vol. 14 núm. 2 (2021)

Long before the Games of the XXXIII Olympiad were awarded to the city of Paris in 2024, the Ministry of National Education, Higher Education, and Research (MENESR) deployed different large-scale programs to support the nomination through the Year of Sport from School to University (2015-2016) or the Year of Olympism from School to University (2016-2017). As the Ministry points out, the aim is to link the practice of sport to an educational, cultural, or civic ambition based on Olympism and its values. Since the designation of Paris as the host city for the Games of the Olympiad (September 13, 2017), the organizing committee has proposed the implementation of educational tools in the school and university system, as well as the Generation 2024 label aimed at encouraging the development of structuring projects or the participation in events promoting the Olympics and Paralympics. For a host city, this is a real opportunity to promote and develop education through the Olympic Games.

The implementation of competency-based training is a challenge for universities in the current context, in the midst of the revolution in economic systems brought about by Industry 4.0. This article analyzes the competencies required in the industrial and administrative engineering programs in Medellin in face of this phenomenon. An exploratory methodology with a mixed approach was proposed, with surveys applied in higher education institutions that offered the aforementioned programs and companies related to Industry 4.0. In addition, a prospective-oriented consultation (Delphi) was carried out with experts on this subject. Secondary information was obtained from databases based on a systematic review of literature and the consultation on websites of different universities in Medellin. The results obtained show the importance of making curricula more flexible and promoting comprehensive training in industrial and administrative engineering.

This article aims to present a bibliographic review on the trends, contributions, and limitations of studies on collaborative writing in the last eleven years. The methodology defined four criteria for the inclusion of the studies: 1) the collaborative writing approach; 2) a publication date between 2009 and 2020; 3) articles published in Spanish, English, and Portuguese; and 4) the type of article: research, review, and theoretical. A search was conducted in the following databases: Scopus, ProQuest, Taylor & Francis, Web of Science, JSTOR, and Ebsco. The results of the review show that collaborative writing is not a process that is facilitated automatically by digital tools and mediations but requires an educational environment in which the participants recognize themselves as co-author peers of the text in a dialogic relationship. The study of collaborative writing involves considering relational aspects between the writers, the purpose of the writing and the intended audience, as well as textual coherence, which implies an expansion of the conception of writing. Among the limitations, it was identified that the studies reviewed do not delve into the incidence of collaborative writing on textual quality or argumentation in the production process. The conclusions highlight that collaborative writing poses the challenge of encouraning, at different levels of training, educational practices that promote joint construction among peers, creativity, and the pedagogical and ethical use of digital technology.

This research aims to examine the role played by the main actors of the pedagogical practice carried out by teachers in initial training in the development of the specific competencies: teaching, training, and evaluation of the future teacher. These competencies are benchmarks in the area of education in standardized tests to measure the quality of the graduate's training and the level of appropriation. For this purpose, a documentary review and interviews were used as a methodology to collect experiences and perceptions of internship teachers, advisory teachers, and teachers in initial training in the Bachelor of Mathematics programs in virtual and face-to-face modalities. The results found focus on the role of these actors and their relationship with the development of specific competencies of the future teacher. The conclusions are the contribution to the identification of the characteristics of appropriate spaces that promote the development of specific competencies, as well as how each actor can contribute.

Objective: to relate the perception of undergraduate students and the evaluation carried out by academic peers of the National Accreditation Council in light of the academic processes factor, as a result of the self-evaluation processes for high-quality accreditation purposes. Methodology: the study was observational, descriptive, cross-sectional, and correlational. The self-evaluation of 3.408 students from 25 academic programs between 2014 and 2018 was analyzed and compared with the report of the academic peers of the National Accreditation Council, regarding the degree of compliance with the characteristics of academic programs. The characteristics that had greater variability were evaluated: teaching support, interdisciplinarity, evaluation and self-regulation, and computer resources. The correlation was analyzed using the kappa index and a reference value of less than 0.05 was considered. Results: a weak concordance was found between the two evaluations regarding the quality of the academic processes (K = 0.242). Academic peers gave a better grade in the five categories evaluated. Conclusion: there is a difference between the perception of undergraduate students and the evaluation of academic peers regarding the characteristics of the academic processes factor, which was better evaluated by peers than by students.

The objective of the research was to analyze perceptions about ethical behaviors in virtual learning environments of higher education. A mixed methodological approach with qualitative techniques was used to understand impressions of students, teachers, and graduates on authenticity, alterity, feelings, and behaviors in the formative processes. Besides, statistical techniques were used to ascertain extrinsic opinions on their credibility and trustworthiness. Two surveys, three focus groups, and nine indepth interviews were conducted. The results showed that outside of virtual education there is mistrust about the authenticity and conduct of the participants, while, internally, perspectives were found on the ethical commitments of the participants in learning processes and institutional management. It was found that, in virtual environments, teachers, students, directors, and managers must demonstrate responsible autonomy with themselves and with others. Based on the findings, a code of ethics for virtual education was proposed.

Objective: to present an experience of popular education in childrearing with women from a peripheral settlement in Medellín. Methodology: an Action Research, framed in the thematic research proposed by Freire, that included coding and decoding processes was carried out with the use of Information and Communication Technologies. Codes were developed through videos, stories, and audios, which were converted into digital educational content and, subsequently, decoded with the participants. Results: the codification process was based on common experiences, transcending the singular and advancing towards the educator-learner relationships reconfiguration. The decoding process critically recreated the participants’ world and its borderline situations to strengthen reflection, problematization, and citizen participation. Conclusion: the experience presents alternatives in education for health and childrearing based on a transformative education with the use of ICT.

This article for reflection is the result of the PIE 002 project of the School of Education Sciences (ECEDU)-UNAD Subjectivity, technology, and education through the pedagogical medation of visual narrative in virtual courses. The objective of the project was to design an instrument for the evaluation of pedagogical mediation in the visual narrative of the virtual courses at the School of Education Sciences of the UNAD. An evaluative methodology with a nonexperimental, transectional field design was used. A survey instrument was developed to investigate the dimensions and criteria contained in the images and visual narratives in the pedagogical proposals of the virtual courses. This paper presents reflections on the results, which identified the need to give pedagogical guidance to distance and virtual higher education institutions on teacher training. To explain the relevance of this proposal, we begin with a contextualization on higher education, pointing out some elements that have an impact on it, such as accreditation and innovation, and then focus on distance and virtual higher education. The findings are highlighted in the research work, with the identification of the training needs of teachers in technology-mediated contexts. It is in this scenario that digital narratives are presented as a device for criticism and the construction of citizen and cosmopolitan identities.

La pandemia por covid-19 ha generado una crisis sin precedentes en todos los ámbitos y a escala mundial. En temas de educación, esta emergencia generó el cierre masivo de instituciones educativas con la finalidad de evitar la trasmisión del  virus. De esta forma, el coronavirus cambió la forma en que se imparte la educación, ya que la escuela, la universidad y el hogar se convirtieron en un mismo lugar.

The training of students in the development of critical and analytical skills constitutes one of the main challenges of education nowadays. In this context, critical debate favors the interconnection of opposing positions through reflection, inquiry, defense, and reasoned judgment processes. For this reason, it is necessary to recognize how the critical debate strategy contributes to the development of critical thinking in university students. To this end, an action research was carried out, framed in an intervention program with psychology students, which included explanation sessions, execution of critical debates, and mentoring. The data collection techniques used were participant observation, field diary, record of mentoring sessions, and evaluation. The information analysis was carried out through the recollection, organization, categorization, and triangulation of information with the reference framework. The intervention program allowed the development of critical thinking skills such as interpretation, analysis, evaluation, inference, explanation, and discernment, as well as auxiliary skills including self confidence, active listening, teamwork, knowledge management, and applicability of what is learned into everyday life. Critical debate is a strategy that contributes to the development of own and complementary critical thinking skills, showing the relevance of its implementation and application in educational practice.

This paper presents evidence of the tacit knowledge of mediators when they communicate science from the variables of organizational culture, personal qualities, and dimensions intended to exchange knowledge. To obtain the certainties of the know-how of the mediators, we used face-to-face interviews, and thus defined the different categories. The explicitness of tacit knowledge serves as a guide for the design of strategies that strengthen the training of individuals and encourage citizen learning. The science centers that participated in the research were Maloka, Planetario Distrital, Jardín Botánico de Medellín, and Jardín Botánico de Bogotá. Finally, some considerations are presented on the value of the codification of tacit knowledge, which until then had been difficult to share as it remained deeply and uniquely rooted in people's minds, and, therefore, invisible, but that now emerges and serves as an input for the management of the Science Centers through mediation.

This research proposal seeks to analyze a project-based learning (PBL) experience for initial teacher training at Escuela Normal Superior de Salamina, in Caldas, Colombia. In this sense, a general understanding is built from the voices of the subjects who live the experience. Thus, the chosen methodology is qualitative, based on the proposal of the grounded theory of Strauss and Glasser (2016), which will allow us not only to reconstruct the experience but also to recognize the sense and meaning that the subjects give to it. The specific objectives are related to the fundamental stages of the knowledge construction process proposed by the aforementioned authors. The first specific objective seeks to identify, in an emergent manner, the categories that give meaning to the PBL experience; the second objective seeks to recognize the relationships between these categories; and the third, to establish the theoretical synthesis of this experience. To accomplish this, field diary records and focus groups will be the privileged instruments. This proposal differs from other works found that, based on quantitative approaches, seek to evaluate deductively the theories related to PBL such as cooperative work, students’ attitude, development of competencies, among other aspects.

This paper presents the partial results of a study about the tools, procedures, and difficulties French as a foreign language teachers face when teaching static spatial relations. A comparative and qualitative analysis included 1) some pedagogical procedures followed by a group of teachers, 2) the methodological proposal for spacial teaching presented by different textbooks, 3) the observation of the pedagogical application regarding spatial relations, and 4) the literature review about static space. The method used in the investigation was the descriptive approach method for Human Sciences, based on the contrast and systematization of information. The results show the characteristics that define the conceptual representations of space.

This article aims to determine the existing relationships between sound and geographic space, from the voice of students and teachers of basic education. Given the qualitative nature of the research, an instrumental case study was chosen in which the interview and the questionnaire are the techniques for data collection. The data analysis showed that it is possible to evidence a set of relationships from the dimensions of the social, the subjective, the physical, and the holistic, from which it is possible to think about sound as an alternative didactic element and about geographic space as an integrating object of disciplines in the teaching of social sciences at school.