Conference papers

Casado, Carlos, Julio Meneses, and Teresa Sancho. "La enseñanza de la programación en la infancia." In XXIV Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI 2018). Barcelona (Spain), 2018. Abstractjenui2018_actas_casado_meneses_sancho.pdfjenui2018_poster_casado_meneses_sancho.pdf

La enseñanza de la programación en la infancia es un hecho. Obligatoria en algunos países y etapas, algunos autores defienden su bondad como herramienta para trabajar el pensamiento computacional. En este póster presentamos un estudio que estamos realizando para conocer cómo y porqué se está introduciendo la programación en la educación de niños y niñas de primaria en Cataluña.

González, Loles, Julià Minguillón, Josep Antoni Martínez-Aceituno, and Julio Meneses. "Institutional support to provide freshmen with flexible learning paths at course and semester level in open higher education." In 10th EDEN Research Workshop, 344-350. Barcelona: European Distance and E-Learning Network, 2018. Abstractrw10_2018_barcelona_proceedings_gonzalez_minguillon_martinez_and_meneses.pdfeden_poster_gonzalez_minguillon_martinez_and_meneses_2018.pdf

As an open university, at UOC there are nearly no enrolment requirements and, furthermore, students freely choose the courses they want to take each semester. But most of the students that choose UOC to combine their daily live with university studies are not really aware about the effort and workload implied. Therefore, there is a significant dropout rate after finalizing their first semester. In this paper we describe an institutional project named ESPRIA that combines the use of institutional learning analytics and the work with teachers at course design level, in order to provide students with some personalized support during their first enrolment. This guidance may help them to avoid an excessive burden due to a wrong course election, to gauge and meet their expectations by achieving their goals at the end of their first semester, and to be motivated to re-enroll in the following ones.

Casado, Carlos, Teresa Sancho, and Julio Meneses. "Estudio de caso sobre la enseñanza de la programación en primaria." In XXI Congreso Internacional EDUTEC. Lleida (Spain), 2018. Abstractedutec-3017_paper_casado_sancho_and_meneses_2018.pdfedutec-3017_poster_casado_sancho_and_meneses_2018.pdf

La desigualdad digital es un problema que limita las oportunidades de las personas, no solo por diferencias socioeconómicas, también desde la perspectiva de género y de la educación. La inclusión de conocimientos tecnológicos en las escuelas puede reducir esa desigualdad digital. En Cataluña, aunque fuera del currículo escolar, en algunas escuelas se enseña a programar a los alumnos de primaria. Seleccionamos una escuela por su significación en esa enseñanza y estudiamos sus objetivos y las expectativas generadas. En este artículo se presenta el caso y se explican las opiniones de los actores implicados (desde la dirección del centro hasta los alumnos). Los resultados obtenidos muestran que los objetivos planteados a la hora de introducir la programación en la escuela se limitan a la adquisición de algunas competencias, aunque no quedan suficientemente claros. La conclusión es que a los docentes les falta formación en cuanto a los beneficios que la enseñanza de la programación puede aportar a sus alumnos.

Minguillón, Julià, Julio Meneses, Sergi Fàbregues, Eduard Aibar, and Núria Ferran-Ferrer. "Are women present, absent or in disguise? Analyzing gender bias in the Spanish Wikipedia." In 2nd European Symposium on Societal Challenges in Computational Social Science: Discrimination and Bias. Colonia, 2018.poster_eurocss_2018.pdfeurocss_2018_spotlight.pdf
Xavier, Marlon, and Julio Meneses. "The time factor in studies on dropout in online higher education: Initial review of the literature and future approaches." In 10th EDEN Research Workshop, 357-363. Barcelona: European Distance and E-Learning Network, 2018. Abstractrw10_2018_barcelona_proceedings_marlon_and_meneses.pdfeden_poster_xavier_and_meneses_2018.pdf

This paper addresses the factor of time in relation to dropout in online higher education (OHE), linking both to fully online models such as UOC's. In OHE, time-related reasons are the most important factors for dropping-out; conversely, time management factors emerge as a key issue for continuance intention and re-enrolment. This paper thus presents an initial review of the literature, with key concepts and approaches on the time factor, which shall inform future research. Key issues are centred upon two phenomena: the flexibility offered by OHE and asynchronous learning, which is the main attraction for busy adult learners but can also induce procrastination and conflict; and the common misconceptions about the magnitude of workload, time, and effort required by OHE. We present two main theoretical approaches: time management studies, and work-study-home conflict/balance; and discuss possible implications and interventions for fully online models of OHE.

Meneses, Julio. "WAWW: Where are the Women in Wikipedia?" In Seminario Wikipedia y mujeres editoras. Barcelona, 2018. Abstractseminario_wikipedia_y_mujeres_editoras_meneses_2018-12-20.pdf

Proyecto de investigación interdisciplinar financiado por la Fundació “La Caixa” http://waww.blogs.uoc.edu

Esta investigación en curso pretenden entender por qué hay mujeres que deciden no participar u ocultar su participación en Wikipedia, identificando causas y proporcionando recomendaciones para la comunidad de editores, contribuyendo así a eliminar el sesgo de género presente en la que es la fuente de información más importante en Internet, la Wikipedia.

Equipo de investigación:

Julio Meneses (Estudios de Psicología y Ciencias de la Educación)
Julià Minguillón (Estudios de Informática, Multimedia y Telecomunicación)
Núria Ferran-Ferrer (Estudios de Ciencias de la Información y de la Comunicación)
Eduard Aibar (Estudios de Artes y Humanidades)
Sergi Fàbregues (Estudios de Psicología y Ciencias de la Educación)

Fàbregues, Sergi, and Julio Meneses. "Best practices and challenges in monitoring progress towards gender equality: The case of an online university." In STEM Gender Equality Congress. Berlin, 2017. Abstractstem_gender_equality_congress_fabregues_meneses_2017.pdf

A central task of gender equality units at universities is to promote the availability of sex-disaggregated data on the composition and functioning of universities. Such data are essential to identify gender gaps and to determine which actions should be taken to address gender inequalities across university sectors (academic staff, administrative staff, students, etc.). The production of these data must be supported by a number of indicators which aim to incorporate a ‘gender lens’ in the measurement of the institutional processes occurring at universities. This presentation describes a set of gender indicators developed at the Universitat Oberta de Catalunya for evaluating the success of gender interventions in three key areas: 1) Staff (composition, salary, parental leaves, etc.); 2) Academic performance (student enrollment, achievement, and dropout, etc.); and 3) Research outcomes (publications, research projects, and research team composition). It is argued that these indicators are crucial for monitoring institutional gender-related changes over time, as well as for promoting the social accountability of universities.

Rodríguez-Gómez, David, Julio Meneses, and Carme Armengol. "Digging into initial teacher training practices in Catalonia." In European Conference on Educational Research. Copenhagen, 2017. Abstractecer2017_practicum.pdfdigging_into_initial_teacher_training_practices_in_catalonia.pdf

Transferring learning into professional practice should be one of the main goals of any training programme, thus dismantling the gap between the academic and work world (Correa, 2015). The analysis of elements affecting an efficient learning transfer has been, and still is, one of the more prominent research topic in the field of both, initial and continuous training (Grover, 2015; Van den Bossche & Segers, 2013). Most of these studies point to competency-based learning and training as one of the methodological options that facilitate learning transfer (Boahin & Hofman, 2014; Grossman & Salas, 2011). In this sense, competency-based learning has become one of the central axes in the reconfiguration of the European Higher Education Area and, specifically, of the Spanish Higher Education System (Chisvert, Palomares, & Soto, 2015).

Beyond the discussion about the competences that must be developed in higher education (Freire, Álvarez, & Montes, 2013; Gilbert, Balatti, Tunner, & Whitehouse, 2004) and the identification of factors affecting their development (Velasco, 2014), from a didactic approach, the study of competency-based learning in higher education has mainly focused on the strategies and activities that facilitate their development (Biggs, 2011) and on the way they are evaluated (Zlatkin-Troitschanskaia, Shavelson, & Kuhn, 2015).

In the specific case of teacher training, as pointed out by Rosales (2013), competency-based learning may be a way to promote professional development throughout teachers’ career, since it would be naïve to expect that pre-service teacher training would be enough to develop each and every competence that Spanish Universities’ curricula establish In this sense, both Rodicio & Iglesias (2011) and Rosales (2013) state that the initial training should be directed to work on the competences increasingly demanded by the labour market.

Although there are several studies focusing on the importance of internships for professional competencies’ development, for the consolidation of learning (Kilgo, Sheets, & Pascarella, 2015; Tejada & Ruiz, 2013) and for the transition to working life (Helyer & Lee, 2014), in the case of initial teacher training, there is a lack of research that provides empirical evidence on the factors that lead to a better acquisition of competencies during in-school practices, internships or practicum, as well as the conditions assuring the quality of these training periods.

Thus, the aim of the study presented here is to identify factors promoting better competencies development during the in-school practices period within the Early Childhood Education and Primary Education bachelor’s degrees in Catalonia (Spain). The study focuses on the practicum organizational characteristics, the satisfaction expressed by students and the perceived impact on institutions and individuals involved in internships programmes.

Questa-Torterolo, Mariela Esther, Julio Meneses, and David Rodríguez-Gómez. "Colaboración docente: experiencias de centros educativos en Uruguay." In Fòrum Internacional d'Educació Tecnològica. Bellaterra, 2017. Abstractcolaboracion_docente_poster_questa_meneses_rodriguez_2017.pptxcolaboracion_docente_comunicacion_questa_meneses_rodriguez_2017.pdf

Esta comunicación presenta los resultados preliminares de un estudio de casos múltiple que se está desarrollando en centros educativos del departamento de Colonia, Uruguay. Como objetivos, se busca describir las formas en que se manifiesta la colaboración entre docentes, analizando experiencias dentro y fuera de los centros. Se procura conocer la influencia de las TIC en la labor docente, desde el punto de vista del intercambio y la concreción de actividades pedagógico-didácticas conjuntas. Participan ocho centros educativos públicos (cuatro escuelas primarias y cuatro centros de secundaria) seleccionados según datos estadísticos oficiales. Se aplicaron ochos grupos de discusión, dieciséis entrevistas en profundidad a docentes y ocho entrevistas a directores. A partir de los datos recabados en una escuela, se reconocen elementos que promueven y que distorsionan la colaboración. Como promotores, aparecen los espacios de coordinación, y las herramientas TIC para la comunicación de ideas y el trabajo en línea. La burocracia del sistema y la falta de tiempo real para concretar proyectos, se identifican como focos de desviación. A modo de conclusión inicial sobre la realidad del centro, resulta necesaria una mayor autonomía de las docentes en el espacio de coordinación, así como la promoción de la colaboración formal.

Sáinz, Milagros, Julio Meneses, Beatriz López, and Sergi Fàbregues. "Gender stereotypes and attitudes towards information and communication technology professionals in a sample of Spanish secondary students." In UOC Research Showcase 2015. Barcelona, 2015. Abstractuoc_showcase_sainz_meneses_lopez_fabregues_2015.pdf

This study examined young people’s gender-stereotyped beliefs and attitudes about people working in the field of information and communications technology (ICT). Content analysis of responses to an open-ended question indicated that the boys and girls held several stereotypical beliefs about ICT professionals (a highly male-dominated field), but they also reported counter-stereotypical beliefs about them. Contrary to expectations, most of the students’ portrayals of people working in ICT were either positive or neutral, not negative. Likewise, young males did not show more negative attitudes towards ICT professionals than girls. Most boys and girls referred to masculine role models working in ICT. But opposite to predictions, no gender differences were observed in the type of characteristics associated with ICT professionals. However, young females were more likely to offer feminine references about professions where ICT is the tool rather than the object of their work. The theoretical and practical implications of these findings within the context of Spain are discussed.

Meneses, Julio. "Recomptes, tendències i oportunitats per a la intervenció." In Jornada L'Abandonament a la UOC. Barcelona, 2015. Abstractjornada_abandonament_uoc_meneses_06-2015.pdfprog_i_present_jornada_abandonament_30062015.pdf

Organitzada pel grup d'interès sobre abandonament impulsat per l'eLC, la jornada servirà per compartir informació sobre mesura, prevenció i possibles accions en relació a l'abandonament dels estudis per part dels estudiants de la UOC.

L’acte comptarà amb benvinguda de la Christine Appel, directora de l’eLC, i la presentació institucional del Carles Sigalés, Vicerector de Docència i Aprenentatge.

Tot seguit, Julià Minguillón, responsable de recerca aplicada de l’eLC i impulsor del grup d’interès sobre abandonament, farà la introducció temàtica a una jornada que s'estructurarà en dos blocs:

Bloc 1. Mesura i Prevenció:

Recomanacions de matrícula, Nacho Beltran
Accions sobre el feedback des de la consultoria i la tutoria, MªJesús Martínez
Recomptes, tendències i oportunitats per a la intervenció, Julio Meneses

Bloc 2. Intervenció:

Enquesta als potencials abandonadors, Josep Grau
Accions de prevenció i recuperació des de la tutoria, Imma Corregidor
El projecte SAFE - Suport i Acompanyament per a la Fidelització de l’Estudiant, Roger Griset
El Datamart de l’eLC, Francesc Santanach

A més, també participarà a la jornada el professor David Rodríguez, de la Universitat Autònoma de Barcelona, que oferirà una xerrada sobre el reingrés en el sistema universitari públic català.

Fàbregues, Sergi, and Julio Meneses. "Introducción al análisis cualitativo mediante NVivo: Fundamentos metodológicos y aplicación práctica." In Seminari metodològic del programa de doctorat en educació i TIC (e-learning) de la UOC. Barcelona (Spain), 2014. Abstractseminario_nvivo.pdf

A pesar de la consolidación que ha experimentado la metodología cualitativa en las últimas décadas, son todavía excepción los estudios que presentan de manera transparente y rigurosa los procedimientos seguidos durante el análisis de los datos cualitativos. De manera demasiado habitual, los investigadores e investigadoras cualitativos tienden a omitir esta información en sus publicaciones o, cuando lo hacen, se limitan a identificar el análisis con la mera codificación y descripción de temas y la presentación de citas literales (quotes) de los y las participantes.

Partiendo de la necesidad de hacer frente a este problema, el objetivo de este seminario es ofrecer una introducción a los fundamentos del análisis cualitativo y presentar los procedimientos básicos para su realización mediante el programa NVivo. Para ello, el seminario tomará como punto de partida una definición del análisis cualitativo que, sin dejar de reconocer la importancia de la codificación y la descripción, pone énfasis en la necesidad de considerar la búsqueda de patrones en los datos.

El seminario tiene un carácter introductorio y no es necesario un conocimiento avanzado de la metodología cualitativa. Sin embargo, se recomienda la lectura previa de alguna de las lecturas recomendadas.

Gershberg, Alec Ian, Julio Meneses, and Noe Wiener. "Institutional Factors and Teacher Characteristics Affecting Classroom Technology Use: Evidence from a nationally-representative sample in Spain." In 58th Annual Conference of the Comparative & International Education Society. Toronto, 2014. Abstractcies_presentation_3-12-14.pptx

Objectives, purposes and theoretical frameworks

The innovative use of information and communication technologies (ICT) in education is still the domain of a relatively small number of teachers, especially outside the most advanced countries. We start from the premise that practices that encourage independent, collaborative and autonomous learning (Kozma & Anderson 2002) better prepare students for life in the “knowledge society” and hence should be encouraged through appropriate policy measures.We attempt to identify particular resources that innovative ICT users are drawing upon (both institutional and personal) which could potentially be made accessible to other schools and other teachers. In particular, we try to answer the question whether the contributing factors for innovative use are mainly “manipulative” or “non-manipulative” (Drent & Meelissen 2008), i.e. amenable to be influenced by schools or requiring broader policy intervention (including for instance teacher pre-service training).

Methods and Data Sources

In a first, descriptive part of the analysis, meaningful groups of teachers are formed on the basis of their reported ICT use in the classroom. We consider groups to be meaningful if they have predictive ability for other relevant behavioral or sociodemographic characteristics. In a second step, we aim to develop a parsimonious and relevant model for classifying teachers into these different groups on the basis of institutional and personal variables. Concretely, cluster analysis is employed to develop a taxonomy of teachers with regard to ICT classroom use. We distinguish between three types of ICT users based on the frequency and variety of classroom use. Discriminant analysis is then employed to predict membership in these user groups from a set of “structural” and “cultural” characteristics at both the individual and school levels. Different robustness checks are performed, in particular the regression of an index of innovative use on the same set of variables. The results are encouragingly consistent across the various model specifications and are supported by cross-validation with a holdout sample. The main data source for this study is a nationally-representative survey on teachers' attitudes, experience with, and use of new technology in Spanish primary and secondary schools (described in Sigalés et al. 2008). The stratified multi-stage sampling procedure yielded a sample of 1697 teachers, 653 of which were retained in the final analysis.

Results

The hypothesis suggested by our analysis sees access to internet and ICT resources at school as well as digital literacy for advanced internet use as the most important predictors for innovative use of ICT in education. Of slightly less importance are frequency of internet access and educational ICT training as well as positive ICT attitudes by teachers. On a more detailed level of analysis, the results suggest that the availability of networked computers in classrooms and in the school more generally, as well as easy access to programs and other software are considered helpful factors by more heavy ICT users. An important non-manipulative teacher characteristic of some importance is the ability to publish contents on the internet. Still, the nature and characteristics of teachers recruited to the profession is key.

Scholarly significance and policy implications

We conclude that infrastructure bottlenecks, which are clearly a manipulative school-level factor, might still be the appropriate locus of intervention for schools that attempt to encourage innovative ICT use. There might also be a significant payoff in refocusing some of the efforts in ICT education for teachers beyond basic computer skills on more intermediate internet and Web 2.0 competences.

References

Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51, 187–199.

Kozma, R. & Anderson, R. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), 387-394.

Sigalés, C., Mominó, J. M., Meneses, J. & Badia, A. (2008). La integración de internet en la educación escolar española: situación actual y perspectivas de futuro. Informe de investigación. Barcelona: Universitat Oberta de Catalunya.

Gershberg, Alec Ian, Julio Meneses, and Noe Wiener. "Institutional factors and teacher characteristics affecting classroom technology use: Evidence from a nationally-representative survey." In 2013 Annual Meeting of the American Educational Research Association. San Francisco, 2013. Abstractaera_2013_symposium_proposal_on_technology_integration_july_23.pdfaera_presentation_4-29-13.ppt

Objectives and purposes. The innovative use of technologies in education is still the domain of a relatively small number of teachers, especially outside the most advanced countries. We start from the premise that practices that encourage independent, collaborative and autonomous learning (Kozma & Anderson 2002) better prepare students for life in the “knowledge society” and hence should be encouraged through appropriate policy measures. On the basis of nationally-representative Spanish survey data on teachers' attitudes, experience with, and use of new technology, we attempt to identify particular resources that innovative technology users are drawing upon.

Theoretical frameworks. In particular, we try to answer the question whether the contributing factors for innovative use are mainly “manipulative” or “non-manipulative” (Drent & Meelissen 2008), i.e. amenable to be influenced by schools or requiring broader policy intervention.

Method. In a first descriptive part of the analysis, meaningful groups of teachers are formed on the basis of their reported technology use in the classroom. In a second step, we aim to develop a parsimonious and relevant model for classifying teachers into these different groups on the basis of institutional and individual variables. Concretely, cluster analysis is employed to develop a taxonomy of teachers with regard to technology classroom use. We distinguish between three types of technology users based on the frequency and variety of classroom use. Discriminant analysis is then employed to predict membership in these user groups from a set of “structural” and “cultural” characteristics at both the individual and school levels. Different robustness checks are performed, in particular the regression of an index of innovative use on the same set of variables.

Data sources and evidence. Data is based on a nationally-representative survey on teachers' attitudes, experience with, and use of new technology in Spanish primary and secondary schools (Sigalés et al. 2008). The stratified multi-stage sampling procedure yielded a sample of 1697 teachers, 653 of which were retained in our final analysis.

Results. The hypothesis suggested by our analysis sees access to internet and technology resources at school as well as digital literacy for advanced internet use as the most important predictors for innovative use of technology in education. Of slightly less importance are frequency of internet access and educational technology training as well as positive technology attitudes by teachers. On a more detailed level of analysis, the results suggest that the availability of networked computers in classrooms, as well as easy access to programs and other software are considered helpful factors by more heavy technology users. An important non-manipulative teacher characteristic of some importance is the ability to publish contents on the internet.

Scientific and scholarly significance. We conclude that infrastructure bottlenecks, which are clearly a manipulative school-level factor, might still be the appropriate locus of intervention for schools that attempt to encourage innovative technology use. There might also be a significant payoff in refocusing some of the efforts in education for teachers beyond basic computer skills on more intermediate internet and Web 2.0 competences.

Badia, Antoni, Consuelo García, and Julio Meneses. "Factors influencing university instructors’ adoption of the conception of online teaching as a medium to promote learners’ collaboration in virtual learning environments." In 4th World Conference on Learning, Teaching and Educational Leadership. Barcelona (Spain), 2013. Abstract

The purpose of the study was to build a model of the factors that influence the university instructors’ adoption of the conception of online teaching named “promoting the learners’ collaboration in virtual learning environments”. We conducted a survey to nine hundred sixty-five higher education online instructors belonging to the Open University of Catalonia (www.uoc.edu). In this study we used three scales selected from a larger questionnaire that collected three types of information from the instructors: personal and professional data, online teaching roles, and online teaching conceptions. We identified several conceptions about online teaching through a factorial analysis from the third scale. In the present research we analyze the relationship between the instructors’ conception about teaching as a medium to promote learners’ collaboration (independent variable), and possible explanatory variables: gender, age, academic education, field of specialization, experience in online teaching, level of teaching, time devoted to online teaching, and instructors’ perceived relevance of their online teaching roles. Correlations and preliminary multiple regression analyses were used to make inferential judgements and test the effects of the independent variable separately. Findings from correlation analysis suggest that gender, academic education, online teaching experience, time devoted to online teaching, and, more relevant, all five teaching roles: social interaction, instructional design, technology use, learning assessment and learning processes support, are relevant predictors of the adoption of this conception of teaching by online instructors.