REUNI+D Blog

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Challenges of for a pedagogy of multiliteracies in the language classroom

It has become a cliché to point to the widening gap between the forms of communication that students develop in their personal lives and those required by their teachers. The exciting work carried out by Cope and Kalantzis (2000), members of the New London Group, summarized in the Pedagogy of Multiliteracies, mentioned this gap almost thirty years ago. In 1994, a group of ten academics held a series of meetings in New Hampshire, USA, in a hotel room called New London. These meetings claimed for a change in educational institutions to prepare students to navigate, produce and critically interpret emerging discourses in an increasingly diverse and complex world with increasingly sophisticated modes of communication.

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Technology corporations, digital education platforms and guaranteeing children’s rights with a gender focus (edDIT)

Even before the school closures in the wake of the Covid-19 pandemic, but especially since then, digital educational platforms have burst into the classrooms of schools in different parts of the world. In this context, large digital platform providers such as Google, Amazon or Microsoft have demonstrated an efficient capacity to respond to a situation that exceeded the ability of many public administrations to deal with the sudden digitisation of educational activities. However, the entry of these and other corporations (also known as BigTech) into our education systems had been years in the making.

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Round Table: Miradas desde la Ciencia Abierta

Recording of the round table Round Table: Views from Open Science, which took place on May 27, 2022 in Valladolid within the IV Summer School: The doctoral thesis and Open Science: dilemmas, trajectories and decision making, with the participation of Juliana Raffaghelli, Jesús Valverde Berrocoso and Pablo Rivera Vargas, and moderated by Eduardo Fernández.

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Pedagogical Lab PedaLAB UGR, a space to generate collaborative research practices

It is obvious that research is key to improving education, but how to ensure that this research has a real transfer and impact on educational contexts does not seem to be such a simple task. We raise this concern in the research group every time we start a new project: how to shorten the distance that separates the University and the School, seeking to reduce the existing gaps between the observer and the observed (Sancho-Gil & Correa-Gorospe, 2019).
From ICUFOP we have always been very respectful of the ethical considerations of research. Informed consent at the beginning, negotiation in the process and the return of reports in the final phase, but we were observing how this way of proceeding did not eliminate the distance between the research team and the team of teachers who were involved in the research we were conducting.
For this reason, for the development of the projects in which we are currently involved, NOMADIS and PedaLAB, we considered the possibility of exploring other forms of research.

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IV Summer School: La Tesis doctoral y la Ciencia abierta: dilemas, trayectorias y toma de decisiones

Committed to open science and to making scientific research and its dissemination more democratic and more linked to the needs of Society, REUNI+D, University Network for Research and Educational Innovation is pleased to announce that the IV Summer School will be held in Valladolid in May 2022, organized by the CEAEX group of the University of Valladolid.

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Collaborative networks for social transformation. Expanding dialogue in teacher education

A group of colleagues from different national and international universities, who are concerned about opening classrooms to collaborative work with schools and other non-formal educational organisations, have been weaving a lively and passionate debate for almost two years. Being part of an educational innovation project brought us together. This project was aimed to think about how to advance university teaching in relation to collaborative experiences outside the university classroom. The aim was to give meaning to academic and experiential knowledge crossed by a narrative process of learning and evaluation.

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Social media laboratories. An experience of socio-educational creation at the university

Social laboratories, as spaces for socio-educational experimentation, have become one of the main mechanisms for innovation nowadays. In this framework, medialabs emerge as a type of laboratory focused on experimentation with technologies and media and evolve, with the development of the digital society, into laboratories of citizen mediation and social innovation.

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Inclusive education and attention to diversity: an unsolved subject in the teacher training curricula in Spain

The educational reform, which began at the end of 2020 with the approval of the LOMLOE (Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education) continues its journey by addressing at the beginning of this year 2022 one of the issues that generates the greatest expectation among the educational community: the reform of the teaching profession. In accordance with the planned calendar, in the first months of the year the Ministry of Education will present a proposal that will cover, among other issues, those related to initial teacher training. Presumably, this reform will lead to a review of initial teacher training programs by universities, which will have to accommodate them to the resulting renewed framework of competences and contents.