http://old.e-spacio.uned.es/fez/ Universidad Nacional de Educación a Distancia sp Fez 2.1 RC3 http://blogs.law.harvard.edu/tech/rss http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-004 Los métodos de diseño con enfoques de tipo abierto facilitan la adaptación de los proyectos a situaciones cambiantes y de alta complejidad. Además, en el aprendizaje de este tipo de enfoques de diseño coexisten multitud de metodologías basadas en la 2023-11-25T05:25:55Z Ferreiro-Galguera, Fátima og Domínguez-Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-007 Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class. 2023-11-25T07:32:32Z Castillo-López, Javier og Domínguez-Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-005 Los datos procedentes de los estudiantes y de las prácticas de aprendizaje son esenciales para alimentar los sistemas de inteligencia artificial empleados en educación. Asimismo, los datos generados recurrentemente son fundamentales para entrenar los al 2023-11-25T06:28:43Z Domínguez-Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/tesisuned:ED-Pg-Educac-Jornadas-VII 2023-07-22T04:17:58Z Domínguez Figaredo, Daniel (coord.) og Gil Jaurena, Inés (coord.) og López González, Aitor (coord.) http://old.e-spacio.uned.es/fez/view/bibliuned:20331 2008-06-17T19:10:38Z Domínguez Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Ptrillo-Heuristic The use of skill frameworks has become commonplace in the field of digital literacy. These frameworks are based preferentially on conceptual approaches, which leads to biases when applied in practice. Here, we present a study with an alternate focus: the skills proposed in the frameworks are connected with user behavior and heuristics are employed to group these skills. The objectives of the study were to: (1) achieve a greater coherence between the skills incorporated in these frameworks and user behavior, and (2) identify and reliably organize the clusters of skills that form frameworks. The study consisted of collecting data from a group of students about their practices within the skills of the Mozilla Web Literacy Map. The data was then grouped via factor analysis. The results were then contrasted with the initial organization of the Mozilla framework. The gap between the theoretical definition of a skill and individual behaviors was found to be more pronounced in the case of those skills whose definitions included a wider range of concepts and practices. This study opens a discussion into the scope and suitability of the method used here to generate heuristic dimensions by managing information from social behaviors. 2023-12-01T05:23:26Z Domínguez Figaredo, Daniel og Trillo Miravalles, María Paz http://old.e-spacio.uned.es/fez/view/bibliuned:Ried-2009-numero1-0001 2010-02-05T03:48:44Z Domínguez Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-001 Problema. En la educación superior, la evaluación del uso de tecnologías muestra resultados discretos en lo relativo a la docencia. En una sociedad ampliamente tecnologizada, este hecho contrasta con las prácticas digitales del profesorado: en su vida 2023-11-23T09:46:18Z Freixas, Rosario og Domínguez-Figaredo, Daniel og Gamboa-Rodríguez, Fernando http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-009 This study focuses on an analysis of assessment methods according to expected learning outcomes in courses taught at the Universidad Nacional de Educación a Distancia (UNED) in Spain. Based on the European Higher Education Area and its learning-centred a 2023-11-25T08:50:25Z Gil-Jaurena, Inés og Domínguez-Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:Ried-2005-numero1-2-2170 2011-07-04T20:09:53Z García Pérez Calabuig, María og Domínguez Figaredo, Daniel og Romero Fernández, Luís Miguel og Correa Conde, Andrea http://old.e-spacio.uned.es/fez/view/bibliuned:500872 2013-12-10T14:13:21Z Sarrate Capdevila, Mª Luisa og Pérez Serrano, Mª Gloria og Pérez de Guzmán Puya, Mª Victoria og Domínguez Figaredo, Daniel og Gil Jaurena, Inés og Quicios García, Mª Pilar og Jiménez Nuño, Lorena http://old.e-spacio.uned.es/fez/view/bibliuned:Ried-2004-numero1-2-2210 2011-07-04T19:19:39Z Domínguez Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-020 The need for citizens to better understand the ethical and social challenges of algorithmic systems has led to a rapid proliferation of AI literacy initiatives. After reviewing the literature on AI literacy projects, we found that most educational practices in this area are based on teaching programming fundamentals, primarily to K-12 students. This leaves out citizens and those who are primarily interested in understanding the implications of automated decision- making systems, rather than in learning to code. To address these gaps, this article explores the methodological contributions of responsible AI education practices that focus first on stakeholders when designing learning experiences for different audiences and contexts. The article examines the weaknesses identified in current AI literacy projects, explains the stakeholder-first approach, and analyzes several responsible AI education case studies, to illustrate how such an approach can help overcome the aforementioned limitations. The results suggest that the stakeholder-first approach allows to address audiences beyond the usual ones in the field of AI literacy, and to incorporate new content and methodologies depending on the needs of the respective audiences, thus opening new avenues for teaching and research in the field. 2024-01-13T06:37:14Z Domínguez-Figaredo, Daniel og Stoyanovich, Julia http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-012 Los roles de los docentes a la luz de los cursos online masivos abiertos (MOOCs): Evolución y desafíos en educación superior a distancia – Este artículo analiza los desafı´os a los que se enfrentan los docentes al desarrollar su trabajo en un ento 2023-11-30T05:39:55Z Gil-Jaurena, Inés og Domínguez-Figaredo, Daniel http://old.e-spacio.uned.es/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-008 One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students’ perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations; and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis; and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies. 2023-11-25T08:01:40Z Domínguez-Figaredo, Daniel og Gil-Jaurena, Inés og Morentin-Encina, Javier