This page has only limited features, please log in for full access.
Date of recognition: December 2005 Honorary Mention in the Educational Research category with the work "Quality management and leadership in educational centres" presented by Ana Rosa Arias Gago, Isabel Cantón Mayo, and Roberto Baelo Álvarez.
Ministry of Education and Science. Government of Spain
Extraordinary Doctorate Award in Psychology and Educational Sciences. University of Leon. Course: 2011-2012
University of León
In accordance with the criteria, the jury unanimously agreed to award the research prize to the work entitled "Towards a 4.0 society: Effectiveness of educational measures promoted in Castile and León for the development of STEM skills". The research team (University of León): Roberto Baelo Álvarez (IP); Rosa Eva Valle Flórez; María Fernández Raga.
Consejo Económico y Social de Castilla y León
Senior Lecturer/ Associate Professor (Department of General and Specific Didactics and Educational Theory) and the current Vice-Rector/Vice-President/Pro-Vice-Chancellor for Internationalisation at the University of León. Ph.D. in Psychology and Educational Sciences. He is leading the inter-university research educational group “Edutools”. His teaching and research activities are linked to promoting methodological innovations through the integration in the education of the Information and Communication Technologies (ICT). He has participated in a large number of research projects financed by national and international governmental entities. Besides, he has also taken part in several projects of educational innovation. All this activity has been reflected in his publications, related to methodological innovations, teacher training programs, the integration of ICT in education, as well as with the counseling, guidance, quality, and equity in education, just as attention to diversity. He is part of the scientific committee of several national and international journals and he has taken part in prestigious conferences and workshops. He participates in numerous editorial boards and is a usual reviewer for renowned national and international journals. Moreover, the National Committee that evaluates the investigative activity of Spanish researchers, which belongs to the Spanish Ministry of Education, has evaluated positively his research and knowledge transfer activities.
There is a wide demand for professionals related to the science, technology, engineering and mathematics (STEM) field; nevertheless, the number of students is decreasing every day, and the presence of women is also scarce. Within the Spanish context, different programs are promoting measures for STEM skills’ development; however, they are neither collected nor evaluated under a common umbrella. For that reason, it seems appropriate to investigate the possibilities of carrying out a STEM certification, involving the management and teaching practice of secondary and high school education centers. The present work has developed an evaluation instrument based on the work by The Friday Institute for Educational Innovation from the North Carolina State University (USA). The model proposed looking at obtaining a high-quality STEM Center certification in the Spanish context, seeking to guarantee that the efforts made are systematically collected and evaluated in a common framework. This model includes an evaluation rubric with 5 dimensions and a series of indicators, classifying the centers in 4 levels of development. The aim is to provide a framework to establish, monitor and guide their STEM culture development with a global perspective, counting with the entire educational community, working on STEM skills in a transversal manner.
Laura Estévez-Mauriz; Roberto Baelo. How to Evaluate the STEM Curriculum in Spain? Mathematics 2021, 9, 236 .
AMA StyleLaura Estévez-Mauriz, Roberto Baelo. How to Evaluate the STEM Curriculum in Spain? Mathematics. 2021; 9 (3):236.
Chicago/Turabian StyleLaura Estévez-Mauriz; Roberto Baelo. 2021. "How to Evaluate the STEM Curriculum in Spain?" Mathematics 9, no. 3: 236.
The present study, using a sample of university organizations from different world regions, aims to provide an overview of social media marketing strategies used in different geographical locations. For this purpose, the authors conducted a descriptive study of the communication patterns implemented by university institutions in four regions: Africa and the Middle East, North America, Latin America, and Europe. The study, which adopts a comparative format, contrasts the findings obtained in each of the aforementioned regions, highlighting the existence of both similarities and differences in the social media marketing strategies of the organizations observed. In line with previous research, the authors took Twitter as the social media platform to be monitored.
Luis Matosas-López; Roberto Baelo Alvarez. Approach to Social Media Marketing Strategies in Different World Regions. Advances in Marketing, Customer Relationship Management, and E-Services 2021, 261 -285.
AMA StyleLuis Matosas-López, Roberto Baelo Alvarez. Approach to Social Media Marketing Strategies in Different World Regions. Advances in Marketing, Customer Relationship Management, and E-Services. 2021; ():261-285.
Chicago/Turabian StyleLuis Matosas-López; Roberto Baelo Alvarez. 2021. "Approach to Social Media Marketing Strategies in Different World Regions." Advances in Marketing, Customer Relationship Management, and E-Services , no. : 261-285.
Escape Rooms are cooperative games in which players must find clues, solve puzzles, and perform a variety of tasks within a limited time. The goal is usually to escape or leave a room, place, or environment. When the Escape Rooms have a pedagogical purpose, they are usually called Edu-Escape Rooms and can be related to gamification and Game-Based Learning. The potential for student engagement and motivation is one of the main advantages of Edu-Escape Rooms.
Mario Grande-De-Prado; Sheila García-Martín; Roberto Baelo; Víctor Abella-García. Edu-Escape Rooms. Encyclopedia 2020, 1, 12 -19.
AMA StyleMario Grande-De-Prado, Sheila García-Martín, Roberto Baelo, Víctor Abella-García. Edu-Escape Rooms. Encyclopedia. 2020; 1 (1):12-19.
Chicago/Turabian StyleMario Grande-De-Prado; Sheila García-Martín; Roberto Baelo; Víctor Abella-García. 2020. "Edu-Escape Rooms." Encyclopedia 1, no. 1: 12-19.
Role-playing games (RPGs) have a controversial public image in several countries, including Spain. These fears lack a scientific basis, as role-playing games may be useful in education. Educational trends such as gamification are helping to change this perspective, incorporating elements of RPGs in applications like learning management systems (LMS), e.g., Classcraft. Given the increased research interest in this topic, this paper presents a systematic literature review (SLR) report on the state-of-the-art related to RPGs in an Ibero-American education research context. In the study, a comprehensive search is carried out for the most relevant research papers indexed in Latindex, founded through the virtual repository Dialnet for papers between 2010 and 2019 in the field of education. The search chain was ‘role-playing games’, erasing those topics not related. Results show that there are several relevant references, even though they do not seem to have had a great impact. It can be concluded that there is an interest in RPGs in education, especially in Spain, but their potential is still to be developed.
Mario Grande-De-Prado; Roberto Baelo; Sheila García-Martín; Víctor Abella-García. Mapping Role-Playing Games in Ibero-America: An Educational Review. Sustainability 2020, 12, 6298 .
AMA StyleMario Grande-De-Prado, Roberto Baelo, Sheila García-Martín, Víctor Abella-García. Mapping Role-Playing Games in Ibero-America: An Educational Review. Sustainability. 2020; 12 (16):6298.
Chicago/Turabian StyleMario Grande-De-Prado; Roberto Baelo; Sheila García-Martín; Víctor Abella-García. 2020. "Mapping Role-Playing Games in Ibero-America: An Educational Review." Sustainability 12, no. 16: 6298.
This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement. Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings. Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.
Ruth Cañón Rodríguez; Isabel Cantón Mayo; Ana Rosa Arias Gago; Roberto Baelo. Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers. Journal of New Approaches in Educational Research 2017, 6, 103 -111.
AMA StyleRuth Cañón Rodríguez, Isabel Cantón Mayo, Ana Rosa Arias Gago, Roberto Baelo. Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers. Journal of New Approaches in Educational Research. 2017; 6 (2):103-111.
Chicago/Turabian StyleRuth Cañón Rodríguez; Isabel Cantón Mayo; Ana Rosa Arias Gago; Roberto Baelo. 2017. "Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers." Journal of New Approaches in Educational Research 6, no. 2: 103-111.
Resumen INTRODUCTION. The expected growth of a new profile of inhabitants in the world, the so-called “global citizens”, has created a revolution and a need of transformation of existing educational systems. In an increasingly interconnected world there is a need for supranational curriculums that enable learners to have a better understanding of the world and its challenges. As such, we will evolve to a global consciousness allowing us to successfully overcome the challenges that join us together as human beings and as co-inhabitants of the planet. METHOD. This article has adopted the history and documentary research approach to study the International Baccalaureate (IB) that has developed a continuum of international programmes that serve the growing community of global citizens. Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. RESULTS. The International Baccalaureate offers today, four rigorous international programmes to a community of more than 3,700 schools in 147 countries in the world. A supranational curriculum which recognition has gone beyond borders. DISCUSSION. Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate lifelong learners and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning and intercultural understanding.
Mario Pena Garrido; José Manuel Suárez Riveiro; Roberto Baelo. CURRICULAR ADAPTATIONS FOR DEAF AND HARD OF HEARING STUDENTS AT UNED UNIVERSITY. Bordón. Revista de Pedagogía 2016, 68, 1 .
AMA StyleMario Pena Garrido, José Manuel Suárez Riveiro, Roberto Baelo. CURRICULAR ADAPTATIONS FOR DEAF AND HARD OF HEARING STUDENTS AT UNED UNIVERSITY. Bordón. Revista de Pedagogía. 2016; 68 (2):1.
Chicago/Turabian StyleMario Pena Garrido; José Manuel Suárez Riveiro; Roberto Baelo. 2016. "CURRICULAR ADAPTATIONS FOR DEAF AND HARD OF HEARING STUDENTS AT UNED UNIVERSITY." Bordón. Revista de Pedagogía 68, no. 2: 1.
We focus on the digital competence as one of the eight key competences defined by the European Commission (2006). This competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society (Ferrari, 2013). The purpose of our study is to know the perceptions of teacher students about their digital competences to develop their future profession. In this work, we present the design and the direction of our research in order to reflect and move forward in it
Maria Svensson; Roberto Baelo. Teacher Students’ Perceptions of their Digital Competence. Procedia - Social and Behavioral Sciences 2015, 180, 1527 -1534.
AMA StyleMaria Svensson, Roberto Baelo. Teacher Students’ Perceptions of their Digital Competence. Procedia - Social and Behavioral Sciences. 2015; 180 ():1527-1534.
Chicago/Turabian StyleMaria Svensson; Roberto Baelo. 2015. "Teacher Students’ Perceptions of their Digital Competence." Procedia - Social and Behavioral Sciences 180, no. : 1527-1534.
Rosa-Eva Valle-Flórez; Roberto Baelo; Esther Lopez Rodriguez. Intercultural Communicative Competence in Adolescents in Multicultural Contexts. The International Journal of Diversity in Education 2014, 13, 1 -11.
AMA StyleRosa-Eva Valle-Flórez, Roberto Baelo, Esther Lopez Rodriguez. Intercultural Communicative Competence in Adolescents in Multicultural Contexts. The International Journal of Diversity in Education. 2014; 13 (3):1-11.
Chicago/Turabian StyleRosa-Eva Valle-Flórez; Roberto Baelo; Esther Lopez Rodriguez. 2014. "Intercultural Communicative Competence in Adolescents in Multicultural Contexts." The International Journal of Diversity in Education 13, no. 3: 1-11.
This paper explores the uses of information and communication technologies (ICT) in the universities of Castilla y León. We believe that the integration of ICT in the universities is essential for the development of a university system in line with the requirements of the knowledge society. This piece of work must be placed within a research that has analyzed the use of ICT in higher education in the universities of Castilla y León. In our view, the uses of ICT in higher education are one of the main key indicators for its level of integration. With this research, whose goals relate to ascertaining the level of integration of ICT in the universities of Castilla y León, we seek to identify the factors that influence the use-avoidance of ICT by the professors, and to describe the uses that they do of ICT in the development of their profession (teaching and research).For this reason, we have conducted an ex-postfacto research with a descriptive and improvement-seeking motivation. Even though the results of this research highlight the widespread use of ICTs within the universities, they also point out that this use is superficial and indicate a lack of actual integration of ICT in the universities of Castilla y León. El presente trabajo se enmarca dentro de una investigación que ha analizado la utilización que se hacen de las tecnologías de la información y la comunicación (TIC) en la educación superior en los centros universitarios de Castilla y León. Bajo nuestra perspectiva los usos de las TIC por parte del docente se conforman como un indicador esencial para conocer el grado de integración que éstas tienen dentro de las universidades. De esta forma los objetivos principales de la presente investigación se encuentran en relación con la indagación sobre el nivel de integración de las TIC existente en los centros universitarios de Castilla y León, tratando de identificar los elementos que influyen tanto en la utilización, como en el no uso de las TIC por parte del docente universitario, para posteriormente hacer un descripción sobre los usos a los que el profesorado destina las TIC en el desarrollo de su actividad profesional, tanto en el ámbito docente, como en el investigador. Para ello se ha llevado a cabo una investigación ex-postfacto, con una orientación descriptiva y de búsqueda de la mejora, cuyos resultados inciden en una generalización en la utilización de las TIC dentro de la educación superior de Castilla y León, aunque se ha de señalar que esta utilización se encuentra referida a unos usos superficiales de las TIC, lo que denota una falta de integración real de las TIC en las universidades de Castilla y León.
Roberto Baelo-Álvarez; Isabel Cantón-Mayo; Isabel Cant. Use of information and communication technologies in Castilla & León universities. Comunicar 2010, 18, 159 -166.
AMA StyleRoberto Baelo-Álvarez, Isabel Cantón-Mayo, Isabel Cant. Use of information and communication technologies in Castilla & León universities. Comunicar. 2010; 18 (35):159-166.
Chicago/Turabian StyleRoberto Baelo-Álvarez; Isabel Cantón-Mayo; Isabel Cant. 2010. "Use of information and communication technologies in Castilla & León universities." Comunicar 18, no. 35: 159-166.