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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Alicia D J Inciarte</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://cuc-caribe.academia.edu/">CUC</a>, <a class="u-tcGrayDarker" href="https://cuc-caribe.academia.edu/Departments/Facultad_de_Humanidades/Documents">Facultad de Humanidades</a>, <span class="u-tcGrayDarker">Post-Doc</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Alicia" data-follow-user-id="58986487" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" 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class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Investigadora de la academia<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="58986487" href="https://www.academia.edu/Documents/in/Operation_research_in_industrial_applications"><div id="js-react-on-rails-context" style="display:none" 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class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>83</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>9</span> <span class="ds2-5-body-sm-bold">Books</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Conference-Presentations" data-toggle="tab" href="#conferencepresentations" role="tab" title="Conference Presentations"><span>4</span> <span class="ds2-5-body-sm-bold">Conference Presentations</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Alicia D J Inciarte</h3></div><div class="js-work-strip profile--work_container" data-work-id="121509453"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121509453/Redes_de_Cooperaci%C3%B3n_Cient%C3%ADfico_Tecnol%C3%B3gicas_en_Contextos_Intersectoriales"><img alt="Research paper thumbnail of Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales" class="work-thumbnail" src="https://attachments.academia-assets.com/116364952/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121509453/Redes_de_Cooperaci%C3%B3n_Cient%C3%ADfico_Tecnol%C3%B3gicas_en_Contextos_Intersectoriales">Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales</a></div><div class="wp-workCard_item"><span>Información tecnológica</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ad8d63a8a733a66819adf4288a164a4b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118075833"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118075833/Sistemas_de_evaluaci%C3%B3n_y_metodolog%C3%ADas_docentes_y_su_incidencia_en_las_competencias_gen%C3%A9ricas_EMICOG_ESTUDIANTES_"><img alt="Research paper thumbnail of Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)" class="work-thumbnail" src="https://attachments.academia-assets.com/113785616/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118075833/Sistemas_de_evaluaci%C3%B3n_y_metodolog%C3%ADas_docentes_y_su_incidencia_en_las_competencias_gen%C3%A9ricas_EMICOG_ESTUDIANTES_">Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)</a></div><div class="wp-workCard_item"><span>International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología.</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las distintas reformas estructurales, organizativas y metodológicas que ha sufrido el Espacio de ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las distintas reformas estructurales, organizativas y metodológicas que ha sufrido el Espacio de Educación Superior, han provocado cambios sustanciales en el modelo educativo imperante en el ámbito universitario y por consiguiente, en los planes de estudios. Bajo este prisma, en la presente comunicación se describe el diseño de un cuestionario ad hoc online, EMICOG – versión estudiantes, mediante la herramienta web, SurveyMonkey. Con él, se pretenden determinar y analizar las percepciones y creencias de utilidad futura que los alumnos tienen acerca de distintas metodologías docentes aplicadas en diversas asignaturas de grados y másteres impartidos en la Universidad de la Costa (Colombia). Al mismo tiempo que se examinan las formas de valoración o evaluación de las actividades transversales efectuadas, prestando especial atención a las competencias genéricas tales como la lectura crítica y la construcción textual. 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Se analizaron siete modelos, de los cuales cinco de ellos han sido utilizados en universidades del pais (LUZ, URBE, SB, CNU) y los otros dos son internacionales, como el Modelo de Autoevaluacion de la AUIP y el Modelo de Evaluadon del ON DA. Se utilizo el analisis de contenido, el instrumento de sistematizacion de informacion fue la matriz de contenido. Como resultado de esta comparacion, identificaron los componentes utilizados por los modelos en la evaluacion de programas de postgrado.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111395244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111395244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111395244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111395244]").text(description); $(".js-view-count[data-work-id=111395244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111395244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111395244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111395244, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111395244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111395244,"title":"Modelos de evaluación de programas de postgrado","translated_title":"","metadata":{"abstract":"En esta investigacion se describen y comparan modelos que han sido utilizados en la evaluacion de programas de postgrado. 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satisfacer las necesidades del país y mantenerse vivas ante los cambios dramáticos que está sufriendo la sociedad. El proyecto interinstitucional \"La Universidad va a la Escuela\" (LUVE) interrelaciona la universidad y la escuela, con el propósito de que ocurran cambios en sus culturas organizacionales, que promuevan aprendizajes mutuos y contribuyan a mejorar los procesos organizacionales, curriculares, instruccionales, así como las vinculaciones de estas instituciones educativas con su entorno. La experiencia que se reseña forma parte de los aprendizajes obtenidos en este intercambio entre la Universidad del Zulia y dos escuelas básicas del Estado Zulia-Venezuela, en el marco de un proceso de investigación acción. Una de las estrategias utilizadas para favorecer el cambio ha sido la realización de prácticas educativas en las escuelas con profesores y estudiantes de la Escuela de Educación de LUZ. Estos van a las escuelas no sólo para practicar lo aprendido, sino también para compartir los conocimientos que se generan en la universidad, para aprender los conocimientos que nacen de la escuela, de los maestros y de los niños, y para vincularse con la realidad educativa del país. Los resultados evidencian cambios importantes, entre ellos: la discusión abierta sobre la enseñanza y el aprendizaje y la vinculación teoría-práctica educativa. Esta investigación ha sido financiada por el CONDES-LUZ.","publication_date":{"day":null,"month":null,"year":2001,"errors":{}},"publication_name":"Educere: Revista …","grobid_abstract_attachment_id":106049640},"translated_abstract":null,"internal_url":"https://www.academia.edu/107363498/Interacci%C3%B3n_Universidad_Escuela_Pr%C3%A1cticas_Educativas_en_Escuelas_Mediadas","translated_internal_url":"","created_at":"2023-09-28T17:51:44.797-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":58986487,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106049640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106049640/thumbnails/1.jpg","file_name":"articulo5-13-5.pdf","download_url":"https://www.academia.edu/attachments/106049640/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Interaccion_Universidad_Escuela_Practica.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106049640/articulo5-13-5-libre.pdf?1695949712=\u0026response-content-disposition=attachment%3B+filename%3DInteraccion_Universidad_Escuela_Practica.pdf\u0026Expires=1732560730\u0026Signature=BG9FFNY8-snwEFmLDj8r0HK0L8BMmMnjhr2wz7~pbQxLKOVhDPXaFzolosPr6~i1zhOA7FBYkAdlaFKAtKyrJfhYMGmlEnB8tLewMNo42ubAKIFA82h7gWxkepun~JLbBotPu6LwiNMZx6RWunUJSuosCP47iB415NxYB5uaXj5lR80ngXYYWqmqb4LDYwOglHo0jZsfImwmXZQt~f9qO3HsLaAWHWXPmo62q8ZkNCZcb6Fk6yOGPw~JpzhEe5MW17Sql6GVfpkN3fDsBJ2MhjSLrgbGz0s9X1uV6-QoL0JEBOjQKY1zvEOexC2ZZYhAKDTIUUt5ckLaa0qkOKqPUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Interacción_Universidad_Escuela_Prácticas_Educativas_en_Escuelas_Mediadas","translated_slug":"","page_count":10,"language":"es","content_type":"Work","owner":{"id":58986487,"first_name":"Alicia","middle_initials":"D J","last_name":"Inciarte","page_name":"AliciaInciarte","domain_name":"cuc-caribe","created_at":"2017-01-17T13:15:33.088-08:00","display_name":"Alicia D J Inciarte","url":"https://cuc-caribe.academia.edu/AliciaInciarte"},"attachments":[{"id":106049640,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106049640/thumbnails/1.jpg","file_name":"articulo5-13-5.pdf","download_url":"https://www.academia.edu/attachments/106049640/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Interaccion_Universidad_Escuela_Practica.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106049640/articulo5-13-5-libre.pdf?1695949712=\u0026response-content-disposition=attachment%3B+filename%3DInteraccion_Universidad_Escuela_Practica.pdf\u0026Expires=1732560730\u0026Signature=BG9FFNY8-snwEFmLDj8r0HK0L8BMmMnjhr2wz7~pbQxLKOVhDPXaFzolosPr6~i1zhOA7FBYkAdlaFKAtKyrJfhYMGmlEnB8tLewMNo42ubAKIFA82h7gWxkepun~JLbBotPu6LwiNMZx6RWunUJSuosCP47iB415NxYB5uaXj5lR80ngXYYWqmqb4LDYwOglHo0jZsfImwmXZQt~f9qO3HsLaAWHWXPmo62q8ZkNCZcb6Fk6yOGPw~JpzhEe5MW17Sql6GVfpkN3fDsBJ2MhjSLrgbGz0s9X1uV6-QoL0JEBOjQKY1zvEOexC2ZZYhAKDTIUUt5ckLaa0qkOKqPUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n"},{"id":150410,"name":"Teaching practice","url":"https://www.academia.edu/Documents/in/Teaching_practice"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103671839"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103671839/Estrategias_de_las_Instituciones_de_Educaci%C3%B3n_Superior_para_la_Integraci%C3%B3n_de_las_Tecnolog%C3%ADa_de_la_Informaci%C3%B3n_y_la_Comunicaci%C3%B3n_y_de_la_Innovaci%C3%B3n_en_los_Procesos_de_Ense%C3%B1anza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia"><img alt="Research paper thumbnail of Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/103617441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103671839/Estrategias_de_las_Instituciones_de_Educaci%C3%B3n_Superior_para_la_Integraci%C3%B3n_de_las_Tecnolog%C3%ADa_de_la_Informaci%C3%B3n_y_la_Comunicaci%C3%B3n_y_de_la_Innovaci%C3%B3n_en_los_Procesos_de_Ense%C3%B1anza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia">Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia</a></div><div class="wp-workCard_item"><span>Formación universitaria</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdb2451c4082e69db04a0318544685a0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103617441,"asset_id":103671839,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103617441/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103671839"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103671839"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103671839; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103671839]").text(description); $(".js-view-count[data-work-id=103671839]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103671839; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103671839']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103671839, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fdb2451c4082e69db04a0318544685a0" } } $('.js-work-strip[data-work-id=103671839]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103671839,"title":"Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia","translated_title":"","metadata":{"publisher":"SciELO Comision Nacional de Investigacion Cientifica Y Tecnologica (CONICYT)","grobid_abstract":"El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las universidades de Barranquilla, Colombia, en torno a las estrategias de integración de TIC e Innovación en la enseñanza. El estudio se efectuó bajo un enfoque cuantitativo, diseño descriptivo-explicativo-analítico, mediante la técnica de la encuesta. Se aplicó un cuestionario conformado por cuatro categorías de análisis. Dentro de los resultados se encontró que el 71% de las instituciones estudiadas no disponen de cursos de actualización para que los docentes se capaciten en TIC de manera continua. Se encuentra también que el 64% de las instituciones estudiadas no diseñan metodologías para la enseñanza y aprendizaje mediado por las TIC con la participación de los docentes. Se concluye que las instituciones de educación superior de Barranquilla requieren estrategias de integración y articulación de tecnologías innovadoras que fortalezcan la didáctica en sus procesos de enseñanza.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Formación universitaria","grobid_abstract_attachment_id":103617441},"translated_abstract":null,"internal_url":"https://www.academia.edu/103671839/Estrategias_de_las_Instituciones_de_Educaci%C3%B3n_Superior_para_la_Integraci%C3%B3n_de_las_Tecnolog%C3%ADa_de_la_Informaci%C3%B3n_y_la_Comunicaci%C3%B3n_y_de_la_Innovaci%C3%B3n_en_los_Procesos_de_Ense%C3%B1anza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia","translated_internal_url":"","created_at":"2023-06-21T08:34:33.384-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":58986487,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":103617441,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103617441/thumbnails/1.jpg","file_name":"8903044b248191a1f9e96ecaa2e56e7fb251.pdf","download_url":"https://www.academia.edu/attachments/103617441/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Estrategias_de_las_Instituciones_de_Educ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103617441/8903044b248191a1f9e96ecaa2e56e7fb251-libre.pdf?1687365110=\u0026response-content-disposition=attachment%3B+filename%3DEstrategias_de_las_Instituciones_de_Educ.pdf\u0026Expires=1732560730\u0026Signature=L7f4AsJDWAENZrX6LGEOpyQn3Bj5yraEdeZZLcRhUa7j0v3j~ff5hDLBdYM47KKYgEuXUqDjKD~TjTKq7gKu4SStUa~NWGguiW5l8d~tgCVL4DVlWiK1AVtrhPBlQq3lHMb8Pft~Ke~WVgS1w1bplqqLjGz-v-KM4VC0FUcht~RJvTW9hiXl-DmvzCipixc-DVsVJ1RupeX2fsjhE4-M2x-QA8etCM1DNWKfBAL-jUpwU9M9Lld1nR-gePOJScr6MMOmy4U3n53rFtZsXRF5eATGZ4YZf8z4y~VAEHy-NqwCB3-HTQc6ZCY8TTaIk9OI1duVdkETAX3Cu6ghAbL5cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Estrategias_de_las_Instituciones_de_Educación_Superior_para_la_Integración_de_las_Tecnología_de_la_Información_y_la_Comunicación_y_de_la_Innovación_en_los_Procesos_de_Enseñanza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia","translated_slug":"","page_count":10,"language":"es","content_type":"Work","owner":{"id":58986487,"first_name":"Alicia","middle_initials":"D J","last_name":"Inciarte","page_name":"AliciaInciarte","domain_name":"cuc-caribe","created_at":"2017-01-17T13:15:33.088-08:00","display_name":"Alicia D J Inciarte","url":"https://cuc-caribe.academia.edu/AliciaInciarte"},"attachments":[{"id":103617441,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103617441/thumbnails/1.jpg","file_name":"8903044b248191a1f9e96ecaa2e56e7fb251.pdf","download_url":"https://www.academia.edu/attachments/103617441/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Estrategias_de_las_Instituciones_de_Educ.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103617441/8903044b248191a1f9e96ecaa2e56e7fb251-libre.pdf?1687365110=\u0026response-content-disposition=attachment%3B+filename%3DEstrategias_de_las_Instituciones_de_Educ.pdf\u0026Expires=1732560730\u0026Signature=L7f4AsJDWAENZrX6LGEOpyQn3Bj5yraEdeZZLcRhUa7j0v3j~ff5hDLBdYM47KKYgEuXUqDjKD~TjTKq7gKu4SStUa~NWGguiW5l8d~tgCVL4DVlWiK1AVtrhPBlQq3lHMb8Pft~Ke~WVgS1w1bplqqLjGz-v-KM4VC0FUcht~RJvTW9hiXl-DmvzCipixc-DVsVJ1RupeX2fsjhE4-M2x-QA8etCM1DNWKfBAL-jUpwU9M9Lld1nR-gePOJScr6MMOmy4U3n53rFtZsXRF5eATGZ4YZf8z4y~VAEHy-NqwCB3-HTQc6ZCY8TTaIk9OI1duVdkETAX3Cu6ghAbL5cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":66942,"name":"Nuevas tecnologías","url":"https://www.academia.edu/Documents/in/Nuevas_tecnolog%C3%ADas"},{"id":1860693,"name":"FORMACIÓN UNIVERSITARIA","url":"https://www.academia.edu/Documents/in/FORMACI%C3%93N_UNIVERSITARIA"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74879670"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74879670/Visi%C3%B3n_general_del_enfoque_por_competencias_en_Latinoam%C3%A9rica"><img alt="Research paper thumbnail of Visión general del enfoque por competencias en Latinoamérica" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74879670/Visi%C3%B3n_general_del_enfoque_por_competencias_en_Latinoam%C3%A9rica">Visión general del enfoque por competencias en Latinoamérica</a></div><div class="wp-workCard_item"><span>Revista de Ciencias Sociales (RCS)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El enfoque por competencias exige un sin número de condiciones para su implementación en la forma...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El enfoque por competencias exige un sin número de condiciones para su implementación en la formación universitaria, concibiendo al ser humano desde la integralidad y complejidad de sus dimensiones, en interacción permanente con el contexto. En tal sentido, el objetivo del presente artículo consiste en explicar la evolución del enfoque por competencias en la educación superior a nivel latinoamericano; para lo cual se emplearon dos instrumentos, uno tipo matriz para el análisis de contenido de los documentos oficiales y otro tipo cuestionario dirigido a los representantes curriculares; se utilizaron iguales categorías de análisis en su construcción. Entre los resultados destaca que existe diversidad en los modelos asumidos en las universidades, algunas no tienen claridad en cuanto a la metodología que se está aplicando o se va a aplicar. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69541239"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69541239/Academic_administrative_management_in_Basic_Education"><img alt="Research paper thumbnail of Academic-administrative management in Basic Education" class="work-thumbnail" src="https://attachments.academia-assets.com/79597477/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69541239/Academic_administrative_management_in_Basic_Education">Academic-administrative management in Basic Education</a></div><div class="wp-workCard_item"><span>Revista Venezolana De Gerencia</span><span>, 2006</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cf881e2ab1591aa7f9266bc8b13456ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79597477,"asset_id":69541239,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79597477/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69541239"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69541239"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69541239; 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Revista INFAD de Psicología.</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la eval...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la evaluación y las metodologías docentes activas usadas y esperadas en la formación universitaria, para el desarrollo de las competencias genéricas comunicativas en los estudiantes de diferentes carreras. En sentido más general, se busca Identificar el uso percibido y esperado, por profesores y estudiantes, de la evaluación y metodologías activas; recopilar estrategias transversales exitosas; describir y comparar los patrones psicoeducativos y su papel en los resultados de aprendizaje y competencias genéricas comunicativas de lectura crítica y construcción textual, a partir de lo cual de llegaría a configurar formación en valoración integral de la enseñanza y aprendizaje que habría de proporcionarse a los docentes de la universidad para que éstos se conviertan en mediadores y promotores de competencias genéricas comunicativas de lectura crítica y construcción textual a través de las asignatura...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c791a2269ff144c04b635c799e74ad8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70315092,"asset_id":53499591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70315092/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53499591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53499591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53499591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53499591]").text(description); $(".js-view-count[data-work-id=53499591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53499591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53499591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 53499591, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c791a2269ff144c04b635c799e74ad8" } } $('.js-work-strip[data-work-id=53499591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53499591,"title":"Incidencia de la evaluación y las metodologías docentes en el desarrollo de competencias genéricas","translated_title":"","metadata":{"abstract":"Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la evaluación y las metodologías docentes activas usadas y esperadas en la formación universitaria, para el desarrollo de las competencias genéricas comunicativas en los estudiantes de diferentes carreras. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42177625"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42177625/Redes_de_Cooperaci%C3%B3n_Cient%C3%ADfico_Tecnol%C3%B3gicas_en_Contextos_Intersectoriales_Scientific_Technological_Cooperation_Networks_in_Intersectoral_Contexts"><img alt="Research paper thumbnail of Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales Scientific-Technological Cooperation Networks in Intersectoral Contexts" class="work-thumbnail" src="https://attachments.academia-assets.com/62319067/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42177625/Redes_de_Cooperaci%C3%B3n_Cient%C3%ADfico_Tecnol%C3%B3gicas_en_Contextos_Intersectoriales_Scientific_Technological_Cooperation_Networks_in_Intersectoral_Contexts">Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales Scientific-Technological Cooperation Networks in Intersectoral Contexts</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cuc-caribe.academia.edu/AliciaInciarte">Alicia D J Inciarte</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://cuc-co.academia.edu/FreddyMar%C3%ADnGonz%C3%A1lez">Freddy Marín González</a></span></div><div class="wp-workCard_item"><span>Información Tecnológica</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Este artículo se orienta a la conformación de una red de cooperación científico-tecnológi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Este artículo se orienta a la conformación de una red de cooperación científico-tecnológica en el ámbito interorganizacional e intersectorial, desde la gestión participativa de actores locales. Al respecto, se concibe una interfaz relacional caracterizada por el intercambio y transacción de conocimiento. Se trabaja con métodos de razonamiento lógico que derivan en la inferencia y análisis propositivo desde los aportes de la teoría de redes, cooperación y grafos. En el componente empírico se abordan actores clave del sector universitario-gobierno-empresa, localizados en el estado Falcón, Venezuela. Los resultados muestran que la dinámica de la gestión institucional viabiliza la configuración de la red con la definición de su estructura y funcionalidad. Se concluye sobre la importancia de la gestión participativa para la integración de redes científico-tecnológicas, mediante flujos de cooperación entre los equipos de trabajo que constituyen nodos de la red. Palabras Abstract This article is oriented to the creation of a scientific-technological cooperation network in the interorganizational and intersectoral field, from the participative management of local actors. In this regard, a relational interface characterized by the exchange and transaction of knowledge is conceived. The work is done using logical reasoning methods that derive in the inference and proactive analysis from the contributions of the theory of networks, cooperation and graphs. The empirical component addresses key actors in the university-government-business sector, located in the state of Falcón, Venezuela. The results show that the dynamics of the institutional management enables the configuration of the network with the definition of its structure and functionality. The conclusion highlights the importance of the participative management for the integration of scientific-technological networks, by means of flows of cooperation between the work teams that constitute the nodes of the network.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43ddde7d95d0ef1093f64eb853d55d2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62319067,"asset_id":42177625,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62319067/download_file?st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42177625"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42177625"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42177625; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42177625]").text(description); $(".js-view-count[data-work-id=42177625]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42177625; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42177625']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42177625, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43ddde7d95d0ef1093f64eb853d55d2f" } } $('.js-work-strip[data-work-id=42177625]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42177625,"title":"Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales Scientific-Technological Cooperation Networks in Intersectoral Contexts","translated_title":"","metadata":{"doi":"10.4067/S0718-07642019000300013","abstract":"Resumen Este artículo se orienta a la conformación de una red de cooperación científico-tecnológica en el ámbito interorganizacional e intersectorial, desde la gestión participativa de actores locales. 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src="https://attachments.academia-assets.com/62318983/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42177549/Volumen_30_N%C3%BAmero_2_P%C3%A1ginas">Volumen 30 | Número 2 | Páginas</a></div><div class="wp-workCard_item"><span>Educación química</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A problem-based learning experience integrating mathematical concepts of linear and abstract alge...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A problem-based learning experience integrating mathematical concepts of linear and abstract algebra for undergraduate chemistry students is presented. The pedagogical framework was focused on the conceptual understanding of the vector space, graph theory and matrix algebra as a tool to obtain chemical information. The students were capable to solve a problem of physicochemical properties prediction through the calculation of molecular descriptors of the TOMOCOMD (acronym for TOpological MOlecular COMputational Design) approach. A "scientific congress" was organized by students to expose the results of the research. This evaluation strategy stimulated the self-and co-evaluation. The proposed experience demonstrated an enhanced learning compared to the traditional model. Resumen En este trabajo se presenta una experiencia de de aprendizaje basado en problemas que integra conceptos matemáticos de algebra lineal y abstracta para estudiante de pregrado de química. El marco pedagógico se enfocó en el entendimiento conceptual de espacios vectoriales, teoría de grafos y álgebra matricial como una herramienta para obtener información química. Los estudiantes fueron capaces de resolver un problema de predicción de propiedades fisicoquímicas a través del cálculo de descriptores del esquema TOMOCOMD (siglas en inglés de TOpological MOlecular COMputational Design). Los estudiantes organizaron un "congreso científico" para exponer los resultados de la investigación. Esta evaluación estimuló el auto-y co-evaluación. La experiencia propuesta demostró un aprendizaje mayor al ser comparado con el modelo tradicional. 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Un Estudio en el Distrito de Barranquilla, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/55565405/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35694177/Estrategias_de_las_Instituciones_de_Educaci%C3%B3n_Superior_para_la_Integraci%C3%B3n_de_las_Tecnolog%C3%ADa_de_la_Informaci%C3%B3n_y_la_Comunicaci%C3%B3n_y_de_la_Innovaci%C3%B3n_en_los_Procesos_de_Ense%C3%B1anza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia">Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cuc-caribe.academia.edu/AliciaInciarte">Alicia D J Inciarte</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/InciarteJ">Alicia Inciarte</a></span></div><div class="wp-workCard_item"><span>Formación Universitaria</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las universidades de Barranquilla, Colombia, en torno a las estrategias de integración de TIC e Innovación en la enseñanza. El estudio se efectuó bajo un enfoque cuantitativo, diseño descriptivo-explicativo-analítico, mediante la técnica de la encuesta. Se aplicó un cuestionario conformado por cuatro categorías de análisis. Dentro de los resultados se encontró que el 71% de las instituciones estudiadas no disponen de cursos de actualización para que los docentes se capaciten en TIC de manera continua. Se encuentra también que el 64% de las instituciones estudiadas no diseñan metodologías para la enseñanza y aprendizaje mediado por las TIC con la participación de los docentes. Se concluye que las instituciones de educación superior de Barranquilla requieren estrategias de integración y articulación de tecnologías innovadoras que fortalezcan la didáctica en sus procesos de enseñanza. The article reports the results of study done to analyze the dynamics of the universities of Barranquilla, Colombia, around the strategies of integration of Information and Communication Technologies (ICT) and of Innovation in university teaching. The study was carried out under a quantitative approach, using a descriptive-explanatory-analytical design, through the survey technique. A questionnaire including four categories of analysis was applied. The results show that 71% of the institutions studied do not have refresher courses for teachers to train on ICT on a continuous basis. It is also found that 64% of the institutions studied do not design methodologies for teaching and learning mediated by ICT with participation of teachers. It is concluded that higher education institutions of Barranquilla require strategies of integration and articulation of innovative technologies that strengthen didactics in their teaching processes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11b49cfb903f2940a9985918674ee4d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55565405,"asset_id":35694177,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55565405/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35694177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35694177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35694177; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35694177]").text(description); $(".js-view-count[data-work-id=35694177]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35694177; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35694177']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35694177, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "11b49cfb903f2940a9985918674ee4d1" } } $('.js-work-strip[data-work-id=35694177]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35694177,"title":"Estrategias de las Instituciones de Educación Superior para la\r\nIntegración de las Tecnología de la Información y la\r\nComunicación y de la Innovación en los Procesos de\r\nEnseñanza. 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Se concluye que las instituciones de educación superior de Barranquilla requieren estrategias de integración y articulación de tecnologías innovadoras que fortalezcan la didáctica en sus procesos de enseñanza. The article reports the results of study done to analyze the dynamics of the universities of Barranquilla, Colombia, around the strategies of integration of Information and Communication Technologies (ICT) and of Innovation in university teaching. The study was carried out under a quantitative approach, using a descriptive-explanatory-analytical design, through the survey technique. A questionnaire including four categories of analysis was applied. The results show that 71% of the institutions studied do not have refresher courses for teachers to train on ICT on a continuous basis. It is also found that 64% of the institutions studied do not design methodologies for teaching and learning mediated by ICT with participation of teachers. 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Buscó<br />sistematizar la experiencia de formación en competencias docente<br />investigativas y caracterizar los elementos que generan compromisos<br />investigativos integrados con la práctica educativa reflexiva y situada.<br />Se sustentó en un modelo de desarrollo y evaluación de competencias<br />académicas y en la metodología de Sistematización de Experiencias<br />Educativas. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35083867"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35083867/Caracterizaci%C3%B3n_del_reingreso_para_el_dise%C3%B1o_de_sistemas_de_informaci%C3%B3n_en_cl%C3%ADnicas_de_la_ciudad_de_Barranquilla_Colombia"><img alt="Research paper thumbnail of Caracterización del reingreso para el diseño de sistemas de información en clínicas de la ciudad de Barranquilla, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/54944917/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35083867/Caracterizaci%C3%B3n_del_reingreso_para_el_dise%C3%B1o_de_sistemas_de_informaci%C3%B3n_en_cl%C3%ADnicas_de_la_ciudad_de_Barranquilla_Colombia">Caracterización del reingreso para el diseño de sistemas de información en clínicas de la ciudad de Barranquilla, Colombia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Caracterizar el proceso del reingreso hospitalario para el diseño de sistemas de información en c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Caracterizar el proceso del reingreso hospitalario para el<br />diseño de sistemas de información en clínicas de<br />Barranquilla, Colombia, se define como objetivo del<br />artículo. Desarrollo basado en una investigación<br />descriptiva, la técnica seleccionada fue el cuestionario<br />dirigido a los coordinadores de los servicios<br />hospitalarios estudiados, mediante el método<br />cuantitativo se determinó que la principal causa del<br />reingreso es la falta de instrumentos que garanticen el<br />seguimiento y control de los pacientes después del<br />egreso de los servicios. Se concluye, el definir un<br />sistema de información para monitorear la evolución de<br />los pacientes, contribuir con las condiciones de vida y<br />minimizar inversión económica en servicios de salud por<br />reingresos a estos servicios.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9c902b9b011453e2f4e095adfb892268" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54944917,"asset_id":35083867,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54944917/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35083867"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35083867"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35083867; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35083867]").text(description); $(".js-view-count[data-work-id=35083867]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35083867; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35083867']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35083867, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9c902b9b011453e2f4e095adfb892268" } } $('.js-work-strip[data-work-id=35083867]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35083867,"title":"Caracterización del reingreso para el diseño de sistemas de información en clínicas de la ciudad de Barranquilla, Colombia","translated_title":"","metadata":{"abstract":"Caracterizar el proceso del reingreso hospitalario para el\ndiseño de sistemas de información en clínicas de\nBarranquilla, Colombia, se define como objetivo del\nartículo. Desarrollo basado en una investigación\ndescriptiva, la técnica seleccionada fue el cuestionario\ndirigido a los coordinadores de los servicios\nhospitalarios estudiados, mediante el método\ncuantitativo se determinó que la principal causa del\nreingreso es la falta de instrumentos que garanticen el\nseguimiento y control de los pacientes después del\negreso de los servicios. Se concluye, el definir un\nsistema de información para monitorear la evolución de\nlos pacientes, contribuir con las condiciones de vida y\nminimizar inversión económica en servicios de salud por\nreingresos a estos servicios. "},"translated_abstract":"Caracterizar el proceso del reingreso hospitalario para el\ndiseño de sistemas de información en clínicas de\nBarranquilla, Colombia, se define como objetivo del\nartículo. Desarrollo basado en una investigación\ndescriptiva, la técnica seleccionada fue el cuestionario\ndirigido a los coordinadores de los servicios\nhospitalarios estudiados, mediante el método\ncuantitativo se determinó que la principal causa del\nreingreso es la falta de instrumentos que garanticen el\nseguimiento y control de los pacientes después del\negreso de los servicios. Se concluye, el definir un\nsistema de información para monitorear la evolución de\nlos pacientes, contribuir con las condiciones de vida y\nminimizar inversión económica en servicios de salud por\nreingresos a estos servicios. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118075833"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118075833/Sistemas_de_evaluaci%C3%B3n_y_metodolog%C3%ADas_docentes_y_su_incidencia_en_las_competencias_gen%C3%A9ricas_EMICOG_ESTUDIANTES_"><img alt="Research paper thumbnail of Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)" class="work-thumbnail" src="https://attachments.academia-assets.com/113785616/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118075833/Sistemas_de_evaluaci%C3%B3n_y_metodolog%C3%ADas_docentes_y_su_incidencia_en_las_competencias_gen%C3%A9ricas_EMICOG_ESTUDIANTES_">Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)</a></div><div class="wp-workCard_item"><span>International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología.</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las distintas reformas estructurales, organizativas y metodológicas que ha sufrido el Espacio de ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las distintas reformas estructurales, organizativas y metodológicas que ha sufrido el Espacio de Educación Superior, han provocado cambios sustanciales en el modelo educativo imperante en el ámbito universitario y por consiguiente, en los planes de estudios. Bajo este prisma, en la presente comunicación se describe el diseño de un cuestionario ad hoc online, EMICOG – versión estudiantes, mediante la herramienta web, SurveyMonkey. Con él, se pretenden determinar y analizar las percepciones y creencias de utilidad futura que los alumnos tienen acerca de distintas metodologías docentes aplicadas en diversas asignaturas de grados y másteres impartidos en la Universidad de la Costa (Colombia). Al mismo tiempo que se examinan las formas de valoración o evaluación de las actividades transversales efectuadas, prestando especial atención a las competencias genéricas tales como la lectura crítica y la construcción textual. 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Se analizaron siete modelos, de los cuales cinco de ellos han sido utilizados en universidades del pais (LUZ, URBE, SB, CNU) y los otros dos son internacionales, como el Modelo de Autoevaluacion de la AUIP y el Modelo de Evaluadon del ON DA. Se utilizo el analisis de contenido, el instrumento de sistematizacion de informacion fue la matriz de contenido. Como resultado de esta comparacion, identificaron los componentes utilizados por los modelos en la evaluacion de programas de postgrado.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111395244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111395244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111395244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111395244]").text(description); $(".js-view-count[data-work-id=111395244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111395244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111395244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111395244, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111395244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111395244,"title":"Modelos de evaluación de programas de postgrado","translated_title":"","metadata":{"abstract":"En esta investigacion se describen y comparan modelos que han sido utilizados en la evaluacion de programas de postgrado. 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El proyecto interinstitucional \"La Universidad va a la Escuela\" (LUVE) interrelaciona la universidad y la escuela, con el propósito de que ocurran cambios en sus culturas organizacionales, que promuevan aprendizajes mutuos y contribuyan a mejorar los procesos organizacionales, curriculares, instruccionales, así como las vinculaciones de estas instituciones educativas con su entorno. La experiencia que se reseña forma parte de los aprendizajes obtenidos en este intercambio entre la Universidad del Zulia y dos escuelas básicas del Estado Zulia-Venezuela, en el marco de un proceso de investigación acción. Una de las estrategias utilizadas para favorecer el cambio ha sido la realización de prácticas educativas en las escuelas con profesores y estudiantes de la Escuela de Educación de LUZ. Estos van a las escuelas no sólo para practicar lo aprendido, sino también para compartir los conocimientos que se generan en la universidad, para aprender los conocimientos que nacen de la escuela, de los maestros y de los niños, y para vincularse con la realidad educativa del país. Los resultados evidencian cambios importantes, entre ellos: la discusión abierta sobre la enseñanza y el aprendizaje y la vinculación teoría-práctica educativa. 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Un Estudio en el Distrito de Barranquilla, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/103617441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103671839/Estrategias_de_las_Instituciones_de_Educaci%C3%B3n_Superior_para_la_Integraci%C3%B3n_de_las_Tecnolog%C3%ADa_de_la_Informaci%C3%B3n_y_la_Comunicaci%C3%B3n_y_de_la_Innovaci%C3%B3n_en_los_Procesos_de_Ense%C3%B1anza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia">Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia</a></div><div class="wp-workCard_item"><span>Formación universitaria</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdb2451c4082e69db04a0318544685a0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103617441,"asset_id":103671839,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103617441/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103671839"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103671839"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103671839; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103671839]").text(description); $(".js-view-count[data-work-id=103671839]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103671839; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103671839']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103671839, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fdb2451c4082e69db04a0318544685a0" } } $('.js-work-strip[data-work-id=103671839]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103671839,"title":"Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia","translated_title":"","metadata":{"publisher":"SciELO Comision Nacional de Investigacion Cientifica Y Tecnologica (CONICYT)","grobid_abstract":"El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las universidades de Barranquilla, Colombia, en torno a las estrategias de integración de TIC e Innovación en la enseñanza. El estudio se efectuó bajo un enfoque cuantitativo, diseño descriptivo-explicativo-analítico, mediante la técnica de la encuesta. Se aplicó un cuestionario conformado por cuatro categorías de análisis. Dentro de los resultados se encontró que el 71% de las instituciones estudiadas no disponen de cursos de actualización para que los docentes se capaciten en TIC de manera continua. Se encuentra también que el 64% de las instituciones estudiadas no diseñan metodologías para la enseñanza y aprendizaje mediado por las TIC con la participación de los docentes. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74879670"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74879670/Visi%C3%B3n_general_del_enfoque_por_competencias_en_Latinoam%C3%A9rica"><img alt="Research paper thumbnail of Visión general del enfoque por competencias en Latinoamérica" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74879670/Visi%C3%B3n_general_del_enfoque_por_competencias_en_Latinoam%C3%A9rica">Visión general del enfoque por competencias en Latinoamérica</a></div><div class="wp-workCard_item"><span>Revista de Ciencias Sociales (RCS)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El enfoque por competencias exige un sin número de condiciones para su implementación en la forma...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El enfoque por competencias exige un sin número de condiciones para su implementación en la formación universitaria, concibiendo al ser humano desde la integralidad y complejidad de sus dimensiones, en interacción permanente con el contexto. En tal sentido, el objetivo del presente artículo consiste en explicar la evolución del enfoque por competencias en la educación superior a nivel latinoamericano; para lo cual se emplearon dos instrumentos, uno tipo matriz para el análisis de contenido de los documentos oficiales y otro tipo cuestionario dirigido a los representantes curriculares; se utilizaron iguales categorías de análisis en su construcción. Entre los resultados destaca que existe diversidad en los modelos asumidos en las universidades, algunas no tienen claridad en cuanto a la metodología que se está aplicando o se va a aplicar. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69541239"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69541239/Academic_administrative_management_in_Basic_Education"><img alt="Research paper thumbnail of Academic-administrative management in Basic Education" class="work-thumbnail" src="https://attachments.academia-assets.com/79597477/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69541239/Academic_administrative_management_in_Basic_Education">Academic-administrative management in Basic Education</a></div><div class="wp-workCard_item"><span>Revista Venezolana De Gerencia</span><span>, 2006</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cf881e2ab1591aa7f9266bc8b13456ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79597477,"asset_id":69541239,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79597477/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69541239"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69541239"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69541239; 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Revista INFAD de Psicología.</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la eval...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la evaluación y las metodologías docentes activas usadas y esperadas en la formación universitaria, para el desarrollo de las competencias genéricas comunicativas en los estudiantes de diferentes carreras. En sentido más general, se busca Identificar el uso percibido y esperado, por profesores y estudiantes, de la evaluación y metodologías activas; recopilar estrategias transversales exitosas; describir y comparar los patrones psicoeducativos y su papel en los resultados de aprendizaje y competencias genéricas comunicativas de lectura crítica y construcción textual, a partir de lo cual de llegaría a configurar formación en valoración integral de la enseñanza y aprendizaje que habría de proporcionarse a los docentes de la universidad para que éstos se conviertan en mediadores y promotores de competencias genéricas comunicativas de lectura crítica y construcción textual a través de las asignatura...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c791a2269ff144c04b635c799e74ad8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70315092,"asset_id":53499591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70315092/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53499591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53499591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53499591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53499591]").text(description); $(".js-view-count[data-work-id=53499591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53499591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53499591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 53499591, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1c791a2269ff144c04b635c799e74ad8" } } $('.js-work-strip[data-work-id=53499591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53499591,"title":"Incidencia de la evaluación y las metodologías docentes en el desarrollo de competencias genéricas","translated_title":"","metadata":{"abstract":"Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la evaluación y las metodologías docentes activas usadas y esperadas en la formación universitaria, para el desarrollo de las competencias genéricas comunicativas en los estudiantes de diferentes carreras. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42177625"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42177625/Redes_de_Cooperaci%C3%B3n_Cient%C3%ADfico_Tecnol%C3%B3gicas_en_Contextos_Intersectoriales_Scientific_Technological_Cooperation_Networks_in_Intersectoral_Contexts"><img alt="Research paper thumbnail of Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales Scientific-Technological Cooperation Networks in Intersectoral Contexts" class="work-thumbnail" src="https://attachments.academia-assets.com/62319067/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42177625/Redes_de_Cooperaci%C3%B3n_Cient%C3%ADfico_Tecnol%C3%B3gicas_en_Contextos_Intersectoriales_Scientific_Technological_Cooperation_Networks_in_Intersectoral_Contexts">Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales Scientific-Technological Cooperation Networks in Intersectoral Contexts</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cuc-caribe.academia.edu/AliciaInciarte">Alicia D J Inciarte</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://cuc-co.academia.edu/FreddyMar%C3%ADnGonz%C3%A1lez">Freddy Marín González</a></span></div><div class="wp-workCard_item"><span>Información Tecnológica</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Este artículo se orienta a la conformación de una red de cooperación científico-tecnológi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Este artículo se orienta a la conformación de una red de cooperación científico-tecnológica en el ámbito interorganizacional e intersectorial, desde la gestión participativa de actores locales. Al respecto, se concibe una interfaz relacional caracterizada por el intercambio y transacción de conocimiento. Se trabaja con métodos de razonamiento lógico que derivan en la inferencia y análisis propositivo desde los aportes de la teoría de redes, cooperación y grafos. En el componente empírico se abordan actores clave del sector universitario-gobierno-empresa, localizados en el estado Falcón, Venezuela. Los resultados muestran que la dinámica de la gestión institucional viabiliza la configuración de la red con la definición de su estructura y funcionalidad. Se concluye sobre la importancia de la gestión participativa para la integración de redes científico-tecnológicas, mediante flujos de cooperación entre los equipos de trabajo que constituyen nodos de la red. Palabras Abstract This article is oriented to the creation of a scientific-technological cooperation network in the interorganizational and intersectoral field, from the participative management of local actors. In this regard, a relational interface characterized by the exchange and transaction of knowledge is conceived. The work is done using logical reasoning methods that derive in the inference and proactive analysis from the contributions of the theory of networks, cooperation and graphs. The empirical component addresses key actors in the university-government-business sector, located in the state of Falcón, Venezuela. The results show that the dynamics of the institutional management enables the configuration of the network with the definition of its structure and functionality. The conclusion highlights the importance of the participative management for the integration of scientific-technological networks, by means of flows of cooperation between the work teams that constitute the nodes of the network.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="43ddde7d95d0ef1093f64eb853d55d2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62319067,"asset_id":42177625,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62319067/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&st=MTczMjU1NzEzMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42177625"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42177625"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42177625; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42177625]").text(description); $(".js-view-count[data-work-id=42177625]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42177625; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42177625']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42177625, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "43ddde7d95d0ef1093f64eb853d55d2f" } } $('.js-work-strip[data-work-id=42177625]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42177625,"title":"Redes de Cooperación Científico-Tecnológicas en Contextos Intersectoriales Scientific-Technological Cooperation Networks in Intersectoral Contexts","translated_title":"","metadata":{"doi":"10.4067/S0718-07642019000300013","abstract":"Resumen Este artículo se orienta a la conformación de una red de cooperación científico-tecnológica en el ámbito interorganizacional e intersectorial, desde la gestión participativa de actores locales. Al respecto, se concibe una interfaz relacional caracterizada por el intercambio y transacción de conocimiento. Se trabaja con métodos de razonamiento lógico que derivan en la inferencia y análisis propositivo desde los aportes de la teoría de redes, cooperación y grafos. En el componente empírico se abordan actores clave del sector universitario-gobierno-empresa, localizados en el estado Falcón, Venezuela. Los resultados muestran que la dinámica de la gestión institucional viabiliza la configuración de la red con la definición de su estructura y funcionalidad. Se concluye sobre la importancia de la gestión participativa para la integración de redes científico-tecnológicas, mediante flujos de cooperación entre los equipos de trabajo que constituyen nodos de la red. Palabras Abstract This article is oriented to the creation of a scientific-technological cooperation network in the interorganizational and intersectoral field, from the participative management of local actors. In this regard, a relational interface characterized by the exchange and transaction of knowledge is conceived. The work is done using logical reasoning methods that derive in the inference and proactive analysis from the contributions of the theory of networks, cooperation and graphs. The empirical component addresses key actors in the university-government-business sector, located in the state of Falcón, Venezuela. The results show that the dynamics of the institutional management enables the configuration of the network with the definition of its structure and functionality. 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src="https://attachments.academia-assets.com/62318983/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42177549/Volumen_30_N%C3%BAmero_2_P%C3%A1ginas">Volumen 30 | Número 2 | Páginas</a></div><div class="wp-workCard_item"><span>Educación química</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A problem-based learning experience integrating mathematical concepts of linear and abstract alge...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A problem-based learning experience integrating mathematical concepts of linear and abstract algebra for undergraduate chemistry students is presented. The pedagogical framework was focused on the conceptual understanding of the vector space, graph theory and matrix algebra as a tool to obtain chemical information. The students were capable to solve a problem of physicochemical properties prediction through the calculation of molecular descriptors of the TOMOCOMD (acronym for TOpological MOlecular COMputational Design) approach. A "scientific congress" was organized by students to expose the results of the research. This evaluation strategy stimulated the self-and co-evaluation. The proposed experience demonstrated an enhanced learning compared to the traditional model. Resumen En este trabajo se presenta una experiencia de de aprendizaje basado en problemas que integra conceptos matemáticos de algebra lineal y abstracta para estudiante de pregrado de química. El marco pedagógico se enfocó en el entendimiento conceptual de espacios vectoriales, teoría de grafos y álgebra matricial como una herramienta para obtener información química. Los estudiantes fueron capaces de resolver un problema de predicción de propiedades fisicoquímicas a través del cálculo de descriptores del esquema TOMOCOMD (siglas en inglés de TOpological MOlecular COMputational Design). Los estudiantes organizaron un "congreso científico" para exponer los resultados de la investigación. Esta evaluación estimuló el auto-y co-evaluación. La experiencia propuesta demostró un aprendizaje mayor al ser comparado con el modelo tradicional. 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Un Estudio en el Distrito de Barranquilla, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/55565405/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35694177/Estrategias_de_las_Instituciones_de_Educaci%C3%B3n_Superior_para_la_Integraci%C3%B3n_de_las_Tecnolog%C3%ADa_de_la_Informaci%C3%B3n_y_la_Comunicaci%C3%B3n_y_de_la_Innovaci%C3%B3n_en_los_Procesos_de_Ense%C3%B1anza_Un_Estudio_en_el_Distrito_de_Barranquilla_Colombia">Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cuc-caribe.academia.edu/AliciaInciarte">Alicia D J Inciarte</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/InciarteJ">Alicia Inciarte</a></span></div><div class="wp-workCard_item"><span>Formación Universitaria</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las universidades de Barranquilla, Colombia, en torno a las estrategias de integración de TIC e Innovación en la enseñanza. El estudio se efectuó bajo un enfoque cuantitativo, diseño descriptivo-explicativo-analítico, mediante la técnica de la encuesta. Se aplicó un cuestionario conformado por cuatro categorías de análisis. Dentro de los resultados se encontró que el 71% de las instituciones estudiadas no disponen de cursos de actualización para que los docentes se capaciten en TIC de manera continua. Se encuentra también que el 64% de las instituciones estudiadas no diseñan metodologías para la enseñanza y aprendizaje mediado por las TIC con la participación de los docentes. Se concluye que las instituciones de educación superior de Barranquilla requieren estrategias de integración y articulación de tecnologías innovadoras que fortalezcan la didáctica en sus procesos de enseñanza. The article reports the results of study done to analyze the dynamics of the universities of Barranquilla, Colombia, around the strategies of integration of Information and Communication Technologies (ICT) and of Innovation in university teaching. The study was carried out under a quantitative approach, using a descriptive-explanatory-analytical design, through the survey technique. A questionnaire including four categories of analysis was applied. The results show that 71% of the institutions studied do not have refresher courses for teachers to train on ICT on a continuous basis. It is also found that 64% of the institutions studied do not design methodologies for teaching and learning mediated by ICT with participation of teachers. It is concluded that higher education institutions of Barranquilla require strategies of integration and articulation of innovative technologies that strengthen didactics in their teaching processes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11b49cfb903f2940a9985918674ee4d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55565405,"asset_id":35694177,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55565405/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35694177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35694177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35694177; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35694177]").text(description); $(".js-view-count[data-work-id=35694177]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35694177; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35694177']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35694177, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "11b49cfb903f2940a9985918674ee4d1" } } $('.js-work-strip[data-work-id=35694177]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35694177,"title":"Estrategias de las Instituciones de Educación Superior para la\r\nIntegración de las Tecnología de la Información y la\r\nComunicación y de la Innovación en los Procesos de\r\nEnseñanza. Un Estudio en el Distrito de Barranquilla, Colombia","translated_title":"","metadata":{"doi":"10.4067/S0718-50062017000600004","issue":"6","volume":"10","abstract":"Resumen El artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las universidades de Barranquilla, Colombia, en torno a las estrategias de integración de TIC e Innovación en la enseñanza. El estudio se efectuó bajo un enfoque cuantitativo, diseño descriptivo-explicativo-analítico, mediante la técnica de la encuesta. Se aplicó un cuestionario conformado por cuatro categorías de análisis. Dentro de los resultados se encontró que el 71% de las instituciones estudiadas no disponen de cursos de actualización para que los docentes se capaciten en TIC de manera continua. Se encuentra también que el 64% de las instituciones estudiadas no diseñan metodologías para la enseñanza y aprendizaje mediado por las TIC con la participación de los docentes. Se concluye que las instituciones de educación superior de Barranquilla requieren estrategias de integración y articulación de tecnologías innovadoras que fortalezcan la didáctica en sus procesos de enseñanza. The article reports the results of study done to analyze the dynamics of the universities of Barranquilla, Colombia, around the strategies of integration of Information and Communication Technologies (ICT) and of Innovation in university teaching. The study was carried out under a quantitative approach, using a descriptive-explanatory-analytical design, through the survey technique. A questionnaire including four categories of analysis was applied. The results show that 71% of the institutions studied do not have refresher courses for teachers to train on ICT on a continuous basis. It is also found that 64% of the institutions studied do not design methodologies for teaching and learning mediated by ICT with participation of teachers. 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It is also found that 64% of the institutions studied do not design methodologies for teaching and learning mediated by ICT with participation of teachers. 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Buscó<br />sistematizar la experiencia de formación en competencias docente<br />investigativas y caracterizar los elementos que generan compromisos<br />investigativos integrados con la práctica educativa reflexiva y situada.<br />Se sustentó en un modelo de desarrollo y evaluación de competencias<br />académicas y en la metodología de Sistematización de Experiencias<br />Educativas. Fue una investigación cualitativa, que recuperó la voz de<br />los actores y llegó a construir significados que orientan la formación<br />en investigación desde la acción docentes reflexiva y crítica.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5012f61726254be10222c76e7142bdfe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54944926,"asset_id":35083875,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54944926/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35083875"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35083875"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35083875; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35083875]").text(description); $(".js-view-count[data-work-id=35083875]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35083875; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35083875']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35083875, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5012f61726254be10222c76e7142bdfe" } } $('.js-work-strip[data-work-id=35083875]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35083875,"title":"Sistematización de Experiencias formativas en competencias docentes investigativas","translated_title":"","metadata":{"abstract":"Presenta una experiencia sobre el desarrollo de competencias\ninvestigativas docentes, en el marco de un proceso de indagaciónconstrucción\ncolaborativa, interdisciplinaria e interinstitucional. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35083867"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35083867/Caracterizaci%C3%B3n_del_reingreso_para_el_dise%C3%B1o_de_sistemas_de_informaci%C3%B3n_en_cl%C3%ADnicas_de_la_ciudad_de_Barranquilla_Colombia"><img alt="Research paper thumbnail of Caracterización del reingreso para el diseño de sistemas de información en clínicas de la ciudad de Barranquilla, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/54944917/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35083867/Caracterizaci%C3%B3n_del_reingreso_para_el_dise%C3%B1o_de_sistemas_de_informaci%C3%B3n_en_cl%C3%ADnicas_de_la_ciudad_de_Barranquilla_Colombia">Caracterización del reingreso para el diseño de sistemas de información en clínicas de la ciudad de Barranquilla, Colombia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Caracterizar el proceso del reingreso hospitalario para el diseño de sistemas de información en c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Caracterizar el proceso del reingreso hospitalario para el<br />diseño de sistemas de información en clínicas de<br />Barranquilla, Colombia, se define como objetivo del<br />artículo. 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El ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En la metodología de Lakatos, se plantea como unidad básica a los programas de investigación. El objetivo estuvo dirigido a desarrollar una propuesta para la inserción de investigaciones aisladas a una meta-red del conocimiento desde la perspectiva de esta metodología. Se parte de sus antecedentes, donde se expone una visión sobre la demarcación de la ciencia y la pseudociencia, se incorporan los referentes teóricos de Thomas Kunh por su significancia en el desarrollo ulterior de la metodología. Se continúa con la influencia de Popper y se procede hacer el desmontaje de la metodología de Lakatos, con la finalidad de estructurar las cuatro fases de la propuesta. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34255454"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34255454/EXPERIENCIA_FORMATIVA_DE_COMPETENCIAS_PARA_LA_INVESTIGACI%C3%93N_EN_LA_PR%C3%81CTICA_CURRICULAR"><img alt="Research paper thumbnail of EXPERIENCIA FORMATIVA DE COMPETENCIAS PARA LA INVESTIGACIÓN EN LA PRÁCTICA CURRICULAR" class="work-thumbnail" src="https://attachments.academia-assets.com/54165956/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34255454/EXPERIENCIA_FORMATIVA_DE_COMPETENCIAS_PARA_LA_INVESTIGACI%C3%93N_EN_LA_PR%C3%81CTICA_CURRICULAR">EXPERIENCIA FORMATIVA DE COMPETENCIAS PARA LA INVESTIGACIÓN EN LA PRÁCTICA CURRICULAR</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Se presenta la evaluación de una experiencia de formación en competencias de investigación en el ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Se presenta la evaluación de una experiencia de formación en competencias de investigación en el desarrollo de la práctica curricular, siguiendo las orientaciones del Modelo de Desarrollo y Evaluación de Competencias Académicas (M-DECA) (Guzmán y Marín, 2013). La aplicación se realizó con un grupo de estudiantes de un programa de Maestría de Educación, Mención Currículo en la Universidad del ZuliaVenezuela, en el eje de formación en Investigación.  Se aplicaron estrategias y recursos diseñados para ejercitar el desarrollo de competencias de indagación, reflexión y argumentación de acciones y decisiones enfocadas a lograr la investigación en el currículo. Entre los logros más importantes está la organización de las competencias, cualidades y habilidades necesarias e intervinientes en el proceso de observación, comprensión, análisis, interpretación e intervención de los componentes empíricos, teóricos y metodológicos que intervienen en el proceso de investigación y la socialización de los hallazgos. También que la estrategia de diálogo reflexivo, propuesta por M-DECA, tanto en el grupo como individualmente, conduce a develar los vínculos entre teoría y práctica, a indagar en los aportes prácticos y teóricos los datos que se requieren para explicar lo investigado o que deben transformarse antes de ser utilizados en el proceso de indagación que le ocupa. Esto refleja la diferencia entre el dato y la información, esta última es la que se construye a partir de la indagación, con intencionalidad y en vía de concretar el conocimiento.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25d330570002493a766199167ab2d2a5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54165956,"asset_id":34255454,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54165956/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34255454"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34255454"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34255454; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34255454]").text(description); $(".js-view-count[data-work-id=34255454]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34255454; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34255454']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34255454, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25d330570002493a766199167ab2d2a5" } } $('.js-work-strip[data-work-id=34255454]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34255454,"title":"EXPERIENCIA FORMATIVA DE COMPETENCIAS PARA LA INVESTIGACIÓN EN LA PRÁCTICA CURRICULAR","translated_title":"","metadata":{"abstract":"Se presenta la evaluación de una experiencia de formación en competencias de investigación en el desarrollo de la práctica curricular, siguiendo las orientaciones del Modelo de Desarrollo y Evaluación de Competencias Académicas (M-DECA) (Guzmán y Marín, 2013). 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La aplicación se realizó con un grupo de estudiantes de un programa de Maestría de Educación, Mención Currículo en la Universidad del ZuliaVenezuela, en el eje de formación en Investigación. Se aplicaron estrategias y recursos diseñados para ejercitar el desarrollo de competencias de indagación, reflexión y argumentación de acciones y decisiones enfocadas a lograr la investigación en el currículo. Entre los logros más importantes está la organización de las competencias, cualidades y habilidades necesarias e intervinientes en el proceso de observación, comprensión, análisis, interpretación e intervención de los componentes empíricos, teóricos y metodológicos que intervienen en el proceso de investigación y la socialización de los hallazgos. También que la estrategia de diálogo reflexivo, propuesta por M-DECA, tanto en el grupo como individualmente, conduce a develar los vínculos entre teoría y práctica, a indagar en los aportes prácticos y teóricos los datos que se requieren para explicar lo investigado o que deben transformarse antes de ser utilizados en el proceso de indagación que le ocupa. Esto refleja la diferencia entre el dato y la información, esta última es la que se construye a partir de la indagación, con intencionalidad y en vía de concretar el conocimiento. 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Para ello se partió de la teoría de sistemas y de la complejidad, cuya perspectiva permitió abordar  un problema que tiene tantas aristas y significados para este estudio se ubicó en el ámbito curricular, aunque la Transversalidad en sí misma no está anclada exclusivamente en el sistema escolar. Se examinaron las teorías educativas que permiten la inclusión de la Transversalidad en un recorrido que va desde el cognitivismo hasta el constructivismo pedagógico, se hizo énfasis en las posibilidades que ofrece este último. La investigación se inscribe en un enfoque introspectivo vivencial, de base inductiva e intersubjetiva. Como uno de los hallazgos más importantes se logró definir contribuciones que hace la Transversalidad Curricular a la Formación Integral, puesto que integra el ser, hacer, conocer y convivir a lo largo del proceso de formación, de forma interdisciplinaria, global y significativa. Se ratificó el constructivismo pedagógico como enfoque viabilizador de la Transversalidad, específicamente en sus definiciones como proceso dialógico y sociocultural. Un aporte significativo de este estudio se concreta en lineamientos teóricos y operativos sobre la Transversalidad, su diseño, administración y evaluación, además de orientaciones para la formación docente en cuanto a Transversalidad</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e18f54ded2e5ccccb2a180609e7e5230" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54165938,"asset_id":34255419,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54165938/download_file?st=MTczMjU1NzEzMSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34255419"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34255419"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34255419; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34255419]").text(description); $(".js-view-count[data-work-id=34255419]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34255419; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34255419']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34255419, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e18f54ded2e5ccccb2a180609e7e5230" } } $('.js-work-strip[data-work-id=34255419]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34255419,"title":"la transversalidad como vía para la formación integral","translated_title":"","metadata":{"abstract":"El análisis de los significados que tienen los docentes en ejercicio, los expertos en currículo, así como las teorías educativas que sustentan la concepción sobre Transversalidad Curricular orientaron la generación de la propuesta teórica que permitió conformar lineamientos que fundamentan la Transversalidad y su ejecución como vía para la Formación Integral. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34255407"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34255407/Formaci%C3%B3n_integral_y_competencias_profesionales"><img alt="Research paper thumbnail of Formación integral y competencias profesionales" class="work-thumbnail" src="https://attachments.academia-assets.com/54165925/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34255407/Formaci%C3%B3n_integral_y_competencias_profesionales">Formación integral y competencias profesionales</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En esta ponencia se desarrolla una breve mirada, bajo el convencimiento de su incompletitud; diri...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En esta ponencia se desarrolla una breve mirada, bajo el convencimiento de su incompletitud; dirigida a llamar la atención, generar reflexión y acciones para dar respuesta al compromiso actual de formar profesionales integrales. El trabajo realizado se fijó como objetivos analizar los principales retos actuales de un currículo para la formación de profesionales integrales.  Se organiza en tres bloques, el primero hace una revisión general de la formación profesional en la actualidad, el segundo esboza retos a los que debe atender y el tercero va a la formación del profesional integral. Teóricamente se apoya en aportes de los investigadores curriculares contemporáneos, principalmente los que sustentan el enfoque crítico del currículo. Lo expresado es el resultado de consultas a especialistas en currículo y autoridades académicas de instituciones de educación superior venezolanas, a través de entrevistas y talleres.  Entre los hallazgos destacan: a) identificación de los elementos fundamentales de la formación:  currículo, estudiante, docente, egresado, tecnología e innovación y estructuras organizacionales de las instituciones de educación superior; b) se señalan líneas de trabajo potenciales orientadas a contribuir con la transformación universitaria a través de  un currículo actualizado, crítico y flexible; c) entre los compromisos más relevantes se develan  la formación integral, la pertinencia social, la integración, la formación en y para el desempeño, la atención a la globalización y a las tecnologías y, de manera especial, a la formación ética y crítica. 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