El panorama educativo de la era digital: prácticas comunicativas que (nos) impulsan hacia adelante

En este artículo, se identificarán algunos modelos y tendencias emergentes en la producción de conocimiento. Se hará hincapié especialmente en cómo los individuos implicados en los procesos de consumo y de distribución de la información expresan diferentes niveles de solidaridad y de compromiso, y se sugerirá que es crucial que las personas no solo conozcan estos procesos, sino que también estén abiertas a otros modelos, oportunidades y posibilidades que, dadas las condiciones sociotecnológicas y comunicativas actuales, aún deben desarrollarse. Se abordará con especial interés el ámbito de la educación, puesto que se entiende que los educadores están participando de forma comprometida en una profunda renovación pedagógica a través de proyectos compartidos cimentados en interacciones profesionales y personales facilitadas por las redes. Estas interacciones favorecen la emergencia de modelos pedagógicos que permiten a profesores y a alumnos convertirse en expertos al mismo tiempo que rompen con muchas convenciones epistemológicas clásicas. Estas pedagogías generadas de abajo arriba no solo fomentan la creatividad y la colaboración, y se sustentan en el uso de nuevas herramientas digitales, sino que las promueven e impulsan los intereses del alumnado, y por ello, tienen el potencial suficiente para devolverle la alegría al proceso de aprendizaje. Por último, se argumentará que los modelos emergentes en la construcción del conocimiento a través de las TIC ofrecen nuevos paisajes culturales y ecologías de aprendizaje que trastocan las inscripciones tradicionales de las identidades individuales y las afinidades raciales y culturales.This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities

Effect of salinity and temperature on the bacterial diversity shift of anaerobic batch cultures treating abattoir wastewater

International audienceThe molecular biological analyses allowed to highlight the changes of the microflora of the batch cultures with the increase of the salinity and the temperatures. The single-strand conformation polymorphism (SSCP) patterns of the bacterial diversity at different salt concentrations (0, 20, and 40gl(-1)) in mesophilic (37 degrees C) and thermophilic (55 degrees C) conditions showed that the bacterial diversity varies depending on the culture conditions. The obtained SSCP profiles at the different salt concentrations showed that there is a greater diversity in the mesophilic than the thermophilic condition. However, the bacterial diversity richness (1/D) and the species evenness for the mesophilic condition for all the tested salt concentrations showed firstly the maximum diversity and secondly that the species in the sample are quite evenly distributed. The increase of the salt concentration to 20 and 40gl(-1) at thermophilic condition decreased the bacterial diversity due to the selection pressure caused by the elevation of salinity, which eliminated the salt-sensitive species and thus reduced the community diversity

Characterization of Defluviitalea saccharophila gen. nov., sp. nov., a thermophilic bacterium isolated from an upflow anaerobic filter treating abattoir wastewaters, and proposal of Defluviitaleaceae fam. nov.

A novel thermophilic, anaerobic, Gram-stain-positive, terminal-spore-forming bacterium was isolated from an upflow anaerobic filter treating abattoir wastewaters in Tunisia. This strain, designated LIND6LT2(T), grew at 40-60 °C (optimum 50-55 °C) and at pH 6.0-8.5 (optimum pH 7.0-7.5). It did not require NaCl for growth, but tolerated it up to 2%. Sulfate, thiosulfate, elemental sulfur, sulfite, nitrate and nitrite were not used as electron acceptors. Growth of LIND6LT2(T) was inhibited by sulfite (2 mM). Strain LIND6LT2(T) used cellobiose, glucose, mannose, maltose, mannitol, sucrose and xylose as electron donors. The main fermentation products from glucose metabolism were acetate, formate, butyrate and isobutyrate. The predominant cellular fatty acids were C(16:0) (68.4%) and C(14:0) (8.3%). The G+C content of the genomic DNA was 35.2 mol%. On the basis of its phylogenetic and physiological properties, a new genus and species, Defluviitalea saccharophila gen. nov., sp. nov., are proposed to accommodate strain LIND6LT2(T), placed in Defluviitaleaceae fam. nov. within the phylum Firmicutes, class Clostridia, order Clostridiales. Strain LIND6LT2(T) (=DSM 22681(T) =JCM 16312(T)) is the type strain of Defluviitalea saccharophila, which itself is the type species of Defluviitalea

Panorama educativo de la era digital : prácticas comunicativas que (nos) impulsan hacia adelante

En este artículo, se identificarán algunos modelos y tendencias emergentes en la producción de conocimiento. Se hará hincapié especialmente en cómo los individuos implicados en los procesos de consumo y de distribución de la información expresan diferentes niveles de solidaridad y de compromiso, y se sugerirá que es crucial que las personas no solo conozcan estos procesos, sino que también estén abiertas a otros modelos, oportunidades y posibilidades que, dadas las condiciones sociotecnológicas y comunicativas actuales, aún deben desarrollarse. Se abordará con especial interés el ámbito de la educación, puesto que se entiende que los educadores están participando de forma comprometida en una profunda renovación pedagógica a través de proyectos compartidos cimentados en interacciones profesionales y personales facilitadas por las redes. Estas interacciones favorecen la emergencia de modelos pedagógicos que permiten a profesores y a alumnos convertirse en expertos al mismo tiempo que rompen con muchas convenciones epistemológicas clásicas. Estas pedagogías generadas de abajo arriba no solo fomentan la creatividad y la colaboración, y se sustentan en el uso de nuevas herramientas digitales, sino que las promueven e impulsan los intereses del alumnado, y por ello, tienen el potencial suficiente para devolverle la alegría al proceso de aprendizaje. Por último, se argumentará que los modelos emergentes en la construcción del conocimiento a través de las TIC ofrecen nuevos paisajes culturales y ecologías de aprendizaje que trastocan las inscripciones tradicionales de las identidades individuales y las afinidades raciales y culturales.This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities

The educational landscape of the digital age: Communication practices pushing (us) forward.

This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities