Abstract

As a result of the emergence of Information and Communication Technologies (ICT) we are currently experiencing a period of major changes. Higher education plays a key role in helping students to acquire the competences which enable them to be autonomous in both academic and professional environments, where ICT literacy and collaborative processes are considered crucial. This study analyzes students’ perceptions about how the collaborative construction of an online project facilitates the acquisition of digital competences. It examines the methodological approach, within the context of the Open University of Catalonia, of the subject: «ICT Competences». This subject is conducted fully online at the UOC, and learners are required to engage in a collaborative project organized in 4 phases: starting, structuring, developing and concluding. Based on an evaluation research approach, quantitative and qualitative data from a survey have been triangulated. The results support the pedagogical methodology which forms the basis of this subject and indicates that collaborative projects facilitate the acquisition of digital competences, highlighting those linked to digital teamwork and digital attitude. The conclusions reinforce the importance of Computer Supported Collaborative Learning (CSCL) processes, the need to put forward pedagogical proposals for the acquisition of both digital and collaborative competences and the relevant role of the teacher in this process.

Abstract

Collaborative learning has a strong presence in technology-supported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a non-experimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCL-based subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning.

Abstract

Social movements based on collective intelligence are consolidating and adding participants. Information exchange and management, as well as collaborative learning , are identified as key to success. Plaza Podemos and the PAH school (for people facing mortgage foreclosure: Plataforma de Afectados por la Hipoteca) are two good examples.

Abstract

Hackathons are going beyond the technological interests to reach the social ones. This undoubtedly upward trend allows the exchanging of information and experiences, learning and creating knowledge collectively, solving problems, and responding to the needs of society. Hackers have been programming and solving problems collaboratively for decades. Citizen hackathons have been adapted to solve social problems. Its organizational structure, which implies horizontal and intensive dynamics, allows the participants to complement their individual experiences and skills and to develop specific solutions.

Abstract

Co-creation is a social, active, and creative process, based on a collaboration between the members of an institution / organization (producers / employees) and the clients / users, generating value for the latter. It is a collaborative process to enhance the creative thinking of users and to generate innovative ideas. In this way, the services provided by the organization are aligned with the needs and requirements of the clients. The public institutions of some autonomous communities in Spain are applying co-creation strategies to improve the services they provide to the public, while at the same time favoring closeness and proximity.

Abstract

Two research groups at the Inter-American School of Library Science, University of Antioquia (Medellín-Colombia), share their experience and lessons learned during the adaptation and use of the Moodle learning management system (LMS) platform as a useful means for information, documentation, and knowledge management in research projects. Moodle was developed as a tool for online course management. This ongoing adaptation has yielded important benefits to the researchers and become a model for the University. This type of technological platform, available to most universities for instructional purposes, has potential to become a key developmental tool for any research project or group.

Abstract

Social media have enhanced the innate human capacity for knowledge sharing. The so-called social media have emphasized the ‘social’ aspect, i.e., the collaborative and cooperative qualities, and social learning is one of the results. Information professionals, who have always been inclined to share information and innovations related to their discipline, have taken advantage of the possibilities that social learning offers. Strengthened by solid networking that has been fostered by years of initiatives like EXIT or E-LIS, librarians and information scientists improve their daily practice by learning collaboratively. From ground-breaking lists like IweTel or Públicas  to blogs like Biblogtecarios or Dokumentalistas , each professional has been able to build her or his own personal learning environment. Various professional networking online environments are described, and special attention is given to the recent Social Biblio project and its active learning network.

Abstract

International audience; This paper explores the introduction of mobile technologies in a particular serious games subset called learning games. We focus on two main purposes where mobility turns out to be useful: situated learning and collaborative learning. The article outlines the opportunities and the remaining challenges for these learning situations. Some important issues are highlighted for immerging learners in real context. We also propose some scenarios to illustrate the benefits of mobile devices in classroom situations. Document type: Part of book or chapter of book

Abstract

In a globalized and media society with unprecedented technological development, institutions of higher education are adapting their training models to face this new challenge. This study aimed to determine students' self-perception of their media competence and the differential influence of an ecosystemic model of training that is being implemented experimentally. The research methodology is mixed, as both a quantitative (descriptive and inferential analysis) as well as a qualitative analysis (are made of the contents of the open reports). A total of 808 university students enrolled in the 2015-16 course in different university centres and countries (Faculty of Teacher Training and Education, and Faculty of Economics-Business of University of Oviedo (Spain) and Technological Institute of Mexico), completed a questionnaire about media competence and wrote open reports about their experience with ecosystemic models. The results showed that university students have a favorable self-perception of their level of media competence, and they consider it important to develop by means of transversal training and ecosystemic training models. Significant differences between the students of the different degrees also emerged depending on whether or not an ecosystemic approach was used to develop the subjects. In conclusion, the study shows that these models favor teaching-learning processes in the university by adapting the technology to the users and improving their media competence.