In this article the authors analyze the history of engineering education in Colombia from 1887 to 1972. The main theme of the analysis is how engineering educators actively contribute to the shaping of the identity of their profession in response to different societal influences in the forms of codes of meaning. The authors pay especial attention to the role of foreign models of educating engineers and the regional tensions that emerge between competing schools in the country. These two tensions are related to the different ideals or metrics of progress advocated by government officials, politicians, industrialists, and engineering educators themselves in various cities of the country. As the twentieth century passes its midpoint the code of meaning of the discourse on development becomes the main influence shaping the identities of engineers in Colombia.

ResumenEste artículo presenta tres experiencias llevadas a cabo en la Universidad de Cádiz (España) durante los cursos 2008-2009 y 2009-2010. En ellas se emplean herramientas Web 2.0 para facilitar el trabajo en grupo de los alumnos, tanto en clase como fuera de ella. Se persigue este objetivo en dos frentes: creación de documentos con tecnologías wiki y desarrollo colaborativo de proyectos de software. Como consecuencia, todo el trabajo que se realiza está disponible públicamente y se usan herramientas automáticas para su medición, lo que facilita proporcionar retroalimentación a los alumnos y hace más transparente la evaluación. Los resultados muestran que estas tecnologías facilitan la detección de problemas en el aprendizaje y en el trabajo interno de los grupos. Además, los alumnos valoran positivamente este tipo de iniciativas en las que son protagonistas. Sin embargo, ese mayor grado de participación hace necesario el uso de herramientas automáticas para su seguimiento. Palabras clave: ingeniería informática, trabajo colaborativo, wiki, software libre Promoting Participation of Students using Web 2.0 Collaborative Open Source Tools AbstractThis paper presents the results of three experiences developed in the University of Cádiz (Spain) during the courses 2008-2009 and 2009-2010. Web 2.0 tools to promote collaborative work both inside and outside the classroom are employed. Efforts are concentrated along two lines: writing documentation with wiki technology, and collaborative software development. All the work done by the students is publicly available, and automated tools are used for measuring it, which facilitate the feedback to students and make the evaluation process more transparent. Results show that due to these technologies, individual learning problems and problems within workgroups can be easily detected by the instructor. Besides, students feel comfortable with an initiative that turns them into the main actors in the class. Nevertheless, this higher degree of participation makes it necessary the use of automated tools to control the progress of the students. Keywords: computer science, collaborative work, wiki, open source softwareFormación Universitaria Vol. 3(4), 25-40 (2010) doi: 10.4067/S0718-50062010000400004 INTRODUCCIÓNEn los últimos años se observa cómo las tecnologías Web 2.0 (blogs, wikis, redes sociales, etc.) han propiciado que los usuarios de la red pasen de ser meros consumidores de información publicada por otras entidades a autores de contenidos con un público potencial enorme. Cabe destacar el avance que se ha producido en algunas herramientas de creación de contenidos digitales como MediaWiki, la tecnología que emplea el proyecto Wikipedia, cuyo éxito ha llevado recientemente a Microsoft a abandonar la comercialización de su famosa enciclopedia Encarta (20minutos, 2010), y en los sistemas colaborativos de desarrollo de software, que hacen factible el desarrollo de software por parte de personas que, las más de las veces, ni siquiera se conocen físicamente y que trabajan d...

The 15th century was a turning point for the Church after a period of decline that threatened its spiritual foundations and social credibility. Translation played a decisive role at the time, making reality the spirit of reform in the religious institution. Translation was the medium in which the Church relied to introduce new ideas based on humanism, promote theology, and serve as a bridge in the evangelical mission, within and outside the borders of the kingdom. Its practice reached great goals among the religious and made it possible to publicize fundamental texts of the Bible, theology, philosophy, literature, and science of renowned European authors.

Translations done by monks, brothers, or other religious orders have particular characteristics and ethical implications that distinguish them among other kinds of translations. During the Middle Ages, Spanish Franciscans played an important role in the contact of languages and cultures with other people, such as Arabs and Jews, but the course of their linguistic and translation activity was influenced by the times and circumstances.

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