Inclusión de expertos en la formación en Administración de Bases de Datos

  1. Ana Sánchez 1
  2. César Domínguez 2
  3. José Miguel Blanco 1
  4. Arturo Jaime 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España


  2. 2 Universidad de La Rioja

    Universidad de La Rioja

    Logroño, España


XXIII Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI 2017)
  1. Alberto Gómez Mancha (ed. lit.)
  2. Roberto Rodríguez-Echeverría (ed. lit.)

Publisher: Asociación de Enseñantes Universitarios de la Informática-AENUI

ISSN: 2531-0607

Year of publication: 2017

Pages: 149-156

Congress: XXIII Jornadas sobre Enseñanza Universitaria de la Informática (Cáceres, 5, 6 y 7 de julio de 2017)

Type: Conference paper


The training of computer engineers, especially in thelast year of their studies, should be as close as possi-ble to the professional figure in which it will becomean immediate future. Having a real expert with extensive experience as a systems and database administra-tor completes the training in a subject such as Data-base Administration. The technical skills that aredeveloped throughout the laboratories of the subjectand enable the student to interact with a databasemanagement system as administrators. The vision ofthe expert on the responsibility that implies the pro-fessional development in a real environment com-plement their conceptual competences. The interven-tion of the expert provides a reflection on the tasks ofa database administrator, their difficulties and desira-ble capabilities. As result of this reflection, the stu-dents elaborate a deliverable for which we havechosen the format of the video. The videos have beenvalued by the students themselves, the teachers, theexperts (in a second way of collaborating in oursubject) and by students of following courses. Inaddition, the experience has been carried out simulta-neously in two universities. All this has allowed us toillustrate the assessment made of the works by thedifferent roles and compare it with that made by anexpert. From the comparison of the points of view, itfollows that the expert is the most demanding, fol-lowed by the teacher and followed by the students. Inaddition, while the expert seems to focus more onbackground issues of the video, the student seems tofocus more on form. The teacher stands halfwaybetween them