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The current economic and social changes in the modern world are caused by many factors, but in the light of current social research, those related mainly to the intensive process of transition from the era of Industry 3.0 to the era of Industry 4.0 seem to be dominant. This causes a rapid acceleration in the implementation of systems based on the widespread and avalanche use of new solutions in the field of automation and industrial robotics, elements of artificial intelligence (AI), machine learning (ML) and the Internet of Things (IoT). These rapid technological processes are not always followed by the social and mental processes of entire professional groups, which may lead to economic stratification, but mainly to deepen the processes of digital maladjustment and exclusion (eInclusion). The panacea for this situation seems to be the development of modern forms of education, with particular emphasis on the needs of vocational education. The issues raised concern both the results of the author’s own research on the

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The present article aims to propose a reflection about the possible factors that contribute to the predominance of the peninsular variant over the other variants in the process of teaching and learning Spanish as a foreign language in Brazil. Some linguistic and cultural issues have been raised that are believed to be linked to the teaching of Spanish to Brazilians in order to understand the reasons that motivate students and teachers to identify with the peninsular variant at the expense of the South American variants. This study is justified by the interest of many students in the learning of the Spanish language in Brazil, either in person or in a virtual way through educational portals. For this reason, we propose the analysis of portals to try to understand the indelible marks of the peninsular variant, present in the teaching and learning proposals of the Spanish language. We start from the idea that learning must meet the interests and needs of students who seek another language in order to apply this knowledge on a daily basis, in their tasks, in the search for a differential in the labor market and thus make use of this learning for their first purpose, which is communication. Thus, it is believed that the information contained in this analysis will serve as an object of reflection for professionals working with educational portals in teaching Spanish to Brazilians, and it is up to these professionals to collaborate in the deconstruction of misconceptions about superiority or not one culture over the others, determining the greater or lesser prestige in the teaching of a language. [ABSTRACT FROM AUTHOR]

The following article aims to analyze the performance of some of the discursive procedures present in an educational portal of the Argentine State (Educ.ar). To carry out this study, we will use some sociosemiotic tools and some developed conceptual contributions in the field of Educational Technology and in the area of Communication and Education. Given the growing context of hypermediacy, and convergence of media and languages, we understand that virtual platforms are fundamental to the development of educational models. For this reason, we consider relevant study not only the content and teaching strategies energized in them, but also the formal aspects that shape their design in order to optimize its future use in all levels of education and knowledge areas. Finally, and depending on the results, the conclusions will try to make some formal input into the design of educational portals in order to promote its discursive development, contributing to the significant use of educational technologies in space intra and extra-school. Our interest lies mainly contribute to the decentralization of knowledge (Martín-Barbero, 2000) and to promote the consolidation of a democratic and participatory school (Uranga, 2005). [ABSTRACT FROM AUTHOR]

This article intends to discuss about the Internet, its evolution and to explore one of the categories of sites that has grown more in recent times: the portals. Currently, it is possible to observe its existence in all fields, such as business, journalism, political and also educational. Thus, it is discussed in more detail the characteristics of educational portals and their applicability, also presents some examples of studies in Brazil and in Portugal as part of educational portals. [ABSTRACT FROM AUTHOR]

The progressive running of different educational portals needs one definition and classification for its identification, as well as, one enumeration of their usual elements to be able to set up one model of educational portal. This paper revises the main institutional of education portals of the Regional Governments to set up the level of development and to know their possible trends. Furthermore, it notices about the importance in the some added value services implementation for the support and the improvement of the educational tasks, as blogs, wikis and webquests. [ABSTRACT FROM AUTHOR]

Since the early stages of the World Wide Web, web-based learning communities have been constantly developed online. Among the primary objectives of their members has been to share digital learning resources and increase the community's collective knowledge by communicating and collaborating online. In this paper, we discuss how the learning object paradigm can be exploited to support web-based learning communities and online communities of practice, as a means to enhance the services already provided by Educational Portals (EP). It is claimed that this can be achieved by motivating the active interaction of community members with the EPs' resources and at the same time allowing the dynamic update of the available resources taking into account the community's collective knowledge on the real use of the resources. To this end, we present the ASK e-Educational Communities Environment (ASK e-EDCOM), a web-based environment for the empowerment of online educational communities. [ABSTRACT FROM AUTHOR]