Programas y títulos conjuntos en el Espacio Europeo de Educación Superior
Resumen
Los programas y titulaciones transnacionales conjuntos son un elemento esencial tanto para la internacionalización de las universidades como para el desarrollo del Espacio Europeo de Educación Superior (EEES), al facilitar la movilidad de estudiantes y profesores y la cooperación internacional de las instituciones participantes. Sin embargo, su desarrollo e implantación práctica se ve dificultada por las distintas regulaciones nacionales sobre el aseguramiento de la calidad de los programas y reconocimiento de las titulaciones otorgadas. De hecho, los programas conjuntos constituyen una paradoja del proceso de Bolonia al ser programas y cualificaciones transnacionales que se desarrollan, aseguran la calidad y son reconocidas en diferentes contextos nacionales. En este trabajo se discuten y analizan los antecedentes y situación actual de los proyectos y actividades y las recomendaciones ministeriales sobre los programas conjuntos en el EEES, tales como los proyectos Erasmus Mundus y el Enfoque Europeo sobre el Aseguramiento de la Calidad de los Programas Conjuntos aprobado por la Conferencia Ministerial de 2015 del EEES con la recomendación de acreditación única de los programas y reconocimiento múltiple de las titulaciones. Como resultado se proponen unas recomendaciones sobre aspectos prácticos de los programas y titulaciones conjuntos que permitan facilitar su desarrollo a nivel de implantación práctica, proceso de evaluación, reconocimiento de las decisiones de evaluación, reconocimiento de las titulaciones otorgadas y terminología.
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Bhagat, K. K., Subheesh, N. P., Bhattacharya, B. y Chang, C. Y. (2017). The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System. EURASIA Journal of Mathematics Science and Technology Education, 13(1), 19-34. doi: https://doi.org/10.12973/eurasia.2017.00602a
Elmahdi, I., Hattami, A. y Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students’ Learning. The Turkish Online Journal of Educational Technology, 17(2), 182-188. Recuperado de http://www.tojet.net/articles/v17i2/17218.pdf
Flavin, M. y Quintero, V. (2018). UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology, 26, 1-12. Recuperado de https://journal.alt.ac.uk/index.php/rlt/article/view/1987/pdf_1
Garrote Rojas, D., Arenas Castillejo, J. A. y Jiménez Fernández, S. (2018). Las TIC como herramientas para el desarrollo de la competencia intercultural. Revista de Educación Mediática y TIC, 7(2), 166-183. doi: https://doi.org/10.21071/edmetic.10543
Gorski, F., Bun, P., Wichniarek, R., Zawadzki, P. y Hamrol, A. (2017). Effective Design of Educational Virtual Reality Applications for Medicine using Knowledge-Engineering Techniques. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 395-416. doi: https://doi.org/10.12973/eurasia.2017.00623a
Hsu, T. C. y Hwang, G. J. (2017). Effects of a Structured Resource-based Web Issue-Quest Approach on Students’ Learning Performances in Computer Programming Courses. Educational Technology & Society, 20(3), 82-94. Recuperado de https://www.j-ets.net/ETS/journals/20_3/7.pdf
Kurucay, M. y Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. doi: https://doi.org/10.1016/j.compedu.2017.06.010
Lee, J. y Choi, H. (2017). What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, 143-152. doi: https://doi.org/10.1016/j.compedu.2017.06.015
Lin, C. Y. y Wang, T. H. (2017). Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment. EURASIA Journal of Mathematics Science and Technology Education, 13(4), 1045-1058. doi: https://doi.org/10.12973/eurasia.2017.00657a
Mtebe, J. S. y Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107-122. Recuperado de https://ajet.org.au/index.php/AJET/article/view/2993/1502
Raes, A. y Schellens, T. (2016). The effects of teacher-led class interventions during technology-enhanced science inquiry on students’ knowledge integration and basic need satisfaction. Computers & Education, 92,125-14. doi: https://doi.org/10.1016/j.compedu.2015.10.014
Reyes, V. C., Reading, C., Doyle, H. y Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers & Education, 115, 1-19. doi: https://doi.org/10.1016/j.compedu.2017.07.009
Salas Rueda, R. A. (2016). Diseño y análisis de un sistema web educativo considerando los estilos de aprendizaje. España: 3Ciencias.
Salas Rueda, R. A. (2018). Uso del modelo TPACK como herramienta de innovación para el proceso de enseñanza-aprendizaje en matemáticas. Perspectiva educacional, 57(2), 3-26. Recuperado de http://www.perspectivaeducacional.cl/index.php/peducacional/article/view/689
Salas Rueda, R. A. y Salas Silis, J. A. (2018). Simulador Logic.ly ¿Herramienta tecnológica para facilitar el proceso enseñanza-aprendizaje sobre las Matemáticas? Revista Dilemas Contemporáneos: Educación, Política y Valores, 5(3), 1-25.
Sarac, H. (2018). The Effect of Science, Technology, Engineering and Mathematics-Stem Educational Practices on Students’ Learning Outcomes: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 17(2), 125-142. Recuperado de http://www.tojet.net/articles/v17i2/17213.pdf
Shelton, C. (2018). You have to teach to your personality: Caring, sharing and teaching with technology. Australasian Journal of Educational Technology, 34(4), 92-106. Recuperado de https://ajet.org.au/index.php/AJET/article/view/3557/1501
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29-43. Recuperado de https://ajet.org.au/index.php/AJET/article/view/3142/1485
Sung, H. Y., Hwang, G. J. y Chang, H. S. (2015). An Integrated Contextual and Web-based Issue Quest Approach to Improving Students’ Learning Achievements, Attitudes and Critical Thinking. Educational Technology & Society, 18(4), 299-311. Recuperado de https://www.j-ets.net/ETS/journals/18_4/23.pdf
Tejada Fernández, J. y Pozos Pérez, K. V. (2018). Nuevos escenarios y competencias digitales docentes: hacia la profesionalización docente con tic. Revista Profesorado, 22(1), 25-51. Recuperado de https://recyt.fecyt.es/index.php/profesorado/article/view/63620
Thiel, L. V. (2018). Professional learning design framework: supporting technology integration in Alberta. Research in Learning Technology, 26, 1-24. doi: https://dx.doi.org/10.25304/rlt.v26.1989
Widodo, A. y Wahyudin, C. (2018). Selection of Learning Media Mathematics for Junior School Students. The Turkish Online Journal of Educational Technology, 17(1), 154-160. Recuperado de http://www.tojet.net/articles/v17i1/17115.pdf
Whitton, N. (2018). Playful learning: tools, techniques, and tactics. Research in Learning Technology, 26,1-12. doi: http://dx.doi.org/10.25304/rlt.v26.2035
Yan, Z. M., Chai, C. S. y So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4), 57-71. Recuperado de https://ajet.org.au/index.php/AJET/article/view/3755/1495
Zlatovic, M., Balaban, I. y Kermek, D. (2015). Using online assessments to stimulate learning strategies and achievement of learning goals. Computers & Education, 91, 32-45. doi: https://doi.org/10.1016/j.compedu.2015.09.012
Bhagat, K. K., Subheesh, N. P., Bhattacharya, B. y Chang, C. Y. (2017). The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System. EURASIA Journal of Mathematics Science and Technology Education, 13(1), 19-34. doi: https://doi.org/10.12973/eurasia.2017.00602a
Elmahdi, I., Hattami, A. y Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students’ Learning. The Turkish Online Journal of Educational Technology, 17(2), 182-188. Recuperado de http://www.tojet.net/articles/v17i2/17218.pdf
Flavin, M. y Quintero, V. (2018). UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology, 26, 1-12. Recuperado de https://journal.alt.ac.uk/index.php/rlt/article/view/1987/pdf_1
Garrote Rojas, D., Arenas Castillejo, J. A. y Jiménez Fernández, S. (2018). Las TIC como herramientas para el desarrollo de la competencia intercultural. Revista de Educación Mediática y TIC, 7(2), 166-183. doi: https://doi.org/10.21071/edmetic.10543
Gorski, F., Bun, P., Wichniarek, R., Zawadzki, P. y Hamrol, A. (2017). Effective Design of Educational Virtual Reality Applications for Medicine using Knowledge-Engineering Techniques. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 395-416. doi: https://doi.org/10.12973/eurasia.2017.00623a
Hsu, T. C. y Hwang, G. J. (2017). Effects of a Structured Resource-based Web Issue-Quest Approach on Students’ Learning Performances in Computer Programming Courses. Educational Technology & Society, 20(3), 82-94. Recuperado de https://www.j-ets.net/ETS/journals/20_3/7.pdf
Kurucay, M. y Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. doi: https://doi.org/10.1016/j.compedu.2017.06.010
Lee, J. y Choi, H. (2017). What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, 143-152. doi: https://doi.org/10.1016/j.compedu.2017.06.015
Lin, C. Y. y Wang, T. H. (2017). Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment. EURASIA Journal of Mathematics Science and Technology Education, 13(4), 1045-1058. doi: https://doi.org/10.12973/eurasia.2017.00657a
Mtebe, J. S. y Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107-122. Recuperado de https://ajet.org.au/index.php/AJET/article/view/2993/1502
Raes, A. y Schellens, T. (2016). The effects of teacher-led class interventions during technology-enhanced science inquiry on students’ knowledge integration and basic need satisfaction. Computers & Education, 92,125-14. doi: https://doi.org/10.1016/j.compedu.2015.10.014
Reyes, V. C., Reading, C., Doyle, H. y Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers & Education, 115, 1-19. doi: https://doi.org/10.1016/j.compedu.2017.07.009
Salas Rueda, R. A. (2016). Diseño y análisis de un sistema web educativo considerando los estilos de aprendizaje. España: 3Ciencias.
Salas Rueda, R. A. (2018). Uso del modelo TPACK como herramienta de innovación para el proceso de enseñanza-aprendizaje en matemáticas. Perspectiva educacional, 57(2), 3-26. Recuperado de http://www.perspectivaeducacional.cl/index.php/peducacional/article/view/689
Salas Rueda, R. A. y Salas Silis, J. A. (2018). Simulador Logic.ly ¿Herramienta tecnológica para facilitar el proceso enseñanza-aprendizaje sobre las Matemáticas? Revista Dilemas Contemporáneos: Educación, Política y Valores, 5(3), 1-25.
Sarac, H. (2018). The Effect of Science, Technology, Engineering and Mathematics-Stem Educational Practices on Students’ Learning Outcomes: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 17(2), 125-142. Recuperado de http://www.tojet.net/articles/v17i2/17213.pdf
Shelton, C. (2018). You have to teach to your personality: Caring, sharing and teaching with technology. Australasian Journal of Educational Technology, 34(4), 92-106. Recuperado de https://ajet.org.au/index.php/AJET/article/view/3557/1501
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29-43. Recuperado de https://ajet.org.au/index.php/AJET/article/view/3142/1485
Sung, H. Y., Hwang, G. J. y Chang, H. S. (2015). An Integrated Contextual and Web-based Issue Quest Approach to Improving Students’ Learning Achievements, Attitudes and Critical Thinking. Educational Technology & Society, 18(4), 299-311. Recuperado de https://www.j-ets.net/ETS/journals/18_4/23.pdf
Tejada Fernández, J. y Pozos Pérez, K. V. (2018). Nuevos escenarios y competencias digitales docentes: hacia la profesionalización docente con tic. Revista Profesorado, 22(1), 25-51. Recuperado de https://recyt.fecyt.es/index.php/profesorado/article/view/63620
Thiel, L. V. (2018). Professional learning design framework: supporting technology integration in Alberta. Research in Learning Technology, 26, 1-24. doi: https://dx.doi.org/10.25304/rlt.v26.1989
Widodo, A. y Wahyudin, C. (2018). Selection of Learning Media Mathematics for Junior School Students. The Turkish Online Journal of Educational Technology, 17(1), 154-160. Recuperado de http://www.tojet.net/articles/v17i1/17115.pdf
Whitton, N. (2018). Playful learning: tools, techniques, and tactics. Research in Learning Technology, 26,1-12. doi: http://dx.doi.org/10.25304/rlt.v26.2035
Yan, Z. M., Chai, C. S. y So, H. J. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 34(4), 57-71. Recuperado de https://ajet.org.au/index.php/AJET/article/view/3755/1495
Zlatovic, M., Balaban, I. y Kermek, D. (2015). Using online assessments to stimulate learning strategies and achievement of learning goals. Computers & Education, 91, 32-45. doi: https://doi.org/10.1016/j.compedu.2015.09.012
Programas y títulos conjuntos en el Espacio Europeo de Educación Superior. (2019). Education in the Knowledge Society (EKS), 20, 13. https://doi.org/10.14201/eks2019_20_a20
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