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"Requieren como base las competencias instrumentales e interpersonales Figura 1. Ejes axiales de la formación de competencias en sostenibilidad En el marco de este modelo, la matriz que se ofrece en la Tabla 3 recoge dentro de cada uno de los ámbitos competenciales aquellas competencias consideradas más significativas para consolidar sociedades sostenibles. Es fruto de una dilatada experiencia en proyectos de innovación docente en los cuales se han utilizado distintas metodologías formativas en las asignaturas que imparte la Cátedra Unesco de Educación Ambiental y Desarrollo Sostenible de la UNED (Novo, Murga-Menoyo y Bautista-Cerro, 2010; Murga-Menoyo, Bautista-Cerro, y Novo, 2010; Murga, Novo, Melendro, y Bautista-Cerro, 2008; Murga-Menoyo, 2011 y 2007). "
[Show abstract][Hide abstract] ABSTRACT: The employability of the population, their capacity to obtain and maintain a job, is a condition of possible sustainable development; a necessary but insufficient condition because the model also has other requirements and distinguishing features. Clearly, in this context, employability demands workers who embrace the principles and values of sustainability. Consequently, the teaching of what is becoming known in the context of our universities as “competences in sustainability” is a task that universities cannot neglect. This paper is based on the key competences in sustainability recommended by CADEP (Commission on Environmental Quality and Sustainable Development) as a teaching goal for university degrees. A competential matrix, including achievement indicators and performance levels, is presented as part of the teaching innovation line of the UNESCO Chair of Environmental Education and Sustainable Development of the UNED. Since these types of competences can operate as a transversal axis of the curriculum, we support the need to intensify the processes for embedding sustainability in the curricula, allowing us to imbue them with the principles and values of sustainable development. These processes are still emerging in our university teaching, despite the recognized international development of this research line and its growing presence on our national university scene.
Procedia - Social and Behavioral Sciences 08/2014; 139. DOI:10.1016/j.sbspro.2014.08.060
"En la entrevista realizada todos expresaron que las mediciones ambientales los hicieron tomar conciencia sobre la influencia ambiental de sus estilos de vida y sobre cada una de las prácticas productivas que realizan. (Novo et al., 2010; Grumbine, 2010) El trabajo colaborativo los ayuda a analizar el mismo problema en diferentes sitios y también señalaron la importancia de aprender diferentes formas de resolverlos. El 40% de éstos alumnos ha participado presentando proyectos en convocatorias ambientales. "
[Show abstract][Hide abstract] ABSTRACT: This work shows an educational innovation developed in an agrotechnical school, involved collaborative international networks, of environmental education, as The GLOBE Program and Environment On-Line which are based on the realization of environmental measurements, research and communication using ICT. For data analysis, processing, design and execution of research, students used metacognitive tools (concept maps and Gowin's Vee). After, they developed a multimedia presentation to disseminate their research. We performed a survey on the methodology employed and analyzed the results in terms of skills and gained knowledge during the research work.
[Show abstract][Hide abstract] ABSTRACT: This e-learning article draws attention to the interesting features of concept map editors, particularly Cmap Tools, as instruments of innovation in university teaching. With the development of information technologies, the creation of this type of software has given a strong boost to the already-proved instrumental potential of the concept map technique in conventional learning environments. Information technologies incorporate new utilities and make it possible to extend concept maps to virtual educational contexts. After an analysis of the didactic potential of concept maps and the characteristics of editors, the article describes the specific features and applications of Cmap Tools, building up to an affirmation of the editor’s motivating power. Cmap Tools does a good job of stimulating student work, as supported by the results of a pilot project run at the Spanish National University of Distance Education concerning adaptation to the requirements of the Bologna process.
Revista Espanola de Pedagogia 01/2011; LXIX(249):273-288. · 0.33 Impact Factor