Tecnoeduc

Permanent URI for this collectionhttps://hdl.handle.net/10347/34382

O Grupo catalogado de Investigación de Tecnoloxía Educativa da USC foi creado pola profesora Beatriz Cebreiro López no ano 1992. Está adscrito ao departamento de Didáctica e Organización Escolar da Facultade de Ciencias da Educación e constitúe actualmente a única unidade de investigación da USC especializada no e-learning ("utilización das novas tecnoloxías multimediais e de Internet para mellorar a calidad e da aprendizaxe facilitando o acceso a recursos e servizos, así como os intercambios e a colaboración a distancia", Comisión Europea, 2000).

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(Editorial Fragua, 2023) Fernández Rodríguez, José Julio; Casal Otero, Lorena; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica; Rúas-Araújo, José; Fontenla Pedreira, Julia
Este capítulo aborda el sentido y alcance de los derechos fundamentales tomando como ejemplo el supuesto de la vigente Constitución española de 1978. Tras ello, estudiamos las libertades de expresión e información, reflejando cómo se desarrollaron desde el pasado y cuál es su objeto actual y los posibles límites a los que se someten. De esta forma, damos un paso más y conectamos tales libertades con el tema de la manipulación informativa, explicando los problemas que surgen, a los que damos una respuesta. El texto finaliza con una propuesta didáctica para ser implementada en un aula de Educación Secundaria.
Retos actuales de la alfabetización mediática y tendencias para la formulación de propuestas pedagógicas. Una revisión bibliográfica
(Editorial Neogranadina, 2023) Mésquita Romero, Walter Antonio; Fernández Morante, Carmen; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
La investigación relacionada con la educación mediática mantiene una dinámica que toma fuerza a partir de los años noventa con el advenimiento de los desarrollos tecnológicos en el campo morante de la comunicación. En la actualidad, en este campo de estudios abundan terminologías, enfoques y metodologías que en muchos casos mantienen caminos diferenciados. El objetivo principal de este artículo es presentar un estudio bibliográfico de la literatura académica publicada recientemente en este campo de estudios para aportar claridad sobre las particularidades teóricas y algunas tendencias para generar proyectos pedagógicos. En este sentido, se realiza un análisis de los indicadores bibliométricos y los mapas de visualización extraídos de la base de datos Scopus, tomando como línea de tiempo diez años, desde el año 2010 al año 2020. La evidencia muestra que este campo de investigación mantiene una marcada producción generando diversos enfoques, igualmente se demuestra que en la actualidad se vienen posicionando asuntos diversos que superan una visión instrumental de lo mediático, llegando a posicionar lo relativo a la desinformación, el manejo de la identidad digital y los procesos de participación democráticos.
Online (versus face-to-face) augmented reality experience on nursing students’ leg ulcer competency: Two quasi-experimental studies
(Elsevier, 2023-07-10) Rodríguez-Abad, Carlos; Martínez Santos, Alba Elena; Fernández de la Iglesia, Josefa del Carmen; Rodríguez González, Raquel; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica; Universidade de Santiago de Compostela. Departamento de Psiquiatría, Radioloxía, Saúde Pública, Enfermaría e Medicina
Aim The aim of this study was two-fold. Firstly, to describe the influence of an augmented reality (AR)-based online educational experience on the academic performance and learning determinants of nursing students related to the study of leg ulcer care. We also set out to compare these online results with those obtained in the same experience developed a year before but in a face-to-face design. Background Undergraduate education in nursing aims to train students towards an acceptable level of competence for professional practice. Sometimes, some essential clinical areas of knowledge are particularly challenging for both students and nurse educators. One of these is the care of chronic wounds, particularly in leg ulcers where nurses play a key role. Currently face-to-face teaching methods are evolving to more active contexts and alternative means such as online learning and AR are becoming widely used, garnering encouraging results. Design A quasi-experimental design was used. Two experiments were carried out to meet the aims of the study, the first one was a pre-test post-test design in one group and the second one a post-test two experimental groups design. Methods Participants were undergraduate nursing students from the School of Nursing of the University of Santiago de Compostela (Spain). The two experimental groups received the same training but in different environments: online during 2019/2020 (n = 111) and onsite during 2018/2019 (n = 72). The instruments selected were a knowledge and skills test and two validated questionnaires. Results Regarding academic performance, the study demonstrated significant differences towards learning after the AR-based online experience (Z = −9.074; p ≤ 0.001). The participants also showed good results in relation to the learning determinants studied. Compared with students receiving AR-based face-to-face teaching, the students with the online learning approach scored better in the dimensions Autonomous Learning (U=3104.5; p = 0.020) and 3D Comprehension (U=3167.0; p = 0.035). However, the participants in the onsite experience scored higher in the Attention dimension (U=3163.0; p = 0.035). Conclusions AR positively influences academic performance and diverse educational variables when this experience is carried out online. Since both the online and face-to-face experience show statistically significant benefits in different dimensions of the learning determinants, the need to improve the AR learning experience through blended-learning environments should be promoted
Identifying engagement and associated factors in nursing students: An exploratory study
(Elsevier, 2023-06-23) Rodríguez González, Raquel; Martínez Santos, Alba Elena; Vicho de la Fuente, Noelia; López-Pérez, María-Elena; Fernández de la Iglesia, Josefa del Carmen; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica; Universidade de Santiago de Compostela. Departamento de Psiquiatría, Radioloxía, Saúde Pública, Enfermaría e Medicina
Background Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement. Methods An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used. Results The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05). Conclusions The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety
ATS-STEM: global teaching methodology to improve competences of secondary education students
(MDPI, 2022) Fernández Morante, Carmen; Fernández de la Iglesia, Josefa del Carmen; Cebreiro López, Beatriz; Latorre Ruiz, Enrique; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap.
Automatic linguistic reporting of customer activity patterns in open malls
(Springer Nature, 2022) Ocaña Miguel, Manuel; Chapela-Campa, David; Álvarez Pérez-Aradrós, Pedro Javier; Hernández Parra, Noelia; Mucientes Molina, Manuel; Fabra Caro, Francisco Javier; Llamazares Llamazares, Ángel; Lama Penín, Manuel; Revenga de Toro, Pedro Alfonso; Bugarín-Diz, Alberto; García Garrido, Miguel Ángel; Alonso Moral, José María; Universidade de Santiago de Compostela. Centro de Investigación en Tecnoloxías da Información; Universidade de Santiago de Compostela. Departamento de Electrónica e Computación; Área de Enxeñaría e Arquitectura
In this work, we present a complete system to produce an automatic linguistic reporting about the customer activity patterns inside open malls, a mixed distribution of classical malls joined with the shops on the street. These reports can assist to design marketing campaigns by means of identifying the best places to catch the attention of customers. Activity patterns are estimated with process mining techniques and the key information of localization. Localization is obtained with a parallelized solution based on WiFi fingerprint system to speed up the solution. In agreement with the best practices for human evaluation of natural language generation systems, the linguistic quality of the generated report was evaluated by 41 experts who filled in an online questionnaire. Results are encouraging, since the average global score of the linguistic quality dimension is 6.17 (0.76 of standard deviation) in a 7- point Likert scale. This expresses a high degree of satisfaction of the generated reports and validates the adequacy of automatic natural language textual reports as a complementary tool to process model visualization.
El pensamiento sobre la educación a través del tiempo y las culturas
(Universidade de Santiago de Compostela, 2022) Rosales López, Carlos; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
En este trabajo se realiza un estudio documental basado en perfiles de grandes pensadores sobre la educación publicados por la prestigiosa revista Perspectivas, de la UNESCO, ISSN 0304-3053 desde los años ochenta del siglo pasado y recogidos en sus tomos XXIII y XXIV correspondientes a 1993 y 1994. El editor de esta obra, entonces Director General de la UNESCO, Zaghloul Morsy se propuso presentar a través de ella en tres lenguas de gran difusión el pensamiento de cien destacados educadores de todos los tiempos y culturas. Y para elaborar sus perfiles eligió a especialistas con profundo conocimiento de cada autor. La intención última de la obra sería crear un foro universal para el debate sobre ideas y obras que han promovido en todo el mundo el desarrollo educativo. En este trabajo se recoge este reto y se identifican destacados pensamientos para la reflexión y la innovación educativa
AI literacy in K‑12: a systematic literature review
(Springer Open, 2023) Casal Otero, Lorena; Catalá Bolós, Alejandro; Fernández Morante, Carmen; Taboada Iglesias, María Jesús; Cebreiro López, Beatriz; Barro Ameneiro, Senén; Universidade de Santiago de Compostela. Departamento de Electrónica e Computación; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica; Área de Enxeñaría e Arquitectura
The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers.
Study on the collaboration between university and educational centers mentors in the development of the in-school education placements in official university degrees qualifying for the teaching profession: the case of the University of Santiago de Compostela
(MDPI, 2023) Leránoz Iglesias, Martín Manuel; Fernández Morante, Carmen; Cebreiro López, Beatriz; Abeal Pereira, Cristina; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
An in-school education placements is considered a crucial axis in the training of the future teacher. This first immersion in the school context allows interaction between theory and practice, contextualized learning of the profession and reflection on the processes, skills and competencies to be acquired, as well as the student’s personal development. The successful achievement of these goals requires close collaboration and communication between all the agents involved in the internship: university mentors, school mentors, and the student intern. The present study focuses on a diagnosis of the collaboration between mentors (university and school) in the development of the training activities and processes that take place during the school internships. These internships correspond to the teaching degrees and the master’s degree in secondary education of the Faculty of Education Sciences of the University of Santiago de Compostela. Through a non-experimental study with descriptive methodology, using an online questionnaire, the perceptions of both profiles of mentors are collected. The first objective is to know the degree of collaboration that exists in the processes and in the different training activities that are currently carried out in the practicum; the second aim is to know the perception of the importance and necessity of such a collaboration in each of the proposed activities. The main results show the need to improve the collaboration and teamwork processes of the mentors and reinforce the relevance of designing and implementing specific technological solutions. It is necessary to connect both teaching profiles and educational contexts and to establish a hybrid training scenario that strengthens the training link between mentors and students in the practicum, allowing permanent and personalized support. This work is part of a Doctoral Thesis developed within the framework of the International Competitive research project EKT—Educational Knowledge Transfer-(Knowledge Alliance reference number 612414-EPP-1-2019-1-ES-EPPKA2-KA). The purpose is to develop and test collaborative educational methodologies for internships through an intelligent technological framework that aims to impact on a more effective, scalable, and sustainable system that is closely linked to professional contexts.
Teachers' digital competence. The case of the University System of Galicia
(Universitat d'Alacant, 2023) Fernández Morante, Carmen; Cebreiro López, Beatriz; Casal Otero, Lorena; Mareque León, Francisco; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
The digital teaching competence of university professors is of vital importance to improving the quality of higher education, and for the strategic positioning of public universities in our country. The purpose of this study is to find out the level of digital competence of Galician university professors, as well as to identify whether there are significant variable-based differences. To this end, a non-experimental design with a descriptive approach and hypothesis contrast is proposed. The sample studied is made up of a total of 610 teachers from the three public universities of Galicia (Spain), who responded to the DigCompEdu Check-In instrument adapted to the Spanish context (Cabero-Almenara & Palacios-Rodríguez, 2020). In general terms, the results show a medium-low level and the existence of significant differences depending on the age, recruitment profile and area of knowledge of the teaching staff. Specifically, the younger teaching and research staff, together with Social and Legal Sciences, have a higher level of competence, whereas tenured teaching and research staff have a lower level of competence with respect to contracted workers. Therefore, training plans should be developed which focus on teaching. Expert advice and personalized methodological support should shift the focus of the intervention radically from technology to teaching.
Prácticas pedagógicas y competencia digital del docente de música de Educación Primaria durante la pandemia: un estudio comparativo entre Galicia (España) y Goiás (Brasil)
(Universidade da Coruña, 2022) Rosa Pereira, Eliton Perpétuo; Chao-Fernandez, Rocío; Gillanders, Carol; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
La situación excepcional ocasionada por el coronavirus SARS-CoV-2 en el curso académico 2020/2021 exigió el replanteamiento de la labor docente y la necesidad de la adaptación a una enseñanza online, entre otras medidas. Los objetivos de esta investigación son identificar las prácticas pedagógicas y la competencia digital de los maestros de educación musical que desenvolvieron su labor docente en la escuela primaria en dos regiones diferentes (Galicia-España y Goiás-Brasil) relativas al uso de las tecnologías de la información y de la comunicación, y determinar los cambios en su grado de competencia pre- y post-confinamiento. En este estudio cuantitativo de tipo descriptivo participaron 183 docentes en activo que respondieron a un cuestionario online. Los resultados indican que los factores contextuales inciden en las prácticas docentes y que, a pesar del mayor uso de las TIC durante el confinamiento, no hay evidencia significativa de una mayor disposición a utilizarlas en la normalidad nueva, si bien se puede apreciar una leve modificación en cuanto a la valoración que realizan los diferentes participantes en este estudio relativos a los conocimientos que poseen sobre las TIC para realizar diferentes tareas. Las TIC son utilizadas tanto para la preparación de las clases como en diferentes actividades en la docencia, aunque el profesorado percibe carencias en su formación inicial. Debe potenciarse el acceso a la formación continua del profesorado en activo en las áreas que perciben que tienen carencias (por ejemplo, uso de robótica enfocada a la música, programas de grabación, elaboración de musicogramas, etc.)
Competencias para afrontar el ciberacoso en los centros de Educación Secundaria: una aproximación a las necesidades de directores/as y docentes
(Universitat de les Illes Balears Palma. Grupo de Tecnología Educativa, 2022) Casal Otero, Lorena; Fernández de la Iglesia, Josefa del Carmen; Cebreiro López, Beatriz; Fernández Morante, Carmen; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
El ciberacoso es un fenómeno con una alta prevalencia en la Educación Secundaria Obligatoria. Esta situación implica un nuevo desafío para los centros educativos, especialmente, para directores y docentes. Este trabajo presenta la percepción que directores/as y profesorado de centros educativos de Educación Secundaria de Galicia tienen con relación al ciberacoso, su competencia para afrontarlo y sus propuestas de actuación para facilitar la intervención ante este fenómeno. La muestra estuvo compuesta por un total de 314 directores y docentes. Se usan análisis descriptivos para describir la muestra y las variables analizadas, un análisis de componentes principales para comprobar las propiedades psicométricas de la escala utilizada y análisis no paramétricos para contrastes estadísticos. Los participantes informan de una baja percepción del ciberacoso en los centros educativos. Los docentes profesores con cargos de gestión académica (directores, y jefes de estudio) así como los orientadores, consideran que son más competentes que los docentes para abordar o gestionar situaciones de ciberacoso. Desarrollar políticas contra el ciberacoso y utilizar días para formar al profesorado en ciberacoso a través de actividades organizadas por el equipo de orientación es fundamental
Protección de datos personales en la universidad: hábitos, actitudes y conocimiento del profesorado
(Universidad de Granada, 2022) Casal Otero, Lorena; Fernández Rodríguez, José Julio; Fernández de la Iglesia, Josefa del Carmen; Fernández Morante, Carmen; Cebreiro López, Beatriz; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
La protección de datos de carácter personal es un derecho fundamental sobre el que todas las personas tenemos responsabilidad. Cumplir y ajustarse a los requerimientos de la normativa que regula la protección de datos es una obligación de todas las instituciones, también de la Universidad. En la actualidad, debido a la escasa investigación, hay un gran desconocimiento del impacto de la normativa de protección de datos en la enseñanza superior. Se inicia, con este estudio, una línea de trabajo que pretende conocer cómo se integra la protección de datos en el ámbito de la docencia universitaria. Esta investigación indaga hábitos, actitudes y grado de conocimiento que tiene el profesorado universitario con relación a la protección de datos. Se diseñó e implementó un cuestionario ad hoc al que respondieron 391 docentes de la Universidad de Santiago de Compostela. Los resultados informan que es necesario mejorar hábitos del profesorado universitario en acciones concretas y que pueden provocar vulnerabilidades con relación a la protección de datos. Se constata una buena actitud del personal docente, pero se revelan diferencias estadísticamente significativas en cuanto al grado conocimiento en este tema en función del área a la que pertenezca el/la docente. Se pone de manifiesto la necesidad de guiar las actuaciones vinculadas a la formación del profesorado universitario en materia de protección de datos y diseñar campañas informativas que permitan aumentar la sensibilidad y fomentar actitudes más orientadas a la protección de datos. Sólo de esta forma, avanzaremos en la consecución de un profesorado fortalecido democráticamente
La competencia digital de los futuros docentes de formación profesional: usos y actitudes que determinarán sus prácticas de enseñanza
(Universidad de Murcia, 2022) Casal Otero, Lorena; Mariño Fernández, Raquel; Barreira Cerqueiras, Eva María; Fernández de la Iglesia, Josefa del Carmen; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
La competencia digital docente del futuro profesorado se ha investigado con frecuencia, pero no en el ámbito de la formación profesional. Presentamos un estudio cuantitativo que permite conocer la competencia digital, las actitudes, la frecuencia y tipo de usos que hacen los/as futuros docentes de la Formación Profesional en Galicia y que permite relacionar el uso de las TIC (Tecnologías de la Información y la Comunicación) durante su formación con su aplicación en futuras prácticas docentes. En el estudio participaron 93 alumnos/as de la USC (Universidad de Santiago de Compostela). Los datos fueron recogidos a través de un cuestionario. Los/as futuros docentes informan de una escasa formación en TIC. Su competencia técnica para el uso de las TIC es suficiente y sus actitudes hacia las TIC son altas, esto influye en el uso que hacen, su competencia técnica y para el aprendizaje. Estos resultados permiten tomar decisiones con respecto a la formación inicial del profesorado de formación profesional, ya que un aumento y mejora del uso que hacen de las tecnologías podría facilitar la integración de las TIC en sus futuras prácticas docentes. Se concluye que, a mayor uso de las TIC, mayor es el grado de competencia para el manejo técnico y para su uso en los procesos de aprendizaje; así como, las actitudes positivas se relacionan con el mayor grado de competencia
Efficient edge filtering of directly-follows graphs for process mining
(Elsevier, 2022) Chapela Campa, David; Dumas, Marlon; Mucientes Molina, Manuel; Lama Penín, Manuel; Universidade de Santiago de Compostela. Centro de Investigación en Tecnoloxías da Información; Universidade de Santiago de Compostela. Departamento de Electrónica e Computación
Automated process discovery is a process mining operation that takes as input an event log of a business process and generates a diagrammatic representation of the process. In this setting, a common diagrammatic representation generated by commercial tools is the directly-follows graph (DFG). In some real-life scenarios, the DFG of an event log contains hundreds of edges, hindering its understandability. To overcome this shortcoming, process mining tools generally offer the possibility of filtering the edges in the DFG. We study the problem of efficiently filtering the DFG extracted from an event log while retaining the most frequent relations. We formalize this problem as an optimization problem, specifically, the problem of finding a sound spanning subgraph of a DFG with a minimal number of edges and a maximal sum of edge frequencies. We show that this problem is an instance of an NP-hard problem and outline several polynomial-time heuristics to compute approximate solutions. Finally, we report on an evaluation of the efficiency and optimality of the proposed heuristics using 13 real-life event logs
Effectiveness of augmented reality in learning about leg ulcer care: a quasi-experimental study in nursing students
(Elsevier, 2022) Rodríguez-Abad, Carlos; Rodríguez González, Raquel; Martínez Santos, Alba Elena; Fernández de la Iglesia, Josefa del Carmen; Universidade de Santiago de Compostela. Departamento de Psiquiatría, Radioloxía, Saúde Pública, Enfermaría e Medicina
Chronic wounds are a serious public health problem worldwide. Providing optimal treatment to patients suffering from leg ulcers is a priority for nursing. Therefore, nursing students need to acquire the necessary competencies to provide evidence-based care. Augmented Reality (AR) is an emerging technology in health science education which can help nursing students achieve these skills if it is promoted by both institutions and educationalists
A framework for the automatic description of healthcare processes in natural language: application in an aortic stenosis integrated care process
(Elsevier, 2022) Fontenla Seco, Yago; Lama Penín, Manuel; González Salvado, Violeta; Peña Gil, Carlos; Bugarín-Diz, Alberto; Universidade de Santiago de Compostela. Centro de Investigación en Tecnoloxías da Información
In this paper, we propose a framework for the automatic generation of natural language descriptions of healthcare processes using quantitative and qualitative data and medical expert knowledge. Inspired by the demand of novel ways of conveying process mining analysis results of healthcare processes (Rojas et al., 2016), our framework is based on the most widely used Data-To-Text (D2T) pipeline (Reiter, 2007) and on the usage of process mining techniques. Backed by a general model that handles process data, this framework is able to quantify attributes in time during a process life-span, recall temporal relations and waiting times between events and its possible causes and compare case (patient) attributes between groups, among other features. Through integrating fuzzy quantification techniques, our framework is able to represent relevant quantitative process information with some degree of uncertainty present on it and describe it in natural language involving uncertain terms. A real application over the Aortic Stenosis Integrated Care Process of the University Hospital of Santiago de Compostela is presented, showcasing the potential of our framework for providing natural language descriptions of healthcare processes addressed to medical experts. Following the standards of D2T systems, manual human validation was conducted for the generated natural language descriptions by fifteen medical experts in Cardiology. Validation results are very positive, since a global average of 4.07/5.00 was achieved for questions related to understandability, usefulness and impact of the natural language descriptions on the medical experts work. More precisely, results indicate i) that the modality which conveyed the information most efficiently was natural language ii) a very clear preference of texts over the usual graphic representation of process information as the way for conveying information to experts (4.28/5.00), and iii) natural language descriptions provide relevant and useful information about the process, allowing for its improvement
Songs and singing songs in early childhood education: A review of Spanish curriculum policy
(John Wiley & Sons Ltd, 2021) Casal de la Fuente, Lucía; Gillanders, Carol; Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
This paper aims to explore Spanish curriculum policy related to song in early childhood education. By means of a document analysis, the different state governments' guidelines were reviewed. Song and singing songs are included in the official documents as curriculum content, as a pedagogical tool to approach curriculum content, and as an activity that helps promote personal and social development. In the first case, song is associated with the interpretative, aesthetic or artistic values to be enhanced in the early childhood; in the second case, singing songs is identified as a means to approach foreign language learning and as a way to gain a better understanding of culture; and lastly, as an activity that can help strengthen group cohesion, interpersonal relationships and the sense of belonging to a community. The present study findings suggest that song is taken into account as a valuable educational means in early childhood curriculum. Further study is needed to analyse how singing is approached in teacher education and how it is integrated into teachers' daily practices
Blood donation attitudes and knowledge in Spanish undergraduates with roles in health-education
(Elsevier, 2022) Martínez Santos, Alba Elena; Fernández de la Iglesia, Josefa del Carmen; Casal Otero, Lorena; Pazos-Couselo, Marcos; Rodríguez González, Raquel; Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica; Universidade de Santiago de Compostela. Departamento de Psiquiatría, Radioloxía, Saúde Pública, Enfermaría e Medicina
Recent investigations highlight how important it is to identify the key factors involved in the design of strategies to promote blood donation among undergraduates as a public health concern. The study aims to investigate attitudes and knowledge towards blood donation in university students with health education roles and examine the way sociodemographic and educational characteristics play a part in it. Materials and methods: A cross-sectional and multi-center design was used. A structured questionnaire was answered by 1128 Spanish university students (Schools of Health Sciences and Education Sciences). Results: The knowledge test indicated a low score (M = 4.2 out of 10), being Me = 3.00 in the case of Education Sciences and Me = 5.00 in Health Sciences students. The greatest degree of importance is found in the “external incentives” dimension (M = 3.7 out of 5). Health science students and participants with relatives who needed a donation showed fewer “fears” (p ≤ 0.001) and “pretexts” (p ≤ 0.01). Conclusions: The low knowledge score stresses the need to develop valuable health education-related strategies in the curriculum of studies related with health education; showing room for improvement particularly in Education Science students. Health education interventions aimed at increasing donors in the university environment should be designed while considering differences among undergraduates. Based on their better attitudes, health science students might play a relevant role in promoting blood donation
GeoSPARQL query support for scientific raster array data
(Elsevier, 2022) Almobydeen, Shahed; Ríos Viqueira, José Ramón; Lama Penín, Manuel; Universidade de Santiago de Compostela. Centro de Investigación en Tecnoloxías da Información
This paper presents the design of a GeoSPARQL query processing solution for scientific raster array data, called GeoLD. The solution enables the implementation of SPARQL endpoints on top of OGC standard Web Coverage Processing Services (WCPS). Thus, the semantic querying of scientific raster data is supported without the need of specific raster array functions in the language. To achieve this, first Coverage to RDF mapping solutions were defined, based on the well-known W3C standard mappings for relational data. Next, the SPARQL algebra is extended with a new operator that delegates part of the GeoSPARQL query in WCPS services. Query optimization replaces those parts of the SPARQL query plan that may be delegated to a WCPS service by instances of such new WCPS operator. A first prototype has been implemented by extending the ARQ SPARQL query engine of Apache Jena. Petascope was used as the WCPS implementation on top of the Rasdaman raster array database. An initial evaluation with real meteorological data shows, as it was initially expected, that the approach outperforms an existing reference relational database based GeoSPARQL implementation

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