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The article reviews the importance of long-life learning nowadays and the new semantic e-learning environment creating during the last years to support the requirements of that conditions. The education in 21st century is a long-life learning education with the commitment to formal, non-formal, and informal learningsupportedbyNew Learning Environments. The eAcademia framework has been adopted and created with real and virtual members of organizations, applications for communication and collaboration, e-Learning, and directory services. The aim of the article is to describe the changes in the education system in the last decades forced by the innovations of technology and their implementation in life. The characteristics of the New Learning Environments are analyzed and the concept of long-life learning.

[Resumen] Los avances actuales de las Tecnologías de la Información y la Comunicación (TIC) han creado nuevos espacios para la participación recreativa, principalmente en espacios virtuales, que pueden considerarse como uno de los principales impulsores de la producción cultural y creativa. Este documento describe la experiencia en el desarrollo y prueba de un entorno virtual 3D interactivo para el grupo escultórico Aeneas en Forum Adiectum. Los modelos 3D obtenidos de diferentes fuentes se pueden incluir en este mundo virtual después de una adaptación adecuada. Nuestro objetivo es demostrar que esta forma de mostrar el Patrimonio Cultural puede motivar y facilitar el aprendizaje de las personas de nuestro pasado en lugar de los medios tradicionales. [Abstract] The increasing use of new technologies in the disciplines related to History, have given rise to new means for their study, analysis and dissemination. One of the technologies that has experienced great growth in recent years has been Virtual Reality. This paper presents the development of an interactive Virtual Reality application in which the aim is to disseminate the reconstruction of the Aeneas sculptural group that was found in the Adiectum Forum environment. First, all the pieces of the group found were digitized, as well as the remains of the forum. Second, we studied the process of adapting these data to be used in the Virtual Reality application. Thus, a new medium is proposed to show the Cultural Heritage that facilitates the learning process of the people Junta de Extremadura; IB16162

In the United States, professionals in many disciplines are required to remain current in their field by completing training courses to obtain continuing education units. Traditionally, face to face professional development training has been designed to teach workplace skills and could include laboratory segments and activities where instructors observe participants’ involvement. Satisfactory completion is assessed using true-false or multiple choice tests. Today, instructional designs using on-demand distance-based professional development training are widely promoted, but how participant performance is measured is not standardized. The issue is particularly important in online courses containing innovative simulated laboratory activities where participant choices and actions in virtual workplace scenarios must be evaluated. In this paper, methods used to assess participants’ decision-making and higher-order thinking skills are discussed and effectiveness measures are presented. The paper concludes with a summary of how these assessment methods can be implemented by organizations responsible for licensure and professional development credits.

This paper presents a summary of proposals and new learning scenarios for the 21st century related to the theme of “Education, Culture and Technology”. These proposals and scenarios are based on the work conducted in 2014 by a group of experts from Catalonia, the United States and the United Kingdom during the International Forum on Education and Technology (FIET) held in Tarragona, Spain. The main aim of this work is to analyze the interconnection between education and culture through the discussion and selection of best practices and to identify the role played by technology in this process. The methodology used in this qualitative research was the focus group, whereby a group of experts analyzed and selected a range of good practices related to the main issue. The results of this process were shared at two plenary sessions with 100 expert reviewers and 500 educators. After considering the challenges faced by education in the 21st century and the best practices selected by the experts, it was agreed that digital technology can promote the dialogue that is needed to create a culture of innovation and enhance new ways of learning, participating, and contributing to local and global culture. At the end of this paper we make several proposals and recommendations for constructing learning environments that integrate education, culture and technology for a transformative experience., Este artículo presenta un resumen de las propuestas y nuevos escenarios de aprendizaje para el siglo XXI relacionados con el tema de “Educación, Cultura y Tecnología” basado en el trabajo desarrollado en 2014 por un grupo de expertos de Andorra, Cataluña, Estados Unidos y el Reino Unido durante Foro Internacional sobre Educación y Tecnología (FIET),celebrado en Tarragona. El objetivo principal de este trabajo se centra en el análisis de la interrelación entre la educación y la cultura a través de la discusión y la selección de casos de buenas prácticas, con el fin de identificar el papel que desempeña la tecnología en este proceso. La metodología aplicada en esta investigación cualitativa fue a partir de focus group, donde un grupo de expertos analizó y seleccionó algunas buenas prácticas relacionadas con el tema principal. Los resultados fueron compartidos en dos sesiones plenarias con 100 revisores expertos y 500 profesionales del mundo de la educación. Tras considerar algunos retos para la educación del siglo XXI junto con los casos de buenas prácticas seleccionados por los expertos, se ha podido observar que la tecnología digital puede promover un diálogo para crear una cultura de la innovación, y al mismo tiempo mejorar las nuevas formas de aprendizaje, participando y contribuyendo a la cultura local y global. Al final del artículo se incluyen algunas propuestas y recomendaciones para la construcción de entornos de aprendizaje que integren la educación, la cultura y la tecnología para una experiencia transformadora., Aquest article presenta un resum de les propostes i nous escenaris d’aprenentatge per al segle xxi relacionats amb el tema d’“Educació, Cultura i Tecnologia” basat en el treball desenvolupat el 2014 per un grup d’experts d’Andorra, Catalunya, Estats Units i el Regne Unit durant el Fòrum Internacional sobre Educació i Tecnologia (FIET), celebrat a Tarragona. L’objectiu principal d’aquest treball se centra en l’anàlisi de la interrelació entre l’educació i la cultura a través de la discussió i la selecció de casos de bones pràctiques, amb el fi d’identificar el paper que desenvolupa la tecnologia en aquest procés. La metodologia aplicada en aquesta investigació qualitativa va ser a partir de focus group, on un grup d’experts va analitzar i va seleccionar algunes bones pràctiques relacionades amb el tema principal. Els resultats van ser compartits en dues sessions plenàries amb 100 revisors experts i 500 professionals del món de l’educació. Després de considerar alguns reptes per a l’educació del segle xxi juntament amb els casos de bones pràctiques seleccionats pels experts, s’ha pogut observar que la tecnologia digital pot promoure un diàleg per crear una cultura de la innovació, i al mateix temps millorar les noves formes d’aprenentatge, participant i contribuint a la cultura local i global. Al final de l’article s’inclouen algunes propostes i recomanacions per a la construcció d’entorns d’aprenentatge que integrin l’educació, la cultura i la tecnologia per a una experiència transformadora.

In todayís society, knowledge is becoming a valuable asset and, for that reason, ways of creating, managing and possessing this knowledge are being sought. In this sense, this research is focused on actors and processes linked to knowledge creation and management (Del Moral et al., 2007; Drucker, 2003; Holsapple & Wu, 2008) and to knowledge management itself (Basu & Sengupta, 2007; dePaula & Fischer, 2005; Milton, 2005; Stankosky, 2005; Weber, 2007; Lambe, 2011).The aim of this research is to examine knowledge creation and management processes through communities of practice in the public administration with an intensive use of ICT; the goal is to outline the key factors for success in the communities analysed. The research method employed was the case study, multiple case studies to be precise, with attention on the organizational innovation (knowledge creation and management processes) carried out by some organisations or communities (single cases), but with interest in a global view of the matter. As Yin (2009) proposes, multiple case studies are more solid and sound than a single case study. The main contribution of this paper is the identification of standards and good practices for improving the existing communities of practice in the Catalan Department of Justice and the Catalan Health Protection Agency and for communities of practice created in the field of Public Administration.

The article presents a list of criteria of quality for best practice in the application of ICTs in Latin American institutions. Reflection is done based on the results of a inquiry to experts in school courses 2008-2009 and 2009-2010 among teachers, researchers and leaders of education of Latin America and the Caribbean. Responses, comments and suggestions allowed the preparation of a working paper as exploratory evidence still undergoing experimental study on new learning environments. El artículo presenta una lista de criterios de calidad para una buena práctica en la aplicación de las TIC en instituciones latinoamericanas. La reflexión se hace a partir de los resultados de una consulta a expertos en los cursos escolares 2008-2009 y 2009-2010 entre profesores, investigadores y líderes de educación de América Latina y el Caribe. Las respuestas, comentarios y sugerencias permitieron la elaboración de un documento de trabajo como evidencia exploratoria al estudio experimental aún en proceso sobre nuevos ambientes de aprendizajes.

İnternetin yaygın kullanılmaya başlanması, farklı uygulamaların da yaygınlaşmasını beraberinde getirmektedir. Günümüzde, yaygınlaşan uygulamaların başında Web 2.0 uygulamaları gelmektedir. Web 2.0 uygulamaları özellikle zaman ve mekandan bağımsızlık özelliği ile oluşturulan bilgi topluluklarının etkileşiminin artmasına neden olmuştur. Bilgi toplulukları arasındaki etkileşimin artması aynı zamanda bilginin hızla yenilenmesi ve tüketilmesi anlamına da gelmektedir. Bilginin değişim hızı göz önüne alındığında, yaygın olarak kullanılan Web 2.0 uygulamalarından olan Youtube, Facebook, Twitter, Wikiler ve Bloglar bireylerin bilgiyi takip etmelerini kolaylaştırmaktadır. Farklı ilgi alanlarından pek çok profesyonel tarafından kullanılan Twitter bu uygulamalar arasında popüler olanlardan biridir. Twitter’ın farklı kesimler tarafından kullanımı, içinde öğrencilerinde bulunduğu bir çok bireyi bu uygulamaya yöneltmiştir. Tüm bunlar göz önüne alındığında öğrenciler arasında giderek yaygınlaşan Twitter’ın, eğitim amaçlı kullanılmasına ilişkin uygulamaların yaygınlaştırılması biz eğitimcilerin görevidir., As the Internet becomes more widespread, common use of various applications originated from this technology has come into question. Among these, Web 2.0 applications enhance the interaction between knowledge communities due to its attractive features as being interactive and anytime and anywhere connection. The increase of interaction between knowledge communities also means rapid knowledge regeneration and consumption as well.Taking into account the rapid change in knowledge, the widespread Web 2.0 applications like Youtube, Facebook, Twitter, Wikis and Blogs facilitate the following of the information. Twitter, which is used by many professionals from different fields, is now a popular application. The use of Twitter by different communities also orientates students to follow others toward their interests. Considering these, we as educators are responsible fo ther dissemination of Twitter use for educational purposes.

This article is a partial report of the conceptual findings or a research communication about the advantages of new learning environments as a way to organize the teaching process to educate to generation net. In particular emphasis is on the way in which the use of ICT (TIC in Spanish). Also this report present the AEI approach as a good and practical tool to introduce and integrate the technology in the learning and teaching process. El presente artículo es el informe parcial de aspectos conceptuales implicados en una investigación dedicada a probar en la práctica escolar las ventajas de los nuevos ambientes de aprendizajes como forma de organizar el proceso de enseñanza para educar a la generación net. Se enfatizan los retos que se presentan al emplear las TIC en la educación y se presenta el Enfoque y Prueba AEI como instrumentos en que se operacionalizan las variables más importantes a tener presentes, y que constituyen en la práctica un instrumento de acción para la introducción e integración de las TIC en los procesos de enseñanza y aprendizaje.

Migration to new visualization techniques is a trend that allows for a better spatial understanding. In order to evaluate the resilience ability of first-year students of Spanish architecture degree, we have compared two learning methodologies: the traditional generation of printed plans, and the generation of interactive 3D models using new systems of publication and interaction. The main objective of the study is to evaluate the new methodology that assumes that the use of friendly technology in the classroom makes it much easier and satisfying for students to follow the subjects, allowing better acquisition of the skills they are learning.