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.
The webinar entitled Growing Up Together: Educational Research and Open Knowledge aims to discuss how to share data and open knowledge in educational research. Speakers from different universities who are experts in the field of pedagogical knowledge will participate in it.
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).
This book presents a diversity of epistemological and methodological proposals that are acting in complicated socio-educational settings, supporting and developing transformation projects. These represent a different orientation of the hegemonic practices and models, based on other assumptions in matters as essential as the vision of knowledge, the methodological procedures, the consideration of the participating subjects and the institutional and academic practices of doing research.
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.
Children, young people and adults must deal with all kinds of digital information on a daily basis, decoding different languages and messages in the media environment in which they operate. But do they all have the right tools, skills, knowledge and competences to handle these things?
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.
La Red Universitaria de Investigación e Innovación Educativa (REUNI+D): Implicaciones para la transformación de la universidad
Today, Thursday 28th, at the XI CIDU Congress, at 8:15 p.m. CET, we will held the symposium entitled “The University Network for Educational Research and Innovation (REUNI+D): Implications for the transformation of the university”, with the participation of Juana M. Sancho and Fernando Hernández (Esbrina), Teresa González (GIETE) and Adriana Gewerc (Stellae), and presented and coordinated by Víctor Hernández (EDULLAB). The aim is to offer a look at what REUNI+D is, its meaning and trajectory, and reflect on what the network contributes to teaching and research practice, the tensions and challenges of networking and the challenges for the future (open science. ..).
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.
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.