Ortega-Barba, Claudia-Fabiola

Preferred name

Official Name

Ortega Barba, Claudia Fabiola

Alternative Name

cortega

Main Affiliation

ORCID

0000-0003-2709-2024

Scopus Author ID

56094621100

Researcher ID

FNX-8971-2022

Now showing 1 - 10 of 25

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Comunicación educativa y mediaciones tecnológicas: Hacia nuevos ambientes de aprendizaje
(Universidad Panamericana, Escuela de Pedagogía, 2008-06-16)
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CLAUDIA FABIOLA ORTEGA BARBA;271602
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
La elección de esta obra responde al interés de mostrar las posibilidades de la educación en el siglo XXI, a partir del uso de la tecnología.
14 171
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Evaluación didáctica de software educativo
(Universidad Panamericana, 2004)
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SARA ELVIRA DE JESUS GALBAN LOZANO;326937
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Campus Ciudad de México
Tradicionalmente, los procesos educativos formales se han realizado de manera presencial, siendo uno de los recursos predominantes, el libro. Aunque los libros no desaparecerán; se incorporan las herramientas digitales como medios educativos: CD-ROM, DVD y las redes que propician novedosas técnicas de educación no presencial. Lo anterior obliga a los profesores y especialistas en el ámbito de la educación a utilizar estas herramientas, de manera que la exigencia para el profesor no se reduce ya al mero conocimiento de los libros y materiales impresos de cada especialidad, sino que ahora, además de ese conocimiento, requiere la utilización de las novedades tecnológicas. Así como existen lineamientos para evaluar si un libro cumple o no con los objetivos estipulados en los programas, y si existe coherencia lógica y psicológica entre el material y el destinatario, de la misma manera los materiales digitales deberán evaluarse. De esta reflexión se desprende la siguiente propuesta encaminada a la evaluación de software educativo.
4 431
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El podcast como material educativo : procesos de producción
(Universidad Panamericana, Escuela de Pedagogía, 2010-06-26)
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
La producción de podcast se ubica en el concepto de web2.0 1: el usuario de la Red se convierte en productor de materiales, los cuales pone a disposición de los internautas.
7 181
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Improving teacher development and training
(Universidad Panamericana, 2002)
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Parés Gutiérrez, Isabel
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Villarreal-García, Mónica Adriana
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CLAUDIA FABIOLA ORTEGA BARBA;271602
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Campus Ciudad de México
Professional development is a vital component for ongoing teacher education and it plays a central role on principals and teachers. This development is commited to improve teacher’s instructional methods, their ability to adapt education to meet students needs, and their classrooms management skills; and the need to establish a professional culture that relies on shared beliefs about the importance of teaching and learning and that emphasizes teacher comradeship.
10 488
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Entramado de significados. La transición de la educación media superior a la universidad en tiempos de pandemia
(Global Knowledge Academics, 2021)
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Tommasi Garza, Natalia
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Villarreal-García, Mónica Adriana
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Sin abstract disponible.
9
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El proceso de investigación: construyendo el proyecto
(Universidad Panamericana, Escuela de Pedagogía, 2016-11-14)
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CLAUDIA FABIOLA ORTEGA BARBA;271602
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
When a research is initiated, no matter under what paradigm or approach is to support, it is necessary to identify that the research is systematic process. This process is set in three phases: planning, im-plementation and presentation, these phases are recursive. This work focuses mainly on the first phase: the design of the research project.
39 286
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Women and Leadership in Higher Education: A Systematic Review
(MDPI, 2023)
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Villarreal-García, Mónica Adriana
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The theoretical postulates of gender studies demonstrate that inequality, when it comes to women, is more of a sociocultural construct than the result of nature. Gender inequality is typical of higher education, where inclusion of women was a milestone and where the “female advantage” phenomenon refers to the rise of women at this level. Thus, this study aims to investigate the patterns of action that women take in academia when exercising leadership positions. It aims to understand the social behavior related to this phenomenon based on scientific research. The study followed a quantitative method, systematizing the process based on the PRISMA. 2020 guidelines to work with the bibliographic material identified in the Scopus database, and another qualitative method was used in conjunction for a resulting descriptive documentary analysis of the results obtained. This study concludes that women exercise leadership in higher education in teaching, research, and management roles with unequal participation in each of them. ©MDPI
Scopus© Citations 14 30 1
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An Approach to Assertiveness in University Students
(Springer, 2024)
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Incorporating character formation in the curriculum goes beyond the professional competence acquired through disciplinary studies. It refers to how people get involved in the world, which implies that students form attributes that allow them to assertively face an increasingly challenging world with personal integrity and social responsibility, in addition to motivating them to be active agents and contributors to the common good. Knowing university students’ degree of assertiveness to propose training actions is fascinating as this research is the first phase of a significant project; an exploratory and descriptive study was conducted using the Multidimensional Assertiveness Scale on 461 students. The results showed that, according to assertiveness levels, 77.4% are in the medium range, 14% are in the high range, and 8.4% are in the low range. Additionally, a series of independent sample tests were conducted about the effect of gender and academic area on indirect assertiveness. In this regard, the female group is higher than the male group, and concerning the effect of academic area, there were no differences among them. It is recommended that different assertiveness training programmes be integrated into the university curriculum to help improve assertiveness levels. It is suggested that quasi-experimental research be continued to determine the impact of the actions. ©The authors ©Springer.
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Cualidades y competencias del profesor universitario : la visión de los docentes
(Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
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SARA ELVIRA DE JESÚS GALBÁN LOZANO;326937
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CLAUDIA FABIOLA ORTEGA BARBA;271602
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research shows the characteristics of a good university professor from the perspec-tive they have about their own practice. To meet the objective, we opted for the qualitative approach with a phenomenological perspective, using the semi-structured interview as an information gathering technique and the method of constant comparisons for the analysis process. Among the most relevant findings is that all of the professors consider that a good university teacher needs both personal qualities and technical competences, but that the most important consideration should be a student centered education process, along with passion for teaching and the use of didactic strategies focused on learning.
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Social Networks in Education : Discussions About Concepts
(2012)
Romo Lopez, Ana Paola
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The topic of social networking is not new, it was founded at the origin of man as social being, as a network implies the presence of at least two elements, in this case people. In addition, the construct becomes important now as the technologies have been incorporated into the daily lives of people meeting spaces allowing the generation, raising needs and creating products that cover. Thus, in the last twenty years the influence that technology has had on all areas of human activity has been exponential. The purpose of this paper is to share the conceptual findings we have reached about social networks in the educational context. Some of the documents reflect the social networks of recent empirical research, however, not enough work on this subject from this point of view rather need to reflect on the concept that there are discussions around the issue and its influence in various areas as educational. In relation to this, there are differences of opinion among researchers who study the subject because these structures are derived from different epistemological positions that can be conceived as a paradigm, a theory, methodology or technique. Some authors suggest that the lack of conclusions and agreements on the subject due to the contributions made by different areas of knowledge in almost 80 years, lack of systematization. To locate the emergence of social networks as a research topic in the history of thought, was required to do a trace on the concept of network and end this section with the conceptualization of social network. This first approach is mainly theoretical and it seeks to reveal the systematization of the concepts due to the complexity of the network. The lecture exposes the connectivism as the learning theory developed from the social networks, and it also describes the possibilities of education that arise from the theoretical principles it upholds. Connectivism is presented as an alternative to learning theories most studied in recent decades, ie, behaviorism, constructivism and congnoscitivismo. These theories, although the process of learning analyzed from various points of view, are not very suitable to observe the light of the influence of technologies. That is, are insufficient to meet the educational challenges that arise in the digital age. The questions that arise about these theories, are related to the learning process that is generated from a knowledge that is acquired in a linear fashion. Connectivism is formed by a series of statements made by George Siemens presented as "a theory of learning designed for the digital age" (Siemens, ...). In this theory, learning is exposed to a series of connections and includes technology as a resource in the educational process. Siemens says that learning is essentially a process of creation and management of networks formed by nodes-or knowledge-relevant people. Therefore, knowledge is a dynamic that is generated by connecting to a network in which information circulates and connecting new knowledge. © IATED Digital Library
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Ortega-Barba, Claudia-Fabiola

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