2024-03-28T20:29:16Z
http://revistes.ub.edu/index.php/index/oai
oai:revistes.ub.edu:article/11272
2019-12-29T12:19:07Z
der:EDI
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http://revistes.ub.edu/index.php/der/article/view/11272
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona)
Editorial
Rodríguez Illera, José Luis
2013-12-23
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11272
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A continuación se presenta la editorial al monográfico número 24 de Digital Education Review
oai:revistes.ub.edu:article/11273
2019-12-29T12:19:07Z
der:ATM
driver
v2
http://revistes.ub.edu/index.php/der/article/view/11273
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 1-22
Overcoming the digital native concept. Analysis of the university students practices
Bautista Pérez, Guillermo; Universitat Oberta de Catalunya
Escofet Roig, Anna; Universitat de Barcelona (UB)
Forés Miravalles, Anna; Universitat de Barcelona (UB)
López Costa, Marta; Universitat de Barcelona (UB)
Marimon Martí, Marta; Universitat de Vic
2013-12-02
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11273
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Over the last ten years, youth people are labeled as Digital Natives. It is considered that any person who born after the 80s is a native speaker of a digital language based on computer use, video games and the Internet. However, some authors question this concept: Are they learning in different way, or just incorporate some new tools and methods to their way of accessing information and socialize? The article presents the results of an investigation (Uses of ICT among college students: academic and social perspective of mediated learning processes. EDU2009-12125) focused on the use of ICT that make young students from different universities of Catalonia. The results show us different uses of technologies and they are related to critical view of Digital Native concept. The importance of the results point to new research fields to further improve higher education.
oai:revistes.ub.edu:article/11274
2019-12-29T12:19:07Z
der:ATM
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http://revistes.ub.edu/index.php/der/article/view/11274
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 23-42
Distributed Educational Influence and Computer-Supported Collaborative Learning
Coll, César; Universitat de Barcelona
Bustos, Alfonso; Universitat de Barcelona
Engel Rocamora, Anna; Universitat de Barcelona
de Gispert, Inés; Universitat de Barcelona
Rochera, María José; Universitat de Barcelona
2013-12-02
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11274
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This article introduces a line of research on distributed educational influence (DEI) that has recently been developed by the research group to which the authors belong. The main hypothesis is that in computer-supported collaborative learning contexts, all participants are potential sources of educational influence (EI). According to this hypothesis, the success of collaboration and its outcomes depend on the extent to which participants take responsibility for being both providers and recipients of aid, such that EI becomes adequately distributed among the group as a whole. The paper is organized into four sections that deal respectively with: (1) the concept of DEI, its origin and its characteristics, with special attention being paid to the demands inherent to the exercising of EI in online collaborative learning; (2) an empirical approach to the study of DEI, based on case studies and a multimethod perspective that combines structural analysis of participants' activity with content analysis of their contributions; (3) a review of some interesting results obtained so far and some questions that remain open; and (4) proposals for how the study of DEI could help to enrich research on online collaborative learning.
oai:revistes.ub.edu:article/11275
2019-12-29T12:19:07Z
der:ATM
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http://revistes.ub.edu/index.php/der/article/view/11275
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 43-52
How to collect audiovisual data in a research with very young children
Crescenzi Lanna, Lucrezia
2013-12-02
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11275
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Research with children is known in the field of psychology and education to be more complex than research with adults, due to strict ethical principles, the preparation of the environment, etc. Thus researchers must prepared carefully the data collection process to avoid wasting time and effort. In this proposal we show some resources in support of research with very young children, designing a specific data collection process. We present some solutions to common problems in this type of research, hoping they will also be useful in other contexts or areas of study. The data collection technique has been particularly effective because children are free to move and act in a familiar environment, without it interfering with the activities to develop or quality of the data collected.
oai:revistes.ub.edu:article/11276
2019-12-29T12:19:07Z
der:ATM
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v2
http://revistes.ub.edu/index.php/der/article/view/11276
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 53-68
Digital portfolio for the development of cross-disciplinary skills. Major contributions of studies with Carpeta Digital within the framework of the research group Virtual Teaching and Learning
Rubio Hurtado, María José; Universitat de Barcelona (UB)
Galván, Cristina; Universitat de Barcelona (UB)
2013-12-02
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11276
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The article presents a summary of teaching innovations and research conducted by the research group Virtual Teaching and Learning (GREAV) of the Universitat de Barcelona about digital portfolios. The article addresses in general features, potentialities and pedagogical frameworks that often accompany the digital portfolios, and focuses particularly on skills development-oriented platform: Carpeta Digital. The platform has been implemented in several university contexts and has been the subject of various innovations and investigations, whose most noteworthy results are shown for different aspects: the valuation of the tool users, the development of skills in the student body, the specific use of the portfolio by the students and didactic treatment by teachers
oai:revistes.ub.edu:article/11277
2019-12-29T12:19:07Z
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v2
http://revistes.ub.edu/index.php/der/article/view/11277
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 69-82
When digital society is only an echo: the case of the initial professional development of primary school teachers
Sancho Gil, Juana María; Universidad de Barcelona
Brain Valenzuela, Bernardita; Universidad de Barcelona
2013-12-02
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11277
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The aim of this paper is to show the lack of consideration of the changes brought about by the digital society in the initial professional development of primary school teachers and its implications for education. First we argue the opportunity and the need to carry out the coordinated RTD project "Identidoc -The construction of the professional identity of infant and primary school teachers during initial training and the first years at work” (MIMECO-EDU2010-20852-C02-01/2), and how it has allowed us to focus on the issue addressed in this text. Second and third we explain how implementing nine biographical narratives, supplemented by ethnographic observations, conducting nine focus groups with a total of 49 teachers, and analyzing the curriculum of the fifteen universities in which participants in this research have studied have allowed us to show the distance between the digital society and schooling. We conclude highlighting the need to deeply revise and rethink initial and in-service teachers’ professional development, if we are to encourage teachers to stop performing as conveyor belts to become engines of change and innovation.
oai:revistes.ub.edu:article/11278
2019-12-29T12:19:07Z
der:ATP
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http://revistes.ub.edu/index.php/der/article/view/11278
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 83-97
Motivational Strategies in a Digital Age: Phones and Facebook in a classroom
Maggiolini, Lucas; Universidad Tecnológica Nacional,
2013-07-18
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11278
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This paper presents partial results of a research project aimed at incorporating the new mid-level education teaching strategies. The main objective is to analyze whether the use of digital tools increased student motivation during the learning process. At first it was made an analysis of the state of art in relation to students' motivational styles and their relationship to the teaching process. Then, in courtly schedules, various digital tools were incorporated (MSN, Facebook, Cell) and the results of such changes were analyzed . The results obtained so far indicate that the use of such tools is attractive for students to increase their motivation in the classroom.
oai:revistes.ub.edu:article/11279
2019-12-29T12:19:07Z
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http://revistes.ub.edu/index.php/der/article/view/11279
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 98-112
Scaffolding learner autonomy in online university courses
Ribbe, Elisa; Universidad de Deusto
Bezanilla, María-José; Universidad de Deusto
2013-12-02
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11279
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Abstract This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout rates in e-learning. To illustrate this position, the paper defines three principles of scaffolding learner autonomy and discusses them in relation to the specific challenges of e-learning settings. Drawing on relevant literature on course design, as result the paper presents exemplary design aspects that can serve the scaffolding of learner autonomy.
oai:revistes.ub.edu:article/11280
2019-12-29T12:19:07Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/11280
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 113-134
Bringing in professional Experience to a Discussion Mediated by a Blended-learning Environment: How and What do Teachers Learn?
Rodrigues Correia, Maria da Luz; Universidad de Barcelona (UB)
Mauri Majós, Teresa; Universitad de Barcelona
Colomina Álvarez, Rosa Maria; Universidad de Barcelona
2013-12-23
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11280
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We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers’ professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies undertaken by the tutor in the virtual sessions. The study suggests that bringing in professional experience, which is generally well accepted, appears to be irrelevant, or may show a modest impact on professional learning development. Specific expertise is necessary for tutors to be able to support the meaning making process and effectively help in-service teachers to move from the mere exchange of experiences towards the appropriation of the target concepts.
oai:revistes.ub.edu:article/11281
2019-12-29T12:19:07Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/11281
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona); 135-161
Use of tablets in higher education: an experience with iPads
Nakano Osores, Teresa; Pontificia Universidad Católica del Perú
Garret Vargas, Pedro; Pontificia Universidad Católica del Perú
Mija Chávez, Águeda; Pontificia Universidad Católica del Perú
Velasco Tapia, Alonso; Pontificia Universidad Católica del Perú
Begazo Ruíz, Julio; Pontificia Universidad Católica del Perú
Rosales Lam, Ana María; Pontificia Universidad Católica del Perú
2013-12-23
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11281
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In the context of the growing trend of m-learning, this research aimed to analyze the disposition toward the use of tablets, describe the potential of these devices for conducting academic and personal activities, and identify the conditions required for the incorporation of this tool in the classroom in a Peruvian university context. Apple iPad 2 devices were given on loan to a group of 18 students and 3 teachers from Education and Psychology of a private university in Lima for use during the 2012-2 academic semester. Unified theory of acceptance and use of technology (UTAUT) questionnaire was used, whose assumptions were partly accomplished. I was found a strong positive correlation between usage intention and performance expectancy, attitude toward using technology, and social influence. In addition, once the experience finished, it was found an increase in the score of effort expectancy, self-efficacy and usage intention. From the information gathered through classroom observations and focus groups, it was found that participants were satisfied and had positive opinions about the experience, where the tool and its applications were used in multiple ways in academic and non-academic activities. Also it was shown the importance of planning the integration of the tool according to the curriculum content, so that participants could use the device significantly and strategically. However, being a first approach, some limitations in the use of iPad and some difficulties along the project were identified.
oai:revistes.ub.edu:article/11282
2019-12-29T12:19:07Z
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http://revistes.ub.edu/index.php/der/article/view/11282
2019-12-29T12:19:07Z
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Number 24 December 2013 - Monographic: Contributions at SEV (Barcelona)
Whole Number December 2013
Digital Education Review, Digital Education Review
2013-12-23
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11282
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oai:revistes.ub.edu:article/11283
2019-12-29T12:16:48Z
der:EDI
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http://revistes.ub.edu/index.php/der/article/view/11283
2019-12-29T12:16:48Z
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 1-6
Guests' Editor Introduction. María José Rochera and Anna Espasa
Rochera, María José; Universitat de Barcelona
Espasa, Anna; Universitat Oberta de Catalunya
2013-05-16
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11283
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oai:revistes.ub.edu:article/11284
2019-12-29T12:16:48Z
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http://revistes.ub.edu/index.php/der/article/view/11284
2019-12-29T12:16:48Z
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 7-26
Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model
Narciss, Susanne; Technische Universität Dresden
2013-05-06
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11284
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This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008). The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in such a way that learners acquire or improve the competencies (i.e., conceptual and procedural knowledge as well as cognitive and metacognitive strategies and skills) needed to master learning tasks. It integrates findings from systems theory with recom-mendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation of tutoring feedback strategies for digital learning environments (e.g., Narciss, 2004; Narciss, & Huth, 2006; Strijbos, Narciss & Duennebier, 2010; Schnaubert, Andres, Narciss, Eichelmann, Goguadze, & Melis, 2011).
oai:revistes.ub.edu:article/11285
2019-12-29T12:16:48Z
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http://revistes.ub.edu/index.php/der/article/view/11285
2019-12-29T12:16:48Z
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 27-45
Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups
Coll, César; Universitat de Barcelona
Rochera, María José; Universidad de Barcelona (UB)
Gispert, Inés de; Universidad de Barcelona (UB)
Diaz Barriga, Frida; Universidad Nacional Autónoma de México
2013-06-10
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11285
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This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1= 629 & N2=224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs. The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation. This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show the importance of the temporal dimension for understanding how, when and for what purpose the teacher and students provide feedback to the other participants.
oai:revistes.ub.edu:article/11286
2019-12-29T12:16:48Z
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http://revistes.ub.edu/index.php/der/article/view/11286
2019-12-29T12:16:48Z
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 46-58
Formative Competence-Based-Assessment through blogs. A project carried out in six Catalan universities
Cano, Elena; Universitat de Barcelona
Cabrera, Nati; Universitat Oberta de Catalunya
2013-05-28
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11286
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Academic programs in Design have always faced the challenge of providing the best education in a sphere so changing as Design discipline itself. This is especially true within the current renewal of curricula derived from the implementation of the European Higher Education Area (EHEA) and, to a much more general level, the adaptation of the discipline of Design to the new challenges posed by the Knowledge Society. In this context, we present the educational experience of a serious games design workshop, which has been conducted at the University of Barcelona's Design BA. This pedagogical activity emphazises on three aspects which we believe are fundamental to the current pedagogy of design: to give a more transverse view of this discipline; to value the role of Design as a means of innovation in today's Knowledge Society; and to rethink the social function of Design.
oai:revistes.ub.edu:article/11287
2019-12-29T12:16:48Z
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http://revistes.ub.edu/index.php/der/article/view/11287
2019-12-29T12:16:48Z
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 59-73
Analysis of Feedback Processes in Online Group Interaction: a Methodological Model
Espasa, Anna; Universitat Oberta de Catalunya
Guasch, Teresa; Universitat Oberta de Catalunya
Alvarez, Ibis M.; Universitat Oberta de Catalunya
2013-06-12
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11287
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The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments. A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students' activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1) student participation 2) nature of student learning and 3) quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model's operativity regarding how students incorporate such feedback into their essays.
oai:revistes.ub.edu:article/11288
2019-12-29T12:16:48Z
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http://revistes.ub.edu/index.php/der/article/view/11288
2019-12-29T12:16:48Z
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 74-98
Comparison of Turkish and US Pre-Service Teachers’ Web 2.0 Tools Usage Characteristics
Kiyici, Mübin; Ohio University,
Akyeampong, Albert; Ohio University,
Balkan Kiyici, Fatime; Ohio University,
2013-05-06
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11288
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As the Internet and computer develop, the world is changing dramatically and fantastically. Usage of technological tools is increased day by day in daily life besides ICT. All the technological tools shape individual behavior, life style and learning style as well as individual lives. Today’s child use different tools and different way to socialize. Most of the educational institutions support their education with Web and Web 2.0 applications. Pre-service teachers are the people who use technology in their learning experience and the people who use technology in their teaching experience. In this research Web 2.0 habits of pre- service teachers from Turkey and US was studied. And results show that Turkish participants use more frequently Web 2.0 tools than US participants. Especially Turkish male participants who have blog account and who have microblog account use more frequently Web 2.0 tools in learning and entertainment activities.
oai:revistes.ub.edu:article/11289
2019-12-29T12:16:48Z
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http://revistes.ub.edu/index.php/der/article/view/11289
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments; 99-115
The Design of Serious Games: a Pedagogical Experience in the Field of BA Design Studies
Morales Moras, Joan; Universitat de Barcelona (UB)
2013-06-10
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11289
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Academic programs in Design have always faced the challenge of providing the best education in a sphere so changing as Design discipline itself. This is especially true within the current renewal of curricula derived from the implementation of the European Higher Education Area (EHEA) and, to a much more general level, the adaptation of the discipline of Design to the new challenges posed by the Knowledge Society. In this context, we present the educational experience of a serious games design workshop, which has been conducted at the Universitat de Barcelona’s Design BA. This pedagogical activity emphasises on three aspects which we believe are fundamental to the current pedagogy of design: to give a more transverse view of this discipline, to value the role of Design as a means of innovation in today's Knowledge Society, and to rethink the social function of Design.
oai:revistes.ub.edu:article/11290
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Number 23 June 2013- Monographic: Formative Feedback in Digital Learning Environments
Whole Number June 2013
Digital Education Review, Digital Education Review
2013-06-12
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11290
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oai:revistes.ub.edu:article/11291
2019-01-30T16:09:42Z
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http://revistes.ub.edu/index.php/der/article/view/11291
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Number 22 December 2012 - Monographic: Digital Storytelling
Digital storytelling as a genre of mediatized self-representations: an introduction
Gregori-Signes, Carmen; Universitat de València
Pennock-Speck, Barry; Universitat de València
2012-12-10
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11291
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This article provides a critical review of some of the most relevant studies on digital storytelling and proposes a genre typology that allows an initial classification of digital storytelling into two main types: educational and social. Digital storytelling is a multimodal emergent genre characterised by its versatility and flexibility which has resulted in a series of subgenres. However, the main premise here is that differentiating between social and educational– although one does not exclude the other– and bearing in mind that most digital stories may lie at the intersection of both, is the most useful way to start labeling the massive production of digital stories available nowadays on the Internet. The articles included in this number are mostly educational (Ramírez-Verdugo & Sotomayor Grande, and Reyes, Pich & García, Londoño-Monroy) but they all include some traces of the social type. Thus, Bou-Franch is an example of how students interpret certain events that had social impact and that are part of history while Westman’s article involves the creation of communities of practice among those who share the same interests. Finally, Herreros-Navarro, although educational in essence, describes a social act in which students intentionally choose a way to present their own identity to society using digital storytelling.
oai:revistes.ub.edu:article/11292
2019-11-20T11:19:16Z
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Number 22 December 2012 - Monographic: Digital Storytelling; 1-18
Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching
Reyes Torres, Agustin; Universitat de València
Pich Ponce, Eva; Universidad de Sevilla
García Pastor, María Dolores; University of València
2012-10-23
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11292
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Digital storytelling not only offers language teachers the opportunity of working with all four language skills from the very beginning but also brings together the idea of combining the art of telling stories with a variety of digital multimedia (Robin 2006). This enables instructors to teach any topic in a way that can generate interest and attention. Our study consists of a didactic sequence in which we make use of digital storytelling as a pedagogical tool to work on linguistic routines such as greetings and leave-takings in English as a foreign language. To this aim, we have worked with first year students in the Faculty of Education at the Universitat de València to improve their ability to adapt their language skills to specific situations within common daily interaction. Finally, after practising on the targets set, students are expected to produce their own digital stories showing thus what they have learned.
oai:revistes.ub.edu:article/11293
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Number 22 December 2012 - Monographic: Digital Storytelling; 19-36
Learning in the Classroom: Telling and Creating Digital Storytelling
Londoño Monroy, Gloria; Universitat de Barcelona (UB)
2012-08-23
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url:http://revistes.ub.edu/index.php/der/article/view/11293
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This paper presents a qualitative research from an interpretive and participatory vision. It analyzes five cases developed between 2008 and 2011 with students of secondary school in Catalonia, Spain, for: (a) describe and understand the process and the resulting products' characteristics, conditions and limitations of use and educational benefits that it can offer when the Digital Storytelling are made as practical projects in formal learning; and (b) to design, implement and improve a teaching methodology to guide their use in teaching-learning studentcentered. It explains: the theoretical foundations that guide the inquiry and the methodological approach employed (Design-based Research and Case Studies of instrumental and multiple type); activities designed and implemented and some relevant results, considering that these cases included representatives of the three types of existing classrooms in the High school in Catalonia (Spain): regular, reception and open classrooms. It aims to contribute to the knowledge of the relationship between personal digital storytelling and education and facilitate and promote the use in the classroom of both, the expressions, experiences and visions of people who are learning, and the possibilities of multimedia and multimodality offered by Information and Communication Technologies.
oai:revistes.ub.edu:article/11294
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Number 22 December 2012 - Monographic: Digital Storytelling; 37-51
What Educators Should Know About Teaching Digital Storytelling
Robin, Bernard R.; University of Houston, Texas
McNeil, Sara G.; University of Houston, Texas
2012-08-23
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11294
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In this paper, the authors present some of the most important lessons they have learned from teaching courses, conducting workshops, writing articles, and supervising graduate student research on the educational uses of digital storytelling. The guidelines described here are categorized within the ADDIE instructional design framework and are presented as starting points that educators should consider when they begin to integrate digital storytelling in their classrooms. The guidelines provide useful information that will help educators teach students all phases of the digital storytelling process, including analysis, design, development, implementation and evaluation of digital storytelling projects that focus on educationally meaningful topics.
oai:revistes.ub.edu:article/11295
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Number 22 December 2012 - Monographic: Digital Storytelling; 52-67
The Value of a Digital Story in a Content and Language Integrated learning (CLIL) European Context
Ramirez Verdugo, Maria Dolores; Universidad Autónoma de Madrid
Sotomayor Sáez, María Victoria; Universidad Autónoma de Madrid
2012-08-23
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11295
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This article presents the research conducted within the framework of the funded project called European CLIL Resource Centre for Web 2.0 Education (E-CLIL, 504671-LLP-1-2009-1-ES-COMENIUS-CMP). The mission of E-CLIL is to increase children's exposure to European languages and to improve the quality of teaching through the implementation of content and language integrated learning (CLIL) within the European demand for acquiring a mother tongue plus two foreign languages. The project is currently building multilingual interactive resources for the use of CLIL teachers. More specifically, the present study investigates the value a digital story may bring to a Primary education context which promotes CLIL and ICT as methodological procedure and resources. The central digital story, originally created for this project, entails three main objectives which involves exposing young learners to European languages, children literature and science content. Our main aim was to prove whether the universal narrative elements and structure present in this digital story may enhance 8 to 10 year-old students' learning involvement and CLIL achievement. In an initial piloting phase of the study, the story was presented to a total of 12 experienced English CLIL teachers working in three different state bilingual schools in the region of Madrid. In order to gather objective data that may prove our hypotheses these teachers completed initial and final questionnaires which were then analysed. The outcome gathered has been used to extend the piloting to other European countries participating in the project. This larger study will provide information on cross-cultural similarities or differences regarding the results already obtained here. These initial findings point towards the richness a central digital storyline may add to a CLIL learning context at linguistic, content, literary, cognitive, social and cultural levels.
oai:revistes.ub.edu:article/11296
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Number 22 December 2012 - Monographic: Digital Storytelling; 68-79
The Educative Use of Personal Digital Storytelling as tool for thinking on my-Self
Herreros Navarro, Miguel; Universidad de Barcelona (UB)
2012-08-23
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11296
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From the experience accumulated during three years of working with digital storytelling in the classroom and relying on the classical narrative theory, in the filmic narrative, in the memory processes, in the cognitive processes and in the psychological processes, the personal digital storytelling is presented as a tool with which students reflect on their personal identity. This process of self-reflection is articulated around two moments, namely: the construction of the story by the student and the reception of it by the class. It is shown how the creation process involves the structuring of the self around a narrative identity and not a essential identity. And it is pointed out that the reception of the others digital storytelling suppose an experience that allows students to restructurate their mental schemata and to live emotions in a vicarious way.
oai:revistes.ub.edu:article/11297
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Number 22 December 2012 - Monographic: Digital Storytelling; 80-91
Multimodal Discourse Strategies of Factuality and Subjectivity in Educational Digital Storytelling
Bou-Franch, Patricia; Universitat de València
2012-08-23
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11297
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As new technologies continue to emerge, students and lecturers are provided with new educational tools. One such tool, which is increasingly used in higher education, is digital storytelling, i.e. multi-media digital narratives. Despite the increasing attention that education and media scholars have paid to digital storytelling, there is scant research examining digital narratives from a discourse-analytic perspective.This paper addresses this gap in the literature and, in line with the belief that individuals make meaning through a range of semiotic devices, including, among others, language, sound, graphics and text, it aims to examine discourse strategies of factuality and subjectivity in historical-cultural digital narratives and their multimodal realisations (Kress & Van Leeuwen 2001; Patrona 2005). To carry out this study a corpus of 16 digital stories was compiled and analysed from a multidisciplinary framework which draws from studies on digital storytelling, computer-mediated communication, media studies, and multimodal discourse analysis. Results show that students/digital story tellers resort to a number of varied multimodal discursive strategies which are constitutive of their identity as capable students in an educational setting.
oai:revistes.ub.edu:article/11298
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Number 22 December 2012 - Monographic: Digital Storytelling; 92-100
“Playing with the Team”: The Development of Communities of Practice in a Digital Storytelling Project
Westman, Peter John; University of Wolverhampton
2012-08-23
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11298
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Since its emergence in the early 1990's, digital storytelling has been variously identified as a new media practice, a consumer and community-led movement, and a textual system. However, given its relative nascent status, there remains the need for further academic research focusing on the different forms it has assumed. During the spring/summer of 2011, I conducted an examination of Taking the Field (TTF), a digital storytelling project that aims to celebrate grassroots cricket in the UK through the construction of stories by village and county-level clubs. In contrast to most previous projects that aim to have the participants “speak” by constructing their own stories, TTF stories are researched and constructed by project staff with the assistance of the clubs. My research centers on the experiences of two clubs in the project, Blaina CC and Spondon CC, through interviews and elicitation techniques with club and community members using the completed stories and the artifacts used in their construction. Through the theoretical framework of Gell's anthropology of art, I consider how digital stories act as objects that mediate social agency during their creation and how the structure of this type of project contributes to the formation of communities of practice in the 'performance' of collective identity.
oai:revistes.ub.edu:article/11299
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Number 22 December 2012 - Monographic: Digital Storytelling; 101-110
Individual Innovativeness Levels of Educational Administrators
Coklar, Ahmet Naci; Necmettin Erbakan University
2012-10-22
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11299
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In the present study carried out with 190 educational administrators, the individual innovativeness of educational administrators was examined. As a result of the study, it was found out that the educational administrators considered themselves as early adaptors. It was also revealed that professional seniority was not important in terms of individual innovativeness and those educational administrators with professional experience of 10 years or over had the same level of innovativeness as those with experience below 10 years did. The results also demonstrated that educational administrators with experience below 10 years had the same level of individual innovativeness. In addition, the results obtained revealed a difference between the computer use frequencies of educational administrators and their individual innovativeness. In other words, it was found out that educational administrators using the Internet everyday were more innovative than those using the Internet a few times a week or a month. Depending on the results obtained in the study, various suggestions were put forward for applied and future studies.
oai:revistes.ub.edu:article/11300
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Number 22 December 2012 - Monographic: Digital Storytelling
Whole Number December 2012
Digital Education Review, Digital Education Review
2012-12-10
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11300
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oai:revistes.ub.edu:article/11301
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Number 21 June 2012; 1-12
E-Portfolio improving learning in mathematics pre-service teacher
Almeida Bairral, Marcelo; Federal Rural University of Rio de Janeiro
Teixeira dos Santos, Rafael; UNIFOA y UGB
2012-03-19
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11301
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This research is focused on dimensions of mathematical thinking among pre-service teachers learning through the use of e-Portfolios. The data came from portfolios created and reconstructed by future mathematics teachers. Their process of reviewing and republishing pages through the Internet was constantly saved and reviewed in turn by the researchers. Seven case studies were conducted. Results stress the importance of the use of ICT by pre-service teachers as an interface to become more reflective about their learning and to improve their knowledge. Besides being a tool to recognize different dimensions (technological, conceptual and communicative) the e-Portfolios were a powerful resource for creating, publicizing ideas, and learning mathematics in different ways. The article also presents some methodological issues.
oai:revistes.ub.edu:article/11302
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Number 21 June 2012; 13-22
A Learner-Centred Game-Design Approach: impacts on teachers' creativity
Frossard, Frédérique; Universitat de Barcelona (UB)
Barajas, Mario; Universitat de Barcelona
Trifonova, Anna; Universitat de Barcelona (UB)
2012-03-19
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11302
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This study presents an innovative pedagogical approach where teachers become game designers and engage in creative teaching practices. Within co-design training workshops, 21 Spanish primary and secondary school teachers have developed their own Game-Based Learning (GBL) scenarios, especially tailored to their teaching contexts and students profiles. In total, teachers developed 13 GBL scenarios and put them into practice in real teaching contexts. The present paper analyses the impacts of this learner-centred game design approach on teachers' creativity from three different points of view: the GBL design process, the GBL scenario, and the teaching processes at stake.
oai:revistes.ub.edu:article/11303
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Number 21 June 2012; 23-32
Role of Teacher in Personal Learning Environments
Shaikh, Zaffar Ahmed; Institute of Business Administration
Khoja, Shakeel Ahmed; Institute of Business Administration
2012-03-26
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11303
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The aim of this paper is to discuss the changing roles and competencies of a teacher in context of prevailing developments accomplished by the vast availability of social software, which have made easy the development of Personal Learning Environments (PLEs).This has been accomplished by an in-depth review of the literature on teachers' socially situated competencies and roles with regard to the tasks and guidance they provide to students shape their PLEs. Review process provides an insight of PLE research studies, constructivist learning theories, and teacher changing roles. The results of this study outline the roles that portray the importance of teacher competencies as role in Planning and Design, Instruction and Learning, Communication and Interaction, Management and Administration, and Use of Technology.
oai:revistes.ub.edu:article/11304
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Number 21 June 2012; 33-46
University teaching with the support of Virtual Learning Environments (VLE)
Sánchez Santamaría, José; Universidad de Castilla-La Mancha
Morales Calvo, Sonia; Universidad de Castilla-La Mancha
2012-04-10
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11304
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The research-innovation based teaching is essential to improve of competencies development at university level. In this sense, this article shows the main findings of a research process on the usages and appraisals of the Moodle platform at university. Data gathered highlight the relevance of this tool. It also stresses the role Moodle plays to visualize teaching outline and to exchange information and documents and, to a lesser extent, to provide spaces for collaboration and coordination.
oai:revistes.ub.edu:article/11305
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Number 21 June 2012
Whole Number June 2012
Digital Education Review, Digital Education Review
2012-06-04
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11305
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oai:revistes.ub.edu:article/11306
2019-11-20T11:42:28Z
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2019-11-20T11:42:28Z
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Number 20, December 2011- Monographic: Personal Learning Environments
Guest Editors' Introduction
Torres Kompen, Ricardo
Costa, Cristina; University of Southampton
2012-01-03
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url:http://revistes.ub.edu/index.php/der/article/view/11306
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oai:revistes.ub.edu:article/11307
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Number 20, December 2011- Monographic: Personal Learning Environments; 1-13
May I suggest? Three PLE recommender strategies in comparison
Mödritscher, Felix; Vienna Universtity of Economics and Business
Krumay, Barbara; Vienna Universtity of Economics and Business
El Helou, Sandy; Ecole Polytechnique Fédérale de Lausanne
Gillet, Denis; Ecole Polytechnique Fédérale de Lausanne
Nussbaumer, Alexander; Graz University of Technology
Albert, Dietrich; Graz University of Technology
Dahn, Ingo; University of Koblenz-Landau
Ullrich, Carsten; Shanghai Jiao Tong University
2011-12-14
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url:http://revistes.ub.edu/index.php/der/article/view/11307
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Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their activities in different learning contexts and even for transitions between these contexts. Hereby, recommender systems which are highly successful in other application areas comprise one relevant technology for supporting learners in PLE-based activities. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts and due to different research approaches dealing with recommenders, we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general.
oai:revistes.ub.edu:article/11308
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Number 20, December 2011- Monographic: Personal Learning Environments; 14-23
Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)
Corneli, Joseph; The Open University
Mikroyannidis, Alexander; The Open University
2011-12-19
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url:http://revistes.ub.edu/index.php/der/article/view/11308
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The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting explicit, coded, user feedback, and in monitoring the transitions from state to state within the PLE. We discuss the ways in which these ideas can inform the design of a platform for peer-supported study of university-level mathematics.
oai:revistes.ub.edu:article/11309
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Number 20, December 2011- Monographic: Personal Learning Environments; 24-36
From personal to social: learning environments that work
Camacho, Mar; Universitat Rovira i Virgili
Guilana, Sònia; Departament d'Educació
2012-01-03
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url:http://revistes.ub.edu/index.php/der/article/view/11309
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VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. How can we as teachers enhance the digital skills of our students to promote a more effective, meaningful learning? This paper aims to provide some strategies in the implementation of the use of PLE's with students as well share some examples both from Higher Education and Secondary levels.
oai:revistes.ub.edu:article/11310
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Number 20, December 2011- Monographic: Personal Learning Environments; 37-49
PLEs from virtual ethnography to social web
Torres, Luis; Barcelone Tech, School of Engineers UPC
Ojeda, Jordi; Barcelona Tech, Shcool of Engineers UPC
Monguet, Josep; Barcelona Tech, Shcool of Engineers UPC
Gonzalez, Hugo; Barcelona Tech, Shcool of Engineers UPC
2012-01-03
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url:http://revistes.ub.edu/index.php/der/article/view/11310
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This article presents an exploratory research based on the virtual ethnography from an environment of research and learning including new technologies. The ethnography is a method of qualitative research of social sciences that is mainly used in the socio-cultural Anthropology, where it has its theoretical basis. The target was to explore the web 2.0 and its tools. The process of participant observation is by means of a blog, other tools and virtual communities. The result is a descriptive model of the web 2.0 based on a Personal Learning Environment which developed in the ethnographic experience.
oai:revistes.ub.edu:article/11311
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Number 20, December 2011- Monographic: Personal Learning Environments
Whole Number December 2011
Digital Education Review, Digital Education Review
2012-01-04
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url:http://revistes.ub.edu/index.php/der/article/view/11311
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oai:revistes.ub.edu:article/11312
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Number 19 June 2011; 1-19
Functions of the digital image in Education: A methodological proposal for reading and writing the digital image on instructional screens
Azzato, Mariella Milagros; Universidad Simon Bolívar
2011-07-05
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url:http://revistes.ub.edu/index.php/der/article/view/11312
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This research goes through the instructional possibilities that reading and writing the digital image have in Education. Along these lines, we are presenting this research that looks for, on one hand, to develop a methodological proposal for reading and writing the digital image, and on the other, to implement these methodologies in a course used as a study case and whose objective was to evaluate students' performance when writing screens for a learning object using the methodologies for reading and writing the digital image. The process for compiling date was based on the questionnaire technique, individual interviews and the analysis of course proposed activities. The application of the first questionnaire allowed us to determine students' knowledge level about the digital image before starting the course. The individual interview allowed us to determine the students' reading criteria gained after using the reading methodology for the digital image to analyse educational materials (Galavis, 2008; Azzato, 2009). The proposed activities for the course permitted us to value students' performance when reading and writing the digital image of a learning object. Finally, after course completion, the second questionnaire was applied in order to determine the students' acquired knowledge level about reading and writing an image on digital screens. The results obtained in each of the analysis allowed us to establish that the proposed methodologies were highly useful to write the educational image for the screens of each one of the learning objects created in the course.
oai:revistes.ub.edu:article/11313
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Number 19 June 2011; 20-35
Technology educational affordance: Bringing the gap between patterns of interaction and technology usage
Badia, Antoni; Open University of Catalonia
Barbera, Elena
Guasch, Teresa; Open University of Catalonia
Espasa, Anna; Open University of Catalonia
2011-07-05
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url:http://revistes.ub.edu/index.php/der/article/view/11313
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This paper reports on an empirical and descriptive investigation into how teachers and learners use technology in three prototypical learning activities in a higher educational online learning environment. Additionally, the relationship between the educational uses of technology and the overall educational patterns of interaction between teachers and learners, and among learners themselves was analysed. Detailed teacher and learner self-reports about their teaching and learning activity; the asynchronous written messages teachers and learners sent as educational interaction in the online learning environment; and documents produced by students were all obtained. The results from the three learning activities indicated six overall educational uses of technology in an online learning environment. Moreover, the results also indicated differences in technology usage in some different patterns of educational interaction in each learning activity. In conclusion, we argue that the notion of technology educational affordance is useful as an effective bridge between the real use of technology and instructional aims. Therefore the distribution of educational uses of technology is not only related to some attributes of both technology and instruction but also to its interaction.
oai:revistes.ub.edu:article/11314
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Number 19 June 2011; 36-55
The Webquests in the spanish university area
Martín, María Victoria; Universitat de Barcelona (UB)
Quintana, Jordi; Universitat de Barcelona (UB)
2011-07-05
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url:http://revistes.ub.edu/index.php/der/article/view/11314
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This article reports on the WebQuest's (WQ) use, dissemination and perception experienced by Spanish universities -a methodology for which the interest has been renewed since the establishment of the European Higher Education Area (EHEA) and its competency-based teaching system. The article summarizes the theoretical aspects and the key findings about the impact of the WQ implementation in different areas of knowledge in higher education. The study considers data collected within an international research as well as in the Spanish context. The theoretical review is complemented with a summary of the results from two surveys. The first one examines the role of university organisms with competences in university teacher training in the methodological integration of ICT in its practice and, particularly, in the dissemination of WQ. The second survey reflects the opinion of an expert group in order to know, among other things, their views on the advantages and disadvantages of the method, its acceptance by the students and the appropriateness of its use in connection with the implementation of the EHEA.
oai:revistes.ub.edu:article/11315
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Number 19 June 2011; 56-67
Digital educational contents that promote the effective integration of information and communication technologies
Manso, Micaela; Fundación Evolución
Garzón, Magdalena; Fundación Evolución
Rodriguez, Cecília; Fundación Evolución
Pérez, Paula; Fundación Evolución
2011-07-05
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url:http://revistes.ub.edu/index.php/der/article/view/11315
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This qualitative research study explores the relationship between the quality of curriculum designs that integrate ICTs and the quality of teachers' actual implementation of these designs. To analyze them, we selected 10 qualities that build on TPACK (Technological Pedagogical Content Knowledge) and the Teaching for Understanding framework (TfU). We selected three curriculum designs that integrate ICTs and conducted in-depth interviews to 6 secondary teachers, 34 students and 3 curriculum designers in Argentina, Mexico and Colombia. When the majority of the qualities were present in the curriculum designs, the majority of the qualities were also present in the teachers' implementations. High quality curriculum designs that integrate ICTs tended to promote high quality teacher practices.
oai:revistes.ub.edu:article/11316
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Number 19 June 2011
Whole Number June 2011
Digital Education Review, Digital Education Review
2011-07-05
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url:http://revistes.ub.edu/index.php/der/article/view/11316
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oai:revistes.ub.edu:article/11317
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Number 18 December 2010
Guest Editors' Introduction
Attwell, Graham; Pontydysgu
Torres Kompen, Ricardo
2010-12-17
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url:http://revistes.ub.edu/index.php/der/article/view/11317
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oai:revistes.ub.edu:article/11318
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Number 18 December 2010; 1-8
Strategy approach for eLearning 2.0 deployment in Universities
Casquero, Oskar; University of the Basque Conuntry
Portillo, Javier; University of the Basque Country
Ovelar, Ramón; University of the Basque Country
Romo, Jesús; University of the Basque Country
Benito, Manuel; University of the Basque Country
2010-11-12
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url:http://revistes.ub.edu/index.php/der/article/view/11318
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The institutionally powered Personal Learning Environment (iPLE) constitutes our vision of how Web 2.0 technologies, people arrangement and data sharing could be applied for delivering open, flexible, distributed and learner-centred learning environments to university members. Based on the iPLE, this paper explores a strategy approach that universities could follow in order to deploy eLearning 2.0 tools and services. With that aim in mind, we review the patterns that Web 2.0 has successfully applied, and have been proved to encourage people to interact and to share information. Then, we present an eLearning 2.0 provisioning strategy based on iPLEs. Finally, we explain how this strategy can help translating Web 2.0 patterns to learning, and positioning universities as eLearning 2.0 providers.
oai:revistes.ub.edu:article/11319
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Number 18 December 2010; 9-25
Building Personal Learning Environments by using and mixing ICT tools in a professional way
Castañeda, Linda
Soto, Javier; Universidad de Murcia
2010-11-12
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url:http://revistes.ub.edu/index.php/der/article/view/11319
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This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study based on this experience. The central focus of this methodology was the use of hands-on sessions to introduce students to somespecific ICT tools, and exploring the building process of an awareness abouttheir Personal Learning environments.In terms of learning, we confirmed that students very much appreciate new ways of developing their tasks and their course work. Even when the great majority of students associates learning with acquiring only information and some of them associate learning with memorizing.In terms of Technology, after this experience we can conclude that students,when arriving at university, have no experience –even knowledge- in the useof ICT tools. In addition, students from the first year of the degree don’t thinkthey use Web 2.0 (awareness), and even more, they don’t believe that theycan use ICT tools for learning, even if they actually do. They value, usefultools which help them to plan their tasks, save time, simplify complicatedtasks and, definitively, have fun; but also they specially value the ICT toolsthey discovered, seeing opportunities for Independency, collaboration, self importance in the learning process.The vast majority of students have a basic perception of their PLE. Few ofthem don’t relate tools with themselves but with their tasks, and only some ofthem go one step further by establishing more complex relationships betweentools, contents, tasks and themselves enriching each other.
oai:revistes.ub.edu:article/11320
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Number 18 December 2010; 26-37
Personal Learning Environment design and the professors' educative training on ICT
Cabero Almenara, Julio; Universidad de Sevilla
Barroso Osuna, Julio; Universidad de Sevilla
Llorente Cejudo, María Carmen
2010-11-15
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url:http://revistes.ub.edu/index.php/der/article/view/11320
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This paper belongs to a PLE (Personal Learning Environment) research, whichis in a development phase. This research is about PLE design, production andevaluation, and is designed with the goal of qualifying university staff in theusing of Information and Communication Technologies (ICT).The research presents four revised phases, all of them focused in methodology and working plan: a) PLE design, production and evaluation; b) pilot study; c) virtual environment dissemination; d) development of the final report.Owing to the fact that the research is in a development phase we don’t have results. It’s our purposal to obtain different scientific-technical taxes and benefits with this project, for example: identify the most significant aspects for the faculty’s training in order to incorporate ICT in teachers’ professional development; create a PLE with the aim of developing an environment for the faculty’s training on ICT; recognize the impact that different tools have in the faculty training; become aware of the necessary methodological change that involves incorporate the PLE in the European Space for Higher Education (ESHE) at university. Before concluding this paper, we would like to present our intention to incorporate some proposals from PLE Congress. (Julio 2010, Cornellà)
oai:revistes.ub.edu:article/11321
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Number 18 December 2010; 38-47
Educational advantatges in the application of PLEs in language and literature subjects. Five experiences
Martín García, Rafael
2010-11-15
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url:http://revistes.ub.edu/index.php/der/article/view/11321
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This article describes the experiences, projects and activities conducted by three teachers with their students of Literature and Language, and based on the construction and use of PLEs.The construction of the virtual spaces and the activities they designed and took into practice were relatively simple, and took advantage of free, user-friendly tools available on the Internet. All the activities explained in this article had been previously performed using “traditional techniques”; when the PLE concept was applied on the classroom and the academic activities were taken into virtual environments, there were important changes in the student's learning process and approach, on intellectual, social, and integrative levels, related both to the technological skills and to the information management. We conclude that the use of PLEs in this context helps both teachers and students realize the potential and importance of these tools when applied to their learning process, and that guidance is needed to implement this approach in the classroom.
oai:revistes.ub.edu:article/11322
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Number 18 December 2010; 48-60
Evolution and development of a PLE at the University of León
Santamaria, Fernando; Universidad de Léon
2010-11-30
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url:http://revistes.ub.edu/index.php/der/article/view/11322
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The present paper has been developed in different classrooms since 2006 in orderto train students for Mathematics and Teaching at the Faculty of Education(University of León). The students are committed to a participatory andcollaborative work, and they have been guided by ongoing assessment basedtraining for more than four years. In this time they have been implementingvarious web-based Tools in order to reach what is today called a personal learning environment (PLE). The protagonists of the learning / teaching process are the students themselves. As teachers in training, they must demonstrate a range of skills and professional development skills in their jobs and also the skills of information retrieval and critical thinking through this custom platform. They have conducted surveys and interviews in order to measure the the necessary skills? to manage this connective environment network. In this article, we show a preliminary study of external influences needed to develop this environment. In a second phase we can see the evolution of performance under this personal learning environment and its objectives: the ability to self-manage their own learning of Mathematics teaching and the problems that they have arisen at the University because of being an isolated experience and a lack of commitment to self-organized and negotiated learning.
oai:revistes.ub.edu:article/11323
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Number 18 December 2010
Whole Number December 2010
Digital Education Review, Digital Education Review
2010-12-17
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url:http://revistes.ub.edu/index.php/der/article/view/11323
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oai:revistes.ub.edu:article/11324
2019-12-29T12:19:34Z
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2019-12-29T12:19:34Z
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 1-6
Editorial: The Weakest Link - Assessment and Accreditation in MOOCs - Special Theme Editors: Som Nadiu and Elena Barbera
Nadiu, Som; Special Theme Editor
Barbera, Elena
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11324
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Editorial: The Weakest Link - Assessment and Accreditation in MOOCs
oai:revistes.ub.edu:article/11325
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 7-17
Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation
Chauhan, Amit; Florida State University
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11325
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In 2014, Massive Open Online Courses (MOOCs) are expected to witness a phenomenal growth in student registration compared to the previous years (Lee, Stewart, & Claugar-Pop, 2014). As MOOCs continue to grow in number, there has been an increasing focus on assessment and evaluation. Because of the huge enrollments in a MOOC, it is impossible for the instructor to grade homework and evaluate each student. The enormous data generated by learners in a MOOC can be used for developing and refining automated assessment techniques. As a result, “Smart Systems” are being designed to track and predict learner behavior while completing MOOC assessments. These automated assessments for MOOCs can automatically score and provide feedback to students multiple choice questions, mathematical problems and essays. Automated assessments help teachers with grading and also support students in the learning processes. Theseassessments are prompt, consistent, and support objectivity in assessment and evaluation (Ala-Mutka, 2005). This paper reviews the emerging trends in MOOC assessments and their application in supporting student learning and achievement. The paper concludes by describing how assessment techniques in MOOCs can help to maximize learning outcomes.
oai:revistes.ub.edu:article/11326
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 18-35
Motivation in massive education online Development and testing of a system of accreditation badges for MOOC
Sánchez Acosta, Enrique; Universidad Europea
Escribano Otero, Juan José; Universidad Europea
Valderrama, Fernando; Universidad Europea
2014-06-25
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11326
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The term with that began to know the massive open online courses or MOOC is starting to disintegrate in other hybrid models such as BOOC (Big Open Online Courses), SPOC (Small Private Online Courses) or DOCC (Distributed Collaborative Online Course), due to the media attention they have received in the last two years and has driven countless articles and conferences for its definition. However, both MOOC as in any of these new hybrid models, has a series of motivational components of learning, one of them are the badges or certificates that try to justify the student motivation in learning. The key to success of a badge could be on the prestige gained within the social circle of the student, the sustainability of massive online courses could depend on it. The most prestigious certificates could cover the costs of MOOC courses, while other less prestigious badges serve as a reward to motivate the students. However, it is not clear that these rewards could motivate to the students, this paper try to clarify this approach in the context of the massive online courses.
oai:revistes.ub.edu:article/11327
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 36-50
Strategy for monitoring and evaluation of learning in introductory algebra MOOC
Sancho Vinuesa, Teresa; Universitat Oberta de Catalunya
Daza, Vanesa; Universitat Pompeu Fabra
2014-06-25
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11327
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There are different methodological strategies for monitoring and evaluation of the participants in a MOOC. This article elaborates and justifies a proposal for the MOOC basic algebra, "Algebra Decoding", aimed at preparing students for future mathematics of scientific-technical college. The presence of the teacher is in the form of videos where he outlined the course content and provides additional resources and learning activities. The process includes automatic feedback questionnaires, which help the students to continue their learning process regularly. This approach involves an individual participant activity and minimal interaction with the tutor and other colleagues. For the evolution of the existing methodological proposal takes into account several factors: the results of the experience in the first course; the fact that this is a conversion to a mathematical thinking; expectations, attitude and strategy of the participant; successful experiences with automatic feedback in online learning contexts; peer review and open access. The main novelty lies in the development of an exercise at the end of course you should be peer reviewed through a purpose-built section.
oai:revistes.ub.edu:article/11328
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 51-63
Experience in the assessment of students online courses: variability or concordance between tutors?
Jiménez Galván, Irma; Universidad Nacional Autónoma de México
Ponce Rosas, E.Raúl; Universidad Nacional Autónoma de México
Irigoyen Coria, Arnulfo E.; Universidad Nacional Autónoma de México
Landgrave Ibáñez, Silvia; Universidad Nacional Autónoma de México
Baillet Esquivel, Laura E.; Universidad Nacional Autónoma de México
Chapa Luque, Tomás; Universidad Nacional Autónoma de México
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11328
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The objective was to determine the degree of variation and / or agreement in the scores of students in an online course. Were analyzed21scores of 382activities of19 students. Significant differences (p
oai:revistes.ub.edu:article/11329
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 64-86
Some of the challenges and experiences of formal education in a Mobile-Centric Society (MCS)
González-Patiño, Javier; Universidad Autónoma de Madrid
Esteban-Guitart, Moisès; University of Girona
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11329
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The aim of the paper is to describe some of the challenges faced by schools, or by formal education in general, as a consequence of today's mobile-centric society (henceforth MCS), the term we will use to denote the new, networked learning ecology that has arisen from the massive penetration of digital media in everyday life. After revisiting some of the ideas of McLuhan and Vygotsky in the light of this new technological scenario, we describe five traits of the MCS and the challenges - illustrated through educational practices - that we believe schools will face if they wish to preserve their function of individualization and socialization. We believe that despite the emergence of the MCS, the main function of the school is still to provide the "box of tools" (a set of psychological instruments, such as reading, writing, mathematical notation, digital literacy, etc.) that enables people to develop their learning skills and life projects and to become part of communities and groups. However, the complexity and mobility of the new learning environments means that the position held by schools needs to be re-evaluated in the face of the informal learning paths and experiences - both online and offline - to which learners now have access. We also need to re-evaluate the meaning of the school itself as an institution and the model of learner it should be training.
oai:revistes.ub.edu:article/11330
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 87-107
Improving performance in Engineering through blended-learning
Alducin-Ochoa, Juan Manuel; Universidad de Sevilla,
Vázquez-Martínez, Ana Isabel; Universidad de Sevilla,
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11330
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This investigation was carried out at the School of Advanced Architectural Engineering at the University of Seville with students registered in Materials Science in Architectural Engineering. We aimed to analyse if significant statistical differences exist in academic results when students receive teaching via face-toface or blended learning methods to be able to adequately design new undergraduate teaching methodologies. The 212 students who make up the sample are those who receive both methods of teaching The design was preexperimental using only one group with pre-test and post-test as well as using descriptive and correlational methods as resources. The results indicate that statistically significant results exist in favour of blended learning.
oai:revistes.ub.edu:article/11331
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 108-126
ICT in the service of inclusive education
Rodríguez, Marisol; Universidad de La Coruña
Arroyo González, María José; Universidad de Valladolid
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11331
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In this article we do a revision on the different Technologies of the information and of the Communication to work with pupils with educational special needs. We divide first, on what we deal for educational incorporation, as I target to reaching for the whole student body. We believe that the TIC are postulated as a suitable instrument to obtain the access of the whole student body to the general education and how to overcome the different barriers of learning which they face every day vehicle. In I make concrete, in this work we centre on the different tools and specific software for the disability motorboat, cognitive, auditory and visual.
oai:revistes.ub.edu:article/11332
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs; 127-138
Comparison of users' adoption and use cases of Facebook and their academic procrastination
Şahin, Yusuf Levent; Anadolu University
2014-06-25
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url:http://revistes.ub.edu/index.php/der/article/view/11332
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Academic procrastination is one of the many types of postponing behaviors which almost every person demonstrates from time to time. One of the sources of academic procrastination, which can be expressed as postponing academic-based works to another time without a particular reason, is replacing the work to be done with pleasurable activities such as the internet use. The aim of this study is to compare the adoption and use cases of online social networks which are accessible via the internet and used quite intensively, and academic procrastination behaviors of Facebook users. In this context, the data acquired from 715 Facebook users were analyzed through SPSS 15 software. It was found out that people who use Facebook in accordance with their social relations have higher tendency for academic procrastination than people who use it for daily purposes, furthermore, people who use Facebook for academic purposes do not have a tendency for academic procrastination as a result of the statistical analysis conducted. Another output is that users with high level of adoption of Facebook have more tendency for academic procrastination than users with medium and low level of adoption of Facebook.
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Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs
Whole Number_June 2014
Digital Education Review, Digital Education Review
2014-06-27
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url:http://revistes.ub.edu/index.php/der/article/view/11333
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oai:revistes.ub.edu:article/11578
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Number 26 December 2014; 1-23
Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers’ Perceptions and Performance on their Eportfolios
Tur, Gemma; University of the Balearic Islands
Urbina, Santos; University of the Balearic Islands
2014-12-30
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url:http://revistes.ub.edu/index.php/der/article/view/11578
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At the University of the Balearic Islands, in Ibiza local centre, an eportfolio project in Teacher Education has been implemented since the 2009-2010 school year. This article is based on the research of the two first school years (2009-2010 and 2010-11) of experimental implementation of blogs as electronic portfolios. The results reported are those related to student teachers’ perceptions of blogs as eportfolios and the assessment of their performance. The project is aimed at fostering the construction of an electronic portfolio in order to build student teachers’ networked selves as future Early Childhood Education teachers. Both the project and research are based on the principle that social media empower eportfolios. Data obtained allows us to observe some affordances of blogs as eportfolio platforms. However, data collected during the two-year period of research raises some unexpected issues of blogs as eportfolios.
oai:revistes.ub.edu:article/11579
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Number 26 December 2014; 24-38
The Effectiveness of the Wiki as a Collaborative Learning Tool for Learning International Economic Policy
de Arriba Bueno, Raúl; Universidad de Valencia
García Sanchís, Maria Cruz; CIPFP Mislata
2014-12-30
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url:http://revistes.ub.edu/index.php/der/article/view/11579
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According to our experience as teachers of economic policy using different educational tools, we consider convenient to review the teaching methods in order to overcome the teaching-learning scheme that overvalues rote teaching ability. The aim is to find formulas where students become active protagonist of the learning process and facilitate the development of analytical skills. With this objective we have introduced web 2.0 in the classroom to facilitate the collaborative learning in an economic policy course. This paper analyses the results of a didactic methodology based on a combination of collaborative learning and project-based learning using the wiki. According to the students’ opinions we can concluded that the Wiki is a tool that facilitates the process of collaborative learning and self-management working, promotes self-learning ability and is an useful pedagogical platform for presenting argued ideas. Additionally, the use of the wiki allows monitoring and evaluation of individual contributions within a group work by the teacher.
oai:revistes.ub.edu:article/11580
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Number 26 December 2014; 39-60
Search, Selection, and Management of Academic Information in Digital Natives: Few Surprises and Great Educational Challenges
Rodrigues, Renata; Universidad Centroamericana
2014-12-30
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url:http://revistes.ub.edu/index.php/der/article/view/11580
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The article presents the results of a study that aimed to identify university students’ use, habits, and basic knowledge for the search, management, and communication of academic information. Possible relations between some of these variables were also explored. A questionnaire was applied to examine the way students perceive their own capacities, as well as their basic knowledge in relation to bibliographic management. The results show that students do not define any searching strategies, and they posses scarce knowledge about where and how to look for reliable scientific information. They consider the capacity to communicate and disseminate information as very important, while they acknowledge their deficiencies in the handling of information. It was also made evident that their practice for searching and evaluating academic documentation is not so strategic or reflexive. In sum, the study confirms the importance of implementing a systematic and creative program for the development of information competencies, which must encompass different modalities and include the active participation of the faculty.
oai:revistes.ub.edu:article/11581
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Number 26 December 2014; 61-73
Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education
Martín Gutiérrez, Jorge; Universidad de La Laguna
Meneses Fernández, María Dolores; Universidad de La Laguna
2014-12-30
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11581
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This paper explores educational and professional uses of augmented learning environment concerned with issues of training and entertainment.We analyze the state-of-art research of some scenarios based on augmented reality. Some examples for the purpose of education and simulation are described. These applications show that augmented reality can be means of enhancing, motivating and stimulating learners’ understanding of certain events, especially those for which the traditional notion of instructional learning have proven inappropriate or difficult. Furthermore, the students can learn in a quick mode by interacting on the augmented environments.
oai:revistes.ub.edu:article/11582
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Number 26 December 2014; 74-84
Digital Storytelling: A Case Study of the Creation, and Narration of a Story by EFL Learners
Soler Pardo, Betlem; Universitat de València
2014-12-30
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11582
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The use of technology to teach English as a Foreign Language (EFL) has been greatly expanded in recent decades, and has also been construed by educators as a fresh alternative to traditional pedagogy. Digital Storytelling can offer this alternative as, without neglecting the target of improving teaching quality, it has been proved to be a successful instructional tool to teach EFL (Gregori-Signes,2008a; 2012), since it can combine the advantages and success of traditional storytelling with the innovations of new technologies to teach a foreign language. The aim of this case-study is to foster students’ writing and speaking skills (Reinders, 2011) by engaging them in a project in which traditional and digital narrative are combined, with the primary goal of reinforcing foreign language acquisition and development for students of EFL. First, I shall examine some of the distinctive features of the DST. Secondly, I shall describe the process students had followed in order to complete the task; and, finally, I shall discuss the results.
oai:revistes.ub.edu:article/11583
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Number 26 December 2014
Whole Number_December 2014
Education Review, Digital
2014-12-30
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11583
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oai:revistes.ub.edu:article/11591
2019-12-29T12:20:35Z
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http://revistes.ub.edu/index.php/der/article/view/11591
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 13-31
Gamificación: Estrategia para optimizar el proceso de aprendizaje y la adquisición de competencias en contextos universitarios
Villalustre Martínez, Lourdes; Universidad de Oviedo
Moral Pérez, María Esther del
2015-06-15
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11591
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La práctica sobre Diseño de Proyectos Socio-educativos (Grado de Pedagogía) adoptó como estrategia formativa un juego de simulación social, donde los estudiantes (N=161) debían elaborar colaborativamente un plan de intervención para promover el desarrollo sostenible en un contexto rural. Distribuidos aleatoriamente en tres grupos, con variantes relativas a las herramientas digitales utilizadas para colaborar: 1) blogs, 2) wikis, ó 3) redes sociales, y tras su realización, se les solicitó que identificaran -mediante un cuestionario- las competencias genéricas que consideraron haber adquirido y/o consolidado con el proceso de gamificación. El análisis comparativo entre los distintos grupos y el contraste de hipótesis correspondiente evidenció diferencias significativas. Los que utilizaron las wikis y redes sociales percibieron un incremento en su competencia para la comunicación escrita y sus habilidades para recoger, organizar y gestionar información con la simulación propuesta. Igualmente, los que carecían de experiencia para elaborar proyectos colaborativos con el uso de TIC vieron mejorada su competencia digital. Además, se constató que la utilización de mecánicas de juego al servicio del aprendizaje no sólo incrementó su motivación y nivel de satisfacción con la realización del proyecto solicitado, sino que potenció la adquisición y desarrollo de competencias genéricas claves.
oai:revistes.ub.edu:article/11606
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Number 27 June 2015 - Monographic: Educational Gamification; 154-164
Plataforma educativa ZERA: modelo de adaptación de contenidos sensible al contexto
Manso Guerra, Yerandy; Universidad de las Ciencias Informáticas - La Habana
Cañizares González, Roxana
Febles Rodriguez, Juan Pedro
2015-05-20
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11606
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El creciente auge de las tecnologías móviles y su incorporación en la educación han provocado un impactado en los procesos de enseñanza-aprendizaje, dando lugar a un nuevo paradigma denominado m-learning. Debido a la diversidad de dispositivos móviles, la mayoría de los recursos educativos diseñados para estaciones de trabajo convencionales no son apropiados para redes de ancho de banda pequeño y dispositivos con limitación de recursos y procesamiento, afectado además por la diversidad de dispositivos. La adaptación de contenidos a las capacidades de los dispositivos es una técnica muy utilizada en los últimos años. El presente artículo tiene como objetivo realizar una revisión del estado del arte en cuanto a la adaptación de contenidos según el contexto de los usuarios. Se describen las principales técnicas de inteligencia artificial aplicadas en este campo, profundizando en algoritmos para crear contenidos adaptados al contexto de los estudiantes de forma dinámica. Se concluye con la representación de un modelo personalizado a la plataforma educativa ZERA, desarrollada en la Universidad de las Ciencias Informáticas. El modelo propone dos capas de adaptación e incorpora un motor de adaptación ajustado a las 30 tipologías de recursos gestionados en la plataforma ZERA, la adaptación tiene en cuenta las preferencias de los usuarios, el contexto del usuario y los contenidos ajustados al estilo de aprendizaje del estudiante. Este proceso permite que ZERA pueda incorporarse al paradigma m-learning.
oai:revistes.ub.edu:article/11610
2019-12-29T12:20:35Z
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http://revistes.ub.edu/index.php/der/article/view/11610
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Number 27 June 2015 - Monographic: Educational Gamification; 165-182
Implementación de los Planes de Mejora en el Contexto de la Ley SEP:utilización de estrategias y recursos didácticos incorporados en el Plan de Mejoramiento de las asignaturas de Lenguaje y Matemática en una escuela municipal de Punta Arenas
Ascencio Ojeda, Paola Beatriz; Universidad de Magallanes, Chile
Garay Aguila, Mario; Universidad de Magallanes, Chile
Seguic Zerán, Estela; Universidad de Magallanes, Chile
2015-06-15
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11610
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El acceso a los recursos didácticos y la forma cómo estos recursos se aplican en el aula a las distintas experiencias de aprendizaje escolar proporcionan evidencias para mejorar las prácticas pedagógicas en el aula. Este estudio exploratorio buscó, en un sentido amplio, identificar los recursos didácticos que se han adquirido a través de la Ley SEP y que han sido incorporados en el plan de mejoramiento, como también las estrategias metodológicas utilizadas por los docentes. Para ello, se utilizaron los siguientes instrumentos para recolectar información, cuestionarios, grupo focal, tanto para docentes como directivos y entrevistas al equipo directivo. Los resultados del estudio revelan el conocimiento y la implementación permanente de los recursos didácticos, particularmente, de la pizarra digital interactiva. Asimismo, la variedad de estrategias metodológicas son apropiadas a las necesidades e intereses de los educandos y se implementan habitualmente en el aula de una escuela municipal de Punta Arenas.
oai:revistes.ub.edu:article/11611
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http://revistes.ub.edu/index.php/der/article/view/11611
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Number 28 December 2015; 123-144
The Effects of Images on Multiple-choice Questions in Computer-based Formative Assessment
Martín-SanJosé, Juan-Fernando; Universitat Politècnica de València
Juan Lizandra, María Carmen; Universitat Politècnica de València
Vivó, Roberto; Universitat Politècnica de València
Abad, Francisco; Universitat Politècnica de València
2015-12-22
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11611
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Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each question in the questionnaires affected the selection of the correct answer. Three questionnaires were used: two questionnaires with images (images used during learning and images not used during learning) and another questionnaire with no images, text-only. Ninety-four children between seven and eight years old participated in the study. The comparison of the scores obtained on the pre-test and on the post-test indicates that the children increased their knowledge after the training, which demonstrates that the learning method is effective. When the post-test scores for the three types of questionnaires were compared, statistically significant differences were found in favour of the two questionnaires with images versus the text-only questionnaire. No statistically significant differences were found between the two types of questionnaires with images. Therefore, to a great extent, the use of images in the questionnaires helps students to select the correct answer. Since this encourages students, adding images to the questionnaires could be a good strategy for formative assessment.
oai:revistes.ub.edu:article/11612
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http://revistes.ub.edu/index.php/der/article/view/11612
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Number 28 December 2015; 1-18
Propuestas didácticas para el uso de Internet y de la pizarra digital en contextos de educación bilingüe
Molina Oltra, Miquel; Ector County Independent School District (ECISD) Odessa, Texas (Estados Unidos)
Sampietro, Agnese; Universidad de Valencia
2015-12-14
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11612
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Este trabajo recoge una serie de actividades didácticas en las que se utilizan la pizarra digital e Internet, llevadas a cabo con éxito en las asignaturas de Ciencias Naturales y Biología en una escuela secundaria en Texas en un programa bilingüe para niños mejicanos recién llegados a Estados Unidos. El escaso nivel de inglés de los alumnos dificulta la transmisión de los contenidos y su aprendizaje lingüístico. A partir de la experiencia en el aula, ha sido comprobado que las nuevas tecnologías ayudan al alumno de dos maneras: en primer lugar, proporcionan apoyos visuales que compensan las dificultades lingüísticas; en segundo lugar, ofrecen experiencias de aprendizaje activo y lúdico, que motivan fuertemente a los alumnos. Además, en el artículo se evalúan la utilidad de las actividades propuestas mediante las nuevas tecnologías en términos de su capacidad para estimular estilos de aprendizaje distintos y proporcionar al alumno recursos para participar activamente en la clase pese a las dificultades lingüísticas. En la descripción de las actividades, el estudio proporciona detalladas indicaciones prácticas, que pueden resultar útiles a docentes que trabajan en contextos afines, como programas de inmersión o de aprendizaje integrado de contenidos y lengua (CLIL).
oai:revistes.ub.edu:article/11622
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http://revistes.ub.edu/index.php/der/article/view/11622
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Number 27 June 2015 - Monographic: Educational Gamification; 138-153
Tecnologías emergentes para la enseñanza de las Ciencias Sociales. Una experiencia con el uso de Realidad Aumentada en la formación inicial de maestros
Cózar Gutiérrez, Ramón; Facultad de Educación de Albacete Universidad de Castilla-La Mancha
De Moya Martínez, María del Valle; Facultad de Educación de Albacete Universidad de Castilla-La Mancha
Hernández Bravo, José Antonio; Facultad de Educación de Albacete Universidad de Castilla-La Mancha
Hernández Bravo, Juan Rafael; Facultad de Educación de Albacete Universidad de Castilla-La Mancha
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11622
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La Realidad Aumentada está considerada como una de las tecnologías emergentes con mayor impacto en la docencia. El presente artículo recoge una investigación sobre una experiencia didáctica realizada con estudiantes universitarios, futuros maestros, en el campo de las ciencias sociales, con el objetivo de conocer su opinión sobre la Realidad Aumentada y su aplicación educativa. La investigación, que siguió un enfoque de tipo mixto (cuantitativo y cualitativo), se llevó a cabo en estudiantes del Grado de Maestro en Educación Infantil y Primaria, en la Facultad de Educación de Albacete (Universidad de Castilla-La Mancha) en el primer trimestre del curso 2014-2015. Se administró el Cuestionario LabinTic_RA (Cózar, De Moya, Hernández y Hernández, 2014) para conocer la percepción de los estudiantes sobre la Realidad Aumentada respecto a su utilización en el proceso de enseñanza-aprendizaje y su nivel de conocimiento de esta herramienta. Los resultados revelaron la valoración muy positiva que conceden los estudiantes a las TIC en educación y a la Realidad Aumentada por sus beneficios didácticos: motivación, aprendizaje interactivo o adquisición significativa de conocimientos, entre otros. La virtualización de la enseñanza es una realidad, siendo necesaria una formación inicial de los futuros docentes orientada al conocimiento y uso de tecnologías educativas emergentes.
oai:revistes.ub.edu:article/11625
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http://revistes.ub.edu/index.php/der/article/view/11625
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Number 28 December 2015; 142-162
Professors’ perceptions of distance education in virtual environments: The case of the Education Faculty of University of Al-Yarmouk (Jordan)
Oassim-Al-shboul, Oassim Mahmoud; High School Teacher. Irbid.
Sabiote, Clemente Rodríguez; Professor of Department of Research Methods and Diagnosis in Education. University of Granada.
Álvarez-Rodríguez, José; Professor of Department of Research Methods and Diagnosis in Education. University of Granada.
2015-12-22
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11625
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The goal of this study is to determine the perceptions that the teaching staff of the Faculty of Education at University of Al-Yarmouk (Jordan) have of the implementation of distance learning in virtual environments, more specifically, the professors’ opinion of the potential and limitations of this educational strategy. To fulfil this goal, we developed a survey study. The main findings indicate that, overall, distance education in virtual environments has earned a good opinion among the professors who participated in the study, although the potential benefits of distance education are the most highly valued dimension. The professors rank the dimensions of goals and difficulties in implementing this educational strategy second, and planning the third and lowest dimension. Further, some identifying variables (e.g., department, gender) show statistically significant differences relative to the dimensions of the scale used.
oai:revistes.ub.edu:article/11644
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http://revistes.ub.edu/index.php/der/article/view/11644
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Number 28 December 2015; 19-36
Approach to the phenomenon of m-learning in English teaching
García, Sergio; Facultad de Formación del Profesorado y Educación Universidad de Oviedo
Fombona, Javier; Departamento CC. de la Educación Universidad de Oviedo
2015-12-14
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11644
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This research analyzes the situation of mobile devices and some options of support for the teaching of the English language. The features of this phenomenon are addressed with an exploratory descriptive methodology about the complex and novel phenomenon of m-learning. The article is part of a more extensive research which deals with these resources in education, describes the fast evolution and current situation of the variables that configure the m-learning phenomenon and the teaching of a foreign language in primary education in Spain. It also discusses several specific applications for the learning of English, minding their educational dimensions. The aim has been to show the situation of this technique and some options in education, taking advantage of their level of implementation, its communicative power and visibility of their strategies. The results highlight the attraction of these resources, which also arise with gradual, playful, friendly and manageable activities in tactile form. They are instruments that rely on the audiovisual communication to develop reading and listening abilities of students. The teacher can gather these guidelines to enrich and complete his academic activity, exploring solutions that sometimes used mobile devices to attract their users.
oai:revistes.ub.edu:article/11651
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http://revistes.ub.edu/index.php/der/article/view/11651
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 105-121
Blokify: Juego de modelado e impresión 3D en tableta digital para el aprendizaje de vistas normalizadas y perspectiva
Saorin, Jose Luis; Universidad de La Laguna
De la Torre Cantero, Jorge; Universidad de La Laguna
Melian, Damari; Universidad de La Laguna
Meier, Cecile; Universidad de La Laguna
Rivero Trujillo, David; universidad de la laguna
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11651
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En este artículo se analiza el uso del juego Blokify para introducir al alumnado en las competencias que relacionan las figuras tridimensionales con su representación bidimensional mediante las vistas normalizadas y la perspectiva. Estos contenidos se estudian en asignaturas de dibujo a partir de secundaria y Bachillerato. Blokify es un juego gratuito para tabletas digitales que permite modelar figuras tridimensionales de forma similar al popular video juego Minecraft: “bloque a bloque”. Las figuras modeladas con Blokify se pueden imprimir en 3D de manera casi directa. Existen informes internacionales que valoran la potencialidad de los videojuegos como recurso educativo y las Tabletas Digitales y la Impresión 3D como tecnologías con repercusión en la enseñanza. En este artículo se detalla la experiencia realizada en el curso 2013-2014 con grupos de Educación Primaria (3º y 5º) y un grupo de 4º ESO. La actividad se llevó a cabo en el centro concertado Colegio Nuryana de San Cristóbal de La Laguna y participaron un total de 70 alumnos. La experiencia llevada a cabo con alumnos de primaria permite ver que con estas nuevas estrategias de aprendizaje, contenidos del curriculum de secundaria, podría empezar a estudiarse en cursos de primaria.
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http://revistes.ub.edu/index.php/der/article/view/11670
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Number 27 June 2015 - Monographic: Educational Gamification; 1-12
Social Interactions and Games
Uz, Cigdem; Yildiz Technical University
Cagiltay, Kursat; Middle East Technical University
2015-05-04
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11670
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Digital games have been gradually transformed from single, co-located experiences into endless, socially oriented, multi-played configurations, due to greater technological affordances (Herodotou, 2009). Multi-User Online Games provide the opportunity to create a social environment for friendships and strengthen the relationships. However, some researchers support the idea that players seeking meaningful relationships within a game might have trouble forming meaningful relationships in the real life (Fang & Zhu, 2011; Peters & Malesky, 2008). This study was conducted with the sample of 168 university students to explore the social interactions in and out of game environment in terms of personality type, gender and game preferences. As a result of the study, it was found that participants mostly prefer playing multi-player games with their real life friends and family members. While they tend to make friends in game environments, they do not prefer sharing sensitive issues with their gaming friends. Moreover; students who reported themselves more extraverted, spend more hours in games. This paper contributes to the debates on the impact of games on social interactions of gamers in and out of the game environment.
oai:revistes.ub.edu:article/11699
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http://revistes.ub.edu/index.php/der/article/view/11699
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Number 27 June 2015 - Monographic: Educational Gamification; 85-104
Why Do Gamers Buy 'Virtual Assets'? An Insight in to the Psychology Behind Purchase Behaviour
V, Jack; Nottingham Trent Unviersity
Griffiths, Mark; Nottingham Trent University
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11699
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The present study investigated the phenomenon of buying ‘virtual assets’ for game avatars. Virtual Assets are items that are bought with real-world money for an avatar in-game; weapons, items, pets, mounts and skin customisations the most popular examples. Using Interpretative phenomenological analysis (IPA) six gamers that regularly bought in-game assets were interviewed. IPA was chosen because of its emphasis on lived experience, and each participant had subjective experiences of gaming and purchase behaviour. Of particular focus in this study were the superordinate themes of motivations for purchase behaviour, the resulting psychological impact on the gamer, the social benefits of gaming and virtual asset purchasing, emotional attachment, self-expression through the avatar, impulsivity versus thoughtfulness in purchase intention, and the impact of a transaction machinery on the ‘game experience’. Motivations that were found to be of particular importance were item exclusivity, function, social appeal, and collectability. It was found that virtual items enable the gamer to express themselves, feel real satisfaction, and build lasting friendships. Essentially, virtual assets and gaming mostly had a very positive impact on the participant’s psychological wellbeing. Implications for gamers and games production companies are considered.
oai:revistes.ub.edu:article/11700
2019-12-29T12:21:40Z
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http://revistes.ub.edu/index.php/der/article/view/11700
2019-12-29T12:21:40Z
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Number 29 June 2016 - Monographic: Personal Learning Environments; 86-111
Reviews of Educational Policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spain.
Sáez López, José Manuel; UNED
Rodriguez Torres, Javier; Castilla-La Mancha University
2016-06-07
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11700
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The present study assesses the attitudes and practices of teachers in relation to the national program Escuela 2.0 in Spain, implemented in 2009. The study analyzes attitudes and needs of 424 teachers and it assesses teaching practices developed with Information and Communication Technologies (ICT). Data is analyzed through mixed methods with various instruments using descriptive analysis, factor analysis and a detailed analysis regarding teaching practice from 21 cases. In conclusion, one third of teachers properly integrate Educational Technology into practice. Moreover 62% of teachers support the applied one laptop per child policy and have positive feedback in this regard, however two thirds of the teachers in the sample integrate technology with isolated activities, adapting persisting traditional pedagogical models. There are deficiencies concerning school performance, group work, problem solving and communication in learning activities. Therefore, students need educational guidance for the appropriate use of ICT in the learning process.
oai:revistes.ub.edu:article/11912
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http://revistes.ub.edu/index.php/der/article/view/11912
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Number 27 June 2015 - Monographic: Educational Gamification; 32-54
Using Gamification to Enhance Second Language Learning
Figueroa Flores, Jorge Francisco; Universidad del Este School of Social and Human Sciences Carolina, Puerto Rico
2015-05-08
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11912
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One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach & Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2. This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy.
oai:revistes.ub.edu:article/11913
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Number 27 June 2015 - Monographic: Educational Gamification; 55-68
Can Gamification Be Introduced Within Primary Classes?
Marín-Díaz, Verónica
López-Pérez, Magdalena; Universidad de Extremadura (España)
Maldonado-Berea, Guadalupe A; Universidad Veracruzana
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11913
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Training through gamification is everyday a more evident reality in Primary Education classes. The teachers’ view about this has been modified as it is shown in the study published by aDeSe in 2012. However, does it really have place in the students’ curricular development in the primary education stage? For the sake of responding to this question, we have carried out a descriptive study about the opinion that the future teachers from primary education have got about this “new” form of implementing the curricular contents. The sample, conformed by 244 students of second course of Media Literacy and Didactic Application of ICT, answered a questionnaire consisting of 23 questions, of which 14 are devoted to determine the attitude that future teachers have facing videogames and the remaining 9 indicate the educative dimension that they give to it within the primary class. The most significant initial result we find is that while they consider having a proactive view as users of this, women are less active within this tool, although the female teachers conclude, however, that it could be an attractive resource for the learning of the youngest students.
oai:revistes.ub.edu:article/11914
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http://revistes.ub.edu/index.php/der/article/view/11914
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Number 27 June 2015 - Monographic: Educational Gamification; 69-84
Strategies of Collaborative Work in the Classroom Through the Design of Video Games
Muñoz, Juan Manuel; Universidad de Córdoba
Rubio García, Sebastián; Universidad de Córdoba
Cruz Pichardo, Ivanovna M.; Pontificia Universidad Católica Madre y Maestra. Santo Domingo.
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11914
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At the present time, the use of video games goes beyond mere amusement or entertainment due to its potential for developing capacities, dexterity and skills. Thus, video games have extended to environments like that of education, serving as didactic resources within dynamics that respond to the interests and necessities of the 21st century student. In this study, we approach the design of video games in initial teacher training. In this respect, we aim to collect the student’s views regarding the learning process of the different tools used for designing video games within a framework of collaborative learning. The investigation is approached through a quantitative methodology applying a 28-item questionnaire on the learning experience of designing video games. We used a sample of 200 second-year students majoring in Childhood Education during the 2013/2014 academic course. The results obtained show that the students value in a positive way the collaborative learning methodology for mastering the video games designing tools.
oai:revistes.ub.edu:article/11915
2019-12-29T12:20:35Z
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v2
http://revistes.ub.edu/index.php/der/article/view/11915
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 122-137
Videojuegos para la inclusión educativa
Sampedro Requena, Begoña Esther; Universidad de Córdoba
McMullin, Karen J.; Trent University
2015-06-15
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11915
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En un mundo globalizado e interconectado donde las sociedades están abocadas a cambios continuos y demandan aprendizajes funcionales, activos y eficientes, hoy más que nunca, la educación se configura como un elemento primordial para desarrollar, por un lado, las nociones técnicas e instrumentales de cada una de las áreas del conocimiento y, por otro, las destrezas que capaciten a la persona para desenvolverse en estos escenarios variantes, en los que la comunicación y la socialización son herramientas fundamentales. No obstante, se debe considerar que un aprendizaje eficaz tiene en cuenta diversos procesos psicológicos como la atención, la memoria, la percepción, la motivación, la emoción, etc.; pero además se apoya en una serie de principios psicopedagógicos y didácticos como la imitación, el interés, la actividad, la significación o el juego. Precisamente, este último instrumento pedagógico es el más empleado, en todas sus variantes, para la conquista de los diversos aprendizajes dado los atributos subyacentes que posee. El siguiente artículo presenta en líneas teóricas una de las variantes de este principio didáctico, los videojuegos, reflexionando sobre sus propiedades y los beneficios que comportan en el desarrollo de los procesos de aprendizaje inclusivos, donde se manifiestan los elementos de presencia, participación y progreso.
oai:revistes.ub.edu:article/11928
2019-01-30T16:19:08Z
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v2
http://revistes.ub.edu/index.php/der/article/view/11928
2019-01-30T16:19:08Z
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Number 28 December 2015; 102-122
Evaluación de los estudiantes y docentes sobre las Tecnologías de Información y Comunicación en los procesos de enseñanza – aprendizaje: una mirada desde la carrera de Sociología de la UC Temuco. Un estudio de caso.
Escobedo Seguel, Claudio Alejandro; Universidad Católica de Temuco (Chile)
Arteaga Viveros, Eduardo Alberto; Universidad Católica de Temuco (Chile)
2015-12-14
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/11928
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El objetivo del estudio fue identificar, describir y analizar los tipos, formas de acceso, el uso y la percepción que los estudiantes y docentes de la carrera de Sociología de la Universidad Católica de Temuco tienen de las Tecnologías de Información y Comunicación en el proceso de enseñanza - aprendizaje. Los principales resultados indican que las TIC presentan una serie de facilidades en el proceso de enseñanza – aprendizaje desde la visión del alumno y el docente. Sin embargo, los docentes cuestionan las TIC como herramienta principal y necesaria en todos los ámbitos educativos; por otro lado, los estudiantes consideran que su uso es cada vez más necesario en las asignaturas. Se concluye que la visión de las TIC como herramientas fundamentales en el proceso de enseñanza – aprendizaje es distinta entre docentes y estudiantes.
oai:revistes.ub.edu:article/12033
2019-01-30T16:19:08Z
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http://revistes.ub.edu/index.php/der/article/view/12033
2019-01-30T16:19:08Z
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Number 28 December 2015; 37-44
Computer assisted language learning and the internationalisation of the Portuguese language in higher education contexts
Sevilla-Pavón, Ana; Universitat de València
2015-12-14
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12033
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The internationalisation of the Portuguese language has become a priority for academic institutions of different Portuguese-speaking countries which are trying to adapt to the current context of globalisation and ubiquitous communications through digital media. In order to achieve it, several challenges should be faced, namely providing international students with resources aimed at helping them improve their Portuguese while fostering its use in academic and scientific contexts. This can be done by identifying, creating and editing high-quality teaching materials which bear in mind the sociocultural, political, economic and linguistic contexts; using the Information and Communication Technologies effectively in both face-to-face and online learning environments (International Institute of the Portuguese Language, 2010); and promoting the online learning of Portuguese as a Foreign Language in higher education settings through virtual learning environments. This paper explores the challenges brought about by the internationalisation of Portuguese and how computer assisted language learning - and, more specifically, the development of a virtual learning environment aiming at catering for the linguistic needs of international students in different institutions in Brazil, Portugal and elsewhere - could help face these challenges.
oai:revistes.ub.edu:article/12039
2019-12-29T12:21:40Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/12039
2019-12-29T12:21:40Z
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Number 29 June 2016 - Monographic: Personal Learning Environments; 124-133
Individual and Technological Factors Affecting Undergraduates' Use of Mobile Technology in University of Ilorin, Nigeria
Ogunlade, Oyeronke Olufunmilola; Department of Educational Technology Faculty of Education University of Ilorin, Ilorin,Nigeria
Olafare, Festus Oladimeji; University of Ilorin Secondary School University of Ilorin,Ilorin,Nigeria
Sakaba, Dabo Ayuba; UNIVERSITY OF ILORIN,ILORIN,NIGERIA
2016-06-08
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12039
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The proliferation and utilization of handheld mobile technology among undergraduates for mobile learning cannot be underestimated. This study was geared towards investigating individual and technological factors affecting the perceived usefulness of mobile technology by undergraduates in university of Ilorin. The study was a descriptive research of the survey type. Samples were randomly drawn from all students in the 15 faculties. A total of 100 undergraduates were sampled. Two research questions, and one hypothesis was tested. Mean was used to answer the research questions; while Pearson Product Moment Correlation (PPMC) was used to test the relationship between the technological and individual factors. Findings from the study revealed that the technological and individual factors positively affected the perceived usefulness of mobile technology among undergraduates. More so, there was a positive relationship between technological and individual factors that affected perceived usefulness of mobile technology. Based on the findings, it was concluded that both the individual and technological factors affected the perceived usefulness of mobile technology positively. It was recommended that students should be encouraged in the use of Mobile technology devices for learning.
oai:revistes.ub.edu:article/12054
2019-12-29T12:21:40Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/12054
2019-12-29T12:21:40Z
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Number 29 June 2016 - Monographic: Personal Learning Environments; 112-123
Videojuegos activos como recurso TIC en el aula de Educación Física: estudio a partir de parámetros de ocio digital - Active Videogames as ICT tool in Physical Education classroom: research from digital leisure parameters
Chacón Cuberos, Ramón; Universidad de Granada
Castro Sánchez, Manuel; Universidad de Granada
Zurita Ortega, Félix; Universidad de Granada
Espejo Garcés, Tamara; Universidad de Granada
Martínez Martínez, Asunción; Universidad Internacional de La Rioja
2016-06-08
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12054
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Resumen: El desarrollo tecnológico ha supuesto un importante avance en la sociedad actual, influyendo en el ámbito educativo. Mismamente, las Tecnologías de la Información y la Comunicación (TIC) han dado lugar a procesos de enseñanza y aprendizaje más flexibles y significativos. En este sentido, los Exergames constituyen una herramienta con la que realizar ejercicio en edad escolar, por lo que resulta de interés su empleo en sesiones de Educación Física. Este estudio pretende determinar parámetros de ocio-digital, actividad física y experiencias previas con Exergames en una muestra de alumnado de Educación Primaria, analizando en qué medida se relacionan con la posibilidad de utilizar esta tecnología en Educación Física. El estudio contó con la participación de 520 escolares, utilizando para la recogida de datos un cuestionario de elaboración propia. Los resultaros mostraron que los alumnos de esta edad tienen una actitud positiva a la realización de Educación Física a través de Exergames; sin encontrar diferencias estadísticamente significativas en la relación con las demás variables. Como conclusión, señalamos la necesidad de innovar en los procesos educativos para propiciar un aprendizaje más significativo, siendo los Exergames un instrumento a tener en cuenta en el área de Educación Física.Abstract: Technological development has made an important progress in today´s society, having a relevant effect in education. In fact, the Information and Communications Technology (ICT) have made that learning and teaching become more flexible and meaningful. In this sense, exergames are a tool for doing physical activity in school age, so they are interesting to use in Physical Education lessons. This research aims to determine leisure-digital parameters, physical activity and previous experiences with exergames in a population of schoolchildren, analysing how these variables relate to the possibility of using this technology in Physical Education. The study was attended by 520 schoolchildren, using for data collection a specifically designed questionnaire. The results showed that students of this age have a positive attitude to the realization of Physical Education through exergames; adding that there were not statistically significant differences in the relation with other variables. In conclusion, we note the necessity for innovation in education in order to promote a more meaningful learning; being the exergames a tool to consider in the area of Physical Education.
oai:revistes.ub.edu:article/12059
2019-12-29T12:20:35Z
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http://revistes.ub.edu/index.php/der/article/view/12059
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 183-205
Multimedia Games for Fun and Learning English in Preschool
Agudo, J. Enrique; University of Extremadura
Rico, Mercedes; University of Extremadura
Sánchez, Héctor; University of Extremadura
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12059
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Based on the assumption that educational software addressing Primary school learners must comprise a set of features to encourage children’s creativity and development, the appropriate design of second language hypermedia adaptive games for Primary School children can pose a wide range of challenges for both the language teacher and computer specialist alike. Factors such as the educational context, cognitive abilities, linguistic constraints, conceptual and psychomotor restrictions, and so on, contribute to challenging professionals with linguistic, content and technology adaptation queries to be coped with. Based on the results from multi-factorial analysis, this paper aims firstly to demonstrate that the design of hypermedia tasks can be optimally implemented by following previous phases of data collection on preferred items, questioning approach for the creation of a hypermedia system which has led us to analyze learning factors in order to deal with the possible linguistic, conceptual and technological demands in the children’s learning environment. General results in the preliminary phases of the study indicate the need to veer the path towards a more adapted means of communicating with children, findings from which we have devised a set of hypermedia tasks which provide the adaptation of the information presented to the student according to individual objectives, interests and/or knowledge.
oai:revistes.ub.edu:article/12250
2019-12-29T12:20:35Z
der:RES
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v2
http://revistes.ub.edu/index.php/der/article/view/12250
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 206-209
Meaningful Digital Storytelling practices for learning, reflection, creativity and social participation.
Fuertes Alpiste, Marc; Universitat de Barcelona (UB)
2015-05-25
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12250
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oai:revistes.ub.edu:article/12462
2019-12-29T12:20:35Z
der:RES
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v2
http://revistes.ub.edu/index.php/der/article/view/12462
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 210-213
Massive Open Online Courses: opportunities and challenges from a student perspective
Molas Castells, Núria; Universitat de Barcelona (UB)
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12462
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This book is based on an experiment carried out by the author with the aim of analyze and explore trends and experiences on MOOC development. Despite the intention of the author is to initiate a discussion in which massive open online courses were neither a panacea to the crisis in education nor the terrifying threat condemned by doomsayers, his point of view is generally optimistic. The author experiment started to complete the same number of courses one would take to obtain a four-year liberal arts degree in just twelve months using only MOOCs and other forms of free learning.
oai:revistes.ub.edu:article/12486
2019-12-29T12:20:35Z
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http://revistes.ub.edu/index.php/der/article/view/12486
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification; 1- 216
Whole Number 27
Education Review, Digital
2015-06-15
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/12486
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oai:revistes.ub.edu:article/13433
2019-12-29T12:20:35Z
der:EDI
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v2
http://revistes.ub.edu/index.php/der/article/view/13433
2019-12-29T12:20:35Z
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Number 27 June 2015 - Monographic: Educational Gamification
La gamificación educativa. Una alternativa para la enseñanza creativa
Marín-Díaz, Verónica; Universidad de Córdoba, Spain
2015-06-12
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/13433
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oai:revistes.ub.edu:article/14009
2019-12-29T12:21:40Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/14009
2019-12-29T12:21:40Z
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Number 29 June 2016 - Monographic: Personal Learning Environments; 134-165
Las TIC en centros de Educación Primaria y Secundaria de Andalucía. Un estudio de casos a partir de buenas prácticas
Méndez Garrido, Juan Manuel; Universidad de Huelva
Delgado García, Manuel; Universidad de Huelva
2016-06-08
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14009
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Este trabajo recoge los resultados obtenidos a partir de un Proyecto de Investigación de Excelencia, financiado por la Consejería de Innovación, Ciencia y Empresa de la Junta de Andalucía, en el que se analizan, de una forma descriptiva e interpretativa, las buenas prácticas en integración de las Tecnologías de la Información y la Comunicación (TIC) en los Centros de Educación Primaria y Secundaria de Andalucía que formaron parte de las primeras experiencias como “Centros TIC” en esta Comunidad Autónoma.Presentamos, en forma de estudio de casos doble, los resultados derivados del análisis de dos centros. Hemos empleado diversas estrategias de análisis cualitativo: entrevistas abiertas, observaciones, análisis documental, registros audiovisuales y grupos de discusión. Los resultados obtenidos indican que existen elementos en común en ambos niveles educativos. Se observa la presencia de factores positivos desde los que se consolidan la integración de las TIC en las aulas como recursos complementarios a la labor del docente pero también, encontramos elementos negativos asociados a la desactualización del material o a la escasa formación docente, que frenan el proceso de integración de las TIC en la educación.
oai:revistes.ub.edu:article/14092
2019-01-30T16:19:08Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/14092
2019-01-30T16:19:08Z
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Number 28 December 2015; 59-76
Posibilidades didácticas de las herramientas Moodle para producción de cursos y materiales educativos
Romero Díaz de la Guardia, José Javier; Universidad Internacional de la Rioja
Sola Martínez, Tomás; Universidad de Granada
Trujillo Torres, Juan Manuel; Universidad de Granada
2015-12-14
The authors who publish in this journal agree to the following terms:
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14092
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En el contexto de una actividad formativa de profundización sobre elaboración de cursos y materiales educativos con Moodle, llevada a cabo en la región de Andalucía y destinada a profesorado de enseñanzas no universitarias, 97 docentes han participado en un estudio basado en el método de encuesta y complementado mediante la administración de un conjunto de entrevistas a expertos en el ámbito del e-learning. Nuestra intención ha sido obtener la percepción del profesorado en formación acerca de las posibilidades y alternativas didácticas que ofrecen las herramientas propias del entorno Moodle para diseñar cursos y elaborar materiales educativos.Los resultados han arrojado una valoración positiva en general de las herramientas de este entorno virtual tanto para producción de contenidos como para gestión integral de una actividad de formación. Además, se ha destacado la riqueza didáctica de las actividades Moodle frente al uso de materiales basados en objetos digitales educativos en formatos estándares, si bien se han señalado las dificultades inherentes a la planificación de metodologías alternativas en entornos virtuales.
oai:revistes.ub.edu:article/14170
2019-12-29T12:21:40Z
der:ATP
driver
v2
http://revistes.ub.edu/index.php/der/article/view/14170
2019-12-29T12:21:40Z
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Number 29 June 2016 - Monographic: Personal Learning Environments; 166-180
Guía Metodológica para el Desarrollo de Ambientes Educativos Virtuales Accesibles: una visión desde un enfoque sistémico
Hernández, Sandra Janeth; Universidad Autónoma de Bucaramanga en convenio con la Universitat Oberta de Catalunya
Quejada, Ofelia María; Universidad Autónoma de Bucaramanga en convenio con la Universitat Oberta de Catalunya
Diaz, Gloria M.; Instituto Tecnológico Metropolitano
2016-06-09
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14170
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El desarrollo tecnológico asociado a los procesos educativos, ha generado nuevos espacios académicos que podrían facilitar la inclusión educativa a la población vulnerable, en especial a las personas en condición de discapacidad. Sin embargo, esta situación aún dista de la realidad debido a las dificultades de accesibilidad que presentan este tipo de soluciones. El desarrollo de ambientes virtuales de aprendizaje accesibles ha sido un tema de trabajo con amplia divulgación en los años recientes, sin embargo hace falta una mirada integradora y sistémica que permita abordar los factores que intervienen desde diferentes dimensiones como son: la tecnología, la pedagogía, la comunidad académica y los aspectos organizacionales, para cumplir realmente con el propósito de inclusión. Este trabajo presenta una guía metodológica que define lineamientos para el desarrollo de entornos virtuales de aprendizaje accesibles, considerando las cuatro dimensiones mencionadas.
oai:revistes.ub.edu:article/14341
2019-12-29T12:21:40Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/14341
2019-12-29T12:21:40Z
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Number 29 June 2016 - Monographic: Personal Learning Environments; 181-192
Using the Pinterest tool in the course History of Architecture, in the EHEA frame
Cimadomo, Guido; Departamento Arte y Arquitectura Universidad de Málaga
2016-06-09
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14341
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The experience of the course History of Architecture II in the adaptation to the requirements of the EHEA will be presented, showing the use of Pinterest, a visual Online Social Network to improve teaching innovation. Active participation of the students, based on the search of the contents of the course, was developed with the aim of using the advantages that interaction offers. The role of the students in the development of the same course was therefore strengthened, with the main strategy to give them a broader control and decisional power over its contents. The results related with academic learning and with social and organizational personal growing are positive, and presented in this paper.
oai:revistes.ub.edu:article/14374
2019-01-30T16:19:08Z
der:ATP
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v2
http://revistes.ub.edu/index.php/der/article/view/14374
2019-01-30T16:19:08Z
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Number 28 December 2015; 77-90
Uso del Smartphone y su reflejo en la escritura entre estudiantes de secundaria bilingües gallego – español
Torrado Cespón, Milagros; Universidad Internacional de La Rioja
2015-12-14
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The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
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Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14374
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A medida que las tecnologías avanzan y se hacen más presentes entre los escolares, es necesario estudiar el impacto de estas en su manera de escribir. Esta investigación analiza la influencia en la escritura adolescente de los llamados textismos. Se han llevado a cabo varios estudios sobre el tema, destacando los de Wood et al (2013; 2014) que concluyen que este lenguaje no amenaza los escritos. Debido a que dichos estudios se realizaron entre hablantes monolingües de inglés, era necesario comprobar si estas conclusiones se podían extrapolar a una lengua romance. Para ello, se escogió un grupo de estudiantes de secundaria hablantes nativos tanto de español como de gallego para aplicarles un test de redacción. Los resultados dan en parte razón a las conclusiones de investigadores previos pero también añaden un factor olvidado por ellos: la puntuación. Este artículo invita también a la inclusión del Smartphone en el aula para un buen aprovechamiento del mismo.
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Number 28 December 2015; 45-58
Web 2.0 en educación superior: formación, actitud, uso, impacto, dificultades y herramientas
Boza Carreño, Angel
Conde Vélez, Sara
2015-12-15
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14423
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En este artículo se presenta un estudio cuyo objetivo es conocer la percepción del alumnado universitario, sobre una serie de premisas y afirmaciones que parecen estar vinculadas a la actitud, formación, uso, impacto, dificultades y herramientas de la Web 2.0. Por otro lado se pretende determinar el nivel de conocimiento y uso de distintas herramientas Web 2.0. Se toma una muestra constituida por 403 alumnos/as pertenecientes a distintas titulaciones de la Universidad de Huelva. Los resultados obtenidos ponen de relieve la conveniencia de potenciar escenarios académicos que favorezcan el desarrollo de experiencias y faciliten el uso de estas herramientas.
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http://revistes.ub.edu/index.php/der/article/view/14456
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Number 28 December 2015; 91-101
The conversational framework and the ISE “Basketball Shot” video analysis activity
English, Vincent; Affiliated to the University of Cambridge, UK.
Crotty, Yvonne Patricia; Dublin City University.
Farren, Margaret Anne; Dublin City University
2015-12-15
The authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication.
The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
In order to mention the works, you must give credit to the authors and to this Journal.
Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
url:http://revistes.ub.edu/index.php/der/article/view/14456
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Inspiring Science Education (ISE) (http://www.inspiringscience.eu/) is an EU funded initiative that seeks to further the use of inquiry-based science learning (IBSL) through the medium of ICT in the classroom. The Basketball Shot is a scenario (lesson plan) that involves the use of video capture to help the student investigate the concepts of speed, velocity and acceleration. Using the LoggerPro® programme from Vernier Software and Technology (http://www.vernier.com/products/software/lp/), video is captured of a player throwing a ball towards the basket. The ball does not reach the basket, but instead bounces on the floor and continues its motion. The concept of constant velocity, vectors, acceleration in two dimensions is therefore demonstrated. Moreover, a connection with mathematics is established where the relevancy of linear and quadratic equations are clearly demonstrated in the context of the motion of the ball. The effectiveness of this lesson plan is evaluated through the lens of the “Conversational Framework” underpinned by the five stage inquiry-based learning approach.
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