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Con la gran mayoría de los usuarios de Facebook atrapados en un frenesí de friending, liking y commenting, ¿en qué momento podemos desconectar para comprender las consecuencias de nuestras infosaturadas vidas? ¿Qué nos obliga a participar tan diligentemente con los sistemas de redes sociales? Redes sin causa examina nuestra obsesión colectiva con la identidad y la autogestión, junto con la fragmentación y la información de sobrecarga endémica de la cultura contemporánea en línea.Con escasez de teoría sobre las consecuencias sociales y culturales de los servicios en línea más populares, Lovink ofrece un análisis crítico pionero de nuestro sobrevalorado mundo en red a partir de estudios de casos en los motores de búsqueda, video online, blogging, radio digital, activismo en los media y la saga de Wikileaks. Este libro ofrece un poderoso mensaje a profesionales de los medios y a los teóricos: colectivamente vamos a dar rienda suelta a nuestra capacidad crítica para influir en el diseño de la tecnología y en los espacios de trabajo, si no queremos desaparecer en la nube. Incisivo pero nunca pesimista, Lovink, partiendo de su larga experiencia en la investigación de medios de comunicación, nos ofrece una crítica de las estructuras políticas y poderes conceptuales incluidos en las tecnologías que dan forma a nuestra vida cotidiana.
This book was developed during a particular pandemic situation in the whole world which confined people to their homes. Therefore, there was a rise in the use of distance working and learning (e-learning) which led to a very quick adoption of technology in order to guarantee different approaches to fulfil the same or better outcomes and ensure that people are connected. This book provides a better understanding about the importance of teams' assessment and collaborative work, as well as the use of collaboration tools and online assessment techniques supported by technology. Consequently, the book is aimed at all institutions that seek new working environments, namely higher education institutions, companies and organizations, sports teams, and others. Furthermore, this book provides new approaches and systems to carry the knowledge and learning assessment. The book gathers knowledge from several authors, related to collaboration environments and tools, as well as their insights on how technology can be applied to carry assessment processes. The book seeks to provide knowledge on new technologies and different learning environments.
This book addresses heated issues in Integrated Content and Language in Higher Education (ICLHE) teacher training with specific emphasis on case studies that will contribute to inform future ICLHE teacher training research and practice. One of the most significant phenomena concerning language in higher education in modern time has been the rise of content subjects taught in an additional language, English being the chosen language in most of the cases. The implementation and teaching of Integrated Content and Language in Higher Education (ICLHE) or English as Medium of Instruction (EMI) is a multifaceted, dynamic process that cannot be considered in isolation. Indeed, there are a multitude of interrelated factors that pivot on situating the learner in the centre of the learning process and which directly shape ICLHE teacher training. This is why training lecturers to teach learners in an additional language in Higher Education has been considered a challenge for the profession as numerous publications demonstrate. This book brings together the innovative work of different researchers around the world on how universities, researchers and practitioners are facing and developing Integrating Content and Language in Higher Education (ICHLE) teacher training. All in all, the different contributions reflect different issues that play a fundamental role in the design of effective ICLHE professional development and provide data and reflections that will hopefully contribute to inform future ICLHE teacher training programmes. Teacher Professional Development for the Integration of Content and Language in Higher Education will be an important resource for academics, researchers, and advanced students of Education and Teacher Training Research and Practice. The chapters included in this book were originally published as a special issue of Innovation in Language Learning and Teaching.
El presente volumen reúne un conjunto de aportaciones vinculadas por un criterio común: todas ellas parten de la observación y análisis de la experiencia docente en el aula con el fin de acometer una propuesta de mejora de la didáctica. Lejos de limitarse a una única realidad educativa, las investigaciones abarcan diversas etapas y contextos de aprendizaje.Conforman la obra un total de ocho investigaciones sobre la innovación educativa aplicada a la didáctica de la lengua.Los resultados expuestos en esta obra proponen, en conclusión, metodologías innovadoras para la didáctica de la lengua. Todos ellos resultan del trabajo tanto de académicos independientes como de grupos de investigación conformados por especialistas en la materia. La interdisciplinariedad y variedad de las propuestas docentes del conjunto ofrecen a los interesados en la innovación educativa nuevas posibilidades para la mejora de su práctica docente, y también un punto de partida para desarrollar nuevas estrategias específicamente destinadas a la didáctica de la lengua.
This book constitutes the refereed proceedings of the 7th International Workshop on Learning Technology for Education Challenges, LTEC 2018, held in Žilina, Slovakia, in August 2018. The 25 revised full papers presented were carefully reviewed and selected from 54 submissions. The papers are organized in the following topical sections: Gamification and learning; learning and knowledge transfer; learning technologies applications; virtual learning environments; and mobile learning and MOOCs. LTEC 2018 examines how these technologies and pedagogical advances can be used to change the way teachers teach and students learn, while giving special emphasis to the pedagogically effective ways we can harness these new technologies in education.
Technology has increasingly become utilized in classroom settings in order to allow students to enhance their experiences and understanding. Among such technologies that are being implemented into course work are game-based learning programs. Introducing game-based learning into the classroom can help to improve students’ communication and teamwork skills and build more meaningful connections to the subject matter. While this growing field has numerous benefits for education at all levels, it is important to understand and acknowledge the current best practices of gamification and game-based learning and better learn how they are correctly implemented in all areas of education. The Research Anthology on Developments in Gamification and Game-Based Learning is a comprehensive reference source that considers all aspects of gamification and game-based learning in an educational context including the benefits, difficulties, opportunities, and future directions. Covering a wide range of topics including game concepts, mobile learning, educational games, and learning processes, it is an ideal resource for academicians, researchers, curricula developers, instructional designers, technologists, IT specialists, education professionals, administrators, software designers, students, and stakeholders in all levels of education.
e-Research y español LE/L2: Investigar en la era digital es el primer volumen que aborda de manera conjunta las aportaciones al español LE/L2 de la lingüística de corpus, la biblioteconomía y la edición digital. Es excelente para mejorar las técnicas de investigación a la vez que se toma conciencia sobre el uso de las tecnologías en los estudios sobre el español LE/L2. Características principales: visión interdisciplinar e internacional a partir del trabajo de expertos que ejercen su actividad docente, investigadora y profesional en diferentes ámbitos y en distintos países; planteamiento teórico-práctico mediante la exposición de una reflexión teórica y la descripción de casos prácticos; sólido marco teórico que se presenta en los dos primeros capítulos; estructura homogénea dividida en útiles apartados (necesidades, cómo ayudan las tecnologías y casos concretos) para que el lector pueda localizar los contenidos con facilidad; lectura del volumen que puede ser lineal (capítulo tras capítulo) o transversal (por ejemplo, los casos prácticos que se presentan en cada capítulo); materiales complementarios en línea, como, por ejemplo, glosario hipertextual y enlaces a los corpus y programas mencionados en los capítulos. Escrito en español, de manera clara y accesible, y con abundantes ejemplos e ilustraciones, e-Research y español LE/L2: Investigar en la era digital es ideal para todas aquellas personas vinculadas con la investigación en torno al español LE/L2: estudiantes de máster y doctorado, directores de tesis (PhD o máster) y profesores. e-Research y español LE/L2: Investigar en la era digital is the first volume that jointly addresses the contributions of corpus linguistics, librarianship and digital publishing to Spanish as a second or foreign language (LE/L2). It is excellent for improving research techniques while raising awareness about the use of technologies in studies of Spanish LE/L2. Main features: interdisciplinary and international vision based on the work of experts who carry out their teaching, research and professional activities in different fields and in different countries; theoretical-practical approach through the presentation of a theoretical reflection and the description of practical cases; solid theoretical framework which is presented in the first two chapters; each chapter is divided into three useful sections (needs, how technologies help, and specific cases) so that the reader can easily locate the contents; reading can be linear (chapter by chapter) or transversal (for example, the practical cases presented in each chapter); supplementary online materials include a hypertext glossary and links to the corpus and programs mentioned in the chapters. Written in Spanish, in a clear and accessible way, and with abundant examples and illustrations, e-Research y español LE/L2: Investigar en la era digital is ideal for all those involved in research on Spanish LE/L2, master's and doctoral students, thesis supervisors and professors.
Formative Assessment, Learning Data Analytics and Gamification: An ICT Education discusses the challenges associated with assessing student progress given the explosion of e-learning environments, such as MOOCs and online courses that incorporate activities such as design and modeling. This book shows educators how to effectively garner intelligent data from online educational environments that combine assessment and gamification. This data, when used effectively, can have a positive impact on learning environments and be used for building learner profiles, community building, and as a tactic to create a collaborative team. Using numerous illustrative examples and theoretical and practical results, leading international experts discuss application of automatic techniques for e-assessment of learning activities, methods to collect, analyze, and correctly visualize learning data in educational environments, applications, benefits and challenges of using gamification techniques in academic contexts, and solutions and strategies for increasing student participation and performance. - Discusses application of automatic techniques for e-assessment of learning activities - Presents strategies to provide immediate and useful feedback on students' activities - Provides methods to collect, analyze, and correctly visualize learning data in educational environments - Explains the applications, benefits, and challenges of using gamification techniques in academic contexts - Offers solutions to increase students' participation and performance while lowering drop-out rates and retention levels
El proyecto "SINED-CLARISE para la educación a distancia" tuvo por objetivo el generar conocimiento en torno a modelos de enseñanza acordes con las necesidades de la educación a distancia y el enfoque de formación en competencias, a través de la creación de proyectos integrados en los que se conjuntaran los conocimientos y experiencias de investigadores y docentes especializados en dicha modalidad educativa. El movimiento educativo abierto constituyó el punto central del proyecto, conceptualizado este movimiento como las actividades educativas de acceso abierto que permite prácticas formativas que van desde el uso de recursos educativos abiertos (REA) disponibles en internet, la producción de materiales con licenciamiento abierto, la selección de REA a través de repositorios y conectores que actúan como infomediarios de los catálogos de REA, la diseminación de prácticas en entornos académicos, gubernamentales, institucionales, etc. y la movilización hacia las prácticas educativas.