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
  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


Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

ISSN: 2531-0607

Year of publication: 2017

Issue Title: Actas de las XXIII Jornadas sobre Enseñanza Universitaria de la Informática (Cáceres, 5, 6 y 7 de julio de 2017)

Issue: 2

Type: Article

More publications in: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)


The training of computer engineers, especially in the last year of their studies, should be as close as possi- ble to the professional figure in which it will become an immediate future. Having a real expert with exten- sive experience as a systems and database administra- tor completes the training in a subject such as Data- base Administration. The technical skills that are developed throughout the laboratories of the subject and enable the student to interact with a database management system as administrators. The vision of the 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 of a database administrator, their difficulties and desira- ble capabilities. As result of this reflection, the stu- dents elaborate a deliverable for which we have chosen the format of the video. The videos have been valued by the students themselves, the teachers, the experts (in a second way of collaborating in our subject) and by students of following courses. In addition, the experience has been carried out simulta- neously in two universities. All this has allowed us to illustrate the assessment made of the works by the different roles and compare it with that made by an expert. From the comparison of the points of view, it follows that the expert is the most demanding, fol- lowed by the teacher and followed by the students. In addition, while the expert seems to focus more on background issues of the video, the student seems to focus more on form. The teacher stands halfway between them.