Josefa Eugenia Blasco Mira

Delphi study for the design and validation of a questionnaire about digital competences in higher education

The study of digital competence remains an issue of interest for both the scientific community and the supranational political agenda. This study uses the Delphi method to validate the design of a questionnaire to determine the perceived importance of digital competence in higher education. The questionnaire was constructed from different framework documents in digital competence standards (NETS, ACLR, UNESCO). The triangulation of non-parametric techniques made it possible to consolidate the results obtained through the Delphi panel, the suitability of which was highlighted through the expert competence index (K). The resulting questionnaire emerges as a good tool for undertaking future national and international studies on digital competence in higher education.

The Taller de Prácticas Docentes [Teaching Practice Workshop], a role-playing-based proposal for Higher Dance Studies

Abstract This study focuses on current developments in Higher Dance Studies in Spain. The proposal for a Taller de Prácticas Docentes [Teaching Practice Workshop,or TPD by its Spanish acronym] carried out at the Higher Dance Conservatory of Alicante (Spain) and implemented as a pilot experience at this centrebecame our research point of reference. A learning space was designed in the TPD for the purpose of familiarising students with a type of experiential learning through role playing. Furthermore, a controlled classroom atmosphere was created seeking to encourage the habit of reflexive action in the future of Dance teaching.This research was based on both a case study and a mixed approach. The methodological proposal put forward through the TPD is based on the analysis of experiences as well as their impact on those involved in them, especially with regard to the reflections by teachers and students. Findings confirm that the TPD appears as an innovative process which helps students develop their capacity to be reflexive professionals. This is why the TPD was eventually included in the Conservatory’s Official Curriculum after its experimentation.