Modelos
URI permanente para esta colecciónhttp://hdl.handle.net/11349/31002
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Ítem Propuesta modelo de formación en generación de adaptaciones para docentes y personal técnico del ámbito universitarioRodríguez de Salazar, Nahir; Monroy Martín, Bertha Esperanza; Daza, Berny Alejandra; Espitia Zambrano, Pedro Enrique; Monroy Martín, Bertha Esperanza [0000-0002-6086-7269]; Espitia Zambrano, Pedro Enrique [0000-0001-8174-9694]This proposal of formative model exposes the foundations that allow re-signifying the mission of the university institution in society and analyzing the turn that it must assume in the face of the demands of student groups that break with the profile that has historically been enrolled in it. Thus, it is pertinent in the formative processes to place fundamentals related to inclusive education, diversity and difference, to then raise the reasons that lead to the preparation of teachers both in inclusion and in a field as specific as technological adaptations, which are a fundamental contribution to education because they facilitate student-teacher interaction and make possible access to information and knowledge for people with disabilities or functional diversity. Likewise, the model foresees analyzing this contribution based on the relationship between technology and higher education, and then focusing on the contributions to the education of deaf and blind people.Ítem Modelo de gestión de conocimiento de las comunidades educativasGuevara Bolaños, Juan Carlos; Cavanzo, Gloria Andrea; Rodríguez, Yeimy; Guevara Bolaños, Juan Carlos [0000-0001-9580-0374]Organizations operate within a globalized world, characterized by recent levels of complexity, constant development of new products and services, competitiveness, innovation, and rapid changes due to the evolution of knowledge and technological advances, which require a broader and more collaborative interaction both internally and externally. In this context, organizations have required the definition and adoption of new strategies that allow them to achieve greater flexibility to face the conditions of their environment. Most of these strategies are aimed at giving greater weight to the management of their intangible resources, including knowledge, and at achieving capabilities to manage it adequately, facilitating its management, generation, dissemination, use and storage.Ítem Modelo de formaciónLima, Celson; Paxiúba, CarlaThe Empodera module was designed and validated to develop the autonomy of teachers and staff responsible for the creation and appropriation of accessible content. Part of the autonomy is achieved through the training of university professors and personnel committed to administrative and technological developments, in terms of the creation of accessible content and the use of support computational tools. It is expected, with the training of teachers and technical personnel, to contribute to the consolidation of inclusion processes, especially for the so-called vulnerable groups within which deaf and blind people require special attention to improve their participation in the educational dynamics and social.