Gonzalo Camacho Vásquez

This article is the product of an Action Research study that aimed at demonstrating the effects of videogames on vocabulary acquisition in a group of 15 students from 8th semester of the program of B.A in English of the University of Tolima. The analysis of results, gathered by vocabulary tests and students and teacher’s journals, showed that the participants could acquire a considerable amount of vocabulary. The experience enhanced the participants’ engagement and interactions inside and outside the class. The study allowed the creation of categories de palabras that may serve as a base for further research and implementation in the classroom. Video games seem to be a new trend brought for technology for purposes of pleasure and they have been proved in the educational field as a possible learning mediation, and they will be soon replaced by new devices that could not be considered as an alternative to learn

El artículo presenta un estado del arte en el diseño de un modelo de gestión y transmisión del conocimiento (GTC), para la Facultad de Ciencias de la Educación de la Universidad del Tolima (FCE-UT), mediante el análisis de antecedentes y una aproximación metodológica que explica la incorporación de métodos de investigación en el diseño; así como, nociones que se consideran pertinentes después del estudio y apropiación de la teoría. Se define la investigación a través del diseño, como lineamiento principal en la construcción del modelo, mediante el uso de sus etapas de análisis, proyección y síntesis, a las cuales se incorporan otras metodologías que permiten la consecución del propósito de investigación. El discernimiento en el ejercicio de escritura permite vislumbrar posibilidades en el abordaje de la gestión y transmisión del conocimiento con respecto al currículo y la delimitación de las variables en estudio, en un giro de la pregunta inicial.

Innovation in pedagogy has always been a concern of education. It can be said that the current educative dispositive in Colombia is more concern with the care and vigilance of students than with the establishment of a different relation with knowledge. The Logic of Sense proposed by Gilles Deleuze becomes an alternative of different thinking and a way to think differently the relation with knowledge. This model of educational research was applied with a group of students from the English Language Teaching program of Universidad Industrial de Santander, specifically in the subject called “Pedagogical Mediations”. The learning experience, through the implementation of “ignition model” designed by the author of this article is described and shows the results of three learning designs done by students. The Logic of Sense may be a model of research that not only encourage the development of critical thinking, but also may become an alternative to introduce changes in the actual pedagogic...

Se critica el enfoque problémico tomasino a la luz de la noción de saber cómo problema plateado por Gilles Deleuze. El estudio aplica la etnografía y la arqueología del saber en el análisis de los planes de asignatura de aulas virtuales de aprendizaje de los programas de pregrado. Se crean visibilidades en la manera como se entiende la noción de problema desde el tomismo y se abren interrogantes acerca de las posibilidades e implicaciones del conocimiento desde la lógica del sentido y el saber cómo patología superior.

El vinculo entre teoria y practica deberia ser una preocupacion constante de todos los estamentos educativos; la razon de ser de la teoria es la practica. Se aprende para generar cambio, transformar las maneras de ser y hacer. La mision del Proyecto Educativo de la Universidad del Tolima, como la mayoria de las consignas, se percibe como una meta que generalmente pertenece al discurso de identidad de la institucion; sin embargo, poco se pregunta sobre la manera como se vivencia en las aulas, con los estudiantes, quienes, en ultimas, son los que deberian verse directamente afectados. Este ensayo pretende trazar los lineamientos basicos que llevarian a hacer visibles los propositos de la mision en las practicas desarrolladas en las aulas de clase. Se toman los diferentes conceptos emitidos en la mision y se analizan discursivamente con el fin de establecer la razon de ser de cada consigna y la forma como podria hacerse realidad en las practicas didacticas. El autor se apoya en la cart...

espanolEl presente articulo presenta los resultados de investigacion obtenidos en el diseno e implementacion de una WebQuest con estudiantes de pregrado en la clase de ingles de nivel A2. El diseno se basa en los principios de la ensenanza comunicativa de la lengua (CLT Communicative Language Teaching) y la instruccion basada en tareas (task-based instruction). Las conclusiones muestran que el uso de esta herramienta no solo desarrolla la competencia comunicativa, sino que tambien incrementa la motivacion en los estudiantes, desarrolla el pensamiento critico, el aprendizaje autonomo y permite el aprendizaje diferenciado. Existen algunas limitantes como el tiempo que se debe dedicar a la planeacion por parte de los docentes, la inversion economica en la adquisicion de equipos y conexion a internet por parte de la institucion y capacitacion en el uso y diseno del recurso. EnglishThe objective of this study is to develop the communicative competence in undergraduate A2 students of Engl...

In this particular project, a four-week video game-based activity is proposed, using videogames as main sources to improve participants' vocabulary. Moreover, the data gathered in the project is triangulated by using tests, teacher's journal, and students' journal during the four weeks. The project aims to demonstrate the bond between videogames and vocabulary acquisition as well as breaking the superstition that videogames cannot be helpful in EFL contexts. Besides, during the activity, students are asked to play two games, Scribblenauts and Age of Empires II. Consequently, the research tries to understand and analyze the process and roles students and teachers develop through the usage of videogames in an EFL classroom; reflecting upon experiences from the games.

Se presenta una reflexión en torno a dos experiencias de aula en las que se incorpora la Lógica de Sentido a la noción de indagación en el aprendizaje. El autor utiliza el método de Experimentación, propuesto por Deleuze y Gauttari, y el cual a su vez se basa en principios filosóficos de Baruch Spinoza. La primera experiencia se realizada con estudiantes de la asignatura Taller de Lectura y Conversación, perteneciente al programa de Licenciatura en inglés de la Universidad del Tolima. El investigador diseña un protocolo de lectura para desarrollar inicialmente niveles de comprensión de los textos asignados para la clase. Posteriormente, los estudiantes alcanzan niveles de aplicación y evaluación a través de la formulación de preguntas basadas en las series de la Lógica del Sentido. La segunda experiencia se aplica con estudiantes de la Maestría en Didáctica del Inglés. El mismo formato de protocolo, utilizado con estudiantes de pregrado, es aplicado; pero, esta vez las preguntas for...

This article is the product of an Action Research study that aimed at demonstrating the effects of videogames on vocabulary acquisition in a group of 15 students from 8th semester of the program of B.A in English of the University of Tolima. The analysis of results, gathered by vocabulary tests and students and teacher’s journals, showed that the participants could acquire a considerable amount of vocabulary. The experience enhanced the participants’ engagement and interactions inside and outside the class. The study allowed the creation of categories de palabras that may serve as a base for further research and implementation in the classroom. Video games seem to be a new trend brought for technology for purposes of pleasure and they have been proved in the educational field as a possible learning mediation, and they will be soon replaced by new devices that could not be considered as an alternative to learn

ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the " ICT " as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.

A reflection about two classroom experiences is presented in the attempt to incorporate the Logic of Sense into the notion of inquiry for learning. The author used the method of Experimentation introduced by Deleuze and Guattari, who based its principles on philosophical conceptions by Baruch Spinoza. The first experience is conducted with students from the subject called Reading and Speaking workshop from the BA in English Teaching at Tolima University. The researcher designed a reading protocol which, in an initial stage, allowed students to comprehend the texts assigned for the class. Afterward, this protocol enabled students to reach levels of application and evaluation through the formulation of questions based on the Series of the Logic of Sense. The second experience was carried out with students from the Masters in English Didactics from the same University. The same reading protocol format was used; but, this time the questions constructed let students envision perspectives in the design of new curricular proposals.
Key Words: Experimentation, Innovation, Inquiry for learning, Logic of Sense.

Aquina’s problematic approach is critized by taking the notion of knowledgeas a problem established by Gilles Deleuze. This study applies the principles  of ethnography and the archeology of knowledge in the analysis of virtual learning rooms’ subject plans belonging to the undergraduate programs at Universidad Santo Tomás de Aquino Bucaramanga. New insights in the way
the notion of problem is understood from Aquinas’ philosophy are created, and new questions are set about the possibilities and implications of knowledge from the Logic of Sense and thought as a superior pathology.

The link between theory and practice should be a constant concern among all the teaching institutions; theory should exist because of practice. One learns to make changes and transform the ways of being and doing. The mission statement content in the Institutional educative project (PEI), as most of the Statements of this type, is perceived as a target that belongs to discourse of identity from the Institution; nevertheless, it is rarely asked the way it is effectively lived in the classroom. This
essay intends to trace the guidelines to make visible the Purposes of the mission through the learning practices developed in daily teaching act. The concepts within
the mission statement are analyzed discursively in order to establish the function of each of them and the way it could be made true. The author applies the cartography as a method to analyze the discourse. At the end, some challenges that will bring the adoption of the model proposed.

Lot of ideas has been produced regarding the concepts
of e-learning and holistic training. However, few of them
establish a relation between both discourses in order to
nd new challenges pedagogy faces in this new technological
age.
The growing technological advances bring new ways of
conceiving education. E-learning seems to privilege the
development of cognitive competencies. In the first part
of the article, it is made a historical review on the way te-chnology has set new challenges to education from the
invention of the rst printing machine until the apparition
of Internet and the digital age. Then the different
produced discourses on the field of e-learning and holistic
training are analyzed by applying the Archeology
of Knowledge proposed by Michel Foucault. After this,
the author shows the way Holistic training is evidenced
in the learning routes that are part of the virtual rooms.
Afterwards, the idea of Holistic training is connected to
the proposal of rizomatic thinking by Gilles Deleuze. Finally,
new sights for the Thomas de Aquinas pedagogical
model with regards to the e-learning are shown, through
some problematic questions.