Since the last decade of the twentieth century, school systems have confronted the dialectic between those increasingly widespread policies primarily aimed at increasing productivity and efficiency and other policies focussed on equity and educational and social inclusion. In this inherently contradictory scenario, in order to improve their inclusive capacity, school systems usually design programmes aimed specifically for delivery to their most vulnerable students. Paradoxically, these differentiated programmes can themselves produce or enhance outcomes of segregation. To highlight this dilemma, in this article, we present the case of a second chance Spanish school, which has developed an alternative educational model explicitly intended to reduce these effects. Specifically, we analyse its Initial Vocational Education and Training Program, which is constructed for those students who, given their problematic scholastic trajectory, do not have even the possibility of completing lower secondary education. As a result, they run a serious risk of early school leaving, of unemployment and of social exclusion. Although this is a single case study, the model developed by this school offers various pedagogical alternatives to conventional programming that could be applied, with appropriate adjustments to local circumstances, in other national and international contexts.

The educative innovation presented was developed at the Official University Master of Psychopedagogy at the University of Seville, Spain. An approximation to the Flipped Classroom methodology was carried out. Postgrad students are not normally exposed to this methodology, and therefore, they were not familiarised with it. To implement it, firstly, the class was divided into groups and, from a selection of the curricular contents of the subject; each group was assigned a particular topic. Each group had to prepare a presentation in which three tasks were to be fulfilled: the creation of an explanatory video to be projected during a presentation session with the aim of illustrating the theoretical contents, a reinforcement activity to enhance meaningful learning and an assessment of the presentation made. At the end of the study, the subjects received a questionnaire to analyse their degree of satisfaction according to the methodology. Results showed that the methodology was perceived as satisfactory or very satisfactory by most of the participants.

This article is part of an investigation carried out in Spain by the Spanish League of Education of public utility (2018) in which the difficulties, methodologies and good practices in Education for Health, within the educational field with young people in vulnerable situation are presented. A mixed, quantitative-qualitative methodology was applied in which 458 professionals from 97 Secondary Education centres were interviewed in 32 localities in five autonomous communities. One of the main findings of the research is the relationship established with certain variables and the curricular-transversal approach to health issues in schools: gender, age, position, subject taught and territory definitely influence this approach. Thus, teaching biology, physical education or ethics, occupying positions of orientation or direction, presenting an age higher than the average or being a woman is related to presenting a broader vision of health and making a curricular approach to it.

Este artículo se centra en el análisis de 76 vídeos elaborados por 357 estudiantes de diferentes titulaciones en los años 2013 a 2018, que conforman un repositorio videográfico creado por el alumnado, para concienciar y sensibilizar a la ciudadanía sobre los actuales problemas sociales. Este estudio está enmarcado dentro del Proyecto Innovación Docente 2.

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Introducción. En el presente artículo se presenta un estudio diacrónico en el que se analizan 405 concepciones de estudiantes universitarios sobre la Sociedad de la Información implementadas a través de un software social (Word Clouds). Objetivo. El objetivo principal consiste en analizar la funcionalidad didáctica de herramientas de creación y difusión de contenido digital para el desarrollo de contenidos de asignaturas universitarias. Materiales y métodos. La muestra participante está compuesta por estudiantes de dos titulaciones: Doble Grado en Trabajo Social y Educación Social correspondientes a los cursos académicos 2010/11 a 2016/17 y Grado de Educación Social (2013/2017) de la Universidad Pablo de Olavide de Sevilla (España). A través de una metodología descriptiva y cualitativa se realiza la codificación y análisis de frecuencias temáticas de las nubes de palabras creadas por los estudiantes correspondiente al curso académico 2011-12 del doble Grado de Trabajo Social y Educación Social (T.S/E.S) y se comparan con los restantes cursos académicos. Resultados. Los resultados muestran que los términos más representativos para los estudiantes son: Globalización (61,86%), Comunicación (43,85%), Tecnología (43,85%), Tecnologías de la Información y Comunicación (TIC) (41,73%), Información (38,98%), e Internet- Red de redes (25,21%). Por último, cabe resaltar que dieciséis nuevos términos aparecen, dependiendo del año académico, siendo los más mencionados: Desigualdad (19,91%), Crisis (13,13%) y Consumo (8,47%). Conclusión. Esta experiencia universitaria permite mostrar que la utilización educativa de creación de nubes de palabras digitales puede ser un recurso didáctico muy interesante como vehículo para el sedimento reflexivo y repositorio de experiencias de aprendizaje del alumnado universitario.