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The main aim of this research is to reveal the political and educational commitment illustrated by a relevant part of Spanish cinematography for the establishment of the democratic regime in Spain after Francisco Franco's death in 1975. This commitment was very noticeable during the first years of historical period so-called Transición. The film ¡Arriba Hazaña! (Gutiérrez Santos, 1978) has been used as paradigmatic case. Several mass-media and the public channel, Televisión Española, also showed their commitment to this cause (Martín Jiménez, 2013). The historical-educational methodology applied to sources such as specialized monographs, scientific and disclosure papers, interviews with film critics and the director, Gutiérrez Santos, has been used. This research followed eight steps proposed by Pérez Millán (2014) to analyse the film: viewing, reconnaissance of signs, determination of structure, reading of story line, contextualization, supplementary information, reading of meaning and corroboration; and also employed Fairclough (1995) and Van Dijk (1995) recommendations about critical discourse analysis have been employed. The results obtained could demonstrate that films such as ¡Arriba Hazaña! were used as space of political, social and educational reflection aimed at supporting a still incipient democracy, and as tool of non-formal learning destined to train citizenship in new procedures, attitudes, and values characteristic of democratic regimes. [ABSTRACT FROM AUTHOR] more...

One of the most relevant characteristics of the Information and Knowledge Society is the fact that learning no longer takes place merely in regulated training institutions, but also in non-formal and informal spaces. Digital technologies give us the possibility to learn at any time and in any place. This breaks space-time barriers generating learning experiences which nowadays are unlimited. Thus, the present work aims to analyse how the different learning and training opportunities contribute to the professional development of teachers. This qualitative piece of research adopted a case study design. The participants were four Early Childhood Education teachers from the province of A Coruña (Spain). Data were collected through in-depth interviews. The information was processed through content analysis strategies. The results show that teachers carry out multiple training activities to keep up-to-date including courses offered by the educational administration, through the Training and Resource Centres, and meetings with other professionals. Learning Ecologies are presented as a useful framework from which it is possible to integrate and optimize various learning experiences, understanding holistically the manyfold elements that determine the professional development of the four teachers in the case study and the potential of their synergies. [ABSTRACT FROM AUTHOR] more...

The dynamics of growth in all spheres of knowledge requires constant updating of the knowledge acquired, which is reflected in the concept of lifelong learning. In this sense, non-formal learning, especially in the business sector, is a trend that is becoming increasingly evident. The Computer Applications Company DESOFT is not unaware of these circumstances. In this article, we will explain, in part, the strategy proposed for DESOFT related to the learning of specialists, specifically how this should be done in order to ensure that there is a transfer of knowledge and its permanent updating. [ABSTRACT FROM AUTHOR] more...

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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.) more...

Non-Formal Learning (NFL) is a form of learning which goes back a long way but it is of recent social significance due to, among other reasons, the dominant paradigm considering school to be the only setting in which educational activities occur, i.e. Formal Learning (FL). This study was just aimed at showing the potential of Non-Formal Learning as a complementary alternative to mass education. It also showed its different stages and contexts, how free time is used and family is included therein. Additionally, it examined relationships between NFL and methods and principles used in adult education, i.e. Andragogy, and Popular Education (PE), and the widespread use of NFL to Education for Sustainable Development (ESD). [ABSTRACT FROM AUTHOR] more...

The considerations of teachers or groups leaders that visit an Interactive Science Museum are an important factor to improve the non-formal learning in science. To do this, a questionnaire was developed and it was supplied to 218 teachers or group leaders to obtain outstanding information about objectives, pre-visit and post-visit activities, contents of the curriculum contemplated, positive aspects and that they would like to make in the next visit. It's remarkable the inclusion of school groups of compulsory education, formal education groups such as High School, Vocational Training, Special Education, Adult Education and University as well as social groups like NGOs promoting a research for everyone in an interactive learning space. [ABSTRACT FROM AUTHOR] more...

The present article demonstrates the use of cinema as an educational tool that can help with the recovery of lost cultural memory; in this case, from the contributions of George Méliès to the technical and historical development of the area of cinematographic culture through the screening of the film "Hugo" directed by Martin Scorsese (2012). A field trip with university students to the exhibit organized by the Caixa Forum Madrid where a mixed methodology of workshops, the screening of the film, and a follow-up interaction based on other creations by Scorsese aimed at the acquisition and development of transversal content. The results obtained through this experience, highlight the significant acquisition of contemporary cultural aspects in non-formal learning environments. The primary conclusion is related to participant access to contents which are part of contemporary cultural and historical development in a playful way to complement formal education systems. [ABSTRACT FROM AUTHOR] more...

Copyright of Nómadas (01217550) is the property of Universidad Central 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.) more...

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.) more...