The present study analyses the use of Twitter in the course Social Media and Digital Learning, taught as part of a master's programme at Universidad Nacional de Educación a Distancia (Spain). The main purpose of the use of this resource was to develop a learning community. This was implemented through the micro design of activities. A mixed research study was undertaken with the aim of enhancing practice and sharing the findings with the scientific community. The initial phase of the study, involving virtual ethnography, utilised observation supported by a diary to detect problems and propose solutions. Implementation was followed by a statistical analysis of the main aspects explored in the previous phase. Thirty-nine people (20 male and 19 female) participated in the study, generating a total of 3026 tweets that were subjected to analysis. The findings indicate that students actively participate in training activities using Twitter but have problems integrating interaction mechanisms. Therefore, they need to be given guidance, insisting on retweets, as well as on improving horizontal interaction. There is a tendency to send tweets via browsers and HootSuite, which avoids viewing problems. Users tend to take full advantage of the maximum length allowed by this tool. They do not perceive the character number restriction as negative and believe it encourages reflection and analysis. Training activities on Twitter follow a classic pattern, concentrated around the days in which the activities are proposed. IntroductionAs a result of their constant technical, scientific and methodological evolution, information and communication technologies (ICTs) are in a process of continual expansion and emergence. With enormous speed, devices and applications become obsolete shortly after appearing or are replaced by others with greater potential and/ or interest for users. Today, however, Web 2.0 applications continue to be stimulating and useful to millions of people. Social media continue to attract the attention of countless users from different countries, ages, status, and so forth, and enjoy surging popularity. Nevertheless, we agree with Mayberry et al. (2012) that many of these applications are not being used properly in the educational field and that many
The objective of this study is two-fold. Firstly, to analyse and discover the ability of HE students to use the physical home context for e-learning via ICT during the new normal; and secondly, to ascertain the underlying patterns of the adequacy of such domestic spaces. The authors offer a multidisciplinary approach combining pedagogic, architectural backgrounds with considerable experience in didactics, organization management of education, and ICT applied to education. A qualitative, arts-based research methodology that analyses photographs was used. A total of 220 domestic work environment photographs sent by higher education students were analysed. Results and conclusions show that students are able to attend virtual classrooms in a domestic atmosphere. Bedrooms and studies are usually the most-used spaces. Laptops and smartphones are the most frequent central hubs of student learning sessions. Students use other training resources (desktop computers, tablets, etc.) to supplement the most common digital devices. An intense relationship is observed between Space (bedroom and other rooms) and the Sofa and Beds variables, while a moderate one is observed between Age and Care items. The relationship between other variables is weak or non-existent.
En la primera década del presente siglo, los jóvenes se vieron inmersos en un contexto de escasez de recursos y precariedad laboral, lo que desencadenó soluciones habitacionales promovidas por concursos públicos organizados desde el Estado. En esta investigación se realiza un análisis a modo de Atlas de vivienda colectiva para jóvenes en las Comunidades de Cataluña y Madrid, con diez proyectos construidos entre 2000-2010, los cuales se han redibujado y comparado a diferentes escalas, como son la contextual, objetual y habitual. Como resultados se destacan estrategias arquitectónicas aplicadas en estas propuestas, vinculadas con la especificidad del colectivo seleccionado.
Las infraestructuras residenciales XL son edificios de una longitud de fachada mayor que la estándar superando los 400 metros, que poseen una gran capacidad residencial, con comunidades de más de 1.000 usuarios y que contienen elementos singulares de la ciudad como calles elevadas, comercio local, con diferentes velocidades para recorrer (ya sean en coche, moto o bicicleta) o espacios intermedios para el encuentro, entre otras características. Mayoritariamente desarrolladas entre los años veinte y setenta, estas construcciones se encuentran actualmente inmersas en polémicas debido al mal uso y deterioro que han sufrido con el paso del tiempo. El estudio de Park Hill como caso, analiza tanto las transformaciones acometidas, como la repercusión que éstas han tenido en los procesos cotidianos de cohabitación. De esta forma, se concluye que, a pesar de su renovación, numerosos aspectos de estructuración espacial no han sido modificados, lo que pone en entredicho una esperanzadora realidad futura.
La modalidad acuñada como Art-Based Educational Research (ABER) es una tipología de investigación que utiliza técnicas artísticas como base de su metodología. Este estudio tiene como objetivo conocer las temáticas que se utilizan en la ABER, sus técnicas de recogida de datos, las estrategias de difusión de resultados o de transferencia de conocimiento. La metodología utilizada es esencialmente cualitativa y la muestra final ha incluido el análisis de 106 documentos. Como resultados y conclusiones, cabe destacar que en la ABER se abordan estudios sobre temáticas que favorecen la reflexión, el desarrollo de la sensibilidad y la búsqueda de soluciones plurales y creativas. Sus temáticas se centran en la innovación educativa y la formación del profesorado. Para la recogida de datos y la difusión de los resultados se combinan diversas técnicas y estrategias artísticas. Entre ellas, cabe destacar las asociadas con la disciplina de Artes Plásticas y Visuales, por ejemplo, el mapeo, performance y happening.
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