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In this study, we analyze the interaction that occurs in some university classrooms between teacher and student in the various branches of knowledge. They involved 15 teachers and 560 students. The analyzes allow us to say that there are very significant differences between categories of Distance and Closeness, showing the first of a total of 359 evidence against the 532 of the second, indicating a clear inclination towards positive interaction between teachers and students.

The demands faced by teachers when dealing with diversity are prompting several countries to reform professional learning (PL) policy to support sustainable learning opportunities for all. As inclusive education (IE) unfolds within a complex dynamic, it is essential to consider how different elements interact during PL deployment in context. There are potential tensions between government policy, the traditional special needs orientation of PL programs, and the fact that IE definition and practice differ from one instance to another. There is currently limited research on how PL is being transferred to the classroom. This article reviews scholarly evidence concerning four domains that have been studied separately but not integrated as a whole in inclusion education inquiry: Inclusive education, inclusive practice, teacher learning and professional learning. The purpose of this review is threefold: (i) to provide an overview of the evolution of the concept of IE and the context of the contemporary reform of Education For All; (ii) to understand how inclusive practice is permeated by developments in IE and their implications; and (iii) to critically examine different research perspectives on PL in IE and illustrate the value of a complexity approach that encompasses macro, micro, and mesoscale elements that combine to describe IE's complex phenomena.

La calidad educativa es una integralidad del currículo en la escuela, ya que abarca todos los aspectos de la vida escolar y su contexto. Esto implica orientar los principios e ideales hacia el centro del conocimiento. En nuestra realidad escolar, uno de los factores clave es el papel de los maestros y su desarrollo profesional, el cual tiene un impacto directo y significativo en sus estudiantes. Teniendo en cuenta lo anterior, es fundamental destacar el papel del maestro en el aula como gestor de conocimiento: es el responsable de crear espacios de académicos enriquecedores, incluida la investigación escolar, con el objetivo de abordar las necesidades que surgen día a día en el aula. Estas aproximaciones pedagógicas motivan a los maestros a reflexionar sobre sus orígenes y a encontrar en ellos el impulso necesario para ofrecer a los estudiantes alternativas disruptivas que les permitan apropiarse del saber de manera efectiva.

The objective of the study was to explore STEAM disciplines through robotics within the spaces of the Future Classroom Lab (FCL), which pose a challenge for the learning of mathematical knowledge in Primary Education. The method used was quantitative and descriptive, based on data obtained through pre-test and post-test questionnaires, along with an educational experience involving robots. The sample consisted of 12 students aged 11-12. The results and conclusions of the study showed that students have a positive perception of learning mathematical knowledge through STEAM projects. Furthermore, after the experience, students prefer using FCL spaces to work on STEAM projects rather than the traditional classroom. Lastly, students expressed interest in STEAM careers they were unaware of prior to their experiences with robots.

Objetivo: este estudo comparou o cyberloafing durante as aulas com aquele praticado no ambiente de trabalho por estudantes de ciências contábeis. Além disso, analisamos as motivações por trás desses comportamentos. Marco teórico: a teoria do uso compensatório da internet explica o cyberloafing como uma estratégia de enfrentamento para frustrações da vida real. Portanto, estudantes e trabalhadores podem praticar o cyberloafing por motivos externos à sala de aula e ao ambiente de trabalho. Método: coletamos dados de 245 estudantes de ciências contábeis de diversas instituições de ensino no Brasil sobre as motivações para o cyberloafing nos contextos acadêmico e organizacional, bem como a frequência desses comportamentos em cada ambiente. Empregamos estatísticas descritivas, o teste de Wilcoxon, análises fatoriais exploratórias e regressões lineares múltiplas para examinar a relação entre motivações e diferentes formas de cyberloafing. Resultados: os resultados indicam que os estudantes acessam redes sociais com mais frequência em sala de aula do que no trabalho, onde predomina o acesso a e-mails, notícias e música. Em ambos os contextos, identificamos três fatores para o cyberloafing: busca por informações on-line, consumo de bens e mídia e acesso a redes sociais e aplicativos de comunicação; três fatores para motivações acadêmicas; e dois para motivações organizacionais, ligados à insatisfação, desatenção, normas e necessidade de interação interpessoal. Conclusão: de modo geral, os comportamentos estão mais associados a fatores psicossociais do que a variáveis sociodemográficas, como gênero e idade.

The article examines four statues or fragments of statues which were discovered between 1958 and 1959 in via del Lauro in Milano, close to the Augustan walls and a rectangular hall with an internal apse. They are an Augustan adult togate, a fragment of a shoulder of a late first century AD cuirassed statue, a colossal arm and a late Julio-Claudian or Flavian togate boy wearing bulla.These statues are heterogeneous and only two have been found together in the foundation of a tower added to the walls in the second half of the third century. It therefore seems difficult to think that they could have belonged to a unitary group and in particular to the decoration of the apsidal hall. This hall does not appear to have hosted the ‘imperial cult’ but probably serves as headquarters of an important local collegium.

El 27 de febrero, el Mincomercio entregará el Premio Nacional de Turismo Sostenible que reconocerá a 12 prestadores que demuestran su compromiso con la conservación y preservación del patrimonio cultural y natural; y se premiará a los ganadores del V Concurso Fotografía [Tur]ística \"Revela Colombia 2013\".

In this paper we present a thorough literature review of different analyses and meta-analyses recently made to define the concept of e-learning and its impact on university. We consider the models, tools and strategies that can be implemented in Higher Education from the perspective of teachers, students or the teaching and learning planning process, and offer recommendations oriented to pedagogical planning and the integration of different training modalities (e-learning, b-learning and face-to-face), taking into account the need to guide training processes based on flexibility and continuous change. We approach b-learning from a general perspective oriented to plan its implementation in Higher Education as a strategy of change with an organizational character.

Este estudio analiza el impacto de la gamificación y el aprendizaje invertido en el desarrollo del pensamiento computacional en estudiantes del Grado en Educación Infantil. Para ello, se evaluó la estrategia del aula invertida gamificada. La muestra incluyó un total de 86 estudiantes. El grupo experimental compuesto por 36 estudiantes han recibido una intervención didáctica basada en el aula invertida gamificada y completaron tanto el pretest como el postest. El grupo control, compuesto por 50 estudiantes, siguieron una metodología tradicional durante seis semanas, y completaron también el pretest como el postest, permitiendo una comparación de los efectos de ambas metodologías. Para evaluar la mejora del pensamiento computacional en los estudiantes, se utilizó el Test de Pensamiento Computacional (TPC). Este instrumento se administró tanto antes como después de la implementación de la estrategia didáctica, actuando como pretest y postest, respectivamente. Los análisis estadísticos de los datos recopilados indicaron un incremento en las puntuaciones de pensamiento computacional en el grupo experimental. Este hallazgo sugiere que la combinación de la metodología de aula invertida con elementos de gamificación puede ser eficaz para mejorar el pensamiento computacional en estudiantes universitarios del grado de maestro/a de educación infantil. Por lo tanto, el estudio aporta evidencia de que la implementación de estrategias pedagógicas innovadoras, como el aula invertida gamificada, puede tener un impacto significativo en el desarrollo del pensamiento computacional en estudiantes de educación superior. Sin embargo, es necesaria más investigación para confirmar y expandir estos resultados en diferentes contextos y con muestras más grandes. This study analyses the impact of gamification and flipped learning on the development of computational thinking in students enrolled in the Bachelor's Degree in Early Childhood Education. The gamified flipped classroom strategy was evaluated for this purpose. The sample included a total of 86 students. The experimental group, consisting of 36 students, received a didactic intervention based on the gamified flipped classroom approach and completed both the pre-test and post-test. The control group, consisting of 50 students, followed a traditional methodology for six weeks and also completed both the pre-test and post-test, allowing for a comparison of the effects of both methodologies. To assess students’ development in computational thinking, the Computational Thinking Test (CTT) was used. This instrument was administered both before and after the implementation of the didactic strategy, serving as the pre-test and post-test, respectively. Statistical analyses of the collected data indicated an increase in computational thinking scores in the experimental group. This finding suggests that combining the flipped classroom methodology with gamification elements can be effective in enhancing computational thinking in university students pursuing a degree in Early Childhood Education. Therefore, the study provides evidence that implementing innovative pedagogical strategies, such as the gamified flipped classroom, can have a significant impact on the development of computational thinking in higher education students. However, further research is needed to confirm and expand these findings in different contexts and with larger samples. Esta pesquisa concentra-se em examinar a eficácia da gamificação e da aprendizagem invertida no desenvolvimento do pensamento computacional entre estudantes matriculados na disciplina de Tecnologias da Informação e Comunicação na Educação do curso de licenciatura em Educação Infantil. O objetivo deste estudo é avaliar a estratégia pedagógica de sala de aula invertida gamificada. Participaram deste trabalho um total de 125 estudantes. Dentre eles, 55 pertenciam ao grupo experimental, dos quais 36 completaram tanto o pré-teste quanto o pós-teste e participaram da intervenção educativa da sala de aula invertida gamificada, com duração de 6 semanas. Por outro lado, o grupo de controle utilizou uma metodologia tradicional para trabalhar o pensamento computacional, com um total de 70 estudantes matriculados, dos quais 50 completaram tanto o pré-teste quanto o pós-teste e todo o processo de intervenção, também com duração de 6 semanas. Para avaliar a melhoria do pensamento computacional nos estudantes, foi utilizado o Teste de Pensamento Computacional (TPC). Este instrumento foi aplicado tanto antes quanto depois da implementação da estratégia didática, funcionando como pré-teste e pós-teste, respectivamente. As análises estatísticas dos dados coletados indicaram um aumento nas pontuações de pensamento computacional no grupo experimental. Este resultado sugere que a combinação da metodologia de sala de aula invertida com elementos de gamificação pode ser eficaz para melhorar o pensamento computacional em estudantes universitários do curso de licenciatura em Educação Infantil. Portanto, o estudo fornece evidências de que a implementação de estratégias pedagógicas inovadoras, como a sala de aula invertida gamificada, pode ter um impacto significativo no desenvolvimento do pensamento computacional em estudantes do ensino superior. No entanto, mais pesquisas são necessárias para confirmar e ampliar esses resultados em diferentes contextos e com amostras maiores.

En este estudio, sobre la base del modelo de patrones de aprendizaje, se analiza la relación existente entre diferentes perfiles de regulación y la satisfacción con una experiencia didáctica de aula invertida en la universidad. Se identifica un perfil de auténtica autorregulación, pero también perfiles de aprendizaje basados en la regulación externa e incluso en una regulación pasiva. Participan 178 universitarios que, de manera voluntaria, responden, por un lado, a las subescalas de estrategias de regulación del inventario ILS; por otro, a un cuestionario final acerca de la satisfacción con el aula invertida y la percepción de aprendizaje durante esta experiencia didáctica. Los resultados muestran una clara relación entre el perfil de autorregulación y la satisfacción con el aula invertida, aunque también se halló satisfacción en los estudiantes con un perfil de regulación externa. Sin embargo, estos últimos no se mostraron satisfechos con su resultado académico. Además, se identificó un perfil menos adaptativo por su condición de pasividad ante la regulación. Se discuten los resultados y se destaca la importancia del diseño de itinerarios personalizados de aprendizaje sobre la base del dominio específico de las estrategias de regulación. Así, el diseño de acciones formativas debe considerar el perfil de regulación para adaptarse a las características específicas de los estudiantes y garantizar el éxito de la estrategia didáctica. This study, based on the learning patterns model, analyses the relationship between different regulation profiles and satisfaction with a flipped-classroom didactic experience at university. A profile of genuine self-regulation is identified, as well as learning profiles based on external regulation and passive regulation. A total of 178 university students participate, voluntarily answering the regulation strategies subscales of the ILS Inventory and another final questionnaire about satisfaction with the flipped classroom and their perceived learning during this didactic experience. The results show a clear relationship between the self-regulation profile and satisfaction with the flipped classroom, although satisfaction was also found in students with an external regulation profile. However, this last group did not show satisfaction with their academic outcome. Another profile that was less adaptive thanks to its passiveness towards regulation was also identified. The results are discussed and the importance of designing personalised learning itineraries based on the specific command of regulation strategies is emphasised. Consequently, the design of educational actions should consider the regulation profile to adapt to students’ specific characteristics and guarantee the success of the didactic strategy.