encuentro 1 DCE 24 SEMINARIO 1

Introduction to the Seminar

Overview of the Seminar's Importance

• The seminar is a crucial component of the doctoral program, requiring significant time and energy commitment compared to other subjects.

• Participants are expected to write the first version of Chapter One, emphasizing personal input alongside theoretical knowledge.

Communication and Support

• Liliana is appointed as the monitor for this session, assisting with slides and facilitating communication.

• Email is preferred for detailed inquiries or document submissions, while WhatsApp can be used for quick questions.

Expectations and Challenges

Commitment Level Required

• The seminar demands double concentration and commitment; students may experience discomfort due to increased workload.

• High grades (10/10) are rare in this seminar, indicating that achieving excellence requires substantial effort.

Course Objectives

• The course aims to moderate theoretical study through dialectical methods in educational research, enhancing participants' scientific rigor and creativity.

Reflecting on Past Experiences

Previous Studies by Participants

• Students are encouraged to recall their previous studies: conceptual frameworks, theoretical foundations, and historical analyses relevant to their research topics.

Transition from Learning to Application

• There’s a distinction between initial protocol work and writing Chapter One; students must now apply developed research skills rather than merely perfecting earlier drafts.

Metaphor of Progression in Research

Training vs. Marathon Analogy

• The speaker uses a marathon analogy: initial training allows pauses but completing the seminar requires sustained effort without breaks.

Call for Engagement

• Students are urged to actively participate in sessions, share successes and challenges, ask questions freely, and adhere strictly to submission deadlines.

Guidelines for Document Submission and Seminar Success

Importance of Timely Submissions

• The instructor emphasizes the importance of submitting documents on time, allowing for corrections and evaluations to ensure students succeed rather than fail.

• Students are encouraged to revise their submissions based on feedback received, but excessive revisions (multiple rounds) are discouraged.

Engagement and Participation

• Active participation is highlighted as crucial; students should keep their cameras on during sessions to foster engagement.

• The instructor notes that emails and tasks will be reviewed after a 72-hour period, stressing the need for patience in receiving feedback.

Time Management Challenges

• The instructor explains the challenge of reviewing multiple submissions within a limited timeframe due to the volume of work expected from students.

• Students are urged to develop time management skills and apply communication competencies learned throughout the course.

Consequences of Not Passing Seminar One

• It is made clear that failing Seminar One prevents progression to Seminar Two, which can lead to changes in group assignments.

• Various factors such as illness may necessitate breaks, but clarity around submission deadlines is essential to avoid misunderstandings.

Grading Structure and Expectations

• The grading system allows for some leniency; low scores on formative products do not preclude success if overall performance improves by the integrative assessment.

• Students are reassured that initial low grades do not define their overall academic journey; focus should remain on improving through feedback.

Understanding Argumentation vs. Explanation

Clarifying Key Concepts

• The seminar's objective includes understanding the difference between explaining a concept and arguing it effectively.

Student Interaction

• Nora López is invited to share her insights on argumentation versus explanation, highlighting that argumentation involves substantiating claims with scientific evidence rather than merely stating opinions.

Example Discussion

• An example provided illustrates how personal opinions can differ from well-supported arguments, prompting further discussion among peers about what constitutes valid argumentation.

Understanding Argumentation and Research Protocols

The Importance of Argumentation

• Leanor emphasizes that opinions must be supported by verifiable data to be considered valid arguments. Linda agrees, highlighting the necessity of evidence in argumentation.

• Liliana points out that a solid argument requires theoretical foundations and references from established authors, indicating the need for a deeper understanding beyond mere explanation.

Conceptual Framework and State of the Art

• The session aims to discuss how to substantiate conceptual and theoretical aspects of research, linking them with the state of the art in the field.

• César introduces a diagram representing UNISAN's research model, which encompasses both theoretical foundations and practical observations.

Understanding "Contemplación Viva"

• César explains "contemplación viva" as an analysis based on previous studies related to their current research topics.

• This concept is tied to addressing real-world problems within their specific context, emphasizing practical application in research.

Total Research Approach

• The discussion shifts towards Hugo Cerda's notion of "total research," which includes various stages and tasks rather than simply writing chapters for a thesis.

• Participants are reminded to focus on tasks relevant to their research protocols instead of traditional chapter-based structures.

Research Protocol Elements

• Eleanor describes the protocol as a document outlining reality, problem situations, objectives, and concepts essential for guiding their investigation.

• Theoretical foundations differ from general concepts; they require reviewing theories relevant to their study object from recognized theorists.

• A protocol serves as a roadmap for conducting research effectively, incorporating specific details necessary for achieving set objectives.

Understanding the Research Protocol

The Importance of a Research Protocol

• A research protocol serves as a roadmap for achieving objectives, outlining the problem, theoretical frameworks, goals, and proposed solutions.

• It is essential to establish a clear understanding of what the researcher aims to investigate and how they plan to address the identified issues.

• The protocol includes both theoretical design (problem situation, object, objective) and methodological design (research tasks). This dual structure guides the research process effectively.

Role of the Protocol in Research

• The protocol acts as a compass for researchers, clarifying their investigative direction and methods needed to resolve research tasks. It also outlines expected outcomes.

• Emphasizing its necessity before commencing actual research work ensures that researchers remain focused on their objectives throughout their study journey.

Presenting Research Objects

• Eleanor presents her research object: "Process of teaching and learning basic computer programming with flipped classroom methodology using ICT among first-semester software students at Universidad de Guayaquil." This clarity is crucial for all participants in identifying their own objects.

• Each participant's object must be well-defined and approved by the committee to avoid deviations during discussions or presentations about historical contexts or unrelated theories.

Methodological Design Tasks

• Eleanor's first task involves studying conceptual, theoretical, and historical trends related to her specific educational process at both national and international levels. This task sets a foundation for her investigation.

• It's important that all elements within the document align precisely with the defined object; any discrepancies need correction to maintain coherence throughout the research documentation.

Expected Results from Research Tasks

• The anticipated outcome includes a comprehensive systematization of conceptual, theoretical, historical, and trend-based insights regarding basic computer programming education methodologies utilizing ICT tools. This systematic approach enhances clarity in results presentation.

• Researchers are encouraged to engage deeply with analysis, reading, synthesis, induction, and deduction methods as they progress through their seminar tasks towards achieving thorough systematization before moving on to subsequent tasks.

Understanding the Importance of Diagnosing Educational Issues

The Role of Diagnosis in Educational Research

• Eleanor discusses the necessity of diagnosing irregularities in educational settings, emphasizing that understanding the object is crucial before moving to subsequent seminars.

• The process involves a progression through seminars, where each stage builds on prior knowledge and understanding of teaching and learning concepts.

Contemplation as a Methodology

• The first task for researchers involves "contemplation" at a phenomenological level, which means deeply understanding the subject matter beyond surface-level definitions.

• This contemplation includes reviewing existing literature and theoretical frameworks while also considering practical applications from various sources like articles and theses.

Confirming Problems Through Empirical Evidence

• Researchers must confirm identified problems using empirical methods such as interviews, classroom observations, and surveys to validate their initial hypotheses about educational protocols.

• A diagnosis may reveal regularities or patterns that indicate specific issues within the educational framework being studied.

Transitioning from Diagnosis to Proposal Development

• Once regularities are identified (e.g., teachers' lack of familiarity with flipped classrooms), researchers can begin formulating responses or solutions based on these findings.

• This phase requires abstract thinking where researchers synthesize their insights into actionable models rather than relying solely on existing literature.

Implementation Beyond Theory

• Emphasizing practical application, researchers are encouraged to develop implementation projects that translate theoretical models into real-world practices within educational institutions.

• The importance of not just diagnosing but also proposing actionable strategies is highlighted; research should lead to tangible improvements in education rather than remaining theoretical.

Structuring Research Chapters Effectively

• Understanding how to structure research chapters is essential; Chapter One focuses on conceptual, theoretical, historical, and trend analysis related to the chosen object of study.

• It’s critical for students to grasp these stages clearly so they can effectively navigate their research tasks without merely replicating previous protocols.

Chapter Structure and Requirements

Overview of Chapter Components

• The chapter must include a diagnosis, although it will not be written immediately. It should encompass a conceptual, theoretical, historical, and trend analysis of the entrepreneurial competencies formation process.

• The writing does not need to be identical but must incorporate the diagnosis within its context. The initial section lacks context but includes the teaching process outlined by students.

Chapter Breakdown

• The chapter is divided into four sections: 1.1 Conceptual Study, 1.2 Theoretical Study, 1.3 Historical Study, and 1.4 Summary of Trends. A clear structure is emphasized for effective research documentation.

• Emphasis on conciseness; documents should not exceed necessary length—aiming for around 200 pages total across chapters without annexes to avoid irrelevant content dilution.

Importance of Relevance

• Focus on pertinent and significant information rather than excessive detail; previous submissions have shown deviations from this principle with overly lengthy documents lacking essential content.

• Students are reminded that they have over two months to complete their work with structured meetings every fifteen days to facilitate progress on their projects.

Submission Guidelines

Timeline for Document Submission

• Documents must be submitted approximately seven days after each meeting (by the 26th or 27th) to allow time for review before the next encounter on February 4th; late submissions may not receive feedback in time for revisions.

Focus Areas for Upcoming Meetings

• Students are instructed to deepen their understanding of theoretical concepts as part of their preparation for upcoming presentations in subsequent meetings, emphasizing practical application through live examples during sessions.

Conceptual Framework Development

Structuring Research Variables

• Students are encouraged to break down their research object into variables while avoiding generalizations from prior protocols; specific definitions related to their study focus are crucial for clarity and argumentation development.

Defining Key Concepts

• Understanding how competencies form under an entrepreneurial approach at basic education levels requires thorough comprehension of both educational processes and competency definitions before arriving at personal conceptualizations relevant to their studies.

Understanding the Teaching-Learning Process in Programming

Conceptual Framework

• The discussion begins with Eleanor's framework, which includes general and particular concepts related to the teaching-learning process of programming for first-semester software students.

• Eleanor derives singular concepts from particular ones, emphasizing the importance of understanding basic programming and methodologies involved in teaching.

• The instructor requests that all participants place their objects above the singular concepts to identify initial errors in their frameworks.

Variables and Methodologies

• Emphasis is placed on ensuring that conceptual foundations stem from correctly identified variables; incorrect variables lead to flawed conclusions.

• The conversation highlights the need to understand specific contexts, such as teaching basic programming within a first-semester curriculum.

• Eleanor identifies two main variables: one focusing on general teaching-learning processes and another on flipped classroom methodologies using technology (TIC).

Novelty in Approach

• The instructor notes that incorporating flipped classrooms represents a novel approach within Eleanor's research context, enhancing traditional methods with modern techniques.

• A suggestion arises regarding whether it would be beneficial for Eleanor to separate her second variable into two distinct parts: one for flipped classrooms and another for TIC usage.

Feedback and Adaptation

• Eleanor reflects on past feedback received during protocol presentations, indicating a preference for combining certain variables rather than separating them based on previous recommendations.

• She recounts how she was advised not to fragment her focus but instead consolidate her ideas into fewer variables for clarity.

Argumentation and Justification

• The instructor stresses that researchers must justify their choices regarding variable selection based on personal conviction rather than solely following external advice.

• It is emphasized that while integrating different methodologies can be innovative, researchers must articulate why they chose specific approaches over others clearly.

What is Chocolate?

Conceptualizing Chocolate

• The discussion begins with a question about chocolate, emphasizing its deliciousness as a quality rather than just a concept.

• Participants are prompted to think deeply about what defines chocolate, leading to various interpretations such as it being sweet and enjoyable.

• A participant identifies chocolate as a food product primarily made from cacao, highlighting its classification as an edible item.

• Further elaboration reveals that chocolate can be considered a snack or treat, depending on its composition and ingredients.

• The quality of chocolate is linked to the percentage of cacao it contains, which also affects its price and overall fineness.

Importance of Conceptualization

• The speaker stresses the importance of proper conceptualization in academic tasks; vague definitions lead to poor grades.

• Emphasizes that without clear concepts, assignments will not meet expectations and may receive low scores due to lack of depth.

Analyzing Concepts in Education

Engaging with AI Tools

• The conversation shifts towards using AI tools for educational purposes, particularly in developing digital competencies among teachers.

• A participant named Tatiana is encouraged to present her understanding of digital competency training for educators at the basic media level.

Structuring Educational Concepts

• Tatiana's task involves defining digital competency training processes while considering variables related to AI usage in education.

• The need for coherence in writing is highlighted; participants should connect ideas fluidly rather than presenting isolated paragraphs.

Defining Digital Competence

• Definitions provided by Estrada Molina emphasize the necessity for educators to possess knowledge and skills relevant to technology use in teaching contexts.

• Espinosa Varela’s insights underline the critical role teacher training plays within contemporary educational systems focused on knowledge society.

Evaluating Educational Framework

• Discussion includes common aspects of digital competence such as acquiring necessary skills and attitudes toward technology integration in education.

• Tatiana presents her own definition of digital competency training, focusing on skill acquisition aimed at enhancing educational practices through technology.

Understanding the Concept of Formation in Education

The Importance of Cohesion in Concepts

• The speaker emphasizes the need to view variables and concepts cohesively within a single document, highlighting that fragmented ideas do not constitute a valid concept.

• A clear definition is crucial; concepts should be presented as cohesive narratives rather than disjointed paragraphs.

Defining Formation and Competencies

• The discussion revolves around understanding "formation," which is described as acquiring skills, attitudes, and knowledge, specifically in competencies.

• There is a distinction made between general competencies and digital competencies, with an emphasis on the need for clarity regarding what constitutes digital competencies.

Analyzing Educational Levels

• The speaker questions whether the formation process differs across educational levels, particularly basic education versus higher levels.

• It’s essential to understand how different educational contexts influence the concept of formation and what specific digital competencies are relevant at each level.

Research Methodology and Sources

• Participants are encouraged to utilize artificial intelligence for assistance but must also ground their work in credible sources to create cohesive narratives.

• A common mistake identified is presenting definitions without context or connection; instead, information should flow like a story that engages readers.

Common Errors in Defining Formation Processes

• One prevalent error is oversimplifying the process of formation as merely a collection of knowledge without specifying types or levels involved.

• It's highlighted that different fields (e.g., medicine vs. software development) require distinct sets of digital competencies tailored to their specific needs.

Constructing Novel Contributions in Research

• Researchers must articulate how they arrive at their unique contributions by analyzing variables related to their study objects comprehensively.

• The importance of understanding how authors conceptualize variables leads to innovative insights that have not been previously explored within existing literature.

This structured approach provides clarity on key discussions surrounding educational formation processes while linking back to specific timestamps for further exploration.

Sistematización Conceptual y Teórica en Investigación

Introducción a la Sistematización Conceptual

• La sistematización conceptual es el primer paso en el estudio, donde se definen categorías derivadas del objeto de investigación, como variable uno y variable dos.

• Se plantea la necesidad de realizar una sistematización teórica que involucra analizar teorías relacionadas con el objeto de estudio.

Proceso de Desarrollo del Concepto Propio

• Se discute cómo llegar a un concepto propio mediante una sistematización crítica que incluye hallazgos empíricos y estudios propios.

• Es importante aclarar que el estudio conceptual no depende de teóricos; los conceptos pueden ser extraídos de diccionarios o construidos a partir de experiencias personales.

Importancia de los Hallazgos Empíricos

• Los hallazgos empíricos son cruciales para enriquecer la tesis y aportar novedad al concepto desarrollado.

• A medida que se avanza en la investigación, es posible volver al concepto inicial para mejorarlo con nuevos hallazgos y lecturas.

Fundamentación Teórica Necesaria

• La fundamentación teórica debe incluir múltiples teóricos sobre formación docente, competencias docentes, educación inclusiva y métodos específicos para bachillerato.

• Se revisa un ejemplo práctico donde se evalúa si se han incluido todos los teóricos necesarios en una tabla resumen presentada por Carla.

Análisis Crítico de Teóricos Presentados

• Se analiza la relevancia de diferentes teóricos como Bigotski y Pernout, destacando las áreas donde faltan enfoques sobre competencias digitales e inclusivas.

• Se enfatiza la importancia del análisis crítico al seleccionar teorías relevantes para el objeto de estudio, sugiriendo que no basta con "pegar" información sin un análisis profundo.

Understanding Inclusive Education Competencies

Introduction to the Discussion

• The conversation begins with a focus on artificial intelligence and its role in education, particularly regarding inclusive education theories and competencies.

• A participant expresses excitement about sharing their work, indicating a collaborative learning environment among peers.

Research Focus

• The main research topic is the formation of teaching competencies for inclusive education aimed at students with special educational needs within the law program at the University of Guayaquil.

• The speaker outlines three key variables related to their research: teacher competency formation, inclusive attention for students with special needs, and specifics pertaining to the law career.

Feedback on Research Variables

• The instructor provides constructive feedback, suggesting that the first variable should explicitly mention the law career to clarify its relevance.

• Emphasis is placed on explaining how competencies are formed in educators or students within this context.

State of the Art Review

• Participants are encouraged to review existing literature (state of the art), ensuring all referenced works align with their research objectives.

• The instructor notes that while seven to ten references are acceptable for seminar submissions, a more comprehensive list will be required upon completion of their doctoral studies.

Importance of Diverse Sources

• There is an acknowledgment that literature on inclusion in law programs may be scarce; thus, participants should seek international sources beyond neighboring countries like Peru and Colombia.

• The discussion highlights using AI tools to find relevant studies from diverse global contexts such as Canada and Australia.

Historical Context and Future Steps

• Understanding historical perspectives is deemed crucial for future discussions. Participants must consider both local and international literature in their research.

Final Instructions for Research Development

• As part of refining their projects, participants are reminded that all elements stem from clearly defined variables.

• Students are advised to structure their submissions carefully by integrating theoretical frameworks alongside empirical data without merely copying tables but rather presenting them in scientific prose.

Key Takeaways from Today's Session

• Participants need clarity on developing conceptual systems related to their variables and concepts. This includes ensuring no relevant theories or state-of-the-art works are omitted.

• Emphasis is placed on synthesizing theoretical insights into coherent narratives while maintaining academic rigor throughout their documentation process.

State of the Art in Educational Theory

Overview of Theoretical Frameworks

• The discussion begins with the mention of Vygotsky's sociocultural theory as a foundational theoretical framework.

• A suggestion is made to include Denci Peláes and teaching competencies in the state of the art, highlighting that while not a formal theory, it adds value to the research context.

Structure for State of the Art

• A specific table format is required for presenting literature: publication type, title, author, country, year, contributions to research, and aspects not yet addressed.

• Emphasis on adhering to this structure as it will be crucial for thesis writing; non-compliance will result in rejection during review.

Task Breakdown

• The first task involves conceptual and theoretical studies. Future meetings will cover historical studies and trend analysis.

• Participants are encouraged to take screenshots of slides outlining necessary tasks and formats for their submissions.

Focus on Argumentation Over Formatting

• Initial submissions will prioritize content quality over formatting; participants should focus on reading, synthesizing information, and constructing arguments.

• Formatting details will be addressed in subsequent meetings; current emphasis is on understanding assignment requirements.

Clarification on Assignment Expectations

• A participant confirms understanding of tasks involving theoretical concepts and historical foundations.

• Clear instructions are given regarding how to write the state of the art by summarizing findings from various works rather than creating generic paragraphs.

Importance of Commitment and Time Management

• The speaker stresses the importance of prioritizing seminar work amidst other life commitments; balancing responsibilities is essential.

• Encouragement is provided by sharing personal experiences from previous seminars to motivate participants through challenges they may face during their academic journey.

Citing Sources Effectively

• A question arises about whether original concepts or citations from existing literature should be used in conceptual studies.

• It’s emphasized that proper citation is critical for argumentation; reliance solely on paraphrasing without sources undermines credibility.

Guidelines for Academic Writing

Structuring Ideas and Citations

• Emphasizes the importance of paraphrasing, contrasting ideas, and building concepts in academic writing.

• Advises against over-reliance on AI tools like ChatGPT; instead, encourages students to use them as assistants rather than authorities.

Page Length Expectations

• Suggests a target of 2-3 pages per variable for the assignment, noting that this is not a strict standard.

• Clarifies that theoretical arguments should be at least one page each, depending on the number of theories involved.

Workload and Structure

• Indicates that the final work will consist of approximately 120 pages total, with an expectation of around 50-60 pages for the first chapter.

• Encourages students to focus on content quality rather than quantity; longer submissions are welcome but should be refined later.

Conceptualization Process

• Urges students to start by conceptualizing their variables systematically over several days.

• Reminds those unsure about their variables to seek clarification via email before proceeding with their work.

Theoretical Framework Considerations

Understanding Theoretical Relevance

• Discusses whether andragogy (adult learning theory) is necessary when working with teachers; emphasizes flexibility based on research relevance.

Specificity in Theory Application

• Clarifies that while andragogy can be relevant, it is not mandatory unless directly applicable to the research subject matter.

Digital Competencies vs. Artificial Intelligence

• Highlights challenges in finding established theories related to digital competencies and artificial intelligence due to their emerging nature.

Acknowledging Gaps in Literature

• Suggests using contributions from authors like Gómez when no formal theory exists; these can still provide valuable insights without being classified as traditional theories.

Discussion on Document Submission and Feedback

Importance of Variables in Documentation

• Adriana is advised to send theoretical documents, but the focus should be on submitting variables as they are crucial for the document's validity.

• The instructor emphasizes that once all documents are uploaded, feedback will be provided collectively to avoid excessive email exchanges.

Workshop Format for Future Meetings

• Upcoming meetings will adopt a workshop format where participants can present their submissions and receive direct feedback from peers and the instructor.

• Participants are encouraged to share experiences regarding their grades and how they improved their documents through collaborative efforts.

Encouragement for Continuous Improvement

• The instructor invites anyone who achieves a high score (10) to share their strategies as examples to motivate others in the group.

• A strong emphasis is placed on daily conceptualization and consistent work to prevent last-minute rushes, which can lead to discouragement.

Closing Remarks

• The session concludes with gratitude towards participants, encouragement for ongoing effort, and a reminder that recorded sessions will soon be available on the platform.