Abstract

In 1764, Antoni Portella i Enric presented his book titled Nou methode per aprendre la llengua llatina. Primera part dels Rudiments (in English: A new method for learning Latin. Part one of the rudiments) to the Palma Town Hall. The book exemplified Port-Royal dictates and the fashionable educational ideas of the 17th century; it was successfully used in Minorcan schools, but it did not catch on in Majorca. The fact that it was written in Catalan, a language that was commonly used on the smaller island subject to the Treaty of Utrecht, and competed with grammar books created by experts who questioned its adequacy, put it at the center of a debate on the methodology for teaching Latin, as was common across Europe in the 17th and 18th centuries, but with the addition of the conflict between the two vernacular languages, Catalan and Spanish. This work deals with the controversy of ideas about the Catalan, Spanish and Latin languages that was lived in the second half of the eighteenth century in Mallorca and Menorca in the field of education; as well as the grammatical works in use.

Abstract

This communication is centered on the opinions that the students of the second year of the degree of Educación Social of the University of Huelva have of the influence of television on the family education. In the second part of the piece of work, we deal with the opinions of the relatives of the students that are the object of the research. Some of them are their elders, people that lived when television didn’t exist or its use was a privilege for some sectors of society. This part of the research is directed towards the comparative analysis between the opinions of both the students of Educación Social and their relatives.

Abstract

French school system has always taken the cinema’s educational dimension into account . Nevertheless, the full integration of films in the cultural and educational activities of French pupils only dates back to the 1980s. Indeed, films are part of the syllabus as an optional course in the last three years of secondary school. Besides, from primary school onward, a whole system which enables pupils to become familiar with the cultural and artistic dimension of films has been set up thanks to the collaboration of the Ministries of Education and Culture.

Abstract

This paper presents the problems we have in a current society educated in the visual culture to teach Audio-visual Narrative in such a way that it takes a constant work of learning in the practical activity. Using this criterion, we begin studying the previous cultural parameters and continue with the practices, evaluation methods and feedback between pupils and teachers.

Abstract

The Information Schools (iSchools) are a prominent international academic network of information schools. Since its creation in 2005, about 80 universities have joined the network, through the respective faculties or departments thematically involved. The faculties or academic departments that are part of the iSchools study information, in close relationship with people and technology. We present a general overview of the iSchools that includes: the history of its origins and evolution, an updated review of its academic activity, and future trends. This overview is done through a critical review of a selection of existing literature on this academic movement. The review includes opinion and academic debate documents, scientific studies based on the collection and analysis of data from all the universities in the network or representative samples of them, and a look at the iConference, an annual world congress organized by this academic network.

Abstract

Visiting libraries and documentation departments is a common activity in information management teaching and training programs. However, these visits very often lack the necessary elements tomake them productive training experiences and not merely social activities. Prior preparation and identification of the students’ objectives and responsibilities, planning that ensures the visits are dynamic, andthe subsequent evaluation and sharing of the new ideas generated are some of the essential factors that foster reflection, critical thinking and participation.

Abstract

Nine digital courses on deciphering and reading palaeography are analysed. The study focuses on their goals, taking into account the borrowings inherited from the previous educational materials. The article begins explaining the main terminology. Later, it summarizes the characteristics of the traditional system of learning palaeography, since the current online systems are based on it. The aim of this retrospective view is to determine which achievements belongs to the ancient system. Finally the advantages and the virtues of the new learning systems are discussed.  

Abstract

This paper critically addresses the conditioning factors and considerations underlying the projection of Digital Humanities, as an operational discipline, to the field of educational praxis. The colonisation of this new area of competence consolidates the trend of translation of Digital Humanities, from its consideration as a methodological apparatus at the service of research, to the environment of professional praxis in various areas of knowledge. In order to address this issue, a conceptual delimitation is layed out to characterise the Digital Humanities in the academic environment, as opposed to the common use of the concept of ICT in Education. From this perspective, the development of new epistemic cultures is addressed in terms of the new ways of thinking implied by the flows and channels of knowledge reception in digital educational environments, as well as the need to integrate the Digital Humanities into these ecosystems in order to design and implement tools and sources of information semantically adapted to the needs of the environment, in relation to the different curricular requirements or pedagogical perspectives of each academic context. Finally, a brief allusion is made to how all these issues come together in what is known as “digital didactics”, understood as the set of strategies that inspire the new teaching-learning processes, optimising the pedagogical possibilities offered by new technological developments.

Abstract

The journalism being taught at universities in Spain is undergoing intensive changes as a result of the dual pressure exerted by the impact of digitisation in two specific aspects. The first is the journalistic system itself (business models, professional routines, information consumption, etc.). The second aspect involves the teaching guidelines established as a result of the implementation of the European Higher Education Area (EHEA). Focusing on the latter issue, the current debate regarding the orientation of journalistic education is calling for this aspect not to be relegated or limited to training in technical skills, which are constantly being renewed by technological developments of the digital environment. On the contrary, journalism education must also take into account other skills that foster the achievement of critical thinking, which is fundamental for the exercise of the journalistic profession. However, in the face of an increasingly digitised, competitive labour market, journalism studies and their training programmes also have a duty to provide the skills and competencies demanded by this market. In this paper, we have conducted a systematic review of some of the experiences of innovative teaching that have been successfully carried out in Journalism degrees taught in Spain for this purpose (service-learning, project-based learning, content curation, and edublogs, among others). These experiences reflect the involvement of university professors in providing comprehensive education for future journalists, with a strong emphasis on the intensive use of the digital resources currently available.