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Design patterns for learning are about articulating, testing and sharing the principles of problem solving in the educational context. In this way, multiple patterns are developed to solve common problems, described in various pattern language formats. Therefore, this work is about characterizing and establishing functional relationships between the components involved in the construction of a learning design pattern. The research was carried out in a Delphi study of double round individual non-contact between experts (n = 14), from different areas (educational technology, e-learning, distance education, higher education), selected through the coefficient of expert competence. The main result is a pattern language composed of attributes, components, and groups of processes. It is concluded that the language obtained allows externalizing knowledge from its consistent and shareable structure, which makes it suitable for use in different scenarios that require a formal pattern language and facilitates its implementation in online learning contexts.

The advancement of technology enables new resources for education. The convergence of accessibility, usability, serious games (SG), and user-centered design (UCD) enables the development of inclusive resources to meet the needs of people with disabilities. This work aims to analyze and synthesize the developments of digital educational games, focusing on technical aspects to facilitate their implementation in the classroom. The criteria and recommendations of the PRISMA protocol (2020) were applied to conduct the search. Keywords were used to explore the Web of Science, Scopus, PubMed databases, and 21 journals, covering the period from 2018 to 2023. Initially, 799 articles were identified, and after the refinement process, 24 publications were analyzed. The results indicate a growing and ongoing interest in the topic. Current trends in the design and use of accessible video games for individuals with intellectual disabilities were identified, along with their impact on learning and educational inclusion.

La literatura es sin duda un gran medio para enseñar y aprender una lengua ancestral debido a que el lenguaje de la literatura es muy rica en vocabulario, bien organizada y consistente. Las clases de literatura no sólo mejoran las habilidades lingüísticas, sino que también fomentan el progreso de mejores habilidades de lectura y escritura. Además, existen innumerables estructuras gramaticales y léxicos ingeniosamente demostrados y utilizados en los textos literarios, que sin duda influyen en los estudiantes para comprender mejor la gramática y enriquecer sus recursos de la lengua, particularmente el idioma shuar. Además, centrarse únicamente en los recursos lingüísticos y las reglas gramaticales para enseñar a los estudiantes probablemente limitará y obstaculizará su capacidad para hablar con fluidez y naturalidad, ya que no tendrán suficiente espacio para practicar sus habilidades escritas y habladas de manera amplia. Por lo tanto, el objetivo de este artículo es argumentar que la literatura es una clave esencial para descifrar todos los códigos y secretos de las lenguas ancestrales y también promueve la conciencia lingüística general entre los estudiantes además de permitirles hablar shuar con mayor competencia.

In ovine populations, the enzootic nature of Chlamydia abortus (C. abortus) is attributed to its capacity to establish persistent intracellular infections, which necessitate a cellular immune response mediated by interferon-gamma (IFN-γ) for effective resolution. In both natural hosts and murine models, interleukin-10 (IL-10) has been demonstrated to modulate the cellular immune response crucial for the eradication of C. abortus. During gestation, it has also been shown to play a role in preventing inflammatory damage to gestational tissues and foetal loss through the downregulation of pro-inflammatory cytokines. This paradigm can be key for events leading to a protective response towards an infectious abortion. Previous research successfully established a mouse model of chronic C. abortus infection using transgenic mice overexpressing IL-10 (IL-10tg), simulating the dynamics of chronic infection observed in non-pregnant natural host. This study aims to evaluate the efficacy of an experimental inactivated vaccine against C. abortus and to elucidate the immune mechanisms involved in protection during chronic infection using this model. Transgenic and wild-type (WT) control mice were immunized and subsequently challenged with C. abortus. Vaccine effectiveness and immune response were assessed via immunohistochemistry and cytokine serum levels over a 28-day period. Morbidity, measured by daily weight loss, was more pronounced in non-vaccinated transgenic IL-10 mice, though no mortality was observed in any group. Vaccinated control mice eliminated the bacterial infection by day 9 post-infection (p.i.), whereas presence of bacteria was noted in vaccinated transgenic IL-10 mice until day 28 p.i. Vaccination induced an early post-infection increase in IFN-γ production, but did not alter IL-10 production in transgenic mice. Histological analysis indicated suboptimal recruitment of inflammatory cells in vaccinated transgenic IL-10 mice compared to WT controls. In summary, the findings suggest that IL-10 overexpression in transgenic mice diminishes the protective efficacy of vaccination, confirming that this model can be useful for validating the efficacy of vaccines against intracellular pathogens such as C. abortus that require robust cell-mediated immunity.

Si poca atención y publicaciones se han prestado al tema de la historia de los gitanos españoles, menos aún a la historia de su escolarización y educación en estos seis siglos de conciudadanía accidentada. Este es un trabajo que acota y ordena los pocos documentos y noticias que tenemos de esta escolarización reductora, excluyente, segregadora, integradora y aún sin una solución desde modelos de intervención inclusivos, interculturales y probadamente posibles. Es un principio de reflexión sobre las políticas educativas con la minoría étnica gitana española.

Objective: To analyze the role of urodynamic dysfunctions as risk factors for recurrent urinary tract infections (rUTIs) in patients with multiple sclerosis (MS). Material and methods: We conducted a prospective cohort study of 170 patients with MS who underwent a urodynamic study due to lower urinary tract symptoms. Patients were followed for one year, and 114 (84 women [74%] and 30 men [26%]; mean age 49 years) completed the study. Clinical variables and urodynamic findings (free uroflowmetry, cystometry, and pressure-flow study results) were recorded. Results indicated rUTIs was present in 37 patients (32%). Statistical analysis was performed using Fisher’s exact test, chi-square test, Student’s t-test, and multivariate regression analysis. Results: In univariate analysis, significant differences were observed between patients with and without rUTIs for the following clinical variables: symptom progression time, MS duration, Expanded Disability Status Scale score, and MS type. Regarding urodynamic findings, significant differences were observed in maximum flow rate (Qmax) (lower in patients with rUTIs), voided volume, bladder voiding efficiency, stress urinary incontinence (SUI) (greater rUTI frequency in affected patients), detrusor pressure at maximum flow, and bladder contractility index score. Multivariate analysis identified the urodynamic factors: low Qmax [Odds Ratio (OR) = 0.90 and SUI (OR = 2.95) as the independent predictors of rUTs. Conclusions: Two urodynamic variables: Qmax and SUI, are independent risk factors for rUTIs in MS patients. These two variables might be associated with Pelvic floor dysfunctions.

El presente artículo consiste en la comparación de dos importantes herramientas utilizadas en la evaluación de las competencias digitales en el ámbito educativo: SELFIE y DigCompEdu. Se ha utilizado la técnica Delphi, que involucra a expertos en el campo de las competencias digitales en educación para evaluar y establecer equivalencias entre los indicadores de SELFIE y los niveles de competencia del marco DigCompEdu, con el fin de generar un mapa de la competencia digital docente. Se pretendía, través de esta técnica, averiguar qué indicadores de la herramienta SELFIE (y en qué medida) se corresponden con los indicadores de DigCompEdu según los criterios de los expertos y, por otra parte, establecer la relación existente entre las ocho áreas establecidas en SELFIE y las seis áreas del marco DigCompEdu. Para ello, se han tenido en consideración la cantidad de indicadores que, según los expertos, presentan correspondencias. Los resultados revelan numerosas correspondencias, especialmente en áreas como la enseñanza y la evaluación. Además, demuestra que las áreas de ambos modelos están interrelacionadas, lo que sugiere una conexión significativa entre la competencia digital del personal docente y el desarrollo de competencias digitales de los estudiantes, así como el compromiso profesional.

Esta investigación tiene como objetivo el diseño y la validación de un instrumento para medir la percepción docente respecto a las TIC y su impacto en el aprendizaje significativo. El diseño partió de las dimensiones obtenidas de la triangulación teórica y la recolección de datos derivados de una etapa cualitativa, sometidas a una revisión por un lingüista. El instrumento fue sometido a juicio de expertos para revisar la validación de contenido a través del método Lawshe (1975). La confiabilidad calculada con alfa de Cronbach fue de .973. Se realizó la validez del constructo con la técnica de análisis factorial exploratorio (AFE) con el método de componentes principales de rotación ortogonal. El cuestionario agrupa 31 ítems en seis dimensiones; evalúa la percepción docente con respecto al uso de las TIC en la práctica del profesorado.

Background: The main transmission route of Chlamydia abortus is by ingesting the microorganism that has been eliminated in vaginal secretions, placental membranes or abortions that contaminate the environment and, possibly, through milk and colostrum. Elimination through vaginal secretions is well documented. However, there are no reports about isolation and identification of C. abortus in the colostrum or milk of infected sheep, so it is important to determine whether or not C. abortus may be present in these secretions, which are the only food of lambs. Objective: To detect C. abortus in colostrum, milk, and vaginal secretions of sheep with a history of reproductive disorders. Methods: Colostrum, milk, and vaginal exudates were collected from 66 sheep. The samples were inoculated in mouse fibroblast cell cultures and the presence of C. abortus determined by direct immunofluorescence. Results: 19 out of 66 colostrum samples (28.7%), 14 out of 66 milk samples (21.2%) and 17 out of 66 vaginal swabs (25.7%) were positive for C. abortus. The 50 samples positive for isolation and detected by immunofluorescence, together with 42 negative samples were subjected to qPCR to amplify a fragment of the ompA gene from C. abortus. Thirty-eight of the 92 samples processed by this technique were positive for C. abortus. Conclusion: The results demonstrated the presence of C. abortus in a high proportion in colostrum, milk and vaginal secretions of infected sheep. To the best of our knowledge, this is the first field study confirming the presence of C. abortus in colostrum, which shows that excretion of Chlamydia by lactogenesis could occur in the first hours after birth.

Abstract Percutaneous needle electrolysis using tri-beveled needles with a specific protocol (5 mA applied for 25 s) has demonstrated to provoke a clinical reduction of recurrent bacterial infections in mammary fistulas. However, the bactericidal effect of needle electrolysis in this pathology remains theoretical. This in vitro study evaluated the bactericidal effect of this protocol and whether it changed when introducing small variations. Staphylococcus aureus were generated in saline solution (9 Log10 CFU/mL) and treated in three different experiments including the main protocol and introducing variations in needle gauge, intensity, and total dosage, respectively. After 24 h, the viable cell count showed that the protocol had an average reduction of 5 log10 CFU/ml compared to the control group. While variations in needle gauge did not modify this effect, variations in current intensity or dosage did. This study demonstrated that the bacterial effect was greater by increasing either current intensity or total dosage, and it decreased with substantial reductions of these parameters.

The increase in the production of highly recalcitrant plastic materials, and their accumulation in ecosystems, generates the need to investigate new sustainable strategies to reduce this type of pollution. Based on recent works, the use of microbial consortia could contribute to improving plastic biodegradation performance. This work deals with the selection and characterization of plastic-degrading microbial consortia using a sequential and induced enrichment technique from artificially contaminated microcosms. The microcosm consisted of a soil sample in which LLDPE (linear low-density polyethylene) was buried. Consortia were obtained from the initial sample by sequential enrichment in a culture medium with LLDPE-type plastic material (in film or powder format) as the sole carbon source. Enrichment cultures were incubated for 105 days with monthly transfer to fresh medium. The abundance and diversity of total bacteria and fungi were monitored. Like LLDPE, lignin is a very complex polymer, so its biodegradation is closely linked to that of some recalcitrant plastics. For this reason, counting of ligninolytic microorganisms from the different enrichments was also performed. Additionally, the consortium members were isolated, molecularly identified and enzymatically characterized. The results revealed a loss of microbial diversity at each culture transfer at the end of the induced selection process. The consortium selected from selective enrichment in cultures with LLDPE in powder form was more effective compared to the consortium selected in cultures with LLDPE in film form, resulting in a reduction of microplastic weight between 2.5 and 5.5%. Some members of the consortia showed a wide range of enzymatic activities related to the degradation of recalcitrant plastic polymers, with Pseudomonas aeruginosa REBP5 or Pseudomonas alloputida REBP7 strains standing out. The strains identified as Castellaniella denitrificans REBF6 and Debaryomyces hansenii RELF8 were also considered relevant members of the consortia although they showed more discrete enzymatic profiles. Other consortium members could collaborate in the prior degradation of additives accompanying the LLDPE polymer, facilitating the subsequent access of other real degraders of the plastic structure. Although preliminary, the microbial consortia selected in this work contribute to the current knowledge of the degradation of recalcitrant plastics of anthropogenic origin accumulated in natural environments.

Abstract Percutaneous needle electrolysis (PNE) is a physiotherapy technique that has been shown to be effective in different pathologies such as tendinopathies or mammary fistula. For many years, theoretical bactericidal and germicidal effects have been attributed to this type of galvanic currents, partly explained by the changes in pH that it generates. However, these effects have not yet been demonstrated. The aim of this study was to evaluate the bactericidal effect and the changes in pH caused by PNE. S. aureus were prepared in two different solutions (TSB and saline solution) and in different concentrations (from 9 to 6 Log10 CFU/mL). Bacteria were treated with three experimental PNE doses to assess bacterial death levels and the changes caused to the pH of the medium. The viable cell count showed that all experimental PNE doses had a bactericidal effect against a high concentration (9 Log10 CFU/mL) of S. aureus in saline solution (p

This special collection brings together five studies and practices that illustrate how aspects of guidance and self-regulated learning in online, hybrid and blended learning contexts in higher education can be combined. The articles highlight the importance and usefulness, as well as some challenges, of strategies that lead to students’ self-regulated learning and autonomy (e.g., self-assessment, co-assessment, co-design, co-creation, learning pathways), while having at their disposal different types of guidance mediated by digital technology. Although the special collection aimed particularly to bring to light educator perspectives along with the students’ views, all papers have a stronger focus on the student’s side regarding their self-regulation, autonomy and agency in learning, whereas the educator perspective of this balance is not a central topic in any of the articles. Therefore, we suggest that future researchers in the field of educational technology consider the educator perspective as a main focus for flexible learning and for the balance between guidance and self-regulated learning.

Aims:: To investigate urodynamic changes during the voiding phase in men with detrusor underactivity (DU) undergoing bladder catheterization for urinary retention. Methods:: From a total of 64 patients, a prospective study was performed in 17 men with a mean age of 77 years. Patients presented a urodynamic diagnosis of DU based on a Bladder Contractility Index (BCI) of

Designing learning in higher education involves developing teaching-learning strategies adapted to the individual characteristics of students. Therefore, it is necessary to create models that facilitate the creation and dissemination of learning itinerary designs. This review aims to identify characteristics of the models design for learning itineraries in higher education. The methodology used is the systematic review at the level of meta-analysis following the PRISMA protocol. The 28 articles selected for mapping and synthesis allowed the identification of characteristics of the studies, the structure and the pattern language of the designs, the personalization strategies, the elaboration methodology and strategies to evaluate the results of the implementation of learning itineraries. In conclusion, designers and teachers showed a tendency for an own design, therefore it is necessary to extend the existing knowledge about its implications in the educational practice, and the construction of knowledge is directed to the models design.

Climate change is an obvious threat to agriculture, food security and conservation of plant genetic resources. Potato is a globally important food. In Peru, there is high variability and diversity of wild and cultivated species, such that they are considered as one of the region’s most vulnerable to the impact of climate change. With these considerations, we report the results of an investigation in which a preliminary screening of the reaction to drought of 67 native potato morphotypes was conducted to verify for differences in morphological indicators of growth, development, and production of tubers in response to continuous irrigation (CI) and restricted irrigation (RI) treatments. In the course of this study, 21 irrigations were applied to plants by CI (every 1-2 days) and, in the same period, 7 irrigations were applied to plants by RI (every 5-6 days). Comparison of characteristics average in all the morphotypes with plants under CI and RI, indicated that RI did not show differences in height of plants, length of internodes, or leaf and terminal leaflet indexes, and that RI reduced the stem thickness and dry weight of foliage. In this study, we highlight the morphotypes whose plant characteristics present higher averages with respect to their clonal counterparts that were treated with CI. The positive relationship between the number and weight of tubers harvested, as well as the significant reduction of both components of low RI yield is confirmed. In addition, we also highlight the response of some morphotypes that present higher tuber yield under RI. The native morphotypes that were identified as tolerant (according their responses in the characteristics of their plants and yield of tubers under RI) are as follows: BGR 19 (“Rayhuana”); BGR 99 (“Yuracc ñahui hualash”); BGR 170 (“Yana utcush”); and BGR 238 (“Muru huayro”).

El concepto de flexibilidad se encuentra, cada vez con más frecuencia, al hablar de la educación superior y de las respuestas que las instituciones educativas están dando a las demandas y presiones a que se ven sometidas. La flexibilidad es una de las más importantes cualidades de los nuevos entornos de aprendizaje. Se trata de atribuir al alumno la posibilidad de participar activamente en la toma de decisiones sobre el aprendizaje y supone una nueva concepción tanto en la organización administrativa, como de los materiales, los sistemas de comunicación, de mediación, y sobre todo, de las metodologías a implantar. Van den Brande (1993) hace referencia también a ello cuando demanda mayor flexibilidad mediante la adaptabilidad a una diversidad de necesidades de los alumnos, de modelos, escenarios de aprendizaje y combinación de medios.

Las tecnologías digitales en el contexto de la pandemia COVID-19 han tomado relevancia al consti-tuir, en muchos casos, el único nexo de los alumnos con las escuelas, trasladando los procesos de enseñanza al ámbito virtual. Al margen del enorme esfuerzo de muchos docentes, han quedado de manifiesto deficiencias crónicas del sistema educativo, entre ellas la baja competencia digital y, sobre todo, el aumento de la desigualdad en el acceso. Todo ello implica la necesidad de cambios en el sistema educativo en el tema digital –entre otros– y aparecen distintos interrogantes: ¿Qué tipo de respuesta damos a los problemas sobrevenidos? ¿Seguimos poniendo parches o aprovechamos la oportunidad para una verdadera transformación del sistema educativo? Estamos hablando de una oportunidad más para el rediseño radical de la enseñanza y la reinvención de la carrera docente que incorpore el desarrollo de la competencia digital

Una de las formas de incorporar estrategias didácticas que promuevan la flexibilidad, la autonomía y la responsabilidad en el contexto de la secuenciación adaptativa del curriculum a las diferencias de los estudiantes, pasa por diseñar itinerarios flexibles de aprendizaje. El presente estudio aborda este concepto desde la perspectiva del diseño del aprendizaje, presentando una estructura de secuencias de aprendizaje intercambiables que permiten la configuración de itinerarios personales por parte de los propios alumnos en un proceso de codiseño. A partir de un cuestionario tipo Likert se analiza la valoración general de la experiencia, de la autonomía y control del proceso, de los propios itinerarios personales de aprendizaje y de las secuencias de aprendizaje. Los resultados muestran una alta valoración de cada una de las dimensiones por parte de los estudiantes. Se concluye que la configuración de los itinerarios y la participación de los estudiantes, así como las características que presentan los itinerarios flexibles de aprendizaje para facilitar la personalización, son propuestas metodológicas valiosas.

The scientific collaboration and the management of the academic identity play an important role in the academic productivity, as some studies have already reported. With the emergence of social networking sites, those possibilities have been increased and the presence in the academic activity is not always a must. Several studies have dealt with those topics but it does not exist yet a literature systematization that helps researchers in identifying possible working perspectives in this field and shows the advantages and disadvantages of alternative online ways of collaboration and development of the academic identity. The current study aims at addressing this gap by providing a qualitative meta-synthesis of works centered on the use of academic and general (topic not specified) social networking sites with purposes of scientific collaboration and taking care of the academic digital identity by academic researchers. The searches were conducted in five international databases of relevance in the education field. In addition, some references from primary studies were incorporated. This process brought to the final identification of 68 studies between 2008 and 2018, whose findings are synthesized in the results according to a division of categories. In the conclusion the lack of studies with a critical vision and deep analysis of the academic practices in social networking tools is highlighted and the results are discussed along with lines of future research related to the identified dimensions: networking, knowledge exchange and digital identity.

Ovine enzootic abortion (OEA), caused by Chlamydia abortus, is an economically important disease in many countries. Inactivated vaccines have been used for many years as they induce immunity in sheep, although outbreaks of abortions have been described in vaccinated flocks. In addition, there is a commercially available live attenuated vaccine that provides good protective results. Recently however, reports question the attenuation of this vaccine and associate it with the appearance of outbreaks of OEA in vaccinated flocks. In the present study, a recently commercialized inactivated vaccine (INMEVA®; Laboratorios Hipra S.A., Amer, Spain) has been evaluated using mouse and sheep experimental models. In the mouse models (non-pregnant and pregnant models), the efficacy of INMEVA vaccine has been compared to an unvaccinated control group and to an experimental inactivated vaccine considered as a positive protection control (UMU vaccine). In the non- pregnant model, the UMU vaccine was more effective than the INMEVA vaccine regarding the impact on body weight or the presence of C. abortus in the liver, but both vaccinated groups (UMU and INMEVA) had significantly lower C. abortus in the liver compared to the control group. In the pregnant model in terms of reproductive failures, pups per mouse or the presence of C. abortus in the liver or uterus, no significant differences were found between both vaccines, inducing protection compared to the control group. In the ovine pregnant model, where INMEVA vaccine was compared only to an unvaccinated group, the results indicate that this new commercial vaccine is safe and provides a suitable level of protection against an experimental challenge with C. abortus. A 75% reduction in reproductive disorders, 55% reduction in animals with C. abortus shedding on day of parturition/abortion, and a significant reduction of the average amount of chlamydial shedding from parturition/abortion over the next 21 days was observed, in relation to the infected control group. The results suggest that this vaccine is adequate for the control and prevention of OEA; however, future studies are necessary to elucidate the type of protective immune response that it induces.

Mice are valuable models extensively used to test vaccine candidates against Chlamydia abortus and to clarify immunopathological mechanisms of the bacteria. As this pathogen has the ability to reactivate during pregnancy, it is important to deepen the knowledge and understanding of some of the effects of female hormones on immunity and vaccination. This study is aimed at describing the role of sex hormones in the pathology of OEA during chlamydial clearance using ovariectomised mice and also gaining an understanding of how 17β-oestradiol or progesterone may impact the effectiveness of vaccination. Animals were treated with sex hormones and infected with C. abortus, and the kinetics of infection and immune response were analysed by means of bacterial isolation, histopathology, and immunohistochemistry. In a second phase of the study, protection conferred by an experimental vaccine after hormone treatment was assessed. Oestradiol showed a stimulatory effect on the immune response during infection, with a more efficient recruitment of macrophages and T-cells at the infection site. Furthermore, after vaccination, oestradiol-treated animals showed a stronger protection against infection, indicating that this hormone has a positive effect, stimulating a specific memory response to the pathogen.

El objetivo de este trabajo es describir cómo la observación reflexiva puede mejorar la práctica de los docentes de los colegios oficiales de Bogotá-Colombia cuando incorporan tecnologías emergentes en el aula a través del ciclo reflexivo de Gibbs, el cual guía al docente a realizar un proceso de reflexión sistemático y dinámico a través de seis fases (descripción, sentimientos, evaluación, análisis, conclusiones y plan de acción). Se realizó una investigación cualitativa con alcance descriptivo, la muestra fue de 38 docentes y para el análisis de los datos se utilizó la técnica de análisis de contenido y la codificación se realizó de manera abierta y axial. Al aplicar las fases del ciclo reflexivo de Gibbs los docentes reconocieron y comprendieron que en toda experiencia se encuentran aspectos positivos y elementos a mejorar para próximas implementaciones lo cual les permite ir transformando su práctica y así generar ambientes de aprendizaje significativos donde se potencializan los aspectos positivos y se reduzcan los negativos. Además, la observación reflexiva promueve el aprendizaje permanente, la capacidad de tomar decisiones y se convierte en una oportunidad para el desarrollo profesional docente. Algunas recomendaciones para futuras experiencias de incorporación de tecnología en el aula es realizar un aprestamiento y reforzamiento tecnológico, una caracterización tecnológica, una puesta a punto de la tecnología a utilizar, prever inconvenientes y entender que la tecnología no es el fin sino un medio para ayudar a mejorar los procesos de enseñanza y aprendizaje.

Recently, the term of digital university has been a buzzword or trend in different contexts in Spanish-speaking countries. However, there is no available clear definition of the concept that helps us specify its implementation further. Therefore, this study was aimed at analyzing the different existing conceptions of digital university in Ibero-America, via a systematic literature review and the analysis of the semantic field through a network analysis. This enabled us to identify what was understood by being a digital university from the perspective of different Ibero-American universities. Spanish keywords derived from the thesaurus -including “digital university”- were used in the search through diverse catalogs and databases, and documents of different kinds were found between 2007 and 2017. The literature review was based on the abstracts of the documents and we considered the creation of categories with diverse topics that represent how Ibero-America understands the digital university and with which restrictions has to deal with. The discussion incorporates the integration of those categories and topics into the digital university models that were previously identified. As a conclusion, a summary on the concept of digital university is presented and we point towards some remarks so that the conception is made a reality in its practice.

En este artículo se tratan, en el marco de la utilización de las tecnologías de la información y la comunicación en la educación superior, las características esenciales de aquellas modalidades de enseñanza flexible y a distancia que se apoyan en las redes, describiendo un modelo concreto puesto en marcha por la Universidad de las Islas Baleares: el Campus Extens.

In this paper we present a thorough literature review of different analyses and meta-analyses recently made to define the concept of e-learning and its impact on university. We consider the models, tools and strategies that can be implemented in Higher Education from the perspective of teachers, students or the teaching and learning planning process, and offer recommendations oriented to pedagogical planning and the integration of different training modalities (e-learning, b-learning and face-to-face), taking into account the need to guide training processes based on flexibility and continuous change. We approach b-learning from a general perspective oriented to plan its implementation in Higher Education as a strategy of change with an organizational character.

This study explores the perceptions of the teachers from the District Education Secretariat (Bogotá-Colombia) on the factors that facilitate or limit the incorporation of Emerging Technologies in the classroom. The sample used for this research was based on 241 teachers from different educational institutions. The data were collected through an anonymous survey with quantitative and qualitative questions. Open and axial coding was used to identify the different factors in contextual levels, such as microsystem, mesosystem, exosystem and macrosystem. It was found that sociodemographic variables do not influence the incorporation of technology in the classroom, in addition, there are three necessary and basic conditions for teachers to begin to incorporate technology in the classroom: motivation, infrastructure and information and communication technologies skills, but for any processes to be successful the teacher must be aware of what he is doing but any attempt to incorporate technology will fail. On the other hand, government entities must be responsible to generate policies or strategies in order to improve infrastructure, as well as design training plans according to the needs of each teacher and each institution.

Although we live in a knowledge society, instruction in research is still given traditionally. Mobile devices are present in learning processes, but their possibilities for research have not been broadly explored. This paper explores the research skills that could be supported using information communication technology through mobile devices. We start from theoretical frameworks related to andragogy, knowledge management, the technology acceptance model, and mobile learning. As a case study, 20 Colombian virtual education students studying for master’s degrees answered a questionnaire. The results revealed an acceptance of mobile device use in education and a tendency to use apps for information management. These results suggest the need to change the teaching process and design a strategy for the inclusion of mobile learning in research. The use of mobile learning can enhance research training processes framed in the emergent mode of knowledge or context-centric research, especially in virtual higher education.

The quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc.) or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy and discipline, research teaching nexus and locus of control. Identifying these variables may help to enhance teaching. A procedure for the capture, representation and transfer of knowledge between peers regarding active didactic methodologies supported by Information and Communication Technologies (ICT) was applied in a case study research. The data were represented by concept maps. The aim was to identify variables that affect Technological Pedagogical Content Knowledge (TPACK), the use of technology in teaching and pedagogic frailty, through the analysis of the interrelations among the concept maps.The analysis of the maps shows the implementation of many innovations with ICT (project-based learning, service-learning, collaborative learning), their positive aspects and the difficulties in carrying them out. The teachers involved pointed out some factors that contribute to the development of pedagogic frailty, including the number of students in each class, the organization of teaching, the motivation, among others, and as conditions for a greater progress in innovative educational experiments using ICT.

This research presents the initial results of a study on the processes of online PhD supervision in the Education Sciences field. Remote mentoring and supervision bring new problems to the delivery of high-level doctoral studies with a widely dispersed base of mature, part-time, international students. These processes are analyzed by taking into account the supervision dynamics, the communication and support systems used, the activity space developed, and the tools used. For this exploratory study, we opted for a semi-structured interview; open ended at first, but to which some closed questions were added (especially questions to order or statements to evaluate). Twenty-six supervisors and students were interviewed, affording a view from both sides, so as to better understand the process and its difficulties. A classification system was set up afterwards, using notes taken on the spot in the interviews, and, later on, the categories were applied to the interview transcripts. Key elements have been identified, in which to intervene to improve the process. By taking into account the supervisors’ and students’ points of view, a certain coincidence could be observed when identifying such elements, both in relation to the style of supervision and support to the process, as well as to the dynamics, or susceptible tools and applications to improve the process; although both groups do not attribute the same value.

There is low adoption of Information Technologies (IT) in the administration of small bovine production systems which causes that most decisions are made based on the experience of the administrators and not based on data. This study proposes a methodological strategy to improve the adoption and appropriation of a Decision Support System (DSS) in the aforementioned kind of systems. The strategy includes gamification elements in the training supported in three IT tools, which help with the understanding of the connection between the tools. The tools are a simulation model, a serious video game, and the DSS. The design and development of the strategy used Design and Development Research and Case Study, System Dynamics to develop the simulation model and a Rational Unified Process to develop the serious video game and the DSS. The methodology was implemented in Santander, Colombia with informative sessions and working with producers in aided simulated environments with the goal of getting participants to use the proposed tools in their environments in a voluntary, autonomous, lasting way. Results showed the impact of the ludic and pedagogical components for the appropriation of the technology. 22 months after finishing the aided sessions 34% of the farmers show appropriation of the DSS and use it on their farms.

Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.

Las comunidades virtuales son uno de los espacios virtuales donde confluyen aprendizajes de diferentes contextos -profesionales, académicos, informales, etc.-, ubicándose en el punto de intersección entre entornos virtuales institucionales, sociales y personales de aprendizaje, que implican a un grupo de personas unidos por intereses comunes. En este artículo se presenta el proceso de diseño, implementación y evaluación de Xarxa de la Facultat d’Educació (XarFED) como comunidad virtual híbrida de aprendizaje y práctica de la Facultad de Educación de la Universidad de las Islas Baleares (UIB, España). La información tenida en cuenta en el estudio durante el curso académico 2014/15 ha sido la recogida a través de Google Analytics, de la propia plataforma donde se ha desarrollado la comunidad y un cuestionario final de satisfacción que han contestado los usuarios. Los resultados apuntan a una valoración general positiva de XarFED, tanto a nivel tecnológico como de sus posibilidades educativas y participativas, aunque se aprecia un uso bajo de las herramientas de la comunidad, comparado con la utilidad percibida por los usuarios. Destaca su utilidad para conectar el ámbito académico y el informal, así como los intereses profesionales de la comunidad educativa de la UIB, y la importancia de la interconexión con las redes sociales que utilizan los usuarios en su día a día. Como conclusiones, se mencionan las posibilidades de este tipo de comunidades híbridas que al mismo tiempo potencian el aprendizaje académico y conectan con el desarrollo profesional de los futuros educadores, pedagogos y maestros egresados de la UIB. informal, redes sociales.

La investigación sobre escenarios de aprendizaje futuros se orienta a la adecuada integración de las posibilidades pedagógicas de los entornos personales, sociales e institucionales (LMS) de aprendizaje, y en concreto, a definir metodologías de enseñanza - aprendizaje (e - a) para estos nuevos entornos virtuales in tegrados más abiertos e innovadores. El planteamiento es que las instituciones de educación superior no pueden explotar los entornos virtuales de enseñanza - aprendizaje en el futuro próximo apoyándose solamente en los entornos institucionalizados (LMS al uso), sino que requerirán unos entornos abiertos, flexibles, innovadores, que integren los entornos personales, sociales e institucionales. Para ello, no solo se ha de modificar el enfoque educativo utilizado en las experiencias de entornos virtuales, se ha de considerar la importancia de los sistemas de gestión personal e institucional de la información, el control del proceso de aprendizaje por parte del usuario, los espacios compartidos, la organización del aprendizaje colaborativo, la incorporación d e metodologías centradas en el alumnos. Para comprender mejor la investigación sobre escenarios de aprendizaje y sus implicaciones, ésta es situada en el contexto de la agenda de investigación actual relacionada con la Tecnología Educativa.

(ES) Si poca atención y publicaciones se han prestado al tema de la historia de los gitanos españoles, menos aún a la historia de su escolarización y educación en estos seis siglos de conciudadanía accidentada. Este es un trabajo que acota y ordena los pocos documentos y noticias que tenemos de esta escolarización reductora, excluyente, segregadora, integradora y aún sin una solución desde modelos de intervención inclusivos, interculturales y probadamente posibles. Es un principio de reflexión sobre las políticas educativas con la minoría étnica gitana española. (EN) If history of Spanish gypsies has been barely studied and published, the history of their schooling and education during these 6 centuries of troubled shared citizenship has been even less studied. This article sets the limits and puts in order the few documents and news we have about this reducing, excluding, segregating, integrating and still with no solution from models of inclusion and interculturality checked as possible. It`s a start of reflection about educational policy with the ethnic gypsy minority in Spain.

(ES) Si poca atención y publicaciones se han prestado al tema de la historia de los gitanos españoles, menos aún a la historia de su escolarización y educación en estos seis siglos de conciudadanía accidentada. Este es un trabajo que acota y ordena los pocos documentos y noticias que tenemos de esta esco-larización reductora, excluyente, segregadora, integradora y aún sin una solución desde modelos de intervención inclusivos, interculturales y probadamente posibles. Es un principio de reflexión sobre las políticas educativas con la minoría étnica gitana española. (EN) If history of Spanish gypsies has been barely studied and published, the history of their schooling and education during these 6 centuries of troubled shared citizenship has been even less studied. This article sets the limits and puts in order the few documents and news we have about this reducing, excluding, segregating, integrating and still with no solution from models of inclusion and interculturality checked as possible. It`s a start of reflection about educational policy with the ethnic gypsy minority in Spain.

This paper highlights the trends and interest areas within the field of educational technology in the Spanish-speaking world, by making use of qualitative and quantitative content analysis of the Edutec-e journal. A total of 320 articles published by the journal between 1995 and 2015 were analysed for themes using titles and abstracts, information about the authors, and impact in terms of citations. Demonstrating the evolution of the journal, a broader and theoretical perspective on the educational opportunities of technologies was identified in the first period (1995-2004), followed by a more concrete and experimental approach with empirical studies and experiences with the use of ICT in education (2005-2015). Future research opportunities point towards comparing the results with other Spanish-speaking journals, and with educational technology trends in the English-speaking world.

Este artículo recoge el proceso de generación de una asignatura Open Course Ware. Se pretende mostrar una visión general del proceso que pueda servir de referencia para otros casos similares. Para generar estos contenidos educativos se empleó el modelo ADDIE. Así, se presenta inicialmente el contexto de la asignatura y se introduce el proyecto OCW, analizando sus características específicas frente a otros entornos virtuales de aprendizaje (EVA). Posteriormente, se detalla su diseño, desarrollo e implementación. Finalmente se muestra el marco de referencia para evaluar este material didáctico, basado en plantillas de evaluación y análisis del tráfico web.

El presente artículo revisa diferentes tipologías de campus virtuales formuladas a lo largo de los últimos años e intenta trazar, a partir de diferentes informes, su evolución en las universidades españolas. Por otra parte, considerando los elementos constitutivos de un campus virtual, se ofrece una propuesta de modelo desde una perspectiva evolutiva. Finalmente, se analizan diferentes informes acerca de las tendencias en el uso educativo de las TIC que incidirían directamente en la docencia virtual.

Uno de los temas clave de la agenda de investigación actual relacionada con la tecnología educativa hace referencia a Los nuevos escenarios de aprendizaje y sus implicaciones. Para comprender mejor la investigación sobre los escenarios de aprendizaje y sus implicaciones, se señalan en este trabajo algunos de los ámbitos que requieren mayor desarrollo en La investigación orientada a las competencias profesionales de los docentes, necesarias para adaptarse a la nueva forma de entender el aprendizaje en un mundo digital. Para ello, se revisan algunas investigaciones en este ámbito, insistiendo en aquellas líneas que quedan abiertas y requieren mayor atención.