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Academic Journal
Learning and Knowledge Technologies (LKT) in the Classical Languages Classroom: Implementation and Results at the University of La Sabana ; Tecnologías del Aprendizaje y del Conocimiento (TAC) en el aula de lenguas clásicas: implementación y resultados en la Universidad de La Sabana

Authors: Forero Álvarez, Ronald, Triana Perdomo, Liliana Andrea, Jiménez Cuadros, Laura Katherin, Gutiérrez Sánchez, Tatiana Sophia

Superior Title: Forma y Función; Vol. 35 Núm. 2 (2022) ; Forma y Función; Vol. 35 No. 2 (2022) ; Forma y Función; v. 35 n. 2 (2022) ; 2256-5469 ; 0120-338X

Subject Terms: Learning and Knowledge Technologies (LKT), action research, eclectic approach, flipped classroom, adaptive learning, classical Greek, Latin, tecnologías del aprendizaje y el conocimiento, investigación-acción, principio ecléctico, aula invertida, aprendizaje adaptativo, griego clásico, latín

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Relation: https://revistas.unal.edu.co/index.php/formayfuncion/article/view/92486/83807; https://revistas.unal.edu.co/index.php/formayfuncion/article/view/92486/83816; Balme, M., & Morwood, J. (2006). Oxford Latin Course. Oxford University Press. Balme, M., Lawwal, G., & Morwood, J. (1990). Athenaze: an introduction to ancient Greek. Oxford University Press. Bauer, K. (2019). Cátedra I+TI. Julio: innovación educativa con TI. Clase invertida [Reseña]. Universidad de Colina, México. https://portal.ucol.mx/content/micrositios/260/file/claseinvertida_resena.pdf Bennett, R., & Gitomer, D. (2009). Transforming K-12 assessment: integrating accountability testing, formative assessment and professional support. En Wyatt-Smith, C., & Cumming, J. (Eds.), Educational assessment in the 21st Century: connecting theory and practice (pp. 43-61). Springer. https://doi.org/10.1007/978-1-4020-9964-9_3 Berenguer, C. (2016). Acerca de la utilidad del aula invertida o flipped classroom. Universidad de Alicante. Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Iste. ASCD. https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_your_Classroom.pdf Biggs, J. (1995). Assessing for learning: some dimensions underlying new approaches to educational assessment. Alberta Journal of Educational Research, 41(1), 1-17. https://www.researchgate.net/publication/232516025_Assessing_for_learning_Some_dimensions_underlying_new_approaches_to_educational_assessment Buscà, F., Pintor, P., Martínez, L., & Peire, T. (2010). Sistemas y procedimientos de Evaluación Formativa en docencia universitaria: resultados de 34 casos aplicados durante el curso académico 2007-2008. Estudios sobre Educación, 18, 255-276. https://revistas.unav.edu/index.php/estudios-sobre-educacion/article/view/4674/4031 Cazau, P. (2014). Estilos de aprendizaje: generalidades. Sistema Nacional de Desarrollo Profesional. https://cursa.ihmc.us/rid=1R440PDZR-13G3T80-2W50/4.%20Pautas-para-evaluar-Estilos-de-Aprendizajes.pdf Flipped Learning Network [FLN]. (2014). The four pillars of F-L-I-P™. https://flippedlearning.org/definition-of-flipped-learning/ Forero Álvarez, R. (2018). El sistema de evaluación de lenguas clásicas en la Universidad de La Sabana. En Santos Guerra, M., Jiménez Becerra, I., & Segovia Cifuentes, Y. (Eds.), Evaluar para aprender (pp. 105-128). Universidad de La Sabana. Forero Álvarez, R., & Triana Perdomo, L. (2019). Tecnologías del aprendizaje y el conocimiento (TAC) para la traducción de Aristóteles Metafísica 980a-982a. Mutatis Mutandis. Revista Latinoamericana de Traducción, 12(1), 182-208. https://doi.org/10.17533/udea.mut.v12n1a07 Gámiz, V., Torres, N., & Gallego Arrufat, M. (2015). Construcción colaborativa de una e-rúbrica para la autoevaluación formativa en estudios universitarios de pedagogía. REDU. Revista de Docencia Universitaria, 13(1), 319-338. https://doi.org/10.4995/redu.2015.6438 Jordan, R. (2000). Lo mejor de cada mundo: construyendo un principio ecléctico de currículo para personas con autismo. X Congreso Nacional de Autismo, Vigo, España. http://aetapi.org/x-congreso-nacional-de-autismo/ Marlowe, C. (2012). The effect of the flipped classroom on student achievement and stress. Tesis de maestría, Montana State University, Estados Unidos. https://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1&isAllowed=y Praveen, C. (2013). The Eclectic Method - Theory and its application to the learning of English. International Journal of Scientific and Research Publications, 3(6), 1-4. http://www.ijsrp.org/research-paper-0613/ijsrp-p1844.pdf Reason, P., & Bradbury, H. (Eds.). (2006). The SAGE handbook of action research. Participative inquiry and practice. SAGE Publications. Richards, J. (2017). Principles of the eclectic approach. https://www.professorjackrichards.com/principles-of-the-eclectic-approach/ Salazar, L., & Batista, J. (2005). Hacia la consolidación de un enfoque ecléctico en la enseñanza de idiomas extranjeros. Paradigma, 26(1), 1-19. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1011-22512005000100004 Serrano, J., & Cebrián, D. (2014). Usabilidad y satisfacción de la e-Rúbrica. REDU. Revista de Docencia Universitaria, 12(1), 177-195. https://doi.org/10.4995/redu.2014.6426 Simpson-Beck, V. (2011). Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125-132. https://doi.org/10.1177/1469787411402482 Stiggins, R. J., & Chappuis, J. (2011). An introduction to student-involved assessment for learning. Pearson. Taylor, S., & Bogdan, R. (1992). Introducción a los métodos cualitativos de investigación. La búsqueda de significados. Paidós. Triana, L. (2018). Unidad didáctica de griego clásico para estudiantes de filosofía de la Universidad de La Sabana. Informe de pasantía como opción de grado en el grupo de investigación Valor y Palabra, Universidad de La Sabana. Valverde, J., & Ciudad, A. (2014). El uso de e-rúbricas para la evaluación de competencias en estudiantes universitarios. Estudio sobre fiabilidad del instrumento. REDU. Revista de Docencia Universitaria, 12(1), 49-79. https://doi.org/10.4995/redu.2014.6415 Van der Watering, G., Gijbels, D., Dochy, F., & Van der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56, 645-658. https://doi.org/10.1007/s10734-008-9116-6; https://revistas.unal.edu.co/index.php/formayfuncion/article/view/92486

Availability: https://revistas.unal.edu.co/index.php/formayfuncion/article/view/92486


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4
Academic Journal
It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering ; No basta con invertir tu aula. Un caso de estudio en el curso de Pavimentos de Ingeniería Civil

Authors: García-Ramírez, Yasmany

Superior Title: Ingeniería e Investigación; Vol. 39 No. 3 (2019); 62-69 ; Ingeniería e Investigación; Vol. 39 Núm. 3 (2019); 62-69 ; 2248-8723 ; 0120-5609

Subject Terms: Pavements course, university teaching, Flipped classroom model, Civil engineering, Road engineering, Pavements, Curso de Pavimentos, educación universitaria, Modelo de clase invertida, Ingeniería Civil, Ingeniería Vial, Pavimentos

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Relation: https://revistas.unal.edu.co/index.php/ingeinv/article/view/81426/73567; https://revistas.unal.edu.co/index.php/ingeinv/article/view/81426/75133; Barr, R. B., and Tagg, J. (1995). From Teaching to Learning: A New Paradigm for Undergraduate Education. Change, 27(6), 12-25. DOI:10.1080/00091383.1995.10544672; Bates, S., and Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: a case study. Paper presented at the Higher Education Academy STEM Conference, Imperial College London, United Kingdom. Retrieved from: https://www2.ph.ed.ac.uk/∼rgallowa/Bates_Galloway.pdf; Bergmann, J., and Sams, A. (2012). Flip Your Classroom Reach Every Student in Every Class Every Day. International Society for Technology in Education.; Blair, N. (January/February, 2012). Technology integration for the new 21st century learner. Principal, 8-13. Retrieved from: https://www.naesp.org/sites/default/files/Blair_JF12.pdf; Bonwell, C., and Eison, J. A. (1991). Active learning: Creating excitement in the classroom [ASHE-ERIC Higher Education Report N◦ 1]. Washington D.C.: The George Washington University. Retrieved from: https://files.eric.ed.gov/ fulltext/ED336049.pdf; Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. TechTrends, 57(6), 14-27. DOI:10.1007/s11528-013-0698-1; Fredericks, C., Rayyan, S., Teodorescu, R., Balint, T., Seaton, D., and Pritchard, D. E. (June, 2013). From flipped to open instruction: The mechanics online course. Paper presented at the Sixth Conference of MIT’s Learning International Network Consortium, MIT, Cambridge, Massachusetts, USA. Retrieved from: https://linc.mit.edu/linc2013/proceedings/Session5/Session5Fredericks.pdf; García-Ramírez, Y. (2018). Uso del modelo de clase invertida en la materia de Estática en Ingeniería Civil. Ventana Informática, 38, 65-82. DOI:10.30554/ventanainform.38.2860.2018; García-Ramírez, Y. (2019). Pavements Course: Is the Flipped Classroom Model Effective in All Cases? A Case Study in a Developing Country. In A. Bozzon, F. DomínguezMayo and J. Filipe (Eds.) Proceedings of the 15th International Conference on Web Information Systems and Technologies. Scitepress Digital Library, 509-516. DOI:10.5220/0008397705090516; Gardner, A., Willey, K., Vessalas, K., and Li, J. (2014). Experiences with flipped learning in subjects in consecutive stages of a Civil Engineering programme. Proceedings of the 25th Annual Conference of the Australasian Association for Engineering Education, Massey University, Wellington, New Zealand. Retrieved from: http://hdl.handle.net/10453/31875; Halbe, J., Adamowski, J., and Pahl-Wostl, C. (2015). The role of paradigms in engineering practice and education for sustainable development. Journal of Cleaner Production, 106, 272-282. DOI:10.1016/J.JCLEPRO.2015.01.093; Hao, Y., and Lee, K. S. (2016). Teaching in flipped classrooms: xploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250-260. DOI:10.1016/j.chb.2015.12.022; Karabulut-Ilgu, A., Yao, S., Tarmo, P., and Jahren, C. (June, 2016). A Flipped Classroom Approach to Teaching Transportation Engineering. Paper presented at the ASEE Annual Conference and Exposition. New Orleans, LA. Retrieved from: https://www.asee.org/public/conferences/64/ papers/16034/view; Le, T. Q., and Do, T. T. A. (2019). Active Teaching Techniques for Engineering Students to Ensure The Learning Outcomes of Training Programs by CDIO Approach. International Journal on Advanced Science, Engineering and Information Technology, 9(1), 266-273. DOI:10.18517/ijaseit.9.1.7959; Lee, S. L., Hackett, and Estrada, H. (2015). Evaluation of a Flipped Classroom in Mechanics of Materials. Paper presented at the ASEE Annual Conference and Exposition. Seattle, WA. Retrieved from: https://www.asee.org/ public/conferences/56/papers/11392/view; Li, Y., and Daher, T. (2017). Integrating Innovative Classroom Activities with Flipped Teaching in a Water Resources Engineering Class. Journal of Professional Issues in Engineering Education and Practice, 143(1), 05016008. DOI:10.1061/(ASCE)EI.1943-5541.0000297; Milman, N. B. (2012). The Flipped Classroom Strategy: What is it and how can it be used? Distance Learning, 11(4), 9-11. Retrieved from: https://search.proquest.com/openview/616e91b3df376d82fd5d30c598c665f3/1?pq-origsite=gscholar%26cbl=29704; Minitab, LLC. (2005). Minitab Statistical Software (14.2) [Computer program]. Retrieved from: www.minitab. com; Prince, M. (July, 2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223- 232. DOI:10.1002/j.2168-9830.2004.tb00809.x; Roehl, A., Reddy, S. L., and Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49. Retrieved from: https://pdfs.semanticscholar.org/daa3/b94cdc7b52b3381a7c7e21022a7a8c005f84.pdf; Sohrabi, B., and Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514-524. DOI:10.1016/j.chb.2016.02.056; Subramanian, D. V., and Kelly, P. (2019). Effects of introducing innovative teaching methods in engineering classes: A case study on classes in an Indian university. Computer Applications in Engineering Education, 27(1), 183-193. DOI:10.1002/cae.22067; Tucker, B. (Winter, 2012). The Flipped Classroom: Online instruction at home frees class time for learning. Education Next, 12(1). Retrieved from: https://www.educationnext.org/files/ednext_20121_BTucker.pdf; Webster, D. R., Majerich, D. M., and Luo, J. (November, 2014). “Flippin’ Fluid Mechanics - Quasi-experimental Pre-test and Post-test Comparison Using Two Groups”. Paper presented at the 67th Annual Meeting of the APS Division of Fluid Dynamics, San Francisco, CA. Abstract retrieved from: https://ui.adsabs.harvard.edu/abs/2014APS.DFDM33005W/abstract; https://revistas.unal.edu.co/index.php/ingeinv/article/view/81426

Availability: https://doi.org/10.1080/00091383.1995.10544672
https://doi.org/10.1007/s11528-013-0698-1
https://doi.org/10.30554/ventanainform.38.2860.2018
https://doi.org/10.1016/J.JCLEPRO.2015.01.093
https://doi.org/10.1016/j.chb.2015.12.022
https://doi.org/10.18517/ijaseit.9.1.7959
https://doi.org/10.1061/(ASCE)EI.1943-5541.0000297
https://doi.org/10.1016/j.chb.2016.02.056
https://doi.org/10.1002/cae.22067
https://revistas.unal.edu.co/index.php/ingeinv/article/view/81426


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