La calidad de la analgesia postoperatoria fue valorada a través de una Escala Analógica Visual (EAV), representada por una tira de 10 cm, en cuyos extremos el 0 significa la ausencia de dolor y el 10 el máximo de dolor y se interpretó de la siguiente forma: * 0 a 3 cm = Sin dolor o leve (Analgesia óptima) * 3.1 – 6.6 cm = Dolor moderado (Analgesia regular) * 6.7 – 10 cm = Dolor severo (Mala analgesia) La EVA fue aplicada cada 1 hora durante las primeras 8 horas del postoperatorio, cuando el paciente solicitó analgésicos complementarios se consideró como dolor severo, es decir EVA > 6.6 cm, en cuyo caso no se continuó midiendo la analgesia y el tiempo transcurrido en horas hasta ese momento se consideró como el de analgesia postoperatoria.. Se tomó como punto de partida para valorar la duración de la analgesia postoperatoria el momento en que se administra el agente anestésico. Durante el intraoperatorio se realizó el registro de los valores de TAS, FC, FR y SpO2, cada 5 minutos hasta el final de la operación. - Finalmente se observó atentamente y se interrogó a los pacientes para determinar la aparición de complicaciones y/o reacciones adversas de la técnica anestésica, durante y hasta 8 horas posteriores a su realización. Para la recolección de los datos primarios se confeccionó un modelo al efecto (Anexo # 1). Se utilizaron medidas de resumen para datos cualitativos y cuantitativos (cifras absolutas, porcientos, media y desviación estándar). Los datos recogidos fueron sometidos a un análisis de Varianza (ANOVA) de una vía o de dos vías según correspondió y para evaluar entre que par de grupos estaba la diferencia se realiza la prueba a posteriori de Sheffé, en el caso de variables cualitativas se realizó la prueba de Chi cuadrado, en todos los casos se utilizó un nivel de significación del 95 %. Los resultados son presentados en tablas y gráficos para el mejor análisis e interpretación. RESULTADOS Tabla No1: Características demográficas (Media ±-DS) Tabla No. 2: Media y DS de los resultados obtenidos, según grupos. Tabla No 3: Calidad de la relajación esfínter anal. Tabla No 4: Calidad de la analgesia en el postoperatorio inmediato. Duración de la analgesia (min) Tabla No 5: Variables hemodinámicas y ventilatorias. Tabla No 6: Complicaciones DISCUSION: No encontramos diferencias estadísticamente significativas con un nivel de confiabilidad del 95 % (p<0.05) entre los grupos en relación con la edad, peso, talla, sexo, estado físico según la clasificación ASA. Existió predominio del sexo masculino en todos los grupos. Algunos autores 3,5,18 han demostrado que la dosis de 1mg/Kg de meperidina intratecal brinda anestesia quirúrgica por un tiempo que oscila entre 40 y 77 min. Este puede ser un tiempo muy corto para algunos procederes, pero cuando se han incrementado las dosis en un intento de prolongarlo (1,8mg/Kg), solo se logró un tiempo de bloqueo sensorial de ± 110min. La meperidina es una narcótico 10 veces más potentes que la morfina y se ha utilizado en el alivio del dolor agudo, crónico y como agente único en la cirugía. En nuestro investigación, hemos evaluado dos dosis catalogadas de pequeñas en la cirugía anorrectal . La dosis media de meperidina utilizada en el grupo B fue de 37,5±5 mg y en el grupo C 42,5±8 mg, ninguno de los pacientes requirió otro tipo de método anestésico para completar el proceder. El nivel máximo de bloqueo sensitivo no fue afectado por la dosis de meperidina utilizada; sin embargo, se alcanzó un mayor nivel sensitivo en el Grupo A L5±1,2 segmentos (p<0,05). En cuanto al periodo de latencia para el bloqueo sensitivo fue significativamente mas corto en el Grupo A con 5,2±2 min con respecto a los otros dos grupos (p<0,05). No hay diferencias significativas en este aspecto entre los Grupos B y C (8,6±1 min y 7,3±2 min), este mismo fenómeno se observó cuando estudiamos el bloqueo motor donde no se registran diferencias significativas entre los dos grupos que recibieron meperidina (6,3±2,4 min en el Grupo B y 5,6±1,2min en el Grupo C) y el Grupo A con 4,4±3min (p<0,05). El nivel máximo de bloqueo motor es clínicamente similar en los tres grupos, sin embargo, desde le punto de vista estadístico hay diferencias entre el Grupo A y los otros dos grupos estudiados (p<0,05). La duración del bloqueo motor fue: Grupo A 38±-6,1 min, Grupo B 43,7±5,2 min y el Grupo C 42,9±6 min. Existen diferencias estadísticamente significativas entre los grupos A y B, C con un nivel de confiabilidad del 99 % (p<0.01), mientras entre los Grupos B y C no hay diferencias significativas. La incidencia de bloqueo motor incompleto es mayor en los Grupos B y C con respecto al Grupo A con un nivel de significación del 95 % (p<0,05) sin que existan diferencias significativas entre los Grupos B y C. Estos resultados parecen estar relacionados con el sitio de acción y el tipo de bloqueo de ambas drogas, la sustancia gelatinosa de los cuernos dorsales de la médula espinal con inhibición de la exitación neuronal presináptica y postsináptica para la meperidina y bloqueo de las raíces nerviosas y los grandes tractus de la médula espinal con inhibición de la conducción del impulso en la membrana axonal para la lidocaína. Los mecanismos propuestos son los siguientes. Acción directa de la meperidina sobre la materia gris de la médula espinal. Bloqueo de receptores opioides en el cuerno ventral de la médula espinal (aunque FADES y JONES) han demostrado que el bloqueo motor no es revertido por la nalaxona y bloqueo de la membrana axonal similar a los anestésicos locales. Este último mecanismo es el de mayor importancia ya que algunos autores han demostrado que cuando se administran dosis aun más a bajas a las nuestras de meperidina (0.5mg/kg), hay ausencia de bloqueo motor en varios pacientes; sin embargo, otros han reportado bloqueo periférico intenso cuando se usan concentraciones entre el 2 % y 4 %. En nuestra muestra con dosis de 0,5 mg/kg hay evidencias en la mayoría de los pacientes de bloqueo motor en la región anorectal al parecer por la posición adoptada después de la introducción del agente en el espacio subaracnoideo y la utilización de una solución hiperbárica que logra un bloqueo adecuado, con solo 20 % de bloqueo motor incompleto entre los dos grupos que utilizan la meperidina Durante la analgesia quirúrgica fue excelente en los Grupo A, B y C 85 %, 65 % y 76 % de los pacientes respectivamente. Presentaron ausencia de todo tipo de sensación en la zona quirúrgica, solo 2 pacientes en el Grupo B (5 %) presentaron dolor por lo que requirieron una dosis adicional de meperidina (50 mg EV). Existieron diferencias estadísticamente significativas entre los Grupos A y B (p<0,05). Entre los Grupos B y C no hay diferencias en este sentido. En la cirugía anorectal la relajación del esfínter anal es vital para lograr el éxito de la intervención por lo que se evaluó el grado de relajación de forma cualitativa a través de una encuesta a doble ciego realizada al cirujano. El análisis de estos datos reflejan que en el Grupo B y C solo 10 % y 7,5 % respectivamente tuvieron una relajación no satisfactoria del esfínter anal por lo que con ambos agentes y a las dosis empleas se obtiene un grado de relajación adecuado para este tipo de intervención, lo cuál está dado por las características químicas semejantes de la meperidina con los anestésicos locales. Los resultados obtenidos en cuanto a la calidad de la analgesia en el postoperatorio inmediato nos permiten plantear que la meperidina intratecal es eficaz como agente único en la cirugía anorectal para brindar una analgesia de calidad suficiente que permita tanto las maniobras quirúrgicas como la ausencia de dolor en el postoperatorio inmediato. El promedio de analgesia para la meperidina en el grupo B de 15.39 ± 5.14 horas y en el Grupo C de 16.2±6.4 horas mientras el Grupo A solo reporta 1.3 ± 0.53 horas lo que demuestra una diferencia significativa en este aspecto entre los Grupos A versus B y C (p<0,001). Estos tiempos de analgesia coinciden con lo publicados en otros artículos en los cuales se utilizaron dosis similares. El comportamiento de las variables hemodinámicas y ventilatorias se mantuvieron dentro de rangos aceptables, sin existir diferencias significativas, entre los grupos. Autores como Cozian y Petell 23 señalaron tendencia a la bradicardia con la meperidina, responsabilizando de esto la afectación medular producida por los narcóticos, es decir, a su acción sobre los receptores opioides Mu, Kappa y el sistema vagal. Nosotros no observamos este comportamiento lo cual puede estar dado por lo pequeña de las dosis y el número de dermátomas bloqueados. En ningún momento se constataron signos clínicos de depresión respiratoria. Es muy difícil el ascenso de la droga a la zona ventrolateral de la médula, región involucrada en el control de la respiración por la posición adoptada durante la inducción anestésica y la cirugía y la magnitud de las dosis. Las complicaciones más importantes encontradas por nosotros fueron: prurito, náuseas, y vómitos. El prurito es el efecto indeseable más frecuente en los grupos de pacientes que utilizamos la meperidina. Este se presentó en 15 % y 20 % en los grupos B y C respectivamente. Este es muy variable en cuanto a intensidad y localización. Nuestros resultados son muy inferiores a los reportados por Brownridge quien con 50 mg de meperidina intradecal reportó una incidencia de un 50% en una muestra de 2000 pacientes. Le siguieron en orden de frecuencia las náuseas, con los siguientes valores: 20 % en el Grupo B y 25 % en el Grupo C, cifras que no reportan diferencias significativas al compararlas con el grupo de la lidocaína hiperbárica (Grupo A 15 %) lo cual debe estar en relación con la heterogeneidad causal de esta complicación. Dos pacientes presentaron sedación profunda en el Grupo C, lo cual debe estar en relación con la migración rostral de la droga y su acción sobre los receptores opioides a nivel central de tal modo que el Grupo A presenta 12,5 % de pacientes complicados, el Grupo B 25 % y el Grupo C 35 % (p>0.01). Se concluyó que ambos regímenes de meperidina brindaron una anestesia aceptable en las intervenciones quirúrgicas anorectales, a nuestro juicio superior a los resultados obtenidos con las técnicas convencionales. REFERENCIAS BIBLIOGRAFICAS 1. Fassoulaki A; Sarantopoulos C. Intrathecal meperidine Can J Anaesth. 1999; 46(4):327-34 2. Gray DP Intrathecal pethidine: Anaesth Intensive Care. 1998 Apr; 26(2):137-46 3. Critchley LA; Chan S; Tam YH. Spectral analysis of sudden bradycardia during intrathecal meperidine anesthesia.Reg Anesth Pain Med 1998(5): 506-10. 4. Ngan Kee WD Intrathecal pethidine: pharmacology and clinical applications. Anaesth Intensive Care 1998 Apr; 26(2):137-46. 5. Hansen D; Hansen S The effects of three graded doses of meperidine for spinal anesthesia in African men. Anesth Analg 1999 Apr; 88(4):82730. 6. Sia AT; Chong JL. Dosage of intrathecal pethidine and body weight. Anaesth Intensive Care. 1998; 26(2):137-46 7. Murto K; Lui AC; Cicutti N. Adding low dose meperidine to spinal lidocaine prolongs postoperative analgesia. Can J Anaesth 1999; 46(4):327-34 8. Critchly LA. Bradycardia following intrathecal pethidine Anaesth Intensive Care 1998; 26(3):331 9. Sia AT; Chow MY; Koay CK; Chong JL. Intrathecal pethidine: an alternative anaesthetic for transurethral resection of prostate?. Anaesth Intensive Care 1997; 25(6):650-4 10. Critchley LA; Morley AP. Complications of intrathecal administration of pethidine. Anaesthesia 1996;51(7):711-2 11. Chaudhari LS; Kane DG; Shivkumar B; Kamath SK. Comparative study of intrathecal pethidine versus lignocaine as an anaesthetic and a postoperative analgesic for perianal surgery. J Postgrad Med 1996;42(2):43-5 12. Grace D; Fee JP. Anaesthesia and adverse effects after intrathecal pethidine hydrochloride for urological surgery. Anaesthesia 1995;50(12):1036-40 13. Gissen AJ, Gugino LD, et al. Effects of fentanyl and sufentanyl on peripheral mammalian nerves. Anesth Analg 1987; 66: 1272-76 14. Kafle SK. Intrathecal meperidine for elective caesarean section a comparison with lidocaine. Can J Anesth 1993; 40: 718-21 15. Conway F, Critchley LAH, Stuart JC, Freebarirn RC. A comparison of haemodynamic effects of intrathecal meperidine, meperidine–bupivacaine. Can J Anesth 1996; 43:23-9 16. Sangarlangkarn S, Klaewtanong V, Jonglerttrakool P, Kankaew V. Meperidine as a spinal anaestetic agent a comparison with lidocaineglucose. Anest Analg 1997; 66:23540 17. Acalovschi I, Bodolea C, Manoiu C. Anesthesia spinal with meperidine: effects of added alfa adrenergic agonist-epinephrine versus clonidine. Anesth Analg 1997;84:1333-9 18. Famewo CE, Naguib M. Anesthesia spinal with meperidine as the sole agent for cesarean delivery. Can Anesth Soc J 1985; 32:532-7 19. Patel D, Janardahan Y, Merai B, et al. Comparison of intrathecal lidocine and meperidine in endoscopic urological procedures. Can J Anesth 1990;37:567-70 20. Nguyen Thi TV, Orliaget G, Ngu TH, Bonnet F. Spinal anaesthesia with meperidine as the sole agent for cesarean delivery. Reg Anesth 1994;19:386-9 21. Naguib M, Famewo CE, Abssod A. Pharmacokinetics of meperidine in anaesthesia spinal . Can Anesth Soc J 1986;33:166-2 22. Cheun JK, Kim AR. Intrathecal meperidine as the sole agent for elective caesarean section. J Korean Med Sci 1989;4:135-8 23. Cozian A, Pinaud M, Lepage JY, et al. Effects of meperidine anaesthesia spinal on haemodinamics, plasma catecholamines, angiotensin I, aldosterone and histamine concentrations in elderly men. Anesthesiology 1986;64:815-9 24. Norris MC, Honet JE, Leighton EL, Arkoosh VA. A comparison of meperidine and lidocaine por anesthesia spinal for postpartum tubal ligation. Reg Anesth 1996;21(2):81-3 25. Butterworth J, Walker F. Is anesthesia spinal produced only by local anesthetics? Reg anesth 1996; 21(2):84-8 26. Elhakim M, Abdul Salam AY, Eid A, Kaschef N, Mostafa BE. Inclusion of pethidine in lidocaine for inflitration improves analgesia following tonsillectomy in children. Acta Anesth Scan 1997;41(2):214-7. 27. St-Onge S, Fugere F, Girard M. Bupivacaine decreases epidural meperidine requeriments after abdominal surgery. Can J Anesth 1997;44:380-6 28. Nang Kee WD. Intrathecal pethidine: pharmacology and clinical applications. Anest Intensive Care 1998;26(6):707 29. Sia AT, Chow MY, Koay CK, Chong JL. Intrathecal pethidine: an alternative anaesthetic for transurethral resection of prostate? Anaesth Intensive Care 1998;26:331335 30. Liam BL, Yim CF, Chong JL. Dose response study of lidocaine 1% for spinal anaesthesia for lower limb and perineal surgery. Can j Anaesth 1998;45:645-50 31. Colbert ST, Moran K, O´Halon BM, Chambers F, et al. An assessment of the value of intraperitoneal meperidine for analgesia postlaparoscopy tubal ligation. 2000; 91:667-70.
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HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
25,146
ΠΡΟΣΚΛΗΣΗ ΤΩΝ ΜΕΤΟΧΩΝ ΤΗΣ ΑΝΩΝΥΜΟΥ ΕΤΑΙΡΕΙΑΣ ΜΕ ΤΗΝ ΕΠΩΝΥΜΙΑ «ΟΡΓΑΝΙΣΜΟΣ ΛΙΜΕΝΟΣ ΠΑΤΡΩΝ ΑΝΩΝΥΜΟΣ ΕΤΑΙΡΕΙΑ» (Ο.Λ.ΠΑ. Α.Ε.) ΑΡ. Μ.Α.Ε.: 49917/22/Β/01/34 ΣΕ ΤΑΚΤΙΚΗ ΓΕΝΙΚΗ ΣΥΝΕΛΕΥΣΗ Με απόφαση του Διοικητικού Συμβουλίου και σύμφωνα με τον Νόμο και το Καταστατικό, καλούνται οι μέτοχοι της Ανωνύμου Εταιρείας Οργανισμος Λιμενος Πατρων Ανωνυμος Εταιρεια «Ο.Λ.ΠΑ. Α.Ε.», σε Τακτική Γενική Συνέλευση στα Γραφεία της έδρας του Μετόχου στην Αθήνα, επί της οδού Κολοκοτρώνη 1 & Σταδίου, την 6η Σεπτεμβρίου 2017 ημέρα Τετάρτη και ώρα 12:00πμ για συζήτηση και λήψη αποφάσεων για τα παρακάτω θέματα Ημερήσιας Διάταξης: ΘΕΜΑΤΑ ΗΜΕΡΗΣΙΑΣ ΔΙΑΤΑΞΗΣ Γ.Σ. 1) Έγκριση της Ετήσιας Οικονομικής Έκθεσης της Εταιρείας για την 15η εταιρική χρήση (01/01/2016-31/12/2016) 2) Απόφαση περί απόδοσης μερίσματας στον μέτοχο της Εταιρείας 3) Απαλλαγή των μελών του Διοικητικού Συμβουλίου και των Ορκωτών Ελεγκτών από κάθε ευθύνη για τα πεπραγμένα της 15ης εταιρικής χρήσης. 4) Έγκριση των αμοιβών - αποζημιώσεων που καταβλήθηκαν στα μέλη του Δ.Σ. της Εταιρείας κατά τη διάρκεια της εταιρικής χρήσης 2016 και προέγκριση αμαίβων - αποζημιώσεων που θα καταβληθαύν κατά την επόμενη χρήση. 5) Επιλογή ελεγκτών για την εταιρική χρήση 2017 και έγκριση των αμοιβών τους Οι εκπρόσωποι του Μετόχου, πρακτικόνου να παρασταύν στη Γενική Συνέλευση, πρέπει να ενεργήσουν σύμφωνα με το Νόμο και το Καταστατικό της Εταιρείας. 24-07-2017 ΠΡΟΕΔΡΟΣ ΔΙΟΙΚΗΣΗΣ ΣΥΜΒΟΥΛΟΣ Ο.Λ.ΠΑ. Α.Ε. Αρ. Μ.Α.Ε.: 49917/22/Β/01/34 Νομ. Κ. Κ. ΝΤΟΕΣ
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HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
finepdfs
ell_Grek
1,487
Errata NFPA 25 Standard for the Inspection, Testing, and Maintenance of Water-Based Fire Protection Systems 2017 Edition Reference: Various Errata No: 25-17-1 The Technical Committee on Inspection, Testing, and Maintenance of Water-Based Protection Systems notes the following errors in the 2017 edition of NFPA 25, Standard for the Inspection, Testing, and Maintenance of Water-Based Fire Protection Systems. 1. In Table 184.108.40.206, correct the cross references to read as follows: Table 220.127.116.11 Summary of Sprinkler System Inspection, Testing, and Maintenance Table 18.104.22.168 Summary of Standpipe and Hose Systems Inspection, Testing, and Maintenance 3. Correct the cross references in 22.214.171.124.3.3 and 126.96.36.199.3.4 to read as follows: 188.8.131.52.3.3 If the test results are not consistent with the previous annual test, the test shall be repeated using the test arrangement described in 184.108.40.206.3.1. 220.127.116.11.3.4 If testing in accordance with 18.104.22.168.3.1 is not possible, a flowmeter calibration shall be performed and the test shall be repeated. 4. In Table 22.214.171.124, correct the cross references to read as follows: Table 126.96.36.199 Summary of Water Storage Tank Inspection, Testing, and Maintenance *Cold weather/heating season only. 5. In Table 188.8.131.52, correct the cross references to read as follows: Table 184.108.40.206 Summary of Automatic Tank Fill Valve Inspection and Testing Table 10.1.1.2 Summary of Water Spray Fixed System Inspection, Testing, and Maintenance Deluge valve 10.2.2, Chapter 13 Table 220.127.116.11 Summary of Foam-Water Sprinkler System Inspection, Testing, and Maintenance Fire pump(s) Foam concentrate strainer(s) See Chapter 8 Annually 18.104.22.168 Note: Also refer to manufacturer's instructions and frequency. Maintenance intervals other than preventive maintenance are not provided, as they depend on the results of the visual inspections and operational tests. For foam-water sprinkler systems in aircraft hangars, refer to the inspection, test, and maintenance requirements of NFPA 409, Table 11.1.1. 8. In Table 22.214.171.124, correct the cross references to read as follows: Table 126.96.36.199 Summary of Valves, Valve Components, and Trim Inspection, Testing, and Maintenance Strainers, filters, orifices Fire Department Connections 5 years Quarterly 188.8.131.52.75 13.78.1 9. In Table 13.11.1, correct the cross references to read as follows: Table 13.11.1 Summary of Component Action Requirements (4) Verify target visibility at shut and full open position (3) Main drain test (Only when a control valve has been closed) 10. In Table A.3.3.7, correct the cross references to read as follows: Table A.3.3.7 Water-Based Fire Protection System Inspection and Testing Findings (signs, banners, decorations, etc.) All sprinklers Lightly loaded 184.108.40.206.1 X Standard-response sprinklers in nonresidential occupancies One sprinkler and less than 50% of sprinklers in compartment is heavily loaded or corroded; painted operating element, bulb, deflector, or coverplate; improper orientation; glass bulb has lost fluid; damaged 220.127.116.11.1 X Standard-response sprinklers in nonresidential occupancies Two or more sprinklers in compartment are heavily loaded or corroded; painted operating element, bulb, deflector, or coverplate; improper orientation; glass bulb has lost fluid; damaged 18.104.22.168.1 X Fast-response element, quick-response, residential sprinklers and standardresponse in residential occupancies Any sprinklers, heavily loaded or corroded; painted operating element, bulb, deflector, or coverplate; improper orientation; glass bulb has 22.214.171.124.1 X lost fluid; damaged Pipe and fittings Leaking — spraying or running water 126.96.36.199 X vane-type switch not present, hose not connected Main drain More than 188.8.131.52184.108.40.206 X Monitor nozzles Damaged, 220.127.116.11 X corroded, for diesel pumps with engine heaters phase alarm pilot light on or normal Diesel engine system Cooling water 8.2.2(4) X level not Steam system Steam pressure gauge reading not 8.2.2 X speed within 20 seconds per Fire pump annual test Overcurrent 18.104.22.168 X (with transfer switch) protective devices acceptance test or corrosion or rot protection every 3 years, all others every 5 years) piping in poor condition but did not pass test loaded or Operational test Pressure readings not comparable to 10.3.3.4.4 X securely attached to structural or Proportioning systems 22.214.171.124 X (all) Concentrate tank does not Standard balanced 126.96.36.199.4 X pressure proportioner Strainer damaged, Orifice plate proportioner Strainer 188.8.131.52.6 X plugged or Chapter 13: Valves, Valve Components, and Trim — Inspection appropriate open or closed handle, cap gasket, no vane-type switch not Deluge valve Annual full 184.108.40.206.2.3 X Issue Date: January 18, 2018 (Note: Electronic products and pamphlet reprints may have this errata incorporated. For current information about the NFPA Codes and Standards, including this errata, please see www.nfpa.org/docinfo)
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
5,271
VOUS POUVEZ ÊTRE ACTEUR DE VOTRE SANTÉ N'oubliez pas qu'une hygiène de vie, par des règles simples, permet d'améliorer la tolérance des médicaments, voire leur efficacité. Grâce à vous, votre médecin pourra, dans certains cas, alléger votre ordonnance. Toutefois, si certains effets indésirables persistent, parlez-en à votre médecin. VOUS POUVEZ : 1 - Augmenter l'activité physique dans votre vie quotidienne L'équivalent d'une demi-heure de marche rapide par jour (monter les escaliers, aller chercher son pain ou le journal à pied, éviter l'ascenseur...) réduit la sédentarité et le surpoids. L'activité physique améliore : - la santé en favorisant par exemple la baisse de la tension artérielle, - la confiance en soi et le bien-être psychologique, - la gestion du stress. La marche reste l'exercice le plus simple et le plus accessible au quotidien. Mais, attention, ce n'est pas parce que vous bougez plus que vous devez manger plus. 2 - Augmenter la consommation de fruits et légumes (crus ou cuits, nature ou préparés, frais ou surgelés ou en conserve) Atteindre une consommation de 5 fruits et légumes par jour est idéal. Les fruits et légumes apportent de façon agréable des vitamines et minéraux. Ils contiennent également des fibres indispensables à la régulation du transit intestinal limitant ainsi la constipation. 3 - Boire de l'eau en suffisance Buvez de 1,5 litre à 2 litres d'eau par jour, répartis sur toute la journée. L'eau est la seule boisson indispensable. Elle améliore : - le transit intestinal, - l'équilibre général de l'organisme. Elle diminue la sensation de bouche sèche. Evitez les boissons sucrées. Elles ne calment pas l'appétit et vous feront prendre facilement du poids. Exemple : 1 cannette de soda contient l'équivalent de 6 à 8 morceaux de sucre. Limitez la consommation de café et de thé. Ils sont excitants et impliquent souvent un ajout de sucre. FAITES ATTENTION : 1 - A la consommation excessive en graisses Elles apportent beaucoup de calories sous un faible volume. Attention aux graisses cachées : - la charcuterie en général (sauf le jambon et les viandes froides), - certains fromages (bien lire les étiquettes), - les chips (y compris les allégées) : 1 petit paquet de chips contient l'équivalent d'une cuillère à soupe d'huile, - les biscuits apéritifs, les cacahuètes. Cuisinez de préférence : - à la vapeur, - en papillote, - dans une poêle antiadhésive, - au four. Utilisez les matières grasses avec modération. 2 - Au mélange Graisses + Sucre Il est redoutable et peut anéantir tous vos efforts notamment de contrôle de votre poids. On retrouve ce mélange dans : - les viennoiseries (croissant, pain au chocolat, croissant aux amandes...), - les pâtisseries, - les gâteaux fourrés pré-emballés, - les barres chocolatées, les cacahuètes ou noisettes enrobées de chocolat... En cas de fringale, ayez à portée de main, au choix : - des fruits, - un petit morceau de pain complet ou aux céréales, - un yaourt, - une bouteille d'eau. 3 - Aux méfaits du tabac et de l'alcool Avec ces quelques conseils, vous devenez l'acteur de votre bien-être et vous contribuez à l'amélioration de votre état de santé.
<urn:uuid:eee660f0-e9d6-4de2-91b8-5ea219af1461>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
3,180
The Committee met for luncheon at one o'clock. There were present Mr. Leidesdorf, Mr. Veblen, and Mr. Aydelotte. Absent and excused: Mr. Maass, Mr. Weed, Mr. Flexner, Mr. Hardin and Mr. Bamberger. 1. The Committee discussed the financial situation of the Institute in great detail. The Director explained the status of the application to the Rockefeller Foundation for renewal of the subsidy for the School of Economics and it was the considered opinion of the Committee that if this renewal is granted the budget of the Institute for the academic year 1943-44 should be made on substantially the same lines as the current budget. It is, however, the hope of the Committee that it will not be necessary to request Mr. Bamberger to allow any of the library fund to be used for the general purposes of the Institute but that it may be devoted entirely to library purposes. 2. The question of the name of the Institute was discussed and it was resolved that the matter should be raised again at the next meeting of the Executive Committee. 3. It was the considered opinion of the Committee that war insurance should be required on the faculty houses on which the Institute holds mortgages. 4. The question of renting 69 Alexander Street was canvassed. It was the judgment of the Committee that it would be undesirable to rent the house on such terms as to interfere with its possible sale, and the Director was instructed to consult real estate dealers in Princeton and report back to the Committee at its next meeting. 5. It was the decision of the Committee that regular meetings of the Executive Committee should be held during 1943 at monthly intervals between Board Meetings and that a meeting of the Finance Committee should be held in connection with each meeting of the Board of Trustees and each meeting of the Executive Committee. The schedule agreed upon was as follows: January 25 Board of Trustees and Finance Com. February 15 Executive and Finance Committees March 15 Executive and Finance Committees April 19 Board of Trustees and Finance Com. October 11 Board of Trustees and Finance Com. November 11 Executive and Finance Committees December 13 Executive and Finance Committees It will be necessary to have meetings of the Finance Committee and possibly the Executive Committee in the summer vacation, but it was the judgment of the Committee that these had best be held upon call of the Chairman. There being no further business the Committee adjourned at 3:30. Frank Aydelotte
<urn:uuid:1cc13bbb-6495-4fa4-b10d-0649657faca1>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,517
Zaljubljeni u tisak TVRTKA GRAFIK.NET POSLUJE VEĆ 10 GODINA S GLAVnim UREDOM U ZAGREBU, JEDNIM U SARAJEVU I PREKO 80 KLIJENATA U ŠIROJ REGIJI. SVOJOM RAZNOVRSNOM PONUDOM OPREME, STRUČnim SAVJETOVANJEM I POUZDANIM SERVISOM U MOGUĆNOSTI SU PONUDITI CJELOVITA GRAFIČKA RJEŠENJA KUPCIMA. Pripremio: Dean Tulp, Grafik.net d.o.o., Zagreb U tom pohvatu sudjeluje 20 stručnih djelatnika koji se kontinuirano educiraju i informiraju o novim mogućnostima koje nose nove tehnologije. Na taj način i klijenti Grafik.neta stvaraju dodanu vrijednost i nužnu diferencijaciju na tržištu. Ove godine su, u sklopu proslave 10 godina postojanja, pokrenuli i cjelovit projekt "I LOVE PRINT" kojim je cilj potaknuti ponovi rast grafičke industrije. Prvi dio projekta realiziran je kroz nastupe na međunarodnim sajmovima Intergrafika i Modernpak 2011 gdje je Grafik.net, uz stručne radionice i nastup na sajmu, pokrenuo i 1. Dan karijera grafičke i ambalažne industrije. Temelj projektu bilo je uvjerenje da je potrebno cjelovito povezati branšu, i to od institucija za edukaciju – srednjih škola, veleučilišta i fakulteta do eminentnih predstavnika gospodarstva. Svrha 1. Dana karijera grafičke i ambalažne industrije je postati mjesto i centar izvrsnosti ove značajne grane te predstaviti potencijale industrije. Projekt će se nastaviti realizirati kroz intenzivne edukacije koje će biti usmjerene na kupce Grafik.neta, edukacijske institucije te šire predstavnike branše, ali i na tvrtke kojima je grafička industrija prateći partner u ostvarivanju novih vrijednosti u poslovanju. Asortiman proizvoda i usluga Grafik.net je specijalizirana tvrtka za grafičku pripremu u svim vidovima tiska, od komercijalnog i novinskog do ambalažnog te su najveći distributer uređaja za grafičku pripremu i grafičkog repro-materijala u regiji. Zastupnici su i Kodaka te zahvaljujući tome tržištu nude proizvod koji nema konkurencije - Kodakov inovativni sustav Flexcel NX koji se koristi u grafičkoj pripremi za fleksibilnu ambalažu. Sustav Flexcel NX povećava kvalitetu proizvoda, smanjuje troškove proizvodnje te utječe na povećanje dobiti. Glavna prednost Grafik.neta se očituje u vrhunskoj razini pružanja tehničke i servisne podrške kupcima, koji to znaju cijeniti i vrednovati. U primarnom fokusu tvrtke su tako upravo postojeći kupci (uglavnom tiskari) s kojima imaju dugogodišnje odnose. Prvi počeci Sam početak Grafik.netovog poduzetničkog pothvata može se promatrati kroz jednu anegdotu. Naime, tvrtka je pokrenuta usred tzv. "sušnog perioda" investicija i bilo je veliko očekivanje kako će krenuti prodaja. Na sreću, uz uspješan početak prodaje napravljen je i tehnološki pomak na tržištu jer se radilo o prvom CTP uređaju kojeg je kupila Tiskara Zrinski iz Čakova. Tom prilikom direktor Tiskare, gospodin Halić, rekao je direktoru Grafik.neta, Kreši Culjku, "Mali, napravit ćeš velik posao". I eto, deset godina kasnije, usred još jednog "sušnog" perioda investiranja, predstavljen je i 50. kupac CTP sustava - banjalučka tvrtka Markes. Izgleda da su se previdanja gospodina Halića obistinila – Grafik.net doista radi veliki posao i neovisno o otežavajućim gospodarskim prilikama kreiraju dodanu vrijednost za sve svoje stakeholdera. Industrija, konkurencija - osvrt Ne postoji djelatnost koja nije zahvaćena krizom iz koje, prema nekim stručnim mišljenjima, polako izlazimo. Može se reći da je upravo grafička branša imala najveće padove za vrijeme krize i tek sad možemo realno sagledati industriju i njezine potencijale. U teškim uvjetima većina tvrtki je prvo provela rezove, tj. smanjenje marketinških budžeta što je direktno utjecalo na grafičku industriju. Iako smanjenja budžeta nisu bila neopravdana, način na koji su provedena nije donio vrijednost ni tvrtkama koja su ta smanjenja provodila, a ni okolnim dobavljačima/grafičarima od kojih su neki jedva preživjeli. Tvrtka Grafik.net se u tu svrhu brzo reorganizirala i dodatno pojačala fokus prema postojećim kupcima kojima su stručnim savjetovanjima o poslovnom procesu i načinu na koji optimizirati operativne troškove bili podrška u ostvarivanju znatnih ušteda. U Grafik.netu s ponosom ističu kvalitetu i širinu tima koji tehnološki i stručnim znanjima pokriva sve segmente grafičke proizvodnje te kao kvalitetan i stručan savjetnik kupcima omogućuje da ostvare konkurentnost. To je posebice važno ako se zna de je Grafik.net tvrtka koja intenzivno prati trendove u industriji i svojim kupcima otkriva nove niše. Glavne prepreke razvoja ove industrijske grane su ulaganja, tj. izrazito spora ulaganja te reaktivan nastup pojedinih predstavnika grafičke branše. Inovacije i brzina reakcije na stanje na tržištu su ključne u ovom segmentu jer grafička industrija prati dinamične sektore. Nužno je ulagati, ali ulagati sustavno, dugoročno te kroz proaktivni pristup kupcima nuditi nova rješenja koja mogu pomoći da se animira krajnji potrošač na kupnju. Reaktivan pristup i odmak od ulaganja ne potiče rast niti može animirati tržište. IZ GRAFIČKE INDUSTRIJE HRVATSKE FROM CROATIAN GRAPHIC ARTS INDUSTRY Poziciju tržišnog lidera Grafik.net je osvojio nadgledanjem cijelokupnog procesa, od kontekstualnih industrijskih kretanja do tehnološke, operativne podrške. Tome u korist govori i činjenica da imaju više novinskih CTP posebice je to otežano u grafičkoj industriji koja je pretrpjela znatan pad. Naravno da prateće financijske institucije neće pratiti industriju ako ona nema opravdanih razloga da investiciju može vratiti. Nužna je polazi od same branše da bi se raširila i prema pratećim financijskim institucijama. Očekivanja od budućnosti Nakon prvih 10 godina poslovanja plan Grafik.neta je intenzivno “zaploviti” u novu dekadu koja donosi i otvaranje EU tržišta. Nastup na EU tržištima Grafik.netu je olakšan jer su i kod svojih partnera, poput Kodaka, primijećeni kao pouzdan partner koji kreira vrijednost za sve stakeholdere. Što se tiče trendova, primjećuju se pomaci u industriji jer tvrtke shvaćaju da multichannel marketing omogućava nove mogućnosti na područja komunikacije prema ciljnim skupinama. U tom segmentu Grafik.net intenzivno prati tehnološka kretanja te pripremaju pilot projekte s pojedinim tvrtkama koji će dodatno otvoriti nove investicije u industriji. Tiskarska industrija ima veliki potencijal da značajno sudjeluje u marketinškim budžetima, međutim, kvaliteta, praćenje trendova, te proaktivni pristup kupcima bit će presudni za opstanak. Današnji tiskar mora biti proaktivan u pristupu svom kupcu, nudeći mu nove mogućnosti za nadogradnju komunikacije prema svojim krajnjim korisnicima. Današnji tiskar mora biti proaktivan u pristupu svom kupcu, nudeći mu nove mogućnosti za nadogradnju komunikacije prema svojim krajnjim korisnicima Mogućnosti za poduzetnike u industriji Danas je evidentno izrazito teško pronaći kvalitetne izvore financiranja za bilo koji vid poduzetništva, instalacija nego svi ostali proizvođači zajedno. Što se tiče konkurencije, njome se u Grafik.netu ne opterećuju jer vjeruju da i kad nije lojalna, dugoročno gledano, šteti samo sebi uništavajući vlastiti odnos s kupcem. Gledajući na tržište i konkurenciju, rijetki će preživjeti kojima je cilj prodati samo uređaj ili opremu, potrebno je promatrati svog kupca iz svih kutova i pomoći mu na svim razinama. GODIŠNJA PRETPLATA Preplaćujemo se na ______ komplet/a časopisa ambalaža REGprint po cijeni od 330,00 kn (300 kn +PDV) za komplet (4 broja). Troškovi poštarine uključeni. Cijena za inozemstvo: 60 EUR-a za komplet. Preplata se automatski produžava na sljedeću preplatničku godinu ako se prethodno pismeno ne otkaze. | NAZIV TVRTKE / IME I PREZIME | | | KONTAKT OSOBA | | | ADRESA / ULICA I BROJ | | | POŠTANSKI BROJ | MJESTO | | DRŽAVA | | | TELEFON | FAX | | E-MAIL | | | OIB | | TECTUS d.o.o. - 10000 Zagreb - Radnička cesta 48 - tel: ++385 1 60 62 888 - fax:+385 1 60 62 889 - e-mail: email@example.com • www.ambalaza.hr / www.ambalaza.com MB: 0341371 • Račun Privredna banka Zagreb: 2340009-1110163442
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HuggingFaceFW/finepdfs/tree/main/data/hrv_Latn/train
finepdfs
hrv_Latn
7,987