Universities seek innovation by designing and implementing professional development initiatives (PDI) for their teachers. Here it is expected that teachers will apply their learning to the workplace. However, such transfer does not always occur. To address this problem, we analyse the PDI design process of 12 universities in terms of how they consider the main variables influencing transfer: intervention design, work environment, and characteristics of the learner. Qualitative data from 16 interviews suggest that programme designers tend to focus mainly on variables related to the intervention design and work environment, but struggle to address the needs of the teacher. These findings can help universities realign their focus, by emphasising teacher-centred PDI to improve the transfer of learning.
El creciente uso de las redes sociales en las generaciones digitales conlleva el desarrollo de un pensamiento entorno a una ética digital que acompañe y facilite la integración de valores en el quehacer educativo. En esta línea, el presente artículo tiene como objetivo el proponer valores para una ética digital que responda a las tendencias de las nuevas generaciones digitales a partir de las redes sociales. Partiendo de una revisión de la literatura en torno a la incidencia del avance de la tecnología y de las redes sociales, se estudia las generaciones digitales a partir de la interacción de las redes sociales, sus tendencias y sensibilidades, sus formas de interactuar y convivir en el mundo digital. Desde una perspectiva ética, se identifican valores en las recientes generaciones digitales, lo que permite establecer un punto de partida para generar referentes para una ética profesional y aplicada en las redes sociales y en el internet.
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