Javier Fombona

M-learning y realidad aumentada: Revisión de literatura científica en el repositorio WoS

espanolLa realidad aumentada surge como un util sobre el que se precisa examinar su real implementacion educativa. Esta investigacion hace un analisis bibliometrico sobre documentos del repositorio Web of Science. Este servicio ofrece en Internet la produccion cientifica de mas de 7.000 instituciones de todo el mundo. Se toma como base un universo de 12.000 revistas indexadas y 148.000 actas de conferencias y se selecciona una muestra centrada en los terminos «m-learning» y «augmented reality» como descriptores o componentes de titulos en trabajos cientificos. El analisis sobre revistas n=741 y actas n=913 en los dos ultimos anos muestra una perspectiva diferenciada por areas. La investigacion se complementa con un analisis cualitativo de 67 producciones cientificas sobre estos descriptores en ese periodo de tiempo. En el estudio sobresalen cinco tematicas: la conceptualizacion del fenomeno, el desarrollo de nuevas metodologias, la motivacion generada, su deslocalizacion espacial y las materias objeto de implementacion. Las investigaciones destacan cambios logicos, como un mayor y diferente acceso a la informacion, junto a innovaciones trascendentes, como el incremento de actividades informales y ludicas, la insercion en ambientes virtuales iconicos, la pertenencia a grupos especificos, y redes de interaccion amistosa dentro de nuevas escalas de valores. Todo ello hace que estos instrumentos pasen a ser partes fundamentales en las metodologias. La educacion parece subsidiaria a estos avances tecnicos y a sus requisitos, imponiendose un drastico cambio metodologico en nuevos escenarios formativos. EnglishAugmented reality emerges as a tool, on which it is necessary to examine its real educational value. This paper shows the results of a bibliometric analysis performed on documents collected from the Web of Science repository, an Internet service that concentrates bibliographic information from more than 7,000 institutions. Our analysis included an overall universe of 12,000 indexed journals and 148,000 conference proceedings. From those, we selected a sample targeting the terms “mobile-learning” or “m-learning” and “augmented reality” as descriptors or components of titles of scientific works. The analysis on journals (n=741) and in conference proceedings (n=913) reveals a differentiated perspective in each area in the last two years. A qualitative ana¬lysis of 67 scientific productions addressing these subjects complements the research. This highlights five themes: conceptualization of the phenomenon, development of new methodologies, motivation, spatial delocalization, and implementation in subject-matter areas. The research highlights logical changes, such as greater and differentiated access to information; transcendent innovations, such as increasing informal and ludic activities, insertion into virtual environments, membership of specific groups, and networks of friendly interaction, along creation of new scales of values. These elements are now beginning to constitute fundamental parts of teaching methodologies. Education appears to be subsidiary to technical advances, thus imposing a drastic methodological change.La realidad aumentada surge como un util sobre el que se precisa examinar su real implementacion educativa. Esta investigacion hace un analisis bibliometrico sobre documentos del repositorio Web of Science. Este servicio ofrece en Internet la produccion cientifica de mas de 7.000 instituciones de todo el mundo. Se toma como base un universo de 12.000 revistas indexadas y 148.000 actas de conferencias y se selecciona una muestra centrada en los terminos «m-learning» y «augmented reality» como descriptores o componentes de titulos en trabajos cientificos. El analisis sobre revistas n=741 y actas n=913 en los dos ultimos anos muestra una perspectiva diferenciada por areas. La investigacion se complementa con un analisis cualitativo de 67 producciones cientificas sobre estos descriptores en ese periodo de tiempo. En el estudio sobresalen cinco tematicas: la conceptualizacion del fenomeno, el desarrollo de nuevas metodologias, la motivacion generada, su deslocalizacion espacial y las materias objeto de implementacion. Las investigaciones destacan cambios logicos, como un mayor y diferente acceso a la informacion, junto a innovaciones trascendentes, como el incremento de actividades informales y ludicas, la insercion en ambientes virtuales iconicos, la pertenencia a grupos especificos, y redes de interaccion amistosa dentro de nuevas escalas de valores. Todo ello hace que estos instrumentos pasen a ser partes fundamentales en las metodologias. La educacion parece subsidiaria a estos avances tecnicos y a sus requisitos, imponiendose un drastico cambio metodologico en nuevos escenarios formativos.Augmented reality emerges as a tool, on which it is necessary to examine its real educational value. This paper shows the results of a bibliometric analysis performed on documents collected from the Web of Science repository, an Internet service that concentrates bibliographic information from more than 7,000 institutions. Our analysis included an overall universe of 12,000 indexed journals and 148,000 conference proceedings. From those, we selected a sample targeting the terms “mobile-learning” or “m-learning” and “augmented reality” as descriptors or components of titles of scientific works. The analysis on journals (n=741) and in conference proceedings (n=913) reveals a differentiated perspective in each area in the last two years. A qualitative ana¬lysis of 67 scientific productions addressing these subjects complements the research. This highlights five themes: conceptualization of the phenomenon, development of new methodologies, motivation, spatial delocalization, and implementation in subject-matter areas. The research highlights logical changes, such as greater and differentiated access to information, transcendent innovations, such as increasing informal and ludic activities, insertion into virtual environments, membership of specific groups, and networks of friendly interaction, along creation of new scales of values. These elements are now beginning to constitute fundamental parts of teaching methodologies. Education appears to be subsidiary to technical advances, thus imposing a drastic methodological change.

Management and Teaching Experiences in a Context of Spanish Crisis: A New Vocational Training Centre in Audiovisual Communication / Upravljačko-nastavna iskustva u kontekstu španjolske krize: novi centar stručnog osposobljavanja u području audiovizualne k

Abstract One of the European guidelines in the field of education focuses on the efficiency of vocational training as a way to provide solutions for the current international crisis. This paper reports on the analysis of the efficient implementation of a new vocational centre in a special context of social and economic crisis in the north of Spain. As we are dealing with the Vocational Centre of Communication, we have had the opportunity to study the strategies used by media and include them in the new model of education. Some of these features have been described as opposed to traditional methodologies: entertainment, closeness, content repetition, iconic narrative, dramatization, dynamism and simplicity, among others. This experience was organised according to the new legislation that relies on the following new features: links with the production system, a flexible training offer, and the acknowledgment of the right to receive lifelong and permanent learning. Key words: academic performance; multimedia literacy; narration strategies; technology in education; vocational education of communication. --- Sažetak U sredistu jedne od europskih smjernica u podrucju obrazovanja nalazi se ucinkovitost strucnog usavrsavanja kao nacina rjesavanja trenutne međunarodne krize. U ovom radu analizira se ucinkoviti rad novog strucnog centra u posebnom kontekstu drustvene i ekonomske krize na sjeveru Spanjolske. Buduci da predstavljamo Strucni centar za komunikaciju, imali smo mogucnost prouciti strategije kojima se koriste mediji i ukljuciti ih u novi obrazovni model. Opisana su neka od tih obilježja kao suprotnost tradicionalnim metodologijama: zabava, zatvorenost, ponavljanje sadržaja, ikonicka naracija, dramatizacija, dinamika i jednostavnost. To je iskustvo organizirano u skladu s novim pravnim propisima koji pocivaju na ovim karakteristikama: povezanost sa sustavom proizvodnje, fleksibilna programska ponuda i priznavanje prava na trajno, cjeloživotno ucenje. Kljucne rijeci: akademski uspjeh, tehnologija u obrazovanju, multimedijska pismenost, narativne strategije, profesionalno komunikacijsko obrazovanje.