Ochoa-Garcia, Julian
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Preferred name
Ochoa-Garcia, Julian
Official Name
Ochoa García, Julián
Alternative Name
jochoa
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ORCID
Scopus Author ID
57221100317
Researcher ID
M-8668-2018

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Publication

Neuro-Tic's : los secretos del estudio

2014 , Gallo Ramos, Adriana , Ochoa-Garcia, Julian

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Publication

La función de la biblioteca penitenciaria en la reinserción social de los internos del Complejo Penitenciario Puente Grande, Jalisco, México

2020 , Ochoa-Garcia, Julian , Martínez-Camacho, Humberto

En el presente trabajo se analiza la influencia que tienen las bibliotecas dentro de los centros penitenciarios, en relación con la readaptación social de sus internos. El artículo aborda la perspectiva de los propios responsables de las bibliotecas o espacios de lectura dentro de los centros carcelarios que componen el Complejo Penitenciario de “Puente Grande”, en el Estado de Jalisco, México, por medio de un cuestionario que fue aplicado a los encargados de las bibliotecas de los cuatro centros que componen dicho complejo, en el cual se abordan, desde la perspectiva cualitativa, el concepto de biblioteca y su influencia en la readaptación social, el análisis de los servicios prestados y por último la atención y formación de usuarios. Entre los principales resultados se rescatan: 1) la importancia de la actividad lectora y formativa como instrumento para la reinserción social, 2) la falta de formación profesional para que los encargados, así como 3) la deficiencia en cuanto a los recursos físicos y tecnológicos.

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Instructional Design for virtual courses for university teachers affected by COVID-19

2020 , Salgado, Daniela , Ochoa-Garcia, Julian , Ana Fabiola Mora López , de la Serna, Andrés Saúl

Due to the 2020 scenario, the pandemic caused by the COVID-19 virus prompted a substantial change in the methods used by teachers when teaching and implementing their classes. As a support mechanism for teachers in the face of the radical change from physical presence to virtual presence, two courses were designed by the School of Pedagogy of the Universidad Panamericana: the first on Instructional Design and the second on didactic tools that enhance interaction and revitalization of classes. The summer of 2020 was the ideal time to train and prepare teachers in the instructional design of online classes because, although the educational model of the university is face-to-face, the circumstances and health limitations forced a strategic change to carry on with the quality that characterizes the institution. The preliminary results that we analyze with the SPSS software indicate that for 89.4% of the teachers the content of the course contributed to their professional development and that 87.9% have sufficient elements to redesign their subject for the following semester, which is executed in virtual mode.

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Digital Tools for virtual courses for university teachers affected by COVID-19

2020 , De la Serna-Tuya, Andres Saul , D. Salgado-Gutierrez , Ochoa-Garcia, Julian , A.F. Mora-Lopez , García Béjar, Ligia

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Digital Tools for virtual courses for university teachers affected by COVID-19

2020 , De la Serna-Tuya, A.S , Salgado, Daniela , Ochoa-Garcia, Julian , Ana Fabiola Mora López , García Béjar, Ligia

Due to the 2020 scenario, the pandemic caused by the COVID-19 virus prompted a substantial change in the methods used by teachers when teaching and implementing their classes. As a support mechanism for teachers in the face of the radical change from physical presence to virtual presence, two courses were designed by the School of Pedagogy of the Universidad Panamericana: the first on Instructional Design and the second on didactic tools that enhance interaction and revitalization of classes. The summer of 2020 was the ideal time to train and prepare teachers in the instructional design of online classes because, although the educational model of the university is face-to-face, the circumstances and health limitations forced a strategic change to carry on with the quality that characterizes the institution. The preliminary results that we analyze with the SPSS software indicate that for 90.5% of the teachers the content of the course contributed to their professional development and that 87.2% have sufficient elements to redesign their subject for the following semester, which is executed in virtual mode.

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