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Digital literacy has moved away from its traditional instrumental conception, to be nourished by critical perspectives that have been increasingly adopted in all areas of the analysis of technology and education. The importance of generating educational models that contribute to the emancipation of people in a post-digital and highly complex world is an increasingly evident challenge. However, it is still difficult to find concrete examples of pedagogical strategies specifically devised to foster digital literacy in line with this much needed emerging critical lens. This paper presents a case study of a set of learning experiences integrated into a compulsory module for students in the 1st year of a degree in education sciences, which leads to the qualification required to teach at primary schools in Spain. The results highlight the importance of providing students with learning opportunities conceived to help them become future teachers ready to have a transversal impact on education for the emancipation of people in the post-digital world, rather than simply training them as operators who use technology to enhance skills.

The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit "with the aim of understanding how this analytical tool supports design for learning." A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.

Implementation of digital tools and processes in Higher Education Institutions (HEIs) as an emergent activity depends on the sociomaterial relationships between institutional factors that dynamically interact with each other. This article systematically explores through a literature review some of the most relevant and up-to-date published studies to identify the 'important factors' to consider for the implementation of digital tools and processes in HEI. The goal of the paper is to turn these factors, conceived initially as previous conditions or characteristics of the institutions or people, into a list of strategic elements to be fostered by HEI leadership teams to promote better implementation of digital tools and processes in their institutions. In the final part of this work, we propose a framework that reflects these elements in a visual approach that highlights the activity-centred character of the framework as well as the emergent character of the implementation process itself.

During the 2020 COVID-19 lockdown, edX launched an initiative, called the Remote Access Program, to give access to free certificates for its Massive Open Online Courses (MOOCs) to the communities of its partners. This paper describes the experience of a Higher Education (HE) institution in Europe participating in this initiative as a strategic action to spread MOOCs, not just as a resource to open the university educational offer but also to improve the professional development possibilities of its community. This case study explores general data about the participation of over 7,700 people (23,4% of the Universitat Politècnica de Valencia's community) in these courses and data from participants (1,515) about their initiative perceptions. The data obtained evaluates how a university community integrates MOOCs into their day-to-day life under certain conditions and their perception of the quality and usefulness of the courses. Data shows most of the community did not have experience or knowledge about MOOCs (73%), they used it (they obtained 5,202 certificates, a 33% completion rate), they value the course quality (4.1/5) and are happy with the initiative (4.7/5), and they think MOOCs will be useful for their career (3.67/5) and will take more MOOCs in the future (98%, with 71% thinking it is worth paying for the certificate). These results remark the importance of thinking about MOOCs in HE Institutions not just as a punctual resource but as a strategic investment affecting the university teaching offer, the professional development of its community, and their social compromise.

Almost 15 years after the start of the debate over Personal Learning Environments (PLE), the concept would still appear to be influential and even intrinsic to discussion over the future of educational technology and education in general. This paper aims to establish a clear thematic link between the concept of PLEs and educational academic literature over the last decade, exploring the influence of the PLE concept in the education research papers. To do this, it uses a systematized review of academic literature that relates the PLE concept to three themes identified as most relevant in that field during the last decade: emerging pedagogical practices, professional teacher development, and self-regulated learning. The analysis is focused on whether (and how) the PLE concept has intersected each of the themes, the level of importance of that intersection in each one of them and the way in which the concept is 'materialized'. The purpose is to understand how (and if) a concept that has its origin in Educational Technology has been adapted to other areas of educational research.

By the end of 2020, over 16,300 Massive Open Online Courses (MOOCs) from 950 universities worldwide had enrolled over 180 million students. Interest in MOOCs has been matched by significant research on the topic, including a considerable number of reviews. This study uses Machine Learning techniques and human expert supervision to generate a comprehensive systematic literature mapping review that overcomes some limitations of the traditional ones and provides a broader overview of the content and main topics studied in the specialized literature devoted to MOOCs. The sample consisted of 6320 publications automatically classified within six research topics, denominated by human experts: institutional approach, pedagogical approach, evaluation, analytics, participation, and educational resources. The content analysis of the topics identified was conducted using visual network analysis, which supported the identification of different thematic sub-clusters and endorsed the classification. Results from the review show that the lowest production of MOOC papers is within the topics of the pedagogical approach and educational resources. In contrast, participation and evaluation are the most frequent ones. In addition, the most cited papers are on the topics of analytics and resources, being the pedagogical approach and the institutional approach the less cited. This highlights the need for more MOOC research from a pedagogical perspective and calls upon the presence of educators.

This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers' perspectives of their career, that is, what core features can be said to characterise teacher's practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers' approaches to their professional definition and their agency to enact this, against a theoretically validated framework. Results indicated the emergence of three defining categories based on the validation and synthesis of the relationships between six elements in the theoretical model.

The CAPPLE project is an exploratory research project that aims to analyse the PLEs of future Spanish professionals. An ad-hoc survey about their habits for learning was conducted using a sample of 2054 university students from the last year of a degree. After data collection, two main processes were carried out: (1) the analysis of some of the aspects learnt through the data collection; and (2) a series of focus groups in parallel, centered on the exploration of data to obtain some first conclusions with a descriptive analysis. The results of these processes showed firstly, that although the survey size is important, there are other factors to consider, such as the difficulty and constant engagement of questions, which that seriously affected the rate of survey completion. Additionally, data show that future professionals prefer to use analogical tools to complete their learning tasks although they like being connected to social networks in their social lives. They do not have many strategies to organize their learning and are not very critical of the information that comes from their teachers. Regarding PLEs, there are some topics that emerge from the analysis that should be studied in the next future in order to understand better how our students--our future professionals--learn.

This article analyzes the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010–2020. This study uses a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and deconstructs the close relationship between learners' SRL skills, and their capacity to develop and refine their PLE. For this purpose, in this analysis we explore (1) the presence of the PLE concept in the 200 most referenced papers published on SRL, and (2) the relationship between the two concepts, as they appear in the 20 most frequently cited articles that include both of them. Results show that SRL is linked to an educational and mixed perspective on the PLE concept, and that a variety of designs and platforms exist for teaching strategies linking SRL and PLE in educational practices. In-depth analysis suggests a series of features that reveal the influence of SRL in the PLE concept. Conclusions address recommendations for further work to explore these features and the manner in which they can extend the features of the relationship between PLE and SRL. [ABSTRACT FROM AUTHOR]

In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know about didactic strategies, what are the dimensions the characterise an educational process, etc, This can be used as a route map for teachers or designers that are approaching for the first time to the complexity of a teaching-learning process. In addition, and as we have tested in the validation process of this, it is a useful tool for curriculum analysis, assessment guide for educational practices, as well as check list for curricular implementing taking decision processes. Using this, the planning process and the professional development of teachers will be improved, and may inspire improvement in teaching and learning models. In the end, it can be used as a metacognitive tool for teaching.

This paper presents a process of development and validation of a methodological tool for supporting the co-design of strategic actions to enhance the digital competencies of educators in higher education. Considering that organisational strategy and change are often imperfectly reflected in structural arrangements in higher education institutions, this work proposes a novel approach to address this difficulty. In a four-iteration process with a design-based approach, a team of experts and stakeholders from six European countries has created and validated a CANVAS to design actions for fostering Digital Teaching Competences based on the DigCompEdu framework. The result is a methodological instrument that facilitates co-design across stakeholder groups within higher education institutions. Its goal is to enhance a strategic vision for participatory action by scaffolding institutional development processes, collaboratively defined, for short, medium- and long-term impacts. This work can also be a reference for other systematised innovation design approaches. [ABSTRACT FROM AUTHOR]

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Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)