Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Este artículo se propone analizar diferentes estrategias musicales que encontramos en “La cueca larga”, -con texto de Nicanor Parra- musicalizada dos veces por Violeta Parra. “La cueca larga de los Meneses” fue musicalizada de manera tonal, y la “Cuecalarga”, fue musicalizada de manera atonal, en su primera parte. Nos aproximaremos a analizar el tratamiento musical de ambas piezas que presentan un texto común, pero con un resultado sonoro particular. Nos interesa profundizar sobre cómo se produce un desplazamiento estético entre la versión tonal y atonal de esta cueca, poniendo énfasis en la configuración de una idiomaticidad intencional de Violeta Parra para evocar lo que sería una cueca larga luminosa, versus otra, sombría. En este  sentido, el concepto de transtextualidad de Gennette desde la literatura, y usado por Lacasse desde la música, nos permite abrodar este caso como una práctica hipertextual.

Nowadays, Blockchain is recognized, especially in the financial world, as a new disruptive technology in the registration of events through a distributed and replicated system. Among the emblematic cases we can identify the following: Bank of England (Allison, 2015), Visa (Arnold, 2016), Santander, UBS, BNY Mellon, Deutsche Bank (Gallen, 2016). The best-known application is cryptocurrency, in particular, BitCoin. The success of Bitcoin, the most digital currency in the world, is explained by the use of a decentralized system based on tests that are registered by all users, maintaining their anonymity (Back et al, 2014; Wright & De Filippi, 2015 ).This would hardly call the attention of the educators if it were not because in the last years the interest has been awakened by this technology and by its potential application in fields as diverse as the digital identity, the attention to marginal groups, the medical records ... and of course Education.In 2017, the University of Nicosia became the first higher education institution in the world to certify its diplomas through Blockchain, but the best-known projects are those generated from MIT and the Open University of the UK (OU). In the MediaLab of MIT, Philipp Smith, director of Learning Innovation, develops a certification proposal registered by blockchain in an open standard: the Blockcerts. In the OU, Mike Sharples and John Domingue, both of The Knowledge Media Institute, try to create a learning registration system in the short term, using Open Badges, and generating a knowledge token.Since then, and in the last two years, progress has been made in several lines of work. The book that we are presenting, the first in Spanish to address this issue, describes the different proposals of Blockchain applications in Education through a selection of articles by leading researchers in the field.The book begins with the most radical proposals that come from the world of the company. Don and Alez Tapscott explain the expectations that Blockchain has generated in continuous training, as a system to register the competencies of workers and professionals.The radical optimism of the Tapscott is better placed in the second chapter, in which Andreia Inamorato dos Santos collects an extensive study of the European Commission on the use of Blockchain in Education.The following three chapters describe the three mentioned experiences of Nicosia, MIT and Open University in the hands of those who starred them. Natalia Smolenski and Kim Duffy analyze in more detail the Blockcerts, a key element that emerges from the MIT and that is likely to transform, if the emergence of another alternative initiative or more powerful, on the basis of future certifications to obtain through block chains.As with most innovations and technologies that become a trend, and considering that the use of Blockchain in Education is just beginning, we will probably see new and continuous implementations of it. Each field that requires the registration of events, finds in the Blockchain a system that will potentially help transparency and, simultaneously, respect for privacy, as well as an interesting facet of disintermediation. In this regard, the book includes some of these new proposals. Marcelo Leao, from Brazil, analyzes his applications in university management. Bartolomé, Lindín and Rivera-Vargas, from the University of Barcelona, explain the project of individualization of learning itineraries in university teaching.Finally, the work is completed with two interesting chapters that give counterpoint through a critical vision. The analysis, eminently ideological, of Audrey Watters and the most complete of Adell and Bellver show some limitations and tasks to be solved with the implementation of Blockchain in education.Beyond these reflections and experiences analyzed and incorporated into the book, Blockchain is still a little-known technology in the world of education. In fact, for many educators, it is still something far away. It is a situation similar to that which occurred in the early nineties with the use of the web in higher education. When they began in North America to offer courses and teaching materials through it, in the Spanish-speaking world the universities did not even have an institutional website. Also, when they finally did it, they turned it into little more than a system for storing and sending pdf files, or an alternative to CD-ROM. It took ten years for the Ibero-American universities to finally take the Web seriously. In that intermediate, the weight of the innovation fell essentially on some academics and research groups, who were aware of the changes and possibilities that its use could entail.Today something similar could happen with block chains, Blockchain. For the same reason, this book tries to help correct the level of ignorance that exists in the academic world about its possibilities and limits. But, although focused on university studies, it may also be helpful for other educational levels that in a few years will probably also come. As the authors say:This text hopes to help to better understand this technology and its possibilities in Education. And perhaps encourage to investigate better how to take advantage of it to improve our teaching activity and the learning of our students. It is a 21st century book ... on the border between the real, the possible and the dreamed.

As the demand for online postgraduate education is continuously rising, authors Swapna Kumar and Kara Dawson challenge the assumption that online professional doctoral programs are less rigorous than traditional ones and offer a model for post-graduate digital education in which scholarly thinking is embedded in the research and practice of the professional.

The aim of this study was to determine secondary school students’ choice of design features for digital textbooks. As a part of the research—which was conducted using a mixed technique—a literature review was carried out to source points to consider in the designing of digital textbooks and experts’ opinions were obtained. Based on the results, an 88-question survey was then developed to elicit the preferences of secondary school students with regard to design features for digital textbooks. Also, in this study, three digital textbooks with different design features—but with the same content—were developed to be used by the students. The students were then informed about digital textbook technology by researchers and the digital textbooks were made available to them. Finally, the survey was administered in four separate sessions, and the results were revealed by analysis of the data collected. The findings showed that students wanted digital books with a front, back and bookplate. They took the view that elements for transitions between pages were necessary along with the table of contents, index, glossary and search tools. Students also expressed a desire for images in digital textbooks, especially three-dimensional lifelike drawings, videos and animations.

An instrument is presented that allows primary school teachers to evaluate the potentiality to develop creativity that have playful  online app K6-12 focused on the development of digital storytelling (DST), so they can select those that can be used in the classroom for that purpose. The instrument validated consists of 48 indicators associated with the six dimensions of the creativity: flexibility, originality, fluency, problem solving, elaboration of products and co-edition and dissemination. It was designed based on the opinions of experts in creativity and Information and Communication Technologies of the didactic field, theory of education and methodology; also with the assessments and clarifications made by a focus group of final users. Subsequently, three different coders applied the final instrument to evaluate an app sample (N=20) according to the requirements, to validate it using Cohen's Kappa statistic, as an alternative consistent to measure the concordance between the judgments issued by the three coders, obtaining a k=0.897, that is, a high concordance, and with it, reaffirm the validity of the instrument to measure the potential of these app to promote creativity of school children.

This paper is part of a research project, in which secondary teachers were invited to generate cartographies, and participate in conversations about the scenarios and where they learn and the movements they make, inside and outside school. They were also invited to think about what they valued of this performative act as a source of knowledge and experience. By generating cartographies, as a visual and textual epistemological and methodological move, we inquire those interstices, displacements, instable journeys, ways of knowing, assemblages and entanglement through which teachers explore and perform their nomadic learning paths. The main aim of this research process it is no longer about getting results but generating and putting into action concepts such as rhizome, intensity, affect, gesture, displacement, metaphor. Concepts that are helping us to think about how learning gets through teachers’ movements and trajectories. Specifically, in this paper, we reflect on how nomadism localizes learning not as an outcome but as an activity staged within a processual, relational and performative ontology of becoming. In addition, we consider how all these processes affect us, as teachers and researchers.

This paper invites readers to reconsider the role of Art in the learning of social sciences in higher education based on the ability of the arts to promote understanding among students about their world of life.The new pathways opened up by multimodality offer access to vast repositories of images such as Flickr (Davies, 2007; Castañeda, 2009), and museums that exhibit high quality reproductions of their art collections (Google Art Project). Furthermore, students can express themselves by combining their own images with text (multiliteracies –The New London Group, 1996; Leander, K & Boldt, G., 2012). Multimodal literacy represents a powerful tool to observe and record of all kinds of interesting events for social science students that can be shared and debated on social media. Moreover, following John Dewey (1980) about aesthetic experience, the new form of literacy, as result of combining imagens and texts, represents an excellent way to trigger sensible and aesthetic feelings.

Children's digital competence does not only depend on what is done at schools. Families are a guide for their children in the acquisition and development of that competence. The objective of this paper is to analyze the influence and role of families in the development of the digital competence of primary school students. In the study, a methodology of multiple case studies has been used. It allows a deep understanding of the phenomenon. Specifically, there are four cases located in two different areas of the Community of Madrid. This study take into account different socio-economic, cultural and educational characteristics of the family environment. Through interviews, it has been possible to identify the child's regular practices in the use and access of technologies (ICT) within the family environment, as well as to know how the family dynamics mediate in the learning and development of digital competence. The results point to an integration of ICT in households and a family dynamic towards ICT characterized by the establishment of norms and awareness, concerned about the problems associated with the use of the Internet. Parents do not question their contribution to the development of it, they see that their children handle ICT with ease and confidence and think that digital learning is something innate in their children.

The goal of this paper is to analyze the creative processes undertaken in a community of teenagers participating in entertainment workshops designed to develop digital literacies. The main goal is to outline support strategies to generate digital literacy among young people who participate in social networks. We adopt an ethnographic and action research approach to explore the creative process undertaken in an informal educational environment. Methodologically, narrative reconstructions are combined with an analytical approach. The results obtained were three-fold: 1) Specific audiovisual content depends on the material and social context in which it was generated. 2) When multimodal discourses are used, their use is conditioned by the mobile applications that young people use and the need to integrate different modes. 3) The conversations and practices that take place in the workshop focus young people’s attention on creative and critical practices when using social networks such as Vine and Instagram.

In virtual communities, Community of Inquiry (CoI) is one of the most developed, collaborative and constructivist approaches amongst scientific studies on e-learning. The objective of this research is to analyse the existence of social, cognitive and teaching presence and examine the cognitive presence in a b-learning model. It follows a qualitative methodology based on studies, conducted with 97 educators, enrolled on four, part time training courses offered by @rcaComum about programming with ScratchJr. The content of these forums was analysed according to the CoI. model, obtaining 1,206 messages, categorized and coded in 1,895 themed units. The results are led by the teaching presence, with the moderator using a proactive role towards teaching. Social presence is based on open communication, while cognitive presence is marked by messages of confusion and the recognition of problems. It is concluded that the social and cognitive factors that intervene in hybrid training, question the value of the CoI model. The implications of the CoI instruction approach in a mixed learning model are discussed and recommendations for future research are included.