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Introducción a los símbolos y abreviaturas 

El Manual fundamental de referencia del Ejército: Símbolos y abreviaturas militares, MFRE 9.00, contribuye al empleo del Ejército ecuatoriano en las operaciones de acción decisiva: ofensivas, defensivas, de estabilidad y en apoyo a las instituciones del Estado, mediante la simbología y abreviaturas de la doctrina, el entrenamiento y las operaciones que ejecuta el Ejército, enmarcado en las operaciones terrestres unificadas; así como en acciones interinstitucionales con entidades gubernamentales y no gubernamentales en apoyo a la autoridad civil, contribuyendo a las acciones unificadas ante catástrofes naturales o antrópicas.

 El presente manual es una recapitulación de distintos manuales como: el APP-6C de la Organización del Tratado del Atlántico Norte (OTAN), el ADRP 1-02 de EE. UU, los manuales MFE 1-02 y MFRE 1-02 de Colombia, el MDM 90001 de Chile y nuestro Manual de símbolos, abreviaturas y técnica de calcos, lo que permite obtener un repertorio de enunciados de todos los términos y símbolos militares usados por el Ejército.

 El Manual MFRE 9.00, recopila todas las abreviaturas, siglas, acrónimos y símbolos militares usados en las publicaciones de doctrina del Ejército, tomados de los manuales fundamentales del Ejército (MFE), manuales fundamentales de referencia del

  Ejército (MFRE), manuales de campaña del Ejército (MCE) y manuales de técnicas del Ejército (MTE). Con este compendio de información se procede a la revisión, justificación y actualización de la doctrina en lo que corresponde a símbolos y abreviaturas militares con una base científica y metodológica de la doctrina de la OTAN, la cual nos permitirá manejar un mismo idioma e interactuar correctamente durante el desarrollo de los ejercicios, entrenamiento y operaciones que se realicen con las fuerzas de otros países en las operaciones combinadas, así como asistir correctamente a las instituciones del Estado.

 Este manual se complementará con el Diccionario militar del Ejército, que pone en evidencia los cambios que se producen de manera frecuente en la terminología. La base de datos de la terminología y simbología conocida, se deberá actualizar periódicamente, con el propósito de que refleje las últimas ediciones de las publicaciones del Ejército. El manual MFRE

9.00 establecerá un estándar único para desarrollar y representar símbolos militares dibujados a mano o generados por computadora, para mapas de situación, calcos y fotografías aéreas recopilados o creados para todo tipo de operaciones militares. Además, este manual sugerente del Ejército para todos los términos, símbolos y abreviaturas militares cumple con las normas internacionales.

 Los capítulos por desarrollarse se enfocan principalmente en símbolos militares vinculados con las operaciones terrestres del Ejército. Al comunicar instrucciones a las unidades subordinadas, los comandantes, los Estados y las planas mayores, desde las compañías y todos los escalones de mando del Ejército, deben usar esta publicación como repertorio de términos y símbolos militares para operaciones.


Why use this mobile app?

Please use this section to briefly describe what motivated you to use this mobile app in your teaching and your students' learning. For example, you may want to discuss a particular learning problem that your students face, or difficulty in teaching a particular concept that is hard for students to visualize.

Why "being mobile" leads to better learning?

Describe why the mobile features of this online resource are important for students learning. Is it very important to bring the learning resource out of the classroom into the students' environment where students can align their learning with the environment in which they are living? Is the flexibility of using the resource at the students' convenience key? Are the different ways students can use the touch screen and interact with the learning resource more engaging for students learning?

Be sure this section reflects your experiences and your voice. This is a first person story.

Course and Student Background

Add some information about the discipline, type of course, and types of learners for which the resource was designed. If there is some prerequisite knowledge and/or skills that the teacher and students should have before teaching and learning with this mobile app, please describe that information here. For example, it might be important that the students are competent users of the mobile devices (tablets, smart phones, etc.) before they can make the most of the mobile app.

It's important to our readers that they know enough about your situation so they can adapt the resources to their situation. This kind of background information is necessary for users to make this kind of judgement call.

Making Sure The App Is Right For and Respects Your Students:

Please provide your assessment of the following aspects of the Learning App so teachers, parents, and students can have greater confidence that the learning experience with the app will respect the rights of students.

Here are some questions that might help you consider the different aspects of the Learning App that might be useful to describe.

  1. Does the app meet section 508 accessibility requirements so students with disabilities can have an equally effective learning experience?
  2. Does the use of the app adhere to standard Institutional Human Subjects Review Requirements?
  3. Does the use of the app meet federal, state, and local mandates/laws/ and or guidelines?
  4. Does the use of the app respect the privacy of others?
  5. Does the use of the app meet "PG rating standards"?

Learning Outcomes and Activities

Describe how you use the resource with your students. If it is a part of a larger assignment, describe the assignment and other resources that are necessary. It is important to explain how the learning app aligns with the curriculum goals of your course.

In your description, you should include a description of:

  • The student learning outcome(s) to be achieved by completing the learning activities
  • The prerequisite knowledge and skills students need to have before starting the learning activity
  • The step-by-step instructions for completing the learning activity
  • The assessment rubric for evaluating the quality of the students' learning products.

DON'T FORGET THAT YOU CAN CREATE YOUR LEARNING ACTIVITY IN WORD OR PPT AND UPLOAD THE DOCUMENT ON YOUR MERLOT CONTENT BUILDER WEBSITE IN THE EDIT FILES/LINKS SECTION.

How To Make Mobile Learning Activities Work

Using mobile apps in a wide variety of environments can lead to some "challenges" in students reliably having a good learning experience. Make sure you describe the instructions you give your students about using the mobile app so they have a first-rate learning experience.

To ensure others' ability to learn from your experience, details are important. While in general, your advice should be short (and pithy) don't skimp on details that others might learn from. Here are some additional questions that might be helpful to answer.

  1. Can the Learning App Be Used To Measure Student Learning Outcomes?
  2. Can The Teacher Monitor Progress Of Their Students Using the App?

Teaching Tips:

What advice do you have for others who might want to use this learning resource? You can include advice about general pedagogical strategies and/or specific teaching tactics. What did you learn about using it? What challenges did you confront when using it and how did you overcome them? What did you like about using it?

This section is particularly important to those who might want to try using this mobile app - Does the app meet exemplary practices of instructional design?

What's Special About Teaching with the Mobile App?

Provide your reflections and advice about the special considerations and pedagogical strategies that you'd like to share about teaching with the mobile app.

  1. Can the mobile app be used on multiple types of mobile devices and platforms? Provide your experiences of using the learning app on iPads, iPhone, Androids, Netbooks, and other mobile devices you've encountered.
  2. Can the mobile app be modified to meet custom learning and teaching needs of students and faculty?
  3. Can the mobile app be used without being connected to the internet?

Pedagogy & Mobile Learning Collection
Check out MERLOT's collection of pedagogical strategies and resources for Mobile Learning. You are welcome to add to this collection too!

Pedagogy Portal - Mobile Learning and More
MERLOT's Pedagogy Portal has a collection of online resources on over 25 types of pedagogical strategies - including Mobile Learning. Explore what other faculty and higher ed institutions are doing and recommending with mobile learning and other student engagement strategies.

Student Reactions to Learning with Mobile Apps

Describe what your students say or how they responded to using the mobile app. Their reactions can include responses to the subject matter as well as the mobility of the learning. Feel free to include student quotes. The key is to try and capture the students' voices.

You can have your students write comments about their learning with the mobile app in MERLOT. Students need to become members of MERLOT (it's free and easy) and then they can add their own reflections. You can add the link to the students' comments about the mobile app here. Just click on the "Edit Files/Links" button below.

Impact of Use on Teaching and Learning

Please describe the various effects on your teaching and your students learning that resulted from the use of the mobile app.  Did your use of the mobile app solve the problem that motivated you to use the resource? How has use of the mobile app affected student learning and/or your teaching? Did you experience any unintended results? What were they? If you have some formal assessment of the impacts of use, please provide them.  If you have examples, case studies, or other samples of students' work that reflect the impact, please provide them.

Did Mobile Makes A Difference?

Share your analysis, formal or informal, of the impact of the mobility on teaching and learning.