Esther Fernández Márquez

Los ámbitos de intervención de los profesionales de la Educación Social. Un estudio con mapas conceptuales multimedia

This article presents a diachronic study in which the conceptions of university students on the specific areas of Social Education through the elaboration of collaborative multimedia concept maps are analyzed. The sample consists of 321 students belonging to the Social Education and Dual Degree Social Education and Social Work Degree courses of the Universidad Pablo de Olavide, during the academic years 2014/15, 2015/16 and 2016/17. Through a qualitative methodology, through virtual ethnography and quantitative techniques with the use of questionnaires, we analyzed the intervention areas in Social Education and the most significant results were the following: drug addiction (16%), people with disabilities and mental health problems (13%), elderly (13%), and childhood (9%). Other areas that students have identified as being specific to Social Education are: immigration and adults (7%), adolescence (6%), gender violence (5%), socio-community care (4%), sociocultural animation and labor integration 3%), as well as judicial measures, social integration and exclusion (2%), homelessness, child violence, family mediation, education, street education, interculturality, or child violence (1%). In order to point out these concepts, multimedia conceptual maps have been elaborated which show fundamentaly through a vertical hierarchical arrangement.

Experiencias de posgrado sobre computación en la red (cloud computing) con software social

A research carried out with the collabora- tion of master students in Communication and Edu- cation during the academic year 2011/2012 focusing on advantages and weaknesses of cloud computing through active methodologies using Mindomos mind maps and posting them in edublogs. The aim was fostering autonomy in the process of knowledge construction process by means of 2.0 applications and interactive maps. The results show that 2.0 web applications are active metacognitive strategies that support the recreation of collective knowledge and allow the categorization of relevant concepts, facilita- ting the digital creative thinking.