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Dr. Silvia García Ceballos
University of Zaragoza

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0 social science and education
0 Heritage education
0 Evaluación de programas
0 Educación para la sostenibilidad
0 Competencias docentes

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Heritage education
Evaluación de programas
educommunication

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Journal article
Published: 05 August 2021 in Education Sciences
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As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers’ perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 in-training). The objectives were to: (1) identify teachers’ existing knowledge about AR; (2) evaluate educational strategies teachers value most in AR apps for teaching; (3) evaluate necessary AR functions; (4) determine desired technical and functional characteristics; and (5) compare any significant differences between the two groups. The results provide a contribution to the increasing implementation of AR apps in heritage education, which promotes the understanding, enjoyment, experience and knowledge of heritage. Heritage education is increasingly present in Spanish classrooms due to awareness of the country’s rich heritage, and AR is a good tool for understanding and linking society with its heritage. From the results, it is clear that, despite their desire for implementation, there is a lack of teacher training in applying AR; both subsamples pointed out the importance of humanising the explanations in AR apps with experts or actors who mediate heritage and value the ease of use of these apps, multifunctionality, low battery consumption, and use in the background. Significant differences suggest potentially greater educational commitment among active teachers who seek deep and meaningful learning, above the superficiality and enjoyment reported by teachers in training and, on the contrary, the value placed on technical and visual aspects, related to the high use of mobile devices.

ACS Style

Borja Aso; Iñaki Navarro-Neri; Silvia García-Ceballos; Pilar Rivero. Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective. Education Sciences 2021, 11, 405 .

AMA Style

Borja Aso, Iñaki Navarro-Neri, Silvia García-Ceballos, Pilar Rivero. Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective. Education Sciences. 2021; 11 (8):405.

Chicago/Turabian Style

Borja Aso; Iñaki Navarro-Neri; Silvia García-Ceballos; Pilar Rivero. 2021. "Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective." Education Sciences 11, no. 8: 405.

Journal article
Published: 03 February 2021 in Sustainability
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Improving heritage educommunication on the web 2.0 is key to reaching certain sustainable development goals focused on educational quality and citizen participation. Although numerous partial studies have already been conducted, to date neither assessment tools nor detailed studies are available regarding the quality of educommunicative initiatives. Spain and Italy’s archaeological heritage museums have a consolidated track record on Twitter, which has been bolstered by museum closures due to COVID-19 and has resulted in a significant change to their educommunicative policies. The present article aims to analyze educommunicative actions undertaken on Twitter at Italian archaeological museums, compare their strategies with a previous study on Spanish institutions, and analyze to what degree the sustainability of heritage, citizen participation, learning opportunities, and universal access are being promoted. This mixed method analysis was carried out through the implementation of a web 2.0 heritage educommunication analysis tool focused on three key factors: educational procedure, R-elational interactions, and the prevailing learning paradigm, as well as a content analysis of the variables that comprise them. The key findings suggest that neither country is close to achieving a quality educommunicative strategy. Italian archaeological heritage institutions use Twitter simply as an advertising platform. Despite being a social media platform, participative initiatives are scarcely promoted, although heritage sustainability is promoted through raising awareness of conservation and appreciation. Spanish institutions, however, demonstrated the opposite pattern of use.

ACS Style

Silvia García-Ceballos; Pilar Rivero; Sebastián Molina-Puche; Iñaki Navarro-Neri. Educommunication and Archaeological Heritage in Italy and Spain: An Analysis of Institutions’ Use of Twitter, Sustainability, and Citizen Participation. Sustainability 2021, 13, 1602 .

AMA Style

Silvia García-Ceballos, Pilar Rivero, Sebastián Molina-Puche, Iñaki Navarro-Neri. Educommunication and Archaeological Heritage in Italy and Spain: An Analysis of Institutions’ Use of Twitter, Sustainability, and Citizen Participation. Sustainability. 2021; 13 (4):1602.

Chicago/Turabian Style

Silvia García-Ceballos; Pilar Rivero; Sebastián Molina-Puche; Iñaki Navarro-Neri. 2021. "Educommunication and Archaeological Heritage in Italy and Spain: An Analysis of Institutions’ Use of Twitter, Sustainability, and Citizen Participation." Sustainability 13, no. 4: 1602.

Journal article
Published: 06 October 2020 in Sustainability
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On 18 March 2020, Spanish museums saw their in-person activities come to a halt. This paradigm shift has raised questions concerning how these institutions reinvented themselves and modified their edu-communicative strategies to promote heritage through active citizen participation. The present study centers on analyzing how the main Spanish archaeological museums and sites (N = 254) have used Twitter as an edu-communicative tool and analyzes the content of their hashtags through a mixed methodology. The objective is to identify the educational strategies for both transmitting information as well as interacting with users. We did it by observing and analyzing if Spanish archaeological institutions are promoting a type of quality, accessible, and egalitarian education and promoting the creation of cyber communities that ensure the sustainability of heritage through citizen participation. This paper proposes an innovative assessment of communication on Twitter based on the purpose of messages from the viewpoint of heritage education, their r-elational factor, and predominant type of learning. The main findings reveal a significant increase in Twitter activity, both in quantitative and qualitative terms: educational content is gaining primacy over the simple sharing of basic information and promotional content. The networks forge new ways to teach–learn and interact with media and represent a strong channel to promote the sustainability of heritage, its preservation, and appreciation.

ACS Style

Pilar Rivero; Iñaki Navarro-Neri; Silvia García-Ceballos; Borja Aso. Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of their Activity on Twitter through the Sustainable Development Goals. Sustainability 2020, 12, 8224 .

AMA Style

Pilar Rivero, Iñaki Navarro-Neri, Silvia García-Ceballos, Borja Aso. Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of their Activity on Twitter through the Sustainable Development Goals. Sustainability. 2020; 12 (19):8224.

Chicago/Turabian Style

Pilar Rivero; Iñaki Navarro-Neri; Silvia García-Ceballos; Borja Aso. 2020. "Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of their Activity on Twitter through the Sustainable Development Goals." Sustainability 12, no. 19: 8224.

Journal article
Published: 30 March 2020 in Applied Sciences
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Technological advancements have provided heritage with new learning environments via the use of virtual and augmented reality, which can foster the accessibility and understanding of culture and propose new ways of interacting with heritage. Therefore, in this study, a systematic evaluation is carried out of n=197 heritage education programs listed in the database of the Observatorio de Educación patrimonial en España (OEPE) (the Spanish Heritage Education Observatory–SHEO) which, in their descriptions, integrate the use of virtual environments and/or augmented reality to promote learning on the part of the user. The objectives of this study are: (1) to analyse the state of the art, (2) to evaluate the quality of their educational designs via the “analysis and assessment sequential method for heritage education programs” (SAEPEP-OEPE) and (3) to identify variables which can be improved or which have a significant influence on the quality of the programs. Highlights of the results include: (a) the increasing implementation of these technologies in heritage education programs, with the greater presence of virtual resources than of learning environments, (b) the low level of the scope of educational quality in their designs, particularly their assessment, and (c) the inclusion of advanced technologies slightly decreases the specificity of the educational design.

ACS Style

Alex Ibañez-Etxeberria; Cosme J. Gómez-Carrasco; Olaia Fontal; Silvia García-Ceballos. Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study. Applied Sciences 2020, 10, 2352 .

AMA Style

Alex Ibañez-Etxeberria, Cosme J. Gómez-Carrasco, Olaia Fontal, Silvia García-Ceballos. Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study. Applied Sciences. 2020; 10 (7):2352.

Chicago/Turabian Style

Alex Ibañez-Etxeberria; Cosme J. Gómez-Carrasco; Olaia Fontal; Silvia García-Ceballos. 2020. "Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study." Applied Sciences 10, no. 7: 2352.

Dissertation
Published: 13 June 2019
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ACS Style

Silvia García Ceballos. Evaluación de programas en educación patrimonial. Indicadores de calidad a través del método SAEPEP-OEPE y su instrumento basado en estándares EBEB-OEPE. 2019, 1 .

AMA Style

Silvia García Ceballos. Evaluación de programas en educación patrimonial. Indicadores de calidad a través del método SAEPEP-OEPE y su instrumento basado en estándares EBEB-OEPE. . 2019; ():1.

Chicago/Turabian Style

Silvia García Ceballos. 2019. "Evaluación de programas en educación patrimonial. Indicadores de calidad a través del método SAEPEP-OEPE y su instrumento basado en estándares EBEB-OEPE." , no. : 1.

Journal article
Published: 09 October 2018 in Revista de Psicodidáctica
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Mejorar la evaluación de la calidad de los programas educativos es uno de los principales objetivos de investigación en educación patrimonial. Sin embargo, no se dispone de un instrumento que sea breve, objetivo y que permita el uso de un estándar común para la comparación insesgada de la calidad entre distintos programas. El objetivo de este estudio ha sido el diseño y construcción de un instrumento para la evaluación de la calidad de programas de educación patrimonial, que mantenga un equilibrio adecuado entre precisión y brevedad, y pueda ser utilizado tanto en solitario (p. ej., con propósitos de cribado cuando el número de programas a evaluar es elevado), como de apoyo a sistemas de evaluación más amplios. Se identifican indicadores de calidad relevantes, de acuerdo a la investigación previa y a las valoraciones de 17 expertos, dando como resultado 14 indicadores de calidad que son calibrados mediante modelos de la Teoría de la Respuesta al Ítem, a partir de la evaluación de 330 programas de educación patrimonial. La escala es capaz de discriminar con precisión entre varios niveles de calidad (i.e., muy bajo, bajo, medio, alto y muy alto), aporta un buen nivel de información a lo largo de una zona amplia de la variable, y produce puntuaciones insesgadas entre distintos evaluadores. La escala Q-Edutage supone un aporte relevante que contribuye a mejorar el rigor de la evaluación y la planificación de programas en el ámbito de la educación patrimonial. Improving the assessment of the quality of educational programs is one of the main objectives of research in heritage education. However, we do not have an instrument that is brief, objective and allows the use of a common standard for unbiased quality comparison between different programs. The objective of this study has been to design and develop a tool for the quality assessment of heritage education programs, which maintains an appropriate balance between accuracy and brevity, and can be used both on its own (e.g., for screening purposes when the number of programs to be evaluated is high) and to support broader assessment systems. Relevant quality indicators were identified, according to previous research and evaluations by 17 experts, resulting in 14 quality indicators that were calibrated using Item Response Theory models from the assessment of 330 heritage education programs. The scale was able to discriminate with high precision between various levels of quality (i.e., very low, low, medium, high and very high), provided a good level of information over a wide area of the variable, and produced unbiased scores among different evaluators. The Q-Edutage scale is an relevant addition that contributes to improving the rigour of evaluation and program planning in the field of heritage education.

ACS Style

Olaia Fontal Merillas; Silvia García Ceballos; Benito Arias; Víctor B. Arias. Evaluación de la calidad de programas de educación patrimonial: construcción y calibración de la escala Q-Edutage. Revista de Psicodidáctica 2018, 24, 31 -38.

AMA Style

Olaia Fontal Merillas, Silvia García Ceballos, Benito Arias, Víctor B. Arias. Evaluación de la calidad de programas de educación patrimonial: construcción y calibración de la escala Q-Edutage. Revista de Psicodidáctica. 2018; 24 (1):31-38.

Chicago/Turabian Style

Olaia Fontal Merillas; Silvia García Ceballos; Benito Arias; Víctor B. Arias. 2018. "Evaluación de la calidad de programas de educación patrimonial: construcción y calibración de la escala Q-Edutage." Revista de Psicodidáctica 24, no. 1: 31-38.

Article
Published: 01 April 2018 in Curator: The Museum Journal
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The present paper reports on a case study performed on the Museum of Calatayud's educational program where the latter is showcased as a didactic model for the museumization of archaeological remains in the Iberian Peninsula (museum and site). This research has been developed by the Spanish Heritage Education Observatory (SHEO) in conjunction with the University of Zaragoza's CIVITAS project. The study shows a qualitative approach and is based on the comprehensive evaluation of the program's educational design and implementation resulting from a previous analysis of a sample consisting of N = 223 educational programs on archeological heritage. The evaluation has been conducted by using the SHEO method, whose aim is to gain deeper insights into educational practices by means of a standards‐based assessment of their underlying designs. Following the results of this study, the Museum of Calatayud appears as a clear benchmark: an institution that stands out because of its holistic conception and an approach that addresses issues of symbolism and identity in order to raise the population's awareness of its legacy and the importance of education inspired by heritage‐related values of respect and protection. Our research enables us to draw up a decalogue of key actions which we do not mean to be transferable to other contexts, but rather to provide an example or a starting point for future educational designs and implementations by the museum community and heritage institutions.

ACS Style

Pilar Rivero; Olaia Fontal Merillas; Silvia García-Ceballos; Marta Martínez Rodríguez. Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud. Curator: The Museum Journal 2018, 61, 315 -326.

AMA Style

Pilar Rivero, Olaia Fontal Merillas, Silvia García-Ceballos, Marta Martínez Rodríguez. Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud. Curator: The Museum Journal. 2018; 61 (2):315-326.

Chicago/Turabian Style

Pilar Rivero; Olaia Fontal Merillas; Silvia García-Ceballos; Marta Martínez Rodríguez. 2018. "Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud." Curator: The Museum Journal 61, no. 2: 315-326.

Journal article
Published: 31 July 2017 in Midas
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El presente artículo hace un recorrido por las acciones y programas educativos sobre patrimonio personal, objetos, herencias inmateriales, vínculos y afectos, que se desarrollan en el triángulo investigador establecido en los contextos formativos y culturales de España, Portugal y Brasil. Se desarrolla un estudio a partir del método OEPE (Observatorio de Educación Patrimonial en España) sobre una muestra de N=238 proyectos en torno al patrimonio, de la que finalmente se extraen nueve ejemplos analizados a través del estudio de caso como enfoque investigativo. De los nueve ejemplos, cuatro programas enfatizan en la implicación social con el patrimonio; tres casos se refieren a proyectos artísticos que parten del patrimonio en sus procesos creativos vinculando las historias de vida; y los dos últimos recogen acciones colaborativas en red que inciden en el patrimonio como relaciones, afectos, memorias y vínculos entre personas y bienes. La relevancia del estudio radica en la aportación de prácticas referentes para la mejora de la acción en el campo de la educación patrimonial. Se aborda un breve recorrido por el marco teórico del campo de estudio, para desembocar reflexionando acerca de los procesos metodológicos de análisis y evaluación de las prácticas educativas y culminar en la selección de algunos proyectos singulares que sirven de aporte a la disciplina por su carácter excepcional. De forma conclusiva se recogen las claves para que se hagan efectivos los objetivos que la educación patrimonial se propone como disciplina relacional, vincular e identitaria.

ACS Style

Olaia Fontal Merillas; Silvia García-Ceballos; Borja Aso Morán; Marta Martínez Rodríguez. Patrimonios, objetos e historias de vida. Análisis de propuestas educativas desde el Observatorio de Educación Patrimonial en España. Midas 2017, 1 .

AMA Style

Olaia Fontal Merillas, Silvia García-Ceballos, Borja Aso Morán, Marta Martínez Rodríguez. Patrimonios, objetos e historias de vida. Análisis de propuestas educativas desde el Observatorio de Educación Patrimonial en España. Midas. 2017; (8):1.

Chicago/Turabian Style

Olaia Fontal Merillas; Silvia García-Ceballos; Borja Aso Morán; Marta Martínez Rodríguez. 2017. "Patrimonios, objetos e historias de vida. Análisis de propuestas educativas desde el Observatorio de Educación Patrimonial en España." Midas , no. 8: 1.

Journal article
Published: 01 January 2017 in Estudios pedagógicos (Valdivia)
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El presente artículo de investigación expone un estudio sobre el estado del arte de la educación patrimonial en el contexto iberoamericano. El estudio se desarrolla a través de un proceso documental analítico con una metodología cualitativa -estudio de caso-, mediante un mapeamiento que registra los referentes teóricos y las bases metodológicas que sustentan las prácticas educativas, con especial atención en el territorio brasileño, como resultado de una estancia investigadora financiada por el MINECO. El estudio aborda de manera pormenorizada el programa "Plataforma Paranapiacaba: memoria y experimentación", como ejemplo referente entre los diversos programas existentes con fines de reactivación y socialización del patrimonio. Los resultados muestran los procesos educativos que se han identificado a lo largo del estudio y señala diferentes claves para el desarrollo futuro.

ACS Style

Silvia García Ceballos; Lilian Do Amaral Nunes; José Olivar Parra. La Educación Patrimonial en el contexto no formal de São Paulo (Brasil): Plataforma Paranapiacaba: memoria y experimentación. Estudios pedagógicos (Valdivia) 2017, 43, 91 -113.

AMA Style

Silvia García Ceballos, Lilian Do Amaral Nunes, José Olivar Parra. La Educación Patrimonial en el contexto no formal de São Paulo (Brasil): Plataforma Paranapiacaba: memoria y experimentación. Estudios pedagógicos (Valdivia). 2017; 43 (4):91-113.

Chicago/Turabian Style

Silvia García Ceballos; Lilian Do Amaral Nunes; José Olivar Parra. 2017. "La Educación Patrimonial en el contexto no formal de São Paulo (Brasil): Plataforma Paranapiacaba: memoria y experimentación." Estudios pedagógicos (Valdivia) 43, no. 4: 91-113.

Journal article
Published: 22 April 2014 in Arteterapia. Papeles de arteterapia y educación artística para la inclusión social
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Este texto presenta el proyecto Arte para todos, desarrollado por el Museo Patio Herreriano en colaboración el Centro Ocupacional para personas con capacidades diversas del Ayuntamiento de Valladolid. El proyecto tiene como objetivo favorecer la creatividad, la integración social, la autonomía y la autoestima en personas con discapacidad intelectual, a través de procesos creativos relacionados con la creación artística contemporánea

ACS Style

Pablo Coca Jiménez; Alberto Olmos De Gracia; Silvia García Ceballos; Noelia Delgado González; Sonia García Vegas; Esther Santiago Rodríguez; Ana Isabel Langues Saez. Arte para todos. Proyecto de investigación y creación con personas con capacidades diversas. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social 2014, 8, 155-168 .

AMA Style

Pablo Coca Jiménez, Alberto Olmos De Gracia, Silvia García Ceballos, Noelia Delgado González, Sonia García Vegas, Esther Santiago Rodríguez, Ana Isabel Langues Saez. Arte para todos. Proyecto de investigación y creación con personas con capacidades diversas. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social. 2014; 8 ():155-168.

Chicago/Turabian Style

Pablo Coca Jiménez; Alberto Olmos De Gracia; Silvia García Ceballos; Noelia Delgado González; Sonia García Vegas; Esther Santiago Rodríguez; Ana Isabel Langues Saez. 2014. "Arte para todos. Proyecto de investigación y creación con personas con capacidades diversas." Arteterapia. Papeles de arteterapia y educación artística para la inclusión social 8, no. : 155-168.