Grupo Comunicar Ediciones
About: Comunicar is an academic journal published by Grupo Comunicar Ediciones. The journal publishes majorly in the area(s): Media literacy & The Internet. It has an ISSN identifier of 1134-3478. It is also open access. Over the lifetime, 2015 publications have been published receiving 20602 citations. The journal is also known as: Media Education Research Journal.
Papers published on a yearly basis
TL;DR: In this paper, the authors examined the academic use made of the social networks by university students through a survey among a representative sample of students at Universidad de Malaga (Spain) (n=938) and two discussion groups.
Abstract: paper examines the academic use made of the social networks by university students through a survey conduc- ted among a representative sample of students at Universidad de Malaga (Spain) (n=938) and two discussion groups. Given that network consumption has profoundly penetrated the daily routines of the students, the vast com- munication possibilities of these channels could be considered for educational use in the future despite a predomi- nance of entertainment-related use. We discuss the most suitable networks for academic use, which type of activities may be most widely accepted among the students and which social networking tools could be most useful for aca- demic purposes. The results indicate that consumption of social networks in the student population surveyed is very high. In addition, the students show a favourable attitude to lecturers using social networks as an academic resource. However, the frequency of use of such networks for academic activities was rather low and, on average, the most frequently used academic activities are those initiated by the students themselves, such as answering queries among peers or doing coursework. The perceived low academic support on social networks may mean that lecturers take only limited advantage of their potential.
TL;DR: In this article, the authors analyze the level of ICT skills of teachers in primary and secondary establishing a competency framework adapted to the Spanish educational environment, using as a basis the standards established by UNESCO in 2008 and reformulated in the year 2011.
Abstract: The presence of technological resources in schools and the high performance of socalled «Technology Generation» or «Generation Z» students are not enough to develop students' digital competence. The primary key is determined by the technological and pedagogical skills of teachers. In this paper, we intend to analyze the level of ICT skills of teachers in primary and secondary establishing a competency framework adapted to the Spanish educational environment, using as a basis the standards established by UNESCO in 2008 and reformulated in the year 2011. For this purpose, a questionnaire was done to show the profile of ICT teacher training faculty of the sample (80 schools and 1,433 teachers in the Community of Madrid) to study the characteristics of better trained for the development of teachers was conducted Digital jurisdiction under the Ministry of Education of Spain. The study results show a significant difference between optimal ICT skills and the low skills that teachers really have to develop learning activities with technological tools for their students. Teachers’ digital skills are very important in the development of learning processes to introduce technologies as tools in the service of education, and this study will allow us to make decisions in policy formation and throughout early career teachers.
TL;DR: The presente trabajo aborda las posibles relaciones entre educacion and medios in la sociedad actual, and el papel que le corresponde a la educación formal tanto en la integracion curricular de los medios como in the alfabetizacion digital necesaria for el siglo XXI.
Abstract: El presente trabajo aborda las posibles relaciones entre educacion y medios en la sociedad actual, y el papel que le corresponde a la educacion formal tanto en la integracion curricular de los medios como en la alfabetizacion digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las ultimas decadas han predominado en el estudio de los medios y en la educacion y alfabetizacion mediaticas en el panorama internacional; se intentan subsanar algunos problemas terminologicos derivados de la riqueza idiomatica del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetizacion para el siglo XXI que se caracteriza por ser mediatica, digital, multimodal, critica y funcional. Se analizan posibles interpretaciones de educacion mediatica y competencia digital prestando especial atencion al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educacion mediatica al desarrollo de la competencia digital, y reducir la competencia digital a su dimension mas tecnologica e instrumental: centrarse en los conocimientos tecnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnologico se recomienda recuperar para el desarrollo de la alfabetizacion mediatica y de la competencia digital los enfoques mas criticos e ideologicos de la educacion para los medios.
TL;DR: In this article, the authors propose to develop media education in the context of participatory culture, combining critical and aesthetic thinking with the expressive capa- city; the development of personal autonomy with social and cultural commitment.
Abstract: changes occurring in the media environment over the last decade force us to revise the parameters from which media education is to be implemented today, in a new age of communications. This article seeks to provide some criteria that media education or media literacy should follow, and especially a coordinated proposal of dimensions and indicators to define the new media competence. The proposal has been made by the authors of this article from the contributions made by 50 renowned Spanish and foreign experts in Media Literacy. The proposal focuses on six major dimensions: languages; technology; interaction processes; production and dissemination processes; ideo- logy and values, and the aesthetic dimension. And it is structured around two areas of work in every dimension: the production of their own messages and the interaction with outside messages. We propose to develop this media education in the context of participatory culture, combining critical and aesthetic thinking with the expressive capa- city; the development of personal autonomy with social and cultural commitment. Finally, we propose to combine technological revolution with neurobiological revolution, assuming changes produced in the conception of the human mind, especially as regards the importance of emotions and unconscious processes over reasoned and cons- cious ones.
TL;DR: The most widely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research as discussed by the authors.
Abstract: Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, cocreation of knowledge and open innovation triangle, is presented as an opportunity to generate an original contribution from research to open educational theory and practices. The study analyzed the articles that addressed this triangle, in order to identify the contexts and challenges that arise in open innovation and the cocreation of knowledge to promote open science. The method was a systematic literature review (SLR) of 168 articles published in open access format, from January 2014 to May 2017 in the Web of Science and Scopus databases. In the validation process, the York University criteria were used: inclusion and exclusion, relevance of the pertinent studies, evaluation of the quality / validity of included studies and description of data / basic studies. The findings showed that the mostwidely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research. The research concludes that the context and practices of collaboration are substantial elements for innovation and open science.