This paper describes the application of a mixed-evaluation method, published elsewhere, to three different learning scenarios. The method defines how to combine social network analysis with qualitative and quantitative analysis in order to study participatory aspects of learning in CSCL contexts. The three case studies include a course-long, blended learning experience evaluated as the course develops; a course-long, distance learning experience evaluated at the end of the course; and a synchronous experience of a few hours duration. These scenarios show that the analysis techniques and data collection and processing tools are flexible enough to be applied in different conditions. In particular, SAMSA, a tool that processes 384 A. Martínez, Y. Dimitriadis, et al. interaction data to allow social network analysis, is useful with different types of interactions (indirect asynchronous or direct synchronous interactions) and different data representations. Furthermore, the predefined types of social networks and indexes selected are shown to be appropriate for measuring structural aspects of interaction in these CSCL scenarios. These elements are usable and their results comprehensible by education practitioners. Finally, the experiments show that the mixed-evaluation method and its computational tools allow researchers to efficiently achieve a deeper and more reliable evaluation through complementarity and the triangulation of different data sources. The three experiments described show the particular benefits of each of the data sources and analysis techniques.

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Learning Design (LD) research is oriented to support teachers in designing their teaching with the aim to provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers’ needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers’ behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology‐Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future.

¿La revolución de la enseñanza? El aprendizaje colaborativo en entornos virtuales (CSCL)he issue of learning has been one of the great debates in Education for the past two centuries. Educational institutions start by questioning how to deal with the teaching process, «educational model», «ideology», «method»... but do they make the same effort when focusing on their students' learning? With the French Revolution the servant became a citizen, and with this concept the school as we know it was born and evolved through the nineteenth and twentieth centuries, but with very few changes, as suggested by Manuel Area. The question of how learning is understood in this period in terms of methodology means that we could extend the classical structure of individual bookish training and banking, to a more open, social and dynamic training group process. The pressure of social change has produced this transformation in philosophy and methodology in the school, because it has evolved in the way we understand learning. Learning theories helped us understand the logic of human development. Vygotsky and Piaget, in their writings on thought, language, maturation and development, show us the complexity of the learning processes associated with the brain's mechanisms for evolving and maturing. From Freinet's pedagogy, Rousseau, Neill, Makarenko and Cousinet and Ferrer i Guàrdia have helped us develop pedagogical models for processes of cooperation and peer learning. They understand learning from the perspective of relationship and cooperation, mainly from interaction, and show how students faced with appropriate tasks can increase their mastery of critical concepts.These principles have helped us to create a way of understanding and developing educational activity, dynamics and practices of the student's classroom setting. If our brain is able to evolve and pass from instinct to higher thinking processes, we have to help this development by supporting the educational processes to provide greater capabilities. We learn socially from our language learning, so we therefore create models of the world around us in the form of language, concepts that are constructed in reference to what the social group agrees. We also interact to learn, and it helps us to mature and develop concepts, to establish procedures and acquire shared attitudes towards life. Pierre Dillenbourg points out that the word «collaborative» refers to four aspects of learning: the situation needed to enable collaboration between people of the same status (a teacher and his-her students) e.g., the interactions to facilitating collaboration, for example when there is negotiation instead of instruction, the learning mechanisms themselves, supported by dynamic assimilation and accommodation, for example, from the perspective of group agreement on what they have learned, and finally, the effects of collaborative learning which is supported by recording different dynamics of learning and action that build results beyond T Introduction

Resumen: Nuevos estudios emergen en el área de Educación Física, evidenciando que la tecnología puede potenciar el proceso educativo. Este artículo muestra un proceso formativo de los contenidos de orientación como actividad física en el medio natural con apoyo tecnológico. La investigación permitió analizar, siguiendo una metodología de estudio de caso con 65 estudiantes universitarios y un docente, cómo el aprendizaje ubicuo a través del uso de herramientas tecnológicas (Realidad Aumentada, geolocalización, etc.), apoyó el aprendizaje de la orientación en el medio natural. Entre otros resultados, el aprendizaje ubicuo estimuló el proceso de aprendizaje en distintos espacios físicos y virtuales, mejoró la adquisición de contenidos de orientación, la competencia digital, un aprendizaje en distintos momentos, etc. Aparte de estas potencialidades, también se identificaron problemáticas durante el proceso, como la tensión de que la tecnología no eclipsara el contacto con el medio natural, la ausencia de red, y otras.Resumo: Novos estudos surgem na área de Educação Física evidenciando que a tecnologia pode melhorar o processo educativo. Este artigo mostra um processo dos conteúdos de orientação como atividade física no ambiente natural com apoio tecnológico. A pesquisa permitiu analisar, seguindo uma metodologia de estudo de caso com 65 estudantes universitários e um docente, como a aprendizagem ubíqua através do uso de ferramentas tecnológicas (realidade aumentada, geolocalização, etc.) ajudou a aprendizagem no ambiente natural. Entre outros resultados, a aprendizagem ubíqua estimulou o processo de aprendizagem em diferentes espaços físicos e virtuais, melhorou a aquisição de conteúdos de orientação, a competência digital, a aprendizagem em diferentes momentos, etc. Para além dessas potencialidades, também identificaram-se problemáticas durante o processo, tais como: a tensão de que a tecnologia não fosse contra o contato com o meio ambiente natural, a ausência de rede e outras.Abstract: New studies on Physical Education are appearing, showing that technology can enhance the educational process. This article describes a technology-supported learning process on orienteering as a physical activity in the natural environment. By using a case study with 65 university students and one teacher, the research allowed us to analyze how ubiquitous learning, through the use of technological tools (Augmented Reality, geolocation, etc.) supported learning of orienteering in the natural environment. Among other findings, ubiquitous learning stimulated the learning process in different physical and virtual spaces, better acquisition of orienteering contents, digital competence, and learning at different times. Apart from these potentialities, some difficulties also emerged during the process, such as concerns about the dangers of technology overshadowing students' connections with the natural environment, lack of internet coverage, and others.

The authors carried out a 4-year qualitative analysis of a case study in higher education. An undergraduate course based on the principles of computer supported collaborative learning (CSCL) was designed, implemented, and evaluated. The process was developed by a community of practice, formed by quite a number of researchers coming from the information and communication technology and education fields. All of them belong to the Intelligent & Cooperative Systems Research Group—Education, Media, Informatics and Culture transdisciplinary group. The case provided many “tasty” partial results that were used to develop and improve three ad hoc supporting tools: Quest, Samsa, and Iloca. In this article, the authors offer a set of reflections about how the aforementioned tools were fed by the ethnographical analysis carried out, helping to overcome problems of flexibility and contextualization that are typical of the generic supporting tools generally used in the evaluation of higher education innovations.

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Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contributions are being incipiently valued. However, VCOPs are complex participation contexts due to their sociotechnical and sociocultural nature. Participation mechanisms, particularly Knowledge Sharing Behavior (KSB), have been studied from heterogeneous theoretical foundations and practical research methods. Therefore, a wide dispersion of factors and dimensions has been identified. This paper aims to present an overview that summarizes and systematizes the key drivers of KSB in VCOPs. This paper presents a systematic review of KSB in VCOPs, based on 42 studies retrieved from WOS, SCOPUS and Science Direct. The review was conducted using the PRISMA model. The selection and qualitative synthesis of articles was enriched using Nvivo for coding and analysis of the full text documents. The results suggest that KSB in VCOPs have a multidimensional and multifactorial character that includes personal, interpersonal, contextual, and technological factors. The typology of factors presented could serve in academic settings to conduct new theoretical or empirical research, or in practitioner settings to implement VCOPs in institutions across diverse sectors. New assessment instruments of KSB in VCOPs could be based on this typology.