Design of 3D environment to develop preservice teachers' digital competence: usability, adequacy and perceived usefulness

Una de las condiciones esenciales para el desarrollo de la competencia digital docente de los futuros docentes es proporcionarles situaciones de aprendizaje que permitan ejercitar tales habilidades, conocimientos y actitudes en contextos similares a su futura realidad profesional. Los entornos virtuales 3D, altamente inmersivos e interactivos, son una tecnología prometedora para simular escenarios reales y ofrecer dichas oportunidades de aprendizaje. El objetivo de esta investigación es presentar el diseño de un entorno 3D para el desarrollo de la competencia digital docente, centrado en el análisis de: (1) la usabilidad tecnológica y gráfica; (2) la adecuación del contenido de las actividades; y (3) la practicidad y utilidad pedagógica del entorno. Para ello, siguiendo la metodología de investigación para el diseño, se llevó a cabo un proceso de validación con distintos grupos de informantes clave: expertos en tecnología, docentes relacionados con la tecnología educativa y estudiantes de los grados de educación, a los que, además, se les administró un cuestionario de percepción de la utilidad pedagógica (Code et al. 2013). Los resultados muestran que a nivel tecnológico el entorno funcionó de manera fluida, aunque los gráficos resultaron limitados. A nivel didáctico, las actividades propuestas fueron adecuadas, realistas y actuales, y, a pesar de la complejidad inicial en el control de los avatares, destaca la alta motivación de los estudiantes debido a la similitud del entorno con su futura práctica profesional. La principal conclusión es que los entornos 3D son escenarios viables para el desarrollo actividades didácticas que favorezcan la adquisición de la competencia digital docente.One of the most important conditions for the development of preservice teachers' digital competence is to provide them with learning experiences to put in action such skills, knowledge and attitudes in similar contexts to their future professional reality. 3D virtual environments are an immersive and interactive promising technology that allow to simulate real scenarios and provide these learning opportunities. The aim of this reserach is to show the design of a 3D environment for the development of teachers' digital competence, focusing to the analysis of: (1) technical and graphical usability; (2) content adequacy of the activities; and (3) practicity and pedagogical usability of the environment. For this purpose, following designbased research method, we conducted a validity process with different key informants groups: technology experts, teachers related to educational technology, and studentsteachers who also answered a pedagogical usability questionnaire (Code et al., 2013). From a technological view, the results show that the environment worked fluently, but the graphics were limited. From a educational point of view, the activities were appropriate, realistic and current. the activities were appropriate, realistic and current. Despite the initial complexity in the avatars control, they emphasized its high motivation due to the similarity of 3D environment with their future professional work. The main conclusion of this work was that 3D environments are useful technology for developing educational activities that promote the acquisition of teachers' digital competence

Grafenos como carbocatalizadores y soporte de nanopartículas metálicas orientadas

Tesis por compendioA lo largo de los últimos años, el grafeno ha despertado un gran interés entre la comunidad científica debido las numerosas aplicaciones que ha encontrado dentro del campo de las industrias electrónica, informática y automovilística, así como en ciencia de los materiales. Dadas las extraordinarias propiedades físico-químicas que presenta el grafeno, se pueden desarrollar materiales con altas conductividades y durezas, además de propiedades interesantes en muchos campos de investigación. El empleo de grafeno como soporte o como catalizador sostenible libre de metales, está siendo un tema de interés en muchos grupos de investigación actualmente. Teniendo en cuenta la tendencia al desarrollo de procesos químicos nuevos basados en el empleo de biomasa como fuente de materia prima en sustitución de hidrocarburos fósiles, el grafeno se presenta como un candidato a tener un papel importante en este campo. En este contexto, en la presente tesis doctoral se describe el desarrollo de nuevas metodologías de preparación de distintos tipos de grafeno enfocando su posterior empleo en catálisis. La actividad del grafeno y grafenos dopados en ausencia de metales como carbocatalizadores para la reacción de reformado en fase acuosa de polioles, la preparación de partículas metálicas soportadas en grafeno por un proceso en una sola etapa, generándose una fuerte interacción metal-grafeno con orientación cristalográfica preferente del metal, su actividad como catalizadores altamente activos en procesos de interés en síntesis orgánica, intermedios en química fina o en la reacción de reformado en fase acuosa comentada anteriormente, serán objeto de estudio en la presente tesis doctoral.Over the past few years, graphene has increasingly attracted the attention of the scientific community due to the numerous applications that it has found within the field of electronics, computer and automotive industries, as well as in materials science. Given the extraordinary physicochemical properties of graphene, materials with high conductivities and hardnesses, as well as interesting properties for many research fields can be developed. The use of graphene as support or as metal-free sustainable catalyst is currently a topic of interest in many research groups. Taking into account the trend towards the development of new chemical processes based on the use of biomass as a source of raw material in substitution of fossil hydrocarbons, graphene is a promising candidate to play an important role in this field. On this basis, the present doctoral thesis discloses the development of new methodologies for the preparation of different types of graphene focusing on their subsequent use in catalysis. Herein, we disclose the activity of graphene and doped graphene in the absence of metals as carbocatalysts for the reaction of aqueous phase reforming of polyols. Another target is the preparation of metal particles supported on graphene by one-step process, results in a strong metal-graphene interaction with a preferential crystallographic orientation of the metal. Its activity as highly active catalysts in processes of interest in organic synthesis, as intermediates in fine chemistry, and in the reaction of aqueous phase reforming, will also be studied in this doctoral thesis.Al llarg dels últims anys, el grafè ha despertat un gran interès entre la comunitat científica degut a les nombroses aplicacions que ha trobat dins del camp de les industries electrònica, informàtica i automobilística, així com en la ciència del materials. Degut a les extraordinàries propietats físico-químiques que presenta el grafè, es poden desenvolupar materials amb altes conductivitats i duresa, a més de propietats interesants en molts camps d'investigació. L'ús de grafè com a suport o com a catalitzador sostenible lliure de metalls, esta sent un tema d'interès en molts grups de recerca en l'actualitat. Tenint en compte la tendència al desenvolupament de processos químics nous, basats en l'ús de biomassa com a font de matèria prima en substitució del hidrocarburs fòssils, el grafè es presenta com a candidat a tenir un paper important en aquest camp de recerca. En aquest context, en la present tesis doctoral es descriu el desenvolupament de noves metodologies de preparació de diferents tipus de grafè enfocant el seu posterior us en catàlisis. L'activitat del grafè i grafè dopat en absència de metalls com a carbocatalitzadors per a la reacció del reformat de poliols en fase aquosa, la preparació de partícules metàl·liques suportades en grafè mitjançant un procés en una sola etapa, generant-se una forta interacció metall-grafè amb orientació cristal·logràfica preferent del metall, la seua activitat como a catalitzadors altament actius en processos d'interès en síntesis orgànica, intermedis en química fina o en la reacció de reformat en fase aquosa comentada anteriorment, seran objecte d'estudi en la present tesis doctoral.Esteve Adell, I. (2018). Grafenos como carbocatalizadores y soporte de nanopartículas metálicas orientadas [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/99569TESISCompendi

Diseño y desarrollo de un plan de transformación digital para una universidad española basada en un proceso EDR

The increasing digitisation, coupled with concurrent societal changes at all levels, requires higher education institutions to respond and adapt in a timely manner. While actions and initiatives have been implemented, the rate of these changes necessitates a strategic and evidence-based approach that engages institutions and relevant stakeholders, particularly in regard to the development of digital competence among teaching staff, which is a crucial element. However, there is still a lack of evidence in the academic literature concerning the development of institutional approaches to digital transformation. This study presents a case study of a Spanish university, where the Educational Design Research (EDR) methodology was employed to design a digital transformation proposal with a particular emphasis on the development of digital competence in teaching. A comprehensive description of the process is provided, including the various iterations and validations conducted during the process, based on a sample of approximately 700 participants involved in the different stages. Among the aspects highlighted is the importance of approaching these changes from an institutional, multi-level perspective, involving different actors. To conclude, a set of valuable design principles for higher education institutions are outlined.La creciente digitalización, unida a los profundos cambios sociales en todos los niveles, exige que las instituciones de enseñanza superior respondan y se adapten oportunamente. Aunque se han puesto en marcha diversas acciones e iniciativas, el ritmo de estos cambios requiere un enfoque estratégico y basado en evidencias que involucre a las instituciones y a participantes relevantes, especialmente en lo que respecta uno de los temas cruciales, como es el desarrollo de la competencia digital entre el personal docente. Sin embargo, en la literatura académica siguen existiendo lagunas respecto al desarrollo de enfoques institucionales para la digitalización basados en evidencia. Este estudio presenta un estudio de caso de una universidad española, donde se empleó la metodología de investigación basada en el diseño educativo para diseñar una propuesta de transformación digital con especial énfasis en el desarrollo de la competencia digital docente. Se ofrece una descripción exhaustiva del proceso, incluyendo las distintas iteraciones y validaciones llevadas a cabo durante el mismo, a partir de una muestra de aproximadamente 700 participantes implicados en las distintas etapas. Entre los aspectos destacados se encuentra la importancia de abordar estos cambios desde una perspectiva institucional y multinivel, involucrando a diferentes actores. Para concluir, se esboza un conjunto de valiosos principios de diseño para las instituciones de enseñanza superior

Digital Competence and Computational Thinking of Student Teachers

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps

Digital teaching competence of university teachers: A systematic review of the literature

The digital teaching competence is an emerging issue in scientific literature. However, despite existence of different frameworks that define it, most of them are focused on the pre-university level. This article presents the results of a systematic review of the literature on the digital teaching competence of university teachers, in the Web of Science and Scopus scientific databases. According to the results, university teachers must be competent enough to meet the new challenges of today's digital society. This digital competence, both technical and pedagogical, allows teachers to enrich their teaching, develop the digital competence of their students and continue to develop professionally. Regarding their level of digital teaching competence, most university teachers seem to have adequate technical digital competence. Nevertheless, the results regarding the pedagogical use of technologies are different, with lower levels being found in the use of technologies for their own teaching development

La universidad digital: aproximación a un análisis crítico de los planes de transformación digital de las universidades públicas españolas

En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior y en el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digital de nuestras universidades. Así, en este trabajo se realiza un análisis de los planes de transformación digital de las universidades públicas españolas, en el que se parte de tres elementos básicos de análisis: ¿cómo responde el plan a la misión de la universidad?, ¿qué factores de implementación considera prioritarios? y ¿a qué participantes involucra y afecta? Desde estas preguntas de investigación se propone un análisis documental que nos ofrece un panorama muy variado que pone de relieve la gran heterogeneidad de nuestras instituciones públicas, el largo camino que queda por recorrer a algunas de ellas, la unánime apuesta por una transformación claramente centrada en la gestión TIC y un horizonte de transformación con mucho margen para la mejora. Además, el análisis y el contexto que lo sitúa nos llama la atención sobre la necesidad de que estos procesos que siguen en marcha y continúan, no se conviertan en una oportunidad perdida para repensar y transformar verdaderamente nuestra visión de la visión de la universidad para el futuro

The Digital University: A critical Analysis of the Digital Transformation Plans of Spanish Public Universities.

En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior yen el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digital de nuestras universidades.Así, en este trabajo se realiza un análisis de los planes de transformación digital de las universidades públicas españolas,en el que se parte de tres elementos básicos de análisis: ¿cómo responde el plan a la misión de la universidad?, ¿qué factores de implementación considera prioritarios? y ¿a qué participantes involucra y afecta? Desde estas preguntas de investigación se propone un análisis documental que nos ofrece un panorama muy variado que pone de relieve la gran heterogeneidad de nuestras instituciones públicas, el largo camino que queda por recorrer a algunas de ellas, la unánime apuesta por una transformación claramente centrada en la gestión TIC y un horizonte de transformación con mucho márgen para la mejora. Además, el análisis y el contexto que lo sitúa nos llama la atención sobre la necesidad de que estos procesos que siguen en marcha y continúan, no se conviertan en una oportunidad perdida para repensar y transformar verdaderamente nuestra visión de la visión de la universidad para el futuro.Digital transformation has been a priority for Higher Education institutions for almost a decade now. The recent pandemic and its conditions have encouraged and generalised this commitment to digital. It is time to contribute to proposals for analysis that propose logics of this transformation that allow us to understand our universities' digital transformation plans. Thus, this paper analyses the digital transformation plans of Spanish public universities, starting from three basic elements of analysis: how the plan responds to the university's mission, what implementation factors it considers to be a priority and which participants does it involve and affect? Based on these research questions the paper presents a documentary analysis that shows a very varied panorama that highlights the immense heterogeneity of our public institutions in Spain. It also shows the long road that remains to be travelled by some of them, the unanimous commitment to a transformation clearly centred on ICT management and a transformation horizon with a lot of room for improvement. Furthermore, the analysis and the context that situates it highlight the need foster that these processes, which are ongoing and continue, do not become a lost opportunity to rethink and truly transform our vision of the university for the future

Aqueous phase reforming of glycerol using doped graphenes as metal-free catalysts

[EN] Boron-doped graphene obtained by pyrolysis at 900 degrees C of the boric acid ester of alginate was found to be the most active graphene among a series of doped and co-doped graphenes to promote the aqueous phase reforming of glycerol at 250 degrees C. This reaction is of interest in the context of valorization of the aqueous wastes of carbohydrate syrups. Control experiments adding to undoped graphene 1 wt% of triphenylborane, tris(pentafluorophenyl) borane or bis(pinacolyl)diborane as models of possible boron atom types present in B-doped graphene, and boric acid that could be present in a residual amount after pyrolysis, show in all cases an increase in the catalytic activity of graphene. B-doped graphene has also activity for glucose aqueous phase reforming. B-doped graphene undergoes deactivation upon reuse, probably due to B leaching. The results show that graphenes are promising metal-free catalysts for aqueous phase reforming and are alternatives to those containing platinum.Financial support from the Spanish Ministry of Economy and Competitiveness (Severo Ochoa, Grapas and CTQ2015-69153-CO2-R1) and Generalitat Valenciana (Prometeo 2013-014) is gratefully acknowledged. I. E.-A. acknowledges the Spanish Ministry of Science for PhD scholarships. This research was funded partly by the EU-5SPS joint initiative through the NOVACAM project (Grant agreement no. 604319).Esteve-Adell, I.; Crapart, B.; Primo Arnau, AM.; Serp, P.; García Gómez, H. (2017). Aqueous phase reforming of glycerol using doped graphenes as metal-free catalysts. Green Chemistry. 19(13):3061-3068. https://doi.org/10.1039/c7gc01058cS30613068191

Diagnostic and educational self-assessment of the digital competence of university teachers

The importance of promoting digital transformation processes in higher education has been increasing over in the last decade. Recently, the impact of the health crisis experienced in 2020 due to the COVID-19 pandemic on educational activity has further accelerated this transformation. In order to take advantage of the potential of digital tools in educational processes, as well as to manage these new learning situations, it is essential for university faculties to have an adequate level of digital teaching competence (DTC). This article aims to explore this competence in depth, by analysing the self-perceived level of DTC of university teaching staff and their assessment in each of the areas that comprise it. The research was carried out in a Spanish public university with a sample of 61 university teaching staff, following the methodological approach of educational design research (EDR), through quantitative and qualitative instruments for collecting information from a sample of key informants and potential users. The results suggest that the questionnaire has validity for its function, and detects those areas of digital competence in which participants need to improve, and those in which their level of competence is optimal. As for the evaluation of the university faculty, the results show a medium-to-high level of competence, and when evaluating the tool, they have highlighted its usefulness. In conclusion, the need to have DTC assessment tools in higher education that allow faculties to reflect on their own digital competence is essential today, in order to carry out quality teaching and learning processes adapted to the needs of students

Digital Teaching Competence of University Teachers: Levels and Teaching Typologies

Today, university teachers need to have not only basic digital skills, but to be able to use technologies in teaching-learning processes, in their professional development and that of their students. This article focuses on analysing digital teaching competence (DTC), and exploring its dimensions based on the self-perception of a sample of 558 teachers from a Spanish university, following the European DigCompEdu framework. According to the results, university teachers perceive themselves to have an intermediate level of DTC. Technical and professional aspects were higher than the pedagogical ones and those that refer to the effect on student’s digital competence. The ANOVA test did not show significant differences in DTC according to the academic position, but it did according to the scientific area. One of the most significant findings is that the DTC would not be a unitary construct; after the factorial analysis of the items, three categories were obtained that can constitute different teaching typologies: the inspiring teacher, the creator and the tutor. This study provides a new instrument to explore university teachers’ level of DTC and contributes to the debate on this competence by exploring the categories that underlie it, providing data that can be useful both at a scientific level and in the development of practices and policies for teaching improvement