La competencia investigativa en Entornos Virtuales en la carrera de Educación Laboral -InformáticaResearch skills in virtual spaces for the major Manual Works- InformaticsIsnel Carlos Faure-González; Damaris Rodríguez-Suárez; Dania Román-CruañesUniversidad de Guantánamo. CubaCorreo(s) electrónico(s):isnelf@cug.co.cudamarisr@cug.co.cu daniar@nauta.cu Recibido: 14 de abril de 2017 Aceptado: 30 de junio de 2017Resumen En el presente trabajo se aborda el tema de la competencia investigativa en Entornos Virtuales en la Carrera de Educación Laboral Informática. Ofrece una estrategia que está fundamentada en tres etapas: etapa de diagnóstico y planificación, etapa de sensibilización y ejecución, etapa de evaluación y control, con el objetivo de contribuir a la competencia investigativa en Entornos Virtuales para los docentes de la carrera de Educación Laboral Informática. La estrategia propuesta evidencia la estrecha relación entre la modalidad presencial, semi presencial, virtual; así como su importancia para el proceso de competencia investigativa en los docentes de Educación Laboral.Palabras clave: Competencia investigativa, Entornos virtuales; Modalidad presencial; semipresencial y virtualAbstractIn this paper the subject of research is competence; addressed in Virtual Environments for the major Education of Manual works and Informatics. It recommends a strategy based on three stages: diagnostic and planning, stage of awareness and implementation, and evaluation and control, with the aim of contributing to the research competence for professors of the major Manual Work - Informatics. The strategy shows the close relationship between the presencial mode of teaching and the virtual spaces, and its importance for the process of developing research competence in Manual work- Informatics major´s teachers.Keywords: Research competence; Virtual Environments; Presencial; virtual spaces IntroducciónFormar para las competencias busca una combinación de estrategias variadas, con mucho aprendizaje colaborativo y con una facilitación de uno o más docentes, que se haga responsable de apoyar a los participantes para avanzar en sus propios aprendizajes. (Irigoin y Vargas, 2002)Nuevos  avances científicos – metodológicos,  en los creativos entornos virtuales  para los  aprendizajes, han  direccionado a  los profesores universitarios  de la Universidades Pedagógicas  a  una auto superación y  capacitación especializadas en la búsqueda de información, la participación en eventos y la publicación de trabajos en revistas indexadas; con el objetivo de lograr un redimensionamiento de  sus modos de actuación en la profesionalidad pedagógica en cuanto a la competencia investigativa, consecuente con ello  y a  una readaptación  en las didácticas específicas  desde  la  modalidad en que  tradicionalmente desarrollaban su docencia, así  como los ha colocado en la preparación de  saberes  acerca de las   competencias profesionales, en este ámbito tecnológico y técnico de una Universidad docente – productiva. Para el desarrollo del diseño curricular concebido  desde  un  modelo de formación desde la producción en la institución se  tiene como respaldo  una red universitaria  de aulas, laboratorios y  residencias, desde donde  los profesores y el estudiantado pueden acceder  a la intranet interna en la que  está instalada  la Plataforma Moodle en su versión 1.8  y  mediante la cual se puede  acceder a cursos  diseñados  y  dotados de materiales, actividades y evaluaciones, que favorecen la competencia investigativa y la comunicación profesional permanentes. Se ha requerido además de un trabajo metodológico y formativo específico en  los colectivos profesorales  y  en los  Alumnos Ayudantes (más de 2 000) que desde una formación en carrera técnica ofrecen docencia.    Esta experiencia pedagógica surgió específicamente ante la necesidad de tener preparados al colectivo docente de la carrera de Educación Laboral de la Universidad de Guantánamo en el componente investigativo logrando así una cultura profesional e investigativa en los docentes, la motivación para realizar publicaciones y participar en eventos tanto a nivel de base, facultad, territorial, nacional e internacional.DesarrolloSe diseña la estrategia metodológica para contribuir a la competencia investigativa en entornos virtuales de los docentesde la carrera de Educación Laboral Informática en la Universidad de Guantánamo desde la consideración de su carácter de sistema, planteándose sus etapas y desarrollándose de acuerdo a la concepción abordada. Asimismo se valida por criterio de especialista.Fundamentación de la estrategia La competencia investigativa en los docentes universitarios en entornos virtuales permite una mejor preparación en el componente investigativo, desde el punto de vista como un sistema de orden menor del proceso docente – educativo del profesional que se prepara para desempeñarse en la carrera de Educación Laboral Informática, manifestándose así la propiedad de recursividad del citado sistema Fuentes (2009)Esta concepción garantiza un acercamiento metodológico al objeto que se investiga como el que debe ser interpretado de acuerdo a las relaciones complejas y esenciales que sustentan su estructura. Se tiene en cuenta, además del enfoque diacrónico en el que se toma, como punto de partida, la evaluación histórica del objeto en calidad de sistema.En todo caso debe interpretarse la estrategia como lo práctico valorativo que emerge de lo abstracto – pensado, lo que expresa niveles que revelan las relaciones esenciales, así como las situaciones problemáticas que determinan el problema planteado y las transformaciones de la realidad que se investiga. De esta manera se manifiestan las situaciones problemáticas:Insuficiente preparación de los docentes para la competencia investigativa en entornos virtuales en la carrera Licenciatura Educación Laboral e Informática.Escasas orientaciones metodológicas para la competencia investigativa en entornos virtuales en la carrera Educación Laboral e Informática.En este contexto se emergen las metodologías y las tecnologías como vía para la para la competencia investigativa con el empleo de las herramientas que ofrecen los entornos virtuales, como el Chat, la Wiki y correo electrónico así como las resoluciones y normativas existentes para aplicar las orientaciones de la Educación Superior.Estructura de la Estrategia Metodológica para la competencia investigativa en Entornos Virtuales en la carrera de Educación Laboral InformáticaEtapa I Diagnóstico Planificación.Etapa II Sensibilización y Ejecución. Etapa III Control y Evaluación. Primera Etapa:Esta etapa también contribuye al logro de la sensibilización para diagnosticar el estado inicial, el desarrollo y a la evaluación de la estrategia, de modo que se sugiere tener en cuenta las siguientes consideraciones:Objetivo: diagnosticar el estado inicial del trabajo con el modelo de estilo de aprendizaje desde la tutoría de trabajo científico estudiantil en entornos virtuales.1. Diagnosticar la situación que presentan los docentes para realizar la tutoría de trabajo científico estudiantil a través de los entornos virtuales.Diagnóstico del estado actual de la competencia investigativa en entorno virtual en los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo Con el propósito de realizar un análisis del estado actual del problema investigado, se llevó a cabo una exploración diagnóstica a través de un estudio documental en el que se analizaron los documentos normativos, inciden en la competencia investigativaen entorno virtual en la carrera Educación Laboral Informática en la Universidad de Guantánamo.La observación al proceso docente según indicadores determinados, aportó importantes elementos para fundamentar la necesidad de investigar sobre el tema y proponer soluciones al respecto.Para ello se aplicó una guía de análisis de documentos normativos relacionados con los indicadores a medir para la competencia investigativa en entorno virtual en los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo. Para ello se aplicó una guía de observación que permitió centrar la atención en aspectos precisos relacionados con la competencia investigativa en entorno virtual en los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.Para el proceso de diagnóstico inicial, se tuvo en cuenta la aplicación del método de encuesta a los estudiantes como un factor importante en el estudio de los aspectos que se tomaron en cuenta como vía de solución de las situaciones problemáticas planteadas. Para la concepción del diagnóstico, se asumió como fundamento el conocimiento teórico y empírico de la necesidad de contribuir a la competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.Se comprende entonces que el conjunto de acciones de carácter diagnóstico se sustentaron en indicadores que permitieron describir con profundidad el estado real del problema, estos indicadores se detallan a continuación.-Nivel depreparación de los docentes de la carrera Educación Laboral para competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.-Nivel de explotación del entorno virtual para competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.-Nivel de tratamiento a la preparación de los docentes para la competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.-Nivel de accesibilidad a las herramientas del entorno virtual para la competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.A partir del empleo de los métodos antes mencionados, se pudo constatar y delimitar las insuficiencias y potencialidades de la competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo, en este sentido, es válido destacar que cada instrumento aplicado lleva implícito los indicadores mencionados anteriormente para esta investigación, de ahí que el análisis de los resultados de la exploración diagnóstica realizada, arrojó los resultados siguientes:En preparación de los docentes de la carrera Educación Laboral para la competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo,de 25docentes encuestados que representan el 100 % de la carrera de Educación Laboral de la Universidad de Guantánamo, se pudo corroborar que siete docentes que representan el 28 % expresan tener preparación para la competencia investigativa en entornos virtuales, por lo que están evaluados de Muy Adecuados, ocho docentes que representan el 32 % expresan tener un poco de preparación para la competencia investigativa en entornos, por lo que están evaluados de Adecuados y diez docentes que representan el 40 % expresan no tener preparación para la competencia investigativa en entornos, por lo que están evaluados de Inadecuados.En la explotación del entorno virtual para la competencia investigativa, de 25docentes encuestados que representan el 100 % de la carrera de Educación Laboral de la Universidad de Guantánamo, se pudo corroborar que cinco docentes que representan el 20 % expresan que cuentan con preparación para la competencia investigativa en entornos, por lo que están evaluados de Muy Adecuados, seis docentes que representan el 24 % expresan que cuentan con un poco de preparación para la competencia investigativa en entornos, por lo que están evaluados de Adecuados, catorce docentes que representan el 56 % expresan no contar con la preparación para la competencia investigativa en entornos, por lo que están evaluados de Inadecuados.En el tratamiento a la preparación de los docentes para la competencia investigativaen los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo, de 25docentes encuestados que representan el 100 % de la carrera de Educación Laboral de la Universidad de Guantánamo,se pudo corroborar que cinco docentes que representan el 20 % expresan que si se le da tratamiento a la competencia investigativa en entornos virtuales a los docentes de la carrera Educación Laboral Informática, por lo que están evaluados de Muy Adecuados, nueve docentes que representan el 36 % expresan se le da un poco de tratamiento a la competencia investigativa en entornos virtuales a los docentes de la carrera Educación Laboral Informática, por lo que están evaluados de Adecuados, once docentes que representan el 100 %, expresan que no se le da tratamiento a la competencia investigativa en entornos virtuales a los docentes de la carrera Educación Laboral Informática, por lo que están evaluados de inadecuados. En la accesibilidad a las herramientas del entorno virtual para la competencia investigativa en los docentes de la carrera de Educación Laboral Informática en la Universidad de Guantánamo.de 25docentes encuestados que representan el 100 % de la carrera de Educación Laboral de la Universidad de Guantánamo, se pudo corroborar que siete docentes que representan el 28 % expresan tener preparación para la competencia investigativa en entornos virtuales, por lo que están evaluados de Muy Adecuados, ocho docentes que representan el 32 % expresan tener un poco de preparación para la competencia investigativa en entornos, por lo que están evaluados de Adecuados y diez docentes que representan el 40 % expresan no tener preparación para la competencia investigativa en entornos, por lo que están evaluados de Inadecuados.Segunda Etapa: Planificación Esta etapa estará dirigida a la planificación de las acciones a desarrollar, a partir de las principalesdeficiencias derivadas del diagnóstico inicialObjetivo: planificar acciones para los docentes de la carrera Educación Laboral de la Universidad de Guantánamo hacia la competencia investigativa en entornos virtuales-Lograr que los docentes cuando tengan que realizar la competencia investigativa en entorno virtual utilicen la observación, la recopilación, la percepción y la precaución.-Garantizar las condiciones necesarias para lograr que los docentes analicen, sinteticen, racionalicen y utilicen la lógica a la hora de recopilar la información deseada, desde la competencia investigativa en entorno virtual.-Planificar acciones que le permitan a los docentes desde la competencia investigativa puedan experimentar, comprobar, decidir y resolver problemas.Etapa No. 3. EjecuciónEsta etapa está referida a la aplicación de todo lo planificado en las etapas anteriores.Objetivo: Demostrar con la ejecución de la estrategia y la aplicación de las acciones, así como su cumplimiento para la competencia investigativa en entornos virtuales.Es necesario tener en cuenta los siguientes aspectos1. El conocimiento y dominio de competencia investigativa, entornos virtuales y la educación a distancia, de las etapas por las que atraviesa y su fundamentación sociológica, psicológica y pedagógica, así como la metodología, para entender su dinámica.2. Todo el proceso de competencia investigativa debe concebir que los entornos virtuales son una vía para realizar competencias investigativas.3. Los requerimientos de la etapa previa.Estrategia Metodológica para la competencia investigativa en Entornos Virtuales en la InformáticaCarrera de Educación LaboralAccionesObjetivoParticipantesResponsablesFecha de CumptoLograr que los docentes utilicen la observación, la recopilación, la percepción y la precaución en la competencia investigativa en entorno virtual.Explicar los métodos y técnicas de observación, así como la habilidad de recopilar las informaciones, para contribuir a su rol investigativo.DocentesProf. Principales del colectivo año y Jefe de Departamentoseptiembre noviembreGarantizar las condiciones necesarias para lograr que los estudiantes analicen, sinteticen, racionalicen y utilicen la lógica a la hora de recopilar la información deseada, desde la competencia investigativa en entorno virtual.Demostrar la importancia que tiene en la competencia investigativa el análisis, la síntesis, así como la racionalización y la lógica para recopilar la información deseada, para contribuir a su rol profesional e investigativo.DocentesProf. Principales del colectivo año y Jefe de Departamentodiciembre febreroPlanificar actividades que le permitan a los docentes desde la competencia investigativa experimentar, comprobar, decidir y resolver problemas que se determinen en el claustro de docentes de la carrera Educación Laboral en la Universidad de Guantánamo.Desarrollar actividades que permitan a los docentes desde la competencia investigativa experimentar, comprobar, decidir y resolver problemas que se determinen en el claustro de docentes de la carrera Educación Laboral en la Universidad de Guantánamo, para contribuir a su rol investigativo.DocentesProf. Principales del colectivo año y Jefe de Departamentomarzo mayoConvocar a los docentes a la participación en Eventos y realización de publicaciones para tributar a su competencia investigativa.Demostrar la importancia que tiene la participación en Eventos y realización de publicaciones para tributar a su competencia investigativa.DocentesProf. Principales del colectivo año y Jefe de Departamentojunio - julioEtapa No. 4. Evaluación y controlObjetivo: evaluar el resultado de la aplicación de la propuesta, así como el control a las acciones planificadas para transformar el objeto investigado.En esta fase la evaluación, vista como proceso y como resultado, cierra el ciclo y facilita contribuir a la competencia investigativa en entornos virtuales, así como las limitaciones e insuficiencias que van siendo superadas y cuáles no, o sea, hacer una retroalimentación de lo previsto. Se controlará, verificará y evaluará el desarrollo de las actividades, al culminar las tres primeras etapas. En esta se deben tener en cuenta los siguientes aspectos:1. La evaluación de la peculiaridad, como expresión de la calidad con que se han ejecutaron las tareas.2. La introducción de cambios en la peculiaridad, en dependencia de los resultados y proyecciones determinadas en la realización y previsión de errores en la aplicación. 3. Introducción de variaciones para perfeccionar la peculiaridad asumida Este es una etapa importante e inviolable, para determinar si se incidió en la transformación del problema inicial, si se avanza en la adquisición de los objetivos para alcanzar el estado deseado, por lo que se considera que es necesario. 1. Instrumentar distintos tipos de evaluación de las actividades que se realizan, ya sea a través de un método investigativo (encuesta, entrevista, observación) o mediante técnicas participativas, donde se expresen los criterios de los participantes. (Se considera de mucha estima, los criterios de los tutores y los estudiantes).Consideraciones generales Esta estrategia está concebida para ser aplicada en la educación Superior, dirigida a la preparación y orientación hacia la competencia investigativa en entornos virtuales, en función de una mayor y mejor incidencia en el rol investigativo. Tiene como objetivo, proponer una estrategia para contribuir a la competencia investigativa en entornos virtuales en la carrera de Educación Laboral de la Universidad de Guantánamo.El contenido está dirigido a:• Orientaciones metodológicas para el desarrollo del trabajo investigativo desde la competencia investigativa de manera presencial, semipresencial y virtual.• Orientaciones metodológicas para el desarrollo el desarrollo del trabajo investigativo desde la competencia investigativa de manera presencial, semipresencial y virtual, utilizando las herramientas que ofrecen los entornos virtuales.Las temáticas y cómo desarrollarlas para la competencia investigativa en entorno virtual. En las que aparecen también las herramientas que ofrecen los entornos virtuales, para motivar las acciones que se pretenden realizar.Orientaciones MetodológicasLa estrategia propuesta debe garantizar que el docente utilice las competencias investigativas para el desarrollo de modo de actuación, formas de pensamiento lógicos, necesarios y suficientes, en la utilización de los recursos informáticos, especialmente las herramientas que ofrecen los entornos virtuales en función de solucionar situaciones problemáticas que corroboró el diagnóstico inicial, contribuyendo así al desarrollo del componente investigativo.Es importante que el docente valore la importancia que tiene en el proceso docente educativo el uso de las Tecnologías de la Información y las Comunicaciones (TIC), utilizando dentro de estas las herramientas que ofrecen los entornos virtuales.Las acciones deben estar encaminadas al logro de una competencia investigativa en entorno virtual, autorregulada, significativa y con un alto grado de motivación y de cumplimiento, en la que se manifieste en todo momento el componente investigativo, trabajando además las vertientes de la informática como vía para perfeccionar todo el proceso investigativo y como recurso para la automatización de la búsqueda, el procesamiento y la transmisión de la información en apoyo a la gestión de cada docente y la investigación pedagógica y metodológica. La ejecución de la propuesta contribuirá a la transformación del objeto y el cumplimiento de los objetivos propuestos para el componente investigativo desde la competencia investigativa en entornos virtuales.Sistema de evaluaciónLa estrategia requiere de un sistema de evaluación sistemática y se efectuará mayoritariamente de forma práctica que permita determinar el desarrollo del desempeño del docente para utilizar las herramientas En las evaluaciones se tendrán en cuenta el cumplimiento de las acciones planificadas, el comportamiento de los docentes, los responsables y la fecha de cumplimiento establecidas en la estrategia, en la que se valorará la transformación del objeto desde el diagnósticos inicial hasta los resultados obtenidos con la implementación de la propuesta. Para el control y verificación del cumplimiento de las acciones, se tendrá en cuenta el desarrollo y transformación del componente investigativo desde la competencia investigativa en entornos virtuales. ConclusionesEsta estrategia se elaboró con el objetivo de contribuir a la competencia investigativa en Entornos Virtuales para los docentes de la carrera de Educación Laboral Informática. La propuesta evidencia la estrecha relación entre la modalidad presencial, semipresencial, virtual; en el proceso de competencia investigativa a los docentes de Educación Laboral, así como su importancia para la ejecución de la propuesta que contribuirá a la transformación del objeto y el cumplimiento de los objetivos propuestos para el componente investigativo desde la competencia investigativa en entornos virtuales.Referencias BibliográficasAlamillo M. & Villamor F, (2010). Sobre las regularidades que se presentan en el proceso de enseñanza de la Educación La Habana: MES.Baranda S. (2005). La investigación y la Universidad en América Latina. Informe UNESCO.Bueno, E. & Morcillo P. (2002). Enfoques principales de dirección del conocimiento: una síntesis. Boletín Intellectus.CEPAL/UNESCO, (1992). Educación y conocimiento: Eje de la transformación productiva con equidad. Santiago de Chile: ONU.Diccionario Enciclopédico Océano, (1999). Recuperado de http://www.oceano.com.Fuentes, H. (2000). Como Trabajar la Formación de Competencias. Santiago de Cuba: CEES.Gallego, T. (1999). Tecnología y Sociedad. Grupo de Estudios Sociales de la Tecnología. La Habana: Félix Varela.González, M., (1995). Desarrollo multilateral del potencial creador. La Habana: Editorial Academia.González, R. et al, (1985). PRYCREA y la investigación transformativa para el desarrollo personal en el contexto social. La Habana: CIPS.González, S., (1998). La educación Superior y las Competencias Laborales. México D.F. Trillas.Hernández, R., et al, (2005). Los Enigmas de la educación Superior. México D.F. Trillas. PAGE \* MERGEFORMAT 25Vol.2, No.4, julio-diciembre, año 2017Isnel Carlos Faure, Damaris Rodríguez, Dania Román La competencia investigativa…Ciencia y Progreso Publicada en línea: 05 de julio de 2017, ISSN: http://estudiantes.cug.co.cu PAGE \* MERGEFORMAT14Vol.2, No.4, julio-diciembre, año 2017 PAGE \* MERGEFORMAT 20Vol.2, No.4, julio-diciembre, año 2017AQAAAGwAAAAAAAAAAAAAAGMCAAAXAwAAAAAAAAAAAABaVAAAKG0AACBFTUYAAAEAuKgAACACAAAR AAAAAAAAAAAAAAAAAAAAUAUAAAADAADgAQAADwEAAAAAAAAAAAAAAAAAACFSBwBVIgQARgAAABwx AAAOMQAAR0RJQwEAAIAAAwAA/1bCbQAAAAD2MAAAAQAJAAADexgAABAApgAAAAAABAAAAAMBCAAF AAAACwIAAAAABQAAAAwCIQQxAwQAAAAuARgAHAAAAPsC7f8AAAAAAAC8AgAAAAAEQAASVGltZXMg TmV3IFJvbWFuAAAAAAAAAAAAAAAAAAAAAAAEAAAALQEAAAQAAAAtAQAABAAAAC0BAAAcAAAA+wL0 /wAAAAAAAJABAAAAAARAABJUaW1lcyBOZXcgUm9tYW4AAAAAAAAAAAAAAAAAAAAAAAQAAAAtAQEA BAAAAC0BAQAEAAAALQEBAAQAAAACAQEABAAAAC0BAAAEAAAALQEAAAQAAAAtAQAABQAAAAkCAAAA AiYAAAAyCj8ATAISAAQAAAAAADADIARDaWVuY2lhIHkgUHJvZ3Jlc28OAAUACQAKAAkABQAKAAMA 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H 1er año CRD\Prog Inform Educ I 30 hc arreglado.docTM#TM589885605mailto:lilianreve@nauta.cu7667715305mailto:@cug.co.cu7667715005mailto:@cug.co.cufalse15.0000