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Introducción:la investigación disponible sobre el aprovechamiento educativo del podcast de audio es escasa. Se revisó la literatura publicada (2014-2019) clasificando usos, contextos y categorías del podcast de audio con fines educativos, e identificando autores y revistas de referencia en el ámbito.Metodología:se aplicó el método de Mapeo Sistemático de la Literaturaa una muestra de artículos indexados de acceso abierto en las bases de datos Web of Science y Scopus. El filtrado de la muestra se llevó a cabo de acuerdo con unos criterios de inclusión y exclusión.Resultados y conclusiones: se hallaron 81artículos que destacan los principales usos educativos del podcast y coinciden en su utilidad para apoyar el aprendizaje en instituciones y entornos educativos formales, no formales e informales. Este trabajo brinda a investigadores, educadores e instituciones una línea base actualizada para seguir explorando las virtudes educativas del podcast. Introduction:There is little research available on the educational use of the audio podcast. The published literature (2014-2019) was reviewed, classifying uses, contexts,and categories of the audio podcast for educational purposes, and identifying authors and reference journals in the field. Methodology:The Systematic Mapping of Literature method was applied to a sample of open access articlesindexedin the Web of Science and Scopus databases. The filtering of the sample was carried out according to inclusion and exclusion criteria.Results and conclusions:81articles were found that highlight the main educational uses of the podcast and coincide in its usefulness to support learning in formal, non-formal,and informal educational institutions and settings. This work provides researchers, educators, and institutions with an updated baseline to further explore the educational strengths of the podcast.

In the current global context there are educational proposals which have arisen due to transnational phenomena. This is the case of character education, which received a clear boost in the US in the 1990s and soon transcended the US borders. In this paper we propose the need to assess the social, economic and cultural conditions of the specifi c local framework in order to determine the content of an adequate character education program. We consider this in the case of Paraguay, where the educational indicators, the lifestyle of young people or the great cultural diversity determine any proposal of intervention.

In the current global context there are educational proposals which have arisen due to transnational phenomena. This is the case of character education, which received a clear boost in the US in the 1990s and soon transcended the US borders. In this paper we propose the need to assess the social, economic and cultural conditions of the specifi c local framework in order to determine the content of an adequate character education program. We consider this in the case of Paraguay, where the educational indicators, the lifestyle of young people or the great cultural diversity determine any proposal of intervention.

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor’s degree students and only one of them Master’s degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open new prospects of educational innovation and social responsibility through Service-Learning possibilities in Higher Education En este artículo se han evaluado 41 proyectos de aprendizaje-servicio (ApS) en 5 universidades españolas (4 públicas y 1 privada), con el objetivo de delimitar si se trata de experiencias de ApS o de otro tipo de prácticas educativas. Estas experiencias, que fueron implementadas en el curso académico 2015/2016, se distribuyen en titulaciones de las cinco áreas de conocimiento. Mayoritariamente implican a alumnado de Grado y únicamente en una participan también los de Máster. Se hace uso de una metodología cualitativa, enfocada en el análisis de contenido y basada en las evaluaciones realizadas por cuatro expertos. El análisis de las experiencias señala un curso de acción alentador para esta metodología en el sistema universitario español, que muestra un cierto cambio en la cultura docente, pues todas ellas cumplen con los requisitos básicos que, según la literatura internacional, han de estar presentes en los proyectos de aprendizaje-servicio y que, además, son considerados como criterios para medir la calidad en los mismos. Finalmente, se presenta una triple acción para abrir nuevas perspectivas de innovación educativa y responsabilidad social a través de las posibilidades del aprendizaje- servicio en la educación superior Work derived from a competitive research project supported by the Spanish Ministry of Economy and Competitiveness, within the framework of the R&D&I State Program ‘Societal Challenges’: “Service-Learning and Innovation at University Level. A program to improve students’ academic performance and social capital” (EDU2013-41687-R), co-funded by the ERDF SI

Es clara la gran influencia que las escuelas pueden tener como espacios aptos para la promoción de una sociedad más justa, de un mayor compromiso moral, cívico y político por parte de los ciudadanos. A ello contribuye la educación cívica, la cual lleva años implantada en los currículums de la mayoría de los países occidentales –con diversas denominaciones– con el objetivo de contribuir a que los ciudadanos asuman sus derechos y responsabilidades. Es considerada como una de las vías para transmitir los conocimientos, habilidades y actitudes que permitan a los jóvenes llegar a ser ciudadanos activos, con capacidad de diseñar el futuro de nuestras sociedades democráticas. Las reformas educativas impulsadas en diferentes países insisten en la necesidad de la educación para la ciudadanía, tratando de arbitrar su incorporación en el currículum. El propósito de este artículo es mostrar la atención que, desde la Ley General de Educación de 1970, ha recibido en España la educación cívica. Para ello analizaremos las sucesivas reformas educativas implementadas desde entonces. Nos preguntamos si estas reformas curriculares logran contribuir a mejorar la competencia cívica de nuestros escolares. Convenimos en que el discurso a favor de la democracia, la responsabilidad social, el interculturalismo y la participación cívica solo será eficaz con la implicación del profesorado, de las familias y de la sociedad en su conjunto. It is obvious that schools can exert a great influence as appropriate areas to foster a fairer and more equitable society, with greater moral, civic and political commitment among citizens. Civic education contributes to this end and, therefore, it has been introduced -with different appellations- in the curricu-lums of most Western countries to facilitate citizens the assumption of their rights and responsibilities. This is considered as one way of transmitting the neces-sary knowledge, skills and attitudes for young people to become active citizens with the capacity to build the future for our democratic societies. The education reforms performed in different coun-tries highlight the need for citizenship education by advocating for their incorporation in the syllabus. The objective of this article is to point out the attention that civic education has received in Spain, specially from the implementation of the 1970 General Education Act. To do so, the successive reforms that have been introduced until today are analyzed. We ask ourselves whether these curricular reforms succeed in improving the civic competence of our students. As a main conclusion it has been established that a discourse supporting democracy, social respon-sibility, interculturalism and civic participation can only be effective with the commitment of the teaching staff, family and society as a whole.

El mundo digital está asistiendo a una explosión de ecologías de aprendizaje conformadas en torno a los cibermedios. Casos como el del podcasting, un medio emergente cuyos contenidos aglutinan comunidades virtuales que interactúan de forma horizontal, intercambiando y co-construyendo conocimiento. En consecuencia, este trabajo aborda las comunidades de aprendizaje relativas al podcast mediante un proceso reflexivo centrado en reducir la confusión que genera la naturaleza virtual del objeto de estudio: unos espacios de participación fragmentados y coordenadas espaciotemporales distintas a las del mundo real. Para ello, se utiliza la netnografía para conceptualizar la comunidad de aprendizaje virtual y analizar su estructura transmedia, repartida en múltiples escenarios de participación social. La propuesta es extrapolable a otras comunidades virtuales y busca atraer a la comunidad educativa hacia entornos digitales que se sitúan en el ámbito de la educación no formal.

En la sociedad de la información y de la comunicación, la educación mediática es esencial. Parte del debate que la comunidad educativa mantiene sobre este tema se enmarca en torno a dos cuestiones: ¿por qué educar para el uso de las tecnologías de la información y de la comunicación?; ¿cómo y quién se encarga de este cometido? (Potter, 2010). En este trabajo, trataremos de profundizar en ellas, centrándonos en las políticas educativas adoptadas en diversos países europeos y en las recomendaciones de algunos organismos internacionales (Informe del Parlamento Europeo 2008/2129 (INI). Nuestro interés es contribuir, en alguna medida, a lograr una pedagogía mediática adecuada que favorezca el fomento de la competencia social y cívica y, en última instancia, los conocimientos y las habilidades de participación que conforman el saber ciudadano.

In the current context of the European Higher Education Area, the University's mission is to prepare qualified professionals with the necessary skills to work at a prestigious level, and therefore, develop professional leadership. This study addresses whether it is p ossible to develop professional leadership from the specific field of initial training of future teachers. We start from the educational leadership which includes the concept of teacher leadership. In Spain it is still difficult to find literature sources that delve into this particular type of leadership, although this concept is making inroads into the approaches of other types of lea dership in schools. However, in the references found, there is agreement on raising the participation of teachers in the school co ntext by putting their personal and professional skills at the service of improving their environment. From this starting point, an d at the same time taking into account the current approach by competences of Higher Education, some methodological proposals are made which may materialize in good educational practices, and help to think how to promote leadership from in itial teacher training. © 2014 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Org anizing Committee of CITE2014.

Since the final decade of the 20th century western democracies have witnessed the ongoing development and consolidation of education for democratic citizenship. It has been seen as a solution to specific problems faced by our societies (Cortina, 1997; Altarejos & Naval, 2005; Bolivar, 2007). Governments have attempted to implement the various recommendations of the Council of Europe (2002, 2010). The introduction of educational reforms and the ongoing development of curricula have provided an opportunity to include civic education in the national curriculum of most European countries (Naval, Print, & Veldhuis, 2002). The aim of this article is to suggest the likely future tendencies for this situation within Europe, bearing in mind, among other things, the challenges posed by an increasingly globalised and technological society as well as the objectives of the European Higher Education Area.

In our knowledge society, life-long learning is seen as one of the conditions for development. In this context museums stand out as social environments for learning and knowledge (Luka, 1973; Marcus et al., 2012). Museums have gained considerable cultural value since the fi nal quarter of the 20th century (Maure, 1996; Yanes, 2011), the starting-point for new museum studies. This is when the role of museums which are open to society becomes noticeable by combining learning and entertainment. This work considers the contribution of museums to the promotion of the social dimension of education, taking museums as an element for cohesion and social participation.

In Spain, citizenship education has, in accordance with political change, adjusted to the laws that have governed the education system. In this work, Naval and Arbues review the evolution of educational policy, and analyze certain changes which affect social justice and offer explanations to aid in understanding the proposals for education in Spain. They refer briefly to the most recent past, to the transition to democracy and the creation of social rights (Esping-Andersen. Fundamentos sociales de las economias postindustriales. Ariel, Barcelona, 2000). The authors also tackle three contemporary issues: the effects of the economic crisis on young people, certain social phenomena and, finally, the impact of technology on the information society – issues which give an idea of the development of practice in civic education and suggest future research in this field.

If there is one point that stands out in our information society it is that we are in the midst of a technological invasion and that we, and particularly young people, feel the need to be permanently connected. These and other traits are what give shape to the era of hyperconnectivity (Reig y Vílchez, 2013). Regarding this reality, there are those who see a certain technological fatigue amongst users, and so, from certain perspectives, there is a feeling that we need to rethink the technological approach, to reconsider the effects that technology has on our lives. The suggestion is digital unplugging, a proposal which can be included in a broader movement, the Slow Movement, which champions a more unhurried lifestyle (Honoré, 2004). This does not mean eliminating online life completely, but rather establishing regular periods of digital time-out in order to develop face-to-face communication; they suggest cultivating leisure periods which, to a certain extent, would dispense with digital technology and would reconstruct the borders between the time for work and the time for rest (Wajcman et al., 2009). In this work we make an in-depth study of the academic and informative literature which deals with this issue and we refer to varied research, both technical and empirical. From an education perspective we point out how, at present, media education and the promotion of digital competence is a priority in the systems of education and of the main international bodies (Kubey, 2003; Martens 2010). It is absolutely fundamental that people learn these new languages, acquire the capacity to critically differentiate and evaluate the enormous amount of media and sources of information which is available, and use this safely. But perhaps one important component of digital competence should be learning how to disconnect, in order to make connections in another way., Si algo caracteriza la sociedad de la información en la que vivimos es la invasión tecnológica y la necesidad de conectividad permanente, especialmente entre los jóvenes. Estos y otros rasgos configuran la era de la hiperconectividad (Reig y Vílchez, 2013). Ante esta realidad hay quien advierte entre los usuarios cierta fatiga tecnológica, por lo que, desde diversos ámbitos, se empieza a considerar la necesidad de repensar la aproximación tecnológica, de recapacitar sobre los efectos que la tecnológica tiene en nuestras vidas. Su apuesta es la desconexión digital, propuesta que puede enmarcarse dentro de una corriente más amplia, el movimiento slow, que aboga por un estilo de vida más pausado (Honoré, 2004). No se trata de eliminar por completo la vida online, sino de instaurar períodos regulares de desconexión digital para cultivar la comunicación cara a cara; abogando por el desarrollo de un ocio que, en parte, prescinda de las tecnologías digitales y por una recuperación de las fronteras entre el tiempo laboral y el de descanso (Wajcman et al., 2009). En este trabajo ahondamos en la literatura académica y divulgativa que aborda esta cuestión y nos referimos a diversas investigaciones, tanto teóricas como empíricas. Desde un punto de vista educativo señalamos como, en la actualidad, la educación mediática y el impulso de la competencia digital es una prioridad de los sistemas educativos y de los principales organismos internacionales (Kubey, 2003; Martens 2010). Es fundamental que los ciudadanos aprendan los nuevos lenguajes, adquieran la capacidad de discernir y de valorar críticamente la gran cantidad de medios e información disponible y realicen un uso seguro de ellos. Quizá convenga considerar, como un componente sustancial de la competencia digital, el aprender a desconectar, para conectar de otro modo.