Desde Fuera de la Escuela: Una Reflexión en torno al Aprendizaje a partir de Trayectorias de Abandono Escolar Prematuro Outside the School. A Refection about Learning from Trajectories of Early School LeavingJavier Morentin * Belén BallesterosUniversidad Nacional de Educación a Distancia, España El abandono educativo temprano es un reflejo de la necesidad existente de mejora del actual sistema educativo; fracaso y abandono escolar significan fracaso de la escuela y pérdida de su sentido social. Las políticas educativas actuales han tratado de ofrecer diferentes opciones para revertir esta situación. Sin embargo, la realidad es que se ha generado sistemas paralelos que no modifican sustancialmente lo que ocurre en los centros. Este trabajo realiza el análisis de claves educativas recogidas en 13 historias de vida con jóvenes que no lograron concluir sus estudios de secundaria, bachillerato o FP media, desarrolladas en el curso 14-15 y 15-16 en Madrid, Guadalajara y Bilbao. Los resultados muestran un desenganche educativo y emocional progresivo durante la etapa escolar, principalmente en el salto de secundaria a primaria. Tras ello se produce la decisión de abandono en la que el sentimiento de pertenencia y reconocimiento juegan un papel significativo. Aquello que no puede ofrecer la escuela se busca fuera de ella, incluso el propio aprendizaje a partir de la motivación intrínseca. Los jóvenes aprenden y son capaces de construir un proyecto personal y profesional a partir de estos aprendizajes en contextos informales. En consecuencia, proponen un modelo educativo centrado en el aprendizaje y no tanto en la enseñanza. Urge profundizar en la comprensión de aprendizajes en sistemas no formales y transferirlo al ámbito escolar.Descriptores: Deserción escolar; Necesidades educacionales; Educación no formal; Autoaprendizaje; Escuela.Early school leaving reflects the need to improve the current educational system. School failure and dropout show the school loses its social meaning. Current educational policies have proposed different measures and strategies to solve this situation. However, in practice they have constituted parallel educational systems, which do not modify what happens in school. Our study analysis of the educational keys from 13 life stories with young people who did not finish their studies of compulsory or post-compulsory secondary. The results show a progressive disengagement, from the educational and emotional point of view. The results show a progressive disengagement, from the educational and emotional point of view, especially with the transition from primary to secondary. The decision of early school leaving denotes a crisis in the feelings of recognition and belonging to the school. Young people look outside for what they did not find in school: learning from their motivations. Los jóvenes aprenden y son capaces de construir un proyecto personal y profesional a partir de estos aprendizajes en contextos informales. Consequently, they propose an educational model focused on learning rather than t...

Polytetrafluoroethylene (PTFE) is a potential candidate for the fabrication of flexible electronics devices and electronics with applications in various extreme environments, mainly due to its outstanding chemical and physical properties. However, to date, the utilization of PTFE in printing trials has been limited due to the material’s low surface tension and wettability, which do not ensure good adhesion of the printing ink at the level of the substrate. Within this paper, successful printing of PTFE is realized after pre-treating the surface of the substrate with the help of dielectric barrier discharge non-thermal plasma. The efficiency of the pre-treatment is demonstrated with respect to both silver- and carbon-based inks that are commercially available, and finally, the long-lasting pre-treatment effect is demonstrated for periods of time spanning from minutes to days. The experimental results are practically paving the way toward large-scale utilization of PTFE as substrate in fabricating printed electronics in harsh working environments. After 3 s of plasma treatment of the foil, the WCA decreased from approximately 103° to approximately 70°. The resolution of the printed lines of carbon ink was not time dependent and was unmodified, even if the printing was realized within 1 min from the time of applying the pre-treatment or 10 days later. The evaluation of the surface tension (σ) measured with Arcotest Ink Pink showed an increase in σ up to 40 < σ < 42 mN/m for treated Teflon foil and from σ < 30 mN/m corresponding to the untreated substrate. The difference in resolution was distinguishable when increasing the width of the printed lines from 500 μm to 750 μm, but when increasing the width from 750 μm to 1000 μm, the difference was minimal.

The aim of the study is to understand the role of social presence in digitally mediated learning processes and, consequently, to improve the design of the courses we teach at UNED. The spaces of greatest interaction between students are social networks and mobile instant messaging services, not only for social purposes but also for learning. That is why we are researching about students’ practices in those spaces while they are studying. In this paper, we present preliminary findings identifying if those social interactions happen within the online courses or in other digital spaces.