United Academic Journals (UA Journals)

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2022    ----   La tecnología en la educación virtual emergente

Editores: Norma Flores González, Mónica Zamora Hernández, Vianey Castelán Flores, Efigenia Flores González y Juan Manuel González Calleros

Capítulos/Chapters

Parte I. Uso de la tecnología para la Enseñanza de Lenguas.

Capítulo 1. Restricciones del Enfoque Activo en Ambientes Limitados a la Exposición de la Lengua Meta

María del Carmen Serratos Vázquez.

Capítulo 2. The Flipped Classroom in ELT: What it is, How it Works, How it is Done

Andrew D. Walton, M. Sidury Christiansen.

Capítulo 3. EFL pre-service teachers’ attitudes to-wards their language-learning perfor-mance through Microsoft Teams

Luis Fernando Lara-Calvo, Sandra Juárez-Pacheco.

Capítulo 4. Actitudes hacia la tecnología aplicada entre alumnos y docentes del área de traducción

José Cortez-Godínez, Jaider Caicedo Ocoró.

Parte II. Uso de la tecnología en la Educación: miscelánea.

Capítulo 5. Diario reflexivo en estudiantes de Educación Media Superior

José Luis Sánchez Muñoz.

Capítulo 6. Autonomización en educación virtual. El caso de la LEF

Eveling Zenteno Villarce, María Lilia López López, Stéphanie Marie Brigitte Voisin.

Capítulo 7. Transdisciplinariedad en la Formación de Habilidades Blandas con estudiantes en el nivel Medio Superior

Tania Martínez Angoa, René Gallardo Balderas.

Capítulo 8. De la evaluación tradicional al seguimiento y acompañamiento en tiempos de pandemia

Gabriela Alhor Martínez, Janeth Inés De la Rosa Sepúlveda.

Capítulo 9. Prototipo de herramienta tecno-educativa para en proceso de aprendizaje del álgebra

Eugenia Erica Vera Cervantes, Josefina Guerrero García, Jose Areli Carrera Román.

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Herramienta administrativa para la eco-eficiencia universitaria: hacia una gestión energética sostenible

Hilda Angélica Del Carpio Ramos. Universidad Nacional Pedro Ruiz Gallo, Lambayeque, Perú.

Pedro Antonio Del Carpio Ramos. Universidad Nacional Pedro Ruiz Gallo, Lambayeque, Perú.

Francisco José García-Peñalvo. Universidad de Salamanca, Salamanca, España.

Sergio Rafael Bernardo Del Carpio Hernández. Universidad Nacional Pedro Ruiz Gallo, Lambayeque, Perú.

Carmen Rosa Carreño Farfán. Universidad Nacional Pedro Ruiz Gallo, Lambayeque, Perú.

Marilín Nicoll Sánchez Purihuamán. Universidad Nacional Pedro Ruiz Gallo, Lambayeque, Perú.

Resumen / Abstract

En el contexto de la educación para la sostenibilidad se presenta la necesidad de innovar la gestión energética universitaria. En la literatura no se ha encontrado un mecanismo administrativo que permita gestionar la energía eléctrica de manera integrada promoviendo el consumo sostenible. El objetivo de la investigación fue contribuir a cubrir esta brecha y diseñar e implementar una herramienta administrativa para promover la eco-eficiencia de la gestión energética mediante estrategias de Información, Comunicación y Educación, de cara a los Objetivos de Desarrollo Sostenible. Se llevó a cabo una exploración fenomenológica en una universidad peruana. La muestra de antecedentes e informes del sistema logístico fue a posteriori y por saturación. La herramienta fue validada teóricamente y por expertos. Se demostró que con esta herramienta se puede obtener el gasto basal de la energía eléctrica en la universidad; así como, incorporar prácticas eco-eficientes en su gestión y en la formación de estudiantes. Se concluyó que la innovación de la gestión energética es esencial para fomentar la sostenibilidad en la universidad. Este estudio brinda una base sólida para consolidar la aplicación de la herramienta en futuras investigaciones.

Palabras Clave / Keywords

Herramienta Administrativa, Eco-eficiencia Universitaria, Logística, Gestión Energética Sostenible.

Referencias / References

1. Del Carpio, H., Del Carpio, P., García-Peñalvo, FJ.: Technological research methodology to manage organizational change. In: Conde-González , M., Rodríguez-Sedano, F., Fernández-Llamas, C., García-Peñalvo, FJ. (eds) Seventh International Conference TEEM 2019, pp. 168-176. ACM, New York (2019).

2. Munaro, M., John, V.: Energy Efficiency in the Higher Education Institutions: A Review of Actions and Their Contribution to Sustainable Development. In: Ungureanu, V., Bragança, L., Baniotopoulos, C., Abdalla, K. (eds) 4th International Conference CESARE 2024, pp. 207–217. Springer (2024).

3. Terán, B., Polanco, L., Terán, A., Escalona, O.: Sustainable development goals, university management, and design sciences research. Suma Negocios 13(29), pp. 150–161. https://doi.org/10.14349/sumneg/2022.v13.n29.a8 (2022).

4. Gasparetto, B., Lange, A., Reginatto, G., et al.: Energy efficiency initiatives and the academic community’s behaviour: a Brazilian experience. Discov Sustain 3(2022).

5. Ministerio del Ambiente: Informe Nacional sobre el Estado del Ambiente 2014-2019. MINAM, Lima, Perú (2020).

6. Al-dmour, H.: Green-Smart University Campuses: The Mediating Role of Student Engagement in Enhancing Corporate Image. SAGE Open 13(2023).

7. Cárdenas, J.: V Foro Nacional. Universidades, Gestión ambiental y Desarrollo Sostenible. Nuestro Actuar frente al Cambio Climático. Interuniversia, Perú (2014).

8. Dawodu, A., Dai, H., Zou, T., et al.: Campus sustainability research: indicators and dimensions to consider for the design and assessment of a sustainable campus. Heliyon 8, pp. e11864. https://doi.org/10.1016/j.heliyon.2022.e11864 (2022).

9. Franco, D., Macke, J., Cotton, D., et al.: Student energy-saving in higher education tackling the challenge of decarbonisation. Int J Sustain High Educ 23(7), 1648–1666. https://doi.org/10.1108/IJSHE-10-2021-0432 (2022).

10. Muňoz-Vilela, A., Lioo-Jordan, F., Baldeos-Ardian, L., et al.: Design of an eco-efficiency system for sustainable development in the university context. Salud, Ciencia y Tecnología 3. https://doi.org/10.56294/SALUDCYT2023393 (2023).

11. Perero, G., Isaac, C., Díaz, S., Ramos, Y.: Modelo de Contribución a la Gestión de la Sostenibilidad en las Universidades Ecuatorianas. Univ y Soc 14(4), 733–744 (2022)

12. Rahaju, T., Megawati, S., Meirinawati, et al.: Processing Efforts and Resource Efficiency in Achieving Green Campus at the State University of Surabaya, Indonesia. IOP Conf Ser Earth Environ Sci 1111, pp. 012027 (2022).

13. Ramos-Castro, G., Caballero-Romero, O., Ortega-Suárez, J., Valdés-Santana, C.: Cleaner Production options at Matanzas University of Medical Sciences. Rev Médica Electrónica 44(6), pp. e4914 (2022).

14. Yasuoka, J., Araujo, G., Pereira, J., et al.: IoT solution for energy management and efficiency on a Brazilian university campus–a case study. Int J Sustain High Educ 24 (2), 426–448 (2023).

15. Zublie, M., Hasanuzzaman, M., Rahim, N.: Energy Efficiency and Feasibility Analysis of Solar Power Generation Using Hybrid System of an Educational Institution in Malaysia. Int J Photoenergy pp.1673512 (2023).

16. UNPRG: Resolución No 1123-2023-R. Declara Ganadores de Financiamiento de Proyectos de Grupos de Investigación. Lambayeque, Perú (2023).

17. Del Carpio, H., Del Carpio, P., García-Penalvo, FJ, et al.: Analysis of the study subject in Science, Technology and Innovation. 12th Int Conf JICV 2022, 1–4. https://doi.org/10.1109/JICV56113.2022.9934615 (2022).

18. Schmidheiny, S.: Changing Course: A Global Business Perspective on Development and the Environment. MIT Press, Cambridge, Massachusetts (1992).

19. Christopher, M.: Logistics & Supply Chain Management. Pearson Education (2011).

20. Del Carpio, H., Del Carpio, P., García-Peñalvo, FJ., Del Carpio, S.: Instrument validity: Perception of virtual learning during COVId-19. Campus Virtuales 10, 111–125 (2021).

Cómo citar / How to cite

Del Carpio Ramos, H. A., Del Carpio Ramos, P. A., García-Peñalvo, F. J., Del Carpio Hernández, S. R. B., Carreño Farfán, C. R., y Sánchez Purihuamán, M. N. (2024). Herramienta administrativa para la eco-eficiencia universitaria: hacia una gestión energética sostenible. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos (pp. 65-69). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000029.010

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DigiCampus: Federal University of Santa Catarina extension project for remote access to educational content courses during peak-pandemic period

João Gabriel D. Morisso. State University of Santa Catarina, Florianópolis, SC, Brasil.

Stefanie C. Silveira. Federal University of Santa Catarina, Florianópolis, SC, Brazil.

Resumen / Abstract

Facing COVID-19 pandemic developments the educational landscape compelled institutions worldwide to pivot towards remote learning in a fast pace. The DigiCampus project, implemented at the Federal University of Santa Catarina (UFSC), addressed this shift by developing digital content creation courses to bolster the digital competencies of educators and students. The central question guiding this initiative was how to effectively enhance remote teaching capabilities amidst emergency circumstances. The project aimed to equip participants with skills in educational social media content creation, podcasting, audiovisual production, and the use of remote teaching tools. The methodology involved a blend of synchronous and asynchronous learning, utilizing Moodle for content delivery and interaction, offering courses with practical assignments and regular feedback. Significant engagement was recorded, with 517 participants enrolled and 213 successfully completing the courses. The project faced challenges such as technological barriers, maintaining participant engagement, and adapting traditional content for digital platforms. Findings indicated that the courses effectively improved participants digital literacy and teaching capabilities, critical for navigating the remote education landscape. Although the number of certified graduates wasn't that high (still inside the national average in remote education dropout), the number of synchronous and asynchronous views in the courses was 1,895, which demonstrates great interest in the content made available by our teachers, even though the appeal for the certificate remained in the background, providing a model for similar future endeavors.

Palabras Clave / Keywords

Remote Education, Educational Technology, University Extension Project.

Referencias / References

1. Tzafilkou, K., Sidiropoulos, G.K., Tsolakidis, A., Stylianakis, G.: Development and validation of students’ digital competence scale (SDiCoS). International Journal of Educational Technology in Higher Education 19(1), 30 (2022). https://doi.org/10.1186/s41239-022-00330-0

2. Longley, S.: Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching. EdTech Hub, https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-educational-continuity-under-covid-19-best-practice-in-pedagogy-for-remote-teaching-2/, last accessed 2024/07/08.

3. Dougherty, J.: How remote learning during COVID impacted students with extensive support needs. Boston University Wheelock College of Education & Human Development, https://www.bu.edu/wheelock/news/articles/2023/how-remote-learning-during-covid-impacted-students-with-extensive-support-needs/, last accessed 2024/07/09.

4. Powell, L.: Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19. Inside Government, https://blog.insidegovernment.co.uk/schools/teachers-digital-competence-covid-19, last accessed 2024/07/09.

5. World Bank: Remote learning during COVID-19: Lessons from today, principles for tomorrow. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic, last accessed 2024/07/09.

6. University of Washington School of Public Health: Adapting to remote learning during the COVID-19 pandemic. https://sph.washington.edu/magazine/2021spring/remote-learning-during-covid19-pandemic, last accessed 2024/07/09.

7. Bond, M., Marín, V.I., Dolch, C., Bedenlier, S., Zawacki-Richter, O.: Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education 18(1), 50 (2021). https://doi.org/10.1186/s41239-021-00282-x

8. Weidlich, J., Kalz, M.: Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education 18(1), 43 (2021). https://doi.org/10.1186/s41239-021-00278-7

9. Buchan, M.C., Ho, V., Graham, A., Trinh, M., Smith, A.: Navigating the digital world: Development of an evidence-based digital literacy program and assessment tool for youth. Smart Learning Environments 11(1), 8 (2024). https://doi.org/10.1186/s40561-024-00293-x

10. Getenet, S., Mihret, D., Abebe, G., Tadesse, S.: Students’ digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education 21(1), 3 (2024). https://doi.org/10.1186/s41239-023-00437-y

11. Haleem, A., Javaid, M., Khan, I.H., Khan, M.S., Suman, R.: Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers 3, 275-285 (2022). https://doi.org/10.1016/j.susoc.2022.05.004

12. Semesp: Mapa do Ensino Superior. https://www.semesp.org.br/mapa/home/, last accessed 2024/07/09.

Cómo citar / How to cite

Morisso, J. G. D., y Silveira, S. C. (2024). DigiCampus: Federal University of Santa Catarina extension project for remote access to educational content courses during peak-pandemic period. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos en la tecnología educativa (pp. 85-89). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000028.014