http://hdl.handle.net/11531/44 Artículos de revista, capítulos de libro y contribuciones en congresos publicadas. Tue, 07 Apr 2026 09:34:28 GMT 2026-04-07T09:34:28Z http://hdl.handle.net/11531/109445 Seeing and Hearing God: Sensory Experience in Angela of Foligno’s Memoriale López Hortelano, Eduardo Este artículo sostiene que el Memoriale de Ángela de Foligno construye la visión y la audición como operaciones epistémicas mediante las cuales el conocimiento teológico se vuelve posible. En lugar de tratar la visión y la audición como simples motivos devocionales, el estudio las interpreta como modos estructurados de conocimiento que transforman el afecto en cognición. Mediante lecturas cercanas selectivas de pasajes clave en la tradición latina del Memoriale, junto con traducciones modernas, el artículo muestra cómo el lenguaje sensorial media la autoridad, el discernimiento y la transformación. El análisis se desarrolla en cuatro etapas: una clarificación metodológica sobre la mediación textual; un examen de la visión como cognición teológica; un análisis de la audición como autorización interior; y una discusión de la pedagogía afectiva, en la que el sufrimiento y la compasión se convierten en formas de conocimiento. El artículo sostiene además que el itinerario de Ángela avanza desde la imitación cristológica hacia la participación trinitaria, reformulando la culminación del camino como participación in medio Trinitatis. Así, el Memoriale emerge como una teología de la percepción en la que la corporalidad, el afecto y la cognición son inseparables.; This article argues that Angela of Foligno’s Memoriale constructs seeing and hearing as epistemic operations through which theological knowledge becomes possible. Rather than treating vision and audition as devotional motifs, the study reads them as structured modes of knowing that transform affect into cognition. Using selective close readings of key passages in the Latin tradition of the Memoriale alongside modern translations, the article shows how sensory language mediates authority, discernment, and transformation. The analysis proceeds in four steps: a methodological clarification concerning textual mediation; an examination of seeing as theological cognition; an analysis of hearing as interior authorization; and a discussion of affective pedagogy in which suffering and compassion become forms of knowledge. The article further argues that Angela’s itinerary moves from Christological imitation toward Trinitarian participation, reframing the culmination of the journey as participation in medio Trinitatis. The Memoriale thus emerges as a theology of perception in which embodiment, affect, and cognition are inseparable. Artículos en revistas Thu, 02 Apr 2026 00:00:00 GMT http://hdl.handle.net/11531/109445 2026-04-02T00:00:00Z http://hdl.handle.net/11531/109444 Energy-Aware Multilingual Evaluation of Large Language Models de Zarzà i Cubero, Irene; Liz, Mauro; de Curtò i Díaz, Joaquim; Calafate, Carlos T. .; The rapid deployment of Large Language Models (LLMs) in multilingual, production-scale systems has made inference-time energy consumption a critical yet systematically under-evaluated dimension of model quality. While accuracy-centric benchmarks dominate current evaluation practice, they fail to capture the energy cost of reasoning, particularly across languages and task complexities where consumption profiles diverge substantially. In this work, we present a comprehensive energy–performance evaluation of five instruction-tuned LLMs, spanning Transformer, Grouped-Query Attention, and State Space Model architectures, across thirteen typologically diverse languages and multiple task difficulty levels under controlled GPU-level energy measurement on NVIDIA H200 hardware. Our analysis encompasses 65 model–language configurations totaling over 5100 individual inference runs, supported by rigorous non-parametric statistical testing (Friedman tests, pairwise Wilcoxon signed-rank with Holm correction, and paired Cohen’s d effect sizes). We report four principal findings. First, energy consumption varies up to threefold across models under identical workloads (𝜒2=49.42 , 𝑝=4.78×10−10 , Friedman test), stratifying into three distinct energy regimes driven by architecture and generation dynamics rather than parameter count. Second, energy expenditure and reasoning performance are only weakly coupled, as confirmed by Spearman rank correlation analysis (𝑟𝑠=0.109 , 𝑝=0.386 ). Third, task category and difficulty level introduce substantial and model-dependent variation in both energy demand and performance, with cross-lingual performance variance amplifying at higher difficulty levels. Fourth, language choice acts as a measurable deployment parameter as follows: Romance languages on average achieve lower energy consumption than English across multiple models, while model efficiency rankings shift across languages, yielding language-dependent Pareto-optimal frontiers. We formalize these trade-offs through multi-objective Pareto analysis and introduce a composite AI Energy Score metric that captures reasoning quality per unit of energy. Of the 65 evaluated configurations, only four are Pareto-optimal, three Mistral-7B configurations at the low-energy extreme and one Phi-4-mini-instruct configuration at the high-performance end, while three of the five models are entirely dominated across all language configurations. These findings provide actionable guidelines for energy-aware model selection in multilingual deployments and support the integration of AI Energy Scores as a standard complementary criterion in LLM evaluation frameworks. Artículos en revistas Fri, 27 Mar 2026 00:00:00 GMT http://hdl.handle.net/11531/109444 2026-03-27T00:00:00Z http://hdl.handle.net/11531/109443 Quantitative Empirical evidence on the benefits of co-teaching: A Systematic Review Sánchez Cabrero, Roberto; Álvarez Couto, María; Galarraga Arrizabalaga, Haizea; Guevara de Haro, Irene .; The establishment of inclusive education in recent years as the most commonly accepted educational paradigm for efficiently managing classroom diversity has led to an emerging interest in co-teaching. Co-teaching is considered a situation where two teachers work simultaneously and in a coordinated manner in a classroom, including prior planning and the evaluation of teaching-learning processes. Numerous empirical studies have addressed this issue, most from a qualitative perspective, but gradually, new studies with quantitative methodology are starting to appear. This literature review analyzes, for the first time and in-depth, the quantitative empirical studies published on co-teaching in the period from 2019 to 2024. The most widely accepted databases today (Web of Science and Scopus) were used, following the PRISMA method parameters. In total, 16 studies make up this compilation, showing a wide variety of benefits of co-teaching for teachers, and students, the efficiency of certain learning processes, the formation of positive attitudes, the development of self-confidence in teachers, and the addressing of student needs, among others. It is concluded that this field of study is in a period of transformation towards intervention, where quantitative studies are likely to increase considerably, aiming to shed light on the benefits of co-teaching and improve the effectiveness of its procedures. Artículos en revistas Fri, 27 Mar 2026 00:00:00 GMT http://hdl.handle.net/11531/109443 2026-03-27T00:00:00Z http://hdl.handle.net/11531/109442 Comparing Visual Thinking and Flipped Classroom in International Relations Teaching = Comparación entre el pensamiento visual y el aula invertida en la enseñanza de las relaciones internacionales Betti, Andrea; Biderbost, Pablo Nicolás; Vaquero Lafuente, Esther Los avances en la innovación docente han experimentado recientemente un notable impulso hacia formatos capaces de incrementar y mejorar el aprendizaje activo del estudiantado. Una amplia variedad de formatos de enseñanza basados en este concepto se ha implementado en diversas disciplinas universitarias, desde las ciencias naturales hasta las ciencias sociales. La mayoría de los análisis empíricos se han centrado hasta ahora en comparar los efectos de los formatos de enseñanza tradicionales y activos sobre el rendimiento académico del alumnado. Esto ha permitido ampliar el conocimiento científico sobre los beneficios y limitaciones de los distintos formatos de enseñanza. No obstante, contrastar los formatos tradicionales de clase magistral con enfoques basados en actividades orientadas al aprendizaje activo conlleva el riesgo de generar dicotomías simplistas y poco útiles entre la instrucción «tradicional» y la «activa». En este artículo seguimos una estrategia distinta. Mediante el uso de pruebas no paramétricas, comparamos dos formatos de enseñanza basados en dos estrategias diferentes de aprendizaje activo: el aula invertida (flipped classroom) y el pensamiento visual (visual thinking). Se comparan los resultados de los dos grupos, integrados por estudiantes de grado matriculados en un doble programa en Relaciones Internacionales y Comunicación Global, tanto en términos de rendimiento académico —es decir, sus calificaciones— como en un conjunto de habilidades blandas, tales como la percepción del aprendizaje, la autoeficacia y el trabajo en equipo. El estudio detecta un efecto relevante en las calificaciones, ya que el estudiantado que siguió el formato de aula invertida obtiene resultados superiores a quienes fueron enseñados mediante el formato de pensamiento visual. Por otro lado, el estudio identifica únicamente un efecto significativo en la habilidad blanda de percepción del aprendizaje, con puntuaciones más altas entre el estudiantado del formato de aula invertida en comparación con el del formato de pensamiento visual. Si bien esto no indica necesariamente que los formatos de aula invertida sean más eficaces que los de pensamiento visual, la diferencia observada en las calificaciones y en la percepción del aprendizaje puede señalar que distintos formatos de enseñanza pueden resultar, de manera diversa pero igualmente útil, adecuados según el objetivo o la necesidad docente.; Developments in teaching innovation have recently seen a great push towards formats that can increase and improve students’ active learning. A wide array of teaching formats based on this concept has been implemented across various university disciplines, from natural to social sciences. Most empirical analy-ses have so far focused on comparing the effects of traditional and active tea-ching formats on students’ academic performance. This has improved scientific knowledge about the benefits and drawbacks of several teaching formats. Never-theless, contrasting traditional lecturing formats with activity-based approaches to active learning risks yielding simplistic and unhelpful dichotomies between “traditional” and “active” instruction. In this article, we follow a different strategy. By using non-parametric tests, we compare two different teaching formats based on two different active learning strategies, such as flipped classroom and visual thinking. Students’ performances in the two groups, composed of undergraduate students enrolled in a dual degree in International Relations and Global Com-munication, are compared in terms of academic results, that is their grades, and a set of soft skills, such as learning perception, self-efficacy, and teamwork. The study detects a relevant effect in terms of grades, with students through the fli-pped format outperforming students taught through the visual thinking format. On the other hand, the study detects only one relevant effect in the soft skill of learning perception, with students in the flipped format scoring higher than students in the visual thinking format. While this does not necessarily indicate formats are more effective than VT formats, this difference in students’ grades and learning perception can signal that different teaching formats can be differently but equally useful depending on the teaching goal or need Artículos en revistas Mon, 06 Apr 2026 00:00:00 GMT http://hdl.handle.net/11531/109442 2026-04-06T00:00:00Z