Digital learning: distraction or default for the future

Today it is not easy to think in the society without the impact (and influence) of digital technologies. The relevance of digital devices and associated indicators are used as proxies to measure the development of societies today. In that context, both top-down and/or bottom-up technology in education initiatives seek to promote different forms of incorporating digital technologies in educational contexts. There are many successful experiences around the world to implement digital technologies in school contexts. However, it is critical to analyze the mismatch between the expectations and the reality but also to enquire how to provide better evidence and analysis to deepen and expand the knowledge in the field of education and technology from the Top-Down and Bottom-Up initiatives. Keeping that in mind, an international call for papers was launched that finally 14 contributions from 12 countries were included in this special issue. The articles shed light about two important aspects: (1) how good technical solutions cannot ignore the context in which these digital technologies are being used or adopted. (2) how the access to technologies can simply amplify the existing inequalities within a society (as well as between different societies) if additional (in most cases non-technical) components are not being carefully considered

Redefinir el conocimiento en la era digital

EditorialEditoria

Cross-disciplinary lessons for the future internet

There are many societal concerns that emerge as a consequence of Future Internet (FI) research and development. A survey identified six key social and economic issues deemed most relevant to European FI projects. During a SESERV-organized workshop, experts in Future Internet technology engaged with social scientists (including economists), policy experts and other stakeholders in analyzing the socio-economic barriers and challenges that affect the Future Internet, and conversely, how the Future Internet will affect society, government, and business. The workshop aimed to bridge the gap between those who study and those who build the Internet. This chapter describes the socio-economic barriers seen by the community itself related to the Future Internet and suggests their resolution, as well as investigating how relevant the EU Digital Agenda is to Future Internet technologists

Exploration of open educational resources in non-English speaking communities

Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube), and one document-sharing Web site (Scribd). The number (more than 32,860) of search results collected indicate an increasing interest in online OER discussion across languages, particularly outside academic journal databases. Additionally, a widening "language gap" between OER discussions in English and other languages was identified in several platforms. This research reports some of the cultural and language challenges caused by the expansion of the OER discussion and highlights relevant findings in this field

Mechanisms to identify and study the demand for innovation skills in world-renowned organizations

Purpose – This paper aims to explore the interrelationship between the fields of education and workforce in the context of post-industrial societies. It seeks to analyze key challenges associated with the match (and mismatch) of skill supply and demand between education and the work force. Design/methodology/approach – Using a “purposeful sample”, the study provides an evidence-based analysis that explores how and to what extent soft skills are currently required by world recognized organizations such as Greenpeace, World Bank, OECD, Google, Apple and Samsung. Findings – After a revision of different perspectives to identify and categorize the key skills of the twenty-first century, the study describes seven non-technical cognitive and social key skills called soft skills for innovation. Research limitations/implications – After exploring a small sample size of five recent job vacancies promoted by six major international organizations, the study analyzes the current demand for soft skills for innovation such as, collaboration, critical thinking, contextual learning, searching, synthesizing and disseminating information, communication, self-direction and creativity. The methodology adopted and the data retrieval process can be replicated with either a larger sample or more focused workforce sectors. Practical implications – The described “skills mismatch” emphasizes the importance of creating different strategies and tools that facilitate the recognition of skills acquired independently of educational contexts. Social implications – This study contributes to the current and ongoing discussions regarding relevant key soft skills for graduates and future employees providing an updated idea of skills demanded by world class organizations. Originality/value – The paper provides evidence-based information (data available online) that can contribute to rethinking curriculums and exploring “blended” models that mix real life and teaching contexts stimulating the development of soft skills for innovation.</p

Mechanisms to identify and study the demand for innovation skills in world-renowned organizations: Skills mismatch between education and workforce: strategies and tools

Purpose – This paper aims to explore the interrelationship between the fields of education and workforce in the context of post-industrial societies. It seeks to analyze key challenges associated with the match (and mismatch) of skill supply and demand between education and the work force. Design/methodology/approach – Using a “purposeful sample”, the study provides an evidence-based analysis that explores how and to what extent soft skills are currently required by world recognized organizations such as Greenpeace, World Bank, OECD, Google, Apple and Samsung. Findings – After a revision of different perspectives to identify and categorize the key skills of the twenty-first century, the study describes seven non-technical cognitive and social key skills called soft skills for innovation. Research limitations/implications – After exploring a small sample size of five recent job vacancies promoted by six major international organizations, the study analyzes the current demand for soft skills for innovation such as, collaboration, critical thinking, contextual learning, searching, synthesizing and disseminating information, communication, self-direction and creativity. The methodology adopted and the data retrieval process can be replicated with either a larger sample or more focused workforce sectors. Practical implications – The described “skills mismatch” emphasizes the importance of creating different strategies and tools that facilitate the recognition of skills acquired independently of educational contexts. Social implications – This study contributes to the current and ongoing discussions regarding relevant key soft skills for graduates and future employees providing an updated idea of skills demanded by world class organizations. Originality/value – The paper provides evidence-based information (data available online) that can contribute to rethinking curriculums and exploring “blended” models that mix real life and teaching contexts stimulating the development of soft skills for innovation.This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here (http://ora.ox.ac.uk/). Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited

Competencias para la innovación: exploraciones sobre el aprendizaje más allá del currículum

Conferència plenària a càrrec del Dr. Cristóbal Cobo, de la Universitat d' Oxford, sobre diferents aspectes: l'aprenentatge i el desaprenentatge, les competències digitals des de la perspectiva de la fluidesa digital, els límits i context de la gestió del coneixement, la creativitat com a competència fonamental del segle XXI i altres mecanismes de validació i certificació del coneixemen