Seguridad de dispositivos móviles y aplicaciones en función de la educación en tiempos de COVID-19 / Security of mobile devices and applications as a function of education in times of COVID-19

Introducción: En tiempos de COVID-19 constituye una necesidad utilizar dispositivos y aplicaciones móviles para el desarrollo del proceso docente-educativo en la Universidad de Ciencias Médicas de Sancti Spíritus, sin descuidar elementos de seguridad que permiten garantizar la preservación de la confidencialidad de los datos personales de estudiantes y profesores. Objetivo: Identificar el estado de preparación inicial de estudiantes y profesores de la carrera Licenciatura en Sistemas de Información en Salud, en temas orientados a la seguridad de dispositivos y aplicaciones móviles en función de la educación. Métodos: Estudio exploratorio realizado en los cursos académicos 2019-2020 y 2020-2021. Se trabajó con una muestra probabilística de 50 estudiantes y profesores. Se emplearon métodos teóricos, empíricos y estadístico-matemático. Se estructuró la variable dependiente en tres dimensiones y seis indicadores, y se definieron las fuentes de información y los principios éticos. Resultados: Se identificaron los conocimientos teórico-prácticos de estudiantes y profesores en seguridad de dispositivos y aplicaciones móviles en función de la educación; adicionalmente, la actitud y motivación que manifestaron en cuanto al uso de métodos técnicos de seguridad y superación. Conclusiones: Existen insuficientes métodos de seguridad técnica en dispositivos y aplicaciones móviles, y falta de cultura tecnológica orientada al uso de las redes de la Empresa de Telecomunicaciones de Cuba para el acceso a internet; de ahí la importancia de proteger los datos personales almacenados en dispositivos y aplicaciones móviles. Asimismo, desconocimiento de avisos y políticas de privacidad de las aplicaciones móviles, e insuficientes acciones formativas orientadas al uso correcto de las aplicaciones y la protección de los datos personales(AU)

Introduction: In times of COVID-19 it constitutes a necessity to use mobile devices and applications for the development of the teaching-educational process at the University of Medical Sciences of Sancti Spíritus, without neglecting security elements that allow guaranteeing the preservation of the confidentiality of personal data of students and teachers. Objective: To identify the state of initial preparation of students and teachers of the Bachelor's Degree in Health Information Systems, in topics oriented to the security of mobile devices and applications in terms of education. Methods: Exploratory study conducted in the academic years 2019-2020 and 2020-2021. We worked with a probability sample of 50 students and teachers. Theoretical, empirical and statistical-mathematical methods were used. The dependent variable was structured in three dimensions and six indicators, and the sources of information and ethical principles were defined. Results: Theoretical-practical knowledge of students and teachers in security of mobile devices and applications as a function of education was identified; additionally, the attitude and motivation they manifested regarding the use of technical methods of security and self-improvement. Conclusions: There are insufficient technical security methods in mobile devices and applications, and lack of technological culture oriented to the use of the networks of the Cuban Telecommunications Company for Internet access; hence the importance of protecting personal data stored in mobile devices and applications. Likewise, lack of knowledge of privacy notices and policies of mobile applications, and insufficient training actions oriented to the correct use of applications and the protection of personal data(AU)

Ethics in times of physical distancing: virtual training of ethical competences.

Ethics teaching in medicine, nursing and other health care professions does not only consist of knowledge transfer that can be easily implemented digitally. Rather, it focuses on specific ethical competences (such as arguing and articulating one's own moral position) and attitudes (such as empathic patient orientation, critical self-reflection, and ambiguity tolerance), for whose development interactive formats are superior. Competence-oriented ethical learning goals are important for the development of professionalism, but require time, space and personal exchange. Due to contact restrictions and the widespread cancellation of (face-to-face) courses in the wake of the corona pandemic, ethics teaching was forced to keep its distance in many places, which posed great challenges. This article is based on an exchange of experiences from members of the working group ethik learning of the Academy for Ethics in Medicine about ethics teaching in times of physical distancing. Recommendations will be given on how ethical competence can be successfully taught in the context of exclusively digital teaching. Starting with the question what is at risk of being lost in digital teaching, the potentials of digital formats are explored and illustrated with concrete practical examples. Beyond ethics teaching, the article also aims to provide ideas and suggestions for other specialist and cross-sectional areas where interactive formats are central.

Virtual thanks giving to a cadaver by medical students exposed to learning anatomy before and amidst COVID-19 pandemic.

PURPOSE: Due to COVID-19 pandemic, Thanks giving ceremony to cadaver was different this year in two ways: the students were partially exposed to cadaveric dissections (for 7 months) and later learned Anatomy via online classes due to lockdown (for 5 months) and secondly it was not feasible to gather for the ceremony so virtual platform was preferred. The purpose of this study was to discern the gratitude for cadaver and to recognize the importance of cadaveric dissection from the reflection of students who experienced hybrid anatomy learning amidst COVID-19. METHODS: The study was conducted on 48 first year medical students who were admitted to the college in August 2019 and were willing to participate. An online invitation was sent to students to participate in virtual thanks giving to cadaver ceremony on the last day of their anatomy class (August 2020). RESULTS: Though the students partially studied gross anatomy with the aid of dissections on the cadaver; however, they expressed respect and gratitude to the silent mentor in the form of a card, poem, drawing or paragraph and shared it via google classroom platform. The students wished if they could continue their anatomy course in dissection hall as paused due to COVID-19 pandemic. CONCLUSIONS: Reflection of these students may mark impact on future anatomy students who may or may not get the chance for dissections. The thanks-giving gesture will also help to bind medical science and humanity especially during the crisis of pandemic.

Ethical Responses to the Covid-19 Pandemic: Implications for the Ethos and Practice of Anatomy as a Health Science Discipline.

The move of much anatomy teaching online in response to the Covid-19 pandemic has been successfully implemented within very short time frames. This has necessitated a high degree of dependence upon the use of digitized cadaveric resources, has entailed immense workload demands on staff, and has disrupted students' studies. These educational exigencies have been accompanied by ethical uncertainties for a discipline centered on study of the dead human body. An ethical framework for anatomy is suggested based on the principles of equal concern and respect, minimization of harm, fairness, and reciprocity, in which all staff and students are to be treated with respect and as moral equals. A series of ethical obligations are proposed as a means of maintaining the ethos of anatomy, coping with the suspension of body donation, providing adequate resources, and responding to increased dependence upon external providers. Good academic practice raises more general obligations stemming from the welfare of students, the increased workload of staff, and checking on online assessment and invigilation. As anatomists respond to the educational and ethical lessons prompted by this pandemic, they should plan for future disruptions to normal work patterns by adopting a sustainable and equitable course of action.

Users or Students? Privacy in University MOOCS.

Two terms, student privacy and Massive Open Online Courses, have received a significant amount of attention recently. Both represent interesting sites of change in entrenched structures, one educational and one legal. MOOCs represent something college courses have never been able to provide: universal access. Universities not wanting to miss the MOOC wave have started to build MOOC courses and integrate them into the university system in various ways. However, the design and scale of university MOOCs create tension for privacy laws intended to regulate information practices exercised by educational institutions. Are MOOCs part of the educational institutions these laws and policies aim to regulate? Are MOOC users students whose data are protected by aforementioned laws and policies? Many university researchers and faculty members are asked to participate as designers and instructors in MOOCs but may not know how to approach the issues proposed. While recent scholarship has addressed the disruptive nature of MOOCs, student privacy generally, and data privacy in the K-12 system, we provide an in-depth description and analysis of the MOOC phenomenon and the privacy laws and policies that guide and regulate educational institutions today. We offer privacy case studies of three major MOOC providers active in the market today to reveal inconsistencies among MOOC platform and the level and type of legal uncertainty surrounding them. Finally, we provide a list of organizational questions to pose internally to navigate the uncertainty presented to university MOOC teams.

Academic integrity in the online learning environment for health sciences students.

BACKGROUND: The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. OBJECTIVE: To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. DESIGN: A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. SETTING: Blended-learning courses in a university health sciences center. PARTICIPANTS: 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. METHOD: The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. RESULTS: Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (p<0.001). There was a significant improvement in the mean post-intervention knowledge score of the intervention group compared to the control group (p=0.001). CONCLUSION: Recommendations are provided for instructors in promoting academic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena.

El perfil de competencias del docente universitario en entornos virtuales: algunos descriptores claves para el análisis de experiencias formativas: parte I / The skills profile of university teaching in virtual environments: some key descriptors - Part I

El desarrollo de la Educación a distancia a través de la virtualidad, cada vez adquiere mayor importancia en la UCV lo cual se refleja en el interés de algunos docentes por migrar sus cursos de pregrado de la presencialidad a la virtualidad, muchas veces desconociendo la complejidad que comporta desde una perspectiva pedagógica, el desarrollo de experiencias formativas en entornos virtuales de enseñanza y aprendizaje. En esta investigación se plantea valorar las competencias del docente de la UCV, para diseñar y desarrollar experiencias formativas en entornos virtuales de enseñanza y aprendizaje en el nivel de pregrado de la UCV, de calidad y con cierta garantía de éxito. Esta valoración se hará a partir de los resultados del análisis de las experiencias que se llevan a cabo actualmente en algunas facultades y escuelas de la UCV (seleccionadas según los criterios que se establezcan), en contraste con el referente teórico elaborado como producto de la revisión teórica sobre el tema, el perfil de competencia y los descriptores considerados claves. Los resultados permitirán en el corto plazo, la formulación de planes de acción orientados a la superación de las debilidades detectadas y la potenciación de las fortalezas, con miras a incrementar las experiencias formativas desde el paradigma de la virtualidad en la UCV, con criterio de excelencia. El estudio además podría aportar insumos para la elaboración posterior de un plan de formación docente en el área, en correspondencia con las políticas del Sistema de Educación a Distancia de la UCV. (SEDUCV)

The development of distance education through the virtual, is becoming increasingly important in the VCU which is reflected in the interest of some teachers to migrate their undergraduate courses presentiality to virtuality, often ignoring the complexity behaves from a pedagogical perspective, the development of formative experiences in virtual teaching and learning. This research was the teacher assess the competencies of the UCV, to design and develop learning experiences in virtual teaching and learning at the undergraduate level, UCV, quality and with some assurance of success. This assessment was based on the results of the analysis of the experiences that are currently underway in some faculties and schools of the UCV, in contrast to the theoretical reference developed as a product of the theoretical review on the subject, the competency profile and considered key descriptors. The results will in the short term, the development of action plans to overcome identified weaknesses and enhancing strengths, in order to increase the formative experiences from the paradigm of virtuality in the UCV, with criteria of excellence . The study could also provide inputs for the subsequent preparation of a plan for teacher training in the area, in line with the policies of Distance Education System of the UCV. (SEDUCV)

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University / Incorporando la enseñanza on-line en un curso introductorio de farmacia práctica: estudio de percepciones de los estudiantes en una universidad australiana

Objectives: To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods: The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional faceto- face, online and partially online. Results: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusion: This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically (AU)

Objetivos. Examinar las percepciones de los estudiantes en relación a las clases y exámenes online realizados durante un curso de farmacia práctica para pre-graduados de primer año cursando la licenciatura en farmacia en una Universidad Australiana. Métodos: La Universidad utiliza un instrumento estándar para recoger la retroalimentación de los estudiantes sobre la asignatura. Se recogieron los datos de tres diferentes modalidades de enseñanza: tradicional presencial, on-line, y parcialmente online. Resultados: La estadística descriptiva apoyó que, desde el punto de vista del estudiante, el método de enseñanza preferido para un curso introductorio de farmacia práctica es parcialmente on-line. Conclusión: Este estudio sirvió para subrayar que, mientras que existen algunos puntos significativamente diferentes entre la enseñanza y el aprendizaje tradicionales y on-line, una combinación de los dos proporciona una situación razonable para la exploración docente. Este resultado tiene implicaciones para la enseñanza en general y para la disciplina de farmacia específicamente (AU)

Discouraging academic dishonesty in online courses.

With the development of distance education and blended course delivery formats, our faculty faced new issues related to academic integrity in online testing. Current students often differ in their understanding of what is appropriate academic behavior and what is considered cheating. Enhancing quiz formats and educating faculty and students about academic integrity policies has minimized the situation in our program.

Formación on line / On line learning

La formación on line es una modalidad de enseñanza a distancia basada en las nuevas tecnologías. En este artículo se pretende hacer una introducción a base de describir a grandes rasgos sus características principales: sincronía, no presencialidad, comunicación escrita, función del profesor on line, así como los retos, los riesgos, las ventajas y los inconvenientes que plantea. Se exponen las diferencias entre la formación on line y la formación presencial, de manera que los docentes puedan adaptar de la mejor manera posible sus propuestas formativas a la modalidad on line. Se introduce el importantísimo papel de la planificación y de la fase de diseño y, finalmente, se repasan conceptos útiles para comprender mejor el mundo de la formación on line como son los conceptos entorno virtual de aprendizaje(EVA) o Blended Learning (B-Learning) (AU)

On line learning is a type of distance education based on new technologies. This article’s aim is to introduce its main characteristics –asynchrony, non-presentiality, written communication, e-teacher role– as well as its challenges, risks, advantages and limitations. Differences between online learning and face-to-face learning are presented in order to enable educational professionals to adapt their courses to the on line methodology. Planning and designing are introduced as key phases and, finally, useful concepts such as Virtual Learning Environment (VLE) or Blended Learning (B-Learning) are reviewed in order to achieve a better understanding of the on line learning field (AU)

Devir vírus / Virus devir

Este trabalho parte dos encontros no Programa de Educação a Distância (EAD) da PUCRS Virtual. Objetivamos problematizar como a perspectiva de espaço-tempo, tensionada pelas Tecnologias da Informação e da Comunicação reverbera na produção da subjetividade através da prática educativa em EAD. Traçamos as amarras produzidas por modulação, atualizado na avaliação e formação permanente, constituição de uma subjetividade programada. Perguntamo-nos pelas linhas que afetam as estruturas em formação. É a tecnologia que traz em si as problematizações: vírus nos computadores. Em um devir vírus invadimos os modos de ser, corrompendo as programações. Um vírus não pede licença, afirma sua existência.

This work results from the Program of Distance Education (DE) hold at PUCRS Virtual. Our purpose is to problematize how understandings of space-time inspired by Information Technology and its effects are expressed in the production of subjectivities as result of DE practices. We'll discuss the movement produced by the modulation process, which is renewed in the extended evaluation, as a programmed subjectivity. We'll problematize ways the lines that affect born structures. The technology itself brings in its creation our problematizations: the computer viruses. It is because of a devir virus we infect ways of being and we brake the programming. A virus lives to affirm its existence.

Devir vírus / Virus devir

Este trabalho parte dos encontros no Programa de Educação a Distância (EAD) da PUCRS Virtual. Objetivamos problematizar como a perspectiva de espaço-tempo, tensionada pelas Tecnologias da Informação e da Comunicação reverbera na produção da subjetividade através da prática educativa em EAD. Traçamos as amarras produzidas por modulação, atualizado na avaliação e formação permanente, constituição de uma subjetividade programada. Perguntamo-nos pelas linhas que afetam as estruturas em formação. É a tecnologia que traz em si as problematizações: vírus nos computadores. Em um devir vírus invadimos os modos de ser, corrompendo as programações. Um vírus não pede licença, afirma sua existência.(AU)

This work results from the Program of Distance Education (DE) hold at PUCRS Virtual. Our purpose is to problematize how understandings of space-time inspired by Information Technology and its effects are expressed in the production of subjectivities as result of DE practices. We'll discuss the movement produced by the modulation process, which is renewed in the extended evaluation, as a programmed subjectivity. We'll problematize ways the lines that affect born structures. The technology itself brings in its creation our problematizations: the computer viruses. It is because of a devir virus we infect ways of being and we brake the programming. A virus lives to affirm its existence.(AU)

Estrategias en la introducción y uso del e. Learning en educación superior / No disponible

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Diferentes situaciones de aprendizaje y apuntes para la elección de una plataforma tecnológica adecuada / No disponible

Actualmente existen tres grupos de opciones párala selección de una plataforma tecnológica reaprendizaje a través de las TIC. Por un lado la opción de elaborar una plataforma propia, aunque esta opción que en un inicio fue la alternativa y el modelo, actualmente puede resultar poco recomendable en términos de rentabilidad; la posibilidad de contrataran producto de mercado, y finalmente la utilización de una plataforma elaborada bajo los criterios de “software libre”. En cada una de las tres opciones existen aspectos a considerar, aunque posiblemente actualmente muchas docentes se inclinan por el uso de plataformas de “software libre”. Sin embargo y en la actualidad, la plataforma tecnológica no es el más importante de los tres actores tener en cuenta en un proyecto docente basado ellas TIC. Los contenidos o materiales tienen una mayor relevancia, y hay que dar más importancia todavía, al papel a jugar por el profesor o el tutor en el proyecto docente. Con respecto a los contenidos, la tendencia a elaborar materiales basados en animaciones y un mayor dialogo se impone, así como para determinados proyectos las simulaciones de determinadas operaciones. Pero uno de los mayores valores añadidos que hay que tener en cuenta para el éxito den proyecto docente basado en las TIC, es la capacidad de dinamización del mismo y la creación de un ambiente colaborativo por parte del profesor/tutor. Estos tres elementos que podemos tildar de “actores “en el proceso de aprendizaje con el uso de las TIC, serán fundamentales en el momento en que la sociedad decida realizar un cambio revolucionario en la educación, si consigue a través de proyectos mundiales como “Laptop for chilldren” socializar el acceso a la información y al conocimiento (AU)

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