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  • Ítem
    Experiencia educativa pedagógica desde la educación inclusiva para favorecer el proceso de la lectura y escritura braille, en niños y niñas de quinto.
    (Universidad Cooperativa de Colombia, Posgrado, Maestria en Dificultades del Aprendizaje, Bogotá, 2023-09-20) Ramírez Delgado, Kelly Andrea; Rincón Camargo, Hellen Daniela; Guerrero , Yeison
    Education is recognized as a right according to the Universal Declaration of Human Rights (1948). Consequently, education for people with disabilities becomes of great importance. The Convention on the Rights of Persons with Disabilities (2006) highlights the importance of inclusive education, which focuses on ensuring that all students, regardless of their abilities, ways of learning, abilities or disabilities, can access an education. . high quality. This involves providing adequate conditions for their learning and effective participation (MEN, 2018). In Colombia, Law 1346 of 2009 ratifies this convention, highlighting that people with disabilities do not fully experience the enjoyment of their rights due to the obstacles they encounter in their daily lives. Inclusive education is an essential approach for two main reasons. Firstly, it highlights the importance of providing high-quality and equitable education to all people regardless of their age, in line with human rights (United Nations [UN], 2015). Secondly, the importance of not discriminating on the basis of disability, gender, race or sexual orientation is highlighted, in relation to national and international regulations (United Nations Children's Fund [UNICEF], 2021). In addition, Law 1752 (2015) establishes criminal sanctions for those who commit acts of discrimination against the aforementioned population. By creating educational environments that promote inclusion, students are given the opportunity to develop fundamental socio-affective competencies such as empathy, flexibility and resilience (De Zubiría and De Zubiría, 2017). According to the MEN (2022. b.), this allows them to learn to collaborate, always respecting differences, with the aim of promoting transformations that lead to the creation of a fair and inclusive society. To achieve a social environment, it is necessary to implement reforms in the educational system that focus on inclusive policies, practices and cultures adapted to the particularities of each country (Ainscow, 2015; Gubbels et al., 2018). These transformations are essential to guarantee equity of educational opportunities for students, including those with visual disabilities. Furthermore, achieving the incorporation of inclusion in the classroom is a stage that demands time, commitment and empirical support for society to assume these paradigmatic changes. Therefore, it is necessary to have research that supports and guides the implementation of inclusive practices and cultures in the educational environment (Guerrero and Romero, 2023). Despite advances in inclusive education, there are still considerable problems that hinder access and its principles. One of the problems is the lack of resources; educational institutions need appropriate financial, material and human resources in order to provide an excellent education to each student. (UNICEF, 2021) Several educational institutions do not have the necessary resources to adapt classrooms, train teachers, and have suitable and specialized personnel, leading to education with a decline in quality and sometimes generating exclusion.Likewise, the lack of training for teachers is evident, since these allow them to have strategies for working with diverse populations, this includes students who have disabilities or difficulties in the learning process. (Calvo, G. 2013). In this way, the teacher adapts to the specific needs of each student. In the aforementioned, this study is framed from an inclusive education approach, which promotes equity and teaching-learning participation of the students of course 501, of campus B, of the OAS IED School, was developed during the first and second semester of 2022, the main objective is to analyze a pedagogical experience of inclusive education in the context of teaching and learning reading and writing of the Braille system; The structure is organized into 4 chapters as follows: The first chapter presents the formulation of the problem, which includes the description, formulation, objectives and justification. These are raised based on pedagogical observation, which makes it possible to identify the individual abilities and characteristics of the students, as well as reveal the needs of the environment. The second chapter presents the referential framework, containing the components such as state of the art, theoretical framework and regulatory framework. In the state of the art, international, national and local research is presented which allows us to demonstrate the advances and challenges that precede this study. The theoretical framework contains theories and concepts which are fundamental for the development of the study. In turn, two categorical frameworks of analysis are established: Skills Development and Inclusive Education. In the regulatory framework, the political constitution of Colombia, international conventions, laws and decrees are taken into consideration, which promote the right to learn and support the promotion of inclusive education. The third chapter includes the methodological design, from a socio-critical approach, it seeks to understand how the implementation of a pedagogical experience for learning the Braille system in reading and writing promotes inclusive education. The action research design is chosen, which according to Kemmis and McTaggart (1988), contemplates four fundamental aspects: planning, acting, observing and reflecting. Likewise, instruments such as the semi-structured interview and field diaries were used in order to open the next chapter. Next, in the fourth chapter, the discoveries of the educational experience are presented through the analysis and discussion of the results, which are classified according to the research question in the same way, covering experiences, feelings, awareness, strategies against to learning the braille system, the impact on the participants and, finally, the recommendations and/or suggestions. Finally, the conclusions and recommendations are detailed, these show how creating an inclusive learning environment through the implementation of a pedagogical experience, positively impacts promoting the progress of students' skills.
  • Ítem
    Simulación clínica como estrategia educativa para el fortalecimiento de competencias de enfermeros Especialistas en Terapia de Oxigenación por Membrana Extracorpórea (ECMO)
    (Universidad Cooperativa de Colombia, Facultad de Educación, Maestría en Educación Virtual, Bogotá., 2023) Ortega Sáenz, Zaida Ginette; Castiblanco, Yeismi Amanda; Prieto Díaz, Claudia Mónica
    Extracorporeal membrane oxygenation is a type of cardiac and/or pulmonary support that is established in critically ill patients and involves the use of an extracorporeal circuit uninterruptedly for the maintenance of the patient until the recovery of vital organ function. The professionals who face the care of these patients must receive specific and intensive training for the development, maintenance and strengthening of clinical competence that allows obtaining the desired results, in addition to continuous exposure for the maintenance of skills, however, In low volume centers this can be truly problematic as the number of cases would not allow the maintenance of clinical competence. In the present investigation, the results of the implementation of clinical simulation in ECMO were analyzed as an educational strategy to strengthen the clinical competencies of a group of nurses specialized in ECMO, which was carried out in three phases: one of identification, another of application and a final phase of evaluation. Prior to the intervention, there was evidence of moderate to low adherence to the processes with a percentage of compliance of 55.7% of the instruments proposed, with an emergency resolution time of 8.51 minutes. The educational intervention was carried out in a number of determined sections, and a subsequent evaluation, or posttest, evidencing an average adherence of 90% in both instruments, with an emergency resolution time, which decreases to 4.8 minutes, which makes it evident that the Simulation as a learning strategy is effective for consolidating knowledge, as well as for strengthening specific skills and abilities required in ECMO.
  • Ítem
    El ABC de las páginas web educativas: Orientaciones pedagógicas para el diseño y reestructuración de las páginas web de las instituciones educativas de básica y media de Colombia
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2023) Palma Gil, Daniela; Casas Otalora, Edwin Ariel; Morales Betancourt, Yurany Consuelo; Sandra Zuniga
    In today's society, the use of information and communication technologies is part of everyday life, and web pages are a fundamental instrument for elementary and middle school educational institutions, since they allow interaction, information, and communication and at the same time make possible to make visible the particularities of each institution. The web pages of educational institutions, as mentioned by Álvarez & Roig (2019) are the letters of introduction, therefore, "it is essential to know if these "letters" have all the elements and characteristics that they should possess" (Álvarez & Roig, 2019, p.129). This research focused on consolidating pedagogical guidelines for the design and restructuring of educational web pages of basic and middle school educational institutions in Colombia, through a series of guidelines that allow educational institutions to have a guide for the creation and construction of the elements that web pages should contain, according to the 6 dimensions proposed by Alvarez and Roig, (2019) (identification, presentation and organization of information, content, audience-navigation and teaching methodologies and services), which were adapted by establishing several variables and elements for each of them, which allow evaluating the status of the website, through three levels: low, basic and high. The methodology under which the research was developed is quantitative of descriptive transversal cut, under the positivist paradigm where a theoretical review was carried out regarding the elements that the web pages of the educational institutions of basic and middle school should contain, The evaluation instrument of the state of the web pages was also executed in 8 educational institutions of the Colombian territory located between the strata 1,2,3, taking as a sample 4 educational institutions of the official sector and 4 private schools of the cities of Fusa-Bogotá, Cali, Medellín and Atlántico, from each city participated a public school and a private one and finally 26 pedagogical orientations were consolidated. This research provides educational institutions with an instrument that allows basic and middle school educational institutions to evaluate their web page, which automatically gives a score against the percentage of compliance and level of compliance (this instrument can be downloaded for free and under the creative Commons license), as it is not enough to know the level of the web page, 26 pedagogical guidelines are also provided, which are focused on guiding educational institutions to generate actions to improve their web page, called: ABC for the design and restructuring of the web pages of schools in Colombia.
  • Ítem
    Diseño de un MOOC para el área de Bienestar Institucional de la Fundación Universitaria Konrad Lorenz Bogotá- Colombia que posibilite la participación y la Formación Integral de la comunidad universitaria en actividades deportivas, culturales y recreativas.
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2023-08-16) Gutiérrez Cifuentes, Ricardo; Zúñiga Bolivar, Sandra Marcela
    Abstract His research project aims to, as its first step, design a Massive Open Online Course (MOOC) for the Institutional Well-being area of Konrad Lorenz Foundation University. The MOOC will be composed of Open Educational Resources (OER) in sports, recreation, and culture. The instructional design process will follow the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as a framework for creating the course. As a second phase, as a component of the mixed-method research, the methodology used is based on the Postpositivist paradigm and employs a mixed method called Sequential Explanatory Design (DEXPLIS). This approach allows for the collection of both quantitative and qualitative data. A sample population is chosen, and they will have access to the MOOC in order to gather user experience. The main results, according to the participants' responses, indicate that: access to the MOOC and the Open Educational Resources (REDA) enables the utilization of educational opportunities. The asynchronous mode is positively valued due to its flexibility. Comprehensive education is perceived as a process that extends beyond professional training, encompassing the development of academic, personal, and interpersonal skills. The content provided in the MOOC contributes to the institution's objectives concerning comprehensive education for the university community and complements and supports in-person activities.
  • Ítem
    Estrategia de aproximaciones pedagógicas para estudiantes con discapacidad auditiva del grado octavo de la I.E la Inmaculada de Tierralta Córdoba
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2023-08-28) Cordoba Avilez, Cesar Augusto; García Suta, Ana Gladis
    The general objective of this research was to propose a pedagogical strategy that favors the teaching-learning process of students with hearing disabilities in the eighth grade of the I.E la Inmaculada de Tierralta Córdoba, guaranteeing an inclusive education. For this, initially the conceptions that teachers who participate in the teaching-learning process in eighth grade have about inclusive education were identified; then the perceptions about inclusive education that the eighth grade students with hearing disabilities of the institution have were characterized; and, finally, the pedagogical strategy was proposed. The methodology used was qualitative. The results show that both teachers and students adopt only general elements of inclusive education; They coincide in pointing out that these are not met in their educational institution and both groups point out the need for teacher training on the subject that allows guaranteeing and talking about inclusive education. The proposed strategy emerges as a way of responding to these needs
  • Ítem
    Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2022-12-15) Velandia Rodríguez, Camilo A.; Mena Guacas, Andrés Felipe; Tobón, Sergio; López-Meneses, Eloy
    The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020
  • Ítem
    Estrategias de respuesta educativa al TDAH en los conservatorios de música
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2022-07-22) Vargas Serrano, Alejandro; Gutiérrez Cáceres, Rafaela; Sánchez Amate, José Jesús; Mena Guacas, Andrés Felipe
    The training that takes place in the official music conservatories in the stages prior to higher education corresponds to elementary and professional music education. To access these courses, it is necessary to pass an aptitude test in the case of choosing the first course of elementary education or an entrance test (ordinary in the case of the first course of professional education and extraordinary for the rest of the courses) ( Andreu Duran et al., 2021).
  • Ítem
    La empresa y el sistema educativo: un estudio bibliométrico de las competencias específicas
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2022-07-22) Mena Guacas, Andrés Felipe; Luque de La Rosa, Antonio
    Specific competencies justify the existence of the professional who possesses them, because society requires it (Unigarro, 2017) and for this reason there is even research that suggests that universities should work together with industry in the development of programs (Pang, Wong , Leung, Coombes, 2019).