RunayaySoft

Abstract

Purpose The purpose of this paper is to describe a support system to the selection of enrichment activities in educational environment called RunayaySoft, where Runayay comes from the word Quechua that means develop and Soft as it is an informatics tool that supports the educational institutions and their students, in the selection of activities that allow foster some of their skills based on their interests, learning styles, aptitudes, multiple intelligences, preferences and so on. Moreover, it suggests institutions about the activities that they should make in their building considering student´s characteristics and the agreements that they have. Design/methodology/approach It does a diagnostic for identifying which characteristics are going to be considered to students and institutions. Then, it generates adaptive profiles with the aim of generating suggestions of enrichment activities that allow to boost some of their skills. For the students were considered their preferences, learning style, aptitude, multiple intelligences and interests. In the case of institutions were the agreements, resources and activities that they develop. Based on this information, it defines the relations for the generation of suggestions of activities toward students, where it does the prioritization of which activities should be considered. Findings For validating the system, it was done as a functional prototype that generates suggestions to students, as well as educative institutions, through a satisfaction test student assess if they agree or disagree with the suggestions given. With that assessment, it is validated the relationship between student’s characteristics, activity and institution are related for generating activities suggestions. Research limitations/implications RunayaySoft generates adaptive profiles for the students, activity and institution. Each profile has information that allows adapt an advice toward students and institutions. Social implications RunayaySoft considers student’s characteristics, activities and educational institutions for generating suggestions for enrichment activities that allow to boost some of their skills. Many times, when activities are generated in educative institutions, they are not considered a learner’s needs and characteristics. For that reason, the system helps institutions to identify activities that should be done in their facilities or with those institutions which they have agreements when the institutions that students come from do not have the required resources. Originality/value RunayaySoft suggests enrichment activities to students as well as educative institutions. For students, it suggests disciplinary areas where they can boost their skills; for each disciplinary area are recommended activities based on their preferences. Once students select the disciplinary area and activities, the system suggests educative institutions activities that they can do. If the institutions do not have the necessary facilities, the system shows with which other institutions they can set agreements. Moreover, it supports educative institutions to identify enrichment clusters, where it clusters students based on similar interest, allowing institutions to identify the activities that they should focus on.

Gestión educativa para la sostenibilidad académica en Colombia

“…Por su parte, las competencias investigativas de los egresados permiten desarrollar habilidades para el desarrollo de proyectos y propuestas de investigación, así como la generación de conocimiento científico en su contexto, y, por ende, mejor desempeño académico y profesional, lo cual los hace más propositivos y les da valor como profesionales (González et al, 2019;George y Salado, 2019). En la misma línea, Böttcher y Thiel (2018), desarrollaron un enfoque innovador para modelar las competencias de investigación en diferentes disciplinas académicas mediante un modelo de competencias que denominaron el modelo RMRC-K, el cual considero cinco dimensiones: habilidades para revisar el estado de la investigación, habilidades metodológicas, habilidades para reflexionar sobre los resultados de la investigación, habilidades de comunicación y conocimiento del contenido, concluyendo como los estudiantes se podrían beneficiar a futuro, tanto como investigadores junior o futuros profesionales, del desarrollo de competencias investigativas en su proceso de formación profesional de cualquier disciplina.…”

“…Otro aspecto relevante es la inversión de recursos en diferentes aspectos; donde desde la dimensión económica, se encuentra que altos valores de inversión en la infraestructura, el hardware y software, tienen relación positiva y significativa en la calidad de la educación. Estos hallazgos son avalados por González et al (2019), quienes afirman que el uso de herramientas informáticas apoyan a las IES y sus estudiantes, en la selección de actividades para fomentar habilidades centrado en sus intereses, estilos de aprendizaje, aptitudes, preferencias y por tanto, se mejoran los resultados de aprendizaje; cuya proxis de medición en este trabajo son los resultados de las pruebas de Saber Pro, donde se encuentra una asocian positiva entre el aumento en las puntuaciones y la mejor percepción de calidad académica. Se resalta la incidencia positiva de la calidad dependiendo del crecimiento de cobertura en relación con los estudiantes admitidos y los programas académicos, en correspondencia con las necesidades del mercado laboral (Yami et al, 2021).…”