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El principal objetivo del artículo es analizar de qué manera una empresa periodística pública centrada en la producción de contenidos sonoros como es Radio Nacional de España aprovecha las posibilidades narrativas del pódcast, atendiendo al caso específico de los especializados en el entorno cultural. La selección muestral contempla ocho pódcast y un total de 730 episodios analizados, cuyo estudio se lleva a cabo mediante la combinación de un análisis cuantitativo, que contempla siete variables (denominación, tema, URL, plataformas de distribución, creación, periodicidad y rango de duración), y de un examen cualitativo basado en el análisis de contenido que considera cuatro aspectos prioritarios (recursos humanos, géneros periodísticos, recursos sonoros y estructura de contenidos). Como resultados más destacados, se percibe una amplia variedad en las facetas de tratamiento informativo, ritmo narrativo, empleo de géneros periodísticos y rango de duración y se concluye que RNE realiza un notable esfuerzo por impulsar esta tecnología.

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Objetivo. La educación social no es ajena a los cambios de la sociedad actual cada vez más tecnologizada. En este sentido, el objetivo de este estudio es proporcionar un panorama actualizado del estado de la cuestión a partir de una revisión sistemática de la bibliografía científica sobre educación social, conceptos clave (profesionalización, identidad y desarrollo profesional) y la Web 2.0. Metodología. Se realizó una investigación cualitativa basada en una revisión sistemática de la bibliografía internacional tomando como referencia la herramienta PRISMA-P entre los años 2012 y 2021. Concretamente se ha llevado a cabo un análisis del contenido a través del software Nvivo 12 versión Release 1.5, realizando búsquedas de texto, mapas jerárquicos y matrices de codificación, entre otros. La selección definitiva contenía 22 artículos que fueron revisados y categorizados de manera inductiva-deductiva. Resultados. Los medios sociales tienen una repercusión notoria en aspectos fundamentales de la educación social como son la profesionalización, la identidad y el desarrollo profesional. Destaca la necesidad del desarrollo competencial de las educadoras y educadores sociales para un desempeño ético de su labor en el espacio virtual. Conclusión. En la actual sociedad tecnologizada el uso de los medios sociales continúa su ascenso exponencial y la profesión de la educación social debe buscar su espacio también en el ámbito virtual, reconociendo que la profesión tiene que dar respuesta a una sociedad en la que internet es un espacio de comunicación. En este sentido, se aboga por una mayor definición de las competencias digitales en la educación social.

This paper aims to understand a polemical episode (Amossy, 2017) on social network Twitter headed by Xuxa Meneghel about the use of prisoners as human guinea pigs (Boyd; Ellison, 2008; Cabral, 2022; Kwak et al., 2010; Recuero; Zago, 2010), from the perspective of the Dialogical Model of Argumentation (Plantin, 2008). The analysis of internet users' interactions was undertaken so that we could see the argumentative strategies used by interactants in contexts of disagreement of opinions, as is common in web 2.0 (Paveau, 2021). Disagreements are here part of a stase, like we may observe in DMA. After a detailed examination of the corpus, we noted the "spreading of the argumentative stasis", that is, a divergence of opinions so deep that leads the interlocutor to the silence. It was verified that the polemical interactions were materialized by the use of ad hominem, ad personam and ad populum arguments (Grácio, 2013; Plantin, 2016; Walton, 2006), in order to invalidate, disallow and generalize the position of the opponent and to discourage interactional mechanics of the interaction, leading the actantial opponent to the abandon of the dialogue. Thus, we verified the supressing of the interlocutors' voice, a procedure of the eristic ancient Rhetoric. [ABSTRACT FROM AUTHOR]

Recent transformations in Information and Communication Technologies have raised concerns about the representation and presentation of information in its various means of creation, storage and sharing, especially after the emergence of Web 2.0, in which information is not only found in static modalities, but dynamic and hypertextualized. Among the various resources and forms of interaction present in Web 2.0, Folksonomy stands out, a form of indexing or categorizing informational objects carried out collaboratively in Web environments. The present study's general objective is to analyze the importance of Folksonomy for Information Science. The specific objectives are: to build a theoretical framework on Folksonomy and Web 2.0 in the context of Information Science; study the concept of Folksonomy and its typologies; understand Folksonomy as a practice arising from Web 2.0. This is a qualitative, theoretical and exploratory study. A bibliographical survey and a literature review were carried out to create a theoretical framework that responded to the objectives of the study. Based on the analysis of published literature on Folksonomy, it can be stated that it provides greater participation from communities of interest in general, and can be a relevant object of study for future research in the area of Information Science. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyze the digital technologies used in the knowledge management process in the marketing sector of a large higher education institution in southern Brazil. Together, we seek to identify possible improvement points in the observed practice and the theoretical proposal developed during the study. Empirical data were collected through semi-structured interviews and complemented with a documental survey and participant observation in loco. Como principais resultados, destaca-se que foi identificado um espaço potencial para capacitação dos profissionais sobre a utilização das ferramentas da Web 2.0 e ferramentas colaborativas, a fim de obterem maior proveito das funcionalidades das mesmas. [ABSTRACT FROM AUTHOR]

Las profundas transformaciones provocadas en los últimos 20 años por el nacimiento de los medios digitales de comunicación y producción de contenido, así como por la irrupción y consolidación de las redes sociales, han dado lugar a nuevos roles y formatos en la arquitectura. La autoedición en medios digitales ha permitido la emergencia de nuevas voces y discusiones que no dependen exclusivamente de los medios tradicionales y la academia. En particular, han surgido nuevos roles, como es el caso de los comunicadores y curadores digitales de arquitectura, habiéndose consolidado el formato de noticias de arquitectura como una forma de difusión. Sin embargo, también ha habido un debate en torno a la hiperproducción de imágenes y su posible impacto en la producción de discursos en la cultura arquitectónica. Además, las redes sociales han cambiado el modelo de negocio y consumo de información, y han consolidado sus algoritmos como un nuevo poder blando.

O objetivo deste artigo é fornecer uma discussão epistemológica sobre as fake news, entendendo-as não apenas como notícias falsas, mas, de uma forma mais ampla, como informações falsas provenientes de ações deliberadas de desinformação, movidas por interesses econômicos, políticos, ideológicos e sociais, divulgadas em mídias impressas, televisivas, radiofônicas e digitais (online), mormente em redes sociais da internet. Para tanto, discuto a ideia de participação na internet, tomando como base o conceito de Web 2.0, situando-o à luz do conceito de multissinóptico. Em seguida, mostro como elementos de natureza sociotécnica das redes sociais da internet, ao envolverem agentes humanos e não humanos, são mais complexos do que os meios tradicionais de comunicação de massa, e como isso contribui para a produção e proliferação de fake news. Por fim, teço algumas considerações sobre o que entendo como educação crítica para lidar com as fake news no contexto atual, buscando, assim, apresentar algumas alternativas que sejam factíveis e possam nos fazer “esperançar” o futuro.

El lipdub o doblaje de labios es un fenómeno paradigmático de la cibercultura, una expresión audiovisual de contenido musical que bebe de fuentes como el videoclip, el play-black, la remezcla, la creación colectiva y el flash mob, y encuentra en la Red su principal canal de difusión. Vídeo, música e Internet confluyen en esta nueva experiencia creativa de carácter colaborativo, en la cual los usuarios –como es característico de la web 2.0-, adquieren un papel protagonista. Analizar los orígenes, las características formales y de contenido de esta nueva tipología de videoclip musical, así como sus usos y promotores o su incursión en otros medios, como la televisión, son los principales objetivos de este artículo.

This paper discusses part of the results of a research that aimed to investigate the contributions of History teaching to an omnilateral or polytechnic formation in the context of Integrated High School through the application of an interactive didactic sequence supported by Web 2.0 resources. In this context, we developed and applied the educational product through qualitative research, of a descriptive-explanatory nature and with an interventionist character, and analyzed its contributions to the development of historical awareness in the students involved. We base our approach on the "classroom-workshop" model, which aims to give protagonism to young people, overcoming traditionalist teaching practices. In this work, we make a specific analysis of the possibilities of Facebook® as a tool to support learning, from the perspective of the students involved, and show the development of historical awareness in such subjects. The results point to a promising experience with the social network, appreciated by the students, who showed enthusiasm with the teaching approach, highlighting greater ease in understanding the content. The students consider that their culture and knowledge of the world were valued, creating a climate of familiarity with the tool used, which led to teaching and learning based on a dialogical education, resulting in a wide interaction and debate and having work as an educational principle. The promotion of the protagonism of the students generated greater interest in the studied contents and contributed to the overcoming of a historical awareness of the traditional type towards the formation of a historical awareness of the genetic type, fundamental for a comprehensive quality education. [ABSTRACT FROM AUTHOR]

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As redes sociais vêm desenvolvendo um importante papel no marketing e têm provocado mudanças no comportamento do consumidor ao exercer influências no processo de compra de um bem ou serviços. A pesquisa se propôs a investigar as influências das redes sociais no processo de decisão dos consumidores das óticas. Para a realização do estudo, foi utilizada uma metodologia de caráter descritivo com abordagem quantitativa e coleta dos dados, por meio de aplicação de 210 questionários com os consumidores das óticas de Pau dos Ferros/RN. A análise dos resultados deu-se por meio de testes e métodos de análises estatísticos, qual seja, Teste de Bartlett e KMO, Cronbach Alpha, teste t de Student e a análise fatorial. Nos resultados, constatou-se que os consumidores de óticas são influenciados pelo conteúdo que eles visualizam nas principais redes sociais (facebook e whatsapp) e, principalmente, quando alguma variável acerca da qualidade do produto, preço, marca, propaganda e indicação de familiares e amigos está presente nas postagens.

Research on the socioeconomics of culture, the collaborative Web and the creative economy have converged today in an ideological construct: the notions of creative industries and the creative economy, at least as they are presented by national and supranational institutions and experts. Most of these themes were introduced into Francophone research through Anglophone works. In this regard, the distinction between various forms of critical research on the one hand and non-critical research on the other seems much more fundamental. As a consequence, we propose to take the notion of creative industries seriously, deviating from the definitions given by experts so as to build a critical theory of creative industries that reflects the dynamics of the economy of symbolic goods.

The advent of Web 2.0 reverberated in many scientific studies, including in the linguistic sciences, raising questions about the theoretical postulates developed in the predigital context. In this sense, this paper reflects on the notion of context. For this purpose, we explain the theoretical contributions that we claim for the expansion of the notion of context, based on the studies of Hanks (2008), Paveau (2013, 2017), Émérit (2017) and Cavalcante et al (2019), and we plead that the conception of context corresponds to the vision of environment itself. In this way, we accept Paveau's assumption that the linguistic gestures that take place in the digital ecological environment should be considered within a fundamentally hybrid relational dimension between the human and the technological. However we claim that this relational, hypertextual, non-linear and unpredictable character of digital ecosystems it is only functional in the dynamics of interaction in which texts take place, integrated to broad social contexts, in which a set of values intersect in the argumentative dimension of every text. [ABSTRACT FROM AUTHOR]

This paper discusses part of the results of a research that aimed to investigate the contributions of History teaching to an omnilateral or polytechnic formation in the context of Integrated High School through the application of an interactive didactic sequence supported by Web 2.0 resources. In this context, we developed and applied the educational product through qualitative research, of a descriptive-explanatory nature and with an interventionist character, and analyzed its contributions to the development of historical awareness in the students involved. We base our approach on the "classroom-workshop" model, which aims to give protagonism to young people, overcoming traditionalist teaching practices. In this work, we make a specific analysis of the possibilities of Facebook® as a tool to support learning, from the perspective of the students involved, and show the development of historical awareness in such subjects. The results point to a promising experience with the social network, appreciated by the students, who showed enthusiasm with the teaching approach, highlighting greater ease in understanding the content. The students consider that their culture and knowledge of the world were valued, creating a climate of familiarity with the tool used, which led to teaching and learning based on a dialogical education, resulting in a wide interaction and debate and having work as an educational principle. The promotion of the protagonism of the students generated greater interest in the studied contents and contributed to the overcoming of a historical awareness of the traditional type towards the formation of a historical awareness of the genetic type, fundamental for a comprehensive quality education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Exacta is the property of Exacta - Engenharia de Producao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Estudio de análisis cualitativo, en el que se presenta el mapeo de relevantes experiencias gubernamentales internacionales en la preservación digital de contenidos generados en medios sociales en Inglaterra, Estados Unidos y Australia. Los análisis se basaron en características tecnológicas, que abarcan cuestiones relacionadas con la plataforma de medios sociales, solución tecnológica de recolección de datos, estrategia de preservación y formato de los datos almacenados. Las características contextuales buscaron identificar cuestiones relacionadas con los metadatos para garantizar la procedencia, autenticidad, gestión de derechos y tipos de acceso. Es posible concluir que existe un aumento en el uso de medios sociales en el ámbito gubernamental, resaltando, además, que los marcos regulatorios archivísticos deben ser considerados en las acciones de preservación de estos contenidos. La instantaneidad comunicacional y participación del ciudadano en los medios sociales han exigido al Estado una actuación rápida y transparente. Las plataformas de medios sociales no demuestran compromiso con cuestiones vinculadas a la recolección y archivado de contenidos para la preservación. Los resultados señalan que existen varias similitudes en las experiencias gubernamentales en cuestión. Las iniciativas comenzaron hace más de cinco años y utilizaron las principales plataformas de medios sociales existentes. Las experiencias utilizan como estrategia de preservación la emulación.

The present work explores under which conditions it is possible to claim that the web 2.0 is fostering the development of neoliberal subjectivities. To this end, the first part is devoted to examining some arguments that hold this position in the field of Internet Studies. Based on these arguments it is proposed that, even if it is possible to link the design of some digital social networks with key elements of neoliberalism, it is necessary to pin down the specific sense of a power relation. The second part of this article explains how a Foucauldian Neoliberalism Studies might offer a theoretical apparatus to solve these problems. Finally, some of the limits of this model are suggested, as well as future lines of enquiry.

The need to organise encounters between different generations is growing because solidarity between generations is crucial to ensure a fair society for all ages. However, bringing together different age groups is not enough to create a successful intergenerational dialogue. The content, activities and methods used when very different groups come together, should draw the attention of members of both generations. In this regard, the possibilities that virtual tools offer for the deployment of interventions of this type should be a subject of study. Therefore, this paper presents the evidences obtained in relation to the potential of these new tools to promote the welfare of all those involved in programmes of this type, identifying and analysing the online resources used by them for this purpose. The main results suggest that these interventions offer good opportunities to share the learning on equal terms and to address their coexistence together and in completely new ways. The first author received funds from an aid intended to finance the predoctoral recruitment of research staff granted by the Regional Government of Castille and Leon (EDU/1083/2013), co-financed by the European Social Fund, within the 2014-2020 Operational Programme of the European Regional Development Fund (OP ERDF) of Castille and Leon.

The present article describes the partial results of a research analyzing the application of an interactive didactic sequence with the support of Web 2.0 resources for the teaching of History in a High School class integrated in Professional Education in a Brazilian public school. Using explanatory descriptive qualitative research of an interventionist character, an educational product was developed and applied and its contributions to students’ historical awareness were analyzed. In this study, the support of Web 2.0 in the process is specifically analyzed. Results point to the acceptance of these tools on the part of students, as well as the facilitation of learning, and the development of historical awareness stemming from content interaction and production. The tools used offer a varied array of informational directions and formats, and the students’ familiarity with resources allowed for a greater appropriation of content.

This mixed method research project sought to unveil pre-service EFL teachers’ perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students took part in a twelve-lesson workshop assisted by a file storage and synchronization service. Data collection included a semi-structured interview, a Likert-scale survey, and a tailor-made selfassessment rubric. Findings indicated that participants held positive perceptions of the collaborative process and were very satisfied with task evaluation, quality of interaction, and goal setting. The analysis also showed a significant correlation between the participants’ perceptions of collaboration and their performance self-assessment. The results suggested that blended collaborative writing should be considered in courses aimed at developing pre-service teachers’ EFL communicative competence. It would help them maximize their writing skills in English and reinforce their interpersonal skills in foreign language learning processes.

O presente artigo de revisão busca refletir sobre o espaço de atuação da biblioteca, principalmente no âmbito do mundo globalizado, que integra pessoas e instituições a partir do ambiente digital. Para isso, apresenta brevemente a evolução da biblioteca enquanto instituição custodiadora de acervos até a unidade de informação com foco primordial na disseminação da informação e do conhecimento, contando, para isso, com o aporte da Biblioteconomia e da Ciência da Informação. Contextualiza o surgimento do computador e o uso da internet como marcos, até se chegar à Web 2.0 e suas ferramentas. Defende que a tecnologia aponta para uma modificação do ‘fazer’ das bibliotecas, que podem romper barreiras de espaço e tempo, e utilizar aspectos do marketing para que sejam atingidas e satisfeitas as necessidades dos interagentes. A biblioteca deve considerar a junção do marketing com a tecnologia e o design, para definir boas estratégias de atuação em um cenário digital irreversível, evoluindo no trato com seus interagentes reais e potenciais, e levando em consideração a interação na implantação e melhorias de produtos e serviços.

This article focuses on five flaws of Christian Fuchs' approach of Web 2.0 economy. Here, Fuchs' views on immaterial production, productivity of labor, commodification of users' data, underestimation of financial aspects of digital economy, and the violation of Marx's laws of value production, rate of exploitation, fall tendency of profit rate, and overproduction crisis are put into question. This article defends the thesis Fuchs fails to apply Marxian political economy to the contemporary phenomena of Web 2.0. economy. It is possible to avoid Fuchs' errors, and another approach is possible to remake Marxism relevant for an analysis of the new media economy. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies have reconfigured the forms of producing, communicating, and disseminating science. In this context, it is assumed that in the scope of Web 2.0, science blogs can be a tool in performing these roles. Thus, the objective of this work is to characterize science blogs in the field of Brazilian Information Science, aiming to present the temporal dynamics in the field of scientific dissemination and dissemination. It is an exploratory study, of the quali-quantitative approach, that uses the gathering data as a method for collecting existing blogs, through a search in the blog "De Olho na CI" and on the website of the Faculty of Information and Communication of the Federal University of Goiás. It is concluded that the temporal dynamics of blog use in Information Science in Brazil cannot be dissociated from a format change that was brought about through the web 2.0, which introduced social networks and academic social networks, and that both do not completely comply with the role proposed by the spiral of scientific culture. [ABSTRACT FROM AUTHOR]

Copyright of Comunicação Pública is the property of Escola Superior de Comunicacao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The resulting change in the advancement of technology raised what some may call the "web 2.0 age", where hypertexts are usually present in the documents of the Internet. In turn, social networks gained ground enabling information flow at any given moment. Based on these assumptions, and by means of a literature review, both the use of hypertext as a contributor of information flow among the social networks, as the study librarian marketing in the business communication, strategic activity in which the information worker uses new technologies in order to apply them as propagators of the library, its products and services, are the two aspects approached in this research.

Con el objetivo de hacer llegar a todo el público interesado el Patrimonio Naval y Marítimo que nos ha sido transmitido, la Cátedra de Historia y Patrimonio Naval ha desarrollado una serie de recursos 2.0. Con objeto de perfeccionar los puentes digitales tendidos, se analizan las publicaciones en una de las herramientas generadas, un blog, y su interacción con otra de las que más éxito ha alcanzado, Facebook. Para ello, con una muestra de 250 entradas, se estudian aspectos como su categoría temática y el número de visitas recibidas, así como los me gusta, recompartidos y los comentarios recibidos, tanto por las publicaciones de la bitácora como por sus réplicas en la red social. Los resultados muestran que los temas más consultados, aparte de los genéricos, son leyendas y mitos marineros e Historia de la Construcción Naval; en el blog se reciben un mayor número de visitas pero más dispares, mientras que en la red social se obtienen menos pero más regulares; se obtienen más me gusta en Facebook que en la bitácora, pero en ambas herramientas aumentan progresivamente; los recompartidos crecen considerablemente en el último tercio del período; los comentarios, por su parte, se producen en mayor medida en el blog. Finalmente, se concluye que se ha realizado una gestión bastante eficiente de las aplicaciones de comunicación 2.0 analizadas, pero para optimizarlas de cara al futuro se deben pulir algunas cuestiones.

Tras una década de desarrollo, la aplicación de soluciones de Salud 2.0 ha comenzado a introducirse en Colombia. La investigación analiza cuáles son los factores que determinan el uso de la web 2.0 por parte de profesionales y estudiantes (residentes) del campo de la enfermería y la medicina en Colombia cuando desempeñan la atención sanitaria en los centros médicos donde laboran. Mediante una investigación de carácter correlacional-explicativa, se aplicaron encuestas a una muestra representativa de miembros de la población estudiada con e=+/- 4,8 y 1-α=0,95. Los datos obtenidos permiten apreciar, entre otros alcances, un bajo nivel de aprovechamiento real de los recursos digitales dispuestos en la actualidad, a pesar del alto nivel de auto-percepción sobre dicho aprovechamiento y la valoración medio-alta, sobre la utilidad de este tipo de recursos para el ejercicio de sus labores profesionales. Así mismo, se aprecia cómo el género, la edad, la posesión de hijos, el estrato socioeconómico, el nivel formativo y el tiempo de experiencia de los miembros de la población de estudio inciden significativamente en el nivel de aprovechamiento de recursos web 2.0 disponibles en la actualidad a nivel social que pueden facilitar el ejercicio de su función dentro del sistema de salud colombiano.

Surveillance is nowadays a widespread phenomenon on a global scale. The Network Society, the spread of Web 2.0 tools and the advent of mobile devices with Internet access foster the emergence of new dynamics of social interaction and therefore surveillance in a 2.0 environment. This article has as main objective to present the still very new and little studied Lateral Surveillance on Web 2.0 in the field of security and policing. In order to contextualize this new phenomenon of surveillance are analyzed two episodes: The 2011 riots in Vancouver and the attacks of Boston 2013.

A web como contexto de novas formas de comunicação e interação informacional permite potencializar as unidades arquivísticas. O marketing adapta-se aos meios digitais a fim de conquistar outros mercados e satisfazer com melhor precisão as necessidades do público-alvo. A pesquisa se justifica diante dos poucos estudos existentes dessa natureza na área de ciência da informação e acredita-se que os resultados corroboram no desenvolvimento do marketing digital para instituições informacionais. Assim, tende a ser problemática da pesquisa o acesso à informação mediante o marketing digital para arquivos públicos estaduais. O objetivo do estudo investigativo propôs analisar websites de arquivos públicos estaduais e do Arquivo Nacional e arquivos do Distrito Federal com o intuito de verificar a promoção institucional através do marketing digital e a disseminação informacional realizada através dos espaços virtuais enquanto formação de um ambiente eletrônico. O estudo é de abordagem qualitativa, com a metodologia de estudo de caso do ambiente digital das unidades de informação realizando uma análise comparativa entre os websites dos Arquivos averiguados.

Resumen Project Based Learning es una aproximación educativa en la que un problema planteado a los alumnos sirve de contexto y estímulo para el aprendizaje. Este artículo plantea su aplicación en la asignatura de didáctica de las lenguas extranjeras del grado de Educación Primaria. Se explicarán las características más importantes de este método para poder entender su aplicación en la asignatura de didáctica y se contextualizará el proyecto en la asignatura y en el grado. La propuesta de este proyecto es una situación realista y el alumno universitario debe dar una respuesta correcta a dicha situación. También se explicará la temporalización del proyecto en la asignatura, sus objetivos, desarrollo del trabajo de los alumnos universitarios por grupos y evaluación del proyecto. Finalmente, se comprobará la versatilidad que esta metodología tiene en la docencia de la didáctica de las lenguas extranjeras, su importancia en el espacio europeo de educación superior y su relación con las herramientas de la Web 2.0. Abstract Project Based Learning is a method based on problem solving as a stimulus for the student to get involved in his process of learning. This paper explains how this method is applied to the subject “didactics of foreign languages” in the Primary Education degree. The main characteristics of this method are exposed so as to understand its application, which is also contextualized both in the subject and the degree. So there is information about timetable of the project in the subject as well as objectives, development of the student groups’ work and assessment. Finally, the reader will know about the versatility of this method in the subject “didactics of foreign languages”, its importance in the European higher education area and its relationship with Web 2.0 tools.

Considerando que “[...] só é possível prever o futuro quando se olha para o passado” (LEFFA, 2012, p.404), se faz necessário investigar o passado e o presente da web, das Tecnologias de Informação e Comunicação (TIC) e das tecnologias educacionais para o ensino e a aprendizagem de Línguas Estrangeira (LE), para especular sobre o futuro, por mais incerto que este seja. Assim, o objetivo deste trabalho é apresentar e discutir as mudanças nas TIC e ferramentas educacionais, do passado para o presente, para apontar perspectivas emergentes ao alcance do professor de LE. Os resultados - que partem de observações sobre alguns recursos e ferramentas digitais disponíveis no Repositório Acción E/LE (Espanhol como Língua Estrangeira) - indicam que: (1) recursos online e TIC em geral não tendem a negar o antigo, mas sim incorporá-lo ao novo, fazendo com que tais recursos estejam em contínua evolução; (2) esta evolução, consequentemente, acontece de forma gradual e complexa: nem todas as TIC e tecnologias educacionais mudam ao mesmo tempo ou na mesma medida; (3) a tendência mais visível e emergente é, possivelmente, a colaboração em massa subjacente às ferramentas e seus usos, o que explica o surgimento dos Recursos Educacionais Abertos (REA), por exemplo.

En la actualidad el espíritu de la Web 2.0, por el que los usuarios de la red han dejado de ser meros consumidores de información para convertirse en productores de la misma de forma colaborativa, ha invadido todos los ámbitos de la vida cotidiana de las personas, y el contexto educativo no puede ser una excepción. En este artículo se presenta una propuesta para sacar partido a algunas herramientas que acompañan a la Web 2.0 para que todos los que tienen que ver con un centro educativo se sientan realmente involucrados y tengan la sensación de pertenecer a una comunidad concreta. Esta propuesta afecta a todos los sectores implicados en el contexto educativo (alumnado, profesorado, administración, etc.) y toma como referencia un centro de características singulares, por tratarse de uno de los centros educativos españoles que imparte la enseñanza especializada de idiomas, que se caracteriza por tener un gran número de alumnos, un grupo considerable de profesores y en definitiva tiene una función social muy importante que desempeñar ante la creciente demanda por parte de la sociedad para formar a las personas adultas en el dominio de una o varias lenguas extranjeras.

Se realiza una búsqueda y estructuración de todos los Museos Navales y Marítimos de España y Latinoamérica con el objetivo de elaborar una herramienta online, disponible a cualquier hora desde cualquier lugar, que congregue información valiosa y esencial acerca de este tipo de instituciones culturales, útil para todos los usuarios en general, y para los investigadores en especial.

El artículo analiza algunas de las configuraciones adoptadas por la convergencia entre artes y medios, propias de la era de la Web 2.0. Se abordan dos obras tecnológicas que evidencian transformaciones en el paisaje mediático: Wish Café (Leonardo Solaas, plataforma web, 2009) y El Jardín de las Historias (Grupo Proyecto Biopus, instalación interactiva, 2012). Mediante un estudio comparativo, el artículo concluye que si bien en ambas obras protagoniza la generación de contenidos por parte del público, la principal disimilitud entre ellas radica en las distintas manifestaciones de la convergencia entre artes y medios que encarnan.

La Información Geográfica Voluntaria (IGV), entendida como la información geográfica recopilada de forma organizada por voluntarios, con experiencia o sin ella, para usos colaborativos o proyectos con licencias libres, se ha convertido en una fuente alternativa de información geográfica y su uso está creciendo rápidamente. Por lo tanto, es necesario establecer unos parámetros de calidad a la IGV, a fin de obtener la confianza en el producto por parte de usuarios y empresas. Los elementos de la calidad tradicionales establecidos en la norma ISO 19113, marcan una pauta a seguir, pero no satisfacen las nuevas mplicaciones que la IGV conlleva. El cambio de paradigma establecido por la Web 2.0, donde el usuario pasa de ser un mero espectador de la información a ser un proveedor de contenido, marca el rumbo para buscar medidas adicionales. La confianza en las aportaciones de los voluntarios convertidos en productores de cartografía, dependerá de la aceptación de éstas por los demás usuarios. Además, la experiencia e implicación en el proyec- to marcarán la reputación de los voluntarios. Por lo tanto, la confianza y la reputación de un voluntario están relacionadas y se convierten en nuevas dimensiones de la calidad específicas a la IGV.

The difference between the expected academic performance and that one achieved by students is significant. The importance of the relationship between teaching, learning, the use of technology and academic performance is given due to the impact that the latter has on the human development of countries, its relevance on the public agenda and, at the same time, due to the lack of visibility, the scientific indifference and the local importance of this topic. Accordingly, the aim of this research is to empirically verify the effectiveness of the didactic model proposed. The approach of this research project is consistent with the constructivist parading and student-centered learning theories. The institutional anchoring has justified the use of non-probabilistic methods of sample population selection and random extraction of the accepting sample which consisted of 118 students (60.17% women), M = 21.08 years, (SD = 3.76), who attended classes at the UNNE School of Economic Sciences in 2017. The methodological design is mainly explicative, correlational, quasi experimental and descriptive by means of survey; it also makes use of questionnaires, in fieldwork. The results obtained allowed us to state that the Semi Distance Education Course, as a teaching strategy, has an impact on the academic performance which was measured by marks, that the socio-technological aptitude is a socially built and valued knowledge that cannot be observed in traditional exams, and that this Semi Distance Education Course is a shared achivement. Finally, it can be said that the choices and the appreciations made by the students showed that the decisions taken by the instructors’ team.

This paper explores the different manifestations of the participation applied to the museum field emphasizing especially on the educational effects of the collective intelligence and the crowdsourcing, focusing on the configuration of communities that promote the dissemination of cultural contents. With the appearance of the Web 2.0 different forms are popularized and extended, a priori, uninterested in collaboration, nevertheless, it's advised that the participation in the cultural and artistic field has a long tradition not mediated by technology, of which the museum is a privileged witness. Regardless, it’s demonstrated that placing the technology in service of the user can break the vertical and authoritarian knowledge transfer system, making the museum a concerned for the different publics' interests meeting place. The supervision of specific examples leads to the conclusion that the museum organizing participative projects which incorporate the non-expert voices, brings an image of closeness, thus strengthening their interest and commitment with the institution

RESUMO: O objetivo deste artigo é discutir resultados de uma investigação sobre os modos como a prática do vandalismo pode impactar no processo de produção de um verbete da Wikipédia via práticas colaborativas de escrita. Para isso, tomamos como base as noções de Web 2.0 e práticas colaborativas de escrita para analisar edições do verbete “Simone de Beauvoir” que, devido a uma questão do Exame Nacional do Ensino Médio (ENEM) que fez uso de uma frase da filósofa Simone de Beauvoir, passou a ser alvo constante de vandalismo. Como resultado deste trabalho, nota-se que o processo de produção do verbete “Simone de Beauvoir” constitui, na perspectiva dos novos letramentos, um conjunto amplo e difuso de pessoas, interesses, inteligências e técnicas que promovem o projeto coletivo de escrita da Wikipédia.

Abstract The literature has discussed the importance of the impact of Information and Communication Technology on health promotion, health education and applications to promote change in health behaviors, denominated e-Health promotion. The objective of this article is to describe Web 2.0 properties that should converge to a peer-to-peer collaboration platform, with the mediation of a health agent. This Web 2.0 system should provide a space where people may, not only receive information, but also exchange ideas and experiences about how to deal with the conditions resulting from the diseases caused by Zika virus, such as microcephaly. Microcephaly is a rare neurological condition in which the child’s head and brain are significantly smaller than those of others at the same age and sex and may cause a number of genetic or environmental problems. The risk of a Zika epidemic is real, it mainly affects people in poor countries, and especially Brazil that has the social responsibility to face the challenge of supporting hundreds of families of children born with microcephaly. E-Health projects are often focused only on health service managers, practitioners and research partners. These projects are not of open access and, in Brazil, there is no public platform that serves non-specialized citizens. We suggest a design that includes the health worker, family and stakeholders as content creators, able to act peer-to-peer and bottom-up, which may be useful for developing countries with similar health contexts.

El presente estudio tuvo como objeto describir y analizar la experiencia de creación y uso de weblogs (bitácoras) vivenciada por estudiantes de Inglés II de la Universidad Simón Bolívar durante el trimestre enero- marzo 2018. El grupo recibió un taller de inducción para crear y desarrollar su propio blog sobre un personaje célebre o una institución exitosa, y como plataforma de publicación de los ejercicios del curso. Durante este período, cada alumno creó y mantuvo una bitácora personal sobre el tema de su preferencia; en este lapso, se dirigió, evaluó y se les dio la retroalimentación respectiva al grupo para presentarla como proyecto final del curso.

La Wikipedia es una enciclopedia multilingüe creada en enero de 2001 y existente en casi 300 idiomas. A finales de 2017 ocupaba el lugar número 5 del ranking de páginas más visitadas, lo que refleja como en pocos años ha adquirido una gran importancia. Los editores son voluntarios de todo el mundo, la mayoría del sexo masculino, lo que genera un punto de vista sesgado de la realidad. Ya a comienzos de la década de los 2000 se comenzó a estudiar esta brecha, y a pesar de los esfuerzos de la Fundación Wikimedia, esta diferencia se ha mantenido. Para conocer si existe brecha de género a la hora de acceder a Internet y a la Wikipedia, en este estudio hemos aplicado un método mixto, utilizando para ello un cuestionario diseñado y validado ad hoc, cumplimentado por 1.173 alumnos universitarios de Educación en España, un grupo de discusión en la Facultad de Educación de la Universidad de Barcelona y entrevistas a usuarios expertos de la Wikipedia. Hemos constatado que no existen diferencias entre géneros en el acceso a Internet, la consulta y el conocimiento de la Wikipedia, sin embargo, los hombres le dan más importancia para sus estudios, y editan mucho más que ellas

This research aimed to carry out a survey and analysis of the state of the art of the Web 2.0 tools in Chemistry Teaching since the appearance of Web 2.0 in 2005 until the year 2015. We analyzed the production of 6061 articles/communications in four scientific journals and four scientific proceedings. We found 122 papers on Social Web in journals and 217 in scientific proceedings, of a total of 1971 publications delimited by ICT, with 103 publications exclusively devoted to chemistry teaching. In addition, it presents the use of some Web 2.0 resources and how these are being inserted in the chemistry teaching, highlighting a brief summary of published articles. Despite the publications in the area are not homogeneous, the results show a small growth in research using Web 2.0 in chemistry teaching in its first decade. This article, in addition to presenting an overview of Web 2.0 tools in chemistry teaching, serves as the basis for the expansion of research in the area and in the development of new studies. [ABSTRACT FROM AUTHOR]

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