Author: REUNI+D Artículos

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How and where do young university students learn? Conceptions, strategies, technologies, and contexts in their learning trajectories.

Today, many of the young people studying at university are considered “post-20th century” (McCrindle and Wolfinger, 2011). Not only because they were born after the Internet and the WWW, in an increasingly digital world, but also because they have grown up in a VICA (volatile, uncertain, complex and ambiguous) social, political, economic and technological context. Young university students are present in social protest movements and at the same time are more fearful and conservative (Haidt and Lukianoff, 2019). These young people, who are considered the first Homo Globalis or citizens of the world (Broennimann, 2017), have grown up connected to virtual environments and with access to more information than those of any other generation (Seemiller and Grace, 2017).

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Adolescence and gender: EDIGA, a research project on identity constructions in the 21st century

The EDIGA (Digital Environments and Gender Identity in Adolescence) project seeks to analyse and understand the role that digital environments play in the process of gender identity construction during adolescence in different sociocultural contexts – Spain, Mexico and Uruguay – thus making contributions to both families and schools.

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Curriculum Reform: New approach, old discussions

Lenght, fragmentation and insuitability. Three problems that define the Spanish curriculum, and which are described, in an excellent exercise of clarity and precision, by Guadalupe Jover, the secondary school teacher who presented, with the Minister and César Coll, the new Curricular Reform just a few weeks ago.

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Migrant students in Educational Systems from a child and youth-centred research

MiCreate employs a methodological research perspective called ‘child-centred approach’ (Due, Riggs & Augoustinos, 2014). This viewpoint introduces the need for a series of deconstructions of the usual way of conducting educational and social research to intensively consider the participation and interests of children and youth. The interest in deepening the recognition of children and young people and their agency is related to a significant shift towards a less adult-centred and more child-centred relationship. A review of the meanings, the methodological and ethical implications of this approach has led us to observe that the foundations of this perspective in research appeal to the participation of children, their agency and authorship in the creation of knowledge and their capacity to make decisions, act and express themselves within the framework of a research process (Stuardo-Concha, Carrasco & Hernández-Hernández, in press).

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The teaching materials of the Escuel@ Digit@l

This research, directed by Professor Area Moreira and carried out by research groups from different Spanish universities (CRIE, EDULLAB, STELLAE, among others) has delved into the status of the question concerning the production, distribution and pedagogical use in Primary Education schools in the Spanish context.

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Project: Knowledge nomads: analysis of disruptive pedagogical practices in Secondary Education

The research project is oriented to the critical analysis of emergent pedagogies experiences and disruptive practices in secondary education. The main goal is to transform these settings into a laboratory for educational experimentation through sharing designs, prototypes of experiences and cultural products. We considering the current situation of secondary education such uncertain, characterized by deep disaffection on the part of the students. For this reason, this research takes the concept of disruptive innovation that raises the need to rethink and modify in a connectives’ way the educational institution.

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Open Science: Another way of doing science at university

The concept of Open Science brings a new way to carry out the scientific research and emphasise the collaborative, transparent and accessible conditions of this task. It demands that researchers make available their results, but also they must assume the commitment of applying practices to promote the use of shared resources. Several organizations, like EU and UNESCO, are driving initiatives in order to achieve this aim, and universities, as one of the main sources of new knowledge, are assigned to be an essential element in this new scene.

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Research in educational technologies: where does it come from and where is it going?

To answer the question of the tittle, the chapter “Research on educational technologies: beyond artifacts” (Area, Miño, Rivera-Vargas & Alonso, 2020) published in the book “Caminos y derivas para otra investigación educativa y social” by Editorial Octaedro, analyzes the dominant and the emerging trends in research on educational technologies in the context of the digital society.

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Is It Possible to Conduct Educational Research Committed to Social Transformation?

In the chapter Educational Research and Social Responsibility (2020), we value the need to carry out educational research engaged in social transformation from the approach of Science with and for Society (SwafS). In this situation, transfer models play a relevant role in creating synergies between all the agents involved and providing research with social impact. Research and practice partnerships are a challenge and a requirement for the credibility of educational research.