|
Type A
|
Code |
Competences Specific |
| |
Common |
| |
AC1 |
Analizar las TIC como herramienta e instrumento para el e-learning y la gestión del conocimiento. |
| |
AC3 |
Diseñar y desarrollar programas y proyectos de innovación y de investigación en el ámbito del e-learning. |
| |
AC5 |
Adoptar medios, recursos y herramientas en procesos de seguimiento y evaluación de e-learning. |
| |
AC7 |
Gestionar y utilizar la información en el desarrollo de proyectos. |
| |
AC9 |
Aplicar modelos pedagógicos y conocimientos técnicos para la resolución de problemas de formación en e-learning. |
| |
AC14 |
Transferir a otros contextos la actividad práctica desarrollada. |
| |
AC16 |
Usar herramientas tecnológicas para el diseño y desarrollo de instrumentos y recursos para la investigación. |
| |
AC17 |
Aplicar técnicas de análisis de datos en investigación educativa. |
| |
AC18 |
Difundir y comunicar resultados de investigación. |
|
Type B
|
Code |
Competences Transversal |
| |
Common |
| |
BC1 |
Aprender a aprender. |
| |
BC2 |
Resolver problemas complejos en contextos multidisciplinares relacionados con el campo de estudio. |
| |
BC3 |
Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación. |
| |
BC4 |
Trabajar de forma autónoma con responsabilidad e iniciativa. |
| |
BC6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
|
Type C
|
Code |
Competences Nuclear |
| |
Common |
| |
CC1 |
Dominar en un nivel intermedio una lengua extranjera, preferentemente el inglés. |
| |
CC2 |
Be advanced users of the information and communication technologies |
| Objectives |
Competences |
| 1. Differentiate the data collection tools and techniques used in educational research.
|
AC1
AC5
|
BC1
|
CC1
|
| 2. Know how to collect, analyze and present qualitative and quantitative data obtained from different sources.
|
AC7
AC16
AC17
|
|
CC1
CC2
|
| 3. Know how to use the different statistical packages and current software for the analysis of quantitative and qualitative data. |
AC1
AC7
AC14
AC16
AC17
|
BC6
|
CC1
CC2
|
| 4. Knowing how to correctly apply ethical aspects during data collection and analysis.
|
AC1
AC9
AC16
AC17
AC18
|
BC4
|
CC1
|
| 5. Knowing how to design the methodological part of a specific original research or innovation study, the sample parts, instruments and data analysis. |
AC1
AC3
AC9
AC14
AC16
|
BC2
BC3
BC4
BC6
|
CC1
|
| Topic |
Sub-topic |
1. Selection and design of instruments for data collection.
|
1.1. Tools and techniques in educational research.
1.2. The process of decision making. From paradigm to analysis.
1.3. Ethical aspects of the process.
1.4. Planning data collection and analysis, and presentation
of results.
1.5. Variables: definition, classifications and relationships between them.
1.6. Types of instruments and data collection techniques. |
2. Quantitative data analysis
|
.
2.1. Definition and characteristics of quantitative research
2.2.Types of data and quantitative tests.
23. Validity and reliability of quantitative instruments
2.4. Quantitative data analysis (exploratory, correlational and
inferential) and statistical methods for research
educational.
2.5. Statistical packages for the analysis of quantitative data |
| 3. Qualitative data analysis. |
3.1. Definition and characteristics of qualitative research.
3.2.Organization and presentation of qualitative data analysis.
3.3. Data triangulation in educational research.
3.4. Analysis of qualitative data in educational research.
3.5. Program for the analysis of qualitative data. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
| Introductory activities |
|
1 |
3 |
4 |
| |
| Lecture |
|
4 |
8 |
12 |
| Seminars |
|
4 |
20 |
24 |
| Assignments |
|
5 |
25 |
30 |
| Debates |
|
5 |
30 |
35 |
| |
| Personal attention |
|
5 |
10 |
15 |
| |
| Practical tests |
|
5 |
25 |
30 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Actividades introductorias a la materia.
|
| Lecture |
Videoconferencias con exposiciones teóricas y debates aplicados.
|
| Seminars |
Trabajo en pequeños grupos de forma síncrona y asíncrona.
|
| Assignments |
Resolución de casos prácticos de modo analítico. Proyectos de diseño.
|
| Debates |
Análisis grupal de elementos de discusión.
|
| Personal attention |
Atención al alumno para la resolución de dudas y para la orientación académica y profesional. |
| |
| Personal attention |
| Assignments |
| Practical tests |
|
|
Description |
The teacher will be available for tutorials during class weeks. |
|
| |
Description |
Weight |
| Introductory activities |
Activitat sense pes a la nota |
0% |
| Lecture |
Activitat sense pes a la nota |
0% |
| Seminars |
Activitat sense pes a la nota |
0% |
| Debates |
Degree of participation in the debates and the contributions they make. In concept, the activity 1 is a debate with weight (10%) in the final grade. It is convenient to follow the schedule of the activities as proposed in the course and meet the deadlines set for their delivery. In this way it will be possible to guarantee a coherence and a correct integration of the contents of all the courses to which each student has enrolled. |
10 |
| Practical tests |
The evaluation method will be based on:
-Continuous evaluation from the completion of the activities that are proposed throughout the course. It is recommended to consult the specific planning of the subject available in the Moodle space of the subject to know the details of these activities. |
90 % |
| |
|
Other comments and second exam session |
|
As part of the continuous evaluation, in those cases in which the students make a second delivery of an evaluable activity that has been suspended or not presented, the delivery will be made, within 45 days after the end of the subject, on the date determined by the professor, only in those cases in which the student expressly contacts them to request it within the ordinary academic period of the subject. Once this period is over, it will be understood that the student withdraws and will not have the right to this second opportunity. It is recalled that students have to respect the criterion of absolute linguistic correctness in all their evaluation tests (and also teaching-learning tests) and that not doing so can be a direct reason for failing. On the other hand, any circumstance of plagiarism on the part of the students can mean direct failure to the subject, without the possibility of resorting to the second call.Finally, students are suggested to consult the specific planning housed in the Moodle space of the subject. |
| Basic |
|
1. Bisquerra Alzina, R. (coord..) (2009). Metodología de la Investigación Educativa. Madrid, Editorial la
Muralla. 2.a edición (primera edición de 2004).
2. Hernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, P. (2003) Metodología de la
investigación (3a ed.). México: McGraw-Hill.
3. Koetting, J. (1984). Foundations of naturalistic Inquiry: developing a Theory Base for Understaning
individual Interpretations of Reality. Dallas, Texas: Association for Educational Comunications and
Tecnology.
4. McMillan, J. H., & Schumacher, S. (2005). In Posadas J. L. (Ed.), Investigación educativa (5th ed.).
Madrid: Pearson Education.
5. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London:
Routledge. |
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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