Teresa Piñeiro-Otero

Problemática universalización de los indicadores de evaluación científica. Crítica desde la investigación en comunicación radiofónica

El establecimiento de un sistema de acreditacion academica en la universidad espanola ha conllevado la universalizacion de indicadores de las ciencias puras y experimentales. Esta universalizacion resulta cuestionable para la valoracion de determinadas ramas del conocimiento como la comunicacion. El presente articulo efectua un analisis critico de los indicadores de evaluacion cientifica desde un ambito minoritario de la investigacion comunicativa: los radio studies . Para ello se ha llevado a cabo una aproximacion multidimensional: analisis bibliometrico de articulos en revistas academicas espanolas, encuesta a investigadores, estudio de la presencia de autoridades (autores con mayor productividad e impacto) en WoS - Scopus - Google Scholar y resolucion de las principales convocatorias de financiacion de proyectos estatales. Esta aproximacion constato la problematica de determinados indicadores –visibilidad e impacto, internacionalizacion, cooperacion o proyectos financiados- para la evaluacion de la investigacion radiofonica espanola, incluso respecto a otras areas de la comunicacion, por lo que se propone la adopcion de sistemas mixtos que permitan valorizar su impacto real.

La radio online y offline desde la perspectiva de sus oyentes-usuarios. Hacia un consumo híbrido

The development of online radio has led to a context of hybrid consumption where traditional broadcast cohabitates with other forms of content distribution. In this context users-listeners design their own radio consumption strategies by selecting and / or combining content, platforms and receiving devices. This work has intended to meet consumer trends, preferences in access and enjoy of radio content (on and offline), as well as the degree of appropriation of these platforms from the perspective of the users. Using a survey as a research method, it has been able to confirm the persistence of a traditional listening environment, also in the online, although the incipient presence of heavy users and their motivations forward a transformation of the broadcast consumption.

ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potencialidades para la docencia universitaria = ARG (Alternate Reality Games). Contributions, Limitations, and Potentialities to the Service of the Teaching at the University Level

Education’s gamification has represented an opportunity to boost students’ interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGR that, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered.Education’s gamification has represented an opportunity to boost students’ interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGR that, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered.