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Pedestrians are regarded as vulnerable road users as they experience the most severe consequences in collisions with motor vehicles. Pedestrians were involved in fewer than 4% of all traffic accidents but represented more than 12% of traffic fatalities in Medellin, Colombia, from 2009 to 2016. A better understanding of the factors affecting the likelihood of such accidents is an area of interest across local and governmental agencies in Colombia. The paper provides a spatial lag model estimated using spatial two–stage least squares (S2SLS) method to analyze the impact of land use, socioeconomic factors, and transportation modes on vehicle–pedestrian collisions (“crashes”). Consideration is given to spatial spillovers, avoiding inconsistent and inefficient estimates. Commercial land use has a positive correlation with the number of crashes while residential land use correlates with fewer crashes. Analysis of transportation modes demonstrated a higher risk of crashes associated with public transit. In Medellin, buses stop at the passenger’s request instead of at regular bus stops, which increases the likelihood of pedestrians being involved in accidents. The effect of taxi as transportation mode, however, analysed using the number of taxi stands as proxy, is that the number of crashes is reduced. In this transportation mode, the entire trip is covered from point of origin to destination, reducing exposure to the risks of walking. These results might provide a better understanding of the dynamics involved in pedestrian crashes while validating the importance of including spatial econometrics for safety analysis.

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Day by day educational and government institutions choose to generate Virtual Learning Environments, being the use of technology a part of the chosen competence to develop; using digital platforms implies resource handling to facilitate educational projects managament, cloud documents, colaborative tools, publish and spread digital products. The advantage of using digital tools is that allows the quality assesment of the retrieved information. Then the appropiation of technological tools is considered an emerging social need. Kids, youngs and adults require abilities to use them, according to their grade of complexity it will be necessary to practice or going to an institution to get training. While the adult already use the technology to browse the internet, chat, multimedia use, make online procedures, watch news, consult books, among other activities; it is necessary to offer spaces for office software, social networks and applied multimedia training; in Mexico there are options like the Technological Literacy Training for Adults that takes place on the Instituto Tecnológico de Sonora (Sonoran Institute of Technology). Once the need of training is covered it is essential that the adult continues practicing and getting training with the objective of generating an update culture. An adequate and continual process for technological literacy will avoid adults being excluded of knowledge and information society. Also, it is important to consider training on using mobile devices with Mobile Learning wich allows the user to gradually be fluent on this technology, from locate online documents, sharing them, group collaboration to even learning from every place on any moment.RESUMENActualmente se vive en un mundo donde la era digital ya se estableció como algo fundamental y necesario. La UNESCO (2011), afirma que se viven tiempos de transformaciones tecnológicas que impactan las relaciones humanas. Incluso la concepción de educación se ve influenciada, cada vez  es más común encontrar entornos educativos virtuales de gran calidad, y sobre todo, que se adaptan a las personas que buscan ser más competentes. La necesidad de ser competente en aspectos básicos, genéricos y/o específicos, va más allá de la simple adquisición, hay que ponerla en práctica, ya que las competencias son evaluadas constantemente y definen en gran parte, la identidad profesional o solidifican nuestra carrera laboral. Flores (2004), menciona que se pueden encontrar una gran diversidad de competencias, tales como: autogestoras del conocimiento, constructoras, interpersonales, entre otras. Se puede hacer un balance sobre las competencias en las que se puede considerar que alguien es total, mediana y poco apto pero con oportunidad de mejorar. Contacto principal: hugo.valenzuela@itson.edu.mx