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Institution

Open University of Catalonia

EducationBarcelona, Spain
About: Open University of Catalonia is a education organization based out in Barcelona, Spain. It is known for research contribution in the topics: Collaborative learning & Educational technology. The organization has 1943 authors who have published 4646 publications receiving 64200 citations. The organization is also known as: Universitat Oberta de Catalunya & UOC.


Papers
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Journal ArticleDOI
TL;DR: In this article, the authors analyzed the Eurostat database on Digital Economy and Society to explore the evolution of the digital skills gaps by gender in the European Union between years 2007 and 2014.
Abstract: This article thoroughly analyses the Eurostat database on Digital Economy and Society to explore the evolution of the digital skills gaps by gender in the European Union between years 2007 and 2014...

41 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined gender and family influences on students' career aspirations and attached values, finding that boys and students with mothers who have completed intermediate level education were more interested in science, technology, engineering and mathematics (STEM) architecture and technology.
Abstract: Drawing on expectancy-value theory, this study examines gender and family influences on students’ career aspirations and attached values. 796 secondary Spanish students (M age = 16 years old, S.D. = 0.81) participated. 53% were boys. The results show that boys and students with mothers who have completed intermediate level education were more interested in science, technology, engineering and mathematics (STEM) architecture and technology. Girls and students with highly educated mothers born in Spain were more likely to aspire to STEM health and experimental studies. Furthermore, boys and students planning to pursue STEM-technology studies attached higher extrinsic values to these studies. On the contrary, girls and participants with interest in experimental and health studies attached less extrinsic values to these studies. Moreover, students with highly educated mothers and interested in STEM architecture and technology reported higher extrinsic values. Understanding the interaction of gender an...

41 citations

Book ChapterDOI
01 Jan 2016
TL;DR: In this article, a metaphor of learning ecologies is proposed to provide a framework from which to analyze interactions between individuals and their environment, and the way their experiences across different contexts throughout life promote and shape learning processes.
Abstract: The digital revolution enabled by social and ubiquitous technologies is constantly transforming macro- and microlevels of society including industry, organizations, and government as well as ways in which we communicate, we work, and we carry on our daily lives. Education is therefore also being challenged to respond to evolving societal demands by supporting the development of competent and engaged citizens. In this context, individuals’ capability to get involved and exploit the affordances of networked environments for learning and development may condition their opportunities to cope with societal and labor demands. In this chapter, the metaphor of learning ecologies is proposed to provide a framework from which to analyze interactions between individuals and their environment, and the way their experiences across different contexts throughout life promote and shape learning processes. Learning ecologies allow us to explore frontier pedagogies connecting formal, non-formal, and informal educational contexts, acting as personal strategies that may orchestrate lifelong, life-wide, and life-deep learning. We start by defining and framing learning ecologies, providing the theoretical roots, and reviewing some recent studies in the field. Next, we propose constructs and models but also strategies and tools that may be of help to enhance and support personal ecologies for learning. Finally, the concept of personal pedagogies is proposed to refer to a set of autonomy and agency skills and attitudes that can be dynamically integrated by individuals to support an ecology for self-development and personal learning. We articulate from this perspective several trends in the area of self-directed learning located in the technological and pedagogical intersection: MOOCs, current awareness, e-portfolios, and social networks.

40 citations

Journal ArticleDOI
TL;DR: Whether and to what extent actual digital research practices are affecting cultures of sharing in different subject areas and are prompting emergent approaches such as open publishing, open data, open education and open boundary between academia and society is probed.
Abstract: How do university researchers consider attributes such as ‘digital’ and ‘open’ as regards to their research practices? This article reports a small–scale interview project carried out at the University of Milan, aiming to probe whether and to what extent actual digital research practices are affecting cultures of sharing in different subject areas and are prompting emergent approaches such as open publishing, open data, open education and open boundary between academia and society. Most of the 14 interviewed researchers seem not to see any clear benefit to move to further technological means or new open practices and call for institutional support and rules. However, a few profiles of ‘digital, networked and open’ researchers stand out and show both a self–legitimating approach to new modes of knowledge production and distribution and a particular sensitiveness towards values and perspectives driven by ‘openness’ in digital networks.

40 citations

Journal ArticleDOI
TL;DR: Several concepts that allow to improve the efficiency (in terms of computational time) of simheuristic algorithms are proposed and a case study, based on a typical manufacturing system, is introduced.

40 citations


Authors

Showing all 2008 results

NameH-indexPapersCitations
Andrea Saltelli6518431540
Jose A. Rodriguez6359717218
Cristina Botella5540413075
Fatos Xhafa5269210379
Jaime Kulisevsky4821015066
William H. Dutton432777048
Angel A. Juan412845040
Aditya Khosla396150417
Jordi Cabot381065022
Jordi Cortadella382265736
Antoni Valero-Cabré37996091
Berta Pascual-Sedano34874377
Josep Lladós332714243
Carlo Gelmetti331593912
Juan V. Luciano331062931
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202328
202286
2021503
2020505
2019401
2018343