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Cognition In The Wild

by Tony Booth and Mel Ainscow, Bristol, Centre for Studies on Inclusive Education (CSIE), 2011, 190 pp., £23.00, ISBN 978-1-872001-68-5 This is the third and “Green” edition – and the best yet. It ...

Index for inclusion: developing learning and participation in schools

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.

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El campus virtual de la Universidad Complutense de Madrid

A large number of emergent technologies have been acquiring a strong impulse in recent years. One of these emergent technologies is Augmented Reality (RA), which will surely have a high level of penetration into all our educational centers, including universities, in the next 3 to 5 years, as a number of different reports have already highlighted. The present paper shows various elements which, in our opinion, play an essential role when it comes to the incorporation of Augmented Reality into teaching, stressing the fact that this incorporation should not entail a technological problem but an educational and didactic issue. A mention is additionally made of several studies which have been performed with regard to the didactic exploitation of this emergent technology, as well as to the potential that it offers us. Our study forms part of an R&D&I initiative undertaken within the framework of the Plan Estatal de Fomento de la Investigacion Cientifica y Tecnica de Excelencia 2013-2016 [2013-16 State (National) Plan for the Promotion of Excellence Scientific and Technical Research], with reference EDU2014-57446-P.

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The educational possibilities of Augmented Reality

Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty’s roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty’s level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning.

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Pedagogical Roles and Competencies of University Teachers Practicing in the E-Learning Environment

La evolucion de los dispositivos moviles ha sido veloz y universal, pero apenas ha permitido reflexionar sobre las posibilidades en el ambito educativo. Actualmente estos recursos multiplican sus aplicaciones y uno de los ambitos de desarrollo es el uso en propuestas innovadoras bajo la tecnologia de la Realidad Aumentada, que posibilita relacionar las imagenes en tiempo real y la posicion geografica del usuario, con metadatos asociados y almacenados en un equipo informatico. El desarrollo de esta tecnologia abre multiples posibilidades en el ambito educativo, tambien favorece acciones socializantes e inclusivas en personas con necesidades especiales. Este articulo hace una clasificacion e intenta describir algunas propuestas para su aplicacion educativa.

Realidad aumentada, una evolución de las aplicaciones de los dispositivos móviles

Augmented reality (AR) immersion enables virtual objects and real environments to coexist and encourage experimentation with phenomena that are not possible in the real world. Augmented reality is generating new opportunities for the development of ubiquity within educational environments. The objective of this study was to analyze the impact that the integration of ubiquitous game approaches with augmented reality has on learning. A quasi-experimental study was carried out with 91 sixth-grade primary school students; the learning scenario was designed and the augmented reality application “WallaMe” was selected for use in five sessions of a didactic unit in Art Education. Through pretest and posttest procedures, academic performance and information search skills were evaluated, and, a Likert scale analyzed the motivation and collaboration variables among the students. The results showed that the experimental group obtained statistically significant improvements in the academic performance of the subject, motivation, in the search for, and analysis of, information, level of fun and collaboration. The conclusion is that the dynamic activities managed in the intervention, which made use of augmented reality and localization, benefit teaching-learning processes, and encourage innovation and improvement through educational technology.

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Aplicación del juego ubicuo con realidad aumentada en Educación Primaria

Se presenta una primera aproximacion al uso de las Tecnologias de la Informacion y Comunicacion (TIC) por parte de las personas mayores,  desde un punto de vista formativo. Las cuales pueden acercarse a las TIC para aprender sobre ellas : Cursos o Talleres de informatica… alfabetizacion digital, y, asi, luchar contra la Brecha Digital. Para aprender con ellas e iniciarse o profundizar en otros campos: Arte, Historia, Fotografia… y favorecer la Educacion Permanente. O para ensenar con ellas sus conocimientos, experiencias… participando activamente en la sociedad en la que vive. Se describen, ademas, algunas de las iniciativas y proyectos en la lucha contra la brecha digital y social.

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Posibilidades formativas de las tecnologías de la información y comunicación en las personas mayores

Nuevas tecnologías, medios de comunicación y educación : formación inicial y permanente del profesorado

Esta investigacion pretende revisar las evidencias cientificas sobre la implementacion de la tecnologia de Realidad Aumentada (RA) desde una perspectiva educativa, para ello se ha tomado como instrumento de recogida de informacion, el repositorio bibliografico Scopus. El procedimiento es de corte descriptivo sobre una muestra n=1336 referencias de articulos, comunicaciones en conferencias, libros y capitulos de libros. Los resultados de naturaleza cuantitativa muestran las principales areas tematicas involucradas. Y el analisis cualitativo llevado a cabo, descubre la situacion del fenomeno en el periodo analizado. La revision destaca el rendimiento positivo derivado de la RA en educacion, por su potencial creativo, motivacional, ludico asi como por la veracidad de la propia experiencia de RA. Esta circunstancia tiene especial relevancia en la educacion al ofrecer la posibilidad de representar entornos inalcanzables en el aula. Por otra parte, la investigacion tambien pone de relieve los problemas inherentes a la RA.

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María Angeles Pascual Sevillano

Papers

Realidad aumentada, una evolución de las aplicaciones de los dispositivos móviles

Aplicación del juego ubicuo con realidad aumentada en Educación Primaria

Posibilidades formativas de las tecnologías de la información y comunicación en las personas mayores

Nuevas tecnologías, medios de comunicación y educación : formación inicial y permanente del profesorado

La producción científica sobre Realidad Aumentada, un análisis de la situación educativa desde la perspectiva SCOPUS