Rethinking the role of Higher Education

The market has to change as our current society becomes increasingly diverse and so do workers¿ competences, which are now more and more cross-disciplinary. New training models have appeared seeking to meet such market and society needs. This editorial reflects on the pressing need to redefine university education and the accreditation processes in non-formal education

La era Post-MOOC : oportunidades para la educación abierta y a distancia

Desde que el 2012 fuera acuñado por el periódico The New York Times como The Year of the MOOC la comunidad académica y científica ha desarrollado una actividad casi frenética alrededor de esta nueva -o no tan nueva para algunos- modalidad de aprendizaje online. Desde 2008 los MOOC han adoptado roles distintos que se han puesto al servicio de las instituciones académicas, los usuarios y la sociedad en general. La investigación científica nos ha dejado un abanico considerable de trabajos que han analizado las distintas perspectivas de este fenómeno (pedagógica, económica, social, etc.) y son diversos los monográficos y estudios de revisión bibliográfica que han abordado en profundidad este fenómeno. Aun así, sigue siendo objeto de interés de las agendas académicas y de las políticas educativas. El presente número especial de la revista "@tic. revista d'innovació educativa" ha pretendido contribuir a ese corpus de estudios, no solo con el objeto de ampliar nuestro conocimiento sobre esta modalidad de aprendizaje disruptivo sino, más bien, intentando promover una lectura más crítica -en algunos casos- y más práctica -en otros-

Impacto e resultados de Recursos Educacionais Abertos: A essência do conhecimento aberto e sua contribuição social

This article identifies the main social contributions of Open Educational Resources (OERs), their impact and the results of several initiatives related to them. Based on a theoretical and reflexive framework, we analyze the evolution of business models around OERs, their contribution to open knowledge and the common educational policies related to this phenomenon. Finally, we point out the new horizons and models of knowledge based on OERs. Design/methodology/approach: This study utilizes a theoretical and conceptual framework based on references coming from journals with an impact factor, complemented with quotes by important authors and OER representatives. The review offers a conceptual and applied overview regarding the business models around OERs, their contribution to open knowledge and their impact on current society. Because the study is not empirical, the authors justify their statements on existing scientific literature with high academic impact. Practical implications include knowledge about the OER phenomenon, its social contributions, and the economic models established around it.  Este artículo identifica las principales continuaciones sociales de los recursos educativos abiertos (REA), su impacto y los resultados de diversas iniciativas relacionadas con los mismos. A partir de un marco teórico y reflexivo se analiza la evolución de los modelos de negocio en torno a los REA, su contribución al conocimiento abierto y las políticas educativas más comunes relacionadas con el fenómeno. Finalmente se señalan los nuevo horizontes y modelos de conocimiento basados en los REA. Este estudio pretende ofrecer un marco teórico y conceptual basado en referencias procedentes de literatura con factor de impacto. Dicho marco es complementado con citas de autores relevantes y representantes del fenómeno REA, ofreciendo un marco conceptual integral. la presente revisión ofrece una visión conceptual genérica y aplicada de los modelos de negocio entorno a los REA, su contribución al conocimiento abierto y su impacto en la sociedad actual. El presente artículo no es empírico por lo que los autores justifican sus afirmaciones sobre la literatura científica existente de alto impacto académico. Implicaciones prácticas: conocimiento del fenómeno de los REA, de su contribución social y de los modelos de negocio establecidos a su alrededor. Este artigo identifica as principais continuações sociais de recursos educacionais abertos (OER), seu impacto e os resultados de várias iniciativas relacionadas a eles. A partir de um referencial teórico-reflexivo, analisa-se a evolução dos modelos de negócios em torno da REA, sua contribuição para o conhecimento aberto e as políticas educacionais mais comuns relacionadas ao fenômeno. Finalmente, os novos horizontes e modelos de conhecimento baseados nos REA são apontados. Este estudo tem como objetivo oferecer um referencial teórico-conceitual baseado em referências bibliográficas com um fator de impacto. Essa estrutura é complementada por citações de autores relevantes e representantes do fenômeno REA, oferecendo uma estrutura conceitual integral. A presente revisão oferece uma visão conceitual genérica e aplicada dos modelos de negócios em torno da REA, sua contribuição para o conhecimento aberto e seu impacto na sociedade atual. O presente artigo não é empírico, então os autores justificam suas afirmações sobre a literatura científica existente com alto impacto acadêmico. Implicações práticas: conhecimento do fenômeno REA, sua contribuição social e os modelos de negócios estabelecidos em torno dele

Enseñanza y las competencias TIC en el contexto universitario

Aproximación a los estándares de competencia digital en Educación Superio

Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality

New Literacy for Reading Using ICT

This article will analyse the key strategies in the relationship between reading and writing in the area of ICT and the resulting importance in supporting literacy in this area so that the education system as a whole (primary and secondary schools and universities) can be guided to make full use of the opportunities ICT can provide. ICTs are able to help improve overall comprehension, evaluate general perspectives and raise awareness of the value of cooperation and, as a result, the essential quality of individuals and their contributions. These contributions are far-reaching and strategic. The benefits of applying ICT in reading and writing are also felt in oral expression and can result in education based more on dialogue which, in turn, leads to social change

Evaluación de necesidades y expectativas ante la construcción de un espacio interactivo de comunicación, información y aprendizaje histórico-educativo

Awareness of the huge possibilities that Web 2.0 offers to pedagogy, participation and scientific collaboration led the authors of the present paper to consider the detection of needs and expectations regarding the creation of a virtual platform defined by an interactive space or social network for history of education and history-educational heritage. Thanks to an assessment, made possible through a survey carried out among a group of teaching experts and history of education researchers, we were allowed to reach a number of relevant conclusions about specific aspects (knowledge and use, expectations, components, etc.) that will guide our ad hoc construction of the aforesaid platform. It is worth highlighting the poor knowledge and limited use of both generic and specific social networks, as well as of other web applications, in addition to which it deserves to be stressed that the age of participants did not determine the perception of importance assigned to ICTs when it comes to development within teaching and research. Keywords: web 2.0 technologies, social networks, collaboration, history of education, heritage educatio

Virtual environment, multimedia materials and the European Higher Education Area: good practices in physical education

The adaptation of the Spanish university system to the European Higher Education Area (EHEA) involves a significant change in the way of understanding teaching and learning processes, both from the viewpoint of the teacher and of the students. Training aimed at the attainment of skills, independent learning for students, the new role played by teaching materials and curricular linkage with Information and Communication Technologies (ITC), along with the shortcomings detected in the development of the subject of Physical Education Teaching Practice (Practicum), constitute the focus of interest on which this work is based

Evaluación de necesidades y expectativas ante la construcción de un espacio interactivo de comunicación, información y aprendizaje histórico-educativo

Awareness of the huge possibilities that Web 2.0 offers to pedagogy, participation and scientific collaboration led the authors of the present paper to consider the detection of needs and expectations regarding  the creation of a virtual platform defined by an interactive space or social network for history of education and history-educational heritage. Thanks to an assessment, made possible through a survey carried out among a group of teaching experts and history of education researchers,  we were allowed to reach a number of relevant conclusions about specific aspects (knowledge and use, expectations, components, etc.) that will guide our ad hoc construction of the aforesaid platform. It is worth highlighting the poor knowledge and limited use of both generic and specific social networks, as well as of other web applications, in addition to which it deserves to be stressed that the age of participants did not determine the perception of importance assigned to ICTs when it comes to development within teaching and research.Conscientes de las posibilidades pedagógicas, participativas y de colaboración científica de la Web 2.0, los autores del presente artículo se plantean la detección de las necesidades y expectativas hacia  la creación de una plataforma virtual delimitada por un espacio interactivo o red social para la Historia de la Educación y el Patrimonio Histórico-educativo. Gracias a la evaluación mediante un cuestionario en el que han participado un grupo de expertos docentes e investigadores de Historia de la Educación, se han obtenido una serie de conclusiones a tener en cuenta respecto a determinados aspectos (conocimiento y uso, expectativas, componentes, etc.) que orientarán la construcción ad hoc de dicha plataforma. Es relevante el poco conocimiento y uso de las redes sociales tanto genéricas como específicas, así como otro tipo de aplicaciones web. Destaca, por otro lado, que la edad de los participantes no ha condicionado la importancia percibida sobre las capacidades de las TIC para el desarrollo en la docencia y la investigación

Internet and People with Intellectual Disability: A Bibliometric Analysis

The use of the Internet by people with intellectual disabilities is an area of study that has captured the interest of scientists in recent years. The studies have focused on analyzing specific aspects such as usability, the activities carried out online, and Internet benefits and risks, among others. The reviews published on this matter have been of a narrative or systematic approach. The present study aimed to examine the academic output in the field of Internet and people with intellectual disability from a bibliometric perspective. A sample of 95 documents related to the topic was retrieved from the core collection of Web of Science (WoS) and analyzed using the bibliometrix R-Tool. Findings show a recent increase in publications related to the subject and confirm Price’s and Bradford’s laws. The most relevant sources on the topic are devoted to the research field of intellectual disability and Spain, the United Kingdom and Sweden stand out as the most productive countries. Studies tend to be published by co-authorship in journals indexed at the Journal Citation Reports (JCR) achieving a global impact. However, international scientific collaboration is still scarce. Further bibliometric analyses are recommended to build a complete panorama of the research field.This work was supported by the Conselleria d’Educació, Investigació, Cultura i Esport, Generalitat Valenciana, Spain, under Grant No GV/2017/006