Educational guide

IDENTIFYING DATA

2023_24

Subject

TEACHERS AND PUPILS IN THE KNOWLEDGE SOCIETY

Code

01711111

Study programme

1711 M.U.INVES.PSICOLOGIA Y C.DE LA EDUCA.

Descriptors

Credit.

Type

Year

Period

Optional

First

Language

Castellano

Ingles

Prerequisites

Department

DIDACT.GRAL,ESPEC.Y TEORIA EDU

Coordinador

BAELO ÁLVAREZ , ROBERTO

E-mail

rbaea@unileon.es
rcanr@unileon.es

Lecturers

BAELO ÁLVAREZ , ROBERTO

CAÑÓN RODRÍGUEZ , RUTH

Web

http://

General description

Tribunales de Revisión

Tribunal titular
Cargo	Departamento	Profesor
Presidente	DIDACT.GRAL,ESPEC.Y TEORIA EDU	DIEZ GUTIERREZ , ENRIQUE JAVIER
Secretario	DIDACT.GRAL,ESPEC.Y TEORIA EDU	VALLE FLOREZ , ROSA EVA
Vocal	DIDACT.GRAL,ESPEC.Y TEORIA EDU	POY CASTRO , RAQUEL

Tribunal suplente
Cargo	Departamento	Profesor
Presidente	PSICOLOGIA,SOCIOLOG. Y FILOSOF	GARCIA SANCHEZ , JESUS N.
Secretario	PSICOLOGIA,SOCIOLOG. Y FILOSOF	CASO FUERTES , ANA MARIA DE
Vocal	PSICOLOGIA,SOCIOLOG. Y FILOSOF	VIDAL GARCIA , FRANCISCO JAVIER

Competencies

Type A	Code	Competences Specific
	A17867
	A17871
	A17884
Type B	Code	Competences Transversal
	B2409
	B2410
	B2411
	B2417
	B2418
	B2419
	B2420
	B2421
	B2430
	B2431
Type C	Code	Competences Nuclear
	C1

Learning aims

Competences
A17871	B2410 B2419 B2430 B2431	C1
A17867	B2409 B2417 B2418 B2421	C1
A17884	B2410 B2411 B2418 B2419 B2420 B2431	C1

Contents

Topic	Sub-topic
21st-century education	- Teacher and student roles. Profile and professional competences of the teacher - Communication and emotional handling in the classroom. Social and emotional aspects of education. - Active models of learning. Global education
Resources for the integration of ICT in education	- Digital competences. ICT in the Knowledge Society - Teaching digital competence. Teaching and Learning with ICT in the Knowledge Society - Applications and technological resources for education

Planning

Methodologies :: Tests
	Class hours	Hours outside the classroom	Total hours
Problem solving, classroom exercises	5	5	10

Tutorship of group	6	6	12
Portfolios/Learning folder	14	21	35

Lecture	9	9	18


(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies ::

	Description
Problem solving, classroom exercises	There are small issues/problems that have to be solved by the students. They have to gather as much information as possible to find the best possible answer.
Tutorship of group	Group guidance by the teacher to groups of students in relation to the development of activities and work to be developed.
Portfolios/Learning folder	Preparation by the student of a structured set of documents (annotations, analysis, reflections, graphics, etc.) arranged chronologically or thematically, and which show the evolution, progress and the degree of compliance with the objectives set in each delivery at the same time that reflecting each student's strategies for inquiry, reflective thinking, rigor and analysis.
Lecture	Theoretical and practical expositions of the course contents

Personalized attention

Lecture

Portfolios/Learning folder

Description

Students interested in arranging individualized tutoring will have to request it to the teaching team via email indicating the subject to be treated as well as the dates and times in which they have availability to attend it.

Assessment

	Description	Qualification
Problem solving, classroom exercises	Delivery of a portfolio with the evidences of the work developed in the course. In addition, it must include a final reflection on the learning outcomes, the methodology and evaluating systems used and the improvement proposals on the subject.	25%
Portfolios/Learning folder	Every session, it will be proposed the development and delivery of an activity or activities on the central theme of the same. These activities can only be delivered and, therefore, will compute in the evaluation, by the students who attend each session.	75%
Others	Students who for justified reasons have to be absent from more than 50% of the face-to-face classes should contact the responsible professor, in order to be able to agree on an evaluation process according to their situation.

Other comments and second call
Evaluation Rules These standards and evaluation criteria are mandatory for both the first and second call. The plagiarism will be treated under the regulations of the ULE. During the development of the evaluation tests, no material will be allowed to be handled except for the one expressly indicated by the teacher. The possession and use of mobile and / or electronic devices during the celebration of the tests is strictly prohibited. The simple possession of these devices as well as notes, books, folders or miscellaneous materials not authorized during the evaluation tests, will suppose the immediate withdrawal of the exam, its expulsion of the same one and its qualification like failure, communicating the incidence to the corresponding Academic Authority to perform the actions provided in the Guidelines for Action in the Cases of Plagiarism, Copy or Fraud in Exams or Evaluation Tests, approved by the Permanent Commission of the Governing Council of January 29, 2015. Second call In the case of not passing the first call the students will have to present themselves on the date indicated to a second call in which in addition to the delivery of the perceptive learning folder, they will have to make an exhibition and defense of a research work on a thematic, previously agreed with the teaching team, linked to this subject. The presentation and defense of this work will have a weight in the evaluation of 25%, the content of the physical work in writing developed a weighting of 35% and the qualification of the learning portfolio will represent the remaining 40%. The development of this work and the delivery of the learning portfolio will allow to verify the acquisition and development of the competences and learning results described in this guide. EXPLANATORY NOTE ABOUT THE ALTERNATE REVIEW COURT. Due to the retirement of Professor Dra. Josefina Milagros Marban Pérez, the secretary of the substitute review court will be Dr. Pablo Antonio Conde Guzón.

Sources of information

Access to Recommended Bibliography in the Catalog ULE

Basic
	Baelo Álvarez, R. (2013). El aprendizaje colaborativo y las tecnologías de la información y la comunicación. En O. Arias-Gundín & R. Fidalgo (Eds.), Innovación educativa en la educación superior. Fundamentos, evaluación e instrucción (pp. 247-266). Berlín: Editorial Académica Española. Baelo Álvarez, R. (2018). Fortalecimiento del sector educativo como respuesta a los retos educativos del mercado laboral. En J. Bach (Ed.), Mercado laboral europeo: Perspectivas para jóvenes universitarios españoles (pp. 123-157). Göttingen: Cuvillier Verlag. Cardona Andújar, J. (2008). Formación y desarrollo profesional del docente en la sociedad del conocimiento. Madrid: Universitas. Esteve Zarazaga, J. M. (2010). La tercera revolución educativa: la educación en la sociedad del conocimiento. Barcelona: Paidós. Gardner, H. (2011). Inteligencias múltiples la teoría en la práctica. Barcelona: Paidós. Goleman, D., & Senge, P. M. (2017). Triple Focus. Un nuevo acercamiento a la educación. Barcelona: Ediciones B. Hargreaves, A. (2003). Enseñar en la sociedad del conocimiento: la educación en la era de la inventiva. Recuperado de http://public.eblib.com/choice/publicfullrecord.aspx?p=3214687 Marín i Monfort, J., & Barlam, R. (2011). Enseñar en la sociedad del conocimiento reflexiones desde el pupitre. Barcelona: ICE, Universitat de Barcelona Horsori. Paz Abril, D. de, & Paz Abril, D. de. (2009). Pistas para cambiar la escuela. Barcelona: Intermón Oxfam. Pozo Roselló, M. del. (2013). Una experiencia a compartir: las inteligencias múltiples en el Colegio Montserrat. Badalona: Tekman. Prensky, M., Heppell, S., & Alemany, E. (2013). Enseñar a nativos digitales: una propuesta pedagógica para la sociedad del conocimiento. Robinson, K., Aronica, L., & Pérez, R. (2017). Escuelas creativas: La revolución que está transformando la educación. Barcelona: Penguin Random House. Tedesco, J. C. (2014). Educar en la sociedad del conocimiento. México: Fondo de Cultura Económica. Unión Europea, Comissió, Direcció General V, de T., Relacions Industrials i Afers Socials, Unió Europea, Comissió, & Direcció General XXII, d’Educació, Formació i Joventut. (1996). Enseñar y aprender: hacia la sociedad del conocimiento. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas.
Complementary
	Bilbao Rodriguez, M. del C., & Velasco Garcia, P. (2014). Aprendizaje con inteligencias múltiples: como indentificar las inteligencias multiples, como desarrollarlas y como evaluarlas. Boni Aristizábal, A., & Pérez-Foguet, A. (2006). Construir la ciudadanía global desde la universidad: propuestas pedagógicas para la introducción de la educación para el desarrollo en las enseñanzas científico-técnicas. Barcelona: Intermón Oxfam: Federación Española de Ingeniería Sin Fronteras. Coll, C., & Monereo i Font, C. (2011). Psicología de la educación virtual: aprender y enseñar con las tecnologías de la información y la comunicación. Madrid: Morata. Lankshear, C., & Knobel, M. (2011). Nuevos alfabetismos: su práctica cotidiana y el aprendizaje en el aula. Madrid, España: Ministerio de Educación?; Ediciones Morata. Marina Torres, J. A. (2015). Despertad al diplodocus: una conspiración educativa para transformar la escuela ... y todo lo demás. Madrid: Ariel. Urban, H. (2014). 20 cosas que hacen los buenos profesores.

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