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

The objective of this research was to analyze the results of a binational course for the production of Open Educational Resources (OER) in response to the capacity building of the UNESCO Recommendation on OER. The course was generated from the international stay UNESCO/ICDE Open Educational Movement for Latin America 2019. It was implemented in Moodle from January to July 2021. The course was taught in three Mexican institutions and one in Chile. Eighty-one professionals (teachers from various educational levels and instructors) participated. The study was based on quantitative and qualitative approaches and was descriptive. An Excel grid was used to record data on the 51 resources created, a questionnaire was used to learn about the participants' experiences in relation to the impact, difficulties and achievements involved in the production of OER, and Moodle follow-up reports were used to analyze the participants' learning paths. The outcomes prove a significant predominance of presentations made in Genially and PowerPoint with Creative Commons Attribution-Noncommercial-No Derivative Works license, created by Mexican institutions, as well as the development of some digital competencies related to education 4.0. It is concluded that there is still a lack of awareness on how to share OER to increase the dissemination of knowledge and contribute to open education. As future work, it is considered that the course can be implemented as a MOOC to address in a broader way the development of capacities of the UNESCO Recommendation on OER.

Emerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens' complex thinking is not among the primary goals, despite the connection with the tenets of Education 4.0 and the training of socially committed citizens. Therefore, we propose a framework and typology to foster CS projects while scaling up complex thinking. We used the evidence-based educational innovation (EBEI) methodology and the Theory of Change (ToC) perspective, reviewing some of the most relevant frameworks under UNESCO's Open Science Recommendation. Findings from the CS projects analysis revealed that: (a) there is inattention to developing the sub-components of the complex thinking macro-competency; (b) a growing trend to develop frameworks for CS projects is taking place; (c) there is a prevalence of CS project frameworks focused on prevention and control, project evaluation and design, and education and research; (d) a framework with three dimensions based on ToC (Outbound, Threshold and Full-cycle) can guide the development of CS projects; and (e) an eight-component typology can measure the progress and impact of CS projects from the perspectives of Context-awareness, Citizen engagement, Infrastructure leverage, Technological innovation, Educational innovation, Outreach and Scale, Network building, and Complex Thinking. We envision that the integrated framework and typology proposed, scaffolded by complex thinking, can comprehensively broaden the impact of CS initiatives.

Different generations (digital natives, resident students, generation Y, X, or Z) show a preference towards technologies and the digital world. This "ex-post-facto" study is presented to learn the preferences that university students have regarding the use of different resources for various educational activities, as well as the investment of mental effort and perceived ease of learning concerning different means and technological resources. The sampling used is non-probabilistic, conventional, and intentional. 2,148 university students from different scientific fields of twelve Spanish public universities participate in it. To do this, an "ad hoc" instrument is designed whose data show high reliability and validity indices. The results indicate that students tend to have different perceptions regarding the various means and resources presented, in terms of the level of mental effort needed, along with the degree of easiness to learn through them. In this sense, the casuistry of the results is discussed and compared with the theory of mental effort proposed by Salomon (1981). The findings can be explained by the result of the interaction of three elements: the symbolic systems mobilized to elaborate messages, the message, and the technology that packages, formalizes, and transmits them. In the same way, it concludes by discussing the applicability of the results for the improvement of the digital competence of the students.

Designing inclusive education for deaf learners is a complex dilemma affecting multiple spheres and agents. In the US and Canada, despite considerable work by students, parents, educators, school administrators, curriculum developers, and lawmakers to address education policy about deaf bilingual literacy, the provision of deaf education through open access educational resources is a wicked problem exacerbated by gaps in curriculum and pedagogy. Despite increasingly hypermodern technologies and mandated early assessment, most deaf high schoolers in North America have unsatisfactory literacy skills (Qi & Mitchell, 2012). To better manage this “wicked problem,” involving policy, pedagogical methods, and curriculum design, we explore how aesthetic forms of knowledge and deaf positive design operations are used in conjunction with Open Educational Resources (OER). We reviewed the literature and constructed a novel framework about OER and e-books in deaf education. The synthesis generated three key takeaways that assisted our understanding of the complex issue. We presented our new framework alongside structured questions to 382 attendees hailing from 20 nations at the WUN/UNESCO Conference (2021, October), focused on inclusive and open access education technologies. We empirically analyzed this rich corpus using qualitative coding and represented our findings using a multipart Ecocycle Model. Following basic analysis, we describe four broader implications for deaf education research about teaching and curriculum using OER and e-book materials. Our analysis shows that deaf curriculum design is an educational problem embedded in a larger policy debate concerning methods and philosophies of pedagogy.

The integration of technologies in education brings organizational changes not only in traditional classrooms, but also in digital platforms, and invites to locate opportunities for educational innovation. This article aims to identify the perception of 206 participants of an international Open Education (OE) program and to contribute to UNESCO's (2019) recommendations for OE and science, with possibilities for technological enablers. The guiding questions in this study were: what are the challenges, cases, and experiences that participants perceive as drivers of OE? In what ways can technologies enable OE within the framework of UNESCO recommendations? A parallel mixed method was carried out with an initial phase analyzing qualitative and quantitative data with a perception instrument applied to the participants. The second phase comprises a literature search to locate research that uses technologies in OE and to provide an outline of technological enablers. The results were: (a) the greatest perceived challenges are "Promoting the culture of open access" and "Promoting international cooperation"; (b) 46 contributions from participants with cases to promote OE stand out and (c) contribution of six research studies to promote UNESCO's recommendations with technologies and (d) a classification scheme of technological enablers 4.0 for education is proposed. This article is intended to be of interest to educational communities, ministries of education and science, researchers, and trainers interested in educational innovation.

Despite the relevance of teaching digital competence (TDC), few literature analyzes generic teaching competence frameworks from a digital perspective. The main objective of this research is to know the digital perspective that arises in the different frameworks of teaching competencies in Higher Education in Spain during the first two decades of the 21st century. Thus, through a review of reviews, it is intended to identify the competence frameworks that: (1) define TDC as a specific competence; (2) that define it as a sub-competence or within a specific competence; or (3) that include it transversally. To do this, a content analysis of 25 competency frameworks published between 2000 and 2020 has been carried out. The outcomes show the predominance of the instrumental sense of DT in the teaching function, closely linked to the teaching-learning process (T-L) and the need for transformation and innovation in teaching. However, there is a need to expand the incorporation of TDC in the rest of teachers' competencies given the current socio-educational challenges derived from digital immersion in all aspects of life. Therefore, there is also an absence of the development of students’ digital competence in relation to the teaching task.  

This study aimed at verifying the association of message length and delay in university online discussions with academic achievement and students’ influence on their classmates. Forums in Moodle were designed, and asynchronous online discussions with first-year undergraduate students of Educational Sciences were conducted. We gained word count from the learning management system, the weekly delay in posting a message to the forum was regarded, and we assumed the students’ grades to know their academic success. To obtain an indicator of influence, we conducted a social network analysis from the interactions that emerged from the online discussions. Then, we calculated the eigenvector centrality of each student once the debate had been completed. Results showed a low monotonic association between grades and the message words or the delay in posting. There was a slight trend to achieve more eigenvector centrality since students took more time to send a message and when messages were more synthetic. However, we did not obtain values in the coefficients that would allow us to infer a relevant association. The level of correlation detected for the grades was significant and, above all, regarding eigenvector centrality. We discussed the limitations of this study, the need for more research, and the implications for educational practice.

The COVID 19 socio-sanitary crisis evidenced a digital gap between higher education teachers and students that needs to develop EdTech skills in university teachers. With the aim of analysing the current development of teacher training in digital skills for education in the 21st century, an extensive and systematic bibliographic review of national and international literature was carried out. It review considered the theorists, frames of reference and training experiences in teaching digital skills. The problem discussed in this article is the actual tendency to train teachers in instrumental and technical aspects of technology such as digital and information literacy, without delving into its more complex use as an instrument of cognitive mediation to learn to think through ICTs and digital media. Based on the analysis carried out, it is concluded that universities need to move towards a sustainable EdTech, oriented towards problem solving through collaborative environments characterized by a critical, ethical, cooperative, participatory and responsible use of technologies. A training proposal is made in EdTeach where the digital is integrated into the pedagogical task and responds to the complexity of the learning that needs to be developed in the students.

The complexity of constant change has a global impact on all sectors and especially in the field of education. This article aims to analyze the possible digital horizons that can be glimpsed in the future of education 4.0 based on UNESCO recommendations. In particular, the recommendations of open educational resources (OER) as a strategic support for digital transformation, to present valuable contributions of the articles that make up this monograph. The method followed was literature review and propositional analysis. The findings show contributions for education 4.0 linked to UNESCO recommendations: (a) reasoning for complexity, (b) access with open platforms, (c) digital support, (d) new creations and (d) solidarity. Ten articles that contribute to the knowledge of education 4.0, open educational resources, open science and digital transformation practices are also presented. The digital horizons outline processes for: (a) reconstructing the formative spaces of people; (b) education as part of a new inclusive ecosystem of training; (c) open digital technology as a vehicle for new ideas and links; and (d) co-constructing new formative processes. The contributions are intended to be of value to the academic, scientific, and social community, interested in proposing new possibilities for a quality, open, inclusive and supportive education.

The 135 parliamentary initiatives (IP) on Rare Diseases (EPF) represent partially the political discourse say and attitude towards these pathologies, which according to the Government and the associations affect approximately three million citizens. The Critical Discourse Analysis applied of these initiatives and their corresponding sub-typologies (Control Function, Political Orientation Function and Institutional Declaration) throughout 7 legislatures allows us to observe the following: the political appropriation of the Federación Española de Enfermedades Raras (FEDER)’s message concerning rare diseases and the use of a series of valuation groups that express vagueness, a tenuous vindication and a lack of parliamentary responsibility. Also, these valuation groups show an apparent involvement that masks a distancing towards the disease, the patients and their families.