Ana Rodríguez Martínez

Identifier: PIIDUZ_19_330

Financed by: Incentive Teaching Innovation Scheme. Universidad de Zaragoza

Duration: 2019 (2 years)

Coordinators: Ana Rodríguez Martínez and Francisco José Lafuente Pérez

Participants: Sandra Vázquez Toledo, Belén María Dieste Gracia, Ester Mateo González, Jesús Guallar Les, Carlos García García

The innovation proposal aims to establish better school-university relations, build learning bridges between different levels, and learn together to join theory and practice, science and experience.

Identifier: PIPOUZ_19_371

Financed by: Incentive Teaching Innovation Scheme. Universidad de Zaragoza

Duration: 2019 (2 years)

Coordinator: Ana Rodríguez Martínez

Participants: teachers belonging to the University Orientation Plan and involved students

The innovation proposal intends to encourage the favourable emotional climate among different Universidad de Zaragoza members. We use emotion to combine and share experiences, concerns, and strong and weak points. Active student participation and equal roles are key.

Identifier: PIIDUZ_16_343

Financed by: Incentive Teaching Innovation Scheme. Universidad de Zaragoza

Duration: 8 years

Coordinator: Ana Rodríguez Martínez

The innovation proposal we have conducted for these 8 years has been linked with knowing and developing transversal competences with the teachers and students of the Universidad de Zaragoza. The competences most worked on have been communication, decision making, teamwork, skills in intra- and interpersonal relations, the capacity to adapt to new situations and creativity.

Development of Computerized Adaptive Applications for the Dynamic Assessment and Enhancement of Executive Functions in Students with Neurodevelopmental and Learning Disorders

Programe: ERASMUS+ KA-2 (Strategic Partnerships for School Education)

Financed by:  European Commission – EACEA (Education, Audiovisual and Culture Executive Agency)

Total budget: €268,580

Duration: 1/09/2019 – 31/12/2021

Code: 2019-1-ES01-KA201-065378

Coordinating institution: Universidad de Zaragoza

Partners: Universidad de Sevilla (Spain), Universidad de Málaga (Spain), Kypriaki Mathimatiki Etaireia (Cyprus), Presovska Univerzita v Presove (Slovakia)

STudent’s Academic perfoRmance: a machine-learning APProach for risk assessment and drop out prevention

Programme: ERASMUS+ KA-2 (Strategic Partnerships in the Field of Higher Education)

Financed by: European Commission – EACEA (Education, Audiovisual and Culture Executive Agency)

Total budget: €235,095

Duration: 1/09/2020 – 31/12/2022

Code: 2020-1-ES01-KA203-082090

Coordinator: Universidad de Zaragoza

Partners: Centro Studi Pluriversum Srl (Italy), Univerza v Mariboru (Slovenia), Universita degli Studi di Camerino (Italy), EDEX – Educational Excellence Corporation Limited (Cyprus) and Viesoji Istaiga Socialiniu Mokslu Kolegija (Lithuania)

Tools and web resources for study and career management

Programme: ERASMUS+ KA-2 (Strategic Partnerships in the Field of Higher Education)

Financed by: European Commission – EACEA (Education, Audiovisual and Culture Executive Agency)

Total budget: €287,184

Duration: 1/10/2018 – 30/9/2020

Code: 2018-1-IT02-KA203-048005

Coordinator: Università degli studi di Camerino (Italy)

Partners: Centro Studi Pluriversum Srl (Italy), Citynet Srl (Italy), 
University of Thessaly (Greece), Socialiniu Mokslu Kolegija (Lithuania), Politechnica University from Bucharest (Romania) University Of Cukurova (Turkey) and Universidad de Zaragoza (Spain)

European project enhancing social sciences graduates transversal entrepreneurial and employment SKILLS- EsTEEM 2016-1-EL01-KA202-023644

Financed by: European Union. Leonardo da Vinci-Transfer of Innovation (CREA). Lifelong

Duration: 2 years 2016-2017

The purpose of this project has been to improve transversal competences in Social Sciences graduates. The reality of the labour market was taken to the university context, the existing gap narrowed and competent citizen development was enabled. Requirements, objectives, and strong/weak points were shared.

COACHING. The project coaching in work profiles of vet teachers, trainers and tutors

Duration: 2 years 2012-2013

The purpose of this project has been to apply coaching as a learning tool to develop experienced professionals’ occupational profiles, and to analyse good practices, language patterns and communication skills, which have helped to outline the profiles of those teachers who promote students’ best version. These teachers’ profiles involve developing transversal competences. Empathy, assertiveness and empowerment are fundamental in these profiles.

Older people´s economic well-being-learning for capability, CAPACITY AND CITIZENSHIP” No. 5 1 87 22-LLP -1 -201 1 – 1 -PL-G RU N DTVIG-GM P

Financed by: European Union. Lifelong Learning Programme

Participants: WSIIZ-University of Information Technology and Management in Rzeszow. Guildford. UK

Duration: 3 years 2011-2013

Establishing a partnership to set up a youth guarantee scheme in Aragón” VP/2012/012/0339. 30/12/2013-30/12/2014

Financed by: European Union. Lifelong Learning Programme

Participants: European Commission.  DG employment, social affairs and inclusion. Europe 2020: EMPLOYMENT POLICIES

Duration: 1 year 2013-2014

CAREER DESIGN AND MANAGING ENTERPRENEURIAL TALENT

Geographical area: national

Principal Investigator/s (PI, Co-PI, etc.): Magdalena Suarez Ortega

Financed by:
 MINECO. Spanish Ministry of Economy and Competitiveness

Start-End dates: 01/01/2014 – 31/12/2016

Duration: 3 years

Total amount: €43,560

Type of participation: part-time female researcher

MEDIA LITERACY: DESIGN, EXECUTION AND EVALUATION OF AN INTERVENTION PROGRAMME WITH ADOLESCENTS


Geographical area: national

Principal Investigator/s (PI, Co-PI, etc.): Concepción Medrano Samaniego

Financed by:
 MINECO. Spanish Ministry of Economy and Competitiveness, R&D&I Projects financed in Public Administration calls, or by public and private organisations.

Start-End dates: 01/01/2013 – 31/12/2015

Total amount: €23,400

Type of participation: full-time female researcher

TELEVISION DIET. ADOLESCENTS’ VALUES AND BUILDING AN IDENTITY:  A TRANSCULTURAL STUDY

Geographical area: national

Principal Investigator/s (PI, Co-PI, etc.): Concepción Medrano Samaniego

Financed by: CICYT-Science and Technology Interministerial Commission

Start-End dates: 01/01/2009 – 31/12/2011

Duration: 3 years

Total amount: €40,000

Type of participation: full-time female researcher

Rodríguez, A.,Sierra,V.,Latorre,C.,Vázquez. S (2020) Analysis of transversal competences in Spanish university teachers and students. Journal of Education and Human Development. 9(2), pp. 82-90 DOI: 10.15640/jehd.v9n2a9

Rodríguez, A., Cortés, A., Rodríguez, C., Royo, F. (2020). Evaluating the Development of Competences of Students in the Master-Level Course in Socio-emotional Learning for Personal and Professional Development (MAESE) International Journal of Education,12 (2) https://doi.org/10.5296/ije.v12i2.16822

Rodríguez, A., Val, S., Cortés, A. (2020). Analysis of proactivity in university students and teachers. International Journal of Social Policy and Education. Vol. 2, No. 3; May, 2020. pp 19-28. ISSN 2689-4998

Latorre, C, Vázquez, S, Rodriguez, A & Liesa,M. (2020). Design Thinking, creativity and critical thought at university. Revista Electrónica de Investigación Educativa (REDIE).

Falcón-Linares, C., Rodríguez, A & Cortés, A. (2020). Vocational guidance in Secondary Educaction as a socio-educational culture. Educate and Guide: la revista de COPOE. 12

Sierra, V., Latorre, C., Rodríguez, A., & Toledo, S. (2020). Links between shyness and social skills: trends analysis between age groups and gender. Revista Española de Orientación y Psicopedagogía, REOP (at press)

Rodríguez, A., Val, S., & Cortés, A. (2019). Analysing improvement in the employability level of university students by improving transversal competences and skills. Revista Española de Orientación y Psicopedagogía, REOP, 20, (3),102-119.

Sandra Liliana Cuervo Sánchez, Ainize Foronda Rojo, Ana Rodríguez Martínez & Concepción Medrano Samaniego (2019) Media and information literacy: a measurement instrument for adolescents, Educational Review, DOI: 10.1080/00131911.2019.1646708

Rodríguez, A; Medrano, C. Aierbe, A; Martínez, J. (2013). Profile of TV use and values perceived by adolescents: a transcultural study. Revista de Educación, 36. pp 513-518

Rodríguez Martínez, A. (2012). Professional guidance by transversal competences to improve employability (doctoral thesis). UNIZAR, Facultad de Educación, Spain. ISSN 2245-7606

Rodríguez, A. (2010). The importance of proactivity as a transversal competence among university students. ENLACE. 20 ISSN: 1579-1688

Reigosa, S. & Rodríguez, A. (2008). Relations between school and TV: making visible the invisible. [Relaciones entre escuela y TV: hacer visible lo invisible]. Comunicar, 31

Cardoso, M.J., Rodríguez, A. (2020). Disorders in infancy. In Cardoso, M.J & Val, S. (Coords.), The main lifelong development alterations (pp.147-163). Madrid, Spain: Dykinson. ISBN:978-84-1377-004-8

Sierra, V., Rodríguez, A., Latorre, C., Vázquez, S. & Liesa, M. (2020). Social skills linked with shyness conduct: differences according to gender. In C. Salavera and P. Teruel (Ed), New Research Works in Social Sciences (163-170). Madrid, Spain: Dykinson.

Flores, M., Latorre, Rodríguez, A. y Cored, S. (2020). Learning at home: University students’ perceptions of the use of digital resources. In E. Colomo-Magaña, E. Sánchez-Rivas, J. Ruiz-Palmero & Sánchez-Rodríguez (Coords.), Technology as a driver of methodological change (pp. 1010-1014). Málaga: UMA editorial.

Latorre, C., Vázquez, S., Flores, M., Rodríguez, A. & Lozano, R. (2020) Do digital tools contribute to encourgage skills for the 21^st century? University Social Sciences Teachers’ Perceptions. In E. Colomo-Magaña, E. Sánchez-Rivas, J. Ruiz-Palmero & Sánchez-Rodríguez (Coords.), Technology as a driver of methodological change (pp. 992-996). Málaga: UMA editorial.

Sierra, V., Rodríguez, A., Latorre, C., Anzano, S. & Lozano, R. (2020). Applying the Flipped Classroom model in the university context. In E. Colomo-Magaña, E. Sánchez-Rivas, J. Ruiz-Palmero y Sánchez-Rodríguez (Coords.), Technology as a driver of methodological change (pp. 406-409). Málaga: UMA editorial.

Sierra-Sánchez, V., Latorre-Cosculluela, C., Rodríguez-Martínez, A. & Flores-Santolaria, M. (2020). Flipped classroom in university classrooms. In E. Sánchez, E. Colomo, J. Ruíz & J. Sánchez (Coords.), Educational technologies and didactic strategies (pp. 575-584). Málaga: UMA Editorial. ISBN: 978-84-1335-063-9.

Anzano, S.,Sierra,V & Rodríguez, A. (2019). Innovation and inclusion in rural schools from the teaching perspective. In Marín, J.A.,Gómez.,Ramos,M & Campos,M.N. (Ed), Inclusion, Technology and Society. Research and innovation in Education (pp.1342-1353). Madrid, Spain: Dykinson. ISBN: 978-84-1324-492-1

Latorre, C., Vázquez, S. Rodríguez, A & Sierra, V. (2019). The flipped classroom potential in higher education: student engagement and satisfaction. In Alonso,S.,Romero,J.A.,Rodriguez-Jiménez, C., Sola, J.M. (Ed), Research, Teaching, Innovation and ICT. Nuevos Horizontes Educativos (pp. 391-400). Madrid, Spain: Dykinson. ISBN: 978-84-1324-492-1

Cortés, A., Rodríguez, A. & Val, S. (coords.) (2018). Transforming strategies for education. Zaragoza: Pirámide. ISBN:978-84-368-3990-6

Cortes, A. Rodríguez, A Serra, A, (2018) The professional portfolio as construction (personal mark. Transforming strategies for education (pp.267-285). Zaragoza: Pirámide. 978-84-368-3990-6

Rodríguez, A. Cano, J, Cortes, A. (2018) Competences and entrepreneurship. In Cortés, A., Rodríguez, A. and Val, S (Pirámide.), Transforming strategies for education (pp.247-264). Zaragoza: Pirámide. ISBN: 978-84-368-3991-3