Showing papers in "RED. Revista de Educación a Distancia in 2019"
TL;DR: In this paper, the authors conducted a study in four primary schools from Valencia and Galicia to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs.
Abstract: The training of citizens in digital competence is of interest to national and supranational administration. In recent years enormous amounts of money have been put into the provision of facilities and I+D+I for technological development in different sectors of society. The integration of digital devices in the industry, communication and society has had a profound impact on educational policies in many countries, making them consider the digital competence as a key in the compulsory education and essential to the social inclusion. This article shows the results of a research conducted in four primary schools from Valencia and Galicia that are recognized because of their innovative trajectory in the use of ICTs. The aim is to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs. To collect the information, it was used a qualitative method based on interviews with teachers, families and students. The results reflect different work models and concepts about the digital competence. It is recognized that the ICTs are relevant to the inclusion in the society of tomorrow and it has been demystified their hegemonic role on school learning.
28 citations
TL;DR: A traves del estudio bibliometrico de la produccion cientifica se ha analizado las principales tendencias en gamificación, como practica mediada por la tecnologia in las aulas de las diferentes etapas educativas, a traves de 137 documentos alojados en la base of dataos Scopus and publicados in la ultima decada as mentioned in this paper.
Abstract: Este trabajo se interesa por un tema de actualidad como es la gamificacion en educacion, una interesante estrategia didactica para responder a los alarmantes datos sobre fracaso y abandono escolar obtenidos ano tras ano en las pruebas diagnosticas realizadas en el ambito europeo. A traves del estudio bibliometrico de la produccion cientifica se ha analizado las principales tendencias en gamificacion, como practica mediada por la tecnologia en las aulas de las diferentes etapas educativas, a traves de 137 documentos alojados en la base de datos Scopus y publicados en la ultima decada. En los resultados se revela que el numero de documentos se ha incrementado notablemente en los ultimos anos; sin embargo, el impacto en las practicas digitalizadas de aula sigue siendo escaso, exceptuando algunos casos. Se destaca que el peso del continente europeo es notable en este campo, si lo comparamos con el americano o el asiatico. Y tambien que la mayoria de las publicaciones se situan en Primaria, existe un cierto equilibrio entre asignaturas cientificas y humanisticas y los dispositivos de preferencia son las tabletas. Concluimos apuntando contrastar sistematicamente estudios por etapas y reflexionar sobre las estrategias educativas en el contexto de la sociedad digital.
19 citations
TL;DR: In this article, the authors analyze some selected digital resources that can be used in artistic education with certain quality assurance and offer the assessment of them, according to recommended quality criteria and the opinion of its users.
Abstract: espanolEn el ambito de la ensenanza se pueden emplear una gran cantidad de recursos educativos digitales en linea, que favorecen la innovacion en la Educacion Artistica y el aprendizaje en la Ensenanza Secundaria Obligatoria. El objetivo de esta investigacion es analizar algunos recursos digitales seleccionados que pueden ser empleados en la Educacion artistica con cierta garantia de calidad y ofrecer la valoracion de los mismos, segun criterios de calidad recomendados y la opinion de sus usuarios. La metodologia utilizada ha consistido en una parte teorica, que ha permitido contrastar la informacion disponible sobre este tema y ha servido para seleccionar dichas herramientas (Artecompo, Artnatomya, Sumo Paint y Picassohead) y otra practica y cuantitativa en la que se han analizado los recursos digitales seleccionados, segun criterios de calidad recomendados y mediante encuestas realizadas por 90 estudiantes andaluces de la asignatura Educacion Plastica, Visual y Audiovisual de la E.S.O [1], quienes han definido sus parametros mas positivos y negativos, ademas de valorar sus aspectos tecnicos, funcionales docentes y esteticos, determinandose una mayor calidad en las aplicaciones Artnatomya y Artecompo, frente a Picassohead y Sumo Paint. EnglishIn the field of education, a large number of digital online educational resources can be used, which favor innovation in Art Education and learning in Compulsory Secondary Education. The objective of this research is to analyze some selected digital resources that can be used in artistic education with certain quality assurance and offer the assessment of them, according to recommended quality criteria and the opinion of its users. The methodology used has consisted in a theoretical part, which has allowed to contrast the available information on this subject and has served to select such tools (Artecompo, Artnatomya, Sumo Paint and Picassohead) and another practical and quantitative in which the resources have been analyzed selected digital, according to recommended quality criteria and through surveys conducted by 90 Andalusian students of the subject Plastic, Visual and Audiovisual Education of the ESO [1], who have defined their most positive and negative parameters, in addition to assessing their technical, functional aspects teachers and aestheticians, determining a higher quality in Artnatomya and Artecompo applications, compared to Picassohead and Sumo Paint.
16 citations
TL;DR: The results of the digital competence test presented in a sample of sixth primary education students from the autonomous community of Galicia in the 2018-19 academic year are presented in this paper.
Abstract: Results of the digital competence´s test is presented in a sample of sixth Primary Education students from the autonomous community of Galicia in the 2018-19 academic year. The test was based on the DigComp model adapted to the subjects' age. The sample was of stratified type with proportional affixation according to the total number of 6th grade students. The data were analyzed with the SPSS program, version 22.0. Univariate descriptive analyzes and hypothesis contrast tests were carried out. The results allow knowing the level of Galician students in each areas of digital competence, both in knowledge and attitudes, as well as the possible differences between them depending on the habitat, the school and the socio-family characteristics. The lowest level is obtained in the informational and content creation dimensions. The highest average reached is in the security area. The overall average of all dimensions is 60/100.
16 citations
TL;DR: In this paper, the authors evaluate the degree of smartphone addiction, determine the sociodemographic factors that influence addiction and self-esteem, and establish the correlation between these two variables.
Abstract: Smartphones are the mobile device most used by the population. Its use has intensified in recent years, leading to addictive behaviours among younger people. The objectives of this paper were to evaluate the degree of smartphone addiction, determine the sociodemographic factors that influence addiction and self-esteem, and establish the correlation between these two variables. The sample was made up of university students from the Faculty of Education Sciences of the University of Granada (N = 385), aged between 18 and 46 (M = 24.08; DT = 5.00). A quantitative methodology was used applying two internationally standardized scales. The study findings confirmed a medium-high degree in smartphone addiction, the influence of usage time on smartphone addiction and age and academic degree as factors influencing self-esteem. On the other hand, the structural equation model showed a negative correlation between smartphone addiction and self-esteem. Finally, the data obtained warns of the misuse that university students are giving to mobile devices and the need to implement measures to prevent addictive behaviour.
7 citations
TL;DR: In this article, the results of the digital competence of students from Madrid (Spain) of the last course of primary school (about 11 years old) through immersion technology programs in education such the One Laptop per Child (OLPC) initiative are analyzed.
Abstract: This paper analyzes the results of the digital competence of students from Madrid (Spain) of the last course of primary school (about 11 years old) through immersion technology programs in education such the One Laptop per Child (OLPC) initiative. The students answered a national test organized for this purpose, divided into five sections that correspond to the dimensions of the conceptualization of digital competence. Among the results, there is a low level of mastery of digital competence in all five dimensions, especially a few aspects of information search, content creation and problem-solving through devices. These results raise the difficulties of these students to face the tolerated use of technological devices in their daily lives for the next educational stage in secondary school or high school.
6 citations
TL;DR: In this paper, the authors explored from the perspective of 135 teachers how mobiles are used for learning, their inclination with regard to use own devices and social networks for tutoring students, threats and opportunities of mobile devices, which regulation they know regarding the use of mobile device in schools, and the age they consider suitable for children to own a smartphone.
Abstract: The mobile era turns one decade of maturity but educational institutions do not seem to assimilate changes imposed by digital society. The need to assemble tutoring methods supported with popular technology is not new, but rather an added issue over preceding pitfalls with technologies like Internet or social networks. In this context, cyberbullying represents one of the main reasons for this discrepancy where teachers and educational directors struggle to harmonize the use of mobile devices in schools. This manuscript explores from the perspective of 135 teachers (M=32) how mobiles are used for learning, their inclination with regard to use own devices and social networks for tutoring students, threats and opportunities of mobile devices, which regulation they know with regard to the use of mobile devices in schools, and the age they consider suitable for children to own a smartphone. The results not only provide evidence of the risks in immature-delivery of smartphone to a child/adolescent, but also show lessons learned to facilitate tutoring supported with mobile technology. Overall this work provides a base of relevant knowledge for future research to assemble suitable use of mobiles from teachers' perspective in Spain.
6 citations
TL;DR: In this article, the authors developed and analyzed an evaluation test aimed at students who are at the end of their primary education, designed to measure the knowledge, abilities and attitudes of students in the four safety competences identified in the DigComp model.
Abstract: The objective of this study is to develop and analyse an evaluation test aimed at students who are at the end of their Primary Education. The test is designed to measure the knowledge, abilities and attitudes of students in the 4 safety competences identified in the DigComp model (protecting devices, personal data, health and the environment). The test was administered to 600 students aged between 12 and 14 in order to analyse it. The items show some suitable discrimination and difficulty indices, and significant correlations between the dimensions of knowledge, skill and attitude were also found. Test reliability was estimated with a Cronbach's Alpha of 0.68. Validity was ensured through experts’ judgment and analysis of the test’s factorial structure.
6 citations
TL;DR: In this paper, the authors focus on the educational policies that from the Ministry of Education of the Basque Government support the proposal to promote the development of an inclusive school over the past ten years, focusing on the role that is designated in them to Information and Communication Technologies, in a clear commitment to work the social integration of students most vulnerable in the Primary Education Stage.
Abstract: espanolEl proposito de este articulo es el de acercarnos a las politicas educativas que desde la Consejeria de Educacion del Gobierno Vasco sostienen la propuesta de impulsar el desarrollo de una escuela inclusiva. Nuestra mirada se centra en el recorrido de estas politicas a lo largo de los ultimos diez anos. Mediante la identificacion y seleccion de documentos de la Consejeria de Educacion, de acceso publico, enfocamos el analisis en el papel que se designa en las mismas a las Tecnologias de la Informacion y la Comunicacion, en una apuesta clara por trabajar la integracion social del alumnado mas vulnerable en la Etapa de Educacion Primaria. Dos experiencias nos sirven para poner en valor el papel que las tecnologias digitales pueden tener en la integracion de los colectivos mas desfavorecidos. Se puede avanzar que el resultado es paradojico, al constatarse la falta de vinculacion de las tecnologias de la informacion y la comunicacion, con la mayoria de estas iniciativas de integracion social, aunque institucionalmente se reconoce su valor en muchos otros documentos institucionales. EnglishThe purpose of this article is to approach the educational policies that from the Ministry of Education of the Basque Government support the proposal to promote the development of an inclusive school. Our focus is on the path of these policies over the past ten years. Through the identification and selection of documents of the Ministry of Education, public access, we focus the analysis on the role that is designated in them to Information and Communication Technologies, in a clear commitment to work the social integration of students most vulnerable in the Primary Education Stage. Two experiences help us to value the role that digital technologies can play in the integration of the most disadvantaged groups. It is possible to advance that the result is paradoxical, when the lack of links between information and communication technologies is found, with the majority of these social integration initiatives, although their value is institutionally recognized in many other institutional documents.
6 citations
TL;DR: In this article, the authors carried out a study about the decisions in evaluation in virtual learning environments and found that the evaluative process is link with the decisions making from the desing when it allows to lead to progress in the student's performance, on the other hand, the evaluation is related to the level of objectives or competences to be worked.
Abstract: This research was carry out about the decisions in evaluation in virtual learning environments.Two subjects or courses offered on the online modality for graduate level included the instructional aspect and the feedback given to assessable activities. An ex post-facto study and The New Taxonomy (Marzano and Kendall, 2007) that permitted the emission of a series of judgments on design and feedback, the analysis of tasks, assigned activities and objectives or competencies to fulfill the overall goals.The results showed that the evaluative process is link with the decisions making from the desing, when it allows to lead to progress in the student's performance, on the other hand, the evaluation is related to the level of objectives or competences to be worked. In fact, the evaluative activities were designed with the intention to lead students in performing process analysis, reflection, interpretation, and understanding
6 citations
TL;DR: In this paper, the authors present a study of the reliability and validity of the Community of Inquiry (CoI) survey in its Spanish version in the context of Spanish distance learning, showing satisfactory results from the point of view of construct validity and reliability as internal consistency.
Abstract: espanolPresentamos el estudio de la fiabilidad y validez del cuestionario 'Community of Inquiry' (CoI) en su version espanola. El modelo CoI concibe la ensenanza-aprendizaje en entornos on-line como proceso de indagacion, a traves del cual los participantes colaboran en el discurso y reflexion critica para construir conocimiento personal y llegar a un entendimiento mutuo. Consecuentemente, el modelo CoI identifica la presencia de tres dimensiones: a) la presencia cognitiva, referida al grado en que los participantes son capaces de construir significado y conocimiento a traves de la comunicacion continua, la reflexion y la discusion; b) la social, definida como la habilidad de los participantes de identificarse con la comunidad, comunicarse y desarrollar relaciones interpersonales; c) la docente, referida al diseno, guia y direccion, por parte del profesorado, de procesos cognitivos y sociales con el proposito de lograr resultados de aprendizaje significativos en los estudiantes. La validacion del cuestionario en el contexto de ensenanza a distancia espanol muestra resultados satisfactorios desde el punto de vista de la validez de constructo y la fiabilidad como consistencia interna, confirmando la utilidad e interes de este instrumento en investigaciones que pretendan analizar y mejorar el desarrollo de procesos educativos a traves de comunidades de indagacion. EnglishWe present the study of the reliability and validity of the 'Community of Inquiry' (CoI) survey in its Spanish version. The CoI model conceives teaching-learning in on-line environments as a process of inquiry, through which the participants collaborate in the discourse and critical reflection to build personal knowledge and reach a mutual understanding. Consequently, the CoI model identifies the presence of three dimensions: a) the cognitive presence, referred to the degree to which the participants are capable of constructing meaning and knowledge through continuous communication, reflection and discussion; b) the social presence, defined as the ability of participants to identify with the community, communicate and develop interpersonal relationships; c) the teaching presence, referred to the design, guidance and direction, on the part of the faculty, of cognitive and social processes with the purpose of achieving significant learning results in the students. The validation of the survey in the context of Spanish distance learning shows satisfactory results from the point of view of construct validity and reliability as internal consistency, confirming the usefulness and interest of this instrument in investigations that seek to analyze and improve the development of educational processes through communities of inquiry.
TL;DR: In this article, a retrospective analysis of the different types of activities carried out with students of a Translation and Interpreting Master's Degree in order to develop the ability to work in groups using new technologies as part of the interpersonal competence, fundamental for translators according to the EMT Network of the European Commission.
Abstract: espanolEste articulo tiene dos objetivos. En primer lugar, nos hemos propuesto hacer un analisis retrospectivo de los diferentes tipos de actividades realizadas con alumnos de un Master de Traduccion e Interpretacion para desarrollar la habilidad de trabajo en grupo utilizando nuevas tecnologias como parte de la competencia interpersonal, fundamental para los traductores segun la Red EMT de la Comision Europea. En segundo lugar, nos interesa evaluar la utilidad de las herramientas wiki para facilitar el trabajo colaborativo en la creacion/produccion de recursos propios y de materiales bilingues/multilingues para personas en formacion del campo de la TI en los servicios publicos (TISP). En este sentido tendremos en cuenta el tipo de tarea, las adaptaciones y cambios de los diferentes cursos academicos en los que se ha implementado desde 2007 hasta 2010 y las habilidades desarrolladas por los alumnos. Finalmente, propondremos unas reflexiones y recomendaciones generales. EnglishThis article has two objectives. The first one is to include a retrospective analysis of the different types of activities carried out with students of a Translation and Interpreting Master’s Degree in order to develop the ability to work in groups using new technologies as part of the interpersonal competence, fundamental for translators according to the EMT Network of the European Commission. Moreover, we are interested in evaluating the usefulness of wiki tools to facilitate collaborative work in the creation / production of resources and bilingual / multilingual materials by students enrolled in community interpreting (PSIT) studies. In this context we will take into account the type of task, the adaptations and changes of the different academic courses in which wikis have been implemented from 2007 to 2010 and the skills developed by the students. Finally, we will propose some reflections and general recommendations.
TL;DR: In this article, the authors present the learning results with technical drawing students in the first year of high school, as a consequence of the realization of an Ecourban Technical Project supported by ICT.
Abstract: The aim of this article is to present the learning results with Technical Drawing students in the first year of high school, as a consequence of the realization of an Ecourban Technical Project supported by ICT. Throughout the process, the participants have developed skills described in the LOMCE such as the promotion of creativity, critical thinking, the use of ICT in the classroom and have valued the Sustainable Development Goals (SDG), working the contents established in the curricular decree such as flat geometry, croquizacion and systems of representation. Using an experimental quantitative method, the research shows results that evidence a significant improvement in both the motivation and learning of students in the area. The experience has made it possible to compare the academic performance of the students who participated in the project with the rest, evidencing a notable improvement of the former in their grades at the end of the year and, therefore, has made it possible to consider the potential of the ecourban technical project as a means of learning and an evaluation instrument in the area of Technical Drawing
TL;DR: In this paper, the authors describe essential concepts such as on-demand platforms and their difference with those that operate as online broadcasting platforms, and explore the definitions of podcasts, podcasting, and briefly review its assistance on teaching-learning processes.
Abstract: Through literature review and a systematization of experiences, this article outlines some advantages and disadvantages when distributing UNED's educational podcasts through SoundCloud, a music and podcast streaming platform. To begin with, we describe essential concepts such as on-demand platforms and their difference with those that operate as online broadcasting platforms. We reflect on how these on-demand platforms changed production work flows and the distribution of audiovisual materials, specially of educational resources. Furthermore, we explore the definitions of podcasts, podcasting, and briefly review its assistance on teaching-learning processes. We studied SoundCloud, its background, the status it has achieved and evaluate the tools it offers. In the end, based on this literature review, and on our experience using SoundCloud at the Audiovisual Production Program, UNED (Distance Education University - San Jose, Costa Rica), we identified some opportunities and obstacles for distributing educational podcasts. Even if it is a commercial platform, SoundCloud allows the desired accesibility for the delivery of podcasts; as it is asynchronic and timeless. It can be downloaded in several devices, it offers tools for comments, information exchange and it promotes networking, as a result of the sharing tool in social networks, which is essential for podcasting success.
TL;DR: In this paper, an observation grid based on the model, DK eLearning-TPCK of Amador et al. is proposed to support the development and validation of grids in online and e-learning contexts.
Abstract: The present work results from the study carried out in the scope of the pedagogical practice in higher education in e-learning. We observe a qualitative and necessary improvement of online and e-learning teaching practices in their pedagogical models, the general theoretical panorama in education emphasizes the need to reinforce and improve the didactic structures of online teaching, but there is a shortage of didactic transposition instruments for this to occur. In this scenario and with the objective of contributing to fill this gap, we propose through pedagogical and technological didactic elements in online and e-learning contexts, an observation grid based on the model, DK eLearning-TPCK of Amador et al. (2016). The methodological procedures were supported by bibliographic references, reflections and discussions that accompanied the various phases of the study in the creation and validation of grids. We present an example applied in the area of Spanish language and culture and propose a theoretical framework to support development and its results.
TL;DR: In this article, a digital competence analysis of two pre-teens belonging to unfavourable socio-cultural contexts in the last course of primary education is presented, based on a case study methodology, with multiple techniques and informants, the process of appropriation of digital competence and the role of the educational agents in its development is inquired, taking as reference their Personal Network Learning.
Abstract: espanolEl articulo presenta un analisis de la Competencia Digital de dos preadolescentes pertenecientes a contextos socioculturales desfavorables en el ultimo curso de Educacion Primaria. Sobre la base de una metodologia de estudio de caso, con multiples tecnicas e informantes, se investiga el proceso de apropiacion de la Competencia Digital y el papel de los agentes educativos en el desarrollo de la misma, tomando como referencia su PLN –Personal Network Learning. Los resultados muestran dos contextos muy distintos: uno con numerosos dispositivos digitales que permiten el acceso a innumerables recursos y otro con disponibilidad limitada de estos artefactos. Sin embargo, ambos casos convergen en que varias dimensiones de la Competencia Digital analizadas estan escasamente desarrolladas, con la influencia de los agentes educativos, especialmente los que estan presentes en el hogar. Encontramos razones clave en una escuela que muestra muchas dificultades y obstaculos para compensar su desarrollo como ciudadanos del siglo XXI. EnglishThe article presents a Digital Competence analysis of two pre-teens belonging to unfavourable socio-cultural contexts in the last course of Primary Education. Based on a case study methodology, with multiple techniques and informants, the process of appropriation of Digital Competence and the role of the educational agents in its development is inquired, taking as reference their PLN –Personal Network Learning. The results show two very distinct contexts: one with numerous digital devices that allow access to myriad resources and another with limited availability of these artifacts. However, both cases converge in that several dimensions of the Digital Competence analyzed are poorly developed, with the influence of educational agents, especially those that are present at home. We found key reason because the school have many difficulties and obstacles to compensate their development as citizens of the 21st century.
TL;DR: A review of the universal web design appliance is presented in this article, where a general accessible web design criteria and its usage to create accessible web are presented, in order to determine the level of compliance of the legal rules of accessible access to digital resources.
Abstract: This document shows a current review of the universal web design appliance. In this sense, a general accessible web design criteria and its usage to create accessible webs are presented. Additionally, an analysis of the accessible web design level in Spanish universities are presented, in order to determine the level of compliance of the legal rules of accessible access to digital resources. Many disabled people has a lot of difficulties to study, caused by low accessible web design levels, and for this reason they have lower possibilities to work than non-disabled people.
TL;DR: The results reveal a disagreement between good attitudes and high awareness in the safe use of technology, especially by girls, and real practices on the web, mediated by social alarm discourses that affect the forms of participation of both genders as mentioned in this paper.
Abstract: This article presents the results of an investigation focused on knowing the degree of development of the digital competence of girls and boys aged 11 and 12 in the Autonomous Community of Galicia (Spain). The focus is on the development of digital identity and privacy management, digital security issues in the DigComp framework. We present a mixed study that combines six case studies and the administration of a digital competence assessment test (ECODIES) that included participation, according to the gender and security dimension variables, of 486 schoolchildren. The results reveal a disagreement between good attitudes and high awareness in the safe use of technology, especially by girls, and real practices on the web, mediated by social alarm discourses that affect the forms of participation of both genders.
TL;DR: In this article, Steffens resena a coleccion of 16 ensayos that Miguel Zapata-Ros (2014) publico entre 2011 and 2014 como posts and articulos sobre MOOC.
Abstract: Karl Steffens resena este libro, dice que es una coleccion de 16 ensayos que Miguel Zapata-Ros (2014) publico entre 2011 y 2014 como posts y articulos sobre MOOC. En su obra, el tema de los MOOC esta relacionado con la situacion en la Universidad que el autor describe como una crisis. Segun el, es imprescindible que cambie el paradigma de la educacion superior para resolver esta crisis. Mientras que el paradigma todavia existente supone una educacion basada en estandares (unidad de lugar, de situacion, de edad), el nuevo paradigma propone una educacion basada en logros individuales. La tecnologia permite un tratamiento personalizado y provee una potente analitica de aprendizaje que se puede aplicar a los procesos de ensenanza y en el aprendizaje. Al mismo tiempo, el nuevo paradigma destaca la importancia de una pedagogia de ayuda, una teoria de aprendizaje adecuada para explicar los procesos de aprender en entornos potenciados por las tecnologias digitales, de una teoria de instruccion basada en los principios teoricos que rigen el aprendizaje y en las informaciones que nos pueden suministrar las analiticas de aprendizaje. Todas estas consideraciones constituyen el trasfondo para la discusion del papel que los MOOC estan jugando en la universidad y en su desarrollo.
El libro esta dirigido a profesores, tutores y estudiantes de la universidad. Les ofrece muchas informaciones sobre el tema de los MOOC, su desarrollo y el papel que juegan en la ensenanza y en el aprendizaje universitario. Muestra que es un tema que tiene una gran variedad de aspectos. Al mismo tiempo, el autor ofrece una perspectiva critica y propone un modelo de cursos abiertos y en linea, junto con una guia para disenar e implementar cursos de este tipo. Es un libro que une consideraciones pedagogicas como teorias de aprendizaje y de instruccion con propuestas practicas. Es el libro, de un experto en el campo del uso de las tecnologias digitales en la educacion, dedicado a la idea de que estas tecnologias deberian empoderar a los estudiantes a mejorar su aprendizaje, ayudar a los profesores a mejorar su ensenanza y facilitar la interaccion intercultural entre ambos grupos.
TL;DR: In this article, a model of structure for the Visual Arts Education, which integrates the different phases and the necessary actions to be carried out, while considering learners as the central axis of the process.
Abstract: espanolLa irrupcion de los dispositivos moviles en el proceso de ensenanza-aprendizaje en educacion, acaecido en los ultimos anos, ha permeado en todos los sectores educativos, y consecuentemente, ha requerido la incorporacion en cada disciplina de nuevas metodologias de trabajo, o la adecuacion de las existentes. En todos los casos, la incorporacion de esta tecnologia esta demandando la concrecion de estructuras organizativas capaces de adaptase a las potencialidades inherentes de los propios dispositivos moviles, y a los diversos enfoques conceptuales del proceso de ensenanza-aprendizaje. En el presente trabajo se propone un modelo de estructura para las Ensenanzas Artisticas Visuales que integra las distintas fases y actuaciones necesarias para llevarlo a cabo, manteniendo al alumnado como eje central del proceso. El modelo se fundamenta por un lado, en la definicion del escenario de aprendizaje, de la planificacion estrategica, y de la fase operativa, y por otro lado en los contextos y los espacios de trabajo desde los que organizar las formas de intervencion en las Ensenanzas Artisticas Visuales. Como resultado, el diseno de la instruccion de los dispositivos moviles, determina la planificacion de las acciones en espacios de aprendizaje autonomo y autentico, en los que la educacion artistica visual se desenvuelve. Finalmente se plantea la definicion del prototipo, prueba, evaluacion, e implementacion, de la estrategia en el momento de produccion. EnglishThe entry of mobile devices into the teaching-learning process in education, occurred during the last years, has permeated all educational sectors, and has consequently required the incorporation in every discipline of new working methodologies or the adjustment of the existing ones. In any event, the incorporation of this kind of technology is demanding the implementation of organizational structures capable of adapting to the inherent potentialities of mobile devices, as well as to the different conceptual approaches in the teaching-learning process. In this work we propose a model of structure for the Visual Arts Education, which integrates the different phases and the necessary actions to be carried out, while considering learners as the central axis of the process. This model is based, on the one hand, on the definition of the learning setting, the strategic planning and the operational phase, and on the other hand, on the contexts and the working spaces from where the forms of intervention in the Visual Arts Education may be organised. As a final result, the instructional design of the mobile devices determines the planning of the actions in spaces of autonomous and authentic learning in which Visual Arts Education takes place. Finally, we propose the definition of the prototype, the test, the evaluation and the implementation of the strategy at the moment of production.
TL;DR: The materiales provenientes de los contenidos de un master Universitario de Informatica interdisciplinar as mentioned in this paper, denotan maestria, seleccion, metodo, orden, and conocimiento.
Abstract: La obra que se resena esta conformada por los materiales provenientes de los contenidos de un master Universitario de Informatica interdisciplinar.
Materiales de gran calidad cientifica que despiertan en el lector un deseo de inmersion en la Sociedad del Conoci-miento a traves de sus trabadas y bien elaboradas paginas.
Materiales que denotan maestria, seleccion, metodo, orden y conocimiento. Conoci-miento como origen, trayecto y destino, que culmina en la sociedad postindustrial de Conocimiento por la que, el autor, Miguel Zapata nos conduce con tiento y acierto.
Materiales que transgreden epocas, estilos y disciplinas, cuya puesta en escena nos develan la senda de la Sociedad del Conocimiento.
Materiales con hondos raigambres en la Ciencia de la Filosofia, de la Sociologia, de la Economia y otras Ciencias Sociales, que supera su enfoque natural circunscrito a la Ciencia de la Ensenanza y del aprendizaje, conduciendo a un proceso de retroalimentacion del propio enfoque didactico.
En el resto de la resena se describe el contenido y se extraen unas conclusiones.
TL;DR: In this article, the authors present a new book "Blockchain in Education: Chains breaking moulds", which explains what blockchain is, how they are applied in education, and warns about the many unknowns of a future that, today, is unpredictable.
Abstract: Review of "Blockchain in Education. Chains breaking moulds", a new book published in the Transmedia XXI collection by LMI. Edited by Antonio Bartolome and Jose Manuel Moral, it gathers contributions from the main actors in this new and surprising field. The book explains what Blockchain is, how they are applied in Education, and warns about the many unknowns of a future that, today, is unpredictable.
TL;DR: Zapata-Ros as mentioned in this paper argues that an elaborate concoction of social, economic, and technological factors has made possible the exponential expansion of these courses: steady increase in college tuition rates, devaluation of college degrees, an uncertain job market, and more abundant networks of distributed knowledge.
Abstract: In his book, Zapata-Ros (2014) addresses a controversial trend in distance education, the massive open online courses (MOOCs). Praised by some scholars, highly criticized by others, the fact is that, as the author affirms, MOOCs are here to stay. An elaborate concoction of social, economic, and technological factors has made possible the exponential expansion of these courses: steady increase in college tuition rates, devaluation of college degrees, an uncertain job market, and more abundant networks of distributed knowledge.