<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco  Manuel  Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION BY RUBRIC OF SOLIDARITY IN ACQUISITION SKILLS COLLEGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic performance</style></keyword><keyword><style  face="normal" font="default" size="100%">solidarity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419412884.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">52</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The European Higher Education Area involves major changes in the teaching-learning process for the acquisition of transversal skills, such as social and citizens. It establishes a need for active methods, learning and so to develop in students the ability to make decisions and learn independently, reflective and critical promoting these skills. Considering the importance of a program, training in values and ethics of solidarity that joins the university curriculum (educational innovation program, PIE10-127), we performed a comparative study on ethical issues in college students before and after of their application the program and an evaluation of effectiveness of different active methodologies to promote solidarity skills acquisition, and its impact on performance. Participants in this study were 4103 university students, aged 18 and 57, of the Faculty of Psychology and Educational Sciences of the University of Málaga (2010-2012). The results show an increase in the acquisition of skills solidarity, following the implementation of the program and that the methodologies employed active, positive impact on academic performance. The relevant conclusion obtained, points to the need to reinforce and develop these values solidarity actions in college. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">92-104</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco  Manuel  Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CROSS-CURRICULAR EDUCATION FOR SOLIDARITY OF UNIVERSITY STUDENTS: ORIENTATION FOR PROBLEM EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic competence</style></keyword><keyword><style  face="normal" font="default" size="100%">solidarity-based teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword><keyword><style  face="normal" font="default" size="100%">values and attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345173.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">49</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present study is framed by the project of educational innovation &quot;Cross-cutting education for solidarity in the training of psychologists and educators&quot; (PIE 10-127; 2010-2012). The aim of this study is presenting the structure of this research and it shows an analysis of values and attitudes in a sample of university students as well as to provide an assessment of the impact and satisfaction that they had reported in specific educational activities in favour of solidarity. Participants were 945 University Students, aged between 18 and 57 years. The results demonstrate that most students participating in the study highly agree to consider situations reflected in items 1, 4 and 7, as stealing, violent behaviour or trying to avoid a conflict. The majority of the participating students does not collaborate with any NGOs; they mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-58</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco  Manuel  Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF ATTITUDES AND INTERESTS TOWARDS ICT: ORIENTATION FOR PROBLEM EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410007154.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">43</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The transformation process occurring in the educational field, which has resulted from the generalized development and application of the Information and Communication Technologies (ICT), differs from preceding technological revolutions in the amazingly accelerated pace it sets. Reflecting upon the implications of the generalized and increasing adoption of ICT is undeniably important for the present and future of social sciences and, particularly, for the areas of pedagogy and didactics. The new model of Higher Education involves new methods, demands and challenges, where the use of ICT represents one of the basic competences. The present study aims to provide an evaluation of interests and attitudes towards Information and Communication Technologies (ICT) in a sample of 224 post-graduate students of the Master's Degree in Teacher Training: Secondary and Upper Secondary Education, Vocational Training and Language Teaching, aged from 22 to 49 years old. The questionnaire includes questions aimed to evaluate different aspects, which facilitate interactive learning: computer knowledge; knowing the value of the Internet; place and frequency of online access; and usefulness of certain tools such as video-film, power point, Moodle, forums, wikis, chats, video-forums and blogs. Additionally, the questionnaire includes a number of questions about the potential applications of the Internet in an educational context. Results showed that all students are familiar with the Internet and that they first got to know it from friends. More important is the fact that most of them consider the Internet as a potential educational resource and not only as a support or reinforcement tool that complements the textbook and they like to use ICT and think of them as useful tools in their learning/teaching process. There are differences based on gender and specialization in the perception of the role that ICT is to play in the university context. In particular, men from the specialization Foreign Language consider that weblogs do facilitate peer-to-peer and student-teacher communication and give less importance than women to the item stating that the families’ socioeconomic level has an influence on our knowledge of the Internet. To conclude, the information obtained from the present study is of interest both for training teachers and for integrating ICT in the academic curricula.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">44-57</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco  Manuel  Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VOCATIONAL APTITUDE FOR YOUNG UNEMPLOYED</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">career counselling</style></keyword><keyword><style  face="normal" font="default" size="100%">educational activities</style></keyword><keyword><style  face="normal" font="default" size="100%">sociolaboral insert</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413726734.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study is presenting the structure and fundamental characteristics of a Mixed Experience Program Training and Employment whose overall objective was to introduce teenagers who live in rural areas by providing training activities necessary for this. This study provides an assessment of the impact and satisfaction of certain educational activities has had on the students participating in this program as protagonists of the teaching/ learning. Participants were 40 students, aged between 16 and 24 years old in rural areas of the province of Málaga, without previous employment and without qualification. The data show that the program has been a successful experience that has helped to facilitate labour insertion of participating pupils. The data show positive attitudes in students towards the use of new technologies like the Internet to facilitate their learning and that most of the activities they have been very satisfactory. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">53-63</style></section></record></records></xml>