José Antonio Sarmiento Campos

Universal developmental screening: preliminary studies in Galicia, Spain

“A_Tempo” is a research project that is currently under development in Galicia, an autonomous community of Spain. Its main aim is to propose an effective universal screening procedure for early identification of developmental disorders in children from zero to three years of age who attend Galician pre‐primary schools. “A_Tempo” includes a three‐stage approach and uses different screening tools among which the Age and Stages Questionnaires (ASQ) play a relevant role. In this article, we evaluate and study ASQ performance in Galicia comparing “A_Tempo” results with other research studies previously conducted in the USA and Norway.

Un estudio sobre los componentes pedagógicos de los cursos online masivos

A finales de la primera decada del siglo XXI, el rapido aumento de cursos MOOC dibuja un nuevo panorama educativo planteando nuevos retos a la ensenanza y al aprendizaje debido, fundamentalmente, a sus caracteristicas de masividad, ubicuidad y gratuidad. En estos cursos se da una confluencia de mediaciones tecnologicas y pedagogicas aun por explorar en todas sus dimensiones. Este trabajo, utilizando un instrumento de indicadores educativos e interactivos en un MOOC (INdiMOOC-EdI) de elaboracion propia, se centra en averiguar que componentes pedagogicos posee la actual oferta de MOOC en lengua hispana, para poder dirimir aquellos elementos dependientes de las plataformas que los soportan. Para ello se realiza una investigacion mixta de tipo exploratoria y secuencial que analiza un total de 117 cursos ubicados en 10 plataformas diferentes, utilizando el instrumento creado y validado a tal efecto. Con la informacion obtenida se lleva a cabo un analisis de contenido en su vertiente cualitativa, mientras que con la cuantitativa se efectuan analisis estadisticos complementados con algoritmos propios de la mineria de datos. Los resultados muestran que las diferentes plataformas condicionan los disenos pedagogicos del MOOC en cinco aspectos fundamentales: el aprendizaje, las actividades y tareas, los medios y recursos, la interactividad y la evaluacion. Se concluye con una serie de indicadores de tipo descriptivo, formativo e interactivo que pueden orientar la pedagogia de futuros Cursos Online Masivos Abiertos.At the end of the first decade of the 21st century, the rapid growth in the MOOC offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully explored. This study, applying an instrument of educational and interactive indicators on a MOOC (INdiMOOC-EdI) designed by the authors, seeks to ascertain the pedagogical components of MOOCs delivered in the Spanish language in order to establish which course features are platform dependent. An exploratory sequential mixed methods study was carried out on a total of 117 courses within 10 different platforms via an instrument developed and validated ad hoc. The data obtained is subjected to a content analysis for a qualitative perspective; while a quantitative perspective is obtained through a statistical analysis complemented with classification algorithms typical in data mining. The results suggest that the different platform providers condition the pedagogical design of the MOOC in five key areas: learning, activities and tasks, means and resources, interactivity and assessment. It concludes with a series of descriptive, educational and interactive indicators that can be a pedagogical benchmark for future MOOCs.

La orientación psicopedagógica desde la complejidad sistémica: un nuevo enfoque = The educational guidance from the complexity of the systems: a new approach

RESUMEN Es objetivo fundamental del presente trabajo proponer un nuevo enfoque epistemologico para el tratamiento de la Orientacion Psicopedagogica. Partiendo de las teorias sistemicas y del acercamiento al conocimiento cientifico desde la complejidad propuesto por el filosofo Edgar Morin y convergiendo desde una cibernetica de segundo orden con las tesis de los tres sistemas autopoieticos del sociologo Niklas Luhmann se propone el abordaje epistemologico de la Orientacion Psicopedagogica desde la construccion de ontologias de la disciplina y se postulan las unidades sistemicas de orientacion como elementos para la construccion del corpus de la Orientacion Psicopedagogica como disciplina cientifica desde su practica a traves de la Intervencion Psicopedagogica. ABSTRACT The main target of the present work is to propose a new epistemological approach to the educational guidance. Starting off from both the general theories and the approach to the scientific knowledge from the complexity made by Edgar Morin, the work converges from cybernetics of second order with the sociologist Nicklas Luhmanns theses of the three autocreative systems. The present work proposes the epistemological tackling of the educational guidance from the construction of ontologies of the subject of study and in this work general units of guidance are proposed as elements to build the structure of the educational guidance considered as a scientific subject from its practice through educational guidance.