Mobilidade, formación, orientación e emprego no ámbito transfronteirizo: Actas do XIII Congreso Internacional de Galicia e Norte de Portugal de Formación para o Traballo, Santiago de Compostela, 14 e 15 de xullo de 2011, 2012, ISBN 978-84-9887-918-6, págs. 759-771, 2012
Unha Educación social en perspectiva europea, II: o proxecto piloto para a implantación do sistema de créditos europeos (ECTS) no segundo curso de educación social, 2008, ISBN 978-84-8408-494-5, págs. 61-77, 2008
Once the goal has been achieved, european Higher education Area (eHeA) in 2010, many initiatives ... more Once the goal has been achieved, european Higher education Area (eHeA) in 2010, many initiatives has been launched for its development: one in the shape (structure), other in the background (university teaching), some financed, other free services, some collective, other individuals, some easy, other difficult… In any case, most of them carried out, promoted or carried out with the involvement of teachers and managers of universities. we present here the views and assessments that members of management teams and teachers have about the creation of the european Higher education Area, particularly as it relates to elements that enhance and difficulties that arise.
Actualmente la competencia de aprender a aprender se ha convertido en un eje transversal del proc... more Actualmente la competencia de aprender a aprender se ha convertido en un eje transversal del proceso de ensenanza y aprendizaje, incluso en las primeras edades. Se presenta un material didactico y el proyecto que lo ampara, titulado “iEn busca del tesoro perdido!”. Esta experiencia se ha llevado cabo en el aula de 4 anos del CPR Plurilingue Divino Maestro (Lugo, Espana) y la Universidad de Vigo, y forma parte de un estudio mas amplio. Con el se describe el fenomeno del aprender a aprender y un mapa de buenas practicas metacognitivas en Educacion Infantil. El objetivo principal de este proyecto es responder a la necesidad de un material adaptado y contextualizado que posibilite un primer acercamiento y conocimiento de habilidades metacognitivas en el alumnado. Se parte de una aproximacion teorica que justifica la relacion entre metacognicion, aprender a aprender y Educacion Infantil. A continuacion se da paso a la presentacion y articulacion de dicho proyecto, presentando el paraguas...
The methodologies of assessment are one of the indicators of quality in teaching, to the point th... more The methodologies of assessment are one of the indicators of quality in teaching, to the point that the idea "tell me how you evaluate and I’ll tell you how you teach" is very accepted. To that we can add, and with what technology? When it is proposed that learning experiences have served to think and reflect on what we learn, learn about ourselves, self-regulate our learning ... Technologies have many functions and possibilities to improve these processes of diagnostic assessment, summative and formative, customize teaching, communicating and reflecting on what has been learned, making feedback more interactive and instantaneous, more motivating activities, easier and faster to manage evaluation data, essential in e-learning, b-learning and m-learning models. At the same time, these digital resources may have problems that we must also attend to. In summary, technologies are essential resources for the evaluation of learning. These are questions from this work: What techn...
Mobilidade, formación, orientación e emprego no ámbito transfronteirizo: Actas do XIII Congreso Internacional de Galicia e Norte de Portugal de Formación para o Traballo, Santiago de Compostela, 14 e 15 de xullo de 2011, 2012, ISBN 978-84-9887-918-6, págs. 759-771, 2012
Unha Educación social en perspectiva europea, II: o proxecto piloto para a implantación do sistema de créditos europeos (ECTS) no segundo curso de educación social, 2008, ISBN 978-84-8408-494-5, págs. 61-77, 2008
Once the goal has been achieved, european Higher education Area (eHeA) in 2010, many initiatives ... more Once the goal has been achieved, european Higher education Area (eHeA) in 2010, many initiatives has been launched for its development: one in the shape (structure), other in the background (university teaching), some financed, other free services, some collective, other individuals, some easy, other difficult… In any case, most of them carried out, promoted or carried out with the involvement of teachers and managers of universities. we present here the views and assessments that members of management teams and teachers have about the creation of the european Higher education Area, particularly as it relates to elements that enhance and difficulties that arise.
Actualmente la competencia de aprender a aprender se ha convertido en un eje transversal del proc... more Actualmente la competencia de aprender a aprender se ha convertido en un eje transversal del proceso de ensenanza y aprendizaje, incluso en las primeras edades. Se presenta un material didactico y el proyecto que lo ampara, titulado “iEn busca del tesoro perdido!”. Esta experiencia se ha llevado cabo en el aula de 4 anos del CPR Plurilingue Divino Maestro (Lugo, Espana) y la Universidad de Vigo, y forma parte de un estudio mas amplio. Con el se describe el fenomeno del aprender a aprender y un mapa de buenas practicas metacognitivas en Educacion Infantil. El objetivo principal de este proyecto es responder a la necesidad de un material adaptado y contextualizado que posibilite un primer acercamiento y conocimiento de habilidades metacognitivas en el alumnado. Se parte de una aproximacion teorica que justifica la relacion entre metacognicion, aprender a aprender y Educacion Infantil. A continuacion se da paso a la presentacion y articulacion de dicho proyecto, presentando el paraguas...
The methodologies of assessment are one of the indicators of quality in teaching, to the point th... more The methodologies of assessment are one of the indicators of quality in teaching, to the point that the idea "tell me how you evaluate and I’ll tell you how you teach" is very accepted. To that we can add, and with what technology? When it is proposed that learning experiences have served to think and reflect on what we learn, learn about ourselves, self-regulate our learning ... Technologies have many functions and possibilities to improve these processes of diagnostic assessment, summative and formative, customize teaching, communicating and reflecting on what has been learned, making feedback more interactive and instantaneous, more motivating activities, easier and faster to manage evaluation data, essential in e-learning, b-learning and m-learning models. At the same time, these digital resources may have problems that we must also attend to. In summary, technologies are essential resources for the evaluation of learning. These are questions from this work: What techn...
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