Hoy en dia el uso de las tecnologias de la informacion y la comunicacion se encuentra plenamente integrado en muchos procesos docentes. Uno de estos usos se concreta en la utilizacion de sistemas de gestion de cursos en las universidades, donde sirven de soporte alo que podriamos denominar campus virtuales. Este articulo describe el Campus Virtual dela Universidad Complutense de Madrid, incidiendo en los factores claves que han impulsado su desarrollo.

/pdf/el-campus-virtual-de-la-universidad-complutense-de-madrid-1rheat3oex.pdf

El campus virtual de la Universidad Complutense de Madrid

This study analyzes the application of game-based learning and gamification using MinecraftEdu, which allows for an exploration of the possibilities regarding immersive learning environments. We analyze the contributions of second-year university students who are pursuing a degree in Primary Education and are enrolled in a subject entitled Social Sciences II: History and Teaching at Castilla-La Mancha University. On four scales, we detail descriptive data and statistical inference through a quasi-experimental design using a Wilcoxon test and a sign test. The instruments provide content and construct validation based on data triangulation as a strategy. Despite the fact that participants consider video games as non-essential tools in an educational context, they value the fact that game-based learning through immersive environments allows for learning that involves a higher level of activity and engagement of the students. Interest level, educational innovation and motivation are valued positively and show statistically significant improvements.

/pdf/game-based-learning-and-gamification-in-initial-teacher-15kyqxenhz.pdf

Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu

In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.

Digital competence in higher education research: A systematic literature review

Digital literacy constitutes the basis for citizenship in order to be effective and efficient in the 21st Century in professional and personal lives. The set of skills and competences integrating digital literacy are expected to be guaranteed in higher education. During the lockdown globally imposed for the COVID-19 pandemic, educational systems worldwide had to face many disruptive changes. The aim of this research is to present a comparative study of three countries’ higher education institutions (Spain, Italy, and Ecuador), analyzing how they have faced the global lockdown situation, focusing on the development of digital literacy. The methodological approach followed in this study was quantitative with an exploratory-correlational scope using a questionnaire designed ad hoc and applied in a sample of 376 students. Results point the necessity of enhancing the main aspects such as the teacher’s digital skills, sources for learning that may be adapted, communication between universities and students, and teaching methodologies that should be appropriate to the current context. Conclusions may suggest rethinking higher education learning and reinforcing main issues for this transformation, mainly: communication, teaching, and digital competences. Otherwise, digital literacy is not being guaranteed, which means higher education is not accomplishing one of its main objectives.

/pdf/digital-literacy-and-higher-education-during-covid-19-1xdz3seiw2.pdf

Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador

Social movements in times of austerity: bringing capitalism back into protest analysis

Adoption of augmented reality technology by university students.

La tecnologia, como ingrediente fundamental para el avance de la Sociedad del Conocimiento, ha asumido un papel fundamental en el entorno educativo. En esta linea, diferentes instituciones y estudios cientificos respaldan la importancia de la competencia digital docente dentro de los nuevos contextos de alfabetizacion. Este articulo persigue brindar un analisis objetivo y riguroso del concepto, estudiando el principal marco europeo de competencia digital docente «DigCompEdu». Ademas, tambien se presenta la traduccion y adaptacion al espanol del cuestionario «DigCompEdu Check-In». Todo ello puede resultar de interes para vertebrar y evaluar planes formativos personalizados y para la mejora del nivel de competencia digital del profesorado. Asi mismo, se propone abrir diferentes lineas de investigacion relacionadas con las necesidades formativas en TIC, avaladas por herramientas fiables y validas de evaluacion competencial.

/pdf/marco-europeo-de-competencia-digital-docente-digcompedu-10mzejoc7i.pdf

Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In»

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.

https://naerjournal.ua.es/article/download/v8n1-4/529

Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use

Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.

https://www.mdpi.com/2071-1050/11/18/4990/pdf

Educational uses of Augmented Reality (AR): experiences in Educational Science

We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

https://www.mdpi.com/2071-1050/12/15/6094/pdf

Julio Cabero-Almenara

Papers

Adoption of augmented reality technology by university students.

Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In»

Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use

Educational uses of Augmented Reality (AR): experiences in Educational Science

Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)