REUNI+D

University Network for Research and Educational Innovation

REUNI+D Blog

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For an education for repopulation

At present, the need to reflect on the phenomenon of “Empty Spain” has been awakened, or what is the same, the urgent need to stop the process of rural-urban emigration, which since the late nineteenth century with more notoriety, has been occurring to this day. Proof of this is the inauguration of the Ministry of Ecological Transition and the Demographic Challenge (2019), whose objectives in this second mission are defined from this prism, which states that ‘The sustainability of our Welfare State requires facing the challenges of population dynamics, which can put at risk social cohesion, territorial structuring and our model of coexistence. The Demographic Challenge is a fundamental dimension of social and territorial cohesion in our country, and one of the priority axes in the pending reform agenda (…). The European Green Pact must guide investments towards a fully decarbonized and climate change resilient economy by 2050.

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«Futures Studies» in Education. A multidisciplinary method for prospective studies in Educational Technology

The relationship between education and the future is unquestionable. Educational objectives are projected in a temporal perspective, executing strategies that catalyse the individual, social and professional development of individuals. From this point of view, «Futures Studies», as a prospective discipline, play an essential role in the educational field by providing theoretical and methodological tools that allow projecting expectations, anticipating effects and encouraging critical reflection in the educational process (Miller et al., 2018).

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Teaching with all students in mind. The Universal Design for Learning model

The 2030 Agenda has given rise to a great consensus on the importance of adopting or advancing quality education and that, for this to be the case, it must be inclusive, guaranteeing equal opportunities for all people.
In this process, teachers and centers emerge with a leading role to achieve it from their strategic position, since they are the direct agents. They are the ones who put into practice the actions that allow educational environments to change, to make a reality the access of all students to the teaching contexts and processes that satisfy the needs of each and every one of them.

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Digital writing and education: m-learning

This work analyzes the educational potential of m-learning or learning supported by digital devices, such as smartphones, tablets and laptops. Its main advantages are permanent connectivity, mobility with Internet access anywhere (ubiquity), and interaction of different types with touch screens and educational and creative applications. Digital writing is a consequence of the use of these devices. Here, arguments are provided for the debate on the position of teachers and educational institutions regarding the presence of these tools in classrooms.

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Assistive Technologies in teaching as an inclusive challenge

The WHO indicates that more than 1 billion people need Assistive Technologies (AT) and by 2030 there will be 2 billion. Among these technologies, 50 stand out as priority technologies that should be included and available in all social service settings (WHO, 2016) and public services such as schools. Given this, it is worth asking ourselves, are we prepared to develop an inclusive technological organization within schools in an adequate proposal? Can we do it, or at least, define the necessary structural parameters? European observatories point out that we are far away from a deep application of ICT in classrooms and far away from a complete inclusion (European Commission, 2019; European Agency for Special Needs and Inclusive Education, 2023).

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Building global citizenship in the age of digital capitalism

In the complex and increasingly interconnected world we live in today, a world facing an unprecedented eco-social crisis, there is no escaping the need to build global citizenship. Against this backdrop, Global Citizenship Education (GCED) has become an essential field of study and intervention encompassing a wide range of practices that, over time, have given rise to a multiplicity of meanings and debates.

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Re-situate and transit the transformation of university praxis from the visual narrative enquiry

Our research group has been promoting various initiatives in the sphere of lifelong learning for teachers to develop collaboration between different agents and contribute to rethinking the actions that commit the university to educational and social transformation (Giroux et al., 2022).
In this area of work, we have been developing a research process to re-situate our university praxis by exploring the decolonial turn through the recreation of our classroom experiences. We aim to be able to generate and consolidate a collaborative scenario to share our reflections on the work of community teachers along a path that is open to the possible, in which the different ways of relating the educational experience can converge, mediating the establishment of relationships and the meanings generated about our practice. In parallel, we arbitrate reflection on the strategies promoted to enhance the professional development of the participants, analysing the findings and difficulties of the research process itself.

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Promoting Data Literacy in the University Environment: Training Experiences with Undergraduate Students

En today’s data-driven society, data must be seen as an essential resource in the teaching-learning process and, to this end, university teachers must be able to identify, visualise, analyse and evaluate data sets.
Data literacy is understood as a person’s ability to read and understand the meaning of data, which contributes to any citizen being able to make decisions that affect their professional work and/or daily life, based on data (Martín, & Iglesias, 2022). For this reason, this literacy -together with others such as information and digital literacy- should be present at all educational levels and, in particular, in university education. Similarly, it is important to highlight that data literacy and education are not only limited to technical skills for working with data, but also include an understanding of ethics and privacy in the use of data (Correa, Losada, & Gutiérrez-Cabello, 2021).

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Model of career management skills CAREERS

The European Erasmus+ project CAREERS AROUND ME- Smart technologies for improving Career Management Skills The European Erasmus+ project is based on the key role of career management skills (CMS) in lifelong guidance, as is reflected in the resolutions and guidelines of the Council of the European Union and the ELGPN which address this issue (ELGPN, 2012). Its aim was to propose a framework of career management skills that would allow to design interventions able to activate and support each individual according to their needs and taking into account their life context and, at the same time, to provide a tool for policy makers to monitor the role of professionals and services involved in guidance.

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Data management in favor of teaching quality: learning analytics

As users of technology and as teachers in the area of educational technology, we use a multitude of platforms to support our daily work. Some of them are provided by the university where we work and others are external tools to which, with a greater or lesser awareness, we offer data with which in many cases we do not know what to do with them (Camino, 2022). When we work with our students, both in face-to-face and virtual classrooms, we are constantly exposed, all of us, to leaving a trace of our activity, but what can all this data offer us? How can we use it to improve our Teaching work?