E-Moderators are \"the new generation of teachers and trainers who work with learners online\" (p. viii) using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. They are the focus of E-Moderating, a recent book which provides both a theoretical framework for developing online learning using CMC (part one), and a wealth of practical advice (part two). The book is supported by a Web site. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.

/pdf/e-moderating-the-key-to-teaching-and-learning-online-149mr9c3qc.pdf

E-Moderating: The Key to Teaching and Learning Online

/pdf/millennials-rising-the-next-great-generation-3011lw78bf.pdf

Millennials Rising: The Next Great Generation

/pdf/netnography-doing-ethnographic-research-online-3kekz41pi8.pdf

Netnography. Doing ethnographic research online

The myths of the digital native and the multitasker

Technology use, self-directed learning, student engagement and academic performance

El Espacio Europeo de Educacion Superior (EEES) pone de manifiesto la importancia de definir una serie de competencias consideradas clave en la sociedad red. En este sentido, el proyecto Tuning propone un listado de las competencias que debe adquirir un estudiante a lo largo de una titulacion universitaria, divididas en dos grandes bloques: genericas, comunes a todas las titulaciones, y especificas, en funcion de la titulacion. Algunas de las competencias genericas estan vinculadas al uso de las TIC. Entre estas, el trabajo en equipo es una competencia generica a la que se le da gran importancia.
El presente articulo tiene como objetivo el analisis de la adquisicion de las competencias genericas en TIC a partir del desarrollo de un proyecto virtual colaborativo asincrono en un contexto concreto: la asignatura Competencias de trabajo en entornos virtuales de la Universitat Oberta de Catalunya (UOC). Partiendo de una aproximacion al planteamiento pedagogico y de las valoraciones de los estudiantes y grupos implicados, el articulo muestra como la propuesta didactica planteada facilita la adquisicion gradual de las competencias genericas en TIC y las propias del trabajo en equipo en un entorno virtual.

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Competencias TIC y trabajo en equipo en entornos virtuales

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 This article presents the thematic network on collaborative learning in virtual environments (RACEV), in which a group of researchers from different Spanish universities work together. It describes the main activities carried out within the framework of the network focusing on the theoretical aspects of this methodology. This action leads to a definition of collaborative learning in virtual environments.

/pdf/la-colaboracion-en-la-red-hacia-una-definicion-de-28l1pjewhc.pdf

La colaboración en la red: hacia una definición de aprendizaje colaborativo en entornos virtuales

Some authors have stated that university students born after 1982 have been profoundly influenced by digital technologies, showing different characteristics when compared to previous generations However, it is worth asking if that is a current observable phenomenon Are those students born after the 80s really more familiar with ICT tools than those born in previous generations? Do they show different study habits and learning paths? Different research lines (Kennedy, et al, 2010; Bennett, Maton, & Kervin, 2008; Gros, Garcia, & Escofet, 2012) highlight that scientific data is rarely used when discussing this generation’s characteristics; however, none of them have proved in statistical terms that college students do not fit in the Net Generation characteristics and that their habits of ICT use in social and professional activities do not differ from older generations The international research project, Digital Learners in Higher Education, seeks to develop a sophisticated and evidence-based understanding of university learners in different institutional contexts and the perception of cultures in their use of technology in a social and educational context Data has been collected from four institutions in Canada and Spain: the British Columbia Institute of Technology, the University of Regina, the Open University of Catalonia (UOC), and the University Rovira i Virgili In order to develop this project, we used a multi-case study embedded design (Yin, 2009) The UOC’s case is deeply analysed in this paper to affirm that the Net Generation is more speculative than real and that includes students’ perception about this phenomenon, and guidelines are proposed in an eLearning context

/pdf/do-uoc-students-fit-in-the-net-generation-profile-an-384ani83q0.pdf

Do UOC Students Fit in the Net Generation Profile? An Approach to their Habits in ICT Use.

http://openaccess.uoc.edu/webapps/o2/bitstream/10609/124786/1/Perez_EURODL_Learner.pdf

Learner Generated Content: Quality Criteria in online Collaborative Learning

The great popularisation of social media at the beginning of the 21st century has led to the production of many empirical studies in an attempt to explore the opportunities these platforms provide for different activities, such as learning and updating for professionals. This study aims to identify and summarise the main characteristics of research into social media and professional development published between 2013 and 2017. We analysed the years, journals, conceptual background, research methodologies, data collection tools, professional disciplines, educational contexts, types of social media and characteristics of social media that can generate learning opportunities. A total of 44 articles were selected and analysed from peer-reviewed journals. Findings revealed that (1) an upward trend with respect to research on social media and professional development; (2) surveys were the main research method for collecting data about social media; (3) health and education sciences are the most studied fields of knowledge; (4) there is a special interest in the study of social media in informal learning contexts; (5) Twitter is the most studied social media platform and (6) social media seems to be a sustainable support for professional development due to its open, social and flexible nature. Implications of findings for future research are also discussed.

/pdf/social-media-and-professional-development-a-systematic-4wafzs5aez.pdf

Montse Guitert

Papers

Competencias TIC y trabajo en equipo en entornos virtuales

La colaboración en la red: hacia una definición de aprendizaje colaborativo en entornos virtuales

Do UOC Students Fit in the Net Generation Profile? An Approach to their Habits in ICT Use.

Learner Generated Content: Quality Criteria in online Collaborative Learning

Social media and professional development: a systematic review