Santiago Tejedor Calvo

Interacción en plataformas educomunicativas. Reflexión sobre tipologías y usabilidad. El Caso de Colombia

This paper describes 14 Colombian web based “edu-communicational” projects. The aim is to analyze different types of platforms, different type of use and the elements that facilitate interaction with final users. The study sample is composed of three main categories of sites: formal education sites, informal education sites and other types of sites that contain some kind of educational content. The research establishes different variables aimed at discovering educommunicative tools. Both the theoretical framework and the conceptual approach to edu-communication, as well as the methodological proposal applied are retrieved from the works of De Oliveira (2009), Freire (2002), Barbas Coslado (2012), Perez-Tornero (2004), Tejedor (2010), Said and Arcila (2011a) and O’Reilly (2009), among others. In conclusion, the article shows similarities and differences among the platforms that shape the online edu-communicational landscape in Colombia.

Retos y riesgos del uso de Internet por parte de los menores. ¿Cómo empoderarlos?

The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.El objetivo de este articulo es reflexionar criticamente, a partir de una seleccion de ultimos informes, investigaciones, publicaciones y otras fuentes, sobre las orientaciones de como «empoderar» a los y las menores frente a los riesgos on-line actuales. Entre los diferentes riesgos quisieramos destacar los que mas violencia emocional producen; las situaciones de «grooming» o ciberacoso, cada vez mas visibles y urgentes de prevenir conjuntamente. El uso de Internet y la facilidad de visibilizar cualquier informacion o situacion ha permitido romper el tabu social respecto a estos riesgos. Datos como el que el 44% de menores en Espana se habia sentido acosado sexualmente en Internet en alguna ocasion en el 2002, o el que el 20% de ninos en Estados Unidos sufria ciberacoso, segun una encuesta realizada a 4.400 estudiantes en el 2010, nos indican la gravedad de la problematica. Por ello, tal y como se recoge en el Curriculum MIL de la UNESCO para profesores (Media and Information Literacy), es necesario trabajar el uso responsable de Internet por parte de los y las menores, para empoderarlos evitando que puedan convertirse en futuras victimas o acosadores. A partir de los riesgos reales que pueden padecer, asi como las respuestas cientificas y sociales que se han dado al respecto, elaboraremos una serie de recomendaciones a tener en cuenta en el diseno de actividades educativas enfocadas a la capacitacion critica de los y las menores en cuanto su uso de Internet.El objetivo de este articulo es reflexionar criticamente, a partir de una seleccion de ultimos informes, investigaciones, publicaciones y otras fuentes, sobre las orientaciones de como «empoderar» a los y las menores frente a los riesgos on-line actuales. Entre los diferentes riesgos quisieramos destacar los que mas violencia emocional producen; las situaciones de «grooming» o ciberacoso, cada vez mas visibles y urgentes de prevenir conjuntamente. El uso de Internet y la facilidad de visibilizar cualquier informacion o situacion ha permitido romper el tabu social respecto a estos riesgos. Datos como el que el 44% de menores en Espana se habia sentido acosado sexualmente en Internet en alguna ocasion en el 2002, o el que el 20% de ninos en Estados Unidos sufria ciberacoso, segun una encuesta realizada a 4.400 estudiantes en el 2010, nos indican la gravedad de la problematica. Por ello, tal y como se recoge en el Curriculum MIL de la UNESCO para profesores (Media and Information Literacy), es necesario trabajar el uso responsable de Internet por parte de los y las menores, para empoderarlos evitando que puedan convertirse en futuras victimas o acosadores. A partir de los riesgos reales que pueden padecer, asi como las respuestas cientificas y sociales que se han dado al respecto, elaboraremos una serie de recomendaciones a tener en cuenta en el diseno de actividades educativas enfocadas a la capacitacion critica de los y las menores en cuanto su uso de Internet.The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.