Docuplay mission and motto: Improve the world through an Internet-enhanced education in all knowledge, for all people, at any age, throughout life. (N. 1.)

UNIVERSES OF DOCUPLAY

Educational Service
Economic Service
Social service
Information Service
Competitive Service
Docuplay flag and its symbology (N. 2.)

HUNDRED ASSETS OF DOCUPLAY (A-Z ACCESS)

A HUNDRED ACTIVE DOCUPLAY AZ

ASSETS SECTIONS

5G

G. STUDIES

ACTORS

C. ACTORS

UPDATE

G. STUDIES

ALLIANCES

C. ACTORS

ALLIANCES 1

C. ACTORS

ALLIANCES 2

C. ACTORS

ENVIRONMENTALISTS

E. ENVIRONMENT

ANIMALS

E. ENVIRONMENT

LEARNING

G. STUDIES

BIGDATA

H. EVALUATION

BIODIVERSITY

E. ENVIRONMENT

BLOCKCHAIN

H. EVALUATION

BLOGS

H. EVALUATION

RATINGS

H. EVALUATION

CATALOGACIÓN

E. ENVIRONMENT

CERTIFICATES

H. EVALUATION

NATURAL SCIENCES

EARLY

COLLABORATIONS

E. ENVIRONMENT

COLLABORATIVENESS

C. ACTORS

HOW TO COLLABORATE

C. ACTORS

COMPETITIVENESS

H. EVALUATION

CONCENTRATION

I.RESULTS

CONSULTANTS

C. ACTORS

CONTENTS

D. CONTENTS

CONTINUITY

G. STUDIES

CONTROLS

H. EVALUATION

CRITICISM

H. EVALUATION

COURSES

D. CONTENTS

DOCUPLAY

C. ACTORS

DUALITY

F. TEACHING

ECONOMY

B. RESOURCES

EDUCATION

F. TEACHING

EDUCENTERS

C. ACTORS

NETWORK EFFECT

G. STUDIES

EMINENCES

C. ACTORS

EMPLOYABILITY

E. ENVIRONMENT

EMPLOYABILITY

I.RESULTS

UNDERTAKE

I.RESULTS

COMPANIES

C. ACTORS

TEACHING

F. TEACHING

SPECIALIZATION

G. STUDIES

STATISTICS

H. EVALUATION

STANDARDS

G. STUDIES

STUDENTS

C. ACTORS

EVALUATION

H. EVALUATION

RELIABILITY

H. EVALUATION

FILES

D. CONTENTS

FLEXIBILITY

G. STUDIES

TRAINING

B. RESOURCES

TRAINING

F. TEACHING

GLOBALIZATION

F. TEACHING

humanities

EARLY

I+D+I

B. RESOURCES

EQUALITY

F. TEACHING

INCENTIVE

B. RESOURCES

INDUSTRIALIZATION

I.RESULTS

INNOVATION

I.RESULTS

ARTIFICIAL INTELLIGENCE

B. RESOURCES

RESEARCH

E. ENVIRONMENT

IoT

I.RESULTS

GAMES

B. RESOURCES

LEY

D. CONTENTS

DISEASE

B. RESOURCES

LUDIFICATION

B. RESOURCES

MATHEMATICS

EARLY

MINERALS

E. ENVIRONMENT

MODULARITY

G. STUDIES

CLOUD

B. RESOURCES

ACTIVITIES

F. TEACHING

OCCUPATIONS

I.RESULTS

ORIENTATION

I.RESULTS

PROFESSIONAL ORIENTATION

F. TEACHING

PATENTS

E. ENVIRONMENT

PERSONALIZATION

G. STUDIES

PRIMARY

F. TEACHING

PRODUCTIVITY

I.RESULTS

PROFESSIONALISM

G. STUDIES

PROFESSIONALIZATION

E. ENVIRONMENT

TEACHERS

C. ACTORS

SOFTWARE

D. CONTENTS

RANKING

H. EVALUATION

AUGMENTED REALITY

B. RESOURCES

VIRTUAL REALITY

F. TEACHING

RECORDS

H. EVALUATION

REINDUSTRIALIZATION

I.RESULTS

COST EFFECTIVENESS

E. ENVIRONMENT

COST EFFECTIVENESS

I.RESULTS

ROBOTIZATION

G. STUDIES

SEQUENCES

G. STUDIES

SECONDARY

F. TEACHING

SOCIEDAD

B. RESOURCES

STEMSA

D. CONTENTS

SUPERSTOP

H. EVALUATION

TALENT

I.RESULTS

TECHNOLOGY

B. RESOURCES

TERTIARY

F. TEACHING

TRANSLATION

B. RESOURCES

TRANSPARENCY

F. TEACHING

TRANSVERSALITY

F. TEACHING

VEGETABLES

E. ENVIRONMENT

ADVANTAGE

B. RESOURCES

VOTING

H. EVALUATION

ZOOLOGY

E. ENVIRONMENT


G.La 5G

1.-ADVANTAGES OF 5G

The first factor for the universalization of Docuplay and its consortiums is technological:

a.- the fifth mobile generation (5G), which exponentially multiplies the capacity and speed of connection for all types of devices and which promotes the industrial expansion of the Internet of things);

b.- Responsive technology, which adapts the contents to each user device,

c.- the perfection of machine translation, d.- the globalization of the Internet connection.   Etc.

 

https://www.docuplay.com/tutorialintro/programa/9#c_INTERNET

2.-5G and VIRTUAL LABORATORIES

The Internet of Things technology will make possible the existence of innumerable ' virtual laboratories ' that will greatly facilitate the online work of search engines, taxonomists, analysts, etc., which requires the maximum possible connectivity, currently represented by the 5G generation. Only in this way can biodiversity be rescued in decades and not in more than a millennium, as calculated by the report How Many Species Are There on Earth and in the Ocean? See asset I.INNOVATION.

https://scholar.google.es/scholar?q=How+Many+Species+Are+There+on+Earth+and+in+the+Ocean%3F&hl=ca&as_sdt=0&as_vis=1&oi=scholart     

3.-5G and FIELD RESEARCH

3.1.-To avoid multiplicities in the taxonomic and analytical work of species ( Sector E, Biodiversity), each researcher must have an image of the specimen that he intends to catalog or analyze, and thanks to the mobile with 5G he will be able to immediately connect with the database to verify if this or that species is already cataloged or analyzed in its DNA. Similarly, when searching in the middle of nature, the in situ photo of a specimen will be sent automatically, after activating an application that will automatically record data such as geographic coordinates, date and time, researcher ID, etc., in the corresponding database, where another application will complete the data with the name of the place name, the data, if any, of other identical specimens previously registered, etc.

3.2.-The Internet of Things technology will be boosted by the breakthrough 5G, which will allow an exponential increase in connections per square meter without affecting the quality of coverage. All companies enrolled in a course, Economic service 2, subservice 2.1., may register their products, services, patents and applications to enrich the practical-experimental facet of three-faceted education. And many of the registered subservices, such as products, patents, applications, etc. They may be essential components of the practical-experimental facet of the three-faceted education of the CETs, sources of innovation for the CIPs and, above all, essential factors for research and analysis of the Environmental sector (Biodiversity), one of the three thematic sectors of the 2030 AGENDA , along with the Economic and Social.

https://www.docuplay.com/tutorialintro/programa/9#c_INTERNET

4.- POLITICAL SUPPORT AND SOCIAL IMPORTANCE

4.1.- The most basic of the equipment for a good general use of the SED+A2030 is connectivity: stable and permanent connection to the Internet, with the minimum normal latency in the area, 5G connection as soon as it is available and, if possible, double navigation device: the mobile for away from home and the PC for home.

4.2.- If by `technological neutrality´ it is understood that there must not be a decrease in the quality of Internet connections for socioeconomic reasons, we reiterate that governments must guarantee it.

4.3.-Docuplay hopes that the multisectoral benefits that the SED+A2030 brings to society, especially in education, employment and reindustrialization, will encourage governments to optimize Internet connectivity services.

4.4.-All SED+A2030 services should be fully accessible from desktop terminals and mobile phones thanks to 'responsive' technology.

4.5.- Docuplay will take advantage of the great technological advance in connectivity that the 5G mobile generation represents to increase the number of sequences of synchronous actions that, for the moment, are diachronic or asynchronous. Like, for example, docucompetitions and doculigas.

4.6.-Therefore, having this technological base will allow no SED-A2030 student to find themselves in a technological inferiority due to their individual or collective economic situation.

 

 

C. ACTORS

This asset briefly presents the categories of SED+A2030 actors that do not yet have an individualized presentation.

1.-RULERS: The main one of these categories is, without a doubt, that of the political-administrative positions that in each one of the member countries of the AGENDA 2030 and in each one of its administrative levels (ministers or national government; councilors or regional or state government; councilors or provincial or county or departmental government; and councilors or municipal or population or urban government) are appointed to supervise, control and support the other actors.

 

2.-FRANCHISEES: While the actors of the CIPs or industrial entities (Industry 4.0), in charge of converting brands, patents, applications, etc. into products and services. created by the CETs, will be companies or self-employed, the entities in charge of developing sector B of AGENDA 2030, the
Environmental, will be franchised, as Docuplay believes that the franchise system is the most appropriate for this sector.

 

3.-FAMILIES: The family of each pre-primary, primary and part of the secondary student will have an important role in education. For this reason, Docuplay dedicates a subservice of the resource B2.-COLLABORATIONS so that the professors or teachers of said educational levels have the collaboration of the family of each of their students. See 4.1. Teacher-Student Email Signup

 

G.UPDATE

1.-DEFINITION

1.1.- The teachings of the SED+A2030 ( Docuplay+AGENDA 2030 Educational System) are

'updating' in the sense that they maintain a requirement for periodic updating of their content from the web or cloud, where, as is well known, they are constantly increasing and improving; the contributions of professors and students also help to renew and expand them.

1.2.- The hybrid or mixed organization of the SED+A2030 offers students, on the one hand, a three-faceted option, with the collaboration of educational centers and companies, or even multifaceted, if one counts that of consultants, investors and administrative-political positions of the different governmental levels of each country; on the other hand, it has the unifaceted option- `online´, in charge of Docuplay. This second option offers them the possibility of continuous or lifelong education, through which they can update their knowledge or obtain new ones at any time in their lives.

2.-REQUIREMENTS AND FACILITIES FOR STUDENTS AND TEACHERS

2.1..-Continuing education, periodic updating and recycling of their knowledge will be easier for students once they have acquired the habit of researching for themselves in the content sectors of the course in search of the best files .

2.2.- In the multifaceted option, teachers, both from educational centers and from companies, have, among other functions, that of selecting files for their students and depositing them in their blog2, each time they are updated.

2.3.-In the case of courses from program 3, the American version of Occupations or Professional Qualifications, soon also available in Spanish, takes special care to update the information on each occupation, profession or job.

3.- IMPORTANCE of the UPDATE IN SECTORS 1 and 2 of the A2030

3.1.-Of the three major thematic sectors that comprise the 2030 AGENDA, Economic , Environmental and Social, the first two require constant updating, given the continuous progress of the corresponding sciences.

3.2.-See teachers' tasks in the tutorials of programs 1, 2, 4. See content sectors of a course, for example: https://www.docuplay.com/asignaturaesp/sectores/867/ 6

 

C. ALLIANCES 1       (in CETs)

1.-Components and objective of the CET

https://www.docuplay.com/tutorialintro/programa/9#c_cet

1.1.-The CETs consist of the collaboration of educentros (educational centers) and companies in each area with the same postal code (CP or ZIP) to teach their students and employees, counting for this with the digital complement of content and services provided and managed by Docuplay in the cloud. Therefore, in each country there may be as many CETs as there are areas with the same postal code and with at least one educentro and one company.

1.2.-The requirement that each CET gather the educational centers and companies with the same postal code is justified for several reasons, among which,

(a) that the students of both can meet in person to exchange knowledge and projects, mainly their future integration into a CIP;

(b) that students can attend practical classes in companies and their employees can attend face-to-face classes in educentros;

(c) facilitate the development of competitions and qualifying rankings; etc.

1.3.-The collaboration between the three entities that make up the CETs has as its objective the provision of a three-faceted education (trifaceted) for the student world: digital-online (Docuplay),   theoretical-face-to-face (educentros) and practical-experimental ( Business). It is, without a doubt, an important innovation of Docuplay, since it maintains the traditional education of the educentros, but enriched by the new contributions of the digital and the pragmatic and productivist perspective of the business.

1.4.-For reasons of age , at the primary level education may not be three-faceted, but only two-faceted, without the business facet. Perhaps it is convenient to postpone this facet until the age of 15, with the beginning of the second phase of secondary education (bachillerato or High School).

 

2.-Other operating rules

2.1.-To fulfill its mission and objectives, Docuplay will invite educentros and companies to form three-faceted educational consortiums capable of providing an education that is simultaneously digital-online (Docuplay), theoretical-face-to-face (educentros) and practical-experimental ( Business). Docuplay makes its triple platform of fundamentals, content and services available to other players. https://www.docuplay.com/platform/1

2.2.-Docuplay considers this educational innovation important, capable of offering students a multifaceted education of great personal and social value.

2.3.-In the toponymic course of each country, its educational centers and companies will be found, classified either by level 1 divisions (states, regions...), when the number is not high, or by populations and within them by postal codes (CP), when a population has enough entities. https://www.docuplay.com/toponicomysql/index/592f463e177fae28160021f7/89

2.4.-All educational centers and companies that share the same postal code (ZIP) can register in each CET. This will facilitate that the respective students can, on the one hand, meet in person to exchange knowledge and projects and, on the other, exchange by attending practical classes in companies, the students, and in-person classes in the educentros, the employees.

2.5.- To facilitate the contact of the students of educentros with companies in which they can obtain one of the educational facets, the practical-experimental one, Docuplay has classified the educentros and companies of each country by their postal code (ZIP). In this way, contact between them will be facilitated within the same area of ​​their physical headquarters.

2.6. The innovations of the CETs will be able to have global resonance thanks to the 'network effect' by which everything that in the SED+A2030 courses has obtained a certain number of votes will be automatically made known to all the homologous courses (with the same numerical code) of all member countries of the 2030 AGENDA.

2.7.-Docuplay will encourage companies integrated into CETs that register sub-services that may be part of a virtual laboratory or Internet of things.

See asset I.CONCENTRATION

 

 

C. ALLIANCES 2       (in CIPs)

1.-Components and objective of the CET

https://www.docuplay.com/tutorialintro/programa/9#c_cip

1.1.- The purpose of the CIPs is the grouping of CETs from close or contiguous administrative divisions (cities, municipalities, provinces, counties or departments) in order to create 'clusters' or industrial estates, with the aim of turning them into marketable products and services. the R+D+i of the member CETs. (see https://www.docuplay.com/tutorialintro/programa/7#m3 , 3,3 )

1.2.-The CETs of several contiguous CPs must aspire to integrate into a CIP in order to convert the knowledge and R&D+i obtained and generated by them into products and services, and also so that their alumni can find suitable employment in them and their entrepreneurs see their businesses supported and promoted as self-employed or business entrepreneurs.

1.3.- The role of adviser and supervisor of the companies in their teacher preparation process will correspond to companies number 4 of the CIPs.

1.4.-Docuplay will promote, with the help of the CIPs, that, as an incentive for innovation, students can access the virtual laboratories of other CETs of the same thematic Family.

Like the CETs, it will also be convenient for the CIPs to have an official venue for meetings and events among the member CETs.

1.5.-The CIP consortiums will be able to guarantee employment to a large part of the CET students, because if they know that they will have a preferential option to the jobs generated by the CIP, they will prepare more diligently and intensely in the requirements of the products and services in which each CIP specializes.

2.-Culmination of CETs in CIPs

2.1.- Adding two new groups of entities, financial institutions and consultancies, to the three actors of the CETs, we have the CIPs, a kind of hybrid development poles of networked digitality and spatiality, which will mean a reindustrialization of the economy.

(a) The culmination of the CETs in the CIPs is necessary to promote innovation in the form of entrepreneurship or company creation. For this, the financial companies will contribute and support the development and production and the consultants the commercialization and advice.

(b) In order to commercially globalize the productions of the industrial consortiums, Docuplay will contribute the 'big data' generated by the world series of populated place names.

(c) The CIPs can be considered a kind of 'clusters' or hybrid industrial estates (virtual and physical) that bring together CETs with similar objectives, in order to achieve an economy of scale in their sector that reduces costs and optimizes resources.

with a view to achieving greater competitiveness and sustainability both in the internal and international markets; Virtual Reality technology will minimize the importance of the same physical location of the 'clusterized' companies.

2.2.- The pentafaceted adjective indicates that the new actors of the CIPs consortia, that is, the consulting and financial entities, are not enough by themselves, but rather they have to be superimposed on the three actors of the CETs, since only thus they will have the indispensable R+D+i, which will be the necessary sap for the birth, development and sustainable fruition of CIPs.

2.3.-The culmination of the CETs in CIPs will constitute an incentive and an incentive for educational centers and companies as long as students and professors of both actors find in the CIPs preferential opportunities for their knowledge, experience, ideas and creations. Therefore, the CIPs must be five-faceted consortiums because, on the one hand, the functions of the fourth (consulting entities) and fifth (financial entities) actors would not have sufficient solidity, innovation, technological skills, etc. if they were not supported by CET consortia with intense R+D+i, and on the other hand, CET students would be more encouraged to research, develop and innovate if they have a preferential option to jobs and benefits generated by CIP, on the base of the R+D+i of those, creating products and services and commercializing them.

3.-The CIP in the Environmental sector of the SED+A2030

(a).- The CIPs are necessary for the Rescate de la Biodiversidad project , to perform, among others, the following functions under the direction of one or several consultants:

1. Analysis, together with CETs, of the usability of the new cataloged species;

2. Selection of employees, who will come mainly from CETs;

3. Hiring specialists in taxonomy and analysis of species that can be found on the Internet;

4. Negotiation with entities with databases of already cataloged species and, in some cases, with DNA analysis. Regarding unclassified plant species:

5.. Acquisition of land and its preparation for the cultivation of vegetables, either under plastic or in the open;

6.-Marketing of crops; Regarding unclassified marine animal species:

7. Negotiate with deep-sea fishing companies the contribution of specimens of all their catches;

8. Construction of fish farms for the breeding and commercialization of species of proven edibility.

9. Organization of franchises as a complement or alternative to the CIPs.

10. Lobby the governments of countries that still do not admit the patentability of new species.

(b) The discoverer and/or analyst of a patentable species may not only be employed at the CIP that exploits it, but will participate in the economic benefit.

Also here: FRANCHISES; PATENTS and PATENTABILITY;

https://www.docuplay.com/tutorialintro/programa/9#c_cip (Consorcio Industrial Pentafacético)

(c) For maximum efficiency in the execution of the ` rescue of biodiversity´, the basic operational location in the CET/CP is useful, that is, that the research groups and operators organize themselves by postal code, taking responsibility for the investigation within the territorial scope of your CP.

4.-Conclusion. The education and training offered by the three-faceted consortiums ( composed of Docuplay+educentros+companies ) and five- faceted (two components added to the previous three: financial consultants+ ) aims to complete and enrich the theoretical-face-to-face education of traditional educentros through multifaceted teaching, more concerned with knowledge, research and innovation of products related to each course or subject. Only in this way will the employability of students and the socioeconomic prosperity of their environment be promoted in a sustainable way.

See asset I.CONCENTRATION

 

E.ENVIRONMENTALISTS

A.-GOALS AND OBJECTIVES OF THE 2030 AGENDA: SED+A2030 MICROCOURSES

https://www.docuplay.com/proyecto12/index

1.-Specialists in biodiversity or the environmental sector of the 2030 AGENDA must specialize in at least one of these programs, extracted from Docuplay's 4 DDC program: the 9 Animal Kingdom https://www.docuplay.com/sistematicomysql/index/ 84 ,

The 10 Plant Kingdom https://www.docuplay.com/botanica/index and the 11 Mineral Kingdom https://www.docuplay.com/quimica/index . The courses of these programs would be complementary to those of the environmental sector of the 2030 AGENDA, those of the goals most clearly focused on said theme, which are a third of the 17 that add up to those of the other two thematic sectors, the economic and the Social.

02.End hunger, achieve food security and improved nutrition and promote sustainable agriculture (5)

06.Guarantee the availability and sustainable management of water and sanitation for all (4)

12. Guarantee sustainable CONSUMPTION and PRODUCTION modalities (4)

13. Adopt urgent measures to combat CLIMATE CHANGE and its effects (3)

 

14. Conserve and sustainably use the OCEANS, SEAS and marine resources for sustainable development (6)

 

15. Protect, restore and promote the sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and reverse land degradation and halt the loss of biodiversity (14)

 

B.- ACTORS CONTRIBUTED BY THE MEMBER COUNTRIES OF THE 2030 AGENDA

2.-With the collaboration of all the member countries of the 2030 AGENDA, the environmental sector could soon have a large number of students, among whom specialists in biodiversity or environmentalists would be trained.

3.-The environmental sector could be, therefore, one of the largest future seedbeds of professions and jobs, since they must act as discoverers of species, taxonomists, analysts, breeders (of usable animals), growers (of usable plants) and conservatives (of species not included in the two previous categories, but that must be conserved for the good of biodiversity and the environment (especially plants), without counting on the complementary jobs of builders, marketers, etc.

4.-More specifically, in class 5 DDC of natural sciences it will be necessary to study mathematics, physics, biology...; in class 3 of social sciences, most of its divisions will be useful (politics, economics, rights, administration, commerce, etc.; and the same can be said of class 6 of applied sciences or technologies (mining, engineering, construction, etc.). and 7 (arts and crafts).

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

 

 

 

 

 

E. ANIMALS

1.-To investigate the. ocean biodiversity

The animal kingdom, much more numerous in species than the plant (including plants and fungi)*, is also part of the ` Rescue of Biodiversity ' project. In addition, animal biodiversity is found above all in the oceans. Well then, Decupla is already thinking of a method, among others, to address the rescue of oceanic biodiversity: offer incentives to all high-seas industrial fishing companies to contribute specimens of all the species they fish. On the possibility of immediately having specialists in cataloging and analysis of living species, locatable on the Internet, see Vegetal, Reino.

* Ver tabla en How  Many  Species Are There  on  Earth  and  in  the  Ocean?*

2.-Industrialization

In addition to a large number of jobs generated within the project in most countries, Docuplay will admit the existence of franchisees for fish farms (see BUDGETS), especially in non-Western countries. Docuplay will carry out a standardization of the production centers and a regulation of their management so that the franchisees have full security in the performance of their business.

3.-Freshwater fish farms and "hydrosolar" plants

 

 

G. LEARNING
A.-LEARNING OF CONTENTS

1.-Of all grades

Thanks to the arboreal or inverted pyramid structure of Docuplay's systematic courses (DDC), they adapt very well to all educational levels.

2.- Of competences

-The predominance in the systematic series of techno-scientific subjects makes it easier for the student to guide their courses towards the acquisition of professional skills.

B.- LEARNING DRIVERS

1.-Personal configuration

1.-The 'modularity' of Docuplay's systematic courses, enhanced by the subkey system, allows the student to personalize their configuration of microcourses or programs of variable size and duration.

2.-Network effect

Thanks to the numerical code of each course, the incentive to collaborate, the voting system to highlight good content and the automatic translation of these, Metcalfe's law will work: the greater the world number of your students, the higher the quality. of the documents .

3.- Ludification (gamification)

The docugames, and in particular the doculigas, will be an effective factor to boost learning, evaluate their achievements and promote the visibility of the courses.

4.- Deep learning

The learning provided by Docuplay to students at the professional and higher levels is profound, at least in a double sense: 1.-Thanks to the series of subkeys, each course can be studied from many perspectives; 2.-Thanks to the "big data" exhaustively recorded for each student and course, the record of activities that he will obtain at the end of each course will reflect his personal knowledge.

C.- LEARNING WITH HUMAN AID

1.-Peer collaboration ( B2 )

Docuplay promotes and encourages the collaboration of students in their courses, counting the votes given and received in the activity register of each one of them, promoting reciprocity in contributions, showing that when they receive a certain number of votes they will be universalized in the same course under the `network effect´, previous machine translation.

2.-Social collaboration

Docuplay dedicates one of its five services, the 3 Social Service , to promoting social collaboration to help students through the registration of four relevant actors for each course in two sub-services: personalities, alumni, institutions and groups.

3.-Collaboration of partners

So that all its students receive a three-faceted training or education, Docuplay will add to its online digital dimension , the theoretical-face-to-face of educational centers and the practical-experimental of companies and institutions.

D.- LEARNING WITH ARTIFICIAL AID

1.-Assisted by robots

Continuing with the already effective use of artificial intelligence and the generation and processing of 'big data' in activity records, Docuplay students will soon have profebots and chatbots , which in a progressively personalized way will be able to ask and answer questions, give advice and advice etc.

 

H.BIGDATA

1.-Its usefulness

Docuplay will exhaustively record the data that will be generated by all the actors (see sector A) that collaborate or act in its service system, as well as by the users. Thanks to which you will be able to discover and define trends, behavior patterns, preferences, associations..., very useful for improving your services and introducing new ones. The most important 'big data' are, obviously, those generated by the students in the study of a course, especially in the sequences of actions (v.). Thanks to the continuous registration of such data, in an orderly and transparent manner, Docuplay will be able to deliver to each student at the end of their course, a complete and reliable certificate, which, if positive, will provide them with employability in the subject studied.

2.-Other uses of these data could be the elaboration of both collective rankings, based on the medians of the data of each group of actors, and individual ones, using in this case the identifiers (ID) to protect their identity; its use by the member countries of AGENDA 2030 for their VNR (Voluntary National Report) reports, etc. (see cover https://www.docuplay.com/claveformacion/pais ) See active G.SECUENCIAS

 

 

E. BIODIVERSITY

A.-SURPRISE BY CURRENT STATE OF HUMAN KNOWLEDGE OF BIODIVERDITY

1.-It is astonishing that at this point in human civilization and more than two centuries after the industrial revolution, only 14% of the living species on our planet have been identified. Among other quotes that support this astonishment, these two are worth mentioning:

At this moment there are approximately 1.2 million known living species. Some 15,000-20,000 are added to the list each year. This may sound like a lot, but there is so much more to find. In 2011, researchers estimated that there were up to 7.5 million species waiting to be discovered.

http://www.bbc.com/earth/story/20150119-how-to-discover-a-new-species

“… after 250 years of taxonomic classification, only a small fraction of the species on Earth (,14%) and in the ocean (,9%) have been indexed in a central database”

https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1001127

https://journals.plos.org/plosbiology/article/file?id=10.1371/journal.pbio.1001127&type=printable

2.-The numerical imbalance between the species identified and described by genera is also surprising, since the species of the plant genus multiply the number of those cataloged by seven with respect to those of the animal genus and by ten with respect to fungi.

If you want to find a new species, it may be worth keeping in mind that some life forms have received much more attention than others. The 2011 study of undiscovered species concluded that while about 14% of the 8.7 million living species had been described, the proportions already identified varied widely by kingdom. So while 70% of plants are known, that figure drops to 50% for algae, 22% for single-celled protozoa, 12% for animals, and just 7% for fungi."

http://www.bbc.com/earth/story/20150119-how-to-discover-a-new-species

B.-Why not wonder about the enormous benefits that humanity may be losing due to such a large number of species still undiscovered?

“The first thing to say is that these unknown species may well have amazing abilities that would be useful to us. That's particularly true for all those unidentified mushrooms. "Mushrooms are fundamental to our world," says Dentinger. "We depend heavily on them for food and medicine, they are responsible for most of the decomposition of dead matter, and virtually all plants depend on fungi for water and nutrients. All of these important functions come from just 1 % of the 100,000 known fungi, so I can only imagine the potential we could derive from species that have yet to be described."

. http://www.bbc.com/earth/story/20150119-how-to-discover-a-new-species

4.--The following table reveals the amount pending discovery in animal and plant species (fungi and plants).

“Table 2. Total number of species currently cataloged and predicted on Earth and in the ocean.

https://doi.org/10.1371/journal.pbio.1001127.t002

https://journals.plos.org/plosbiology/article/figure?id=10.1371/journal.pbio.1001127.t002

https://en.wikipedia.org/wiki/Biodiversity

C.-GOALS OF THE ENVIRONMENTAL SECTOR OF THE 2030 AGENDA

See A.- THE 17 GOALS OF THE 2030 AGENDA (UN)

H.BLOCKCHAIN

1.-Although Blockchain technology has emerged to record transactions with cryptocurrencies on multiple computers and thus guarantee their security and reliability, Docuplay believes that it is possible, and is working on it, to use it with the same objectives in its certificate-registries service to each student and course of the SED+A2030.

2.-In effect, the records of actions (v. sequences) allow each student who requests it, when he concludes his course, to have an exhaustive record of all his actions in the five study phases of each course, starting with the content. These records are similar to the blockchain in the sense that all the students who appear mentioned in them, with a password to protect their identity, will receive a copy, which will be one more guarantee for their immutability and reliability.( see B4.2.-Activity records for each student and course).

https://www.docuplay.com/tutorialintro/programa/9#c _EDUCATION   

3.-Therefore, the reliability of such records is based on the exhaustiveness and detail with which they collect all the 'big data' of the student from the beginning of their course to the end of it, either because a predetermined period has elapsed without there being studied for a minimum of time, because they have requested their records, thereby concluding their course.
4.-Given that Docuplay could soon have students in all AGENDA 2030 member countries and that the most voted collaborations will be offered to all its counterpart courses, this use of the blockchain system will have the broadest possible base.

https://www.docuplay.com/plataforma/1

 

 

 

H.BLOGS

1.-Definition

The blog consists of a personal and exclusive page for each student in each course in which all their actions will be collected.

2.-Accessible to all classmates (peers)

All students with a current subscription to a course will have access to the blogs of their classmates in order to read and vote on their contributions.

3.-The two blogs of each teacher

As for the teachers, each one will have two blogs: a blog 1 for notes about their students, only accessible to Docuplay; and a blog 2 for instructions and comments for their students, accessible and voteable by all of them. Any other type of actor accredited in Docuplay will also have their blog of notes: consulting staff, company representatives, positions of the four administrative levels (ministries, regions, provinces and populations) of the member countries of the AGENDA 2030. See activ G .SEQUENCES

https://www.docuplay.com/accioncontenido

 

 

H. RATING

1.-Definition

The final record-certificate that Docuplay will issue to each student as a global evaluation of their course will contain a table of numerical qualifications of their main sequences of actions ( comments, criticisms, summaries, voting, etc.), and the median number of all of them.

2.-Transparency of criteria

The sequences of numerically rated actions, as well as the criteria for their rating, will be known by the students and will be identical for each level of the course ( primary, secondary, professional and tertiary , and possible intermediate stages), whatever the country and language. .

To complement these qualifications, Docuplay may hold exams for each course, verifying the identity of the participants with biometric tests. See asset H.EVALUATION

 

E. CATALOGING

A.-THE 2030 AGENDA COULD CATALOG A GREAT PART OF BIODIVERSITY

After briefly exposing in the asset BIODIVERSITY its current situation of reduced knowledge or cataloging, it is proposed that the world can now, thanks to the Internet, quickly discover, catalog and analyze the tens of millions of living species that are estimated to exist, before Many of them go extinct.

1.-The slowness and pace with which the cataloging of new species is carried out is also surprising.

a .- "... describing the remaining species on Earth can take up to 1,200 years and would require 303,000 taxonomists at an approximate cost of 364,000 million dollars."

https://scholar.google.es/scholar?q=How+Many+Species+Are+There+on+Earth+and+in+the+Ocean%3F&hl=ca&as_sdt=0&as_vis=1&oi=scholart

2.-The slowness in the discovery and cataloging of new species supposes, in addition to the waste of the benefits that they would bring, their possible extinction before they are known.

“…our results also suggest that this slow progress in species description will lead to species becoming extinct before we know they exist. High rates of biodiversity loss provide an urgent incentive to increase our knowledge about Earth's remaining species

 

. https://scholar.google.es/scholar?q=How+Many+Species+Are+There+on+Earth+and+in+the+Ocean%3F&hl=ca&as_sdt=0&as_vis=1&oi=scholart

https://en.wikipedia.org/wiki/Biodiversity

 

3.-The main cause of such slowness is the shortage of specialists

“ . In fact, the competition is not as tough as it might seem. The biggest bottleneck is finding specialists in each group, who can identify the species”. http://www.bbc.com/earth/story/20150119-how-to-discover-a-new-species

B.- PHASES OF THE REALIZATION

1.-Phase of study of courses of the programs 9 Animal Kingdom https://www.docuplay.com/sistematicomysql/index/84 ,

10 Plant Kingdom https://www.docuplay.com/botanica/index and 11 Mineral Kingdom https://www.docuplay.com/quimica/index

2.-Phase of analysis of species already cataloged and even genetically analyzed by specialized institutions, to find out if they have food, health, or medicinal value; if so, they would be intensively cultivated for sale.

3.-Study phase of toponymic courses of the natural surroundings of each student.

4.-Guided excursions to the place names of the environment of each CET in search and collection of plant and animal species; cataloging them, after an application has compared their data with those already existing in the database to verify that it is a new species.

C.-DEADLINES

Why can this project be carried out in years, and not in centuries, as the aforementioned study affirms?

Due to the advantages that the Internet provides and that Docuplay seeks to make the most of, as is extensively shown in Subsection 3. Among such advantages, we highlight these:

-The possibility of mobilizing hundreds of thousands, and even millions, of collaborators

-Education and training of collaborators at various levels, in an updated and three-faceted way, training them for R+i+D+P.

-Digital control of the data of the species that are being catalogued.

-Availability of virtual laboratories for the analysis of the species in search of their possible nutritional, sanitary, medicinal properties, etc.

-Programs 5 and 6 of toponymic courses so that each student knows their natural environment in search of species.

-The CET and CIP consortia where students are integrated from the beginning, being able to find employment and complementary income with their sub-services.

-In short, thanks to the collaboration of all the member countries of the 2030 AGENDA, a large part of the cataloging and pending analysis could be carried out.

D.- DATABASE OF EACH KINGDOM

To avoid repetition and overlapping of tasks and, in short, useless work and loss of time, Docuplay will concentrate in the same database all the specimens already cataloged and analyzed so that any researcher can immediately verify on the network if his latest finding is correct. a novelty or not.

 

H. CERTIFICATES

1.-DEFINITION OF CERTIFICATE

Certificates are the culmination of action sequences .

that every student must take so that their course has adequate validity before third parties, especially before their potential employers. Hence, therefore, the importance of the quality and reliability of certified content. For maximum reliability of the certificates, Docuplay will take advantage of the 'blockchain' technology (see).

2.-SEQUENCES OF ACTIONS

2.1.- The student, throughout his course, has to carry out a series of sequences of actions that will be registered in his blog and reflected in his certificate and qualification.

2.2.- In addition, these actions may be examined and voted on by their peers, and if they do not do so, they will have a low score in collaboration .

2.3.-The five series of action sequences are: actions with course content (series A), actions with services (series B), evaluation and voting of actions by classmates (series C), games and competitions with the contents themselves (series D) and consultations of the previous series and obtaining a registration-certificate (series E) (see annex and cover of Docuplay [J1]   )

2.4.- The high or low evaluation of the certificate will depend on the number of sequences that the student has completed in each series and the positive votes that he has obtained.

 

Ver  https://www.docuplay.com/tutorialintro/programa/7#m9   , 

 

3.-REGISTRATION-CERTIFICATE FOR EACH STUDENT AND COURSE

3.1.-At the end of each of their courses and as certification or credential of their level of study and learning, Docuplay offers each student a record of actions in two parts, actions with the contents and actions with the services. That is, a record of everything she has done and obtained throughout her course. See https://www.docuplay.com/accioncontenido/secuencias/605/617369676e61747572615f657370 / E.- SEQUENCES OF CONSULTATION ACTIONS

3.2.- The evaluation is carried out exhaustively by Docuplay with a system of Action Sequences in five phases, in which the student is guided in all possible actions, while everything he does during his course is counted, the votes he receives from their peers, until finishing, in phase 5, with a summary and a basic accrediting certificate for their learning.

3.3.-Docuplay will state in its student/course certificates if it complies with all the quality standards it has established, which, being universal or valid everywhere for each educational level, will give its holders global employability.

3.4.- In the records-certificates that Docuplay will issue to the students, it will be highlighted if the course has been studied by the three-faceted option (that is, as a member of an educational center or company) or by the single-faceted option (as a free student of a course Docuplay), since it considers that the first option can be an important factor of employability and, therefore, an incentive for companies and educational centers to quickly enroll in their CET corresponding to the CP (zip code) of their physical address. See active H. RECORDS

4.-RELIABILITY OF EACH RECORD-CERTIFICATE. RANKINGS

4.1.-For greater reliability of the certificates issued by Docuplay on actions not biometrically controlled, employers could dismiss without compensation anyone who cannot demonstrate that they possess the knowledge that appears in the action records of the course for which they were hired.

 

4.2.-Docuplay will periodically publish rankings of the quantity and quality of the registries-certificates issued at various levels of AGENDA 2030 : countries, regions of countries and universal.

https://www.docuplay.com/guia_rapida/resources/i_b4?curso_id=592f4642177fae28160021f9

 

 

A. NATURAL SCIENCES

1.-In the 4 DDC program of the SED. In the current Docuplay 4 program, with more than fifty thousand systematic Docuplay courses, natural sciences account for about 20%. It is about applying the realistic and phenomenological method (see Metaphysics here) in the unprejudiced investigation, analysis and study of all mineral, vegetable and animal entities, considering that, as material beings, all our knowledge about them must be mathematizable.

2.-Epistemological assumptions for research and knowledge of natural realities

2.1.-Knowledge of quantitative objects

(a) Overcoming nominalist and skeptical philosophies that, from Ockham to Kant and later, claim that we cannot know the essence of existing things, which has had negative consequences for Hispanic countries.

(b) The things of the quantitative or material world can not only be known in their essence, but their knowledge can be mathematized, according to Galileo's maxim (“Natural laws are written in mathematical language”).

(c) The teaching of mathematics must be based on two basic methodological principles:

(c1) Since mathematics applies only to the quantifiable, any problem that one wants to explain or solve must start from the question about the type of quantity or magnitude that one intends to measure.

(c2) This search for the exact quantity or magnitude posed in every mathematical problem must be done in several ways.

5.2.-Knowledge of qualitative objects

(a) Things of a qualitative order (the world of the humanities and partially the hybrid of the social sciences), although their knowledge is not mathematizable or demonstrable, it is nonetheless susceptible to a knowledge that, contrary to absolute relativism , so common and dangerous in these times, is based on more or less solid arguments.

(b) Consequently, Docuplay, in order for students to acquire skills in the management of mathematical language, will encourage the proposal of exercises consisting of finding the solution of problems in various ways, even when the solution is already known.

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

https://www.docuplay.com/plataforma/1

 

 

 

E.COLLABORATIONS

A.-COLLABORATION IN FOUR PHASES OF THE STUDY AND INDUSTRIALIZATION OF BIODIVERSITY

1.-The collaborations, or better, the characteristic collaboration of Docuplay will materialize in the project in several phases.

https://www.docuplay.com/tutorialintro/programa/9#c_COLABORATIVISMO

1.1.-During the cataloging phase, a taxonomist may ask for the help or opinion of other colleagues.

1.2.-In the analysis and post-analysis phase, for example, of plants, if a plant species has been classified as edible or medicinal, its exclusive page will be open to collaborators who can contribute their impressions and experiences in this regard. Contributions that, due to their usefulness, may be encouraged based on the votes they receive (V. votes).

1.3.-In the production phase (plant cultivation, animal husbandry, fish farms, etc.), the self-employed, companies, franchises... may have access to the R+D+i of the CETs (Trifaceted Educational Consortiums).

1.4.-In the commercialization phase, the mentioned producers will be able to have access to the knowledge generated by specialists in toponymic courses, starting with all the member countries of the 2030 AGENDA.

B.-OPEN BLOG FOR EACH SPECIES

Each new species, once catalogued, analyzed and approved or in the process of approval regarding its food or medicinal value, will have an exclusive page or blog, open to the general public; anyone previously identified with an ID and a password will be able to access said page to provide a comment or information or experience about the species that owns the blog. They will also be able to participate in the tests for the approval of its usability, a collaboration that will be paid to them.

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

 

 

See asset I.CONCENTRATION

C. COLLABORATIVISM

A.-Fundamentals

1.-The numerical coding of the courses in Docuplay is a guarantee of "transidiomatic" reliability against the loss of collaborations in their automatic distribution in all the homologous courses of any member country of the AGENDA 2030..

2.-Voting by peers or classmates of all the actions of each student.

3.-Voting with `network effect´, consisting of the globalization or presentation to all the homologous courses in SED+A2030 of the collaborations that obtain a certain number of votes.

4.-All student actions are collaborative insofar as the classmates will be able to know them.

B.-Objectives

1.-Take advantage of the `Network Effect´ as one of the factors of constant increase in training quality in SED+A2030.

2.-The collaborations that, due to the number of votes obtained and their acceptance by homologous courses, reach the 'network effect' may be awarded, thus promoting intense and hard-working collaboration.

3.-Importance of collaboration in the SED+A2030

Thanks to the promotion of collaboration in the SED+A2030 , its courses will experience a constant improvement in their contents and services. Collaborativism, which will be all the more intense and altruistic the more globalized it is, given that, as can be seen in face-to-face teaching centers, the reluctance to collaborate lies in seeing the partner as a future professional rival.

https://www.docuplay.com/centralestudio/factores/c/59adc91d177fae082f000155

4.-The `network effect´ in collaborations

It is the effect enunciated by Metcalfe's Law, according to which the communicational value of a social network, and Docuplay is by virtue of its collaboration, grows geometrically while the number of its participants grows arithmetically.

3.1.-An application of this law to the Docuplay Educational System implies that, as students are added to each course with the same code, whatever their language, the number and value of exchanges between them is multiplied, as increase the chances that they create content (analyses, comments, summaries, criticisms, inventions, etc.) that, due to the number of votes received, are automatically offered to all students of the homologous courses.

https://www.docuplay.com/tutorialintro/programa/7#m9    

5 .-In the resource B2.-COLLABORATIONS , students and other Docuplay actors can make collaborative registrations relevant to their course.

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

6.-As the SED+A2030 expands within each member country of the AGENDA 2030, and by virtue of the 'network effect' the most voted collaborations become known in their member countries, will grow collaboration , given that the Students' reluctance to collaborate in solidarity with their peers is often due to not wanting to create a potential competitor for employment. It is about taking advantage of the `network effect´ by which students of the same course around the world, given that online machine translation is rapidly improving, can instantly benefit from any contribution to the course distinguished by positive votes from the own students.

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

 

C. HOW TO BE COLLABORATIVE

1.-How to collaborate in the twenty subservices

You can collaborate in all subservices directly, being the same enroller, or indirectly, inviting or inducing others to sign up, such as, for example, in the four social service (personalities, alumni, institutions and groups). (see B2. COLLABORATIONS,    https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9 )

2.-How to be collaborative

Apart from the collaborations in the subservices of the aforementioned resource, the voting of the actions of the peers registered in the blog of each course in SED+A2030 is very important : justifying commentary for the selection of each file, file analysis, reading and voting of Other people's comments, use of subkeys in the search for files, participation in chats, docugames with the files, etc.

3.-How collaborations can benefit students

Thanks to the numerical codes of the series of systematic courses, the homology of these will be free of translation errors. Assuming this, Docuplay will determine that any collaboration with a certain number of votes is automatically offered to all the homologous courses, which will be able to examine it before accepting it. There will be a system of compensation between courses and remuneration for the authors based on the number of students added by the courses that have accepted their collaboration.

https://www.docuplay.com/centralestudio/factores/c/59adc91d177fae082f000155

4.- Votable collaborations

All the collaborations of the students and professors of each course that have the appropriate functionality to carry out the vote are voteable.

Docuplay promotes and encourages the collaboration of students in their courses, counting the votes given and received in the share register of each one of them, promoting reciprocity in contributions, showing that when they receive a certain number of votes they will be universalized in the same course under the `network effect´, previous machine translation.

https://www.docuplay.com/tutorialintro/programa/7#m9  

H. COMPETITIVENESS

1.- Competitivismo
1.1.-All the activities of the Docuplay actors, and mainly those of their students, will have incentives to develop attitudes of emulation and competitiveness.

1.2.-Competitiveness. To learn, to analyze, to think critically, effort is needed. Docuplay offers abundant content in each course so that students can practice searching and selecting the best files for their courses, reading them, commenting on them, summarizing them and converting them into game material or gaming them. In English, this playful genre is also booming under the name of informal games (informal games ): application of playful objectives and mechanics to non-playful content.

 

2.-Types of docugames

2.1.-Docuplay has a varied sample of docugames of varied themes and formats in the resource A3.-COMPETICIONS. A large number of docutests will soon appear in all kinds of courses to make it possible to call for docu-competitions and diachronic and synchronous docu-tests , as well as rankings .

 

2.2.- Docuplay's docucompetitions and doculigas are based on similar actions with the course contents, but adding the factors of competitiveness, emulation, rivalry, so essential in sports activities.

2.3.-The docutest, or individual docugames, can be considered competitions of the student with himself, the results of which will be recorded in his certificate and will also influence the collective rankings of his course, his educational center or company.

 

3.-Rankings posibles

As with the certificate-registries (v. ), Docuplay will publish rankings of all AGENDA 2030 countries , intra-country, inter-country and global, which in their synchronous way could emulate authentic Knowledge Olympics.

  

https://www.docuplay.com/tutorialintro/programa/7#m7   ,  https://www.docuplay.com/tutorialintro/programa/9#c_DOCUJUEGOS

I. CONCENTRATION

A.-Definition

By concentration is understood a certain association or organization of companies to avoid the inconveniences that many countries imply, having companies that are too small to have the necessary resources for their activity and to be able to compete properly.

B.-Concentration in CETs

The CETs or Three-Face Educational Consortiums will be entities made up of companies and educational centers that share the same postal code (CP), whose objective will be to provide citizens residing in the same postal zone with a three-faceted education, namely the digital Docuplay or SED, the theoretical-face-to-face of the educentros and the practical-experimental of the companies. They may have a common physical headquarters in which companies and educational centers may have instruments that are unaffordable for some of them. See active C.ALIANCES 1

C.-Concentration in CIPs

The CIPs or Pentafacetic Industrial Consortiums will be associations, estates or clusters that bring together several CETs in order to produce goods and services based mainly on the R&D+i generated by the member CETs. As for the two facets added to the three of the CETs, it is advisory assistance, not teaching, from the other actors: consultants, investors and political-administrative positions appointed by the governments of the member countries. See active C.ALIANCES 2

D.-Multinationals in scalable tasks

Regarding the functions of material supplies to the CIPs (raw materials, consumables, equipment, etc.), as well as those of promotion and commercialization of their products, it would clearly be convenient that, for reasons of economy of scale, they be in charge of large companies or specialized business associations.

 

C.CONSULTANTS

A.-MULTINATIONAL ACTORS TO RECRUIT OTHER ACTORS FOR THE SED+A2030 PROJECT

1.-To attract stakeholders for the SED+A2030 project (Docuplay Educational Services+AGENDA 2030) , supervise and advise them in their respective roles, Docuplay intends to partner with a small group of multinationals, one or two per continent, preferably from the education sector. for consultancy three reasons:

1.1.- They have hundreds of thousands of employees;

1.2.-such employees, in increasing decline in their current roles, are easily adaptable to the skills required by Docuplay, and

1.3.-such skills will contribute to renew and deepen their contributions as consultants, benefits that will be added to what Docuplay offers them in other types of participation.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

2.-Your efforts in the member countries of the 2030 AGENDA under your responsibility will go through the following phases:

2.1.-First phase, they will advise, following the corresponding tutorial and other Docuplay instructions, so that all the educentros and companies of each CP zip code of each country register in Docuplay to form a TEC with other educentros and companies;

(a) advice for the registration of business actors to register in the subservices of the B2.COLABORACIONES resource, subservices of the 2.Economic service, elements that together will be the basis for "virtual laboratories": products, services, patents, Applications.

(b) Advise and encourage students to intensively use all the sequences of actions in the study of each course, their blogs and, when they work, the virtual laboratories.

2.2.-Second phase, to invite the governments of the four levels of each country (national, regional, provincial and population) to name managers of CETSs and CIPs.

2.2.-Third phase, create CIPs and franchises based on the CETs and according to the investors they have attracted for it.

2.4.-Fourth phase, commercialization of the products and services generated by the CIPs and franchises.

https://www.docuplay.com/?essentially=true#accordion_essentially#i_5

B.-BENEFITS FOR SUCH ACTORS

1.- BENEFITS DUE TO HIS ROLE OF HAVING TO CONTACT STATE OR LOCAL GOVERNORS (REGIONAL, PROVINCIAL, POPULATION) so that they take charge of the SED+A2030 in their respective government areas

1.1.-Docuplay is convinced that its CET project is viable for all educational levels in any society. Therefore, the best way to get the CET of each postal code (CP or ZIP) into operation will be for the rulers of a country to recommend it to companies and educational centers; or failing that, to the rulers of their administrative divisions (regions or states, provinces, counties or departments, municipalities, towns).

1.2.-It is evident that these contacts will give the consultant a notoriety and prestige that can materialize in large contracts outside the CETs.

2.- BENEFITS FOR ITS FUNCTION OF CONTACTING EDUCATIONAL CENTERS AND COMPANIES SO THAT THEY REGISTER IN THEIR CORRESPONDING CET

2.1.-If route 1 has not been possible to get the CET working, it will be necessary to resort to this route.

(a) By having to contact said entities to convince them to enroll in the corresponding CET, explaining the advantages that this organization offers them, you will obtain

(b) in-depth contact with them, a source of possible future contracts outside the CET, which would also mean a considerable expansion of their current clientele.

2.2.-Having to supervise and coordinate the development of the functions of the different actors of each CET will force their employees to study the corresponding courses to do so with due competence, which could mean an improvement in their preparation for their current staff , especially in the digital aspect, and perhaps also the need to expand it, instead of having to reduce it, as seems to be the trend in the sector.

3.- BENEFITS FOR JOINING CET

3.1.-For the CETs to be able to organize themselves into CIP, the management of a consultant is needed to perform the following functions:

(a) Coordinate the CETs likely to be associated in CIP for the orientation of their research and teaching orientation, their Internet of Things (products, services, patents and registered applications).

(b) Attract the necessary investors for the implementation of each CIP. These investors can be individuals and legal entities (companies) and above all financial companies or banks.

(c) Select the employees of each CIP on the basis of the most appropriate records of the CET students.

https://www.docuplay.com/tutorialintro/programa/9#c_cip

D. CONTENTS

A.- PROGRAM OF STUDY CONTENTS OF THE 2030 AGENDA

1.-In the study program of AGENDA 2030, three content sectors are distinguished. The economic, environmental and social sectors.

2.-The 17 goals that comprise this program are divided into three groups: 6+6+5. See table.

3.-Each of the three groups can count on the complement of Docuplay programs and courses to deepen their study and give it continuity for life.

B.- SUPPLEMENTATION OF THE 2030 AGENDA BY PROGRAMS 3.1, 3.2, 4, 5 and 6 (see cover)

1.-Complements of the economic sector:

a) Divisions of Program 4: In class 3. Social Sciences: 33 Economic Policy, 35 Administration, 38 Commerce and Transportation; in Class 6. Applied or Technical Sciences: all divisions

b) Divisions of programs 3.1 and 3.2. PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS

PROGRAM 3.2 COURSES ON OCCUPATIONS

2.- Complements of the environmental sector:

a) Divisions of Program 5: . Botany, Zoology, Geology, Chemistry (see current programs 9, 10 and 11)

b) Divisions of programs 3.1 and 3.2.

3.- Complements of the social sector:

a) DDC Class Divisions 1. Philosophy, 3. Social Sciences, 7. Arts

b) Divisions of programs 3.1 and 3.2.

As for toponymic program 5, it can complement the three programs in terms of the knowledge of the countries necessary for the commercialization of their products and services.

C. QUANTITATIVE AND QUALITATIVE CONTENTS (epistemological assumptions)

1.-Ontologically, the contents studied are divided into quantitative and qualitative.

2.- Distinction that is important for their epistemological value, since the subjects of sectors 1 and 2 can be mainly the object of demonstrative knowledge or hard science, while that of sector 3 can only be the object of argumentative knowledge or soft science. (see active A.?)

D.-DOWNLOADABLE CONTENT AND LINKABLE CONTENT

1.-Legal and technically, the study contents are divided into downloadable and linkable.

2.-If the contents are in the public domain or their use is expressly permitted by their owner, they can be downloaded from Docuplay to carry out a series of actions with them. If the contents belong to someone who reserves their copyright in full, Docuplay limits itself to linking them as they are currently in the Cloud, warning its users that they should in no case download them to their PCs or similar.

E.-ESSENTIAL CONTENTS AND SUPPLEMENTARY CONTENTS

1.-The contents that deal with the intrinsic or defining properties of an object or issue are essential, promoting a vertical, analytical, in-depth study and knowledge of it.

2.-The contents that add a tangential, situational, transversal perspective of the objects in relation to others are complementary. All the courses usually provide this complementary content in sectors such as companies, groups, patents, statistics, personalities, etc.

G. CONTINUITY

A.-REASONS FOR CONTINUOUS LEARNING

It is worth noting several factors that make the teachings offered by Docuplay able to attract a growing number of continuous students, in the flat rate modality.

1.-First of all, the fact that its main content comes from the web through the main search engines and is constantly growing and renewing itself, as indicated in the Update asset.

2.-The fact that its programs total tens of thousands of courses and that these are flexible in terms of their duration and versatile in terms of their integration into sets or disciplines, their size being small compared to MOOCs in use , so they can be called nanocourses, microcourses or modules. One of the leading MOOCs companies recognizes that continuous or lifelong education will be generalized for the majority of citizens and that is why educational centers and companies must encourage the subscription of their students and employees to online courses so that they leave training for a continuous education for life, independent of educentros and companies.

3.-The constant technological innovation produced by the digital revolution in progress requires that professionals and workers in general have a flexible, versatile, permanent educational system, such as the one offered by Docuplay with its content search engines in the cloud (cloud), in constant renewal, above all, those of Wikipedia; contents organized in microcourses, nanogrades or modules that provide the most basic and recent notions on thousands of topics, which allow the configuration of programs according to personal needs.

4.-The 'network effect', consisting of the fact that the best contents voted for by students and professors will be offered to students of all the homologous courses of any language, obviously requires being subscribed to the corresponding courses in order to be a beneficiary.

 

B.-CONTINUOUS LEARNING IN THE FIRST TWO DEGREES

1.-Multifaceted education will be positive in the first educational grades to the extent that it helps primary and secondary students to learn how they can take advantage of digital resources at their service and thus continuously update their knowledge.

2.-The member countries of the 2030 AGENDA must resolutely support the educational continuity of their citizens in order to be competitive, especially in their Economic and Environmental sectors, whose scientific and productive bases change with progress.

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9

https://www.docuplay.com/guia_rapida/resources/i_b1?curso_id=592f4642177fae28160021f9

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION

H. CONTROLS

1.-Means of control

Docuplay, the teaching staff, all the collaborating actors in Docuplay, as well as those in charge of the four administrative levels of all AGENDA 2030 member countries can verify the evolution of each student's learning at any time through various resources: by examining their blog, through the results of his docutests, through his results in docu-competitions and docu-leagues, through the votes received from his peers, through the observations of his teacher in his blog 1 and above all through the sequence of actions E, the basis of the record-certificate final.

2.- Let's take a closer look at some of these means of learning control:

2.1.-Control of learning through docugames

The docugames, in their three species of docutests (the solo student), docucompetitions (organized by the students of a course) and doculigas (organized by Docuplay), are based on the contents of a course. For this reason, they have above all a control function of the individual learning of each student.

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9

2.2.- Control of learning through rankings

The individual rankings offer each student a much more complete knowledge than the points obtained in a docugame: on the one hand, the total points obtained in all the docugames at the time of consultation and, on the other, their position or ranking compared to his classmates.

https://www.docuplay.com/guia_rapida/resources/i_b3?curso_id=592f4642177fae28160021f9

2.3.- Control of learning through superPISAs

The collective rankings consist of means or statistical averages of the points achieved in a subject by groups of students of a certain geographical category (eg comparison of those of several countries in mathematics), institutional (eg points in natural sciences of educational centers or companies in a town) or educational level (eg points in history in the second year of secondary school). Resource A3 explains how these collective rankings outperform the PISA tests , valid every three years in more than 70 countries.

https://www.docuplay.com/guia_rapida/resources/i_b3?curso_id=592f4642177fae28160021f9

2.4.- Learning control through action records  

The Action Records allow each student who requests it, when they finish their course, to have an exhaustive record of all their activities with the contents, on the one hand, and with the services, on the other. These records are similar to the blockchain in the sense that all the students who appear mentioned in them, with a password to protect their privacy from third parties, will receive a copy, which will be another guarantee for the immutability and reliability of the records. the same.

 https://www.docuplay.com/guia_rapida/resources/i_b4?curso_id=592f4642177fae28160021f9

H.CRITICALISM
1.-Criticism will help Docuplay actors to be self-demanding in their respective responsibilities. Both students and teachers will be able to focus the comments on their blogs in a mainly critical sense, pointing out errors and defects in the works and performances of others, as well as possible ways or ways to improve them.

2.- Both the ranking system and the competition system aim to promote competitiveness, emulation and effort in students and, in short, perfectionism and excellence.

3.- The critics' perfectionism is strengthened by the SED's competitive and transparent system: rankings, competitions, and peer voting to highlight cases of excellence both individually (students) and collectively (educenters, companies, and member countries of the AGENDA 203)0 .

 

Voting: https://www.docuplay.com/accioncontenidoc/listarJustificacion/17/28, rankings: https://www.docuplay.com/tutorialintro/programa/7#m8 , competitions: https://www.docuplay. com/tutorialintro/program/7#m7 ,

 

D. COURSES

A.- Justification for the breakdown of the goals and objectives of the 2030 AGENDA into microcourses

1.-Docuplay, after the study carried out in the VNR of the majority of the member countries of the 2030 AGENDA by means of two hundred search and analysis assets-keys (for example, https://www.docuplay.com/ claveformacion/verTexto/185/COURSE ), can state that none of them have systematic course programs in place for the study of all the contents of the 2030 AGENDA.

2.-To carry out this study, Docuplay has believed it necessary to reduce the titles of the two types of units into which the 2030 AGENDA divides its program, that is, the 17 goals (Goals) and its 169 objectives (Targets), since they are too complex to be studied as courses, as most of them comprise two or more topics or sectors.

3.-For this reason, Docuplay has broken down goals and objectives to obtain monothematic course titles, thus resulting in 95 courses broken down by goals and 568 broken down by objectives.

4.-Docuplay maintains the original goals and objectives as courses in case anyone is interested in studying them like this, and calls with the term MICROCOURSES . the 663 (95+568) resulting from the breakdown of the goals and objectives

5.-With this project, Docuplay intends the following objectives:

5.1.-That all member countries of the 2030 AGENDA have a standardized system for studying their program.

5.2.-That no member country has to spend its resources in the development of a homologous system but, as it is a solution on an individual scale, it cannot compete in terms of benefits and quality with that of Docuplay.

5.3.-The standardization of the Docuplay Educational System (SED) does not imply uniformity, but it leaves a wide margin to values ​​such as personalization, innovation, specialization, etc.

https://www.docuplay.com/centralestudio/factores/d/59adc91d177fae082f000155

A.-95 COURSES in the 17 GLOBAL SUSTAINABLE DEVELOPMENT GOALS

B.-568 COURSES broken down of the 169 WORLD SUSTAINABLE DEVELOPMENT GOALS

A.-95 COURSES in the 17 GLOBAL SUSTAINABLE DEVELOPMENT GOALS

Source of goals and targets: Transforming our world: the 2030 Agenda for Sustainable Development

The General Assembly, September 18, 2015, UN, https://sdgs.un.org/2030agenda

B.-How to complement and extend the study of MICROCOURSES

In the D.FICHEROS asset, the contents of the main Docuplay programs can be used to complement and prolong or give continuity to the study of the SED+A2030 microcourses.

https://www.docuplay.com/centralestudio/factores/a/59adc91d177fae082f000155

C.DOCUPLAY

1.-Definition

Docuplay is a digital educational system (SED) whose mission is to make all kinds of knowledge accessible to all kinds of people through multifaceted education and training delivered in collaboration with companies and educational centers. Docuplay is convinced that both can increase the quality, reliability, efficiency, etc. of current education and training.
As universal, Docuplay offers courses for all educational levels and sublevels:

c1. Primary education 1, 2; secondary education; vocational training; tertiary training.

https://www.docuplay.com/index

2.-The mission expressed in two slogans on the cover

2.1.Improve the world through Internet-powered education in all knowledge, for all people, at any age, throughout life. (No. 1.)

2.2.The Archimedean lever to help the world raise its head.

3.-As a founding and central player in the SED+A2030 project, Docuplay is in charge of adapting all its content and service assets to the great SED+A2030 alliance.

See assets I.CONCENTRATION

F.DUALITY

1.-Unifaceted, trifaceted, multifaceted teachings

1.-Docuplay believes that dual education, that is, the one made up of the digital-online facet (Docuplay) and the theoretical-face-to-face (educentros) is adequate for primary or first grade of Vocational Training, while for the following grades of education (secondary, vocational training and tertiary) must be three-faceted, adding the practical-experimental facet (companies) to the two facets of the dual. The tertiary should be multifaceted thanks to contributions from other Docuplay actors, such as consultants, investors, government officials, etc.

https://www.docuplay.com/tutorialintro/programa/3

 

2.-Unifaceted can be continuous or lifelong

2.1.-The hybrid or mixed organization of the Docuplay Educational System, promoter, on the one hand, of a multifaceted study with the help of educational centers, companies and other actors of the SED+A2030 and, on the other, of an independent and totally 'online' study ´, converts the one-sided option into the possibility of continuous or lifelong education for the majority of adults, who at any time in their lives will be able to update their knowledge or obtain new ones.

2.2.-In addition, the contents of the one-sided option can only be the micro-courses or breakdowns of the objectives of the AGENDA 2030 carried out by Docuplay. https://www.docuplay.com/proyecto12/index

 

2.3.-Therefore, the studies of the contents of the 2030 AGENDA may be done in both options: in the three-faceted or multifaceted, by all those who are enrolled in educentros or employees in companies, and in the single-faceted, optionally by students and employees , but necessarily for people who, being neither of those two things, can only study online or through the SED. See asset I.TALENT

B. ECONOMY

 

 

Main contributions of the Docuplay economic service

  1. That the companies and educational centers (educentros) of each member country of the AGENDA 2030 can enroll in subservices 2.1 and 2.2 of the SED+A2030 courses that have a special affinity with their corporate purpose or activity.

 

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

(b) That the companies and educational centers located in areas with the same postal code (ZIP) constitute CETs (Trifaceted Educational Consortiums) (v.)

(c) That the registrations made by the companies in subservices 2.3 (products), 2.4 (services), 2.5 (patents) and 2.6 (applications) serve for the practical-experimental facet, through the Internet of Things technology and the virtual laboratories, improvements training.

https://www.docuplay.com/guia_rapida/resources/i_b1?curso_id=592f4642177fae28160021f9

F.EDUCATION

1.-Education and training

The first has as its object the intellectual, moral and affective development of the person in accordance with a system of values ​​and a vision of reality (culture).

The second is the instruction or knowledge acquired on a particular subject or activity.

As one advances in age, education can be replaced by training.

2.-Continuous training.

Docuplay bases the practically lifelong continuity of three-faceted and multifaceted education and training on several factors:

2.1.-In the practically unlimited size of its program 4 PROGRAM 4. COURSES ON UNIVERSAL SUBJECTS (1)(copy the i on the cover), which offers a practically unlimited field of development for the courses and micro-courses of the 2030 AGENDA.

2.2.-In the constant updating of the contents, both those coming from the web or cloud and those contributed by the actors (students and teachers) of the same courses.

2.3.-In the collaborative exchange at a potentially global level by virtue of the 'network effect' of the best content voted for by students and teachers.

3.-Types of education and training

3.1.-.-The two-faceted education is made up of the digital contribution of Docuplay and the theoretical-face-to-face contribution of educentros. Indispensable in the first grades, it will cease to be as students learn to learn by themselves thanks to the help of digital resources at their service, being able to get used to a mono- or unifaceted education, because "true education is teaching to learn by oneself”.

3.2.- The term three-faceted refers to the training that Docuplay intends to promote through tripartite consortia: Docuplay will provide the digital-online facet, the educational centers the theoretical-face-to-face facet and the companies the practical-experimental facet.

3.3.-To the educational facets contributed by the actors of the CETs. (digital-online (Docuplay), theoretical-face-to-face (educentros) and practical-experimental (companies) those of other Docuplay actors can be added, being able to speak then of multifaceted training: marketing-advertising-advice, etc. by consultants; economics -finance-administration by investors; sociology, law, administration, statistics, etc. by government officials of all member countries of the 2030 AGENDA.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

3.4.- As multifaceted, the education and training of the three-faceted consortium will be two-faceted (that of Docuplay itself and that of educational centers) for levels 1 (primary) and 2 (secondary). On the other hand, for levels 3 (professional education) and 4 (higher education) it will be multifaceted, that is, digital-online (Docuplay), theoretical-face-to-face ( educentros ) and practical-experimental ( companies ) in the Phase CET Three-Face Educational Consortium ) ; phase and in the CIP Industrial Consortium   ( Pentafacetic ) there will be two more facets: the economic ( financial ) and the advisory and commercial ( consultants ).

4.- Synergies of the educational service with the other four Docuplay services: 1. With the news: elevating information to knowledge and thought.2. With the economic one: allowing more and better companies, inventors and developers to emerge.3. With the social: forming more positive and deep social networks .4. With the competitive: putting each one in his place through the constant evaluation of the knowledge acquired.

 

C.EDUCENTROS

A.-REGISTRATION OF EDUCENTERS IN SED+A2030 COURSES

To achieve the goals and objectives of the A2030, Docuplay will invite educentros to form three-faceted educational consortiums (CET) capable of providing an education that is simultaneously digital-online (Docuplay), theoretical-face-to-face (educentros) and practical-experimental ( Business). All educational centers and companies that share the same postal code (CP) can register in each CET. This will facilitate that the respective students can, on the one hand, meet in person to exchange knowledge and projects and, on the other, exchange by attending practical classes in companies, the students, and in-person classes in the educentros, the employees. Each educentro that has registered in the three-faceted consortium in its area will register its teachers and students in Docuplay, along with their courses and subjects, so that all of them can benefit from Docuplay's contents and services (see tutorial).

https://www.docuplay.com/tutorialintro/programa/4

 

B.-ADVANTAGES OF SCHOOLS ENROLLED IN SED+A2030 COURSES

1.-Advantages for your students
1.1.-
Your students will be able to subscribe to SED+A2030 courses under advantageous conditions, thereby acquiring experience and habit to continue their online training for life.
1.2.- Once your students have subscribed to SED+A2030 courses, they will have preference for dual education taught by companies enrolled in their same or similar courses.
1.3.- Your students will be able to participate in doculigas, taking advantage of the beneficial contribution that games have in general in learning.

1.4.-They will be able to access all the contents and services of the SED+A2030 courses with their mobiles.

1.5.-They will be encouraged to investigate for themselves on the web in search of the best and most current files for the subscribed document;

1.6.-They will also be encouraged to collaborate in various aspects, such as, for example, voting on the contributions of their colleagues, answering the questions posed by them, regardless of their country and language, answers that, if they have certain positive votes , will be automatically translated and distributed to all courses with the same code number in any language.

2.- Advantages for the educentro itself
2.1.- Your schools will benefit in two ways:

-Promoting your name to the competition in attracting quality students,

-promoting the effort of all its students and teachers to stand out as centers in the classifications or collective rankings (`superPISAs´) published periodically by Docuplay based on the statistical averages of the individual classifications based on the records of actions of each student in each grade.
2.2.- The prospects for success of the registered educentros are based on the assistance and competitive advantages offered by the SED+A2030 course platform.

2.3.-Among the standards that must define the centers of excellence of SED+A2030 courses, we highlight the following: (a) Obtain good positions in the rankings in which it appears, especially those related to the industriousness of its students;

(b) The fact of having already joined a CIP, proof of its quality in R+D+i;

(c) Achieve a high employability index for its alumni;

(d) That their students stand out for the number of globalized collaborations by virtue of the 'network effect'.

https://www.docuplay.com/tutorialintro/programa/9

See asset I.TALENT

G.NET EFFECT

1.-It is the effect enunciated by Metcalfe's Law, according to which the communicational value of a social network, and Docuplay is by virtue of its collaboration, grows geometrically while the number of its participants grows arithmetically. An application of this law to Docuplay implies that as students join each course with the same code, whatever their language, the number and probably the value of exchanges between them increases, increasing the chances that Create content (analyses, comments, criticism, summaries, etc.) that, after receiving a certain number of votes from your peers, will automatically be offered to all students of the homologous courses.

 

2.-Therefore, thanks to the numerical code of each course, the incentive for collaboration, the voting system to highlight good content and the automatic translation of these, Metcalfe's law will work: as the number of courses grows arithmetically, students and actors of SED+A2030, the quality and attractiveness of its courses and micro-courses will grow geometrically for all member countries, in fact, for the whole world.

 

3.-This network effect will have special importance in the Environmental or Biodiversity sector, which will not be fully efficient if it does not operate on a universal base of data and users.

https://www.docuplay.com/tutorialintro/programa/7#m4

 

C. EMINENCES

1.-Strictly speaking:

Here eminence is understood as people who stand out for their knowledge or activities in a subject or occupation. The still living eminences will be encouraged by Docuplay so that, by enrolling in subservice 3.1 ( 3.1. Registration of relevant people for this course ) of the course closest to the specialty in which each one has excelled, they attend to the queries of the students of the same .

1.1.-In order for students to get to know them and emulate their example, Docuplay will send them a brief reminder on the occasion of the main biographical anniversaries of such eminences (dates of birth or death, outstanding events in activity, etc.).

2.-In a broad sense:

Any person who has a certificate from a SED+A2030 course that demonstrates high achievement can be considered eminent and fill out this registration form. Docuplay will offer incentives, such as free subscriptions to other courses, etc.

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

3.-Eminences object of study:

Still under development, level 5 of systematic courses, that of Hypersections, will contain millions of courses with their own name : authors, characters, works, which if they have abundant sources for their study, preferably digitized, will become the subject of an individual course. Like the companies, the eminences of each country can be found in their toponymic courses, program 5: In the SED+A2030 courses, the eminences related to the theme of each course are found in a content sector (08 Relevant people) : https://www.docuplay.com/personalidadesciencias/find?id=44&t=70726f796563746f5f3132

https://www.docuplay.com/plataforma/1

4.-Eminences object of emulation through reminders

Docuplay will promote the eminence of group 1 eminences by sending students from related courses to their works or performances as reminders of their main anniversaries.

See asset I.TALENT

 

 

 

E. EMPLOYABILITY

1.-As an incentive for students to learn intensely, they will be guaranteed employment in one of the four phases of the project, being the phases of protection and cultivation or breeding of species (plus their commercialization, v. marketing ) those that create the most numerous jobs and sustainable.

2.- Overall, this project can lead job creation in many countries. Another type of incentive will be to participate in the benefits generated, in its corresponding CIP, by ideas and innovations that have been registered, especially by patents.

They could also be paid for participating in the experimental phase to determine the suitability of species for food or medicine.

3.- To facilitate the work of cataloging and analysis of species, Docuplay will keep the contents of the courses updated with the latest research and scientific reports on the six goals of the Environmental sector of the AGENDA 2030 and on the Docuplay DDC programs about the kingdom. plant (botany), https://www.docuplay.com/sistematicomysql/index/84 , of the animal kingdom (zoology) https://www.docuplay.com/botanica/index   and of the mineral kingdom (chemistry) https: //www.docuplay.com/chemistry/index and (geology), https://www.docuplay.com/sistematicomysql/index/80

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

 

I. EMPLOYABILITY

A.-Investigate employability

1.-The best way to find out the degree of employability offered by each profession is, without a doubt, to enroll in one or several courses on professions, and that such courses offer complementary or transversal content as in programs 3.1 and 3.2.

2.-Docuplay with its subservice 3.2. Alumni will be able to know the job placement of alumni.

3.- The third level of professional training (FP) could be a springboard for entering the university. And, conversely, any university student will be able to choose a technical course among the forty thousand of the program 4 to improve their employability or update their knowledge once employed.

4.-Docuplay will offer incentives, such as a bonus or tuition exemption in future courses, so that AGENDA 2030 alumni who are already employed provide information about their employment achievement, information that can be very useful for others.

5.-Every student of a SED+A2030 course will be able to investigate for himself the employability offered by each profession and administrative division. To this end, it relies mainly on programs 3.1 and 3.2 (on occupations) and 5 (on populated administrative divisions). And also, in all the programs and courses, with the sectors of complementary files on companies and groups. PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS

PROGRAM 3.2 COURSES ON OCCUPATIONS

B.- encourage learning

6.-For language learning, with a view above all to acquire greater employability, Docuplay has courses on the main languages ​​in program 4, class DDC 4 Philology.

7.-As an incentive for students to learn intensely, they will be guaranteed employment in one of the three major sectors of the 2030 AGENDA ( economic, environmental and social ) or, more precisely, in one of its goals or objectives. Another type of incentive will be to participate in the benefits generated, in its corresponding CIP, by ideas and innovations that have been registered, especially by patents.

They could also be paid for participating in the experimental phase to determine the suitability of species for food or medicine. See asset E.EMPLOYABILITY (in the Environmental sector)

https://www.docuplay.com/tutorialintro/programa/9#c_EMPLEABILIDAD

 

I. ENTREPRENEURS

1.-Definition

Entrepreneur is understood to be someone who works on R+D+i projects or in the industrialization of products or services as a freelancer or franchisee.

2. -Entrepreneurship in the environmental sector of SED+A2030

2.1.-As an incentive for students of the SED+A2030 courses in the environmental sector, they may be guaranteed employment in one of its four phases, being the protection and cultivation or breeding of species (plus their commercialization) those that create more numerous and sustainable jobs. The most enterprising will be able to opt for a franchise. It could also be encouraged with participation in the experimental phase to determine the suitability of species for food or medicine.

2.2.-Taken together, the environmental sector can lead job creation in all member countries of the 2030 AGENDA, especially those richest in biodiversity, which paradoxically tend to be the least developed. See active I.REINDUSTRIALIZATION

3.-Entrepreneurship in the economic sector of SED+A2030

In this sector there will be two types of entrepreneurs:

-In the CETs, working in R+D+i

-In the CIP, converting the patents and innovations of the CETs into products and services, either operating as a freelancer or with a franchisee contract.

-To benefit from the large scale, the commercialization of CIPs products will be carried out by a specialized company.

4.-Another type of incentive will be to participate in the benefits generated, in its corresponding CIP, by ideas and innovations that have been registered, especially by patents.

https://www.docuplay.com/tutorialintro/programa/9#c_EMPLEABILIDAD

 

C.COMPANY

A.-ADVANTAGES OF GROUPING SMEs BY THEIR CP IN SED+A2030 COURSES

1.-To achieve the goals and objectives of the A2030, Docuplay will invite companies to form three-faceted (CET) and multifaceted (CIP) educational consortiums capable of providing an education that is simultaneously digital-online (Docuplay), theoretical-face-to-face (educentros) and practical-experimental (companies).

1.1.-All educational centers and companies that share the same postal code (ZIP) can register in each CET. This will facilitate that the respective students can, on the one hand, meet in person to exchange knowledge and projects and, on the other, exchange by attending practical classes in companies, the students, and in-person classes in the educentros, the employees. Each educentro that has registered in the three-faceted consortium of its area delimited by a CP will register its teachers and students in Docuplay (see tutorial), together with their courses and subjects, so that all of them can benefit from the contents and services of SED+A2030 courses.

https://www.docuplay.com/tutorialintro/programa/4

https://www.docuplay.com/tutorialintro/programa/9  

1.1.-Docuplay, in order to facilitate said registration, will try to register them by classifying them by the corporate purpose or activity that appears in the catalogs of companies that are already in the markets. This classification is found in the toponymic courses of program 5 of the SED ( https://www.docuplay.com/toponimicomysql/index/5deed894525f79d4168b4568/133/1 ).

In Spain, at the moment, they are classified, together with the educentros, by autonomies. Although they could also be by your postal code (CP).

1.2.-To register, you will also have the help or advice of a consulting company and SED tutorials.

B.-OTHER OBJECTIVES OF REGISTRATION

1.-The classification of companies by their PC allows SMEs to be grouped so that they collaborate and achieve economies of scale.

2.-The subsequent classification by their activity or corporate purpose of the companies of a CP or a set of contiguous CPs will also allow their products and services to gain greater scale to compete commercially.

2.- The registration of companies in courses related to their products and services aims, above all, to update and improve the training of their employees, as well as that of students from educational centers, through an agreement or collaboration license with Docuplay based on their Online courses and services platform.

3.- The presence of companies in the economic service enables a three-faceted training, thanks to the synergy between the educational service and the economic service. Indeed, dual training occurs when certain companies enrolled in the economic service of a Docuplay course and with a license from the same, sign their own employees to said course and receive internships for students of the same course from educentros included in the same CET consortium.

4.-For the three-faceted training to be as effective and complete as possible thanks to new technologies such as the Internet of Things and Augmented Reality, it will be convenient for companies to also register their products and services in these four sub-services of the economic service: products, services, patents and applications.

C.-ADVANTAGES OF ENROLLING IN SED+A2030 COURSES

1.-All companies enrolled in a systematic Docuplay course may register their products, services, patents and applications to enrich the practical-experimental facet of three-faceted education, thus resulting in the foundation in each consortium for the practice of the Internet-of -the-Things , another new technology that also involves an increase in reality of great educational importance.

2.-Medium and large companies, with their own website, may also become Docuplay courses. Since the companies of each country will be located in Docuplay in the toponymic course of each one of them, grouped in tables all those that share the same postal code, the medium and large companies with their own website will be the subject of individual courses, and the rest They can be grouped in the same course. But the importance of the study of companies is evident due to their role within the three-faceted consortiums promoted by Docuplay, in charge of providing the practical-experimental facet of three-faceted education guaranteed by the consortium, the material contribution for the Internet-of-the- things and part of the undertaking that CIPs require.

3.-The fact that the educentros of each country are also classified by their postal codes will motivate their students to study the companies located in the same CP with a view to choosing their place of internships and perhaps their future employer.

4.-In the following sector of companies, which lists the companies whose activity is related to the subject of each course, the student can locate the most similar to his subject or course. See section 05B. RELEVANT COMPANIES FOR THIS COURSE. (Companies from Spain).

https://www.docuplay.com/tutorialintro/programa/7#m5

D.- COMPANIES WITH COURSES ABOUT THEMSELVES

5.-A large number of companies are already the subject of Docuplay courses. For this, it is enough that it has abundant sources of study of its history and preferably digitized. In program 5 on populated place names there are courses on companies classified by level 2, 3 or 4 administrative divisions (region, province or population; in Spain they are by Autonomies: https://www.docuplay.com/toponimicomysql/ index/5deed894525f79d4168b4568/133/1 ). While in program 4 of systematic courses, a content sector selects companies whose activity or corporate purpose is related to the topic of the course, https://www.docuplay.com/proyecto12/empresaesp?id=37

https://www.docuplay.com/plataforma/1

See assets I.TALENT, I.CONCENTRATION

F. TEACHING

1.-Unifaceted and trifaceted teaching

1.1. The hybrid or mixed organization of the Docuplay Educational System (SED), with its double option, on the one hand, of a three-faceted study with the competition of educational centers and companies and, on the other, of a completely "online" single-faceted study, makes this second option in the possibility of a continuous or lifetime education in the majority of adults, who at any time in their lives will be able to update their knowledge or obtain new ones.

1.2.-Docuplay programs (see cover) have in all their tutorials the single-faceted option or digital-online teaching given by Docuplay.

1.3.-Docuplay believes that dual education, that is, the one made up of the digital-online facet (Docuplay) and the theoretical-face-to-face (educentros) is adequate for primary or first grade of Vocational Training, while for the following grades the Education must be three-faceted, adding the practical-experimental facet (companies ) to the two facets of the dual.

1.4.-About Docuplay's competencies in single-faceted teaching, see the Great tutorial on INNOVATIONS of the Docuplay Educational System (https://www.docuplay.com/tutorialintro/programa/7), especially chapters 2,3,6 ,7,8,and 9).

 

2.-Multifaceted teaching

Multifaceted teaching is added to the trifaceted by other actors other than educational centers and companies: consultants, investors, government officials in each country..., especially the latter, given the involvement of most countries in the 2030 AGENDA.

 

3.-Transversal or interdisciplinary teaching

Docuplay's educational system adopts the T model for its contents. Consequently, in all courses, it provides file content sectors to deepen the subject (vertical bar), complemented with other files that provide a transversal, horizontal or interdisciplinary perspective . Among these, the content sectors on companies, personalities, products and services, patents, applications... that are relevant to the purpose of the course stand out. Much of such content can also be contributed by students, teachers and companies themselves, registering them as sub-services relevant to their course. ( See B2.-COLLABORATIONS https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9 Functions .2, .3 and .4 of each subservice will be activated when there are registrations and subscriptions in the form or function .1). See asset I.TALENT

 

G. SPECIALIZATION

1.-Definition

1.-Specialization is understood as the training concentration on a subject or limited thematic sector in order to become an expert capable of contributing to the same professional competence and even some innovative development. See assets G.PERSONALIZATION ,

H.STATS

It is evident that the periodical statistics publications of many countries, which usually cover a wide thematic spectrum, add a useful and transversal overview to the knowledge provided by a course, especially place names. Also, they work especially well as bases for docugames and doculeagues. That is why Docuplay already includes among its content sectors important statistical series, such as those from CIA and Eurostat, which also serve as the basis for docucompetitions and doculigas.

https://www.docuplay.com/tutorialintro/programa/7#m9  

G. STANDARDS

1.-Quality standards. Among the quality guarantees that Docuplay offers in its educational system, the following stand out:

1.1.-In content: six large programs with thousands of microcourses or modules that allow students to configure their courses; variety of content offered from the web by major search engines, distinguishing between downloadable files and linkable files; regularly updated content to take advantage of the growing wealth of the web. These contents will serve to give unlimited continuity to the courses and micro-courses of the AGENDA 2030.

1.2.- In services: all the courses have a numerical code that allows the network effect , by which all those subscribed to the same course in any language can exchange collaborations that reach a certain number of votes, so the greater the number of enrolled greater abundance and quality of contents of student origin;

1.3.-In teaching methodology: hybrid method, being able to follow courses with the help of teachers when enrolled or employed in centers or in a totally 'online' way; In both options, students have a system of SEQUENCES OF ACTIONS in various phases, whereby the student has to carry out a series of actions with the contents of his course that can be evaluated by means of votes by his classmates; a system of docugames with the contents of the course has the function of encouraging the study to compete and self- and hetero-evaluate knowledge; A ranking system coincides with the docugames in stimulating study via competitiveness, adding transparency to individual and collective results.

1.4.-In results: the last phase of the Action Sequences offers a recap of all the previous phases and provides a highly reliable record-certificate of the results, which will serve the student as an employability factor. Docuplay will help in the job search.

 

2.-Its universal validity

2.1.-A basic principle of Docuplay is that its quality standards are universal and stable and will not change under any circumstances; which does not mean that they are not permanently improved by taking advantage of all the advances in technology and content.

2.2.-Indeed, given the universal validity of the quality standards of the Docuplay Educational System (SED), SED+A2030 students from any country may compete for employment with any other.

2.3.-Since Docuplay's quality standards are universally valid, the rankings published by Docuplay comparing evaluations at any level, individual, institutional, geographical, etc. , will be equally legitimate and valid in all the member countries of the AGENDA 2030, as well as the records-certificates of the end of the course of each student.

3.-Educentre standards

3.1.-Among the standards that must define our education and training centers of excellence, we highlight the following: 1. Obtain good positions in the rankings in which it appears, especially those related to the industriousness of its students; 2.-The fact of having already joined a CIP, proof of its quality in R+D+i; 3.-Achieve a high employability index for its alumni; 4.-That their students stand out for the number of globalized collaborations by virtue of the 'network effect '.

4.-Standards and rankings

4.1.-Since Docuplay's quality standards are universally valid, the rankings published by Docuplay comparing evaluations at an individual, institutional, geographical level, etc. , will be equally appreciated and valid, as well as the records-certificates of the end of the course of each student.

4.2.- Docuplay will state in its student/course certificates if it complies with all the quality standards it has established, which, by virtue of its universal validity, will confer equivalent employability on its holders.

4.3.-Other factors of universalization of Docuplay: toponymic programs 5 and 6, docugames, voting, certificates...

https://www.docuplay.com/tutorialintro/programa/9#c_VOTACIONES  ,  https://www.docuplay.com/accioncontenidoc/listarJustificacion/17/28

https://www.docuplay.com/tutorialintro/programa/9#c_EST%C3%81NDARES

 

C. STUDENTS

A.-ADVANTAGES OF THE SED+A2030 MULTI -FACETED COURSES

https://www.docuplay.com/proyecto12/index

Among the benefits that employees in companies and students of educentros will obtain from their subscription to SED+A2030 courses in their practical-experimental and theoretical-face-to-face facet, respectively, the following stand out:
1.-Obtain a more complete and up-to-date training thanks, above all, to the knowledge that they will obtain of the products and/or services of the company itself and of the other companies present in the economic service of each SED+A2030 course .
2.-Have the right to a complete, rigorous and reliable certificate for each course, based on its rankings and the data (big data) generated in numerous activities during a certain study period.
3.-Thanks to the total gamification or 'gamification' of the contents of the SED+A2030 courses , they will have many more stimuli, incentives and motivations for effort, performance and strict control of results
4.-To be able to be selected for doculigas, only within the reach of the best rankings of each SED+A2030 course , with the advantages that these entail: notoriety, motivation for effort and learning, prizes, etc.
5.-Have the help and emulation that the classmates of each SED+A2030 course can provide through their comments, their votes, their possible forms of collaboration, etc.
6.-To be able to create, individually or as a team, applications and patents that can be commercialized and generate benefits.
7.-Become familiar with the online study to continue their training and update their knowledge for life.

B.-RESOURCES AND INCENTIVES

1.-The blogs available to each student in each course allow them to write texts of various kinds: justifications, summaries, comments, etc., as well as receive the evaluation of their peers through votes. In the Action Sequences, enrolled students will have a blog in each course to explain and illustrate their collaboration.

2.-Course students have numerous resources and incentives to achieve excellence, including:

2.1. Have a vast collection of content that is frequently updated, where you will have to investigate to choose the most appropriate files;

2.2.-the evaluation by means of votes by his classmates of the majority of his actions supposes an incentive for his effort and improvement;

2.3.-the possibility of your CET joining a CIP that takes advantage of your contributions in R+D+i and offers you adequate and well-paid employment;

2.4.-have, as the culmination of their course, an exhaustive record of all their actions in it and the votes obtained, which may be their best guarantee for their adequate employability.

3.-The member entities of CETs and CIPs will encourage students from educentros to be able to work temporarily in companies chosen for their affinity with the subjects they study.

C.-ALUMNI, FREE STUDENTS, PROFESSIONAL ORIENTATION

1.-Docuplay considers that if a former student who has obtained a positive certificate remains related to it, both the new students and the former student themselves will benefit, since they will allow them to keep abreast of the advances and innovations in the subject matter of the course , while, in fair reciprocity, he will be able to enrich them with his professional and work experience. For this reason, Docuplay wants alumni , especially those who have obtained a good certificate in a course, to continue to be linked to the same educational center, encouraging them with free subscriptions to other courses, among other advantages. See subservice 3.2. of

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

2.-Adults who want to study any course, but regardless of the educational center and company and, therefore, without a three-faceted option, will have the single-faceted option. Docuplay recommends program 4, in which, in a totally digital-online way, they have tens of thousands of micro-courses at a monthly flat rate.

3.-Students who want to know the possibilities of occupational or professional application of what has been studied in a course will resort to programs 3.1 or 3.2. (see PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS

PROGRAM 3.2 COURSES ON OCCUPATIONS

See asset I.TALENT

 

H. EVALUATION

1.-Evaluation based on the data collected by the records of the sequences of actions

1.1.-The evaluation of student performance in each course of the SED+A2030 is carried out through the records of sequences of actions, which are collecting and ordering all those carried out with the contents and services.

1.2.-The reliability of such records is based, on the one hand, on the exhaustiveness and detail with which they collect all the student's 'big data' from the start of their course to the end of it, either because a week has elapsed without You have studied it for at least sixty minutes, because you have requested your records, thereby concluding your course.

1.3.-Employers may dismiss without compensation anyone who cannot demonstrate that they possess the knowledge that appears in the action records of the course for which they were hired. With the student's permission, Docuplay may promote such records to companies and entities that it considers potential employers.

 

2.-Docuplay will terminate a subscribed course at the time the student requests their registration of actions in it. See B5.1.-Code of conduct.

3.-Evaluation by peers

3.1.-The evaluation carried out by peers or classmates by voting on a series of actions can have several purposes, including: a) motivating the student to perform frequently and with the highest possible quality certain basic actions for study and learning of the subject of the subscribed course; b) show the student her learning curve; c) benefit other students of the same course or subject anywhere in the world, since Docuplay will automatically translate the most voted contributions and offer them to all its peers in the network.

3.2.- The votes of the peers will have an important value in the definitive registration and evaluation of a student and his subject or course.

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION

4.-Other foundations of the reliability of the SED evaluation

4.1.-In content: the more than 600 SED-A2030 microcourses are complemented by tens of thousands of SED programs, which allows students to configure their courses and continue their training for life. This unusual variety of content comes from the web through important search engines, distinguishing between downloadable files and linkable files according to their legal status, and they are periodically updated content to take advantage of the growing wealth of the web.

4.2.- In services: all the courses have a numerical code that allows the network effect, by which all those subscribed to the same course in any language can exchange collaborations that reach a certain number of votes, so the greater the number of enrolled greater abundance and quality of contents of student origin;

4.3.-In teaching methodology: hybrid method, being able to follow courses with the help of teachers when enrolled or employed in centers or in a totally 'online' way; In both options, students have a system of SEQUENCES OF ACTIONS in various phases, whereby the student has to carry out a series of actions with the contents of his course that can be evaluated by means of votes by his classmates; a system of docugames with the contents of the course has the function of encouraging the study to compete and self- and hetero-evaluate knowledge; A ranking system coincides with the docugames in stimulating study via competitiveness, adding transparency to individual and collective results.

4.4.-Results: the last phase of the Action Sequences offers a recapitulation of all the previous phases and provides a highly reliable record-certificate of the results, which will serve the student as an employability factor. Docuplay will help in the job search.

2.-A basic principle of Docuplay is that its quality standards are universal and stable and will not change under any circumstances; which does not mean that they are not permanently improved by taking advantage of all the advances in technology and content.

https://www.docuplay.com/centralestudio/factores/e/59adc91d177fae082f000155

 

H.RELIABILITY

A.-Consequences of peer votes

1.-Docuplay promotes and encourages the collaboration of students in their courses, counting the votes given and received in the share register of each of them, promoting reciprocity in contributions, showing that when they receive a certain number of votes they will be offered , translated automatically, to the homologous courses of the entire AGENDA 2030, which, by virtue of the 'network effect', after automatic translation, it is expected that they will soon be very numerous.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

2.-The voting system of the actions of some students by others and of some professors by their students is widely used by Docuplay, especially in the sequences of actions (see its screenshot tutorial). Thanks to an exhaustive voting system of the majority of the actions of each student in each course, Docuplay can guarantee that the final certificate-registration for each student and course deserves great reliability and trust for the awarding of jobs and responsibilities. This voting method will also be applied to the majority of the actions of the phases of sector E ` Biodiversity´.

https://www.docuplay.com/tutorialintro/programa/9#s_VOTACIONES

B.-Other foundations of reliability: completeness and 'blockchain' (v.active)

3.- The evaluation of a student's performance in each course is carried out by Docuplay through the records of sequences of actions, which collect and order all those carried out with the contents and services, etc. The reliability of such records is based, on the one hand, on the exhaustiveness and detail with which they collect all the student's 'big data' from the start of their course to the end of it, either because the predetermined period has elapsed without have carried out any study action, either because they have requested their registration-certificate, thereby concluding their course.

 

4.-Unless otherwise indicated by the student, Docuplay may promote such records to companies and entities that it considers potential employers .

 

D.FILES

1.-Contents of each . SED+A2030 microcourses

1.1.-The content sectors available for the courses of the 17 goals and the 169 objectives of the 2030 AGENDA, broken down by Docuplay into 95 and 568 micro-courses, respectively, have been selected in the Cloud through more than a dozen search engines.

1.2.-The courses of each program offer a large amount of content of various types and formats for study, among which each teacher and each student can find fully useful files for the study of the subject matter of their subject or course. Docuplay distinguishes three groups of content sectors:

a.- That of the sectors of downloadable files (downloadable on the Docuplay website, because they are in the public domain or have an express license to be downloaded (for example, those from Wikipedia);

b.-that of the linkable files (of limited use because the author's right is still in force; with comments and citations made by the students by virtue of the essentially collaborative nature of the courses);

c.-and that of the complementary files (provided mainly by the collaboration of the four types of companies registered in the two consortia). The first two are mainly used for a 'vertical' or in-depth study of the course matter and the third for a 'horizontal', transversal or interdisciplinary study. This third group is not the object of study, but rather complements the study and expands, on the other two types of files, the perspectives on the subject matter of the course or microcourse.

The main contents of this group are the companies, the groups (Google) and all the objects that can be registered in Docuplay subservices until they form an Internet of Things or virtual laboratory for each course.

https://www.docuplay.com/centralestudio/factores/a/59adc91d177fae082f000155

2.-Sectors of downloadable or linkable files for 'vertical' teaching

2.1.-With the sectors of downloadable files and linkable files , Docuplay offers students and teachers a large amount of textual content that requires a lot of research to make a selection of the best for each subject. This selection task will be the responsibility of the professors in the programs with multifaceted option (1, 2 and 4). Once a reasonable number of useful files have been selected for each course, these can be the subject of summaries and study in sections 1 and 2 of the blog for the same subject. And in the case of downloadable files, they may be partially copied, by way of citations, to be the object of analysis and comments and of docugames (docutest and docucompetitions).

2.2.- The selection of files and their copy in the blog of the course to make it available to the other classmates will be subject to voting, positive or negative, by them, as well as the summaries and comments that are made.

2.3.- If a student, despite the large number of files available in these sectors for a SED+A2030 course , would still like to search for something better on the Internet, they can do so easily: put the search key in the search engine, normally the title of the subject, and investigate in the search result to make the selection and download in the blog that the student has for each subject or course. If the course has a multifaceted option, the selection of downloadables will be made by the teacher and will be downloaded from her blog2.

2.4.- It is evident, therefore, that these two basic sectors for vertical in-depth study of the subject matter of each subject are decisive for accustoming students to Internet research, developing their capacity for analysis and criticism, initiative, etc. .

https://www.docuplay.com/tutorialintro/programa/7#m9     

 

G.FLEXIBILITY

1.-SPECIES OF FLEXIBILITY

Among the different kinds of formative flexibility that the SED+A2030 offers to AGENCA 2030 students, the following stand out:

1.1.-Flexibility of the duration of the courses or subjects: each student can set the duration of their course between weeks and months, considering that the content of each course is configurable with a certain number of files.

1.2.-Flexibility in the configuration of the courses or subjects The structure of each course or subject is modular insofar as its content can be expanded at will through more or fewer files.

1.3.-Flexibility in the request for evaluation and certification: the student can request the evaluation certificate of his course, thereby ending his course. (see Modularity):

1.4.-Flexibility in the choice of language: the student can choose the language of his courses; Spanish and English are currently available. This flexibility is important in Program 3, as the English program covers 6,500+ Occupations (Labor Department), with excellent supplementary information of all kinds, while the Spanish counterpart, Qualificaciones Profesionales (State Administration) only covers 3,000 professions. .

1.5.- In each Docuplay course, the three degrees of Vocational Training can coexist, that is, the three degrees or levels of FP can coincide simultaneously in the same course, since all three are subject to the same quality standards and only differ in the type of files selected by the respective professors in the course content sectors, given that in these there are files of very different complexity. See asset G.MODULARITY

2.-ALL TYPES OF STUDENTS

2.1.-The CETs, made up of educational centers and companies with the same postal code (ZIP), bring education closer to all the inhabitants.

 

2.2.-SED+A2030 courses accommodate people of all kinds, regardless of age, culture, origin, economic level; and given that among the contents of the courses there are files of all degrees of complexity, the teachers will have the main task of selecting the appropriate files for each level. For example, the Wikipedia file is usually suitable for the primary level.

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION

3.- RATES

If the student opts for the flat rate regime, they will pay a modest monthly fee (pending determination and announcement) that will entitle them to simultaneously subscribe to four AGENDA 2030 courses and up to eight microcourses similar to those in the Docuplay programs. Once this maximum number of courses subscribed at the same time has been reached, you will only be able to subscribe to a new course when you have concluded any of the others by requesting their corresponding Registration-Certificates. See B5.1.-Code of conduct

https://www.docuplay.com/plataforma/1

 

B. TRAINING

point Main contributions of the SED+A2030 courses from the training of view https://www.docuplay.com/proyecto12/index

(a) Two series of courses, systematics and place names, which despite their innumerable courses and thanks to their structure of inverted pyramids are adaptable to- and manageable by all educational levels.

(b) A three-faceted education (see) developed through tripartite consortia.

(c) An all-round education, with all educational levels (primary, secondary, professional and tertiary) and sub-levels (basic and higher).

(d) Modular and personalized configuration of the matter of each course.

(e) Unlimited subscriptions for a modest flat rate according to the purchasing power of each country.

https://www.docuplay.com/guia_rapida/resources/i_b1?curso_id=592f4642177fae28160021f9

B. I+D+i

1.-R+D+i, foundation of products and services

1.1.- The SED+A2030 will promote, for the sustainability of development, R+D+i at levels 3 (professional training) and 4 (university) of education.

1.2.-The SED+A2030 could cause the number of product designs together with the computer application to be able to produce them using 3D printers to increase exponentially. To this end, it will adopt and maintain the following measures:

2.-How to promote it

(a) Promote the subscription to the micro-courses of the sectors of the 2021 AGENDA A.Economic and B.Environmental, on Social C , since the latter, by specifying a lesser or null mathematical base, is usually more crowded, on All for the female students. https://www.docuplay.com/proyecto12/index

(b) Encourage students enrolled in such subjects to carry out R+D+i aimed at designing products together with the computer application to produce them in series using 3D printers.

(c) Said incentive will be produced by guaranteeing that, once the product design has been approved and the operation of the 3D printer application has been tested, a contract will be signed to determine its income from the commercialization of the product.

(d) When the investigation of the product, the development of the design and the programming of the application correspond to different authors, as will be the most normal, said contract will be signed by all of them.

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

A.HUMANITIES

1.-The seven humanistic classes of the DDC

The seven humanistic classes of the 4 DDC program, especially these four : 1 Philosophy, 2 Religion, 7 Fine Arts, 8 Literature and 9 History), although they account for only 20% of the total courses in the program, are especially effective for developing the thinking skills, synthesis, criticism, etc. required for such valuable human qualities as creativity, innovation, balance, sociability, governance, etc.

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9

2.-Philosophy

Philosophical training will promote a change in attitude towards reality, both material, susceptible to scientific or demonstrative, evident and universal knowledge, and immaterial, only susceptible to argumentative, gradual, more or less credible or probable knowledge. Both material and immaterial objects (for example, moral, aesthetic, legal, political values, etc.), in order to be adequately known and studied, must be approached in an unprejudiced way, free above all from the omnipresent prejudices of the right and left. . In other words, it is necessary to adopt the phenomenological method created by Husserl at the beginning of the 20th century, whose famous German motto is Zu den Sachen selbst (To things themselves). Zubiri formulates it like this: Leave things as they are to know them as they are.

It is evident that the metaphysical or epistemological foundation allows the commitment to the culture of effort that will allow each student to know things as they are in order to later be able to operate with them in the most appropriate and profitable way for all. The religious foundation must also suppose an important support for such an effort.

3.- Ethics

As Docuplay's motto clearly expresses on the cover (Improve the world through Internet-powered education in all knowledge, for all people, at any age, throughout life.) , perhaps the most important ethical value for your project educational is that of the equality of all humans regarding the use by themselves of the opportunities offered by the Internet. It is often repeated insistently that today's world is headed towards greater inequality between a minority in each country that knows how to take advantage of all the potential of the digital revolution and a large majority that is being left on the sidelines, which, in a context in which that this revolution, in its robotic aspect, supposes the progressive reduction of necessary human work hours, will mean their sentence to lack work for life and to live on a basic income. Docuplay aspires that, through progressively autonomous and economically affordable education and training for anyone depending on their country, everyone can count on the distribution of necessary human labor hours, however minimal the number of these may be.

https://www.docuplay.com/plataforma/1  

B. I+D+i

1.-R+D+i, foundation of products and services

1.1.- The SED+A2030 will promote, for the sustainability of development, R+D+i at levels 3 (professional training) and 4 (university) of education.

1.2.-The SED+A2030 could cause the number of product designs together with the computer application to be able to produce them using 3D printers to increase exponentially. To this end, it will adopt and maintain the following measures:

2.-How to promote it

(a) Promote the subscription to the micro-courses of the sectors of the 2021 AGENDA A.Economic and B.Environmental, on Social C , since the latter, by specifying a lesser or null mathematical base, is usually more crowded, on All for the female students. https://www.docuplay.com/proyecto12/index

(b) Encourage students enrolled in such subjects to carry out R+D+i aimed at designing products together with the computer application to produce them in series using 3D printers.

(c) Said incentive will be produced by guaranteeing that, once the product design has been approved and the operation of the 3D printer application has been tested, a contract will be signed to determine its income from the commercialization of the product.

(d) When the investigation of the product, the development of the design and the programming of the application correspond to different authors, as will be the most normal, said contract will be signed by all of them.

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

 

F. EQUALITY

1.-EDUCATION FOR ALL COUNTRIES AT ALL LEVELS

1.1.-It is evident that in order to correct and even eliminate the growing economic inequality among the member countries of the 2030 AGENDA, digital education is required, the only way for there to be employability for all, even if it is only for a brief fraction of time daily or weekly. Thanks to online automatic translation (in the cloud or cloud), all downloadable textual content could be translated into all languages ​​already enabled in Docuplay.
1.2.-For a rapid and full digitization of each country, it must be addressed simultaneously at the four educational levels.

1.3.-The contents of AGENDA 2030 will be distributed in the four conventional educational levels as follows ( https://www.docuplay.com/proyecto12/index ):

a.-The primary and secondary programs are, respectively, the courses on one of the three sectors into which the 17 goals of the 2030 AGENDA are divided, and the courses on the 95 micro-courses into which Docuplay divides said goals.

b.-The programs for vocational and tertiary training are, respectively, the 169 objectives of the AGENDA 2030 and the 568 microcourses in Docuplay divided 169 objectives.

 

2.-EDUCATION OF THE SAME QUALITY

3.-Each course and microcourse has content selected in the Cloud by more than a dozen of the best Internet search engines, giving priority to content in the language of each country, beginning with Wikipedia.
4.-Given the relative cheapness of digitization, both in education and in industrial production, inequalities between countries and between individuals can be quickly reduced with an adequate Digital Education System (SED). Well, for the one-sided and multifaceted education proposed by Docuplay to contribute to the economic prosperity and employability of the citizens of any country in the world, it is necessary that knowledge be translated into profitable products and services.

5.-The CETs (Trifaceted Educational Consortium ) can be guarantors of an education of equal quality for all, since all will have the same contents and services, with identical quality standards, as well as the same occupational and professional possibilities depending on of the competences acquired with their study and practices. ( https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9 ).

 

https://www.docuplay.com/guia_rapida/resources/i_b6?curso_id=592f4642177fae28160021f9

 

B. INCENTIVES

1.- The SED+A2030 may reward the teaching performance of companies and educational centers through periodic rankings at various administrative levels (populations, municipalities, provinces, regions, countries) and size (SMEs, medium-sized, large), in which they will count several factors, such as the votes of the students for their professors, the registered subservices and their number of users, the R+D+i contributed to their respective CIPs, etc.

 

2.-The SED+A2030 will encourage the subscription of students to the courses of companies related to their objectives, whose knowledge may enrich their capacity for innovation, entrepreneurship, management...

 

1.-With the individual docugames, the student has at his disposal a permanent test to control and promote his learning and self-motivation. With the docu-competitions, the students of each course have a way to compete with each other, mutually promoting their motivation and effort. With the doculigas they have a more powerful factor to boost their motivation and effort, since only the students with the best action records can be selected to participate in them.

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9

 

E.INDUSTRIALIZATION

It is about industrializing the Environmental sector of the 2030 AGENDA

A.- CATALOGING AND ANALYSIS OF SPECIES

1.-The CIPs (Five-faceted Industrial Consortium) will be necessary for the AGENDA 2030 Environmental project , to perform, among others, the following functions under the direction of one or more consultants:

1. Analysis, together with CETs, (Trifaceted Educational Consortium) of the usability of the new cataloged species.

2. Selection of employees, who will come mainly from CETs.

3. Hiring specialists in taxonomy and analysis of species that can be found on the Internet.

4. Negotiation with entities with databases of already cataloged species and, in some cases, with DNA analysis.

 B.- CULTIVATION OF VEGETABLE SPECIES

5. Acquisition of land and its preparation for the cultivation of vegetables, either under plastic or in the open;

6.-Marketing of crops;

C.-BREEDING OF ANIMAL SPECIES

7. Negotiate with deep-sea fishing companies the contribution of specimens of all their catches;

8. Construction of fish farms for the breeding and commercialization of species of proven edibility.

D.- FRANCHISE ORGANIZATION as a complement or alternative to CIPs.

E. LOBBY BEFORE THE GOVERNMENTS OF THE MEMBER COUNTRIES

a) to obtain permits and support to build HIDROSOLAR PLANTS.

b) so that countries that still do not admit the patentability of new edible and medicinal species. The discoverer and/or analyst of a patentable species may not only be employed at the CIP that exploits it, but will also participate in the economic benefit. https://www.docuplay.com/tutorialintro/programa/9#c_cip   

F.-CONSTRUCTION OF HIDROSOLAR PLANTS

I. INNOVATION

A.-Completion of research and development

1.-The research and development promoted in Docuplay's 'investigativism' gain its full meaning with innovation, which culminates in the R+D+i formula.

2.- In order for the research and development effort to be carried out with a view to innovations, Docuplay will insist that these will be decisive for the integration of each CET in the corresponding CIP to make them commercially productive, with the consequent benefits for its actors.

B.-Incentives for innovation

3.- Among the measures already implemented by Docuplay to promote innovations are (a) CETs actors in each course, especially companies, can register in subservices products, services, patents, applications... relevant to its subject matter; (b) the companies classified by a course can be the object of study in a subscribable and profitable course for students; (c) students will be encouraged to contribute innovative ideas relevant to the subject matter of the course in their blogs.

https://www.docuplay.com/tutorialintro/programa/7   ,  https://www.docuplay.com/tutorialintro/programa/9#c_STEMSA  ,  https://www.docuplay.com/tutorialintro/programa/9#c_NUEVAS

C.-Innovation and database

4.-To avoid duplication and overlapping in R+D+i efforts, Docuplay will develop databases in each sector, accessible to all those subscribed to the corresponding courses, who will be able to consult them before starting or continuing with their projects. is already available in each course In this sense, a content sector based on the Google patent search engine . The single database for the Environmental sector of the 2030 AGENDA will be especially important , since it would not make sense for various countries to waste work and time in research and analysis on the same species, with the number of species still awaiting such an enormous number. study in Biodiversity (see CATALOGING and ANALYSIS).

https://www.docuplay.com/tutorialintro/programa/13#INNOVATIVISMO

 

B. ARTIFICIAL INTELLIGENCE

1.-Didactic applications of AI

1.1.-AI, and its advances in the immediate future are going to bring great advantages to its educational offer. For example, the series of -bots: Profebots (answer verbally or in writing to questions about the course matter), chatbots (talk about the course matter), infobots (provide news or web data related to the course matter ) …etc; They are applications that they will be able to learn to help each student.

1.2.-Such applications have in common the progressive specialization in the subject of a course and its adaptation to the learning rhythm of each student, who they serve with a personal adaptation in constant improvement.

2.- Personalization and globalization

2.1.-A bot already available is Google's automatic translator, with multiple applications in SED+A2030, such as distributing to Docuplay's counterpart courses, in all the languages ​​in which it has students, collaborations that achieve a certain number of positive votes from other students (comments, criticisms, questions-answers, suggestions, etc.).

2.2.-For such exchanges, it is essential that the SED+A2030 courses have a unique numerical code. https://www.docuplay.com/proyecto12/index

2.3.-All of this will suppose, on the one hand, a degree of personalization of teaching that is absolutely superior to that of traditional teaching and, on the other, a great enrichment of the contents via collaborations and the `network effect´, by virtue of which all the Students in the same course around the world can collaborate, even in real time, if time zones allow.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9  

See monographic asset on Personalization in sector G.

 

E. RESEARCH

A.-The toponymic programs 5 and 6

1.-The toponymic courses 5 and 6 (see cover) constitute an effective and innovative means for the development of the environmental sector of the AGENDA 2030 if it is used so that the CET (Trifaceted Educational Consortium) students of each CP Postal Code) take investigative excursions (field research) in your immediate natural environment. Thus, they will be able to investigate inch by inch the nearby uninhabited place names in search of new species. For this, they will have to subscribe to courses of the Environmental sector (v. E. Ambientalistas) of the AGENDA 2030 and some of the complementary programs of the DDC (botany, zoology, geology).

B.-Student excursions to non-populated place names

1.-For environmental education in the SED+A2030 courses, Docuplay has program 6 on non-populated place names, which can be visited on guided excursions, without ruling out the environmental interest of program 5 on populated place names, which includes interdisciplinary content, like geographic.

https://www.docuplay.com/toponimicomysql/index/5deecd3e525f799d648b4569/133/0

2.-The courses of program 6 must include sponsored excursions by students to uninhabited place names in their surroundings, creating award-winning contests for photos, literary texts, investigative texts, etc. Such events could also be extended to students of Program 5 courses, since their contents also include geographical, environmental and ecological aspects.

https://www.docuplay.com/youtube?id=5deecd3e525f799d648b4569&t=1

3.-There will be a coordinator or main guide for excursions to place names in the country or any of its administrative divisions. The main non-inhabited place names may also be the subject of interdisciplinary courses: geography, history, ecology, etc.

4.-Both the courses on non-inhabited and populated place-names have a broad content base for transversal and interdisciplinary studies of the same: history, geography, economy, tourism, architecture, environment, sustainability... Such courses can provide data on the possibility of creating markets for the products of CIPs.

C.-How to investigate

2.-Your research work will consist of collecting samples of your findings, whose photographs by mobile phone will be sent to a database with a brief form automatically filled in with the data of the researcher's ID, the coordinates of longitude and latitude of the site, the date etc The collected specimen would be available to the corresponding CET for its immediate cataloging, after verifying its novelty, and analysis.

3.-In the database of each CET there will be a 'virtual laboratory', an application of the Internet of things, which will allow specialists in taxonomy and analysis to find out if the species found are not yet cataloged ( Species cataloging means the description of a species so that it can be distinguished from others by its phenotype and genotype) or analyzed . Species analysis means the experimental study of a species so as to find out, among other properties, if it is edible or medicinal, and if so, what nutritional or medicinal peculiarities it has and requirements for its breeding or cultivation.).

4.-Thanks to the collaboration of the member countries of AGENDA 2030 and the virtual laboratories available to each CET, research on the 85% of species still not cataloged and analyzed can be accelerated so that it can be completed in a short time. what following with the traditional method and dedication would require several centuries.

5.-Each researcher may receive incentives for each phase passed in the process towards its use: cataloging, analysis, patent, cultivation, commercialization. See assets I.INDUSTRIALIZATION, I.REINDUSTRIALIZATION

 

I.IoT             INTERNET of THINGS, INTERNET de las COSAS)

A.-DEFINITION of the IoT

1.-The Internet-of-Things , digital technology that allows devices or devices to be connected online so that they work automatically in a kind of dialogue with each other under the control of a user, is basic for one of the most important functionalities for this project: the ` virtual laboratories´ .

https://www.docuplay.com/tutorialintro/programa/9#c_INTERNET

1.1.-The Internet of Things (IoT in the English acronym: Internet of Things ) will be very useful for Docuplay, especially in the practical-experimental training of companies. Indeed, the practical lessons that companies impart to employees subscribed to Docuplay courses will be able to count, thanks to the high speed of fiber optic and 5G connection, with the sample for such purposes of all kinds of sensorized objects or devices and applications whose operation is to teach. The diffusion of the IoT, thanks above all to the new generation of 5G mobiles, will have thousands of sensorized objects and devices registered in Docuplay's economic subservices by licensee companies or members of type 1 and type 2 tripartite consortia.

1.2.-In effect, the promotion of the Internet of things by the new 5G generation of mobile telephony and the next will allow an exponential increase in connections per square meter without affecting the quality of coverage, which constitutes the ideal infrastructure for the proliferation of virtual laboratories that will allow the development, distributed in multiple countries, of Industry 4.0 and, especially, the realization, in a very short period of time compared to the centuries that the traditional methodology would require, of the cataloging and analysis project of ALL Biodiversity. (see the E.Environmental sector of the 2030 AGENDA).

B.- IoT APPLICATIONS

2.-The Internet of Things technology will be put into practice by Docuplay, especially in subservices 3, 4, 5 and 6 of the economic service, in which both students of Docuplay courses and other non-student agents will be able to register products, services, patents and applications that will be very useful for the practical-experimental facet of the three-faceted training that is intended.

(a) All companies enrolled in a course may register their products, services, patents and applications in the 2 Economic service to enrich the practical-experimental facet of three-faceted education and serve as the basis for the development of specialized virtual laboratories.

(b) In order for the three-faceted and multifaceted training to be as efficient and complete as possible thanks to new technologies such as the Internet-of-Things, Docuplay will encourage the member companies of CET consortia to proceed to register their products in these four subservices of the service economic: 2.3.products, 2.4.services, 2.5.patents and 2.6.applications (see resource B2. COLLABORATIONS); and this other subservice , 4.2. Report, in the 4.Informative service.

(c) In addition to companies, any student, person or institution subscribed or enrolled in a Docuplay systematic course may register a product relevant to it on this form.

 

B.JUEGOS

 

A.-DEFINITIONS

1.-The docugames, in their triple level of test, docucompetitions and doculigas , are means of self-evaluation and hetero-evaluation, incentive or motivation for the effort and a means of `teach by pleasing´, according to the classic Latin motto `docere placendo´, `to teach pleasing', where the name of Docuplay comes from.

Docugames will be an effective factor in boosting learning, assessing your achievements and promoting awareness of the courses.
 

2.- There are three types of docugames. The three are based on these nine game formulas: 1courses / 2Words / 3Syllables / 4Lines / 5Proper names / 6Images / 7Videos / 8Audios / 9Data. Therefore, the docugames are based on the contents of each course, which is why, above all, they have a control function for the individual learning of each student. It is enough to have a textual file open and mark one of the first four formulas so that a docupieza prepared as a docugame appears, suitable to be played either as a docutest, as a docucompetition or as a doculiga.

2.1. Docutest: They are individual docugames or tests carried out by each student as entertainment, self-test or self-control. For this purpose, in all the courses there is a list of nine multimedia docugames, applicable to downloaded files, although at the moment only those applicable to textual files work, the others are under development.

2.2. Docucompetitions: Docucompetitions are organized by students of the same course or similar courses, as explained in the script of the following tutorial

23. Doculigas: The doculigas will be organized by Docuplay, as also explained in the tutorial script.

See also B2. V).- Competitive service subservices.

3.-In addition, the doculigas, through smart phones (5G) and all 'digitized' televisions through a new technology, can do a lot for the promotion, dissemination and use of the SED+A2030 courses among all social classes and at all ages.

4.-Docuplay will also promote collective competitiveness through classifications or rankings (`superPISAs´) based on statistical averages of the records of actions of students in certain categories of geographical areas (towns, provinces, regions, etc.) or of entities of the themselves, licensees of Docuplay (companies and educational centers).

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9  

 

D.LEYES

A.-Social aspect of each course

1.-Docuplay will offer, within the series of content sectors, a sector with the legislation of each country, classified by the SED+A2030 courses and microcourses, so that the student knows the legal implications of each course. or microcourse. And this because he considers that the laws provide very useful information to the social perspective of each one of them.

2.-Knowing the legal implications of every subject subject to academic study is the best way to give the citizens of each country a dimension of utility, depth and pragmatism, preventing the entrepreneur from possible legal or administrative problems.

2.-Spanish legislation is excellently systematized by the BOE See its download and classification in Sector 04B. RELEVANT LAWS for THIS COURSE and in TOPONYMIC COURSES; they are also classified in SYSTEMATIC COURSES. https://www.docuplay.com/proyecto12/espcode?id=72

2.1.-The United States Code (US CODE) is very well systematized and is offered in bilingual service to the 50 million Hispanics.

https://www.docuplay.com/proyecto12/usacode?id=149

B.-Downloadability of laws

3.-In addition, since legal texts are almost universally in the public domain, they are downloadable and usable for docugames (docutest, doculigas, etc.).

4.-Docuplay will shortly add regional and EU legislation to the FP courses for Spain, to complete that of the BOE

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION

 

B. LIGAS

A.-DEFINITION

1.- Definition of doculigas or knowledge Olympics.

They differ from docucompetitions in that they are called and managed by Docuplay on the basis of a set of docucursos from a certain geographical area or a thematic sector; they will normally have the financing of a sponsor in their promotion, management and prizes.

1.1.-Since the docugames can be used as a self-test by each student, the doculigas, based on docugames with a specially techno-scientific and statistical theme, aim to promote the study and self-control and heterocontrol of the same, in addition to promoting the enrollment of new students.

B.- BENEFITS THAT WILL CONTRIBUTE TO SED+A2030

 https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9

1.-The douligas can be an effective factor for disseminating Docuplay courses and, consequently, for attracting students and as an incentive or motivating factor for their performance, since they will normally be developed in two complementary phases (v. doculigas). On the one hand, the continuous evaluation carried out by the two records of actions, automatically generated for each student, on the contents and services of the course.

2.-Within the powerful gamification that Docuplay has, the doculigas represent a singular peak due to their potential to create notoriety and attraction for Docuplay courses; and for its double phase of earning points to be able to participate in them: on the one hand, the phase of collecting points in the two activity records that Docuplay automatically generates for each student and course and, on the other, the competition phase whose score will weigh as much as that of the first phase in the final ranking or classification.
3.-Doculigas are very versatile for organizing competitions:

-between administrative zones of the same level (populations, municipalities, provinces, regions, countries...);

-between entities of the same type (companies, educational centers...) and from the same or different administrative areas;

-among students of the same educational level, but from different areas, etc.

And if such a variety of species arises on the side of possible competitors, many others could arise from the various themes.

See list of docugames and leagues in

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9  

and in the toponymic courses https://www.docuplay.com/dataplay/index/8?pais=535041494e&seccion=45636f6e6f6d79

C. First examples of international doculigas

1.- Regarding the contents of the docugames, several phases must be distinguished.

First phase, on level 1 place names, that is, whose purpose is to know the country itself and its level 1 administrative divisions. Thus, the docugames on the www.cia.gov series on all countries and territories, divided into 10 regional groups (Series Comparisons of countries and The World Factbook ), constitute stage 1 of the first phase, while the EuroStat statistical series on the regions or level 2 of the countries of the European Union constitute stage 2 of the same phase. (watch

https://www.docuplay.com/toponimicomysql/index/592f463e177fae28160021f7/89    

2.-Statistics: Contributions of transversal knowledge

It is clear that the statistical periodicals of many countries, which tend to cover a broad subject spectrum, add a useful overview to the theoretical knowledge of a subject. They also work especially well as bases for docugames and doculeagues. That is why Docuplay already includes among its content sectors important statistical series, such as those of CIA and Eurostat.

https://www.docuplay.com/eurostat/index?id=592f47b5177fae281600228d

B.GAMIFICATION

1.- Gamification or gamification , defined as the application to non-playful subjects and activities of the dynamics and mechanics of the game, is acquiring a significant boom thanks to the Internet, as shown by the numerous reports on its annual growth. To distinguish it from game of chance, bet or game for money (gambling), also highly developed on the Internet, and of video games, in which action stands out, this kind of game (game) is usually also called `informal game´ (informal game).

1.1.-Reports on the rise of informal gaming indicate that it mainly attracts a female audience, while the opposite occurs in videogames: a predominance of the male audience.

1.2.-Docuplay intends to take advantage of this situation by providing abundant docugames to scientific and technical courses to attract the female sector, traditionally more inclined to humanistic subjects.
 

2.-The degree of gamification or gamification of Docuplay, with its categories of docutests, docucompetitions and doculigas turns out to be very high, if we add the diffusion that televised doculigas will entail. In addition, Docuplay's datagames and textgames are always based on the content, in any format, of the courses themselves.

https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9

A. MATHEMATICS

1.-Didactic principles

1.1. I believe that the didactics of mathematics is a victim of ancient philosophical theories, Pythagoreanism and its heir in this, Platonism, which consider mathematical concepts as beings prior to human reason, that is, man discovers mathematics, not them. invents.

2.-The key to change is to consider that everything mathematical are inventions or tools that our reason creates to measure the magnitudes that exist in the material world: weight, extension, duration, force, quantity (numerical) etc.

2.-Application of such principles

2.1.- With this change of approach, every teacher, when posing a mathematical problem, must begin by telling his students:

a.- Which of these magnitudes is being measured, and

b.- What mathematical tool do we already have to carry out such a measurement (because every mathematical problem consists of finding the measure of one of a magnitude or of the relationships between them).

2.2.- Therefore, when posing a problem to the students, every teacher can do three things:

a.- Clarify what magnitude is being measured; 4.2. clarify what mathematical tools or operations are already available for such a measurement;

b.-Include the two previous clarifications in the formulation of the problem itself.

2.3.-Obviously, the student must be very careful not to try to measure what is not measurable because it is immaterial, that is, because it does not have any magnitude or measurable property among its properties.

2.4. Therefore, in the teaching and practice of mathematics, any mathematical construction that cannot answer the question of what it is for, that is, what magnitude it intends to measure in itself or in relation to others, must be avoided.

2.5.With this approach, I am sure that our students will progress a lot and quickly in the knowledge and management of mathematics and, consequently, of science and technology.

https://www.docuplay.com/plataforma/1

E. MINERALS

A.-Training of specialists

https://www.docuplay.com/quimica/index

It is a training program for specialists in the search, cataloguing, analysis and new uses of chemical, mineral and geological elements. The analyst of a patentable species may not only be employed at the CIP that exploits it, but will participate in the economic benefit. ) The objective of this program is multiple:

1. Train scientists and technicians specialized in chemical, mineral and geological resources of our planet;

B.-Research and analysis

2. Discovery and cataloging of new chemical, mineral and geological resources, especially rare earths.

3.-Analysis of already known chemical, mineral and geological resources or elements in search of new useful properties, such as, for example, new basic metal alloys for new tools and devices, new fertilizers, new sanitary and medicinal products, etc.

4.- Propose and patent the applications of the applications that are useful, especially if they are for animal and plant species.

5.-The economic profitability of each finding must mostly benefit the economy of the member country of AGENDA 2030 where the element was found.

G. _ MODULARITY
1.- Docuplay courses are modules, taking this term in a double sense: the first coincides with meaning 3 of the RAE dictionary: "Educational unit that is part of a teaching program". This modularity is the basis and facilitates the combination of courses and especially of microcourses . The other sense is that of brevity, variable depending on whether the student wants to delve more or less into the theme of the module through the many available subkeys. The minimum duration, without the use of subclaves, is estimated at two weeks and the maximum at three months; Once both limits are exceeded, the course will be blocked. See asset G.FLEXIBILITY


2.-Docuplay has in program 4 a very wide offer of more than fifty thousand courses from the DDC or systematic series, of which almost three quarters are of a technical nature and the rest are humanistic; in the program The basic contents are usually those of Wikipedia, since most of the time its articles provide the most basic and recent notions on the subject of each modular course.

 

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9  

3.-The 'modularity' of Docuplay's systematic courses, enhanced by the subkey system, allows the student to personalize their configuration of microcourses or programs of variable size and duration. Indeed, the subkeys, by providing various perspectives or 'personalizations' on each course, allow you to expand the content of the course, its duration, its depth...

 

4.-Therefore, modularity will be especially useful so that AGENDA 2030 students in professional and higher degrees can configure their studies freely or according to their preferences.

https://www.docuplay.com/plataforma/1    

B.CLOUD

1.-The 'cloud' and Docuplay. The 'cloud' is one of the fundamental technologies in Docuplay, since a large part of the contents of its courses, except for those provided by students and teachers in the form of comments, audiovisual illustrations, etc., are taken from various Internet sites. . And to take advantage of the best cloud content, progressively and quickly enriched, for its courses, Docuplay uses the best search engines in various ways, depending on the types of its content and services.

2.-Types of content and services

a) External content: Internet content provided in each course of the SED+A2030 by a select group of search engines, especially Wikipedia, Google, "web sites" of the US Government and the European Union (EU).

b) Own contents: they are those generated by teachers and students

c) Third-party services: these are those provided by platforms such as Google, whose translation service is perhaps the most useful of all, both for its continuously improving quality and for the number of languages ​​it works with.
Students can choose between two groups of search engines: those that, for intellectual property reasons, allow file downloads and those that only allow file links. Search engines have two tools in Docuplay: the key, which is the title of the course and, to deepen or broaden the perspectives on the course, two lists of subkeys, one for the DDC series of courses and another for the TOP series.

d) Own services: all the services created by Docuplay in its educational platform, available in the cloud (cloud) so that the consortium actors, educational centers and companies, provide multifaceted education or training.

See assets D.CONTENTS, G.UPDATE,

F. OCCUPATIONS

1.-MAIN SOURCE OF INFORMATION ON OCCUPATIONS

https://www.docuplay.com/tutorialintro/programa/3  

Among the main sources of research on new occupations and professions, such an important issue in the global transformation that is the object of AGENDA 2030, we highlight:

https://www.docuplay.com/proyecto12/index , PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS

PROGRAM 3.2 COURSES ON OCCUPATIONS

 

2.-OTHER SOURCES OF INFORMATION

2.1.-The Infobot. One of the abilities of the Infobot robot, currently under development, will be to detect and collect information on neologisms that are not yet found in Docuplay and that may deserve to be the subject of new courses on new professions. Once a neologism is detected, a search will be carried out using it as a key, and if content is found, it is examined to see if it refers to a new occupation.

2.2.-The US series on more than 6500+ OCCUPATIONS (Labor Department), with abundant and up-to-date complementary information; Docuplay will soon offer it in a Spanish version thanks in part to Google Script.

2.3.-The study of the essay genre, especially prolific at the end of each year, dealing with economic or technological trends for the coming year or years.

2.4.-A section in the blogs of students, professors and representatives of the entities enrolled in Docuplay (educentros, educational companies, consultants, financers) will allow them, in a kind of contest, to propose a new occupation, defining its object, the knowledge that employees must have, their chances of success due to their social usefulness, etc. The most innovative and voted proposals will receive a prize.

2.5.-Docugames based on statistics periodically published by governments and administrations are also a good source for detecting the relative importance of activities in each economy.

 

I. OCCUPATIONS . PROFESSIONS

Among the main sources of research on new professions, such an important issue for Vocational Training in this new industrial revolution, we highlight:

1.-The American series on more than 6500+ OCCUPATIONS (Labor Department), with abundant and up-to-date complementary information; Docuplay will offer it soon in a Spanish version thanks in part to Google Script . PROGRAM 3.2 COURSES ON OCCUPATIONS

2.-The Infobot. One of the abilities of the Infobot robot, currently under development, will be to detect and collect information on neologisms that are not yet found in Docuplay and that may deserve to be the subject of new courses on new professions. Once a neologism is detected, a search will be carried out using it as a key, and if content is found, it is examined to see if it refers to a new occupation.

3.-The study of the essay genre, especially prolific at the end of each year, dealing with economic or technological trends for the coming year or years.

4.-A section in the blogs of students, teachers and other Docuplay actors (educentros, educational companies, consultants, finance companies, government officials from all member countries of the AGENDA 2030) will allow them to propose a new occupation, defining its purpose , the knowledge that employees must have in it, their chances of success due to their social utility, etc. The most innovative and voted proposals will receive a prize. 4.2. Registration of research topics

5.-National statistics. The national statistics that are periodically published by governments and administrations are a good source to detect the relative importance of the activities in each economy; For this reason, docugames and doculigas based on them are abundant.

https://www.docuplay.com/toponicomysql/index/592f463e177fae28160021f7/89 : EUROLEAGUE ON EUROSTAT

6.-Environmental and economic sectors. Among the many new jobs that AGENDA 2030 can create in all its member countries, there will undoubtedly be new professions, and above all many jobs in professions indirectly related to the primary objectives of the economic sector and the environmental sector (biologists, botanists, zoologists, chemists, geologists). For example: in class 5 of natural sciences it will be necessary to study mathematics, physics, biology...; in class 3 of social sciences, most of its divisions will be useful (politics, economics, rights, administration, commerce, etc.); in class 6 of applied sciences or technologies it is perhaps where more occupations and professions will emerge: mining, engineering, construction, etc; and the same can be said of class 7 (arts, crafts and leisure).

https://www.docuplay.com/tutorialintro/programa/9#c_ORIENTACI%C3%93N

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION

I. PROFESSIONAL ORIENTATION

A.-Guidance understood as information on the type and offer of employment for each course and microcourse of the AGENDA 2030.

1.-The best information in this regard will be obtained by subscribing to courses in programs 3.1 and 3.2: PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS PROGRAM 3.2 COURSES ON OCCUPATIONS

2.-The complementary or transversal content sectors of each course are also useful, especially those of statistics.

1.3.-Thirdly, many courses on professions can have companies that, being classified by their corporate purpose, can either be employers or offer indicators of the social relevance of their sector.

 

B.-Guidance understood as advice on the subjective suitability or preparation for a certain occupation or profession

1.-The tutorials of the six programs and especially the series of sequences of actions are affordable and practical enough to guide any student, of any level, in the choice of course.

2.-One of the bots that Docuplay is developing, the profebots, aims to take advantage of the increasingly powerful technology of Artificial Intelligence so that students have a progressively personalized and informed assistant, who will inform each student about content, recommending new courses, answering questions and difficulties, etc.

3.-To optimize professional orientation, enhancing it with the emulation factor, Docuplay is developing databases, similar to those already existing on companies, on relevant personalities for each course, giving preference in them to those who are native or close to each CET. A preview of such databases, in which, as is already the case with companies, the relevant personalities who have generated more accessible information will have a dedicated and subscribable course, is already found in the resource B2.-COLLABORATIONS, at whose 3.-Social Service (see Sequences of actions B) can register notable personalities and alumni (3.1.Personalities and 3.2. Alumni). The indicative and testimonial contributions of these notables should be rewarded. See active C. CONSULTANTS

 

E.PATENTS

A.-Patentability of usable species

1.-Docuplay considers that the discoveries that the teams of the ` biodiversity rescue´ project make in the analytical phase are patentable. This patentability will be used by Docuplay as an incentive in two types of collaborations:

1.1. Those of the technical and scientific authors of the analyses: they will be encouraged by helping them in the management of patents and giving them a percentage of the profits produced during the period of validity of the patent;

1.2. Those of entities or scientists that contribute species already cataloged and even with DNA, such as botanical gardens, plant databases or zoos, fishing companies on the high seas, etc. ; all these can be compensated as those of group 1.

B.-Arguments for pro-patentability lobby

2.-Given the possibility that there are countries whose legislation does not admit the patentability that Docuplay claims of species whose food or medicinal values ​​have been discovered and demonstrated by Docuplay itself, there will be a lobby service to try to get them to change their approach. The argument of such lobbies can be based on facts such as: 1. the patented properties (food, health, medicinal values, etc.) have been discovered through experimentation, 2. the cultivation, breeding, use... of the species carrying such values they require special methods and products (special habitats, fertilizers, food, environment etc.) that have also been discovered through experimentation etc.

3.-If this thesis is true, to the food and environmental benefits provided to all member countries of the 2030 AGENDA by the discovery and use of so many species yet to be discovered, economic ones should be added.

4.-Medicinal plants would be of interest to the pharmaceutical industry.

G.PERSONALIZATION

1.-Definition. Understanding here by ` personalization´ the facilities available to AGENDA 2030 students in the professional and university degrees to configure their program of courses and micro-courses, we now point out other personalization factors, in addition to `modularity´, already dealt with in another asset of this sector G STUDY.

 

2.- As personalization is one of the most valued contributions of online education, in Docuplay it reaches a degree that is difficult to surpass in some services, such as:

2.1.-Permanent assistance. Thanks mainly to an artificial intelligence in constant 'learning' or improvement, Docuplay will be able to guide and help its students as no human teacher can: recommending (new courses, bibliography, contacts with a view to their professional future...), correcting, responding to your questions, taking into account your abilities and limitations, etc.

2.2.-Certified records. the two records of actions that Docuplay performs for each student and course, once requested at the end of their course, are detailed, exhaustive and ubiquitous during 24/7 to such a degree that it is beyond the reach of any human teacher, even if they had only one pupil;

3.- Two blogs for each teacher. Teachers have two blogs for personalized control (blog1) and guidance (blog2) of their students. for personalized control and, at the end of the course, such a detailed record of actions and results will serve as a reliable presentation for the student in his professional career.

4.-Student blog to collect contributions. Each student has a blog in each subject with six sections in which to copy texts and complete files of the textual sectors, make summaries and comments on them, etc. All this will mean a degree of personalization of teaching that is absolutely superior to that of traditional teaching, which will culminate, thanks to artificial intelligence and the Analytics of the data accumulated by each student in their Record-certificate of actions in each course, in a series of -bots (robots) highly personalized and efficient.

https://www.docuplay.com/tutorialintro/programa/7#m9

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

5.-Given the abundance of online content v (or in the cloud) that Docuplay offers in all its courses ( . Content Sectors (Search Engines), and that will increase with frequent updates required by the constant increase of the cloud, the Students will be able to configure in each course the index of files that is more in line with their interests, abilities and duration that they want for their course.

https://www.docuplay.com/tutorialintro/programa/9#c_PERSONALIZACI%C3%93N

F. PRIMARY

1.-Universal and continuous education

Docuplay courses have no spatial or temporal limit.

1.1.- Temporarily, they cover the entire life of each person, from pre-primary education (4 and 5 years) to tertiary education (from 18 years of age) through primary (from 6 to 11 years), secondary (from 12 to 17 years) and the professional; and beyond these regulated degrees, every person throughout his life must update his knowledge due to professional or personal demands; there will be many registered or free of charge, and those who subscribe, for a modest monthly fee, will be able to take up to six courses simultaneously for a maximum period of three months each.

1.2.-Spaceally, Docuplay will be able to offer courses to all member countries of the 2030 AGENDA, relying on the best search engines in the world that select content from a constantly growing Cloud, content of three types: downloadable, linkable and searchable, with preference of the contents in the national languages, either original or translated by script technology.

2.-For the pre-primary and primary educational levels , Docuplay will thus adapt the contents of the 2030 AGENDA :

2.1.-At the pre-primary level, one of the three thematic sectors will be chosen in which its 17 goals are distributed, environmental, economic and social , approximately like this: 6+6+5. See the six goals of the Environmental sector in the E.Biodiversity sector of Docuplay.

2.2.-At the primary level, the program will cover two of the three sectors, the environmental being the mandatory choice.

https://www.docuplay.com/proyecto12/index  

3.-Understanding terminology. The teaching will strive to understand the terminology of each of the goals, based on three universal sources: the Google Translator terminology dictionary, Wikipedia and short YouTube videos that provide intuitive explanations. The three sources are among the content sectors available in each course corresponding to each goal.

I. PRODUCTIVITY

A.-TECHNOLOGICAL FUNDAMENTALS OF PRODUCTIVITY

1.- In the SED+A2030, the two types of consortia will be essential: the CET ( https://www.docuplay.com/tutorialintro/programa/9#c_cet ), academic or three-faceted, whose main achievement, in addition to teaching , is the R+D+i, and the CIP or industrial, which, with a productivist purpose, can contribute to that stimuli and benefits. .

2.-Therefore, while the CETs without the CIPs are not very fruitful, the CIPs without the CETs are not very sustainable and competitive.

3.-The objective of productivism is that the CETs see stimuli in the CIP in the form of benefits for their R+D+i and employability (v.) and that the CIPs with their entrepreneurship (v.) provide benefits for their investors and the society in general.

4.-It is, in other words, that the academic world is stimulated by the industrial use of its findings and that the industrial world has its main foundation in its R+D+i.

B.-QUANTITATIVE BASIS OF PRODUCTIVITY

5.-Several are the fundamentals of productivity already implemented in Docuplay:

(a) All the member countries of the 2030 AGENDA will have, as Spain already does, their educational centers and companies classified by their postal codes in program 5 (populated place names).

(b) the students of each country will have their companies, classified by the course or courses with which they are related, in addition to being gathered by their postal code, thus overcoming the serious drawback, to achieve economies of scale, that smallness implies of the majority of companies in Spain (the problem of SMEs);

(c) The CIPs will commit to prioritizing the R+D+i of their member CETs and employing their authors.

https://www.docuplay.com/tutorialintro/programa/7#m5  ,  https://www.docuplay.com/tutorialintro/programa/9#c_cip   ,

G. PROFESSIONALISM

Among the main sources of research on new professions, such an important issue for Vocational Training in this new industrial revolution, we highlight:

1.-The Infobot. One of the abilities of the Infobot robot, currently under development, will be to detect and collect information on neologisms that are not yet found in Docuplay and that may deserve to be the subject of new courses on new professions. Once a neologism is detected, a search will be carried out using it as a key, and if content is found, it is examined to see if it refers to a new occupation.

2.-Occupations. The American series on more than 6500+ OCCUPATIONS (Labor Department), with abundant and up-to-date complementary information; Docuplay will soon offer it in a Spanish version thanks in part to Google Script.

PROGRAM 3.2 COURSES ON OCCUPATIONS    PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS

 

3.-Technological trends. The study of the essay genre, especially prolific at the end of each year, dealing with economic or technological trends for the coming year or years.

4.-Blogs in the sequences of actions. A section in the blogs of students, professors and representatives of the entities enrolled in Docuplay (educentros, educational companies, consultants, financial) will allow them, in a kind of contest, to propose a new occupation, defining its object, the knowledge they have of having employees, their chances of success due to their social usefulness, etc. The most innovative and voted proposals will receive a prize.

5.-State statistics. The docugames based on statistics periodically published by governments and administrations are a good source for detecting the relative importance of activities in each economy. See asset I. EMPLOYABILITY

E. PROFESSIONALIZATION

From the perspective of rescuing biodiversity, the CETs have a triple purpose:

1.-Promote the subscription of its students and employees to courses of the six goals of the Environmental sector of the 2030 AGENDA focused on the Environmental sector and on the complementary courses of the 4 DDC program of Docuplay on Botany, Zoology and Geology , all of them adaptable at the four educational levels.

2.-Promote, through subscription to toponymic courses (Programs 5 and 6*), knowledge of the environment completed with guided visits to uninhabited place names in search of new species of fauna and flora.

3.-The practical-experimental are already available training will begin when virtual laboratories for the cataloging and analysis of new species. The CETs will be responsible for 1. the search and cataloging of new species; 2. In collaboration with the CIPs, the analysis of the usability (food, medical, etc.) of the same.

3. For the search for new plants, they will promote among their students the subscription to courses on place names of their environment and they will organize guided excursions to the place names studied to search for and collect samples of species.

https://www.docuplay.com/tutorialintro/programa/9#c_cet (Trifaceted Educational Consortium)

C. TEACHERS

A.- COMPETENCES

1.-Students of AGENDA 2030 who study by the multifaceted option (instead of the single-faceted or freelance) will be at least enrolled in a teaching center (educentro) and, from a certain age, may also be employed in a business. They will have teachers who will teach them theoretical-face-to-face (in educentros) and practical-experimental (in companies). And, although in a more informal way, they will also be able to receive lessons from other actors in the Docuplay Educational System (SED): consultants, investors, and, above all, political-administrative positions at four levels (ministers, councilors of regions , provincial councilors and town councilors) provided by each member state.


2.- Educentros teachers will be able to access the activity records of each of their own students subscribed to a Docuplay course, which will allow them to perfect the personalization of their teaching; In addition, your remuneration may increase depending on the number of students you have, as well as the number of votes and clicks received from them for your teaching activity and your online publications.


B.-CATEGORIES

3.-Docuplay will take advantage of the possibility that in each course there are two categories of assistant teachers (tutors and interns) so that they are specialists in programming (see the teacher's tutorials in the multifaceted option of programs 2 and 4; as well as the registration forms for such auxiliaries in both subservices).

 

C.-DUTIES

1.-Teachers of SED+A2030 courses (Docuplay+AGENDA2030 Educational System), whether from educentros or companies, will have these two main competencies:

a) study the content selected by search engines on the web, either as downloadable files or as linkable files, depending on their legal situation, to choose the most appropriate for each educational level and even for each student;

b) use your own two blogs in this way: blog1, to set rules for all students in your course and answer questions in general; blog2, to address each student specifically; both blogs will be able to be visited by all the students, who will be able to evaluate-vote each one of their dated interventions.

https://www.docuplay.com/tutorialintro/programa/9#c_PROFESORES

 

2.-Teachers of SED+A2030 courses appointed by educational centers and companies must first study the huge number of files that numerous search engines select for each course from websites (or 'the cloud'). In the absence of this, Docuplay will appoint assistant professors with the category of tutors and interns, selected from among experts in the field.

3.-Every teacher must assume the following tasks, as indicated by Docuplay in the multifaceted option of the tutorials of programs 3.1, 3.2, 4, 5 and 6:

a.-select files from the content sectors provided by each course that are most appropriate for each educational level and for each student;

b.-monitor the fulfillment by each student of the tasks required by Docuplay: justification of each file, summary, comment, question;

c.-write in your blog1 your general guidelines and in your blog2 your advice and criticism to each student and correct your exercises and problems.    https://www.docuplay.com/tutorialintro/programa/9#c_PROFESORES

 

D. PROGRAMS

A.- SUPPLEMENTATION AND EXTENSION OF THE 2030 AGENDA PROGRAM BY THE DOCUPLAY PROGRAMS

1.-The Docuplay COURSES asset partially deals with this complementation and extension. This provides more information about Docuplay programs.

B.-THE THREE TYPES OF DOCUPLAY PROGRAMS

B1.-SYSTEMATIC PROGRAMS

1.-PROGRAM 4

1.1.-This program 4 already has more than 55,000 courses. At the moment it has four levels of the DDC: classes, divisions, sections and subsections. Docuplay is developing a fifth level, that of hypersections, which will have hundreds of thousands or, in some cases, millions of 'courses with their own name', that is, whose title is the name or denomination of a company or institution, a famous personality or creation. See tutorial. https://www.docuplay.com/#i_50

1.2.-Its contribution to a lifelong continuity of training is based, on the one hand, on the constant increase and updating of its contents, both those coming from the web or cloud as well as those provided by the courses themselves and exchanged collaboratively on a global scale , and, on the other, in the need to renew knowledge that is becoming obsolete.

2.-The EUROVOC program

It is a kind of catalog of some 17,000 terms and expressions used in the 24 official languages ​​of the European Union. Docuplay adopts the 21 domains or categories into which the EU classifies and ranks said collection, but for its development it uses a selection from the 4 (v.) program, which, with its more than 50,000 courses classified by the DDC, is much more complete than the Eurovoc catalog or thesaurus. Docuplay also enriches this general Eurovoc program in two other ways: a) each of the 21 domains has the link Complementary contents, which offer students a transversal perspective of their courses; b) the DDC courses into which the domains are divided have occupational courses from programs 3.1 and 3.2 (v.), which allow students to know the type of skills they require and the employability they offer.

https://www.docuplay.com/#i_54

B2.-TOPONYMIC PROGRAMS

1.-Series of toponymic courses

The courses on inhabited (program 5) and non-inhabited (program 6) world toponymy have a broad content base for cross-sectional and interdisciplinary study: history, geography, economy, tourism, architecture, environment, sustainability... While the courses on populated place names, from countries to populations passing through their intermediate administrative divisions, can be very useful for the commercialization of the production of the CIPs and franchises; the courses on non-populated place names will be basic for environmental training; To this end, these courses may include sponsored excursions by students to uninhabited place names in their surroundings, creating award-winning photo contests, literary descriptions, reports on scientific and historical aspects, etc.

https://www.docuplay.com/?essentially=true#accordion_essentially#i_30

2.-Two main functions of these series

(a) that of sympathizing with the real communities, whose inhabitants will respond by subscribing to the courses that concern them (if not the eight toponymic levels, at least that of their population and district), courses that, unlike the systematic ones in the series DDC (program 4), can dispense with the face-to-face and business facets of three-faceted education;

(b) that of obtaining data and information (`big data´) with a view to creating markets for companies, and more specifically for the productions of the CIPs in which their respective CETs culminate.

(c).-If it is about productions with possibilities in foreign markets, it will be convenient for FP students to distribute the courses on the corresponding countries in program 5 on populated place names.

 

3.-Special contributions of program 5 on populated place names

(a) that of sympathizing with the real communities, whose inhabitants will respond by subscribing to the courses that concern them (if not the eight toponymic levels, at least that of their population and district), courses that, unlike the systematic ones in the series DDC (program 4), can dispense with the face-to-face and business facets of three-faceted education;

(b) that of obtaining data and information (`big data´) with a view to creating markets for companies, and more specifically for the productions of the CIPs in which their respective CETs culminate.

4.-Special contributions of program 6 on non-inhabited place names

(a).- This program intends that the inhabitants of each country know the most relevant non-populated place names of their country, or at least those of the immediate environment of the place where they reside, object of program 5. In order to form an ecological mentality to adequately value and protect nature. https://www.docuplay.com/#i_51

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9

 

https://www.docuplay.com/tutorialintro/programa/9#s_TOPON%C3%8DMICOS

(b).-The uninhabited place names should be investigated inch by inch in search of new species, prior study as course topics. The CET of each CP (postal code) would be in charge of the investigation of the place names included in it. The consultant could promote guided excursions for students. These would collect samples of their findings, whose mobile phone photography would be sent, via application, to a database with all the useful data, including the longitude and latitude coordinates of the site. The collected specimen would be deposited at the CET headquarters for its immediate cataloging, after verifying its novelty, and analysis. Regarding populated place names, they are used to locate the courses of educentros and companies that have the same CP.

https://www.docuplay.com/tutorialintro/programa/9#s_TOPON%C3%8DMICOS

https://www.docuplay.com/tutorialintro/programa/13#LOCALIZATIVISMO

 

B3.-OCCUPATIONAL PROGRAMS

The objective of this program is for students to learn the main characteristics of the three thousand occupations classified and defined by the Spanish Administration with the Professional Qualifications programme.

PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS

https://www.docuplay.com/#i_47

The objective of this program is that the student knows the main characteristics of the 6500+ OCCUPATIONS classified, defined and studied by the United States Administration. Docuplay adds for this study more information and docugames for docutest and `doculeagues´ or olympics. Continue with the tutorial. PROGRAM 3.2 COURSES ON OCCUPATIONS

https://www.docuplay.com/#i_48

 

https://www.docuplay.com/centralestudio/factores/a/59adc91d177fae082f000155

H.RANKINGS

A.-TYPES OF RANKINGS

1.-The rankings offered by Docuplay are of two types: individual and collective, constituting one of the -ivisms of Docuplay, classificativism. (see https://www.docuplay.com/tutorialintro/programa/13#S_CLASIFICATIVISM ).

1.1.- The individual rankings establish more than fifty classifications among students (see B3.4.- List of individual rankings classified by the five services), with the obvious purpose of encouraging the effort and diligence of students through emulation , transparency and competitiveness.

https://www.docuplay.com/guia_rapida/resources/i_b3?curso_id=592f4642177fae28160021f9

1.2.- The collective rankings establish classifications between entities of various kinds, based on medians or statistical averages of the records of actions of the students of a certain constituency, a course theme or educational levels. Thus, for example, the classification among the group of students of the same level of the educational centers of a population; the classification among the group of students of the companies of a province; that of the set of students for free of the populations of a region etc.

The collective rankings consist of medians or statistical averages of the points obtained in a subject by groups of students of a certain geographical category (for example, comparison of those of several countries in mathematics), institutional (for example, points in natural sciences of educational centers or companies in a town) or educational level (eg points in history in the second year of secondary school). The resource A3.-RANKINGS explains how these collective rankings outperform the PISA tests, valid every three years in more than 70 countries.

 

2.- Through both types, Docuplay intends that emulation and competitiveness encourage all actors to collaborate effectively to promote knowledge in all member countries of the 2030 AGENDA.

B.-BENEFITS OF THE RANKINGS

1.- Benefits of individual rankings

-To the students: Individual rankings are for students a means of self-control and self-motivation, given the rivalry and emulation that they arouse and encourage; employability; Self-control and self-motivation through permanent consultation.

-To the centers and companies: It will mean publicity and promotion to have leaders among their students or employees. In addition, companies will find it easier to hire students with the best CVs.

-To the administrative divisions: It will be prestigious for them to have leaders in their educational system.

-To the countries: Idem

-To the CET and CIP consortia : They will compete with each other to attract ranking winners, and having them will bring them notoriety and prestige.

2.- Benefits provided by collective rankings

-To the students: belonging to a leading group in some ranking will be for them a motivating factor for the effort.

-To the centers and companies: having a group that wins a ranking will be an incentive for them to improve their educational systems and, especially, to promote the subscription of their students and employees to Docuplay courses.

-To the administrative divisions: having the largest possible number of group winners of rankings will be justification for them to increase their investments in education.

-To the countries: Idem

C. -World records of knowledge (in development)

This sector will be the main base for the RIUs (Universal Intellectual Records), an alternative to Guinness Records in the field of knowledge. Similar to this famous system of records, Docuplay aims to encourage worldwide interest in competing for the possession of all kinds of records in all types of knowledge and levels of knowledge for all classes and grades of students. individual rankings. they will be the main base for the RIUs (Universal Intellectual Records ), an alternative to Guinness Records in the field of knowledge. Similar to this famous system of records, Docuplay aims to encourage worldwide interest in competing for the possession of all kinds of records in all types of knowledge and levels of knowledge for all classes and grades of students.

B .- INCREASED REALITY

1.- Related notions

One of the most important advantages of Docuplay's educational offer is interdisciplinarity , which can be identified with the T model or transversality (v.F.Education sector) of its microcourses. The image of the capital T to signify the transversality of a course indicates that its content has two dimensions, the vertical, which is the one studied in traditional education, and the horizontal, which is being imposed thanks to technologies such as Augmented Reality. This transversal or increased dimension of the SED+A2030 courses appears as complementary content sectors in all the other programs, mainly in program 4. Complementary content is understood to be those that do not consist of textual files or are based on a textual script (videos, audios), but of another type, such as statistical tables, data tables (of companies, educational centers, groups...), images, etc. https://www.docuplay.com/proyecto12/sectores/37

2.-The 4 auxiliary educational services

Docuplay considers that the four auxiliary educational services (economic, social, informative and competitive:) and their respective subservices already constitute a certain form of augmented reality to achieve a broader and deeper vision of the theme of each course.

2.1.-In effect, each subject or object registered in each service and sub-service, assuming that they are, as required, rigorously related to the theme of the course, constitutes an increase in the vision and understanding of the same.

2.2.-Thus, in the economic service, the vision of the theme of a course will be increased through these collaborations or sub-services: companies, products, services, patents and applications; in social service, through these: people, alumni, institutions and groups; in the information service, through emails and reports. In addition, the two sets of search engine helper subkeys provide a very diverse means for students to discretionally increase the reality and depth of their course, earning them votes and points on their activity logs.

3.-Subservices as augmented reality

The subservices of three of the five Docuplay services, 3 Social, 4 Informational and 5 Competitive, can be considered augmented reality applications.

https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9

     F.VIRTUAL REALITY

1.-Laboratories and virtual museums

1.-Docuplay, through the complementary content sectors and the sub-services so that companies can register useful objects, is promoting the formation of virtual laboratories for scientific and technical courses; for courses of a humanistic nature, the equivalent of the virtual laboratory will be the virtual museum. Both are therefore based on new technologies such as the Internet of Things, Augmented Reality, Virtual Reality, 3D...

 

2.-Other applications in virtual reality

2.1. -Docuplay promotes the registration, in the series of subservices ( B.-Objectives and Services/B2.-Colaboraciones https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9 ) , of basic things for creation of virtual laboratories ( products, services, applications, patents, etc.)

2.2.-The virtual certificate is also intended to replace the paper certificate in reliability and completeness.

https://www.docuplay.com/tutorialintro/programa/9#c_BOTS

H.REGISTERS

A.-ACTIONS RECORDS: OBJECTIVES

1.- Docuplay makes two exhaustive records of all the actions carried out by each student in each course or subject. On the one hand, a record of actions with the contents (A) and, on the other, a record of actions through the services (B) . To these two main sectors of actions, other secondary ones must be added: on the blogs of classmates and other Docuplay actors (C), on playful actions (games, competitions, leagues)(D) and consultations with the four previous sectors €.

2.-The records of actions allow each student who requests it, when they finish their course, to have an exhaustive record of all their actions in the five aforementioned sectors. These records are similar to the blockchain in the sense that all students who are mentioned in them using their ID to protect their privacy will receive a copy, which will be one more guarantee for their immutability and reliability. (see B4.2.-Records of activities for each student and course).

3.- The reliability (v.) of such records is based, on the one hand, on the exhaustiveness and detail with which they collect all the 'big data' of the student from the beginning of their course to the end of it. And, on the other, in the responsibility that the student assumes regarding the reliability of their records with a view to their future employability, since any employer may dismiss anyone who cannot demonstrate that they possess the knowledge that appears in the course activity records. or subject for which he was hired.

5.- Therefore, each Docuplay student will have the right to a complete, rigorous and reliable registration-certificate for each course or subject, based on their rankings and on the data (big data) generated in numerous activities during a certain study period. .

6.- Each student -course will have their own record. Docuplay intends that the records are for the student the best letter of introduction and recommendation to get a job.

https://www.docuplay.com/centralestudio/factores/e/59adc91d177fae082f000155

https://www.docuplay.com/tutorialintro/programa/7#s9

https://www.docuplay.com/tutorialintro/programa/7#s9

B.-COMPONENTS OF THE SHARE RECORD (shares, results, votes, points, etc.)

1.-The evaluation of the performance of each student in each course is carried out by Docuplay through such action records, which collect and order all the actions of the same with the contents and with the services.

2.-Among the data collected, three categories can be distinguished:

2.1.-Data of non-voted shares

2.2.-Peer voting. The evaluation carried out by peers or classmates by voting on a series of actions can have several purposes, including:

(a) motivate the student to perform frequently and with the highest possible quality certain basic actions for study and learning,

(b) show the student his learning curve;

(c) benefit the student of the same course or subject anywhere in the world, since Docuplay will automatically translate the most voted contributions and offer them to all its peers in the network;

(d) the votes of the peers will have an important value in the definitive record of activities of each student and subject or course.

2.3.-Classification of voted shares

(a) An extensive list of rankings, with quantification of the votes of colleagues or peers:

https://www.docuplay.com/guia_rapida/resources/i_b4?curso_id=592f4642177fae28160021f9  

(b) Another series of actions in the twenty subservices of the resource B2.-COLLABORATIONS, systematized in the exclusive Page or Blog of each subservice.

(c) Actions that Docuplay suggests to the students in the sections of their own blog in each course, most of them with functionality for the evaluative vote of their peers.

(d).-The large amount of data generated by docugames in its three categories: docutest, docucompeticiones and doculigas.

(e) Tasks proposed by the teacher in multifaceted option programs and their grades.

(f) Other aspects and actions quantified by a series of quantifiers: subscribed courses; linked or selected documents; written comments; votes obtained; inquiries made; timed time.

3.-As already indicated in other assets, AGENDA 2030 will be able to greatly benefit from Docuplay's records to develop and consolidate a knowledge society, based on fairly encouraged collaboration.

I.REINDUSTRIALIZACIÓN

A.-Recovery of classic industries

The reindustrialization or recovery of classic industries must obviously be done through a reinvention or digital transformation that may affect, depending on the case, design, functionality, materials, productivity, etc. Said changes and innovations will be the result of the R+D+i carried out by the CETs in their grades 3 (FP) and 4 (tertiary ed.).

B.-Creation of new industries

1.-Environmental development in four phases

All countries can prosper by developing their own environmental sector. In assets of the E.Biodiversity sector, there are four phases of the development of the environmental sector: 1.research to discover new species; 2-its cataloging; 3-your analysis; 4-its cultivation (vegetables) and breeding (animals).

Phase 5 is exposed here, an innovative method to create the necessary infrastructures for phase 4.See assets E.BIODIVERSIDAD, E.AMBIENTALISTAS

2.-Creation of hydrosolar

a) It is about providing water to plant and animal farms (mainly fish farms).

b) For this, lower and upper twin dams or reservoirs will be built: the lower one will serve to store water from the basin and generate hydraulic energy, energy that will partially serve to pump water to the upper reservoir.

c) The water from the upper reservoir will be used, in part, for the needs of plant or animal farms and, in part, to return it to the lower reservoir, generating more energy.

d) In this way, the water from basins where it flows into the sea would be used without any use.

e).-To increase the system's energy production, the peripheral surface of the reservoirs could be used to install solar panels, which would also serve to reduce water evaporation.

f) Solar panels would also be installed on the roofs of the facilities and the homes of the owners or managers (franchisees) of the same.

g) The hydro-solar energy generated in this way should be sufficient for all the needs of the HYDRO-SOLAR operation.

3.-IberoAmerica and the HydroSolar system

Many Ibero-American countries have special geographical advantages for this model of large-scale environmental development. examples

3.1.-The countries of the Andean mountain range have an important part of their inhabited territory in the altiplano, thousands of meters above the Pacific, where a large part of the water generated in the snowfields and glaciers of the Andes flows.

3.2.-The same thing happens, although on a smaller scale, in Mexico.

3.3.-In Spain, the Cantabrian and Asturian cornice can be considered a water donor area for HYDROSOLAR PLANTS built at the head of the plateau.

 

E. PROFITABILITY

A.-Use of species

1.-At the phase of cultivation and breeding of species, whose food, health, medicinal utility, etc. they will have discovered and patented a CET and a CIP in collaboration, a phase for which the CIPs will have, with the essential government support, the appropriate land or facilities, will obviously follow the commercialization phase, which during the period of validity of the patent, you will have the advantage of exclusivity .

2.- Other sources of income would be preparation courses to be employable in the sector; sale of medicinal plant rights to pharmaceutical companies, a franchise system, etc.

B.-Protection of species

3.- Probably, the most effective way to guarantee the protection of plant and animal species is to discover a utility for humanity, be it to serve as food, a sanitary or medicinal resource, and to make the biosphere greener in the face of their desertification, and, finally, that of being part of reserves, parks, gardens... where they can be contemplated as an object of curiosity, information or admiration.

C.-Countries rich in biodiversity and poor in development

4.-In addition, it must be taken into account that, in general, among the member countries of the 2030 AGENDA, the richest in biodiversity are still the least developed. And there is no doubt that this project would be the best opportunity for rapid development of such countries.

https://www.docuplay.com/tutorialintro/programa/13#PRODUCTIVISMO  

I. PROFITABILITY

A.-PROFITABILITY FOR EDUCENTERS AND COMPANIES

1.-How will companies and educational centers monetize their registration in CETs and the subscription of their employees and students in the courses of the AGENDA 2030? https://www.docuplay.com/proyecto12/index
-Among the benefits that companies will obtain, the following stand out:
1.1.-An increase in the productivity of its employees.
1.2.-Possible income from the benefits generated by the applications and patents created by your employees thanks to the study of the courses and micro-courses.
1.3.-Increasing its prestige as a company and educational center.
1.4.-Avoid falling into a serious competitive disadvantage with respect to registered companies and educentros.

 

2.-In the Docuplay Educational System (SED), the sustainability of training will be based on several factors, the main one being the involvement in professional training of companies and educational centers of each CP, which, in addition to being integrated into CETs , which will benefit the educentros with a complement for themselves and their teachers, and the companies with the tailor-made training of better professionals, will be able to aspire to be investing members of their corresponding CIP, in which each educentro will obtain jobs for their alumni, and the best of these will be able to exploit their achievements in R+D+i, such as patents, applications, etc. (see patent sector: https://www.docuplay.com/asignaturaesp/patente?id=848 ).

B.-PROFITABILITY FOR OTHER STAKEHOLDERS

1.-Public administrations, educational centers, companies, students... will have to recognize that there will be no more profitable training for all of them and for society in general than that of the SED+A2030, especially if the CETs culminate in CIPs. And I hope that this will be verifiable shortly by simply comparing the socioeconomic results of the areas where it is implemented with those of the neighboring areas.

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION

2.-See the asset of the same title in the E.BIODIVERSITY sector, which will undoubtedly be the most profitable sector of the 2030 AGENDA, compared to the other two, the economic and the social.

ROBOTIZATION

1.-Robotic applications in the SED+A2030

Docuplay is developing several applications based on artificial intelligence, and more specifically on robotics, distinguished in their names with the suffix -bot; Its purpose is to facilitate and promote the study and learning of the student body in the SED+A2030 courses

Here are some of them:

1.1.-profebots, consisting of a personalized teacher for each student, capable of progressively learning to answer their questions, suggest content and new courses, evaluate their results in each course, integrate each new action into their activity record, etc.;

1.2.-chatbots, capable of chatting with each student about the subject of their course when they cannot do so with their classmates;

1.3.-dicciobots, capable of telling you the meaning of a word from the course contents;

1.4.-infobots, capable of preparing reports on the subject matter of the course, synthesizing the most up-to-date information;

1.5.-problebots , capable of offering several alternative solutions to a scientific or technical problem, etc.

The responses of these -bots may be textual or spoken, with the spoken option being the one available by default on mobile phones. All of them already have a common starting point: the careful systematization of data in rankings, activity records, docugames on glossaries, dictionaries, questionnaires (FAQs), etc. They have, therefore, in common the progressive specialization in the subject of a course and its adaptation to the learning rhythm of each student, who they serve with a personal adaptation in constant improvement.

https://www.docuplay.com/tutorialintro/programa/7#m6

https://www.docuplay.com/tutorialintro/programa/9#c_BOTS

 

2.-An example

2.1.-A -bot that already works very well is Google's automatic translator, with multiple applications in Docuplay, such as distributing to the same course, in all the languages ​​in which it has students, collaborations that achieve a certain number of positive votes from other students (comments, criticisms, questions-answers, suggestions, etc.). For such exchanges, it is essential that the Docuplay courses and those of the have a unique numerical code. 2.2.-All of this will suppose, on the one hand, a degree of personalization of teaching that is absolutely superior to that of traditional teaching and, on the other, a great enrichment of the contents via collaborations and the `network effect´ , by virtue of which all the Students in the same course around the world can collaborate in real time, to the extent that different time zones allow. https://www.docuplay.com/platform/1

G.SEQUENCES

1.-Su función de guía

In addition to this function, the sequences of actions, as can be seen in the annex , indicate to the student what he can do with the content files at his disposal (summary, commentary, analysis, questionnaire...); and in a special section, D, he can see the votes obtained from his classmates for each text, while he himself can vote for others. All this will be reflected in the certificates.

2.-Your registration function

The sequences of actions, five series in the study of each SED+A2030 course, allow an exhaustive record of everything that each student does in a course from the moment they start it until they finish it by requesting a certificate.

https://www.docuplay.com/accioncontenido

SECONDARY F.

1.- Docuplay offers education at the four official educational levels or grades .

2.-From the contents of AGENDA 2030, students will choose in each course one of the three sectors ( environmental, economic and social ) and within the chosen sector they will choose two goals in which they will subscribe to all their microcourses .

The student will choose a professional orientation course from programs 3.1. and 3.2.(Cover: PROGRAM 3.1 COURSES ON PROFESSIONAL QUALIFICATIONS. Author: Spanish Administration

PROGRAM 3.2 COURSES ON OCCUPATIONS: Author: United States Administration)


3.-With quality education at the four educational levels, Docuplay will guarantee growth and employment in all countries.

https://www.docuplay.com/guia_rapida/resources/i_b1?curso_id=592f4642177fae28160021f9

B. COMPANY

1.-Main contributions of the Docuplay social service

-That its four subservices ( III).-Subservices of the social service : 3.1: registration of personalities, 3.2: brilliant alumni, 3.3: institutions and 3.4: groups related to the subject of the course) serve to develop Augmented Reality technology in Docuplay .

2.- Main contributions of the Docuplay information service

-That in subservice 4.1 ( IV) .- Subservices of the information service : personalized emails to each student) (a) the families of primary and secondary students can be intensely involved in their education; (b) that the human teacher is progressively reinforced by a teacherbot that provides an increasingly personalized service to each student thanks to Artificial Intelligence

-That in subservice 4.2 technologies be used progressively efficiently . (reports on the topic of the course) Augmented Reality and Artificial Intelligence

3.- Main contributions of the competitive Docuplay service

-That the subservices V) .-Subservices of the competitive service: (5.1: docucompeticiones) and 2 (5.2: doculigas) progressively incorporate Virtual Reality technology so that they can simulate real competitions on the subject of each SED+A2030 course . Like, for example, that each competitor has an avatar.

https://www.docuplay.com/guia_rapida/resources/i_b1?curso_id=592f4642177fae28160021f9

D. STEMSA

A.-SELECTION OF SCIENTIFIC AND TECHNICAL COURSES FROM PROGRAM 4 TO REINFORCE THE STUDY OF THE 2030 AGENDA

1.-In the 4 DDC program, the STEM theme (English acronym for Science, Technology, Engineering and Mathematics) predominates, as evidenced by the fact that the classes 5 Natural Sciences and 6 Technologies add up to more than twenty thousand courses, out of a total fifty thousand.

2.-These courses constitute the essential bases for the training of professionals capable of innovating and creating new products and services for sustainable development. Professionals who later, for the most part, could be employed in the CIPs and franchises as producers, manufacturers, marketers, etc. of such products and services. In the DDC series index on the front page of www.docuplay.com you can quickly see the content of each class, starting with the two STEM ones, as well as the divisions or programs of each one. Class 3 (Social Sciences) could be part of the STEM group, with which it would have more than forty thousand courses or modules. Within this theme, you can also count on the three thousand micro-courses of the Professional Qualifications courses series and the toponymic with a predominantly geographical focus.

https://www.docuplay.com/guia_rapida/resources/i_a1?curso_id=592f4642177fae28160021f9

 

2.-Unlike the acronym STEM, on which the famous PISA report (International Program for Students Assessment) is based every three years, AGENDA 2030 needs specialists in social sciences for its social sector. That is why Docuplay extends the STEM acronym to STEMSA to accommodate the social sciences (DDC class 3) and the arts (DDC 7), incomprehensibly neglected by the PISA of the OECD.

 

3.-Therefore, this is the English correspondence of our new STEMSA acronym: Natural Sciences(5) -Technologies(6) -Engineering(62) -Mathematics(51) Social Sciences(3) -Arts & Crafts(7) .

B.-HUMANISTIC FOUNDATION OF STEMSA. FEMALE APPROACH

4.-For a better foundation of the four DDC classes of the STEMSA acronym, especially of some divisions of class 3 (politics, law, education, etc.), Docuplay will resort to some divisions of classes 1 PHILOSOPHY and 2 RELIGION.

 

5.-Given that the female population chooses these courses much less than the male population, and that, on the other hand, according to statistical studies, it clearly exceeds the male sector in word games (word games), the genre to which docugames belong, https:// en.wikipedia.org/wiki/Word_game , Docuplay, to attract female students to this program, will convene doculeagues based on docugames on this theme. In Action Sequences D there will soon be a large number of them; At the moment there are some examples of `glosajuegos´ in https://www.docuplay.com/guia_rapida/resources/i_a3?curso_id=592f4642177fae28160021f9

https://www.docuplay.com/tutorialintro/programa/9#c_STEMSA

H.SuperPISAs

1.-DEFINITION

1.1.-Docuplay makes two exhaustive records of all the actions carried out by each student in each course. On the one hand, a record of activities with the contents and, on the other, a record of activities through the services. These two records of each student and course allow a classification system called superPISAs because, based on a basic classification into three classes of students, that of those enrolled in educational centers, that of employees in companies and that of those who study ` for free', Docuplay aspires to frequently offer multiple classifications or rankings: by levels, by age, by subject, by administrations or geographical circumscriptions. With this, it will surpass the classic PISA ranking in multiple aspects, carried out by the OECD every three years with fifteen-year-old students selected from more than 70 countries and on STEM disciplines (Sciences, Technologies, Engineerings and Mathematics). To which Docuplay adds Social Sciences and the Arts, changing the acronym to STEMSA, and going from two DDC classes, 5 and 6, to four, 3 and 7.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

 

1.2.-The collective rankings   consist of medians or statistical averages of the points obtained in a subject by groups of students of a certain geographical category (for example, comparison of those of several countries in mathematics), institutional (for example, points in natural sciences of educational centers or companies in a population) or educational level (eg points in history in the second year of secondary school).

 

2.-SuperPISAs vs. PISA: Differences Resource A3 explains how these collective rankings outperform the PISA tests , applied every three years in more than 70 countries.

https://www.docuplay.com/guia_rapida/resources/i_b3?curso_id=592f4642177fae28160021f9

Continuous evaluation: While PISA limits its evaluations to face-to-face tests on specific dates every three years, Docuplay carries out continuous evaluations through its double system of action records in each course of each student, that is, their actions with the contents and with the services. Although Docuplay does not rule out that certain evaluations culminate in face-to-face tests among the students with the best scores in each country.

 

Other differences of the 'docurankings' compared to the PISAs, which can be dynamic factors of knowledge in the member countries of AGENDA 2030 are:


2.2.-Tri-sectorality : While PISA limits its evaluations to the academic sector, Docuplay has programs to carry them out also in the business sector and in the `free education' sector, that is, that of those who study in Docuplay without being students enrolled in a teaching center or employed workers, such as the self-employed, housewives, entrepreneurs, the unemployed, retirees, etc.


(…)


2.4.-Omniity: While PISA limits its evaluations to fifteen-year-old students, Docuplay will evaluate without age limits, since its series of courses are adapted to the four official educational levels (Primary, Secondary, Professional and Tertiary), also allowing a lifelong education thanks above all to the fact that its contents are based on the 'cloud', which, by constantly growing and updating, forces us all to constantly renew our knowledge.


2.5.-Omnitematics: While PISA limits its evaluations to four techno-scientific subjects designated with the acronym STEM (Sciences, Technologies, Engineerings and Mathematics ), plus Reading comprehension, Docuplay covers all subjects at all levels, as can be seen from their DDC and TOP course series (on the front page of https://www.docuplay.com/ )


(…)


2.7.-Frequency: While PISA limits its evaluations to a triennial periodicity, Docuplay may publish its diachronic, non-face-to-face classifications or rankings, with a much more frequent periodicity, at least annually, and in certain cases it may even be monthly or weekly. .


2.8.-Verification: Thanks to the double registration of actions for each student and course, based on continuous and exhaustive evaluations, the truthfulness and rigor of the collective rankings will have full reliability and verifiability.

I.TALENT

A.-DEVELOP TALENT

Indigenous talent can only stand out and develop by extending the educational digital transformation to all official levels. And even more: creating self-taught habits that make lifelong learning possible to update knowledge.

1.-Education for all

The education and training of SED+A2030 is aimed at all educational levels, starting with primary school. See active G. 5G

 

2.-Education above all

The education and training of the SED+A2030 will not be limited to the courses on the 17 goals and 169 objectives of the AGENDA 2030, broken down by the SED, respectively, into 95 and 568 microcourses, but

https://www.docuplay.com/proyecto12/index

3.-Multifaceted education

The education and training of the SED+A2030 will be one-faceted : the digital SED for students for free; bifaceted : the digital and the theoretical-face of educentros for primary and secondary; three- faceted : digital, theoretical-face-to-face and practical-experimental for professional and tertiary training; and multifaceted : taking into account what non-professional educational actors such as consultants, investors and administrative-political positions appointed by the governments of the countries can contribute in their four branches: national, regional, provincial and population. See assets F.Education, F.TEACHING, F.DUALITY

 

4.-Competitive education

The education and training of SED+A2030 will be competitive in several ways:

a) ludic competitiveness: three types of docugames (docutest, docucompeticiones and doculigas) so that students can test their knowledge in their courses. See asset B.GAMES

b) classification competitiveness: through the playful results and the four types of actions voted by their peers in the sequences of actions, students acquire a position in the different rankings, both individual and collective, that can be published, thus promoting the transparency of the system and competitiveness. See active H.RANKING

c) evaluative competitiveness: at the end of their course the student will receive an exhaustive and totally reliable record-certificate. See asset H.EVALUATION

d) occupational competitiveness: thanks to the above, the student will be able to compete for good jobs anywhere. See asset I. EMPLOYABILITY  

B.-ATTRACTING TALENT

1.-Reindustrialized economy

Atraerán talento aquellos países y aquellas partes de países, principalmente occidentales, que antes y mejor recuperen parcelas industriales cedidas en las últimas décadas a países como China, la `fábrica del mundo´. Obviamente, la industria recuperada ha de ser reinventada y digitalizada. Ver activo I.REINDUSTRIALIZACIÓN

2.-Economía industrializada

Otro factor para atraer talentos será el desarrollo del sector ambiental en sus cuatro fases, por su atractivo y por la riqueza que puede aportar pudiendo patentar nuevas especies. Ver activo I.INDUSTRIALIZACIÓN

3.-Sociedad vertebrada

To attract talent, a fair, egalitarian, legal society is also required. In which merit, effort and works are respected and rewarded. See asset B.COMPANY   

B.TECHNOLOGY

1.-Fundamentals

1.1 .- 5G technology allows great connectivity in two ways: in the number of connected objects or actions and in the speed of transmission or minimum latency.

1.2.-Artificial Intelligence allows Docuplay a series of progressive virtual robots.

2.-Objectives:  

2.1.- Docuplay intends to use technology to take advantage of all current and future technological advances to facilitate and optimize the achievement of all the objectives of the CETs and CIPs.

2.2.-Not only will it take care of making its educational system as technical as possible, but it will inculcate and encourage the different actors to make companies and professions more technical in accordance with the already assumed objective of ' business digitization' (Industry 4.0 .)

3. Its implementation in Docuplay:  

3.1.- Docuplay has already implemented part of these objectives:

(a) Docucompetitions and diachronic doculigas, pending the general implementation of 5G to be able to also be synchronous.

(b) Certificates for each student and course based on the registration of all their actions and votes, in series E of the Sequences of actions, that of consulting and accrediting actions.

(c) Sequences of actions conducive to the corresponding -bot, already in development: profebot, infobot, dicciobot, chatbot etc.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

See assets I.INDUSTRIALIZACIÓN, I.REINDUSTRIALIZACIÓN

F.TERTIARY

1.-Deep learning. The learning provided by Docuplay to students at the professional and higher levels is profound, at least in a double sense:

1.1.-Thanks to the series of subkeys ( https://www.docuplay.com/guia_rapida/resources/i_a5?curso_id=592f4642177fae28160021f9 ) each course can be studied from many perspectives;

1.2.-Thanks to the 'big data' exhaustively recorded for each student and course, the record of activities that he will obtain during and at the end of each course will reflect his personal knowledge.

1.3.-Thanks to the arboreal or inverted pyramidal structure of Docuplay's systematic courses (DDC), they adapt very well to all educational levels.

https://www.docuplay.com/plataforma/1

B. TRANSLATION

1.-Any original idea expressed in writing by a student in a course and that receives a notable number of votes from their classmates or peers will be automatically translated (for example, by Google Script) and made available to the counterpart courses in the others. languages ​​of the member countries of AGENDA 2030, which may accept or reject it based on its title and the indication of the number of words it contains. Hence the importance of the numerical code of each course: avoid a bad distribution due to wrong translation.

2.- So that no course is only beneficiary without being a contributor, after the fourth offer is accepted, none of them will receive another until they obtain the acceptance of their own contribution for homologous courses in any other language.

F. TRANSPARENCY

Understanding by transparency the evident quality of the education received and the services provided, in Docuplay it is possible to distinguish, therefore, two classes, the student one and the institutional one.

1.-Student transparency. The transparency of the quality of teaching in Docuplay will be based on resources such as compulsory tasks assigned by Docuplay and the teachers; evaluative votes of the pairs to the tasks carried out by each student; results obtained in the docugames; individual and collective rankings publicized for `superpisas´ (see); , permanent record of the actions of each student that can be consulted at all times by himself; detailed record of all the actions of each student and course, the basis of their final evaluation and their certificate; etc.

2.-Institutional transparency. The quality of the services of the collaborating entities through the CETs and the CIPs, the object of voting by their peers and students, will be "transparent" through various rankings published frequently and classified into various categories, always on the basis of statistical averages or medians of the data recorded during each course.

3.-Given the social and economic significance of the E ` Biodiversity ' sector, transparency in both directions will be especially important in it.

4.-Docuplay will promote transparency in each member country of the 2030 AGENDA by periodically publishing intra-country and inter-country rankings based on the actions of their students, teachers and other stakeholders.

https://www.docuplay.com/tutorialintro/programa/9#c _TRANSPARENCY

F.TRANSVERSALITY

A.-THE SED AND THE T MODEL

1.- It is about putting into practice an education in T format, in which the vertical bar symbolizes the explanatory theoretical subjects of the course object and the horizontal bar the complementary or transversal subjects that give a much broader perspective of the course, including the experimentation and production.

2.- The educational system of Docuplay (SED) adopts the T model for its contents. Consequently, it provides content sectors or files in all SED+A2030 courses to deepen the subject (vertical bar), complemented with other files that provide a transversal, horizontal or interdisciplinary perspective (horizontal bar). Among these, the content sectors on companies, personalities, products and services, patents, applications... that are relevant to the purpose of the course stand out. Much of such content can also be contributed by students, teachers and companies themselves, registering them as sub-services relevant to their course. (V. B2.-COLLABORATIONS: https://www.docuplay.com/guia_rapida/resources/i_b2?curso_id=592f4642177fae28160021f9 ).

B.- CROSS-CUTTING AND INTERDISCIPLINARY CONTENTS

1.-For this reason, the content sectors available to the courses of the 17 goals and 169 objectives of the 2030 AGENDA, broken down by Docuplay into 95 and 568 microcourses, respectively, have been selected in the Cloud through more than one dozen search engines and are divided into three groups: downloadable, linkable and searchable, being searchable as synonymous with complementary, transversal, interdisciplinary.

2.-With the name of searchable, it is indicated that the third group is not the object of study, but that it complements the study and expands, on the other two types of files, the perspectives on the subject matter of the course or microcourse.

3.-The main contents of this group are the companies, the groups (Google) and all the objects that can be registered in Docuplay subservices until they form an Internet of Things or virtual laboratory for each course.

4.-Sectors of complementary files for "transversal or interdisciplinary" teaching

4.1.-While the sectors of downloadable and linkable files offer textual content for a vertical deepening of the matter of each subject or course, the other sectors offer content suitable for a transversal or interdisciplinary expansion of knowledge of the subject, substantially increasing its reality compared to what the contents of traditional teaching achieve. This Docuplay teaching model has been aptly called the T model , with the vertical line being the traditional in-depth study of a subject matter, while the horizontal line is what has come to be called, among the new ICT technologies, ' augmented reality '. ´.

4.2.-Transversality and interdisciplinarity constitute important advantages of Docuplay's educational offer. This transversal or increased dimension of the contents of Docuplay courses appears in two ways:

(a) as the first seven related courses (those with numerical code with decimal) of the semi-core subjects of programs 1 and 2.

(b) as complementary content sectors in all other programs, mainly in program 4. The adjective complementary refers to the fact that their files are not textual or based on a textual script (videos, audio), but of another type, such as statistical tables, data tables (of companies, educational centers, groups...), images, etc. https://www.docuplay.com/asignaturaeng/sectores/718   

 

5.- Transversality and interdisciplinarity constitute important advantages of Docuplay's educational offer. This transversal or increased dimension of the contents of the Docuplay courses appears in two ways. See asset I.TALENT

E. VEGETABLES

1.-Formation phase . This is a program of training courses for top-level taxonomy specialists: capable of discovering and cataloging new plant species; and second level: capable of analyzing the cataloged species to determine their edibility or their medicinal value.

2.-Investigation phase. For this purpose, in addition to training millions of specialists through this program, Docuplay intends to count on the collaboration, encouraged in various ways, by specialists who are experts in taxonomies of living species, botanical gardens, freshwater and saltwater fishing, scholars of place names not populated by its geographical environment, scientists analyzing living species in virtual laboratories, etc.”

2.1.-In the ENVIRONMENTALISTS asset As has already been said, sector C 3 of program 8 can serve as an introduction to this program, which has as its objective the preparation of all kinds of specialists to carry out the main purpose of Docuplay: the description or cataloging, analysis, protection and cultivation or breeding of biodiversity.

3.-Patentability and beneficiaries

3.1.-Since these last objectives involve a process of research, development and innovation, the species that completes them could be protected by patent. See E.Patents.

3.2.- The economic profitability of each finding must mostly benefit the economy of the member country of AGENDA 2030 where it was found.

3.3.-To facilitate the hiring of franchisees for vegetable crops and fish farms (see BUDGETS), Docuplay will carry out a standardization of the production centers and a regulation of their management so that the franchisees have full security in the performance of their business. See active I.REINDUSTRIALIZATION

B. ADVANTAGES

1.-The member countries of the 2030 AGENDA in which the SED+A2030 is studied intensively will soon stand out for the recovery and level of development of its three sectors: economic, environmental and social.

https://www.docuplay.com/proyecto12/index

2.-Well, one of the most important skills that your students will have acquired will be learning to learn by themselves.

3.-This will be the result of the research, selection and study that they will have to carry out on the large quantity and variety of files provided by the content sectors in each SED+A2030 microcourse.

4.-And once they have acquired the habit of researching for themselves in the 'Cloud', in addition to other content that the SED+A2030 will also offer them, they will practice the rest of their lives, with hardly any effort, the continuous study for updating and the periodic recycling of their knowledge, essential for the sustainability of any level of development.


H.VOTACIONES

1.-Importancia evaluadora de las votaciones

The voting system of the actions of some students by others, and those of the teachers and other actors of the SED by the students is widely used by Docuplay, especially in the sequences of actions (see its definition in this sector and its structure in the tutorial). Indeed, thanks to an exhaustive voting system of the majority of the actions of each student in each course, Docuplay can guarantee that the evaluation through a final registration-certificate for each student and course deserves great reliability and confidence for the awarding of jobs and responsibilities. This method of voting among peers and from students to other actors will also be applied in the SED+A2030, in whose E.Biodiversity sector it will be especially useful. See active G.SEQUENCES

https://www.docuplay.com/tutorialintro/programa/9#s_VOTACIONES

 

2.-Objectives of the voting

Therefore, the evaluation carried out among peers through a vote of a series of actions can have several objectives, among them:

2.1) Motivate the student to perform frequently and with the highest possible quality certain basic actions for the study and learning of the subject of the subscribed course;

2.2) show the student his learning curve;

2.3) benefit other students of the same course or subject anywhere in the world, since Docuplay will automatically translate the most voted contributions and offer them to all homologous courses;

2.4) The votes of the peers will have an important value in the final registration-certificate of each student/course.

https://www.docuplay.com/tutorialintro/programa/9#c_EDUCACION  

 

3.-Criteria to universalize collaborations

In summary, Docuplay promotes and encourages the collaboration of students in their courses, counting the votes given and received in the share register of each of them, thus encouraging the quality of their contributions, since when they receive a certain number of Votes may be extended, by virtue of the 'network effect' and prior automatic translation, to all homologous courses in the member countries of AGEBDA 2030.

https://www.docuplay.com/guia_rapida/resources/i_a4?curso_id=592f4642177fae28160021f9

E.ZOOLOGY

1.-Formation phase. For the training phase of specialists in the Animal Kingdom, see the programs proposed in the asset ENVIRONMENTALISTS.

2.-Investigation phase. Once such specialists are trained, the main problem in the animal discovery phase will be access to one of the most populated habitats, the seas and oceans. One of the methods for this could be to offer incentives to all high-seas industrial fishing companies so that they contribute specimens of all the species caught. The aquatic species classified as new and considered edible after analysis will be raised in fish farms and under a franchise regime.

3.-Patentability and beneficiaries

3.1.-Since this last objective entails a process of research, development and innovation, each species could be subject to patent protection. See E.Patents.

3.2.- The economic profitability of each finding must mostly benefit the economy of the member country of AGENDA 2030 where it was found.

* See table in How Many Species Are There on Earth and in the Ocean?* See asset I.RE-INDUSTRIALIZATION

“Table 2. Total number of species currently cataloged and predicted on Earth and in the ocean.

https://doi.org/10.1371/journal.pbio.1001127.t002

https://journals.plos.org/plosbiology/article/figure?id=10.1371/journal.pbio.1001127.t002

https://en.wikipedia.org/wiki/Biodiversity