Youth is increasingly learning in non-conventional contexts, such as social networks or video platforms, courses, and tutorials. This research aims to diagnose the role of participatory culture, digital resources, social networks, and, specifically, YouTube, in learning processes and the acquisition of Science, Technology, Engineering, and Mathematics (STEM) skills, specifically in mathematics, also analyzing the role of youtubers and, in contrast, teachers, both learning leaders in the formation of these skills. In order to accomplish this, mixed methods (quantitative and qualitative) were used, based on a survey applied to 4845 Italian adolescents, as well as a content analysis of the videos and YouTube channel of the Italian educational influencer Elia Bombardelli, one of the most followed and best rated in this country. Also, an in-depth interview has been applied to 12 Italian secondary school teachers. Among the main findings, it is highlighted that all adolescents value YouTube videos as a key resource to improve their school performance, rating youtubers better than teachers. However, it is remarkable that in the processes of learning and acquisition of STEM competencies, they prefer to interact with teachers rather than with youtubers.

(1) Background: Realfooders have positioned themselves in social networks such as Instagram by posting photographs of recipes, advises, habits and nutritional behaviours which are advertised as reliable nutritional patterns and by their self-promotion as highly trained people in the field of nutrition which sometimes jeopardises the health of digital citizenry. (2) Methods: In this article, we develop a quantitative study for analysing the influence of selected Realfooders on 2,866,980 followers on Instagram, taking into account channel variables (gender, location, interests and motivations), followers’ variables (engagement, interaction and consumption) and some variables related to the message of 54 posts about breakfast. (3) Results: Selected Realfooders concentrate their followers in Spain, mostly women between 18 and 24 and between 35 and 44 years old who link their interests on food to the cult of the body and recreational areas. On the other hand, the content generated by Realfooders has been increasing its impact using advertising and marketing techniques for awaking consumer’s interest. (4) Conclusions: Educational and social agents are facing the challenge of low health literacy in young population. Therefore, it is necessary to design and implement strategies for developing critical thinking that allow them to assess the content generated by Realfooders and identify which recommendations can be harmful or beneficial to their health.

Sara OSuna-acedO y javier Gil-Quintana el PrOyectO eurOPeO ecO. rOmPiendO barreraS en el acceSO al cOnOcimientO como medio para compartir sus conocimientos con otros docentes. Como consecuencia, el éxito de los MOOC y la publicitación de los mismos vienen determinados por la experiencia, la conformidad con los contenidos y por el grado de satisfacción del alumnado participante, convirtiéndose en publicista de los mismos en sus diferentes espacios sociales. El Proyecto europeo ECO se presenta como modelo de formación accesible que permite, no solo el diseño universal, sino también la apertura y la participación en esta formación para toda la ciudadanía. PALABRAS CLAVEEducación innovadora; tecnología aplicada a la educación; educación mediática; educación abierta. ABSTRACTThe European Project ECO (E-learning, Communication, Open-Data) seeks to develop an educational model that is horizontal and bidirectional, portraying the new reality of the MOOC. On the basis of the principles of equity, social inclusion, accessibility, autonomy and openness, the empowerment of the students becomes real with this training proposal, breaking down the barriers of the digital scenario of the course in order to have an impact, through social media, on the social layer. Taking the educational momentum of the ECO MOOC's, the results presented in this study have been analyzed using a quantitative methodology using the analysis of an intentional sample with the data obtained in the first round of courses. This type of analysis aims to identify the traits that have characterized this educational model and the demand that has been demonstrated with development on a pedagogical level. As we can see, this study has made it clear that ECO has massively increased the presence of MOOC's, not only on a European level but also in other countries, even in those that are in the process of development. This training has been implemented successfully within the teaching sphere with the clear objective of encouraging the discovery of open resources and strategies for the improvement of educational quality, offering the possibility of creating their own courses as a means to share knowledge with other teachers. As a result, the success of the MOOC and publicizing of the same are determined by the experience, the conformity with the contents and the degree of satisfaction of the students participating, becoming a publicist of the same in its different social spaces. The European Project ECO is presented as a model of accessible learning that allows not only a universal design, but also its openness and the participation in this education for all citizens. KEYWORDS INTRODUCCIÓNLos MOOC se han presentado como una revolución con un poderoso potencial de cambio en los contextos de formación. Se trata de cursos gratuitos ofrecidos a gran escala por instituciones educativas, con carácter masivo, porque pueden ser cursados por miles de personas de forma online en un mismo momento y desde cualquier parte del mundo y, finalmente, abiertos porque las institucio...

Las industrias de la comunicación se convierten en instrumentos poderosos de dominio y sumisión, situándose de forma estratégica en la economía, la política y la cultura. En todos estos aspectos de la representación humana podemos encontrar la influencia de las industrias del entretenimiento, cumpliendo así con el objetivo de someter a su audiencia manipulada hacia la pasividad. Metodología. A través de una metodología mixta y la triangulación de los datos obtenidos, el estudio arroja resultados significativos sobre la influencia de las industrias del entretenimiento, que se ve reflejada en los discursos de los sujetos entrevistados. Conclusiones y discusión. Nuestros análisis y reflexiones nos llevan a la conclusión de que la cultura mainstream ha repercutido en la cultura popular, pero no para convertir al público en protagonista, sino para imponer los mensajes formulados por la clase hegemónica.

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Background In 2020 Spain launched an official campaign, #EsteVirusLoParamosUnidos, aimed at uniting the entire country through citizen cooperation, in order to combat Covid-19. The objective of this research has been to analyse how this Twitter campaign revealed the feelings expressed by Spanish citizens. Methods The research is based on a composite design that triangulates, from a theoretical model, a quantitative analysis and a qualitative analysis. Results Of the 7,357 tweets in the sample, 72.32% were found to be retweets. Four content families were extracted which relate to politics, education, messages to society and the defence of occupational groups. The feelings expressed ranged from those of unity, admiration and support to those of discontent and criticism of issues regarding the health situation. Conclusions The development of networked socio-political and technical measures, which enabled citizen participation, facilitated the development of new patterns of interaction between national or regional governments and digital citizens. This increased citizens’ possibilities of influencing the public agenda and, therefore, strengthening citizen engagement regarding specific situations.

En este ensayo hemos pretendido realizar una aproximación al concepto de juego y de gamificación, al ser una propuesta innovadora que se está potencializando en la actualidad en las prácticas educativas que están incorporando experiencias de gamificación en sus aulas. Basándonos en diferentes estudios que a lo largo de la historia han reflexionado acerca del papel de la educación y, partiendo de la corriente pedagógica de la escuela nueva, apoyamos su premisa sobre la importancia del juego en el aprendizaje; confirmamos, también, un gran abanico de ventajas que actualmente tiene gamificación y su integración en el aprendizaje digital, al posibilitar el aumento de la participación estudiantil en la construcción colectiva del conocimiento, la proyección de la interacción en el aula, una mayor motivación hacia el aprendizaje y un carácter más divertido en las experiencias de aula, con el fin de comprometerse en el alcance y el superación de las líneas curriculares marcadas para su edad y nivel correspondiente.

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