@article{
 title = {Evidence syntheses in educational technology research: What is not published in English is not visible? A tertiary mapping review},
 type = {article},
 year = {2025},
 volume = {13},
 websites = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.70022},
 month = {4},
 day = {19},
 id = {9b879aa3-afd2-3b1e-8a38-841fdb2bab95},
 created = {2025-01-23T18:01:41.586Z},
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 authored = {true},
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 abstract = {Evidence syntheses, such as systematic reviews, aim to summarise the current state of research in a field, often using the publication language of a study as a criterion for inclusion or exclusion. However, this has serious implications for capturing evidence from a wider range of geographical areas, and the potential for linguistic bias. In order to explore this issue, a trilingual tertiary mapping review of 446 evidence syntheses within the field of educational technology (EdTech) and published in English, Spanish and German was undertaken, analysing the frequency of multi‐ and monolingual evidence syntheses, reasons for language choice by research teams, and the composition of research teams in multi‐ and monolingual evidence syntheses. Items were included if they were a form of evidence synthesis with an explicit method section, indexed within ERIC, Scopus, Web of Science, Dialnet, FIS‐Bildung, or Google Scholar, education‐related, and published between 1983 and May 2022. The results showed that only eight languages were considered in published syntheses, only five languages were used to construct search strings, most evidence syntheses included research published in English without explaining why, and multilingual research team composition did not predict multilingual evidence syntheses. The findings suggest the need to address publication languages not only as a formal criterion but as an integral aspect of methodological approach, influencing the content and scope of syntheses in educational research.},
 bibtype = {article},
 author = {Bedenlier, Svenja and Buntins, Katja and Bond, Melissa and Händel, Marion and Marín, Victoria I.},
 doi = {10.1002/rev3.70022},
 journal = {Review of Education},
 number = {1}
}

Evidence syntheses, such as systematic reviews, aim to summarise the current state of research in a field, often using the publication language of a study as a criterion for inclusion or exclusion. However, this has serious implications for capturing evidence from a wider range of geographical areas, and the potential for linguistic bias. In order to explore this issue, a trilingual tertiary mapping review of 446 evidence syntheses within the field of educational technology (EdTech) and published in English, Spanish and German was undertaken, analysing the frequency of multi‐ and monolingual evidence syntheses, reasons for language choice by research teams, and the composition of research teams in multi‐ and monolingual evidence syntheses. Items were included if they were a form of evidence synthesis with an explicit method section, indexed within ERIC, Scopus, Web of Science, Dialnet, FIS‐Bildung, or Google Scholar, education‐related, and published between 1983 and May 2022. The results showed that only eight languages were considered in published syntheses, only five languages were used to construct search strings, most evidence syntheses included research published in English without explaining why, and multilingual research team composition did not predict multilingual evidence syntheses. The findings suggest the need to address publication languages not only as a formal criterion but as an integral aspect of methodological approach, influencing the content and scope of syntheses in educational research.

@article{
 title = {Edtech ecosystems in education: Catalan educators’ perspectives on digital actors},
 type = {article},
 year = {2025},
 pages = {1-22},
 websites = {https://www.tandfonline.com/doi/full/10.1080/09620214.2024.2442960},
 month = {1},
 day = {2},
 id = {8ef54609-ffd0-3c8c-af6c-2b513449ab71},
 created = {2025-01-23T18:01:41.629Z},
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 starred = {false},
 authored = {true},
 confirmed = {true},
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 bibtype = {article},
 author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.},
 doi = {10.1080/09620214.2024.2442960},
 journal = {International Studies in Sociology of Education}
}

@article{
 title = {Relational topologies in the learning activity spaces: operationalising a sociomaterial approach},
 type = {article},
 year = {2024},
 pages = {2793-2815},
 volume = {72},
 websites = {https://link.springer.com/10.1007/s11423-023-10296-z},
 month = {10},
 day = {6},
 id = {a524ee05-b73a-38e4-adda-6446e3d3859e},
 created = {2023-10-22T09:22:41.345Z},
 file_attached = {false},
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 last_modified = {2024-11-15T14:54:43.704Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.},
 bibtype = {article},
 author = {Castañeda, Linda and Marín, Victoria I. and Villar-Onrubia, Daniel},
 doi = {10.1007/s11423-023-10296-z},
 journal = {Educational technology research and development},
 number = {5}
}

Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.

@article{
 title = {Developing the DALI Data Literacy Framework for Critical Citizenry / Desarrollando el marco DALI de alfabetización en datos para la ciudadanía},
 type = {article},
 year = {2024},
 volume = {27},
 websites = {https://revistas.uned.es/index.php/ried/article/view/37773},
 id = {34de595a-7fe5-3d4c-bde5-4c9824db12de},
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 bibtype = {article},
 author = {Castañeda, L. and Haba-Ortuño, I. and Villar-Onrubia, D. and Marín, Victoria I. and Tur, G. and Ruipérez-Valiente, J. A. and Wasson, B.},
 doi = {10.5944/ried.27.1.37773},
 journal = {RIED-Revista Iberoamericana De Educación a Distancia},
 number = {1}
}

@inbook{
 type = {inbook},
 year = {2024},
 pages = {43-63},
 websites = {https://linkinghub.elsevier.com/retrieve/pii/B9780323902373000035},
 publisher = {Elsevier},
 id = {06390e62-e49d-3e6b-b06e-6c58fe811965},
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 authored = {true},
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 hidden = {false},
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 bibtype = {inbook},
 author = {Tur, Gemma and Ramírez-Mera, Urith and Marín, Victoria I.},
 doi = {10.1016/B978-0-323-90237-3.00003-5},
 chapter = {ePortfolios with blogs and microblogs: the complementary role of Twitter for reflection},
 title = {Handbook of Social Media in Education Consumer Behavior and Politics}
}

@article{
 title = {Digital educational platforms in primary education: the case of Catalonia},
 type = {article},
 year = {2024},
 pages = {475-493},
 volume = {33},
 websites = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2024.2337346},
 month = {4},
 day = {9},
 id = {535fa700-846e-3ec4-8cc0-0efff8bccaa2},
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 bibtype = {article},
 author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.},
 doi = {10.1080/1475939X.2024.2337346},
 journal = {Technology, Pedagogy and Education},
 number = {4}
}

@article{
 title = {La evaluación en línea en el punto de mira: Un estudio de caso en la universidad española},
 type = {article},
 year = {2024},
 volume = {28},
 websites = {https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/18426},
 month = {5},
 day = {10},
 id = {e578a99a-3cab-3639-a68e-fecb4c8cbfaf},
 created = {2024-05-11T16:06:39.697Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2024-05-11T16:06:39.697Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Objetivo. Este estudio de caso exploratorio tiene como propósito analizar las actitudes, prácticas y preferencias del profesorado y alumnado de educación superior en relación con la evaluación en línea. Metodología. Se aplicó una metodología cuantitativa basada en el cuestionario, y se realizó un análisis descriptivo y correlacional. Las personas participantes incluyeron alumnado y profesorado de una universidad española presencial. Resultados. Se presentan ciertas similitudes y diferencias en cuanto a actitudes, prácticas y preferencias entre alumnado y profesorado. También se identificaron ciertas relaciones, si bien débiles, entre las prácticas de evaluación en línea utilizadas y algunas características del perfil del profesorado o su docencia (experiencia docente, carga docente y tamaño de las clases). Conclusiones. Los hallazgos ponen de manifiesto que gran parte del profesorado muestra ciertas reticencias en el diseño y realización de estrategias de evaluación en línea más allá de los exámenes tradicionales, así como una gran preocupación en cuanto al control del alumnado y el peligro de fraude. Por su parte, el alumnado presenta actitudes generalmente más positivas que el personal docente respecto a la evaluación en línea. Las recomendaciones apuntan a la consideración del papel de las unidades institucionales de apoyo y de formación al profesorado para la mejora de la competencia digital docente en relación con la evaluación en línea, la importancia de la actualización de los sistemas de seguridad en las infraestructuras técnicas, y el ajuste de los efectos de la carga docente y el tamaño de las clases cuando se aplica la evaluación en línea.},
 bibtype = {article},
 author = {Marín, Victoria I. and Coiduras, Jordi and Brescó, Enric and Carrera, Xavier},
 doi = {10.15359/ree.28-1.18426},
 journal = {Revista Electrónica Educare},
 number = {1}
}

Objetivo. Este estudio de caso exploratorio tiene como propósito analizar las actitudes, prácticas y preferencias del profesorado y alumnado de educación superior en relación con la evaluación en línea. Metodología. Se aplicó una metodología cuantitativa basada en el cuestionario, y se realizó un análisis descriptivo y correlacional. Las personas participantes incluyeron alumnado y profesorado de una universidad española presencial. Resultados. Se presentan ciertas similitudes y diferencias en cuanto a actitudes, prácticas y preferencias entre alumnado y profesorado. También se identificaron ciertas relaciones, si bien débiles, entre las prácticas de evaluación en línea utilizadas y algunas características del perfil del profesorado o su docencia (experiencia docente, carga docente y tamaño de las clases). Conclusiones. Los hallazgos ponen de manifiesto que gran parte del profesorado muestra ciertas reticencias en el diseño y realización de estrategias de evaluación en línea más allá de los exámenes tradicionales, así como una gran preocupación en cuanto al control del alumnado y el peligro de fraude. Por su parte, el alumnado presenta actitudes generalmente más positivas que el personal docente respecto a la evaluación en línea. Las recomendaciones apuntan a la consideración del papel de las unidades institucionales de apoyo y de formación al profesorado para la mejora de la competencia digital docente en relación con la evaluación en línea, la importancia de la actualización de los sistemas de seguridad en las infraestructuras técnicas, y el ajuste de los efectos de la carga docente y el tamaño de las clases cuando se aplica la evaluación en línea.

@article{
 title = {Students’ Self-Regulated Learning Strategies in the Online Flipped Classroom},
 type = {article},
 year = {2024},
 volume = {21},
 websites = {https://www.thejeo.com/archive/2024_213/diningrat_marin__bachri},
 id = {4503e996-4f16-3223-8b19-b317b9335d86},
 created = {2024-05-23T06:04:18.106Z},
 file_attached = {false},
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 authored = {true},
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 bibtype = {article},
 author = {Diningrat, S. W. M. and Marín, V. I. and Bachri, B. S.},
 doi = {10.9743/JEO.2024.21.3.4},
 journal = {Journal of Educators Online},
 number = {3}
}

@article{
 title = {Ethical Issues in the Use of Technologies in Education Settings: A Scoping Review},
 type = {article},
 year = {2024},
 pages = {e31301},
 volume = {25},
 websites = {https://revistas.usal.es/tres/index.php/eks/article/view/31301},
 month = {5},
 day = {27},
 id = {49c9abd7-d889-3070-803f-7b73618437fb},
 created = {2024-06-09T17:01:15.139Z},
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 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2024-06-22T17:40:29.640Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {The increasing technology usage in educational settings has not always regarded the ethical implications that may involve its use. Despite its impact, educational practice has shown limited interest in caring about ethics, and research has only sparked slight attention to explore these issues. This scoping review aims to provide an overview of the evidence available in educational research and practice concerning ethical issues of educational technology and the knowledge gaps in the topic. A sample of 99 studies was included in the review and coded according to the basic characteristics of the study, research scope and methods, strategies, and recommendations. Data collected provides evidence of important research growth in two concrete time periods: 2006-2010, with the emergence of social media, and 2015-2020, which includes the pandemic educational emergency time. The findings also show two prominent research topics: Data privacy/confidentiality and Academic honesty and intellectual property. Many topics were present from the early years of the Educational Technology field, while others appeared recently in the 21st century. An important presence of theoretical studies shows that philosophical discussion is still predominant, and timid movements concerning educational practice are observed. Conclusions reflect the need to work on further recommendations towards practices that actively consider these ethical issues in educational technology.},
 bibtype = {article},
 author = {Marín, Victoria I. and Tur, Gemma},
 doi = {10.14201/eks.31301},
 journal = {Education in the Knowledge Society (EKS)}
}

The increasing technology usage in educational settings has not always regarded the ethical implications that may involve its use. Despite its impact, educational practice has shown limited interest in caring about ethics, and research has only sparked slight attention to explore these issues. This scoping review aims to provide an overview of the evidence available in educational research and practice concerning ethical issues of educational technology and the knowledge gaps in the topic. A sample of 99 studies was included in the review and coded according to the basic characteristics of the study, research scope and methods, strategies, and recommendations. Data collected provides evidence of important research growth in two concrete time periods: 2006-2010, with the emergence of social media, and 2015-2020, which includes the pandemic educational emergency time. The findings also show two prominent research topics: Data privacy/confidentiality and Academic honesty and intellectual property. Many topics were present from the early years of the Educational Technology field, while others appeared recently in the 21st century. An important presence of theoretical studies shows that philosophical discussion is still predominant, and timid movements concerning educational practice are observed. Conclusions reflect the need to work on further recommendations towards practices that actively consider these ethical issues in educational technology.

@article{
 title = {Auditoría tecnoética para el uso sostenible de plataformas digitales en Educación Primaria},
 type = {article},
 year = {2024},
 pages = {53-68},
 websites = {https://turia.uv.es/index.php/realia/article/view/28326},
 id = {096abf6b-33eb-3387-89b5-1870df1a5380},
 created = {2024-08-15T15:17:38.091Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2024-09-02T16:24:11.600Z},
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 starred = {false},
 authored = {true},
 confirmed = {true},
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 bibtype = {article},
 author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.},
 doi = {10.7203/realia.33.38326},
 journal = {Research in Education and Learning Innovation Archives},
 number = {33}
}

@article{
 title = {Estrategias Educativas STEM-STEAM en Nivel Superior: Revisión Sistemática de Literatura},
 type = {article},
 year = {2024},
 pages = {16-30},
 volume = {45},
 websites = {https://www.revistaespacios.com/a24v45n04/a24v45n04p02.pdf},
 month = {7},
 day = {31},
 id = {7610a5af-d967-3a67-ba5a-a0046cdc59f3},
 created = {2024-08-15T15:17:38.104Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2024-09-02T16:24:11.583Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Este estudio aborda las estrategias didácticas STEM-STEAM en nivel superior mediante una revisión sistemática PRISMA de 36 publicaciones indexadas en SCOPUS y WOS. Identifica la interdisciplinaridad y las metodologías activas como las prácticas más efectivas, promoviendo habilidades cognitivas, sociales y emocionales. Los resultados enfatizan la necesidad de estrategias innovadoras que integren conocimientos técnicos y habilidades blandas, preparando a los estudiantes para desafíos laborales actuales y futuros. Este aporte es crucial para el progreso pedagógico en educación superior.},
 bibtype = {article},
 author = {Zúñiga-Tinizaray, Fanny S. and Marín, Victoria I.},
 doi = {10.48082/espacios-a24v45n04p02},
 journal = {Espacios},
 number = {04}
}

Este estudio aborda las estrategias didácticas STEM-STEAM en nivel superior mediante una revisión sistemática PRISMA de 36 publicaciones indexadas en SCOPUS y WOS. Identifica la interdisciplinaridad y las metodologías activas como las prácticas más efectivas, promoviendo habilidades cognitivas, sociales y emocionales. Los resultados enfatizan la necesidad de estrategias innovadoras que integren conocimientos técnicos y habilidades blandas, preparando a los estudiantes para desafíos laborales actuales y futuros. Este aporte es crucial para el progreso pedagógico en educación superior.

@inproceedings{
 title = {A Design-based Research Approach to Ethics in Educational Technology: Perspectives of Future Education Professionals},
 type = {inproceedings},
 year = {2024},
 pages = {3-4},
 websites = {https://eden-europe.eu/wp-content/uploads/2024/07/2024-AC-Proceedings_final_2.pdf},
 publisher = {EDEN Digital Learning Europe},
 id = {04a196b5-6ff2-3493-9065-1546d055cda6},
 created = {2024-10-30T09:16:14.425Z},
 accessed = {2024-10-30},
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 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Kramer, Michaela and Marín, Victoria I. and Bedenlier, Svenja},
 editor = {Duart, Josep M. and Trepulé, Elena},
 booktitle = {EDEN Annual Conference Proceedings}
}

@inproceedings{
 title = {Project UnimSTEM: School and University Integration of STEAM and Digital Competences},
 type = {inproceedings},
 year = {2024},
 pages = {190-191},
 websites = {https://eden-europe.eu/wp-content/uploads/2024/07/2024-AC-Proceedings_final_2.pdf},
 publisher = {EDEN Digital Learning Europe},
 id = {c6cf264c-4024-3759-8966-7532023f2e4e},
 created = {2024-10-30T09:18:53.624Z},
 accessed = {2024-10-30},
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 authored = {true},
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 hidden = {false},
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 bibtype = {inproceedings},
 author = {Peinado Alamillo, Raül and Marín, Victoria I. and Aguilar, David},
 editor = {Duart, Josep M. and Trepulé, Elena},
 booktitle = {EDEN Annual Conference Proceedings}
}

@article{
 title = {¿Todo el alumnado está contento y es productivo? La contribución del capital psicológico académico a la relación entre el engagement del estudiantado y su rendimiento académico en un contexto de aprendizaje universitario en línea},
 type = {article},
 year = {2024},
 pages = {1-21},
 websites = {https://revistas.uautonoma.cl/index.php/ejep/article/view/2730},
 month = {12},
 day = {12},
 id = {7b204b73-df7a-3456-b69e-f27ab0e4279a},
 created = {2025-01-23T18:01:41.583Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2025-01-23T18:01:41.583Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {The complexity of the relationship between students’ student engagement and academic performance has been extensively approached. However, following the concept of Sustainable Productivity and Well-being Synergy, this relationship is beginning to raise new issues. The present study aims to contribute to the happyproductive student research by addressing the existence of different types of relationships between student engagement and academic performance (also called as patterns), and studying the influence of Academic Psychological Capital (PsyCap) on the four patterns in an online university context. The sample consisted of 357 Spanish university students (71.4% female) from a Spanish online university. Results showed that: 1) There are 4 patterns of relationship between student engagement and academic performance: happy-productive, unhappy-unproductive, unhappy-productive, and happy-unproductive student; 2) PsyCap (i.e., efficacy, optimism, hope) increases the probability of being in the happy-productive student pattern. Based on the results, we suggest some changes in the educational policies and the importance of programs to develop personal resources such as PsyCap for university students, in order to promote happy-productive students.},
 bibtype = {article},
 author = {Peñalver González, Jonathan and Marín, Victoria I. and Aguilar, David},
 doi = {10.32457/ejep.v17i2.2730},
 journal = {European Journal of Education and Psychology},
 number = {17}
}

The complexity of the relationship between students’ student engagement and academic performance has been extensively approached. However, following the concept of Sustainable Productivity and Well-being Synergy, this relationship is beginning to raise new issues. The present study aims to contribute to the happyproductive student research by addressing the existence of different types of relationships between student engagement and academic performance (also called as patterns), and studying the influence of Academic Psychological Capital (PsyCap) on the four patterns in an online university context. The sample consisted of 357 Spanish university students (71.4% female) from a Spanish online university. Results showed that: 1) There are 4 patterns of relationship between student engagement and academic performance: happy-productive, unhappy-unproductive, unhappy-productive, and happy-unproductive student; 2) PsyCap (i.e., efficacy, optimism, hope) increases the probability of being in the happy-productive student pattern. Based on the results, we suggest some changes in the educational policies and the importance of programs to develop personal resources such as PsyCap for university students, in order to promote happy-productive students.

@article{
 title = {Improving pedagogical design in higher education: untangling the learning activity complexity through students’ declared performance},
 type = {article},
 year = {2023},
 volume = {18},
 websites = {https://rptel.apsce.net/index.php/RPTEL/article/view/2023-18004},
 id = {dcde64d9-c692-395a-907b-3a6dffc4236a},
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 author = {Castañeda, L. and Marín, Victoria I.},
 doi = {10.58459/rptel.2023.18004},
 journal = {Research and Practice in Technology Enhanced Learning}
}

@article{
 title = {No way back : From naive social media practices to committed approaches},
 type = {article},
 year = {2023},
 pages = {1-5},
 volume = {15},
 websites = {https://doi.org/10.30935/cedtech/12726},
 id = {0b12bc79-379c-3a4b-b942-6f28e755ab71},
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 author = {Tur, Gemma and Marín, Victoria I.},
 doi = {10.30935/cedtech/12726},
 journal = {Contemporary Educational Technology},
 number = {1}
}

@article{
 title = {Academic tasks for fostering the PLE in Higher Education : International Insights on Learning Design and Agency},
 type = {article},
 year = {2023},
 keywords = {design,higher education,learning,personal learning environment,ple,student agency},
 pages = {1-29},
 volume = {23},
 websites = {https://doi.org/10.6018/red.526541},
 id = {7bc68150-aad6-3d91-8c29-486114063647},
 created = {2023-01-01T19:50:33.036Z},
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 author = {Castañeda, Linda and Marín, Victoria I. and Scherer Bassani, Patricia and Camacho, Araceli and Forero, Ximena and Pérez, Lucila},
 doi = {10.6018/red.526541},
 journal = {Revista de Educación a Distancia (RED)},
 number = {71}
}

@article{
 title = {INVESTIGAR EN EDUCACIÓN. Iván M. Jorrín Abellán, Mónica Fontana Abad y Bartolomé Rubia Avi (Coord.) (2021). Editorial Síntesis. 302 páginas},
 type = {article},
 year = {2023},
 pages = {197-199},
 websites = {https://revistas.uned.es/index.php/empiria/article/view/36564},
 month = {1},
 day = {12},
 chapter = {Reseñas},
 id = {2a56d72e-c15f-3c66-ab38-d5822b76837e},
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 author = {Marín, Victoria I.},
 doi = {10.5944/empiria.57.2023.36564},
 journal = {Empiria. Revista de metodología de ciencias sociales},
 number = {57}
}

@article{
 title = {Assessment of students’ agency in Finnish and Spanish university courses: Analysis of measurement invariance},
 type = {article},
 year = {2023},
 volume = {118},
 websites = {https://linkinghub.elsevier.com/retrieve/pii/S0883035523000058},
 id = {effbede2-bf29-3655-ba98-95cf7869dfbc},
 created = {2023-01-22T11:18:53.620Z},
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 bibtype = {article},
 author = {Jääskelä, Päivikki and Tolvanen, Asko and Marín, Victoria I. and Poikkeus, Anna-Maija},
 doi = {10.1016/j.ijer.2023.102140},
 journal = {International Journal of Educational Research}
}

@article{
 title = {Invisible borders in educational technology research? A comparative analysis},
 type = {article},
 year = {2023},
 websites = {https://link.springer.com/10.1007/s11423-023-10195-3},
 month = {2},
 day = {7},
 id = {f94dc98f-2de0-3973-844f-5f1e3594b4ba},
 created = {2023-02-08T07:04:38.835Z},
 file_attached = {false},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Educational research is reflective of the nature and structure of national and regional education systems and their historical evolution. Educational technology research, as an area within educational research, reflects this case particularly prominently. Although individual countries and regions have varying research traditions, the publication of research in English as the scientific lingua franca can lead to missing nuances in terminology, which is often not reflected upon. Despite this, the exploration of research from different countries can still uncover diverse topical clusters. This study aims to identify the research topics in educational technology research in three countries (Germany, Spain and the United Kingdom), each with their own research traditions, through the terms used. To this end, a bibliometric analysis of 3034 article abstracts and keywords from 29 English-language Web of Science journals in the field of education and educational research was conducted, with a focus on educational technology. In addition, the quantitative findings are comparatively analysed by considering the corresponding cultural clusters. Main findings include diverse research foci in the three countries, also showing that distinct research traditions are still present, despite using English as lingua franca . Therefore, research articles written in English by non-English authors often do not reflect the same meanings in each country, despite using the same words. The conclusions reflect upon the need to establish ways of understanding the traditions behind those research articles and build collaborative systems to illustrate nuances in this research.},
 bibtype = {article},
 author = {Marín, Victoria I. and Buntins, Katja and Bedenlier, Svenja and Bond, Melissa},
 doi = {10.1007/s11423-023-10195-3},
 journal = {Educational technology research and development}
}

Educational research is reflective of the nature and structure of national and regional education systems and their historical evolution. Educational technology research, as an area within educational research, reflects this case particularly prominently. Although individual countries and regions have varying research traditions, the publication of research in English as the scientific lingua franca can lead to missing nuances in terminology, which is often not reflected upon. Despite this, the exploration of research from different countries can still uncover diverse topical clusters. This study aims to identify the research topics in educational technology research in three countries (Germany, Spain and the United Kingdom), each with their own research traditions, through the terms used. To this end, a bibliometric analysis of 3034 article abstracts and keywords from 29 English-language Web of Science journals in the field of education and educational research was conducted, with a focus on educational technology. In addition, the quantitative findings are comparatively analysed by considering the corresponding cultural clusters. Main findings include diverse research foci in the three countries, also showing that distinct research traditions are still present, despite using English as lingua franca . Therefore, research articles written in English by non-English authors often do not reflect the same meanings in each country, despite using the same words. The conclusions reflect upon the need to establish ways of understanding the traditions behind those research articles and build collaborative systems to illustrate nuances in this research.

@article{
 title = {La privacidad de los datos en Tecnología Educativa: resultados de una revisión de alcance},
 type = {article},
 year = {2023},
 pages = {7-23},
 websites = {https://www.edutec.es/revista/index.php/edutec-e/article/view/2701},
 month = {3},
 day = {20},
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 authored = {true},
 confirmed = {true},
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 abstract = {La privacidad de los datos en el uso de la tecnología en educación es un aspecto ético de interés creciente. El fenómeno conocido como datificación se ha visto aventajado con el uso de sistemas de analíticas de aprendizaje y de inteligencia artificial, que permiten la recogida y el análisis de grandes cantidades de datos. Si bien es un aspecto que preocupa, cuenta todavía con poca investigación. El objetivo de este estudio es analizar la literatura que trata este aspecto ético desde sus características básicas hasta los temas principales abordados, con la intención de poder identificar vacíos en la literatura y líneas de trabajo ya desarrolladas. A través de una revisión de literatura de alcance previa sobre aspectos éticos en tecnología educativa con 99 estudios, se identificaron 42 publicaciones que se centraban en el tema de la privacidad de los datos. La mayoría de trabajos son de carácter teórico y se centran en los estudiantes de educación superior. Algunos trabajos proponen recomendaciones sin concretar estrategias de trabajo, lo que contribuye a la consideración más bien superficial de la temática. Como líneas futuras se propone orientarse a estas estrategias de trabajo, considerando además, todos los niveles educativos.},
 bibtype = {article},
 author = {Marín, Victoria and Tur, Gemma},
 doi = {10.21556/edutec.2023.83.2701},
 journal = {Edutec. Revista Electrónica de Tecnología Educativa},
 number = {83}
}

La privacidad de los datos en el uso de la tecnología en educación es un aspecto ético de interés creciente. El fenómeno conocido como datificación se ha visto aventajado con el uso de sistemas de analíticas de aprendizaje y de inteligencia artificial, que permiten la recogida y el análisis de grandes cantidades de datos. Si bien es un aspecto que preocupa, cuenta todavía con poca investigación. El objetivo de este estudio es analizar la literatura que trata este aspecto ético desde sus características básicas hasta los temas principales abordados, con la intención de poder identificar vacíos en la literatura y líneas de trabajo ya desarrolladas. A través de una revisión de literatura de alcance previa sobre aspectos éticos en tecnología educativa con 99 estudios, se identificaron 42 publicaciones que se centraban en el tema de la privacidad de los datos. La mayoría de trabajos son de carácter teórico y se centran en los estudiantes de educación superior. Algunos trabajos proponen recomendaciones sin concretar estrategias de trabajo, lo que contribuye a la consideración más bien superficial de la temática. Como líneas futuras se propone orientarse a estas estrategias de trabajo, considerando además, todos los niveles educativos.

@article{
 title = {Book review: Digital Agency in Higher Education: Transforming teaching and learning, by Toril Aagaard and Andreas Lund},
 type = {article},
 year = {2023},
 volume = {21},
 websites = {https://scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.22},
 day = {21},
 id = {c24310ba-e628-3636-ace5-08ee9e27d502},
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 doi = {10.14324/LRE.21.1.22},
 journal = {London Review of Education},
 number = {1}
}

@article{
 title = {Diseño y validación de un instrumento para medir las percepciones del profesorado universitario respecto a las TIC},
 type = {article},
 year = {2023},
 pages = {31-54},
 volume = {7},
 websites = {https://revistas.isfodosu.edu.do/index.php/recie/article/view/580},
 month = {7},
 day = {16},
 id = {306aab67-3c10-380c-9bf0-d8b9e606455a},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Esta investigación tiene como objetivo el diseño y la validación de un instrumento para medir la percepción docente respecto a las TIC y su impacto en el aprendizaje significativo. El diseño partió de las dimensiones obtenidas de la triangulación teórica y la recolección de datos derivados de una etapa cualitativa, sometidas a una revisión por un lingüista. El instrumento fue sometido a juicio de expertos para revisar la validación de contenido a través del método Lawshe (1975). La confiabilidad calculada con alfa de Cronbach fue de .973. Se realizó la validez del constructo con la técnica de análisis factorial exploratorio (AFE) con el método de componentes principales de rotación ortogonal. El cuestionario agrupa 31 ítems en seis dimensiones; evalúa la percepción docente con respecto al uso de las TIC en la práctica del profesorado.},
 bibtype = {article},
 author = {Palacios-Mora, Laura Milena and Salinas, Jesús and Marín, Victoria I.},
 doi = {10.32541/recie.2023.v7i2.pp31-54},
 journal = {RECIE. Revista Caribeña de Investigación Educativa},
 number = {2}
}

Esta investigación tiene como objetivo el diseño y la validación de un instrumento para medir la percepción docente respecto a las TIC y su impacto en el aprendizaje significativo. El diseño partió de las dimensiones obtenidas de la triangulación teórica y la recolección de datos derivados de una etapa cualitativa, sometidas a una revisión por un lingüista. El instrumento fue sometido a juicio de expertos para revisar la validación de contenido a través del método Lawshe (1975). La confiabilidad calculada con alfa de Cronbach fue de .973. Se realizó la validez del constructo con la técnica de análisis factorial exploratorio (AFE) con el método de componentes principales de rotación ortogonal. El cuestionario agrupa 31 ítems en seis dimensiones; evalúa la percepción docente con respecto al uso de las TIC en la práctica del profesorado.

@article{
 title = {Openness in Education as a Praxis: From Individual Testimonials to Collective Voices},
 type = {article},
 year = {2023},
 pages = {76-112},
 volume = {15},
 websites = {https://openpraxis.org/articles/10.55982/openpraxis.15.2.574/},
 month = {7},
 day = {20},
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 created = {2023-07-21T08:38:06.897Z},
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 authored = {true},
 confirmed = {true},
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 bibtype = {article},
 author = {Bozkurt, Aras and Gjelsvik, Torunn and Adam, Taskeen and Asino, Tutaleni I. and Atenas, Javiera and Bali, Maha and Blomgren, Constance and Bond, Melissa and Bonk, Curtis J. and Brown, Mark and Burgos, Daniel and Conrad, Dianne and Costello, Eamon and Cronin, Catherine and Czerniewicz, Laura and Deepwell, Maren and Deimann, Markus and DeWaard, Helen J. and Dousay, Tonia A. and Ebner, Martin and Farrow, Robert and Gil-Jaurena, Inés and Havemann, Leo and Inamorato, Andreia and Irvine, Valerie and Karunanayaka, Shironica P. and Kerres, Michael and Lambert, Sarah and Lee, Kyungmee and Makoe, Mpine and Marín, Victoria I. and Mikroyannidis, Alexander and Mishra, Sanjaya and Naidu, Som and Nascimbeni, Fabio and Nichols, Mark and Olcott, Don and Ossiannilsson, Ebba and Otto, Daniel and Padilla Rodriguez, Brenda Cecilia and Paskevicius, Michael and Roberts, Verena and Saleem, Tooba and Schuwer, Robert and Sharma, Ramesh C. and Stewart, Bonnie and Stracke, Christian M. and Tait, Alan and Tlili, Ahmed and Ubachs, George and Weidlich, Joshua and Weller, Martin and Xiao, Junhong and Zawacki-Richter, Olaf},
 doi = {10.55982/openpraxis.15.2.574},
 journal = {Open Praxis},
 number = {2}
}

@article{
 title = {Editorial del número especial: Prácticas educativas abiertas en educación superior / Editorial of the Special Issue: Open Educational Practices in Higher Education},
 type = {article},
 year = {2023},
 pages = {1-8},
 websites = {http://www.edutec.es/revista/index.php/edutec-e/article/view/2951},
 month = {9},
 day = {29},
 id = {cbc34734-b8ed-36fb-b6b0-cc1a2a9d090a},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {La noción de apertura no es nueva en la educación. Sin embargo, lejos de permanecer estable, su significado ha variado mucho a lo largo de los años y de unas zonas geográficas a otras, dando lugar a un concepto complejo y con múltiples capas. El enfoque inicialmente limitado a los contenidos asociado a los Recursos Educativos Abiertos (REA) se ha ampliado gradualmente para abarcar una gama más amplia de actividades educativas, como indica el cambio hacia las Prácticas Educativas Abiertas (PEA). Más allá de la producción y (re)utilización de recursos, las PEA abarcan también aspectos como la implantación de infraestructuras educativas abiertas o la adopción de modelos pedagógicos innovadores que empoderen a los estudiantes como coproductores en su trayectoria de aprendizaje permanente. Con este número especial, ofrecemos una perspectiva internacional (con investigaciones del Norte Global y del Sur Global) sobre la diversidad de formas y modalidades que pueden adoptar las PEA en los distintos contextos de la educación superior. Esperamos que las contribuciones de los autores sean de interés para los/as lectores/as de la Revista Edutec y que fomenten una mayor reflexión sobre laas PEA, así como nuevas investigaciones y prácticas.},
 bibtype = {article},
 author = {Marín, Victoria I. and Villar-Onrubia, Daniel},
 doi = {10.21556/edutec.2023.85.2951},
 journal = {Edutec. Revista Electrónica de Tecnología Educativa},
 number = {85}
}

La noción de apertura no es nueva en la educación. Sin embargo, lejos de permanecer estable, su significado ha variado mucho a lo largo de los años y de unas zonas geográficas a otras, dando lugar a un concepto complejo y con múltiples capas. El enfoque inicialmente limitado a los contenidos asociado a los Recursos Educativos Abiertos (REA) se ha ampliado gradualmente para abarcar una gama más amplia de actividades educativas, como indica el cambio hacia las Prácticas Educativas Abiertas (PEA). Más allá de la producción y (re)utilización de recursos, las PEA abarcan también aspectos como la implantación de infraestructuras educativas abiertas o la adopción de modelos pedagógicos innovadores que empoderen a los estudiantes como coproductores en su trayectoria de aprendizaje permanente. Con este número especial, ofrecemos una perspectiva internacional (con investigaciones del Norte Global y del Sur Global) sobre la diversidad de formas y modalidades que pueden adoptar las PEA en los distintos contextos de la educación superior. Esperamos que las contribuciones de los autores sean de interés para los/as lectores/as de la Revista Edutec y que fomenten una mayor reflexión sobre laas PEA, así como nuevas investigaciones y prácticas.

@inproceedings{
 title = {Future Prospects Of Artificial Intelligence In Education: A Preliminary Analysis of Educator Perspectives From Focus Groups In Japan, Spain And Germany},
 type = {inproceedings},
 year = {2023},
 pages = {96-102},
 id = {0723a924-7759-3e9b-959a-01fe0ce357a2},
 created = {2023-10-31T18:11:47.547Z},
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 bibtype = {inproceedings},
 author = {Bai, J. and Marin, V. I. and Jung, I. and Zawacki-Richter, O.},
 doi = {10.5334/uproc.74},
 booktitle = {Ubiquity Proceedings, 3(1)}
}

@article{
 title = {La gestión de datos digitales en la educación primaria catalana: percepciones del profesorado},
 type = {article},
 year = {2023},
 pages = {81-95},
 websites = {https://edutec.es/revista/index.php/edutec-e/article/view/2883},
 month = {12},
 day = {21},
 id = {157446b6-b682-39e6-96d5-ba1fd4326376},
 created = {2023-12-24T16:51:04.822Z},
 file_attached = {false},
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 last_modified = {2023-12-24T16:51:04.822Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {La datificación de la educación primaria se ha visto acentuada por los procesos de neoliberalización y el solucionismo tecnológico impuesto por la Covid-19, como resultado del aumento de la industria edtech y el uso extendido de los Bigtech. Dada la importancia internacional que supone la gestión de los datos y la escasez de trabajos más allá de la educación superior, la investigación pretende identificar los principales actores involucrados en las redes de datos de la educación digital de Cataluña, así como comprender la percepción del profesorado de las escuelas de primaria sobre quién recae la responsabilidad de su custodia y gestión. Para ello, se utilizó un diseño mixto secuencial basado en 491 cuestionarios y 19 entrevistas con docentes de educación primaria de escuelas catalanas. Se ha evidenciado que el binomio público-privado Departament d’Educació, como representante de la administración pública, y Google, como gigante tecnológico, son los principales actores de la educación digital de Cataluña, en orden invertido. Sin embargo, la mayoría de los entrevistados desconoce cómo los agentes identificados gestionan los datos. Es por ello que insistimos en la necesidad de generar prácticas educativas y protocolos que garanticen la soberanía digital de los datos digitales del alumnado y profesorado.},
 bibtype = {article},
 author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.},
 doi = {10.21556/edutec.2023.86.2883},
 journal = {Edutec. Revista Electrónica de Tecnología Educativa},
 number = {86}
}

La datificación de la educación primaria se ha visto acentuada por los procesos de neoliberalización y el solucionismo tecnológico impuesto por la Covid-19, como resultado del aumento de la industria edtech y el uso extendido de los Bigtech. Dada la importancia internacional que supone la gestión de los datos y la escasez de trabajos más allá de la educación superior, la investigación pretende identificar los principales actores involucrados en las redes de datos de la educación digital de Cataluña, así como comprender la percepción del profesorado de las escuelas de primaria sobre quién recae la responsabilidad de su custodia y gestión. Para ello, se utilizó un diseño mixto secuencial basado en 491 cuestionarios y 19 entrevistas con docentes de educación primaria de escuelas catalanas. Se ha evidenciado que el binomio público-privado Departament d’Educació, como representante de la administración pública, y Google, como gigante tecnológico, son los principales actores de la educación digital de Cataluña, en orden invertido. Sin embargo, la mayoría de los entrevistados desconoce cómo los agentes identificados gestionan los datos. Es por ello que insistimos en la necesidad de generar prácticas educativas y protocolos que garanticen la soberanía digital de los datos digitales del alumnado y profesorado.

@article{
 title = {Les plataformes digitals a l’educació primària de Catalunya: una qüestió d’ètica},
 type = {article},
 year = {2023},
 pages = {4-16},
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@article{
 title = {Methodological Approaches to Evidence Synthesis in Educational Technology},
 type = {article},
 year = {2023},
 pages = {167-191},
 volume = {54},
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 abstract = {Methoden der Evidenzsynthese werden in den Sozialwissenschaften immer beliebter, auch im Bereich der Bildungstechnologie, wo die Menge der durchgeführten Sekundärforschung exponentiell zugenommen hat. Während Übersichten einen wertvollen Einblick in den Stand des Feldes geben können, wurden Fragen zur methodischen Strenge und Transparenz aufgeworfen. In dieser tertiären Übersichtsarbeit wird daher untersucht, wie transparent und reproduzierbar die Berichterstattung über die Methoden der Evidenzsynthese im Bereich der Bildungstechnologie in den verschiedenen Arten von Übersichtsarbeiten ist. Zu diesem Zweck wurde eine kritische Analyse einer Stichprobe von 446 Evidenzsynthesen in drei Sprachen (Englisch, Deutsch und Spanisch) durchgeführt. Systematic Review, Meta-Analyse und Literaturreview als die am häufigsten verwendeten Review-Typen wurden für die weitere Analyse. In der Stichprobe wurden Indikatoren für die Replizierbarkeit in kritischen Phasen der Überprüfung identifiziert und nach Überprüfungstyp (Forschungsfrage, Suchstrategie, Datenextraktion und Synthese) analysiert. Die Ergebnisse zeigen, dass die methodische Transparenz bei der Datenextraktion und -synthese erheblich verbessert werden kann, wobei bestimmte Arten von Übersichten bei den Indikatoren schlechter abschneiden als andere. Es werden Empfehlungen zur Verbesserung der methodischen Transparenz und Strenge der Evidenzsynthese im Bereich der Bildungstechnologie gegeben.},
 bibtype = {article},
 author = {Buntins, Katja and Bedenlier, Svenja and Marín, Victoria and Händel, Marion and Bond, Melissa},
 doi = {10.21240/mpaed/54/2023.12.20.X},
 journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}
}

Methoden der Evidenzsynthese werden in den Sozialwissenschaften immer beliebter, auch im Bereich der Bildungstechnologie, wo die Menge der durchgeführten Sekundärforschung exponentiell zugenommen hat. Während Übersichten einen wertvollen Einblick in den Stand des Feldes geben können, wurden Fragen zur methodischen Strenge und Transparenz aufgeworfen. In dieser tertiären Übersichtsarbeit wird daher untersucht, wie transparent und reproduzierbar die Berichterstattung über die Methoden der Evidenzsynthese im Bereich der Bildungstechnologie in den verschiedenen Arten von Übersichtsarbeiten ist. Zu diesem Zweck wurde eine kritische Analyse einer Stichprobe von 446 Evidenzsynthesen in drei Sprachen (Englisch, Deutsch und Spanisch) durchgeführt. Systematic Review, Meta-Analyse und Literaturreview als die am häufigsten verwendeten Review-Typen wurden für die weitere Analyse. In der Stichprobe wurden Indikatoren für die Replizierbarkeit in kritischen Phasen der Überprüfung identifiziert und nach Überprüfungstyp (Forschungsfrage, Suchstrategie, Datenextraktion und Synthese) analysiert. Die Ergebnisse zeigen, dass die methodische Transparenz bei der Datenextraktion und -synthese erheblich verbessert werden kann, wobei bestimmte Arten von Übersichten bei den Indikatoren schlechter abschneiden als andere. Es werden Empfehlungen zur Verbesserung der methodischen Transparenz und Strenge der Evidenzsynthese im Bereich der Bildungstechnologie gegeben.

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@inproceedings{
 title = {Desarrollo profesional docente en educación superior: resultados de la fase piloto de un curso abierto sobre evaluación en línea},
 type = {inproceedings},
 year = {2023},
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@article{
 title = {Student-centred learning in higher education in times of Covid-19: A critical analysis},
 type = {article},
 year = {2022},
 volume = {2},
 websites = {https://stel.pubpub.org/pub/02-02-marin-2021},
 month = {3},
 day = {7},
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@article{
 title = {Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos},
 type = {article},
 year = {2022},
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@article{
 title = {Competencia digital docente de profesores universitarios en el contexto iberoamericano. Una revisión},
 type = {article},
 year = {2022},
 pages = {1-29},
 volume = {17},
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 number = {1}
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Este artículo presenta una revisión sistemática de estudios relacionados con las competencias digitales docentes (CDD) de profesores universitarios en el contexto iberoamericano. Se utilizó una metodología de revisión de documentos, a partir de cinco fuentes académicas: bases de datos (Web of Science, Scopus) catálogos en español (Dialnet, Scielo) y un buscador (Google Académico), con lo cual se realizó el análisis bibliométrico, que incluía, la evaluación de los documentos la generación de resultados y conclusiones. Entre los resultados de esta revisión se destaca que la mayoría de estudios son promovidos por instituciones españolas y a su vez esos estudios son realizados en instituciones de Latinoamérica. Se evidencia igualmente, la necesidad que los docentes incluyan en su metodología las TIC para mejorar y favorecer su práctica docente y de la misma forma sobresale que un tercio de los estudios analizados incluían una propuesta de mejoras de las CDD de universitarios.

@article{
 title = {Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: a cross-comparative analysis},
 type = {article},
 year = {2022},
 volume = {17},
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This paper explores faculty’s perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics’ awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

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Open educational resources (OER) have generated a considerable amount of attention in recent years in the field of open, distance, and digital education (ODDE). Digital knowledge infrastructures of different kinds have enabled the creation, storage, management, sharing, and adoption of these resources across educational sectors, levels, and geographies. This chapter presents a general overview of these infrastructures, the underpinning models of OER provision, main characteristics, and key insights from research. It draws on the literature and discusses examples purposively selected to illustrate the diversity of scope, educational stages, and types of online OER infrastructures established on a global, national, regional, or institutional scale. Key challenges are also discussed, including licensing issues, concerns about quality assurance, metadata problems, the sustainability of the initiatives, and sociocultural aspects, among others. In addition to revisiting the conception and adoption of OER in different cultures, important topics to be further addressed by future ODDE research are presented.

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The lack of transparency of the quality of Open Educational Resources (OER) is often seen as a barrier to the wider adoption, use, sharing, and further development of OER in the practice of teaching and learning in ODDE. Following the UNESCO Recommendation on OER, this chapter starts providing an overview of quality assurance systems from an international perspective, and the perceptions of faculty members on OER quality. Then, based on an empirical study, a quality framework and validated instrument for the evaluation and quality assessment of OER is presented -- the Instrument for Quality Assurance of OER (IQOER). The second part of the chapter looks at how such an instrument can be integrated into a quality assurance process that takes into account the different goals, roles, and functions of the stakeholders involved. It becomes clear that a cultural change toward Open Educational Practice (OEP) is also needed to reach a wider acceptance of OER.

@article{
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@article{
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@article{
 title = {Approaches to Monitor and Evaluate OER Policies in Higher Education - Tracing Developments in Germany , Austria , and Switzerland},
 type = {article},
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@inproceedings{
 title = {International Academic Mobility in a (Post) Covid-19 World. Conference Proceedings},
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 chapter = {Learning design and research-based learning},
 title = {PAPERS, A project for the future. Experiences and Sharing (Vol. 2, Plan for Developing Teaching Methodologies)}
}

@article{
 title = {Technology and educational ‘pivoting’ in the wake of the Covid-19 pandemic: A collected commentary},
 type = {article},
 year = {2022},
 pages = {1-32},
 volume = {2},
 websites = {https://stel.pubpub.org/pub/02-02-collective-commentary},
 month = {7},
 day = {18},
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 author = {Bligh, Brett and Lee, Kyungmee and Crook, Charles and Cutajar, Maria and Delia, Cassandra Sturgeon and Lei, Yuhong and Lower, Michael and Marín, Victoria I. and Miles, Rob and Moffitt, Philip and Munday, Dale and Passey, Don and Saliba, Reya and Yu, Mengting},
 doi = {10.21428/8c225f6e.e946d39b},
 journal = {Studies in Technology Enhanced Learning},
 number = {2}
}

@inbook{
 type = {inbook},
 year = {2022},
 pages = {1-20},
 websites = {https://doi.org/10.1007/978-981-19-0351-9_64-1},
 publisher = {Springer Nature Singapore},
 city = {Singapore},
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 chapter = {Developing Digital Literacy for Teaching and Learning},
 title = {Handbook of Open, Distance and Digital Education}
}

@book{
 title = {(Open) Educational Resources around the World: An International Comparison},
 type = {book},
 year = {2022},
 websites = {https://edtechbooks.org/oer_around_the_world/},
 publisher = {Edtech Books},
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 author = {Marín, Victoria I. and Peters, Laura N. and Zawacki-Richter, Olaf}
}

@article{
 title = {Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study},
 type = {article},
 year = {2022},
 pages = {310-321},
 volume = {4},
 websites = {https://www.degruyter.com/document/doi/10.1515/edu-2022-0019/html},
 month = {1},
 day = {1},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.},
 bibtype = {article},
 author = {Marín, Victoria I. and Zawacki-Richter, Olaf and Aydin, Cengiz H. and Bedenlier, Svenja and Bond, Melissa and Bozkurt, Aras and Conrad, Dianne and Jung, Insung and Kondakci, Yasar and Prinsloo, Paul and Roberts, Jennifer and Veletsianos, George and Xiao, Junhong and Zhang, Jingjing},
 doi = {10.1515/edu-2022-0019},
 journal = {Open Education Studies},
 number = {1}
}

Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.

@inbook{
 type = {inbook},
 year = {2022},
 pages = {183-198},
 websites = {https://repositorio.grial.eu/handle/grial/2731},
 publisher = {Octaedro},
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 editor = {Olmos-Migueláñez, S. and Rodríguez-Conde, M. J. and Bartolomé, A. and Salinas, J. and Frutos Esteban, F. J. and García-Peñalvo, F. j},
 chapter = {Apoyo al profesorado para la implementación de la evaluación en línea en educación superior: el proyecto europeo Remote.EDU},
 title = {La influencia de la tecnología en la investigación educativa pospandemia}
}

@article{
 title = {Balance between Guidance and Self-Regulated Learning: Teaching and Learning Strategies in Online, Hybrid and Blended Learning in Higher Education},
 type = {article},
 year = {2022},
 pages = {1-4},
 volume = {1},
 websites = {http://jime.open.ac.uk/articles/10.5334/jime.770/},
 month = {9},
 day = {12},
 id = {f8f29194-12c9-37cc-8515-6ee2bd7ced41},
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 author = {Marín, Victoria I. and Salinas, Jesús},
 doi = {10.5334/jime.770},
 journal = {Journal of Interactive Media in Education},
 number = {3}
}

@article{
 title = {Social media and data privacy in education: an international comparative study of perceptions among pre-service teachers},
 type = {article},
 year = {2022},
 websites = {https://link.springer.com/10.1007/s40692-022-00243-x},
 month = {9},
 day = {28},
 id = {f575c5c1-8fb9-3595-b730-c29ff795cf37},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
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 abstract = {Social media platforms offer many educational possibilities, but they also create challenges associated with their business models. One increasingly relevant challenge, especially in the context of teacher education and schools, is personal data privacy. When considering social media and data privacy in education, taking into account culture-specific aspects in different countries, such as legal frameworks, user attitudes, and cultural values, is uncommon. This cross-sectional study explores the perceptions of pre-service teachers ( N = 225) from universities in four countries (Germany, New Zealand, Spain, and the USA) concerning educational and professional social media use, as well as data privacy awareness and practices. Data were collected via a survey and analyzed through descriptive and inferential statistics. Results indicate that along with common belief in social media’s educational potential, data privacy concerns were present, knowledge related to data privacy was lacking, and differences existed between participants from the different universities. We discuss these results in relation to legal frameworks, user attitudes, and cultural values concerning social media data privacy, and consider implications for research, practice, and policy.},
 bibtype = {article},
 author = {Marín, Victoria I. and Carpenter, Jeffrey P. and Tur, Gemma and Williamson-Leadley, Sandra},
 doi = {10.1007/s40692-022-00243-x},
 journal = {Journal of Computers in Education}
}

Social media platforms offer many educational possibilities, but they also create challenges associated with their business models. One increasingly relevant challenge, especially in the context of teacher education and schools, is personal data privacy. When considering social media and data privacy in education, taking into account culture-specific aspects in different countries, such as legal frameworks, user attitudes, and cultural values, is uncommon. This cross-sectional study explores the perceptions of pre-service teachers ( N = 225) from universities in four countries (Germany, New Zealand, Spain, and the USA) concerning educational and professional social media use, as well as data privacy awareness and practices. Data were collected via a survey and analyzed through descriptive and inferential statistics. Results indicate that along with common belief in social media’s educational potential, data privacy concerns were present, knowledge related to data privacy was lacking, and differences existed between participants from the different universities. We discuss these results in relation to legal frameworks, user attitudes, and cultural values concerning social media data privacy, and consider implications for research, practice, and policy.

@article{
 title = {What do we want to know about MOOCs? Results from a machine learning approach to a systematic literature mapping review},
 type = {article},
 year = {2022},
 pages = {53},
 volume = {19},
 websites = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00359-1},
 month = {10},
 day = {14},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
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 abstract = {By the end of 2020, over 16,300 Massive Open Online Courses (MOOCs) from 950 universities worldwide had enrolled over 180 million students. Interest in MOOCs has been matched by significant research on the topic, including a considerable number of reviews. This study uses Machine Learning techniques and human expert supervision to generate a comprehensive systematic literature mapping review that overcomes some limitations of the traditional ones and provides a broader overview of the content and main topics studied in the specialized literature devoted to MOOCs. The sample consisted of 6320 publications automatically classified within six research topics, denominated by human experts: institutional approach, pedagogical approach, evaluation, analytics, participation, and educational resources. The content analysis of the topics identified was conducted using visual network analysis, which supported the identification of different thematic sub-clusters and endorsed the classification. Results from the review show that the lowest production of MOOC papers is within the topics of the pedagogical approach and educational resources. In contrast, participation and evaluation are the most frequent ones. In addition, the most cited papers are on the topics of analytics and resources, being the pedagogical approach and the institutional approach the less cited. This highlights the need for more MOOC research from a pedagogical perspective and calls upon the presence of educators.},
 bibtype = {article},
 author = {Despujol, Ignacio and Castañeda, Linda and Marín, Victoria I. and Turró, Carlos},
 doi = {10.1186/s41239-022-00359-1},
 journal = {International Journal of Educational Technology in Higher Education},
 number = {1}
}

By the end of 2020, over 16,300 Massive Open Online Courses (MOOCs) from 950 universities worldwide had enrolled over 180 million students. Interest in MOOCs has been matched by significant research on the topic, including a considerable number of reviews. This study uses Machine Learning techniques and human expert supervision to generate a comprehensive systematic literature mapping review that overcomes some limitations of the traditional ones and provides a broader overview of the content and main topics studied in the specialized literature devoted to MOOCs. The sample consisted of 6320 publications automatically classified within six research topics, denominated by human experts: institutional approach, pedagogical approach, evaluation, analytics, participation, and educational resources. The content analysis of the topics identified was conducted using visual network analysis, which supported the identification of different thematic sub-clusters and endorsed the classification. Results from the review show that the lowest production of MOOC papers is within the topics of the pedagogical approach and educational resources. In contrast, participation and evaluation are the most frequent ones. In addition, the most cited papers are on the topics of analytics and resources, being the pedagogical approach and the institutional approach the less cited. This highlights the need for more MOOC research from a pedagogical perspective and calls upon the presence of educators.

@article{
 title = {Entornos Personales de Aprendizaje para la creación de hubs sociales},
 type = {article},
 year = {2022},
 pages = {117-141},
 websites = {https://revue-mediations.teluq.ca/index.php/Distances/article/view/284},
 month = {10},
 day = {20},
 id = {abb17dbb-dff3-3cd5-ae97-6ff5c88687a6},
 created = {2022-10-21T14:36:39.897Z},
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 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2022-10-21T14:36:39.897Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {En los últimos años se ha puesto especial atención en los Entornos Personales de Aprendizaje (EPA) que, debido a sus características, han permitido enfatizar la construcción de nodos de información, interacción y comunicación. Tomando en cuenta la extensa bibliografía relacionada con los retos de enseñar y aprender en tiempos de Covid-19 y con los EPA, el objetivo de esta investigación es analizar cómo el alumnado de educación virtual construye su EPA, con especial énfasis en la creación de hubs sociales en contextos híbridos. Este estudio se realiza en el contexto mexicano a través del cuestionario validado y adaptado CAPPLE, considerando al alumnado de educación superior en educación virtual. La construcción de un modelo híbrido de aprendizaje debe tomar en cuenta el equilibrio entre el EPA virtual y presencial, así como el nivel de alfabetización digital que posee el alumnado. Los resultados arrojaron información sobre la organización y la comunicación para la construcción de hubs sociales que podrían derivar en la generación de comunidades de práctica.},
 bibtype = {article},
 author = {Ramírez-Mera, Urith and Marin, Victoria I.},
 doi = {10.52358/mm.vi11.284},
 journal = {Médiations et médiatisations},
 number = {11}
}

En los últimos años se ha puesto especial atención en los Entornos Personales de Aprendizaje (EPA) que, debido a sus características, han permitido enfatizar la construcción de nodos de información, interacción y comunicación. Tomando en cuenta la extensa bibliografía relacionada con los retos de enseñar y aprender en tiempos de Covid-19 y con los EPA, el objetivo de esta investigación es analizar cómo el alumnado de educación virtual construye su EPA, con especial énfasis en la creación de hubs sociales en contextos híbridos. Este estudio se realiza en el contexto mexicano a través del cuestionario validado y adaptado CAPPLE, considerando al alumnado de educación superior en educación virtual. La construcción de un modelo híbrido de aprendizaje debe tomar en cuenta el equilibrio entre el EPA virtual y presencial, así como el nivel de alfabetización digital que posee el alumnado. Los resultados arrojaron información sobre la organización y la comunicación para la construcción de hubs sociales que podrían derivar en la generación de comunidades de práctica.

@article{
 title = {La revisión sistemática en la investigación en Tecnología Educativa : observaciones y consejos},
 type = {article},
 year = {2022},
 keywords = {investigación educativa,investigación sobre literatura científica,metodología de investigación,revisión,sistemática,tecnología educativa},
 pages = {62-79},
 websites = {https://doi.org/10.6018/riite.533231},
 id = {ace5501f-a26c-385e-a76b-9a3f04373ebe},
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 bibtype = {article},
 author = {Marín, Victoria I},
 doi = {10.6018/riite.533231},
 journal = {RIITE Revista Interuniversitaria de Investigación en Tecnología Educativa},
 number = {13}
}

@article{
 title = {Critical digital literacy as a key for ( post ) digital citizenship : an international review of teacher competence frameworks},
 type = {article},
 year = {2022},
 keywords = {critical digital literacies,digital citizenship,digital competence,teacher competence frameworks,teachers},
 pages = {128-139},
 volume = {18},
 id = {4765f7ab-9c33-3d30-a10d-3d360c0f0fe5},
 created = {2023-01-01T19:51:48.344Z},
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 authored = {true},
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 bibtype = {article},
 author = {Villar-Onrubia, Daniel and Morini, Luca and Marín, Victoria I and Nascimbeni, Fabio},
 doi = {10.20368/1971-8829/1135697},
 journal = {Journal of e-Learning and Knowledge Society},
 number = {3}
}

@article{
 title = {Pre-Service Teachers’ Perceptions of Social Media Data Privacy Policies},
 type = {article},
 year = {2021},
 pages = {519-535},
 volume = {52},
 websites = {https://doi.org/10.1111/bjet.13035},
 id = {51b91a67-b4f1-3de8-a582-23823fd423ff},
 created = {2020-09-20T17:19:49.601Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2021-02-19T07:58:01.796Z},
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 authored = {true},
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 citation_key = {Marin2020a},
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 bibtype = {article},
 author = {Marín, V. I. and Carpenter, Jeffrey P. and Tur, Gemma},
 doi = {10.1111/bjet.13035},
 journal = {British Journal of Educational Technology},
 number = {2}
}

@article{
 title = {Higher education students ’ media usage : A longitudinal analysis},
 type = {article},
 year = {2021},
 keywords = {distance education and online,educational,higher education,learning,longitudinal analysis,media selection,technology,user behavior},
 pages = {31-53},
 volume = {16},
 websites = {https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/520},
 id = {2429d405-5bd2-3b3f-bc46-4a151abd5a8a},
 created = {2021-03-08T09:52:59.760Z},
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 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2022-02-12T17:25:14.256Z},
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 authored = {true},
 confirmed = {false},
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 bibtype = {article},
 author = {Dolch, Carina and Zawacki-Richter, Olaf and Bond, Melissa and Marín, Victoria I.},
 journal = {Asian Journal of Distance Education},
 number = {1}
}

@inbook{
 type = {inbook},
 year = {2021},
 pages = {175-187},
 websites = {https://octaedro.com/libro/innovacion-e-investigacion-con-tecnologia-educativa/},
 publisher = {Octaedro},
 id = {9042ae12-8a97-392b-aa90-21fb38b2b850},
 created = {2021-03-24T10:18:59.063Z},
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 bibtype = {inbook},
 author = {Marín, Victoria I.},
 editor = {Ruiz-Palmero, J. and Sánchez-Rivas, E. and Colomo-Magaña, E. and Sánchez-Rodríguez, J.},
 chapter = {Perspectivas del profesorado universitario español sobre el uso de recursos educativos digitales y repositorios de docencia},
 title = {Innovación e investigación con tecnología educativa}
}

@article{
 title = {Emergency remote teaching in higher education: Mapping the first global online semester},
 type = {article},
 year = {2021},
 volume = {18},
 websites = {http://doi.org/10.1186/s41239-021-00282-x},
 id = {34900fdb-16da-31aa-86ca-dd3d090ae9b8},
 created = {2021-06-26T07:29:55.758Z},
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 last_modified = {2021-08-30T08:54:56.312Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 bibtype = {article},
 author = {Bond, Melissa and Bedenlier, Svenja and Marín, Victoria I. and Händel, Marion},
 doi = {10.1186/s41239-021-00282-x},
 journal = {International Journal of Educational Technology in Higher Education}
}

@article{
 title = {Using concept maps for structuring a small-scale literature review: An approach to research-based learning in pre-service teacher education},
 type = {article},
 year = {2021},
 pages = {1-18},
 volume = {27},
 websites = {https://doi.org/10.7203/realia.27.20492},
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 bibtype = {article},
 author = {Marín, Victoria I.},
 doi = {10.7203/realia.27.20492},
 journal = {Research in Education and Learning Innovation Archives (REALIA)}
}

@article{
 title = {International Collaboration in the field of Educational Research: A Delphi Study},
 type = {article},
 year = {2021},
 pages = {190-213},
 volume = {10},
 websites = {http://dx.doi.org/10.7821/naer.2021.7.614},
 id = {bb66f4af-3013-3825-88e9-70189b0b3532},
 created = {2021-06-26T07:29:55.796Z},
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 bibtype = {article},
 author = {Bond, Melissa and Marín, Victoria I. and Bedenlier, Svenja},
 doi = {10.7821/naer.2021.7.614},
 journal = {NAER Journal of New Approaches in Educational Research},
 number = {2}
}

@article{
 title = {Research Skills for Information Management: Uses of Mobile Devices in Research Training},
 type = {article},
 year = {2021},
 pages = {749},
 volume = {11},
 websites = {https://www.mdpi.com/2227-7102/11/11/749},
 month = {11},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
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 abstract = {Although we live in a knowledge society, instruction in research is still given traditionally. Mobile devices are present in learning processes, but their possibilities for research have not been broadly explored. This paper explores the research skills that could be supported using information communication technology through mobile devices. We start from theoretical frameworks related to andragogy, knowledge management, the technology acceptance model, and mobile learning. As a case study, 20 Colombian virtual education students studying for master’s degrees answered a questionnaire. The results revealed an acceptance of mobile device use in education and a tendency to use apps for information management. These results suggest the need to change the teaching process and design a strategy for the inclusion of mobile learning in research. The use of mobile learning can enhance research training processes framed in the emergent mode of knowledge or context-centric research, especially in virtual higher education.},
 bibtype = {article},
 author = {Estrada Villa, Erika Juliana and Marín, Victoria I. and Salinas, Jesús},
 doi = {10.3390/educsci11110749},
 journal = {Education Sciences},
 number = {11}
}

Although we live in a knowledge society, instruction in research is still given traditionally. Mobile devices are present in learning processes, but their possibilities for research have not been broadly explored. This paper explores the research skills that could be supported using information communication technology through mobile devices. We start from theoretical frameworks related to andragogy, knowledge management, the technology acceptance model, and mobile learning. As a case study, 20 Colombian virtual education students studying for master’s degrees answered a questionnaire. The results revealed an acceptance of mobile device use in education and a tendency to use apps for information management. These results suggest the need to change the teaching process and design a strategy for the inclusion of mobile learning in research. The use of mobile learning can enhance research training processes framed in the emergent mode of knowledge or context-centric research, especially in virtual higher education.

@article{
 title = {Perspectivas docentes sobre uso y efectividad de recursos TIC para promocionar el aprendizaje colaborativo, la creatividad y el espíritu emprendedor},
 type = {article},
 year = {2021},
 websites = {https://doi.org/10.6018/riite.440261},
 id = {b0765c00-ca3c-3036-965b-85562de27e84},
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 bibtype = {article},
 author = {Blázquez, Eulalia and Marín, Victoria I.},
 doi = {10.6018/riite.440261},
 journal = {Revista Interuniversitaria de Investigación en Tecnología Educativa},
 number = {11}
}

@inproceedings{
 title = {La evaluación online en educación superior: el apoyo al profesorado en tiempos post-Covid-19},
 type = {inproceedings},
 year = {2021},
 pages = {35-36},
 publisher = {Instituto Universitario de Ciencias de la Educación, Universidad de Salamanca},
 city = {Salamanca},
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 author = {Marín, V. I.},
 editor = {Olmos-Migueláñez, S. and Frutos-Esteban, F.J. and García-Peñalvo, F.J. and Rodríguez-Conde, M.J. and Bartolomé, A.R. and Salinas, J.},
 booktitle = {Libro de actas de la II Conferencia Internacional de Investigación en Educación 2021: Retos de la educación post-pandemia (3-5 de noviembre de 2021)}
}

@inproceedings{
 title = {El concepto de alfabetización digital: hallazgos de una revisión de revisiones},
 type = {inproceedings},
 year = {2021},
 pages = {628-632},
 publisher = {Eudeba},
 city = {Ciudad Autónoma de Buenos Aires},
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 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Castañeda, Linda},
 editor = {Aveleyra, E. E. and Martino, M. Proyetti and Bonelli, F. and Mazzoni, D. and Musso, G. and Perri, J. and Veiga, R.},
 booktitle = {Convergencia entre educación y tecnología: hacia un nuevo paradigma (EDUTEC 2021)}
}

@inproceedings{
 title = {Diseño de recursos educativos abiertos para la formación de investigadores},
 type = {inproceedings},
 year = {2021},
 pages = {120},
 publisher = {UdeLaR},
 city = {Montevideo, Uruguay},
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 bibtype = {inproceedings},
 author = {Orellana, M. L. and Marín, V. I. and Peré, N.},
 booktitle = {II Jornadas de Investigación en Educación Superior (JIES), libro de resúmenes JIES}
}

@article{
 title = {Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs},
 type = {article},
 year = {2020},
 keywords = {blogs,design inquiry,education studies,group e-portfolios,mixed methods,research-based learning},
 pages = {1-20},
 volume = {36},
 websites = {https://ajet.org.au/index.php/AJET/article/view/4523},
 month = {1},
 day = {1},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2020e},
 folder_uuids = {0bfc884f-34f4-4066-ac08-aadfdc8dcae1},
 private_publication = {false},
 abstract = {Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher education has not yet been extensively empirically explored. Therefore, the main aim of this study, based on a project-based university seminar, was to explore the possibilities of group e-Portfolios based on blogs, within the framework of a concrete form of RBL in education studies, the design-inquiry approach. The study employed mixed methods, consisting of quantitative and qualitative data collected via a student questionnaire, and further qualitative data collected from the group blogs and the students’ final reflections. The results show the possibilities and challenges of using e-Portfolios based on blogs for RBL processes. The article concludes by providing guidelines and recommendations and presents a framework that connects the models used in the study.},
 bibtype = {article},
 author = {Marín, Victoria I.},
 doi = {10.14742/ajet.4523},
 journal = {Australasian Journal of Educational Technology},
 number = {1}
}

Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher education has not yet been extensively empirically explored. Therefore, the main aim of this study, based on a project-based university seminar, was to explore the possibilities of group e-Portfolios based on blogs, within the framework of a concrete form of RBL in education studies, the design-inquiry approach. The study employed mixed methods, consisting of quantitative and qualitative data collected via a student questionnaire, and further qualitative data collected from the group blogs and the students’ final reflections. The results show the possibilities and challenges of using e-Portfolios based on blogs for RBL processes. The article concludes by providing guidelines and recommendations and presents a framework that connects the models used in the study.

@inbook{
 type = {inbook},
 year = {2020},
 pages = {280-288},
 websites = {https://link.springer.com/chapter/10.1007%2F978-3-658-31489-7_24},
 publisher = {Springer VS},
 city = {Wiesbaden},
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 citation_key = {Schirmer2020},
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 author = {Schirmer, Carola and Marín, Victoria I.},
 editor = {Wulf, Carmen and Haberstroh, Susanne and Petersen, Maren},
 doi = {10.1007/978-3-658-31489-7_24},
 chapter = {Die Gestaltung Forschenden Lernens mit digitalen Medien},
 title = {Forschendes Lernen: Theorie, Empirie, Praxis}
}

@article{
 title = {Reflexive Skills in Teacher Education: A Tweet a Week},
 type = {article},
 year = {2020},
 pages = {3161},
 volume = {12},
 websites = {https://www.mdpi.com/2071-1050/12/8/3161},
 month = {4},
 day = {14},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {PerezGarcias2020},
 private_publication = {false},
 abstract = {Social media has been broadly used in the context of higher education for educational purposes due to students’ familiarity with this type of communication. As one of the most interesting cases, Twitter has often been used in teacher education for many purposes. One of the most unexplored themes is using Twitter for reflexive aims, in which discussions featuring ambiguous and contradictory results about whether the characteristics of such a short format can promote reflexive writing. This study is aimed at contributing to this research gap and explores the possibilities of using Twitter for reflective aims in teacher education, considering the reflective level of students’ tweets and students’ perceptions after engaging on Twitter. For the evaluation of this reflection, a content analysis of tweets texts and emojis has been carried out by coding their content and developing an instrument to assess their reflective level. Additionally, perceptions of students have been collected through an online survey. This study is embedded in a design-based research process that is already in its fourth cycle. Findings show that most tweets are descriptive or analytical, and that tweets are mainly text-based. Furthermore, the data show that low-level reflective tweets may include emojis, which are mainly positive and located at the end of a tweet. The conclusions suggest that Twitter could be more useful when reflections are made during learning rather than on learning.},
 bibtype = {article},
 author = {Pérez Garcias, Adolfina and Tur, Gemma and Darder Mesquida, Antònia and Marín, Victoria I.},
 doi = {10.3390/su12083161},
 journal = {Sustainability},
 number = {8}
}

Social media has been broadly used in the context of higher education for educational purposes due to students’ familiarity with this type of communication. As one of the most interesting cases, Twitter has often been used in teacher education for many purposes. One of the most unexplored themes is using Twitter for reflexive aims, in which discussions featuring ambiguous and contradictory results about whether the characteristics of such a short format can promote reflexive writing. This study is aimed at contributing to this research gap and explores the possibilities of using Twitter for reflective aims in teacher education, considering the reflective level of students’ tweets and students’ perceptions after engaging on Twitter. For the evaluation of this reflection, a content analysis of tweets texts and emojis has been carried out by coding their content and developing an instrument to assess their reflective level. Additionally, perceptions of students have been collected through an online survey. This study is embedded in a design-based research process that is already in its fourth cycle. Findings show that most tweets are descriptive or analytical, and that tweets are mainly text-based. Furthermore, the data show that low-level reflective tweets may include emojis, which are mainly positive and located at the end of a tweet. The conclusions suggest that Twitter could be more useful when reflections are made during learning rather than on learning.

@inbook{
 type = {inbook},
 year = {2020},
 pages = {85-105},
 websites = {https://www.routledge.com/Digital-Experiences-of-International-Students-Challenging-Assumptions-and/Chang-Gomes/p/book/9780367226350},
 publisher = {RoutledgeEd},
 city = {UK},
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 chapter = {Engaging students through virtual mobility: a systematic review},
 title = {Digital Experiences of International Students: Challenging Assumptions and Rethinking Engagement}
}

@inbook{
 type = {inbook},
 year = {2020},
 pages = {501-517},
 websites = {https://doi.org/10.1007/978-3-658-30525-3_21},
 publisher = {Springer Verlag},
 city = {Wiesbaden},
 chapter = {Einsatzmöglichkeiten künstlicher Intelligenz in der Hochschulbildung – ausgewählte Ergebnisse eines Systematic Review},
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 title = {Digitale Bildung und Künstliche Intelligenz in Deutschland}
}

@inproceedings{
 title = {Exploring pre-established performed roles in a networked learning activity: a sociomaterial study case},
 type = {inproceedings},
 year = {2020},
 websites = {https://www.networkedlearning.aau.dk/digitalAssets/823/823754_05.-castan-eda---marin-juarros---exploring-pre-established-performed-roles-in-a-networked-learning-activity-a-sociomaterial-study-case.pdf},
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 citation_key = {Castaneda2020},
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 bibtype = {inproceedings},
 author = {Castañeda, Linda and Marín, Victoria I.},
 booktitle = {Networked Learning Conference 2020}
}

@article{
 title = {A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education},
 type = {article},
 year = {2020},
 pages = {241-256},
 volume = {12},
 websites = {https://openpraxis.org/articles/10.5944/openpraxis.12.2.1071/},
 id = {9f4421c4-d489-3f6e-ba22-960ffe9d346c},
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 authored = {true},
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 citation_key = {Marin2020d},
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 bibtype = {article},
 author = {Marín, Victoria I. and Bond, Melissa and Zawacki-Richter, Olaf and Aydin, Cengiz Hakan and Bedenlier, Svenja and Bozkurt, Aras and Conrad, Dianne and Jung, Insung and Kondakci, Yasar and Prinsloo, Paul and Qayyum, Adnan and Roberts, Jennifer and Sangrà, Albert and Slagter van Tryon, Patricia J. and Veletsianos, George and Xiao, Junhong},
 doi = {10.5944/openpraxis.12.2.1071},
 journal = {Open Praxis},
 number = {2}
}

@article{
 title = {Systematic review of research on artificial intelligence applications in higher education: where are the educators? (translated by Junhong Xiao)},
 type = {article},
 year = {2020},
 pages = {1-21},
 volume = {6},
 websites = {https://chn.oversea.cnki.net/kcms/detail/detail.aspx?filename=DDJY202006002&dbcode=CJFQ&dbname=CJFDLAST2020&uniplatform=NZKPT},
 id = {3dc41559-5135-32e4-b1bd-11481cee5ff9},
 created = {2020-06-09T08:51:40.152Z},
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 author = {Zawacki-Richter, Olaf and Marín, Victoria I. and Bond, Melissa and Gouverneur, Franziska},
 doi = {10.13541/j.cnki.chinade.2020.06.001},
 journal = {Distance Education in China}
}

@article{
 title = {Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context},
 type = {article},
 year = {2020},
 pages = {14-26},
 volume = {1},
 websites = {https://revistes.urv.cat/index.php/ute/article/view/2766},
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 created = {2020-06-24T06:29:37.471Z},
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 last_modified = {2021-01-29T08:47:38.040Z},
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 citation_key = {Marin2020c},
 folder_uuids = {0bfc884f-34f4-4066-ac08-aadfdc8dcae1},
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 bibtype = {article},
 author = {Marín, Victoria I.},
 doi = {10.17345/ute.2020.3.2766},
 journal = {Universitas Tarraconensis. Revista de Ciències de l’Educació},
 number = {3}
}

@article{
 title = {Applications of Heutagogy in the Educational Use of E-Portfolios},
 type = {article},
 year = {2020},
 volume = {20},
 websites = {https://revistas.um.es/red/article/view/407831},
 id = {c549b443-a8ab-3d9d-99ac-f59bcd0c96fb},
 created = {2020-06-26T06:12:41.177Z},
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 last_modified = {2020-11-11T12:20:08.052Z},
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 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Blaschke2020},
 private_publication = {false},
 bibtype = {article},
 author = {Blaschke, Lisa Marie and Marín, Victoria I.},
 doi = {10.6018/red. 407831},
 journal = {RED. Revista de Educación a Distancia},
 number = {64}
}

@inproceedings{
 title = {Uso de recursos educativos digitales y repositorios para la docencia universitaria española},
 type = {inproceedings},
 year = {2020},
 pages = {975-978},
 websites = {https://riuma.uma.es/xmlui/handle/10630/19862},
 publisher = {Universidad de Málaga},
 city = {Málaga},
 id = {2c6522ee-a54a-3515-bc1d-0e445e85775d},
 created = {2020-07-03T12:50:34.890Z},
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 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2020b},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I.},
 editor = {Colomo-Magaña, E. and Sánchez-Rivas, E. and Ruiz-Palmero, J. and Sánchez-Rodríguez, J.},
 booktitle = {La tecnología como eje del cambio metodológico}
}

@article{
 title = {Elements of Open Education: An Invitation to Future Research},
 type = {article},
 year = {2020},
 volume = {21},
 websites = {http://www.irrodl.org/index.php/irrodl/article/view/4659},
 id = {ab53ac87-fa91-38ae-963b-703a08bf36b5},
 created = {2020-09-13T09:02:28.820Z},
 file_attached = {false},
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 last_modified = {2020-11-11T12:20:07.879Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Zawacki-Richter2020},
 private_publication = {false},
 bibtype = {article},
 author = {Zawacki-Richter, O. and Conrad, D. and Bozkurt, A. and Aydin, C. H. and Bedenlier, S. and Jung, I. and Stöter, J. and Veletsianos, G. and Blaschke, L. M. and Bond, M. and Broens, A. and Bruhn, E. and Dolch, C. and Kalz, M. and Kondakci, Y. and Marín, V. I. and Mayrberger, K. and Müskens, W. and Naidu, S. and Qayyum, A. and Roberts, J. and Sangrà, A. and Loglo, F. S. and Slagter van Tryon, P. J. and Xiao, J.},
 doi = {10.19173/irrodl.v21i3.4659},
 journal = {The International Review of Research in Open and Distributed Learning},
 number = {3}
}

@article{
 title = {Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review},
 type = {article},
 year = {2020},
 pages = {15-49},
 websites = {http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=10&a=11&link=ToC_45_P&link=45_1_abstract},
 month = {8},
 day = {20},
 id = {a4f2ea51-8392-3892-a86d-1d31eab37b12},
 created = {2020-11-03T07:16:17.909Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2022-07-08T17:16:04.432Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2020},
 private_publication = {false},
 abstract = {From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in learning. Although there are studies that back the idea of using educational technologies to support the development of student agency in higher education, there is still a lack of frameworks that relate student agency with technology-enhanced learning. In this study we present a systematic literature review addressing this gap, with emphasis on educational sciences. The results from the mapping of 29 studies show a focus on the micro level of learning design and clear relationships with other concepts, such as ownership of learning or self-regulated learning. The analysis of the results enabled us to develop an own model approach connecting student agency and technology-enhanced learning. Future work will involve iterative phases of revision and validation of the developed model through empirical studies.},
 bibtype = {article},
 author = {Marín, Victoria I. and de Benito, Bárbara and Darder, Antònia},
 doi = {10.55612/s-5002-045-001},
 journal = {Interaction Design and Architecture(s)},
 number = {45}
}

From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in learning. Although there are studies that back the idea of using educational technologies to support the development of student agency in higher education, there is still a lack of frameworks that relate student agency with technology-enhanced learning. In this study we present a systematic literature review addressing this gap, with emphasis on educational sciences. The results from the mapping of 29 studies show a focus on the micro level of learning design and clear relationships with other concepts, such as ownership of learning or self-regulated learning. The analysis of the results enabled us to develop an own model approach connecting student agency and technology-enhanced learning. Future work will involve iterative phases of revision and validation of the developed model through empirical studies.

@inproceedings{
 title = {Open Educational Resources in German Higher Education - An International Perspective},
 type = {inproceedings},
 year = {2020},
 keywords = {comparative case study,germany,he,higher education,international view,oer,open educational resources},
 pages = {85-94},
 websites = {https://www.eden-online.org/proc-2485/index.php/PROC/article/view/1762},
 publisher = {European Distance and E-Learning Network (EDEN)},
 city = {Lisbon},
 id = {beb98853-fe0b-33f7-8c1c-be3e1fd2f730},
 created = {2021-01-19T19:00:00.356Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Zawacki-Richter, Olaf and Bedenlier, Svenja},
 doi = {10.38069/edenconf-2020-rw0010},
 booktitle = {Enhancing the Human Experience of Learning with Technology: New challenges for research into digital, open, distance & networked education European Distance and E-Learning Network (EDEN) Proceedings 2020 Research Workshop}
}

@article{
 title = {Editorial of the special issue: Co-Design of Technology-enhanced Learning Experiences},
 type = {article},
 year = {2020},
 pages = {1-11},
 websites = {https://doi.org/10.21556/edutec.2020.74.1921},
 id = {bfc08332-d619-332e-8176-95dd5e3b3eee},
 created = {2021-01-29T08:46:32.965Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
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 starred = {false},
 authored = {true},
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 hidden = {false},
 folder_uuids = {0bfc884f-34f4-4066-ac08-aadfdc8dcae1},
 private_publication = {false},
 bibtype = {article},
 author = {Marín, Victoria I. and Villagrá, Sara L.},
 doi = {10.21556/edutec.2020.74.1921},
 journal = {EDUTEC. Revista Electrónica de Tecnología Educativa.},
 number = {74}
}

@article{
 title = {Open educational resources for research training: quality assurance through a collaborative evaluation},
 type = {article},
 year = {2019},
 keywords = {distance education,evaluation criteria,higher education},
 volume = {27},
 websites = {https://journal.alt.ac.uk/index.php/rlt/article/view/2271},
 month = {11},
 day = {18},
 id = {68e60a3f-29dc-367a-870a-8671a924e85c},
 created = {2020-01-14T05:54:18.018Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:08.462Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2019d},
 private_publication = {false},
 abstract = {Although it is considered that open educational resources offer vast pedagogical opportunities for any educational context, there have been only few studies so far that have linked their use or application in the field of research training, and even less works that have addressed their quality assurance for that context. As part of an inter-institutional project, the main aim of this article is the collaborative selection and evaluation of appropriate educational resources for research training. The mixed method approach of the article includes needs’ analysis of researchers in training through questionnaires and interviews. This was the starting point for the collaborative evaluation of educational resources using the agreed common criteria derived from the Learning Object Review Instrument (LORI) evaluation instrument. This article suggests recommendations regarding the collaborative evaluation of educational resources and the use of LORI, and suggestions for creators of educational resources for research training to facilitate the quality assurance of their materials. A website is being developed to bind together the resources that have met the quality criteria established in collaborative evaluation.},
 bibtype = {article},
 author = {Marín, Victoria I. and Orellana, Martha Lucía and Peré, Nancy},
 doi = {10.25304/rlt.v27.2271},
 journal = {Research in Learning Technology},
 number = {1063519}
}

Although it is considered that open educational resources offer vast pedagogical opportunities for any educational context, there have been only few studies so far that have linked their use or application in the field of research training, and even less works that have addressed their quality assurance for that context. As part of an inter-institutional project, the main aim of this article is the collaborative selection and evaluation of appropriate educational resources for research training. The mixed method approach of the article includes needs’ analysis of researchers in training through questionnaires and interviews. This was the starting point for the collaborative evaluation of educational resources using the agreed common criteria derived from the Learning Object Review Instrument (LORI) evaluation instrument. This article suggests recommendations regarding the collaborative evaluation of educational resources and the use of LORI, and suggestions for creators of educational resources for research training to facilitate the quality assurance of their materials. A website is being developed to bind together the resources that have met the quality criteria established in collaborative evaluation.

@article{
 title = {Towards Privacy Issues in Personal Learning Environments: A Conceptual Model of PLE Privacy},
 type = {article},
 year = {2019},
 pages = {12-30},
 id = {9008cba7-7fc9-3e1a-a8e7-677ece620a73},
 created = {2020-02-13T12:31:26.859Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2021-01-19T19:00:00.628Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Ivanova2019},
 private_publication = {false},
 bibtype = {article},
 author = {Ivanova, Malinka and Marín, Victoria I. and Tur, Gemma and Buchem, Ilona},
 journal = {EURODL, Best of Eden 2017}
}

@inbook{
 type = {inbook},
 year = {2019},
 pages = {459-471},
 websites = {https://hdl.handle.net/10459.1/66488},
 publisher = {Edicions de la Universitat de Lleida; Asociación EDUTEC},
 city = {Lleida; Palma de Mallorca},
 id = {a69b8879-2761-301b-98e2-00735e20aebb},
 created = {2020-02-13T14:26:47.728Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:08.841Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2019c},
 private_publication = {false},
 bibtype = {inbook},
 author = {Marín, Victoria I.},
 editor = {Vaquero, Eduard and Brescó, Enric and Coidures, Jordi and Carrera, F. Xavier},
 doi = {10.21001/edutec.2019},
 chapter = {Research-based Learning enhanced by Technology in Higher Education: a Comparative Analysis of Tools},
 title = {EDUcación con TECnología: un compromiso social. Iniciativas y resultados de investigaciones y experiencias de innovación educativa}
}

@article{
 title = {Systematic review of research on artificial intelligence applications in higher education – where are the educators?},
 type = {article},
 year = {2019},
 keywords = {Artificial intelligence,Higher education,Intelligent tutoring systems,Machine learning,Systematic review},
 pages = {39},
 volume = {16},
 websites = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0171-0},
 month = {12},
 day = {28},
 id = {e4958265-c524-3a05-aac5-20ee1514afce},
 created = {2020-04-23T12:54:22.267Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.692Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Zawacki-Richter2019},
 private_publication = {false},
 abstract = {According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.},
 bibtype = {article},
 author = {Zawacki-Richter, Olaf and Marín, Victoria I. and Bond, Melissa and Gouverneur, Franziska},
 doi = {10.1186/s41239-019-0171-0},
 journal = {International Journal of Educational Technology in Higher Education},
 number = {1}
}

According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.

@article{
 title = {Metasíntesis cualitativa sobre colaboración científica e identidad digital académica en redes sociales},
 type = {article},
 year = {2019},
 pages = {97},
 volume = {22},
 websites = {http://revistas.uned.es/index.php/ried/article/view/23238},
 month = {5},
 day = {21},
 id = {ac30134c-6859-3796-9be4-9481a730583a},
 created = {2020-04-24T20:14:32.648Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:06.994Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {SalinasIbanez2019},
 private_publication = {false},
 abstract = {La colaboración científica y la gestión de la identidad académica tienen un papel importante en la productividad académica, como algunos estudios ya han mostrado. Con la aparición de las herramientas de redes sociales, esas posibilidades se han ampliado y la presencialidad en la actividad académica no es siempre necesaria. Algunos trabajos han abordado estos temas, pero todavía no existe una sistematización de la literatura que ayude a identificar posibles líneas de trabajo en este campo y muestre las ventajas y desventajas de modos alternativos de colaboración y desarrollo de la identidad académica en línea. Este estudio pretende cubrir ese vacío mediante una metasíntesis cualitativa de estudios centrados en el uso de las herramientas de redes sociales generalistas (de temática no específica) y académicas con propósitos de colaboración científica y cuidado de la identidad digital académica por parte de investigadores académicos. Las búsquedas se realizaron en cinco bases de datos internacionales relevantes en el campo de la educación. Además, se incorporaron algunas referencias bibliográficas de estudios principales. Este proceso llevó a la identificación final de 68 estudios entre 2008 y 2018, cuyos hallazgos se sintetizan en los resultados a través de una división por categorías. A modo de conclusión, se denota la falta de estudios con una visión crítica y de análisis profundo de las prácticas académicas en las herramientas de redes sociales y se discuten los resultados junto a líneas de investigación futuras respecto a las dimensiones identificadas: el networking, el intercambio de conocimiento y la identidad digital.},
 bibtype = {article},
 author = {Salinas Ibáñez, Jesús and Marín Juarros, Victoria Irene},
 doi = {10.5944/ried.22.2.23238},
 journal = {RIED. Revista Iberoamericana de Educación a Distancia},
 number = {2}
}

La colaboración científica y la gestión de la identidad académica tienen un papel importante en la productividad académica, como algunos estudios ya han mostrado. Con la aparición de las herramientas de redes sociales, esas posibilidades se han ampliado y la presencialidad en la actividad académica no es siempre necesaria. Algunos trabajos han abordado estos temas, pero todavía no existe una sistematización de la literatura que ayude a identificar posibles líneas de trabajo en este campo y muestre las ventajas y desventajas de modos alternativos de colaboración y desarrollo de la identidad académica en línea. Este estudio pretende cubrir ese vacío mediante una metasíntesis cualitativa de estudios centrados en el uso de las herramientas de redes sociales generalistas (de temática no específica) y académicas con propósitos de colaboración científica y cuidado de la identidad digital académica por parte de investigadores académicos. Las búsquedas se realizaron en cinco bases de datos internacionales relevantes en el campo de la educación. Además, se incorporaron algunas referencias bibliográficas de estudios principales. Este proceso llevó a la identificación final de 68 estudios entre 2008 y 2018, cuyos hallazgos se sintetizan en los resultados a través de una división por categorías. A modo de conclusión, se denota la falta de estudios con una visión crítica y de análisis profundo de las prácticas académicas en las herramientas de redes sociales y se discuten los resultados junto a líneas de investigación futuras respecto a las dimensiones identificadas: el networking, el intercambio de conocimiento y la identidad digital.

@article{
 title = {Scientific Communication between Spanish and English Educational Technology Journals. A Citation Analysis of eight Journals},
 type = {article},
 year = {2019},
 keywords = {Citation analysis,Educational technology,Quantitative analysis,Scientific Journals,Scientific communities},
 pages = {96},
 volume = {8},
 websites = {https://naerjournal.ua.es/article/view/v8n2-2},
 month = {7},
 day = {15},
 id = {71c5a62a-eda8-3701-81b5-c4ec2fb94dfc},
 created = {2020-04-24T20:14:32.656Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.021Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2019b},
 private_publication = {false},
 abstract = {In order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities.},
 bibtype = {article},
 author = {Marín, Victoria I. and Zawacki-Richter, Olaf},
 doi = {10.7821/naer.2019.7.393},
 journal = {Journal of New Approaches in Educational Research},
 number = {2}
}

In order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities.

@article{
 title = {¿Qué sabemos sobre microlearning?},
 type = {article},
 year = {2019},
 websites = {http://www.centrocp.com/comunicacion-y-pedagogia-315-316-microlearning/},
 id = {49bd122e-18e4-3ce9-9f60-042637dfd5ef},
 created = {2020-04-24T20:14:32.691Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.103Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Salinas2019a},
 private_publication = {false},
 bibtype = {article},
 author = {Salinas, J. and Marín, Victoria I.},
 journal = {Comunicación y Pedagogía},
 number = {315-316}
}

@article{
 title = {Reflexiones sobre la integración de Twitter en educación superior a partir de una experiencia educativa con estudiantes de maestro},
 type = {article},
 year = {2019},
 pages = {89},
 volume = {17},
 websites = {https://polipapers.upv.es/index.php/REDU/article/view/11302},
 month = {6},
 day = {29},
 id = {24b65ff6-8e00-3643-b23c-13f34577dc23},
 created = {2020-04-24T20:14:32.723Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.062Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Perez2019},
 private_publication = {false},
 abstract = {<p>El uso de los medios sociales en educación ha sido ampliamente discutido en la literatura y se han propuesto diversas experiencias educativas en educación superior para lograr que los estudiantes las valoren no sólo como herramientas informales para la comunicación, sino también como potentes apoyos para el aprendizaje autorregulado, y en particular, en los estudios de formación docente inicial, a nivel profesional, para el aprendizaje permanente y su uso didáctico futuro. En este trabajo se analizan las luces y sombras del uso de Twitter para el aprendizaje en educación superior a través de una revisión de literatura y de la exploración de diversos diseños didácticos implementados en varios cursos académicos consecutivos con estudiantes de maestro cuyas variaciones han sido planificadas siguiendo el modelo de la investigación basada en diseño. Los objetivos de investigación que han guiado las sucesivas implementaciones y evaluaciones del diseño didáctico han permitido que la recogida de datos pudiera hacerse desde una perspectiva multidimensional, observando la actividad del alumnado para la gestión de la información, en concreto para selección y compartición de recursos así como identificar ciertas dificultades para verdadera actividad metacognitiva sobre el aprendizaje. Las conclusiones aportan elementos de discusión sobre las implicaciones del uso de los medios sociales para el aprendizaje, y ofrecen recomendaciones para iniciativas en contextos institucionales y para el diseño de propuestas basadas en el modelo de autorregulación del aprendizaje cuya finalidad pueda ser la verdadera transformación individual y colectiva.</p>},
 bibtype = {article},
 author = {Pérez, A. and Tur, G. and Darder, A. and Marín, V.},
 doi = {10.4995/redu.2019.11302},
 journal = {REDU. Revista de Docencia Universitaria},
 number = {1}
}

El uso de los medios sociales en educación ha sido ampliamente discutido en la literatura y se han propuesto diversas experiencias educativas en educación superior para lograr que los estudiantes las valoren no sólo como herramientas informales para la comunicación, sino también como potentes apoyos para el aprendizaje autorregulado, y en particular, en los estudios de formación docente inicial, a nivel profesional, para el aprendizaje permanente y su uso didáctico futuro. En este trabajo se analizan las luces y sombras del uso de Twitter para el aprendizaje en educación superior a través de una revisión de literatura y de la exploración de diversos diseños didácticos implementados en varios cursos académicos consecutivos con estudiantes de maestro cuyas variaciones han sido planificadas siguiendo el modelo de la investigación basada en diseño. Los objetivos de investigación que han guiado las sucesivas implementaciones y evaluaciones del diseño didáctico han permitido que la recogida de datos pudiera hacerse desde una perspectiva multidimensional, observando la actividad del alumnado para la gestión de la información, en concreto para selección y compartición de recursos así como identificar ciertas dificultades para verdadera actividad metacognitiva sobre el aprendizaje. Las conclusiones aportan elementos de discusión sobre las implicaciones del uso de los medios sociales para el aprendizaje, y ofrecen recomendaciones para iniciativas en contextos institucionales y para el diseño de propuestas basadas en el modelo de autorregulación del aprendizaje cuya finalidad pueda ser la verdadera transformación individual y colectiva.

@inproceedings{
 title = {MOOC Lógica y algoritmos: una estrategia tutorial innovadora},
 type = {inproceedings},
 year = {2019},
 pages = {462-469},
 websites = {http://files.pucp.edu.pe/facultad/educacion/wp-content/uploads/2019/10/23202434/Edutec2019-Libro-Resumenes-Comunicaciones.pdf},
 publisher = {Pontificia Universidad Católica del Perú},
 id = {b70963c0-bcca-3510-b168-5bcdc9d17201},
 created = {2020-04-24T21:27:21.599Z},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Solano2019},
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 bibtype = {inproceedings},
 author = {Solano, E. and Marín, Victoria I. and Rocha, A. R. and Salinas, J.},
 booktitle = {XXII Congreso Internacional Tecnología e innovación para la diversidad y calidad de los aprendizajes por la Facultad de Educación de la Pontificia Universidad Católica del Perú}
}

@inproceedings{
 title = {Investigación basada en diseño en entornos virtuales: rediseño para el apoyo de la tesis de maestría en estudios a distancia},
 type = {inproceedings},
 year = {2019},
 pages = {1036-1042},
 websites = {http://files.pucp.edu.pe/facultad/educacion/wp-content/uploads/2019/10/23202434/Edutec2019-Libro-Resumenes-Comunicaciones.pdf},
 publisher = {Pontificia Universidad Católica del Perú},
 id = {9b66f796-c462-35b7-8327-6f91c4406ad2},
 created = {2020-04-24T21:27:21.611Z},
 file_attached = {false},
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 last_modified = {2020-11-11T12:20:07.326Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2019a},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Aranciaga, I. and Salinas, J.},
 booktitle = {XXII Congreso Internacional Tecnología e innovación para la diversidad y calidad de los aprendizajes por la Facultad de Educación de la Pontificia Universidad Católica del Perú}
}

@inproceedings{
 title = {Design Process of an Intelligent Tutor to Support Researchers in Training},
 type = {inproceedings},
 year = {2019},
 pages = {889-894},
 websites = {https://www.learntechlib.org/primary/p/210114/},
 publisher = {Association for the Advancement of Computing in Education (AACE)},
 city = {Amsterdam},
 id = {1a3fa651-1a0d-32eb-bb77-d338a505b6e2},
 created = {2020-04-24T21:27:21.634Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.347Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Cisneros2019},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Cisneros, F. and Marín, Victoria I. and Orellana, Martha Lucía and Peré, Nancy and Zambrano, Dolores and Marcial, Yidda},
 editor = {Theo Bastiaens, J.},
 booktitle = {Proceedings of EdMedia + Innovate Learning}
}

@article{
 title = {Editorial. Monográfico microlearning},
 type = {article},
 year = {2019},
 websites = {http://www.centrocp.com/comunicacion-y-pedagogia-315-316-microlearning/},
 id = {1521ef78-88c8-3823-b45b-ab0b309292af},
 created = {2020-04-24T21:28:36.412Z},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Salinas2019},
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 bibtype = {article},
 author = {Salinas, J. and Marín, Victoria I.},
 journal = {Comunicación y pedagogía},
 number = {315-316}
}

@inproceedings{
 title = {Procesos de garantía de calidad en la selección y evaluación colaborativa de recursos educativos digitales en educación superior},
 type = {inproceedings},
 year = {2019},
 pages = {201-202},
 websites = {https://www.researchgate.net/publication/333661042_Procesos_de_garantia_de_calidad_en_la_seleccion_y_evaluacion_colaborativa_de_recursos_educativos_digitales_en_Educacion_Superior},
 city = {Alicante},
 id = {2faa7898-bfad-34b8-9bec-9b9b96d158fc},
 created = {2020-05-01T20:09:36.387Z},
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 hidden = {false},
 citation_key = {Marin2019},
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 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Orellana, Martha Lucía and Peré, Nancy},
 booktitle = {Libro de actas de las XVII Jornadas de Redes de Investigación en Docencia Universitaria- REDES 2019 y III Workshop Internacional de Innovación en Enseñanza Superior y TIC- INNOVAESTIC 2019}
}

@article{
 title = {Learning on the Move: The Role of Mobile Technology in Eportfolio Processes for Self-regulated Learning},
 type = {article},
 year = {2019},
 pages = {189-204},
 volume = {31/32},
 websites = {http://www.hottopos.com/isle31_32/189-204Gemma.pdf},
 id = {5eb38c8d-95fb-3d28-ad05-848a5bacab04},
 created = {2020-05-01T20:23:45.348Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:08.988Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Tur2019},
 private_publication = {false},
 bibtype = {article},
 author = {Tur, Gemma and Marín, Victoria I. and Camacho, Mar},
 journal = {International Studies on Law and Education},
 number = {jan-ago 2019}
}

@article{
 title = {Thematic analysis of the international journal of educational Technology in Higher Education (ETHE) between 2004 and 2017},
 type = {article},
 year = {2018},
 keywords = {Content analysis,ETHE journal,Educational technology,Higher education (HE),RUSC journal,Research trends},
 pages = {8},
 volume = {15},
 websites = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0089-y},
 month = {12},
 day = {18},
 id = {a4e245fc-20c5-3f06-b92a-38d7ac751c29},
 created = {2018-02-06T03:17:27.054Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.640Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Marin2018d},
 folder_uuids = {9ff3afb0-3923-4066-9b07-be703fe8858d},
 private_publication = {true},
 bibtype = {article},
 author = {Marín, Victoria I. and Duart, Josep M. and Galvis, Alvaro H. and Zawacki-Richter, Olaf},
 doi = {10.1186/s41239-018-0089-y},
 journal = {International Journal of Educational Technology in Higher Education},
 number = {1}
}

@article{
 title = {A model of factors affecting learning performance through the use of social media in Malaysian higher education},
 type = {article},
 year = {2018},
 keywords = {Collaborative learning,Learning performance,Malaysian higher education,Social media,Technology Acceptance Model (TAM)},
 pages = {59-72},
 volume = {121},
 websites = {https://linkinghub.elsevier.com/retrieve/pii/S0360131518300435},
 month = {6},
 id = {e0f47d17-97d4-31ae-b5f8-9fa0ad94b929},
 created = {2018-03-12T20:48:24.300Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.682Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Al-Rahmi2018},
 private_publication = {true},
 abstract = {© 2018 This study attempted to mitigate the gap in literature concerning the use of social media for active collaborative learning and engagement and its effect on the research students’ learning performance in the context of Malaysia. A questionnaire based on Constructivism Theory and the Technology Acceptance Model was employed as the main data collection method, which was distributed to 723 research students in five Malaysian research universities. Based on the obtained results, male and female students’ satisfaction of social media use for collaborative learning and engagement positively affected their learning performance, although in the case of females, they were not fully satisfied with perceived ease of use and usefulness. The study concludes that overall, active collaborative learning and engagement through social media enriches the learning activities of students and facilitates group discussions, and hence, their use should be encouraged in learning and teaching processes in higher education institutions.},
 bibtype = {article},
 author = {Al-Rahmi, Waleed Mugahed and Alias, Norma and Othman, Mohd Shahizan and Marin, Victoria I. and Tur, Gemma},
 doi = {10.1016/j.compedu.2018.02.010},
 journal = {Computers & Education}
}

© 2018 This study attempted to mitigate the gap in literature concerning the use of social media for active collaborative learning and engagement and its effect on the research students’ learning performance in the context of Malaysia. A questionnaire based on Constructivism Theory and the Technology Acceptance Model was employed as the main data collection method, which was distributed to 723 research students in five Malaysian research universities. Based on the obtained results, male and female students’ satisfaction of social media use for collaborative learning and engagement positively affected their learning performance, although in the case of females, they were not fully satisfied with perceived ease of use and usefulness. The study concludes that overall, active collaborative learning and engagement through social media enriches the learning activities of students and facilitates group discussions, and hence, their use should be encouraged in learning and teaching processes in higher education institutions.

@inproceedings{
 title = {Design of a teacher-training workshop to support research-based learning processes with digital media},
 type = {inproceedings},
 year = {2018},
 pages = {99-111},
 websites = {https://wp.uni-oldenburg.de/edidactics/wp-content/uploads/sites/143/2018/06/Marin_Endfassung-pdfmitref.pdf},
 publisher = {WTM-Verlag 2018},
 city = {Münster},
 id = {f9d121aa-d97d-32b6-8f3d-445808df9cbd},
 created = {2018-05-11T08:55:16.324Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2023-01-15T12:12:48.496Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2018c},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Schirmer, Carola},
 editor = {Neuber, Nils and Paravicini, Walther and Stein, Martin},
 booktitle = {Forschendes Lernen. The Wider View. Eine Tagung des Zentrums für Lehrerbildung der Westfälischen Wilhelms-Universität Münster vom 25. bis 27.09.2017. Schriften zur Allgemeinen Hochschuldidaktik. Band 3.}
}

@article{
 title = {La competencia informacional como requisito para la formación de docentes del siglo XXI: análisis de estrategias didácticas para su adquisición},
 type = {article},
 year = {2018},
 keywords = {Competencia informacional,documentación,educación superior,estrategias didácticas,gestión de la información,innovación educativa,transferencia de información},
 pages = {277-300},
 volume = {22},
 websites = {https://recyt.fecyt.es/index.php/profesorado/article/view/63645},
 id = {70e425ed-0383-3cc5-ab7c-61ed45505190},
 created = {2018-11-24T16:46:15.341Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2023-05-06T05:43:37.422Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Negre2018},
 private_publication = {false},
 abstract = {Resumen: Saber gestionar la información es fundamental para la inclusión en la sociedad del conocimiento. La formación de docentes del siglo XXI debe contemplar, por tanto, esta competencia en los planes de estudio de los grados de maestro, por lo que resulta fundamental diseñar, experimentar y evaluar estrategias dirigidas a su adquisición. Se presenta una experiencia dirigida a la adquisición de la competencia informacional en el marco de la asignatura “Tics aplicadas a la educación primaria” de la Universidad de las Islas Baleares (UIB) mediante la propuesta de estrategias didácticas dirigidas a la mejora del acceso, uso y curación de la información desde una perspectiva tecnológica y colaborativa. El objetivo es identificar acciones consideradas como factores condicionantes de la propuesta de estrategias didácticas que puedan contribuir a lograr como resultado la adquisición de la competencia informacional a partir de propuestas innovadoras. Mediante una metodología de tipo exploratorio y siguiendo las fases del modelo IPECC para la gestión de proyectos se consigue obtener información sobre la forma en que los estudiantes gestionan la información, transfieren conocimiento y comparten documentación. También se analiza el uso de gestores bibliográficos y la percepción de los estudiantes respecto a su utilidad. Estos resultados se dirigen a mejorar la propuesta de estrategias didácticas para futuras intervenciones formativas dirigidas a la adquisición de la competencia informacional a partir de la propuesta de experiencias de innovación educativa identificando, para ello, aspectos a considerar respecto a la gestión de la información, la transferencia de conocimiento y la curación de contenidos. Abstract: Knowing how to manage information is crucial for each individual to be integrated into the knowledge society. Therefore, XXI century's teacher training should include this competency in the curricula of the degrees of pre-service teacher training, so it is essential to design, test and evaluate strategies for its acquisition. This work presents an experiment directed towards the acquisition of the information literacy within the framework of the course “ICTs applied to primary education” of the University of the Balearic Islands (UIB) through the proposal of didactic strategies aimed to improve the information access, use and curation from a technological and collaborative perspective. Building on innovative proposals, the objective is to identify the actions considered as determinants of the proposal of didactic strategies that could contribute to achieve the acquisition of the information literacy as an outcome. Information about how students manage information, transfer knowledge and share documentation is obtained through an exploratory methodology and following the phases of the IPECC model for project management. The use of reference managers and the perception of its usefulness by the students are also analysed. These results are directed towards aimed at the acquisition of information literacy based on the proposal of educational innovation experiences, by identifying the aspects to consider concerning information management, knowledge transfer and content curation.},
 bibtype = {article},
 author = {Negre, Francisca and Marín, Victoria I. and Pérez Garcías, Adolfina},
 doi = {10.1590/1676-0611-BN-2016-0202},
 journal = {Profesorado, Revista de Currículum y Formación del Profesorado},
 number = {1}
}

Resumen: Saber gestionar la información es fundamental para la inclusión en la sociedad del conocimiento. La formación de docentes del siglo XXI debe contemplar, por tanto, esta competencia en los planes de estudio de los grados de maestro, por lo que resulta fundamental diseñar, experimentar y evaluar estrategias dirigidas a su adquisición. Se presenta una experiencia dirigida a la adquisición de la competencia informacional en el marco de la asignatura “Tics aplicadas a la educación primaria” de la Universidad de las Islas Baleares (UIB) mediante la propuesta de estrategias didácticas dirigidas a la mejora del acceso, uso y curación de la información desde una perspectiva tecnológica y colaborativa. El objetivo es identificar acciones consideradas como factores condicionantes de la propuesta de estrategias didácticas que puedan contribuir a lograr como resultado la adquisición de la competencia informacional a partir de propuestas innovadoras. Mediante una metodología de tipo exploratorio y siguiendo las fases del modelo IPECC para la gestión de proyectos se consigue obtener información sobre la forma en que los estudiantes gestionan la información, transfieren conocimiento y comparten documentación. También se analiza el uso de gestores bibliográficos y la percepción de los estudiantes respecto a su utilidad. Estos resultados se dirigen a mejorar la propuesta de estrategias didácticas para futuras intervenciones formativas dirigidas a la adquisición de la competencia informacional a partir de la propuesta de experiencias de innovación educativa identificando, para ello, aspectos a considerar respecto a la gestión de la información, la transferencia de conocimiento y la curación de contenidos. Abstract: Knowing how to manage information is crucial for each individual to be integrated into the knowledge society. Therefore, XXI century's teacher training should include this competency in the curricula of the degrees of pre-service teacher training, so it is essential to design, test and evaluate strategies for its acquisition. This work presents an experiment directed towards the acquisition of the information literacy within the framework of the course “ICTs applied to primary education” of the University of the Balearic Islands (UIB) through the proposal of didactic strategies aimed to improve the information access, use and curation from a technological and collaborative perspective. Building on innovative proposals, the objective is to identify the actions considered as determinants of the proposal of didactic strategies that could contribute to achieve the acquisition of the information literacy as an outcome. Information about how students manage information, transfer knowledge and share documentation is obtained through an exploratory methodology and following the phases of the IPECC model for project management. The use of reference managers and the perception of its usefulness by the students are also analysed. These results are directed towards aimed at the acquisition of information literacy based on the proposal of educational innovation experiences, by identifying the aspects to consider concerning information management, knowledge transfer and content curation.

@inproceedings{
 title = {Research-based Learning enhanced by Technology in Higher Education: a comparative analysis of tools},
 type = {inproceedings},
 year = {2018},
 pages = {76-80},
 publisher = {Edicions de la Universitat de Lleida; EDUTEC},
 city = {Lleida; Palma},
 id = {b2f3d527-d842-381b-ac7f-31f1d869aae2},
 created = {2019-01-24T11:54:34.048Z},
 file_attached = {false},
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 last_modified = {2020-11-11T12:20:08.578Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2018b},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I.},
 editor = {Carrera, F. X. and Sánchez, F. Martínez and Coiduras, J. L. and Brescó, E. and Vaquero, E.},
 booktitle = {EDUcación con TECnología : un compromiso social. Aproximaciones desde la investigación y la innovación}
}

@article{
 title = {Digital transformation in German higher education: student and teacher perceptions and usage of digital media},
 type = {article},
 year = {2018},
 keywords = {Digital media usage,Digitalization,Educational technology,Germany,Higher education,Student perceptions,Teacher perceptions,University professors,University students},
 pages = {48},
 volume = {15},
 websites = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0130-1},
 month = {12},
 publisher = {International Journal of Educational Technology in Higher Education},
 day = {28},
 id = {5244d441-33cb-374d-9762-65e0c4caeb83},
 created = {2019-03-11T12:37:03.138Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.630Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Bond2018},
 folder_uuids = {977b0140-da51-4571-a977-5c96ac8bc909},
 private_publication = {false},
 abstract = {Цифровизация в высших учебных заведениях (ВЭ) - это вопрос, который волнует многие заинтересованные стороны в сфере образования. Навыки в области ИКТ становятся все более актуальными во всех контекстах, особенно на рабочем месте, поэтому одной из главных задач университетов стала подготовка будущих специалистов для решения проблем и поиска решений, включая цифровую компетентность как жизненно важный набор навыков. В настоящее время в Германии предлагаются различные стратегии, инициативы и стратегии, направленные на внедрение инноваций в области образовательных технологий. Ольденбургский университет представлен в качестве примера в попытке получить представление о том, что предлагается и что на самом деле происходит в процессе преподавания и обучения в классах немецкого университета. Были изучены два набора данных, касающихся использования и восприятия учащимися (n=200) и преподавателями (n=381) цифровых инструментов. Полученные результаты показывают, что и преподаватели, и студенты используют ограниченное количество цифровых технологий для преимущественно ассимиляционных задач, при этом система управления обучением воспринимается как наиболее полезный инструмент. В целях поддержки более широкого использования образовательных технологий в педагогических и учебных целях предлагаются стратегии для вузов.},
 bibtype = {article},
 author = {Bond, Melissa and Marín, Victoria I. and Dolch, Carina and Bedenlier, Svenja and Zawacki-Richter, Olaf},
 doi = {10.1186/s41239-018-0130-1},
 journal = {International Journal of Educational Technology in Higher Education},
 number = {1}
}

Цифровизация в высших учебных заведениях (ВЭ) - это вопрос, который волнует многие заинтересованные стороны в сфере образования. Навыки в области ИКТ становятся все более актуальными во всех контекстах, особенно на рабочем месте, поэтому одной из главных задач университетов стала подготовка будущих специалистов для решения проблем и поиска решений, включая цифровую компетентность как жизненно важный набор навыков. В настоящее время в Германии предлагаются различные стратегии, инициативы и стратегии, направленные на внедрение инноваций в области образовательных технологий. Ольденбургский университет представлен в качестве примера в попытке получить представление о том, что предлагается и что на самом деле происходит в процессе преподавания и обучения в классах немецкого университета. Были изучены два набора данных, касающихся использования и восприятия учащимися (n=200) и преподавателями (n=381) цифровых инструментов. Полученные результаты показывают, что и преподаватели, и студенты используют ограниченное количество цифровых технологий для преимущественно ассимиляционных задач, при этом система управления обучением воспринимается как наиболее полезный инструмент. В целях поддержки более широкого использования образовательных технологий в педагогических и учебных целях предлагаются стратегии для вузов.

@article{
 title = {Supporting online collaborative design for teacher professional development},
 type = {article},
 year = {2018},
 keywords = {Collaborative design,learning design,online learning,teacher professional development,university teachers},
 pages = {571-587},
 volume = {27},
 websites = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2018.1547787},
 month = {10},
 day = {20},
 id = {39955ca2-8eb0-3418-815e-309f9f50ab3a},
 created = {2020-04-23T12:55:06.740Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:06.832Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2018a},
 private_publication = {false},
 abstract = {This article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development.},
 bibtype = {article},
 author = {Marín, Victoria I. and Asensio-Pérez, Juan I. and Villagrá-Sobrino, Sara and Hernández-Leo, Davinia and García-Sastre, Sara},
 doi = {10.1080/1475939X.2018.1547787},
 journal = {Technology, Pedagogy and Education},
 number = {5}
}

This article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development.

@article{
 title = {An interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education},
 type = {article},
 year = {2018},
 keywords = {Interdisciplinary approach,digital artefact,professional identity,reflection,storytelling},
 pages = {396-412},
 volume = {37},
 websites = {https://www.tandfonline.com/doi/full/10.1080/02615479.2017.1408790},
 month = {4},
 day = {3},
 id = {ef29d763-ab9b-33fa-ba79-773a08c6bbe3},
 created = {2020-04-24T20:14:32.664Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:06.922Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2018},
 private_publication = {false},
 abstract = {The present article presents a study based on an interdisciplinary approach to research into reflection on identity construction. This multiple case study explores the narrative of professional identities in digital artefacts. It is aimed at exploring in what way digital storytelling can be used as a suitable pedagogical strategy for the construction of professional identity. The students involved in the innovative learning activity comprise two groups of Health and Social Care students in the UK, two groups of Primary Education student-teachers and one group of Secondary Education student-teachers in Spain. Thematic analysis is used to identify the topics addressed by students in exploring their professional identities, including values and the process of learning itself. Finally, the lessons learned from this interdisciplinary approach to reflection on identity and the implications these have not only for teaching and learning design but also for future collaborative research projects are set out in the discussion and conclusions.},
 bibtype = {article},
 author = {Marín, Victoria I. and Tur, Gemma and Challinor, Jane},
 doi = {10.1080/02615479.2017.1408790},
 journal = {Social Work Education},
 number = {3}
}

The present article presents a study based on an interdisciplinary approach to research into reflection on identity construction. This multiple case study explores the narrative of professional identities in digital artefacts. It is aimed at exploring in what way digital storytelling can be used as a suitable pedagogical strategy for the construction of professional identity. The students involved in the innovative learning activity comprise two groups of Health and Social Care students in the UK, two groups of Primary Education student-teachers and one group of Secondary Education student-teachers in Spain. Thematic analysis is used to identify the topics addressed by students in exploring their professional identities, including values and the process of learning itself. Finally, the lessons learned from this interdisciplinary approach to reflection on identity and the implications these have not only for teaching and learning design but also for future collaborative research projects are set out in the discussion and conclusions.

@article{
 title = {Las diferentes concepciones de la universidad digital en Iberoamérica},
 type = {article},
 year = {2018},
 pages = {97},
 volume = {21},
 websites = {http://revistas.uned.es/index.php/ried/article/view/20653},
 month = {3},
 day = {16},
 id = {71b5fa36-bb58-3961-8dd0-3a656b6115ff},
 created = {2020-04-24T20:14:32.754Z},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Salinas2018},
 private_publication = {false},
 abstract = {En los últimos tiempos, se ha oído en muchas ocasiones hablar de la universidad digital en diversos contextos. Sin embargo, no hay una definición clara del concepto que ayude a concretar más su implementación. Por ello, este estudio se ha centrado en analizar las diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.},
 bibtype = {article},
 author = {Salinas, Jesús and Marín, Victoria I.},
 doi = {10.5944/ried.21.2.20653},
 journal = {RIED. Revista Iberoamericana de Educación a Distancia},
 number = {2}
}

En los últimos tiempos, se ha oído en muchas ocasiones hablar de la universidad digital en diversos contextos. Sin embargo, no hay una definición clara del concepto que ayude a concretar más su implementación. Por ello, este estudio se ha centrado en analizar las diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.

@article{
 title = {Instructional strategies and information technologies used for supporting the undergraduate mathematics teaching process: Scoping review protocol},
 type = {article},
 year = {2018},
 keywords = {Information technologies,Instructional strategies,Mathematics courses,Undergraduate programs},
 pages = {27-31},
 volume = {90},
 websites = {https://linkinghub.elsevier.com/retrieve/pii/S0883035518305329},
 id = {826c3165-4e70-3186-a1e2-8648a9cb25d7},
 created = {2020-04-24T20:14:32.801Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Vazquez2018},
 private_publication = {false},
 abstract = {Evidence from previous studies shows that in undergraduate programs, the highest rates of academic failure are in mathematics courses, especially in engineering programs. To reduce the failure rate, professors use several instructional strategies and information technologies. In this paper, a scoping review protocol is presented, based on the framework proposed by Arksey and O'Malley (2005), to answer the following research questions: 1) What are the instructional strategies that have been most successfully used for teaching mathematics at the undergraduate level? and 2) Which information technologies have been used to implement these instructional strategies? The scoping review was performed through three electronic databases: SCOPUS, ERIC and JSTOR.},
 bibtype = {article},
 author = {Vázquez, Juan Pablo García and Vargas, María Angélica Astorga and Ezkauriatza, Milagros Guiza and Juarros, Victoria Irene Marín and Corral, Luis Enrique Vizcarra and Espinoza, José Martín Olguín and Doolan, Martina A.},
 doi = {10.1016/j.ijer.2018.05.002},
 journal = {International Journal of Educational Research}
}

Evidence from previous studies shows that in undergraduate programs, the highest rates of academic failure are in mathematics courses, especially in engineering programs. To reduce the failure rate, professors use several instructional strategies and information technologies. In this paper, a scoping review protocol is presented, based on the framework proposed by Arksey and O'Malley (2005), to answer the following research questions: 1) What are the instructional strategies that have been most successfully used for teaching mathematics at the undergraduate level? and 2) Which information technologies have been used to implement these instructional strategies? The scoping review was performed through three electronic databases: SCOPUS, ERIC and JSTOR.

@article{
 title = {Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education},
 type = {article},
 year = {2018},
 pages = {31},
 volume = {21},
 websites = {https://ojs.uv.es/index.php/attic/article/view/12134},
 month = {12},
 day = {21},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Perez2018},
 private_publication = {false},
 abstract = {This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.},
 bibtype = {article},
 author = {Pérez, Adolfina and Marín, Victoria Irene and Tur, Gemma},
 doi = {10.7203/attic.21.12134},
 journal = {@tic revista d'innovació educativa},
 number = {21}
}

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

@article{
 title = {Competencias TIC en los docentes de las unidades tecnológicas de Santander},
 type = {article},
 year = {2018},
 pages = {67-83},
 volume = {5},
 websites = {https://revistas.um.es/riite/article/view/344231},
 month = {12},
 day = {20},
 id = {37a6b7ba-6659-3c3b-b976-415363d21d92},
 created = {2020-04-24T21:27:21.515Z},
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 last_modified = {2020-11-11T12:20:07.363Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {SolanoHernandez2018},
 private_publication = {false},
 abstract = {Las nuevas tecnologías de la información y la comunicación se convirtieron en el eje fundamental de la sociedad del siglo XXI, generando nuevos espacios formativos y modalidades de formación. La práctica docente debe hacerse partícipe de los nuevos modelos de aprendizaje y formación, para lo cual surge la necesidad de la cualificación docente en términos de competencia digital, un argumento que se solicita con fuerza incluir en esta actividad. En este artículo se describen y presentan los resultados de la investigación realizada en las Unidades Tecnológicas de Santander (UTS, Colombia), para conocer, evaluar y pronosticar el nivel de conocimiento y competencia digital del personal docente, adscrito a las dos facultades de la institución; dentro de las dimensiones evaluadas se solicitó información referente a datos de identificación (sociodemográficos y laborales), uso y conocimiento de TIC, integración de las TIC en la práctica docente, formación docente e innovación en TIC y el componente ético en la labor docente. Se dispuso de un instrumento de investigación (encuesta) ya utilizado y validado en otro estudio del mismo tipo, que se adaptó al contexto institucional de las UTS. Se utilizó un servidor de la universidad para alojar la encuesta y que fuera presentada de forma telemática por los profesores. Como conclusión del análisis de resultados, se diseñó una propuesta de trabajo para la mejora de las competencias digitales basados en las necesidades de formación detectadas.},
 bibtype = {article},
 author = {Solano Hernández, Ernesto and Juarros, Victoria Irene Marín and Vásquez, Alba Rossi Rocha},
 doi = {10.6018/riite/2018/344231},
 journal = {Revista Interuniversitaria de Investigación en Tecnología Educativa}
}

Las nuevas tecnologías de la información y la comunicación se convirtieron en el eje fundamental de la sociedad del siglo XXI, generando nuevos espacios formativos y modalidades de formación. La práctica docente debe hacerse partícipe de los nuevos modelos de aprendizaje y formación, para lo cual surge la necesidad de la cualificación docente en términos de competencia digital, un argumento que se solicita con fuerza incluir en esta actividad. En este artículo se describen y presentan los resultados de la investigación realizada en las Unidades Tecnológicas de Santander (UTS, Colombia), para conocer, evaluar y pronosticar el nivel de conocimiento y competencia digital del personal docente, adscrito a las dos facultades de la institución; dentro de las dimensiones evaluadas se solicitó información referente a datos de identificación (sociodemográficos y laborales), uso y conocimiento de TIC, integración de las TIC en la práctica docente, formación docente e innovación en TIC y el componente ético en la labor docente. Se dispuso de un instrumento de investigación (encuesta) ya utilizado y validado en otro estudio del mismo tipo, que se adaptó al contexto institucional de las UTS. Se utilizó un servidor de la universidad para alojar la encuesta y que fuera presentada de forma telemática por los profesores. Como conclusión del análisis de resultados, se diseñó una propuesta de trabajo para la mejora de las competencias digitales basados en las necesidades de formación detectadas.

@article{
 title = {Reseña del libro: Prendes, M. P. y Román, M. (Coords.) (2017). Entornos personales de aprendizaje. Una visión actual de cómo aprender con tecnologías. Barcelona: Octaedro},
 type = {article},
 year = {2018},
 volume = {0},
 websites = {http://revistas.um.es/riite/article/view/323291},
 month = {6},
 day = {29},
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 citation_key = {MarinJuarros2018},
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 abstract = {Entrevista Nº 4.},
 bibtype = {article},
 author = {Marín Juarros, Victoria I.},
 doi = {10.6018/riite/2018/323291},
 journal = {Revista Interuniversitaria de Investigación en Tecnología Educativa},
 number = {4}
}

Entrevista Nº 4.

@inproceedings{
 title = {Primary Pre-service Teachers as Learning Designers of Collaborative Activities with ICT},
 type = {inproceedings},
 year = {2018},
 pages = {1094-1101},
 websites = {https://www.learntechlib.org/primary/p/184315/},
 publisher = {Association for the Advancement of Computing in Education (AACE)},
 city = {Amsterdam},
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 citation_key = {PerezGarcias2018a},
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 bibtype = {inproceedings},
 author = {Pérez Garcias, A. and Marín, Victoria I. and Tur, Gemma and Lizana, A.},
 booktitle = {Proceedings of EdMedia: World Conference on Educational Media and Technology}
}

@inproceedings{
 title = {Twitter for learning aims: student teachers' usage and perceptions},
 type = {inproceedings},
 year = {2018},
 pages = {2865-2874},
 websites = {http://library.iated.org/view/PEREZGARCIAS2018TWI},
 month = {7},
 publisher = {IATED},
 city = {Palma, Spain},
 id = {96ef3c5a-692b-3f6f-bd92-99807f70a76f},
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 bibtype = {inproceedings},
 author = {Perez Garcias, Adolfina and Tur, Gemma and Marín, Victoria I. and Darder, Antònia and Rodríguez, Soledad},
 doi = {10.21125/edulearn.2018.0762},
 booktitle = {EDULEARN18 Proceedings}
}

@article{
 title = {Educational Technology trends in the Ibero-American world: 20 years of the Edutec-e journal},
 type = {article},
 year = {2017},
 keywords = {content analysis,educational technology,edutec journal,research trends},
 websites = {http://www.edutec.es/revista/index.php/edutec-e/article/view/836},
 month = {3},
 day = {31},
 id = {66663f40-e344-31d6-8ced-f8b95c77ce59},
 created = {2017-05-18T11:36:02.241Z},
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 last_modified = {2020-11-11T12:20:08.874Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Marin2017a},
 private_publication = {false},
 abstract = {El artículo muestra las tendencias y áreas de interés dentro del ámbito de la tecnología educativa en el mundo hispanohablante mediante el análisis de contenido cualitativo y cuantitativo de la revista Edutec-e. Se han analizado un total de 320 artículos utilizando sus títulos y resúmenes entre 1995 y 2015, así como la información respecto a sus autores e impacto de los artículos (citas). Considerando la evolución de la revista, se identifica una perspectiva más amplia y teórica sobre las oportunidades educativas de las tecnologías en el primer periodo (1995-2004), seguida de un enfoque más concreto y experimental con estudios empíricos y experiencias con el uso educativo de las TIC (2005-2015). Las futuras líneas de investigación apuntan a comparar los resultados con otras revistas hispanohablantes y con las tendencias en el área en el mundo anglosajón.},
 bibtype = {article},
 author = {Marín, Victoria I. and Zawacki-Richter, Olaf and Pérez Garcías, Adolfina and Salinas, Jesús},
 doi = {10.21556/edutec.2017.59.836},
 journal = {Edutec. Revista Electrónica de Tecnología Educativa},
 number = {59}
}

El artículo muestra las tendencias y áreas de interés dentro del ámbito de la tecnología educativa en el mundo hispanohablante mediante el análisis de contenido cualitativo y cuantitativo de la revista Edutec-e. Se han analizado un total de 320 artículos utilizando sus títulos y resúmenes entre 1995 y 2015, así como la información respecto a sus autores e impacto de los artículos (citas). Considerando la evolución de la revista, se identifica una perspectiva más amplia y teórica sobre las oportunidades educativas de las tecnologías en el primer periodo (1995-2004), seguida de un enfoque más concreto y experimental con estudios empíricos y experiencias con el uso educativo de las TIC (2005-2015). Las futuras líneas de investigación apuntan a comparar los resultados con otras revistas hispanohablantes y con las tendencias en el área en el mundo anglosajón.

@article{
 title = {Enhancement Process of Didactic Strategies in a Degree Course for Pre-Service Teachers},
 type = {article},
 year = {2017},
 keywords = {Didactic Strategies,Educational Technology,Higher Education,Initial Teacher Training,Personal Learning Environments},
 pages = {14-24},
 volume = {12},
 websites = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJWLTT.2017100102},
 month = {10},
 id = {e5aeed07-7f39-37ae-8870-f9998e30a54c},
 created = {2017-12-23T01:14:34.535Z},
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 last_modified = {2020-11-11T12:20:08.192Z},
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 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Garcias2017},
 private_publication = {true},
 abstract = {This paper presents a study on the enhancement of didactic strategies based on the idea of personal learning environments (PLE). It was conducted through three iterative cycles during three consecutive academic years according to the phases of design-based research applied to teaching in a university course for pre-service teachers in the University of the Balearic Islands (Spain). Four teachers, one researcher and over 600 students took part in the study. The results show that both teachers and students were satisfied with the didactic strategy based on PLE management (Personal Learning Environment). There were also resulting signs showing that the students transferred what they had learnt to other contexts, and the strategy designed by the lecturers showed continuity. All this leads to the conclusion that the foundations have been set for a change in methodology.},
 bibtype = {article},
 author = {Garcias, Adolfina Pérez and Marín, Victoria I.},
 doi = {10.4018/IJWLTT.2017100102},
 journal = {International Journal of Web-Based Learning and Teaching Technologies},
 number = {4}
}

This paper presents a study on the enhancement of didactic strategies based on the idea of personal learning environments (PLE). It was conducted through three iterative cycles during three consecutive academic years according to the phases of design-based research applied to teaching in a university course for pre-service teachers in the University of the Balearic Islands (Spain). Four teachers, one researcher and over 600 students took part in the study. The results show that both teachers and students were satisfied with the didactic strategy based on PLE management (Personal Learning Environment). There were also resulting signs showing that the students transferred what they had learnt to other contexts, and the strategy designed by the lecturers showed continuity. All this leads to the conclusion that the foundations have been set for a change in methodology.

@inbook{
 type = {inbook},
 year = {2017},
 pages = {265-288},
 volume = {1},
 websites = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-2584-4.ch013},
 publisher = {IGI Global},
 id = {bb53c7e9-04d7-3b39-9861-b21a4298e0f9},
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 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Marin2017},
 private_publication = {true},
 abstract = {© 2018 by IGI Global. All rights reserved. Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, "Primary Teacher Training," at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.},
 bibtype = {inbook},
 author = {Marín, Victoria I. and Salinas, Jesús},
 doi = {10.4018/978-1-5225-2584-4.ch013},
 chapter = {First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments},
 title = {Student Engagement and Participation}
}

© 2018 by IGI Global. All rights reserved. Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, "Primary Teacher Training," at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.

@article{
 title = {Using Twitter in Higher Education in Spain and the USA},
 type = {article},
 year = {2017},
 keywords = {Didactic innovation,E-learning,Educational research,Higher Education,ICT,Social media,Teacher reflection,Teacher training,Twitter},
 pages = {19-28},
 volume = {25},
 websites = {https://www.revistacomunicar.com/index.php?contenido=detalles&numero=51&articulo=51-2017-02},
 month = {4},
 day = {1},
 id = {c9af907b-ac77-31b2-8dde-428f53e0dcf1},
 created = {2017-12-23T01:14:34.848Z},
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 last_modified = {2020-11-11T12:20:08.193Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Tur2017a},
 private_publication = {true},
 abstract = {This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.},
 bibtype = {article},
 author = {Tur, Gemma and Marín-Juarros, Victoria and Carpenter, Jeffrey},
 doi = {10.3916/C51-2017-02},
 journal = {Comunicar},
 number = {51}
}

This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.

@article{
 title = {The development of the reflective practitioner through digital storytelling},
 type = {article},
 year = {2017},
 keywords = {Digital artefacts,Digital competence,Digital storytelling,Higher education,Lifelong learning,Open educational resources,Professional development,Professional identity,Reflection,Reflective practitioner},
 pages = {186-203},
 volume = {9},
 websites = {http://www.inderscience.com/link.php?id=84498},
 id = {76bee162-c60e-37e2-a21b-915375bea724},
 created = {2017-12-23T01:14:34.926Z},
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 confirmed = {false},
 hidden = {false},
 citation_key = {Challinor2017},
 private_publication = {true},
 abstract = {© 2017 Inderscience Enterprises Ltd. This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.},
 bibtype = {article},
 author = {Challinor, Jane and Marín, Victoria I. and Tur, Gemma},
 doi = {10.1504/IJTEL.2017.084498},
 journal = {International Journal of Technology Enhanced Learning},
 number = {2/3}
}

© 2017 Inderscience Enterprises Ltd. This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.

@inproceedings{
 title = {Towards Privacy Issues in Personal Learning Environments: A Conceptual Model of PLE Privacy},
 type = {inproceedings},
 year = {2017},
 pages = {205-214},
 websites = {https://www.researchgate.net/publication/325113559_Towards_Privacy_Issues_in_Personal_Learning_Environments_A_Conceptual_Model_of_PLE_Privacy?_sg=7dNyvtyuDydYlBhIgV4MaxNW3VepvHKAzONQGgLYsqp8pwgJSje4SGrjuZtB3M3zlcMELK1mi9lDY4ykavnxE6UejIKS8iXo2J3q3OjN.UZNs},
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 author = {Ivanova, Malinka and Marín, Victoria I. and Tur, Gemma and Buchem, Ilona},
 booktitle = {Diversity Matters! Proceedings of the European Distance and E-Learning Network 2017 Annual Conference}
}

@article{
 title = {La universidad entre lo real y lo virtual: una trayectoria no lineal para la didáctica universitaria},
 type = {article},
 year = {2017},
 pages = {5-14},
 websites = {https://periodicos.uem.br/ojs/index.php/notandum/article/view/59904},
 id = {a4d4aa9d-ebcc-3886-a658-e7b52f115bf9},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Salinas2017a},
 private_publication = {false},
 abstract = {El Espacio Europeo de Educación Superior (EEES) ha implicado cambios sustanciales en el aspecto de lo virtual en la didáctica universitaria. La introducción de entornos virtuales de enseñanza- aprendizaje permite y requiere de un cambio en el enfoque de la didáctica universitaria, en relación a los roles que desempeñan profesorado y alumnado. Estos entornos, si bien en un inicio podían ser únicamente un reflejo de la clase tradicional, cada vez más se orientan a la permeabilidad de contextos y situaciones didácticas, hasta el punto de que a veces es difícil establecer las fronteras entre la virtualidad y la realidad, así como el ámbito formal e informal. Las posibilidades que ofrecen los entornos virtuales de aprendizaje se orientan al aprendizaje ubicuo, en cualquier momento y lugar, y por tanto, a lo largo de la vida. Por ello, la integración de estos entornos en la didáctica universitaria suponen un cambio necesario en las metodologías de enseñanza-aprendizaje a favor del aprendiz y requieren, por otro lado, una adecuada formación.},
 bibtype = {article},
 author = {Salinas, Jesús and Marín, Victoria I.},
 doi = {10.4025/notandum.44.2},
 journal = {Notandum},
 number = {44-45}
}

El Espacio Europeo de Educación Superior (EEES) ha implicado cambios sustanciales en el aspecto de lo virtual en la didáctica universitaria. La introducción de entornos virtuales de enseñanza- aprendizaje permite y requiere de un cambio en el enfoque de la didáctica universitaria, en relación a los roles que desempeñan profesorado y alumnado. Estos entornos, si bien en un inicio podían ser únicamente un reflejo de la clase tradicional, cada vez más se orientan a la permeabilidad de contextos y situaciones didácticas, hasta el punto de que a veces es difícil establecer las fronteras entre la virtualidad y la realidad, así como el ámbito formal e informal. Las posibilidades que ofrecen los entornos virtuales de aprendizaje se orientan al aprendizaje ubicuo, en cualquier momento y lugar, y por tanto, a lo largo de la vida. Por ello, la integración de estos entornos en la didáctica universitaria suponen un cambio necesario en las metodologías de enseñanza-aprendizaje a favor del aprendiz y requieren, por otro lado, una adecuada formación.

@inbook{
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 year = {2017},
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@inproceedings{
 title = {¿Cómo valoran los profesores de Matemáticas en Secundaria la introducción de la programación? Diseño, validación y resultados de una encuesta en la Comunidad de Madrid},
 type = {inproceedings},
 year = {2017},
 pages = {763-770},
 websites = {https://www.researchgate.net/publication/341090014_Como_valoran_los_profesores_de_Matematicas_en_Secundaria_la_introduccion_de_la_programacion_Diseno_validacion_y_resultados_de_una_encuesta_en_la_Comunidad_de_Madrid},
 publisher = {Centro de Innovación e Investigación en Educación y Tecnología (CIIET) de la Universidad de Santiago de Chile, en colaboración con Asociación para el desarrollo de la Tecnología Educativa y de las Nuevas Tecnologías aplicadas a la Educación (EDUTEC)},
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@article{
 title = {Comparing US and Spanish student teachers’ perceptions on social media},
 type = {article},
 year = {2017},
 pages = {538-543},
 volume = {4},
 websites = {https://un-pub.eu/ojs/index.php/pntsbs/article/view/2297},
 month = {8},
 day = {26},
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 citation_key = {Tur2017},
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 abstract = {This study investigated social media use for educational purposes in the contexts of two countries where social media is pervasive, many people manage multiple social media accounts, and the use of diverse services is relatively common. Student teachers (N=153) from two universities in the USA and Spain participated in course-based learning activities with social media, and subsequently were asked about their experiences with and perceptions of such educational social media use. Quantitative data were collected via an online survey featuring primarily Likert scale items, and complemented by qualitative data based on written reflections. Results show positive perceptions in general regarding educational uses of social media among student teachers from both contexts, although some differences and nuances are observed between the two countries: for example,use of some services were only detected among US students, who at the same time showed more positive attitude towards Twitter and Pinterest. Conclusions reflect on the importance of considering and seeking to influence student teachers’ attitudes and beliefs regarding educational uses of social media.},
 bibtype = {article},
 author = {Tur, Gemma and Carpenter, Jeff and Marín, Victoria I.},
 doi = {10.18844/prosoc.v4i1.2297},
 journal = {New Trends and Issues Proceedings on Humanities and Social Sciences},
 number = {1}
}

This study investigated social media use for educational purposes in the contexts of two countries where social media is pervasive, many people manage multiple social media accounts, and the use of diverse services is relatively common. Student teachers (N=153) from two universities in the USA and Spain participated in course-based learning activities with social media, and subsequently were asked about their experiences with and perceptions of such educational social media use. Quantitative data were collected via an online survey featuring primarily Likert scale items, and complemented by qualitative data based on written reflections. Results show positive perceptions in general regarding educational uses of social media among student teachers from both contexts, although some differences and nuances are observed between the two countries: for example,use of some services were only detected among US students, who at the same time showed more positive attitude towards Twitter and Pinterest. Conclusions reflect on the importance of considering and seeking to influence student teachers’ attitudes and beliefs regarding educational uses of social media.

@article{
 title = {Seamless Learning Environments in Higher Education with Mobile Devices and Examples},
 type = {article},
 year = {2016},
 keywords = {0 tools,blended learning,higher education,meaningful learning,mobile devices,personal learning environments,seamless learning environments,web 2},
 pages = {51-68},
 volume = {8},
 websites = {http://www.igi-global.com/article/seamless-learning-environments-in-higher-education-with-mobile-devices-and-examples/144294},
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 author = {Marín, Victoria I. and Jääskelä, Päivikki and Häkkinen, Päivi and Juntunen, Merja and Rasku-Puttonen, Helena and Vesisenaho, Mikko},
 doi = {10.4018/IJMBL.2016010104},
 journal = {International Journal of Mobile and Blended Learning},
 number = {1}
}

@inbook{
 type = {inbook},
 year = {2016},
 pages = {132-156},
 websites = {http://www.igi-global.com/chapter/trajectory-of-an-institutional-ple-in-higher-education-based-on-an-e-portfolios-system/135670},
 publisher = {IGI Global},
 city = {USA},
 chapter = {Trajectory of an Institutional PLE in Higher Education Based on an e-Portfolios System},
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 editor = {Terry, Krista and Cheney, Amy},
 doi = {10.4018/978-1-4666-8847-6.ch007},
 title = {Utilizing Virtual and Personal Learning Environments for Optimal Learning}
}

@article{
 title = {Diseño, implementación y evaluación de XarFED: Comunidad virtual de la Facultad de Educación de la Universitat de les Illes Balears},
 type = {article},
 year = {2016},
 websites = {http://www.um.es/ead/red/49/salinas.pdf},
 id = {2753183b-9035-3cee-93ff-b10f10ab4a65},
 created = {2016-04-29T06:57:37.000Z},
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 authored = {true},
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 hidden = {false},
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 abstract = {Las comunidades virtuales son uno de los espacios virtuales donde confluyen aprendizajes de diferentes contextos -profesionales, académicos, informales, etc.-, ubicándose en el punto de intersección entre entornos virtuales institucionales, sociales y personales de aprendizaje, que implican a un grupo de personas unidos por intereses comunes. En este artículo se presenta el proceso de diseño, implementación y evaluación de Xarxa de la Facultat d’Educació (XarFED) como comunidad virtual híbrida de aprendizaje y práctica de la Facultad de Educación de la Universidad de las Islas Baleares (UIB, España). La información tenida en cuenta en el estudio durante el curso académico 2014/15 ha sido la recogida a través de Google Analytics, de la propia plataforma donde se ha desarrollado la comunidad y un cuestionario final de satisfacción que han contestado los usuarios. Los resultados apuntan a una valoración general positiva de XarFED, tanto a nivel tecnológico como de sus posibilidades educativas y participativas, aunque se aprecia un uso bajo de las herramientas de la comunidad, comparado con la utilidad percibida por los usuarios. Destaca su utilidad para conectar el ámbito académico y el informal, así como los intereses profesionales de la comunidad educativa de la UIB, y la importancia de la interconexión con las redes sociales que utilizan los usuarios en su día a día. Como conclusiones, se mencionan las posibilidades de este tipo de comunidades híbridas que al mismo tiempo potencian el aprendizaje académico y conectan con el desarrollo profesional de los futuros educadores, pedagogos y maestros egresados de la UIB.},
 bibtype = {article},
 author = {Marín, Victoria I. and Urbina, Santos and Moreno, Juan and Salinas, Jesús},
 doi = {10.6018/red/49/1},
 journal = {RED, Revista de Educación a Distancia},
 number = {49}
}

Las comunidades virtuales son uno de los espacios virtuales donde confluyen aprendizajes de diferentes contextos -profesionales, académicos, informales, etc.-, ubicándose en el punto de intersección entre entornos virtuales institucionales, sociales y personales de aprendizaje, que implican a un grupo de personas unidos por intereses comunes. En este artículo se presenta el proceso de diseño, implementación y evaluación de Xarxa de la Facultat d’Educació (XarFED) como comunidad virtual híbrida de aprendizaje y práctica de la Facultad de Educación de la Universidad de las Islas Baleares (UIB, España). La información tenida en cuenta en el estudio durante el curso académico 2014/15 ha sido la recogida a través de Google Analytics, de la propia plataforma donde se ha desarrollado la comunidad y un cuestionario final de satisfacción que han contestado los usuarios. Los resultados apuntan a una valoración general positiva de XarFED, tanto a nivel tecnológico como de sus posibilidades educativas y participativas, aunque se aprecia un uso bajo de las herramientas de la comunidad, comparado con la utilidad percibida por los usuarios. Destaca su utilidad para conectar el ámbito académico y el informal, así como los intereses profesionales de la comunidad educativa de la UIB, y la importancia de la interconexión con las redes sociales que utilizan los usuarios en su día a día. Como conclusiones, se mencionan las posibilidades de este tipo de comunidades híbridas que al mismo tiempo potencian el aprendizaje académico y conectan con el desarrollo profesional de los futuros educadores, pedagogos y maestros egresados de la UIB.

@article{
 title = {Use of an Institutional Personal Learning Environment to support learning actions in Higher Education},
 type = {article},
 year = {2016},
 keywords = {open learning,personal learning environment,personalized learning,ple,social networks,usability},
 pages = {53},
 volume = {5},
 websites = {http://revistas.ufpr.br/atoz/article/view/46937},
 id = {a4123f0b-5dc3-32c3-8314-402bc54b18fa},
 created = {2016-08-09T09:54:27.000Z},
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 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {PerezCascante2016},
 private_publication = {false},
 abstract = {Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.},
 bibtype = {article},
 author = {Pérez Cascante, Lucila and Salinas, Jesús and Marín, Victoria I.},
 doi = {10.5380/atoz.v5i1.46937},
 journal = {AtoZ: novas práticas em informação e conhecimento},
 number = {1}
}

Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the structure of the Personal Learning Environments (PLEs) designed by students. Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande (Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access to the iPLE; and a questionnaire held to the participants. Results: The initial results allow the research team to report a favorable acceptance of the iPLE by the students not only as a support for research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated the environment as having high usability and felt a high grade of satisfaction. Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction among students, peers and teachers or the customization of an iPLE by using technological and teaching learning resources.

@article{
 title = {From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE},
 type = {article},
 year = {2016},
 pages = {139-152},
 volume = {53},
 websites = {http://www.tandfonline.com/doi/full/10.1080/09523987.2016.1211335},
 id = {3c53a543-c55f-3f58-a2b9-696f78f83667},
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 citation_key = {Tur2016a},
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 bibtype = {article},
 author = {Tur, Gemma and Marín, Victoria I. and Moreno, Juan and Gallardo, Antonio and Urbina, Santos},
 doi = {10.1080/09523987.2016.1211335},
 journal = {Educational Media International},
 number = {2}
}

@article{
 title = {What do U.S. and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study},
 type = {article},
 year = {2016},
 pages = {131-143},
 volume = {60},
 websites = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X16301986},
 month = {11},
 id = {bc067b9f-27b1-3aa0-9864-4bd91d25ad13},
 created = {2017-02-14T13:28:39.000Z},
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 last_modified = {2020-11-11T12:20:06.789Z},
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 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Carpenter2016},
 private_publication = {false},
 bibtype = {article},
 author = {Carpenter, Jeffrey P and Tur, Gemma and Marín, Victoria I.},
 doi = {10.1016/j.tate.2016.08.011},
 journal = {Teaching and Teacher Education}
}

@inbook{
 type = {inbook},
 year = {2016},
 pages = {391-413},
 volume = {1-3},
 websites = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-8619-9.ch018},
 publisher = {IGI Global},
 id = {5c9e976e-53a1-3a6b-9ac9-54041f8ad6cc},
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 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Marin2016c},
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 abstract = {© 2016, IGI Global. All rights reserved. Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, "Primary Teacher Training," at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.},
 bibtype = {inbook},
 author = {Marín, Victoria I. and Salinas, Jesús},
 doi = {10.4018/978-1-4666-8619-9.ch018},
 chapter = {First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments},
 title = {Web Design and Development}
}

© 2016, IGI Global. All rights reserved. Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, "Primary Teacher Training," at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.

@inbook{
 type = {inbook},
 year = {2016},
 keywords = {Collaborative assessment,E-Assessment,Higher education,Moodle,Peer assessment,Preservice teacher training,Self-regulated learning,Workshop},
 pages = {3-24},
 websites = {https://doi.org/10.1016/B978-0-12-803637-2.00001-4},
 publisher = {Elsevier},
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 citation_key = {Marin2016b},
 private_publication = {true},
 abstract = {© 2016 Elsevier Inc. All rights reserved. In the European Higher Education Area various challenges are apparent regarding the use of didactical strategies centered on the learner, including learning assessment and improving self-regulated learning skills in students in preparation for lifelong learning. In this chapter, a collaborative e-assessment activity using the workshop plugin of the institutional virtual learning environment (VLE) based on Moodle in a preservice teacher training course at the University of the Balearic Islands (Spain) is presented as a strategy for promoting self-regulated learning. Experimental data were collected through the use of students' questionnaires and written reflections and the teachers' observations of the co-assessment results. The findings confirm the positive effects of co-assessment for students' learning and improving self-regulated learning abilities, and the workshop is valid for developing this type of e-assessment strategy in other courses. As another relevant result of the study, a model of the co-assessment strategy using the Moodle workshop plugin is proposed.},
 bibtype = {inbook},
 author = {Marín, V.I. and Pérez Garcias, A.},
 doi = {10.1016/B978-0-12-803637-2.00001-4},
 chapter = {Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education},
 title = {Formative Assessment, Learning Data Analytics and Gamification}
}

© 2016 Elsevier Inc. All rights reserved. In the European Higher Education Area various challenges are apparent regarding the use of didactical strategies centered on the learner, including learning assessment and improving self-regulated learning skills in students in preparation for lifelong learning. In this chapter, a collaborative e-assessment activity using the workshop plugin of the institutional virtual learning environment (VLE) based on Moodle in a preservice teacher training course at the University of the Balearic Islands (Spain) is presented as a strategy for promoting self-regulated learning. Experimental data were collected through the use of students' questionnaires and written reflections and the teachers' observations of the co-assessment results. The findings confirm the positive effects of co-assessment for students' learning and improving self-regulated learning abilities, and the workshop is valid for developing this type of e-assessment strategy in other courses. As another relevant result of the study, a model of the co-assessment strategy using the Moodle workshop plugin is proposed.

@article{
 title = {Personal learning environments: PLE Conference 2015 special issue guest editorial},
 type = {article},
 year = {2016},
 websites = {https://revistes.ub.edu/index.php/der/article/view/16118/pdf},
 id = {9f64c72c-a175-3aa8-93c5-e0ba94b607ea},
 created = {2017-12-23T01:14:34.890Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.892Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Castaneda2016},
 private_publication = {true},
 bibtype = {article},
 author = {Castañeda, Linda and Cosgrave, Mike and Marín, Victoria I. and Cronin, Catherin},
 journal = {Digital Education Review},
 number = {29}
}

@inbook{
 type = {inbook},
 year = {2016},
 pages = {181-200},
 volume = {4},
 websites = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-0783-3.ch009},
 publisher = {IGI Global},
 id = {aa784044-dc5f-3614-b2d9-9af0a4cc2d0b},
 created = {2017-12-23T01:14:34.979Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:08.053Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {Marin2016a},
 private_publication = {true},
 abstract = {© 2017 by IGI Global. All rights reserved. The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university programs implement the design elements for seamless learning environments with mobile devices. For that purpose, three cases involved in a Finnish teaching development project are explored by conducting semi-structured interviews with key participants. The themes of the interviews were related to the theoretical background for (mobile) seamless learning environments from previous literature. This paper describes the findings of the three cases as common aspects for designing mobile, seamless learning environments; and it proposes a research agenda on challenges related to designing seamless learning environments with the integrated use of mobile devices in the curricula.},
 bibtype = {inbook},
 author = {Marín, Victoria I. and Jääskelä, Päivikki and Häkkinen, Päivi and Juntunen, Merja and Rasku-Puttonen, Helena and Vesisenaho, Mikko},
 doi = {10.4018/978-1-5225-0783-3.ch009},
 chapter = {Seamless Learning Environments in Higher Education with Mobile Devices and Examples},
 title = {Blended Learning}
}

© 2017 by IGI Global. All rights reserved. The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university programs implement the design elements for seamless learning environments with mobile devices. For that purpose, three cases involved in a Finnish teaching development project are explored by conducting semi-structured interviews with key participants. The themes of the interviews were related to the theoretical background for (mobile) seamless learning environments from previous literature. This paper describes the findings of the three cases as common aspects for designing mobile, seamless learning environments; and it proposes a research agenda on challenges related to designing seamless learning environments with the integrated use of mobile devices in the curricula.

@inproceedings{
 title = {Percepciones del profesorado de secundaria de la Comunidad de Madrid de la enseñanza de las Matemáticas mediante la programación},
 type = {inproceedings},
 year = {2016},
 pages = {313-314},
 websites = {https://www.researchgate.net/publication/341089871_Percepciones_del_profesorado_de_secundaria_de_la_Comunidad_de_Madrid_de_la_ensenanza_de_las_Matematicas_mediante_la_programacion},
 publisher = {Octaedro},
 city = {Barcelona},
 id = {b1eb5755-263c-3418-a721-f107f936ecda},
 created = {2019-01-24T11:54:34.164Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {GonzalezdeFrutos2016},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {González de Frutos, Rocío and Marín, Victoria I.},
 editor = {Roig, Rosabel},
 booktitle = {EDUcación y TECnología: Propuestas desde la investigación y la innovación educativa. Actas del XIX Congreso Internacional EDUTEC 2016}
}

@article{
 title = {Ethics Issues of Digital Contents for Pre-Service Primary Teachers: A Gamification Experience for Self-Assessment with Socrative},
 type = {article},
 year = {2016},
 pages = {80-96},
 volume = {4},
 websites = {https://iafor.org/journal/iafor-journal-of-education/volume-4-issue-2/article-5/},
 month = {9},
 id = {4a6aa49d-17f8-3a53-a0a3-bebadd499306},
 created = {2020-04-23T12:54:22.183Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:06.896Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Garcias2016},
 private_publication = {false},
 abstract = {The knowledge society has brought many possibilities for open education practices and, simultaneously, deep ethical challenges related to the use, sharing and reuse of digital content. In fact, even at university level, many undergraduate students do not respect the licences of digital resources. As part of the contents of a third-year educational technology course for primary teacher training at the University of the Balearic Islands (Spain), prospective teachers learned about these ethics issues. During the 2015/16 academic year, 125 pre-service teachers from two groups of this course were involved in a gamification experience, using Socrative in real-time in the classroom, in which they had to answer different questions related to digital ethics. Its aim was not only to find out what they knew before working directly with the topic - an initial self-assessment - but also to arouse interest and encourage dynamic participation and interaction. At the end of the course, the participants answered a questionnaire in which they were asked about their perceptions of the use of this kind of educational strategy and their transfer in the future. Data were also collected from the same Socrative quiz and the final exam results related to digital ethics. Overall, the assessment from pre-service teachers was highly positive, as well as the scores of the questions related to digital ethics in the final test, and the conclusions of this study highlight both the importance of using more interactive educational strategies in the classroom and the need for training on digital ethics issues in teacher studies. [ABSTRACT FROM AUTHOR]},
 bibtype = {article},
 author = {Garcias, Adolfina Pérez and Marín, Victoria I.},
 doi = {10.22492/ije.4.2.05},
 journal = {IAFOR Journal of Education},
 number = {2}
}

The knowledge society has brought many possibilities for open education practices and, simultaneously, deep ethical challenges related to the use, sharing and reuse of digital content. In fact, even at university level, many undergraduate students do not respect the licences of digital resources. As part of the contents of a third-year educational technology course for primary teacher training at the University of the Balearic Islands (Spain), prospective teachers learned about these ethics issues. During the 2015/16 academic year, 125 pre-service teachers from two groups of this course were involved in a gamification experience, using Socrative in real-time in the classroom, in which they had to answer different questions related to digital ethics. Its aim was not only to find out what they knew before working directly with the topic - an initial self-assessment - but also to arouse interest and encourage dynamic participation and interaction. At the end of the course, the participants answered a questionnaire in which they were asked about their perceptions of the use of this kind of educational strategy and their transfer in the future. Data were also collected from the same Socrative quiz and the final exam results related to digital ethics. Overall, the assessment from pre-service teachers was highly positive, as well as the scores of the questions related to digital ethics in the final test, and the conclusions of this study highlight both the importance of using more interactive educational strategies in the classroom and the need for training on digital ethics issues in teacher studies. [ABSTRACT FROM AUTHOR]

@article{
 title = {La necesaria formación de los docentes en aprendizaje colaborativo},
 type = {article},
 year = {2016},
 keywords = {CSCL,Collaborative learning,Collaborative work,Teacher training,Teacher training in collaborative learning},
 pages = {687-713},
 volume = {20},
 websites = {https://recyt.fecyt.es/index.php/profesorado/article/view/54603},
 id = {96102020-6da4-3bf1-bb27-842bb0ffe210},
 created = {2020-04-23T12:54:22.193Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.743Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Avello-Martinez2016},
 private_publication = {false},
 abstract = {The incorporation of ICT to the society and in particular to education has caused important changes in the interaction and communication among learners. Collaborative learning, in his different implementations and variants, is one of the declarations of this phenomenon, since it is present in the principal tendencies, frames of competencies and training programs of students and teachers at present. Therefore, with this work we attempt to demonstrate the need that teachers use motivating, flexible strategies and that they bear in mind the aspects identified in this work, in order to try that these collective experiences support the learning process and extract a pleasant and significant task for all the participants from the social construction of knowledge.},
 bibtype = {article},
 author = {Avello-Martínez, Raidell and Marín, Victoria I.},
 journal = {Profesorado},
 number = {3}
}

The incorporation of ICT to the society and in particular to education has caused important changes in the interaction and communication among learners. Collaborative learning, in his different implementations and variants, is one of the declarations of this phenomenon, since it is present in the principal tendencies, frames of competencies and training programs of students and teachers at present. Therefore, with this work we attempt to demonstrate the need that teachers use motivating, flexible strategies and that they bear in mind the aspects identified in this work, in order to try that these collective experiences support the learning process and extract a pleasant and significant task for all the participants from the social construction of knowledge.

@article{
 title = {Digital Artefacts for Reflection on Identity in Teacher Education},
 type = {article},
 year = {2016},
 pages = {4-24},
 volume = {10},
 websites = {http://www.reflectingeducation.net/index.php/reflecting/article/view/133},
 id = {6b9a6576-7522-3849-b9d8-866ca3fe4907},
 created = {2020-04-23T12:55:07.065Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.183Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Tur2016},
 private_publication = {false},
 abstract = {This paper represents an analysis of digital reflective narratives of identity constructed by student teachers in their first year in a Spanish University. The literature review demonstrates the multidimensional nature of teacher identity, showing that, during the transition of their first year at University, student teachers'' ideas of identity reflect a highly emotional and committed stance on childhood and social justice. The innovative approach taken in the current work includes a review of the possibilities of digital artefacts, as OER, for reflection. The conclusion discusses the importance of scaffolding approaches to the development of teacher identity through a reflective methodology.},
 bibtype = {article},
 author = {Tur, Gemma and Challinor, Jane and Marín, Victoria I.},
 journal = {Reflecting Education},
 number = {1}
}

This paper represents an analysis of digital reflective narratives of identity constructed by student teachers in their first year in a Spanish University. The literature review demonstrates the multidimensional nature of teacher identity, showing that, during the transition of their first year at University, student teachers'' ideas of identity reflect a highly emotional and committed stance on childhood and social justice. The innovative approach taken in the current work includes a review of the possibilities of digital artefacts, as OER, for reflection. The conclusion discusses the importance of scaffolding approaches to the development of teacher identity through a reflective methodology.

@inproceedings{
 title = {Estudio exploratorio sobre el uso de la videoconferencia en un programa de posgrado en red},
 type = {inproceedings},
 year = {2016},
 pages = {296-297},
 websites = {https://www.researchgate.net/publication/325114922_Estudio_exploratorio_sobre_el_uso_de_la_videoconferencia_en_un_programa_de_posgrado_en_red?_sg=7dNyvtyuDydYlBhIgV4MaxNW3VepvHKAzONQGgLYsqp8pwgJSje4SGrjuZtB3M3zlcMELK1mi9lDY4ykavnxE6UejIKS8iXo2J3q3OjN.UZNs},
 publisher = {Octaedro},
 city = {Alicante},
 id = {d9dec7ff-d307-30a6-809f-375125f5ab5f},
 created = {2020-05-01T19:27:32.120Z},
 file_attached = {false},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {DeBenito2016},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {de Benito, Bárbara and Salinas, Jesús and Marín, Victoria I. and Nadal, Helena},
 editor = {Roig-Vila, Rosabel},
 booktitle = {EDUcación y TECnología: Propuestas desde la investigación y la innovación educativa. Actas del XIX Congreso Internacional EDUTEC 2016}
}

@inproceedings{
 title = {Balance de la evolución 2011-2016 del Panel Internacional de Investigación de Tecnología Educativa},
 type = {inproceedings},
 year = {2016},
 pages = {328-330},
 publisher = {Octaedro},
 city = {Alicante},
 id = {f5fef2d7-f4b9-37cc-9a65-8cffdbd7b1fc},
 created = {2020-05-01T19:30:37.783Z},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2016},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Nadal, Helena and Salinas, Jesús},
 editor = {Roig-Vila, Rosabel},
 booktitle = {EDUcación y TECnología: Propuestas desde la investigación y la innovación educativa. Actas del XIX Congreso Internacional EDUTEC 2016}
}

@article{
 title = {Enhancing learning with the social media : student teachers ’ perceptions on Twitter in a debate activity},
 type = {article},
 year = {2015},
 keywords = {education,educational strategies,educational technology,higher education,in some studies twitter,service and in-service teacher,student participation,teacher education},
 pages = {46-53},
 volume = {4},
 websites = {http://naerjournal.ua.es/article/view/v4n1-7},
 id = {2433c05c-1779-3d21-8a08-9dcd8fbd6dcd},
 created = {2016-03-18T16:04:26.000Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:08.785Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Tur2015b},
 private_publication = {false},
 abstract = {This paper presents research focused on the educational experience of students using the microblogging platform Twitter for debate activities in three groups in different teacher education programmes at the University of the Balearic Islands, Spain. The implementation of this technology-based task in a face-to-face class was introduced as an innovative experience as a way of enhancing student learning and fostering participation in the context of formal learning. The educational objectives of these activities, besides working on the topics of the debate, were to empower student teachers’ Personal Learning Environments, engage student participation and enhance their use of social media and mobile devices for learning. Student perceptions were assessed by means of a questionnaire completed by them at the end of the courses. Tweets related to the debate were also collected in order to obtain some statistical data on student participation. Data collected allowed the researchers to observe student teacher engagement with the use of Twitter for the debate activity and its impact on their learning and understanding of the debate topic. Results also showed positive perceptions towards the use of social media in education and students’ willingness for future use, learning opportunities from Twitter and the use of mobile technology were also envisioned. Finally, conclusions argue the implications for practice of the current study and highlight some issues for further research, such as the exploration of new and innovative uses for teachers’ professional development and the empowerment of new activities and habits in learning on the move.},
 bibtype = {article},
 author = {Tur, Gemma and Marín, Victoria I.},
 doi = {10.7821/naer.2015.1.102},
 journal = {Journal of New Approaches in Educational Research},
 number = {1}
}

This paper presents research focused on the educational experience of students using the microblogging platform Twitter for debate activities in three groups in different teacher education programmes at the University of the Balearic Islands, Spain. The implementation of this technology-based task in a face-to-face class was introduced as an innovative experience as a way of enhancing student learning and fostering participation in the context of formal learning. The educational objectives of these activities, besides working on the topics of the debate, were to empower student teachers’ Personal Learning Environments, engage student participation and enhance their use of social media and mobile devices for learning. Student perceptions were assessed by means of a questionnaire completed by them at the end of the courses. Tweets related to the debate were also collected in order to obtain some statistical data on student participation. Data collected allowed the researchers to observe student teacher engagement with the use of Twitter for the debate activity and its impact on their learning and understanding of the debate topic. Results also showed positive perceptions towards the use of social media in education and students’ willingness for future use, learning opportunities from Twitter and the use of mobile technology were also envisioned. Finally, conclusions argue the implications for practice of the current study and highlight some issues for further research, such as the exploration of new and innovative uses for teachers’ professional development and the empowerment of new activities and habits in learning on the move.

@inproceedings{
 title = {Percepciones del feedback en vídeo por parte de estudiantes de un posgrado de educación online},
 type = {inproceedings},
 year = {2015},
 websites = {https://www.researchgate.net/publication/286084173_Percepciones_del_feedback_en_video_por_parte_de_estudiantes_de_un_posgrado_de_educacion_online},
 city = {Riobamba, Ecuador},
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 citation_key = {Marin2015},
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 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Salinas, Jesús},
 booktitle = {XVIII Congreso Internacional EDUTEC 2015: Educación y Tecnología desde una visión transformadora}
}

@inproceedings{
 title = {Participación en una comunidad virtual universitaria: un estudio exploratorio de recursos compartidos por los usuarios},
 type = {inproceedings},
 year = {2015},
 websites = {https://www.researchgate.net/publication/298792030_Participacion_en_una_comunidad_virtual_universitaria_un_estudio_exploratorio_de_recursos_compartidos_por_los_usuarios},
 city = {Riobamba, Ecuador},
 id = {73baeb50-f17a-3ee7-9265-8effe5368d1e},
 created = {2016-03-18T16:04:26.000Z},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2015a},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Tur, Gemma},
 booktitle = {XVIII Congreso Internacional EDUTEC 2015: Educación y Tecnología desde una visión transformadora.}
}

@inproceedings{
 title = {Use of Evernote for the creation and management of e-portfolios in higher education},
 type = {inproceedings},
 year = {2015},
 websites = {http://ieeexplore.ieee.org/document/7218032/},
 month = {6},
 publisher = {IEEE},
 city = {Lisbon, Portugal},
 id = {1ad88211-49a0-32c4-9a65-e02752b7f46a},
 created = {2017-02-14T13:28:39.000Z},
 file_attached = {false},
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 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 citation_key = {PerezGarcias2015},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Pérez Garcias, Adolfina and Marín, Victoria I.},
 doi = {10.1109/ITHET.2015.7218032},
 booktitle = {2015 International Conference on Information Technology Based Higher Education and Training (ITHET)}
}

@article{
 title = {Explorando las actitudes y creencias de los estudiantes de educación en relación a los e-portfolios y la tecnología en la educación},
 type = {article},
 year = {2015},
 pages = {57-82},
 volume = {33},
 websites = {https://revistas.usal.es/index.php/0212-5374/article/view/et20153315782},
 month = {5},
 day = {25},
 id = {eff95c5d-ff1e-3cee-834d-98d591aab9dd},
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 citation_key = {Tur2015a},
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 bibtype = {article},
 author = {TUR, Gemma and MARÍN, Victoria I.},
 doi = {10.14201/et20153315782},
 journal = {Enseñanza & Teaching},
 number = {1}
}

@article{
 title = {Student Teachers’ Attitudes toward Collaboration in ePortfolios Built with Web 2.0 Tools},
 type = {article},
 year = {2015},
 volume = {5},
 websites = {https://www.researchgate.net/publication/273452449_Student_Teachers%27_Attitudes_toward_Collaboration_in_ePortfolios_Built_with_Web_20_Tools},
 id = {d859e65f-5cf7-3d8f-a02c-4e89290fcc1f},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Tur2015},
 private_publication = {false},
 bibtype = {article},
 author = {Tur, Gemma and Marín, Victoria I.},
 journal = {UAE Journal of Educational Technology and eLearning}
}

@inproceedings{
 title = {Diseño de un entorno web para el intercambio de experiencias en docencia universitaria con TIC},
 type = {inproceedings},
 year = {2015},
 keywords = {Gestión de conocimiento,TPACK,educación superior.,mapas conceptuales,transferencia de conocimiento},
 websites = {https://www.researchgate.net/publication/284187600_Diseno_de_un_entorno_web_para_el_intercambio_de_experiencias_en_docencia_universitaria_con_TIC?_sg=5J39OrJW0MnmqcCA0PsmBHe-K8H4Gv1eIEUsachZt53AI5aAv2oIH1n2DjZnN4zgjqtTOXf3jrbIcFzyZaUX2vzwfbihtStaSV0cdsxQ.},
 id = {50424f9b-422e-3168-8907-4d446490a9c7},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {DeBenito2015},
 private_publication = {false},
 abstract = {Este estudio se enmarca dentro de investigaciones relacionadas con la gestión colaborativa del conocimiento entre docentes universitarios. Pretende aprovechar el capital intelectual de los docentes con el fin de transferir e intercambiar su experiencia en el uso de las TIC en sus asignaturas. A partir de investigaciones anteriores realizadas por el grupo de investigación y relacionadas con la captación, representación y transferencia del conocimiento, este estudio se centra en el diseño de un entorno web que facilite la transferencia de conocimiento/experiencia entre pares, en relación con las metodologías docentes y el uso de las TIC. La investigación se basa en el modelo TPACK con el objetivo de generar y transferir el conocimiento pedagógico, tanto explícito como implícito entre los diferentes docentes. Se han utilizado los mapas conceptuales como organizadores del conocimiento generado y compartido. En este trabajo se describe el proceso de diseño del entorno web, así como la propuesta preliminar de éste.},
 bibtype = {inproceedings},
 author = {de Benito, Bárbara and Lirola, Francisco and Lizana, Alexandra and Marín, Victoria I. and Urbina, Santos and Salinas, Jesús},
 booktitle = {XVIII Congreso Internacional EDUTEC "Educación y Tecnología desde una visión Transformadora"}
}

Este estudio se enmarca dentro de investigaciones relacionadas con la gestión colaborativa del conocimiento entre docentes universitarios. Pretende aprovechar el capital intelectual de los docentes con el fin de transferir e intercambiar su experiencia en el uso de las TIC en sus asignaturas. A partir de investigaciones anteriores realizadas por el grupo de investigación y relacionadas con la captación, representación y transferencia del conocimiento, este estudio se centra en el diseño de un entorno web que facilite la transferencia de conocimiento/experiencia entre pares, en relación con las metodologías docentes y el uso de las TIC. La investigación se basa en el modelo TPACK con el objetivo de generar y transferir el conocimiento pedagógico, tanto explícito como implícito entre los diferentes docentes. Se han utilizado los mapas conceptuales como organizadores del conocimiento generado y compartido. En este trabajo se describe el proceso de diseño del entorno web, así como la propuesta preliminar de éste.

@article{
 title = {Research results of two personal learning environments experiments in a higher education institution},
 type = {article},
 year = {2014},
 pages = {205-220},
 volume = {22},
 websites = {http://www.tandfonline.com/doi/abs/10.1080/10494820.2013.788031},
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 doi = {10.1080/10494820.2013.788031},
 journal = {Interactive Learning Environments},
 number = {2}
}

@inbook{
 type = {inbook},
 year = {2014},
 pages = {142-164},
 websites = {http://www.igi-global.com/chapter/first-steps-in-the-development-of-a-model-for-integrating-formal-and-informal-learning-in-virtual-environments/83423},
 publisher = {IGI Global},
 city = {Hershey PA, USA},
 chapter = {First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments},
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 author = {Marín, Victoria I. and Salinas, Jesús},
 editor = {Leone, Sabrina},
 doi = {10.4018/978-1-4666-4655-1.ch007},
 title = {Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners}
}

@article{
 title = {Cultivando el PLE: una estrategia para la integración de aprendizajes en la universidad},
 type = {article},
 year = {2014},
 volume = {47},
 websites = {https://edutec.es/revista/index.php/edutec-e/article/view/127},
 id = {5cebfb2b-52a2-304f-8fe3-a83cac428238},
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 author = {Marín, Victoria I. and Lizana, Alexandra and Salinas, Jesús},
 doi = {10.21556/edutec.2014.47.127},
 journal = {Edutec-e. Revista Electrónica de Tecnología Educativa}
}

@article{
 title = {Student Teachers’ Attitude towards Twitter for Educational Aims},
 type = {article},
 year = {2014},
 pages = {275-285},
 volume = {6},
 websites = {http://www.openpraxis.org/index.php/OpenPraxis/article/view/125},
 month = {7},
 day = {28},
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 author = {Marín, Victoria I. and Tur, Gemma},
 doi = {10.5944/openpraxis.6.3.125},
 journal = {Open Praxis},
 number = {3}
}

@inproceedings{
 title = {A Methodological Strategy focused on the Integration of different Learning Contexts in Higher Education},
 type = {inproceedings},
 year = {2014},
 pages = {64-69},
 websites = {http://dl.acm.org/citation.cfm?doid=2643604.2643633},
 publisher = {ACM Press},
 city = {New York, New York, USA},
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 citation_key = {Marin2014e},
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 bibtype = {inproceedings},
 author = {Marín, Victoria I. and de la Osa, Teodora and Garcias, Adolfina Pérez},
 doi = {10.1145/2643604.2643633},
 booktitle = {Proceedings of the 2014 Workshop on Interaction Design in Educational Environments - IDEE '14}
}

@inproceedings{
 title = {Study on the possibilities for development of the personal learning network (PLN) in a degree course with large numbers of students},
 type = {inproceedings},
 year = {2014},
 websites = {https://www.researchgate.net/publication/341089737_Study_on_the_possibilities_for_development_of_the_personal_learning_network_PLN_in_a_degree_course_with_large_numbers_of_students},
 city = {Tallinn, Estonia},
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 citation_key = {Marin2014d},
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 bibtype = {inproceedings},
 author = {Marín, Victoria I. and Negre, Francisca and Pérez Garcias, Adolfina},
 booktitle = {The PLE Conference 2014}
}

@inproceedings{
 title = {Going beyond the diagrams: student teachers’ reflections on their PLE},
 type = {inproceedings},
 year = {2014},
 city = {Tallinn, Estonia},
 id = {39daccd3-c44e-356b-91e5-4d3e093423e3},
 created = {2014-08-15T16:49:32.000Z},
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 citation_key = {Tur2014},
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 bibtype = {inproceedings},
 author = {Tur, Gemma and Marín, Victoria I. and Moreno, Juan and Urbina, Santos},
 booktitle = {The PLE Conference 2014}
}

@phdthesis{
 title = {Modelos de rediseño de acciones formativas en el entorno virtual de enseñanza-aprendizaje. Diseño y experimentación de estrategias metodológicas de integración de los entornos institucionales y abiertos},
 type = {phdthesis},
 year = {2014},
 keywords = {Didàctica i organització escolar,didactic strategies,educació superior,educación superior,entornos personales de aprendizaje,entornos virtuales de enseñanza-aprendizaje,entorns personals d’aprenentatge,entorns virtuals d’ensenyança-aprenentatge,estrategias didácticas,estratègies didàctiques,higher education,integració d’entorns d’aprenentatge,integración de entornos de aprendizaje,integration of learning environments,personal learning environments,virtual learning environments},
 websites = {http://www.tdx.cat/handle/10803/284208},
 publisher = {Universitat de les Illes Balears},
 institution = {Universitat de les Illes Balears},
 department = {Departamento de Pedagogía Aplicada y Psicología de la Educación},
 id = {8f7d72c7-348e-3b41-ac98-d6a4ba049ab0},
 created = {2014-11-26T14:59:54.000Z},
 accessed = {2014-11-26},
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 last_modified = {2020-11-11T12:20:08.686Z},
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 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2014c},
 language = {spa},
 private_publication = {false},
 abstract = {Esta tesis doctoral se orienta a la mejora de los procesos de enseñanza-aprendizaje en la universidad mediante el desarrollo de diferentes propuestas de estrategias metodológicas de integración didáctica de los entornos virtuales de la institución educativa (campus virtuales) y de las herramientas y servicios web que los alumnos y profesores emplean en su día a día para aprender de una manera más informal (redes sociales, blogs,...). Estas estrategias se ponen en práctica en diferentes asignaturas de estudios de grado de la Universidad de las Islas Baleares (Educación Primaria, Derecho, Química y Pedagogía), que validan el profesorado y alumnado implicado. Los resultados son generalmente positivos y apuntan mejoras en las estrategias de integración para posteriores implementaciones. Entre las conclusiones se destaca el logro de integración didáctica entre diferentes entornos de aprendizaje a través de diversos prototipos y la identificación de principios pedagógicos para el diseño de entornos abiertos de aprendizaje.},
 bibtype = {phdthesis},
 author = {Marín, Victoria I.}
}

Esta tesis doctoral se orienta a la mejora de los procesos de enseñanza-aprendizaje en la universidad mediante el desarrollo de diferentes propuestas de estrategias metodológicas de integración didáctica de los entornos virtuales de la institución educativa (campus virtuales) y de las herramientas y servicios web que los alumnos y profesores emplean en su día a día para aprender de una manera más informal (redes sociales, blogs,...). Estas estrategias se ponen en práctica en diferentes asignaturas de estudios de grado de la Universidad de las Islas Baleares (Educación Primaria, Derecho, Química y Pedagogía), que validan el profesorado y alumnado implicado. Los resultados son generalmente positivos y apuntan mejoras en las estrategias de integración para posteriores implementaciones. Entre las conclusiones se destaca el logro de integración didáctica entre diferentes entornos de aprendizaje a través de diversos prototipos y la identificación de principios pedagógicos para el diseño de entornos abiertos de aprendizaje.

@article{
 title = {Entornos y redes personales de aprendizaje (PLEPLN) para el aprendizaje colaborativo [Construction of the Foundations of the PLE and PLN for Collaborative Learning]},
 type = {article},
 year = {2014},
 pages = {35-43},
 volume = {21},
 websites = {https://www.revistacomunicar.com/index.php?contenido=detalles&numero=42&articulo=42-2014-03},
 month = {1},
 day = {1},
 id = {7c8e0688-b853-380f-b8d1-308358d24cdb},
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 authored = {true},
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 hidden = {false},
 citation_key = {Marin-Juarros2014},
 country = {ES},
 private_publication = {false},
 abstract = {In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.},
 bibtype = {article},
 author = {Marín-Juarros, Victoria and Negre-Bennasar, Francisca and Pérez-Garcias, Adolfina},
 doi = {10.3916/C42-2014-03},
 journal = {Comunicar},
 number = {42}
}

In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.

@article{
 title = {Una propuesta de integración metodológica del Campus Virtual y herramientas web 2.0 en la asignatura “ Responsabilidad contractual y extracontractual ” de tercer curso de los estudios de grado de Derecho A proposal of a methodological integration of the},
 type = {article},
 year = {2014},
 websites = {http://revistes.ub.edu/index.php/RED/article/view/10727},
 id = {7bb72419-10b0-33da-a7e9-ed953006a206},
 created = {2018-05-03T07:42:46.823Z},
 file_attached = {false},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2014b},
 private_publication = {false},
 bibtype = {article},
 author = {Marín, Victoria I.},
 journal = {Revista de Educación y Derecho},
 number = {10}
}

@inproceedings{
 title = {Diseño, desarrollo y validación de un prototipo de material multimedia en formación ocupacional},
 type = {inproceedings},
 year = {2014},
 pages = {225-232},
 websites = {https://bit.ly/3dunFWz},
 publisher = {University of Sao Paulo, Institute for Human and Machine Cognition},
 city = {Santos, Brazil},
 id = {c341e428-60c8-3201-92bd-97edca76f4e9},
 created = {2020-03-03T11:35:22.230Z},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Lizana2014},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Lizana, Alexandra and Marín, Victoria I. and Moreno, Juan and Paniza, Sara and Salinas, Jesús},
 editor = {Correia, Paulo R. M. and Malachias, Maria E. I. and Cañas, Alberto J. and Novak, Joseph D.},
 booktitle = {Concept Mapping to Learn and Innovate. Proceedings of Sixth International Conference on Concept Mapping. CMC2014. Volume 1, Part Two - Full Papers}
}

@article{
 title = {El uso del blog de aula como recurso complementario de la enseñanza presencial para el intercambio de información e interacción entre el profesorado y alumnado de primer año de química},
 type = {article},
 year = {2014},
 keywords = {Blog,Chemistry,Educational technology,Undergraduate students,Virtual platforms},
 pages = {183-189},
 volume = {25},
 websites = {http://revistas.unam.mx/index.php/req/article/view/46151},
 month = {7},
 id = {8c2b1892-aed7-3ba2-8755-c889296d6764},
 created = {2020-04-23T12:54:22.346Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2020-11-11T12:20:07.790Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Marin2014a},
 private_publication = {false},
 abstract = {The possibilities of ICTs in the processes of teaching and learning have already been experimented in scientific fields, such as Chemistry. In fact, they have gained a greater relevance since they are considered as a way to possibly get students motivated and foster the role of the active student. In this experiment a blog is integrated in the course "Chemistry II" in the first year of chemistry studies at the University of the Balearic Islands in order to build a communication and collaborative knowledge space around chemistry between professors and students. The data from the experience was gathered through students' questionnaires, a professor's interview and observation of the activity in the blog. After reviewing the results, we can conclude that the experiment, in general, was interesting for both professor and students, but needs more elaboration and boosting in order to enhance participation and enrich the knowledge construction through reflection and discussion. © Universidad Nacional Autónoma de México.},
 bibtype = {article},
 author = {Marín, Victoria I. and Josefa, Donoso},
 doi = {10.1016/S0187-893X(14)70557-9},
 journal = {Educación Química},
 number = {1}
}

The possibilities of ICTs in the processes of teaching and learning have already been experimented in scientific fields, such as Chemistry. In fact, they have gained a greater relevance since they are considered as a way to possibly get students motivated and foster the role of the active student. In this experiment a blog is integrated in the course "Chemistry II" in the first year of chemistry studies at the University of the Balearic Islands in order to build a communication and collaborative knowledge space around chemistry between professors and students. The data from the experience was gathered through students' questionnaires, a professor's interview and observation of the activity in the blog. After reviewing the results, we can conclude that the experiment, in general, was interesting for both professor and students, but needs more elaboration and boosting in order to enhance participation and enrich the knowledge construction through reflection and discussion. © Universidad Nacional Autónoma de México.

@article{
 title = {Pasado, presente y futuro del microlearning como estrategia para el desarrollo profesional Past, present and future of microlearning as a strategy for professional development},
 type = {article},
 year = {2014},
 keywords = {aprendizaje just in time,aprendizaje ubicuo,desarrollo profesional,just in time learning,keywords,microaprendizaje,microcontenido,microcontent,microlearning,mlearning,ning,professional development,ubiquitous lear-},
 pages = {46-61},
 volume = {III},
 websites = {http://www.uajournals.com/campusvirtuales/es/revistaes/numerosanteriores.html?id=108},
 id = {cdd4e82c-80b5-3dda-ad8a-0a33972471ef},
 created = {2020-04-23T12:55:06.766Z},
 file_attached = {false},
 profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73},
 last_modified = {2022-02-13T14:46:44.159Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Salinas2014},
 private_publication = {false},
 abstract = {El microlearning se entiende como una perspectiva de aprendizaje orientado a la frag-mentación de contenidos didácticos, de duración corta, para poder visualizar en cualquier momento y lugar. Con el auge de los dispositivos móviles y el fenómeno del mlearning, este enfoque recobra una gran relevancia para el aprendizaje a lo largo de la vida y, muy especialmente, para el aprendi-zaje que requiere ser aplicado al momento (just-in-time). El mlearning como máximo exponente del microlearning resulta muy diferente del elearning en aspectos como la medida del tiempo, el acceso a la información, el contexto o la evaluación. Este enfoque de aprendizaje a través de microconte-nidos, a su vez, nos plantea una serie de desafíos pedagógicos a afrontar y tener en cuenta en edu-cación, como los escenarios de aprendizaje, la personalización de contenidos, etc. En este documento se describe esta perspectiva de microaprendizaje desde un punto de vista didác-tico, incluyendo experiencias, ámbitos de aplicación y valorando las perspectivas de futuro de dicho planteamiento en el aprendizaje en red. AbSTRACT. Microlearning is understood as a learning-oriented approach to educational content fragmentation, of short duration, for consumption anytime, anywhere. With the rise of mobile devi-ces and the phenomenon of mlearning, this approach regains great relevance for life long learning and, especially, for learning that needs to be applied at the moment (just-in-time). Mlearning as the maximum exponent of microlearning is rather different to elearning in aspects such as time, access to information, context or evaluation. This learning approach through microcontent, in turn, raises a number of pedagogical challenges to face and to be considered in education, like the learning sce-narios, the content personalization, etc. This paper describes this microlearning approach from a didactical point of view, including expe-riences, areas of application and assessing the future prospects of this approach in the networked learning. PALAbRAS CLAVE: Microaprendizaje, desarrollo profesional, Microcontenido, mlearning, Aprendizaje ubicuo, Aprendizaje just in time.},
 bibtype = {article},
 author = {Salinas, Jesús and Marín, Victoria I.},
 journal = {Campus virtuales},
 number = {46}
}

El microlearning se entiende como una perspectiva de aprendizaje orientado a la frag-mentación de contenidos didácticos, de duración corta, para poder visualizar en cualquier momento y lugar. Con el auge de los dispositivos móviles y el fenómeno del mlearning, este enfoque recobra una gran relevancia para el aprendizaje a lo largo de la vida y, muy especialmente, para el aprendi-zaje que requiere ser aplicado al momento (just-in-time). El mlearning como máximo exponente del microlearning resulta muy diferente del elearning en aspectos como la medida del tiempo, el acceso a la información, el contexto o la evaluación. Este enfoque de aprendizaje a través de microconte-nidos, a su vez, nos plantea una serie de desafíos pedagógicos a afrontar y tener en cuenta en edu-cación, como los escenarios de aprendizaje, la personalización de contenidos, etc. En este documento se describe esta perspectiva de microaprendizaje desde un punto de vista didác-tico, incluyendo experiencias, ámbitos de aplicación y valorando las perspectivas de futuro de dicho planteamiento en el aprendizaje en red. AbSTRACT. Microlearning is understood as a learning-oriented approach to educational content fragmentation, of short duration, for consumption anytime, anywhere. With the rise of mobile devi-ces and the phenomenon of mlearning, this approach regains great relevance for life long learning and, especially, for learning that needs to be applied at the moment (just-in-time). Mlearning as the maximum exponent of microlearning is rather different to elearning in aspects such as time, access to information, context or evaluation. This learning approach through microcontent, in turn, raises a number of pedagogical challenges to face and to be considered in education, like the learning sce-narios, the content personalization, etc. This paper describes this microlearning approach from a didactical point of view, including expe-riences, areas of application and assessing the future prospects of this approach in the networked learning. PALAbRAS CLAVE: Microaprendizaje, desarrollo profesional, Microcontenido, mlearning, Aprendizaje ubicuo, Aprendizaje just in time.

@article{
 title = {Colaboración entre universidad y escuela: una experiencia a partir de la asignatura “diseño de proyectos tic”},
 type = {article},
 year = {2014},
 pages = {69-80},
 websites = {https://revistascientificas.us.es/index.php/IE/article/view/6862},
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 author = {Negre, Francisca and Marín, Victoria I.},
 doi = {10.12795/IE.2014.i83.06},
 journal = {Investigación en la Escuela},
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Se presenta una experiencia de colaboración entre la Universidad y la Escuela mediante la implementación de la metodología aprendizaje-servicio. Esta metodología activa implica, en nuestra experiencia, que ambas instituciones compartan y colaboren para que los estudiantes del Grado de Primaria de la Universidad de las Islas Baleares puedan aprender en el mismo contexto en el que, una vez graduados, desarrollarán su experiencia profesional, posibilitando el intercambio y transferencia de conocimiento entre los centros de educación primaria participantes y la universidad, a partir del diseño de un proyecto para la mejora del uso de las tecnologías de la información y la comunicación en dichos centros.

@inproceedings{
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@article{
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 author = {Salinas, Jesús and Marín, Victoria I. and Escandell, Catalina},
 doi = {10.4018/ijvple.2013100101},
 journal = {International Journal of Virtual and Personal Learning Environments},
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This paper presents an exploratory study on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolio system. The study was conducted in the University of the Balearic Islands (Spain) and 73 students enrolled on a graduate course on Pedagogy took part in the study. The course was project-based, and the study was carried out in phases. The collection of data was undertaken through observation and monitoring the evolution of the e-portfolio activity, a student questionnaire and the observation of student output. This data showed that this kind of environment is used almost exclusively for academic purposes. The conclusions include that the e-portfolio is a good tool for the organization of academic information; it is useful for collaborating and working in groups.

@article{
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@inproceedings{
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@article{
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@inproceedings{
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@article{
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@inproceedings{
 title = {Student Teachers' Attitude Towards ePortfolios and Technology in Education},
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@inproceedings{
 title = {Student teachers' attitude towards ePortfolios and technology in education},
 type = {inproceedings},
 year = {2013},
 keywords = {EPortfolio,ICT in education,Teacher training,Web 2.0},
 pages = {435-439},
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 author = {Tur, Gemma and Marín, Victoria I.},
 doi = {10.1145/2536536.2536603},
 booktitle = {Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality - TEEM '13}
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This article informs about student teachers' attitude towards technology in education and e-portfolio processes. E-Portfolios are viewed as part of students' Personal Learning Environments (PLE) so social media are used to enhance both eportfolio processes and students' PLEs. The research is based on a survey in four groups of students at the local branch in Ibiza of the University of the Balearic Islands. The participants have previously built their e-portfolios with Web 2.0 tools during one semester. The results demonstrate the generally positive attitude developed by students. Conclusions highlight the slight difference in student teachers' attitude between technology and specific e-portfolio processes.

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@inproceedings{
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@inproceedings{
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@article{
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@inproceedings{
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@inproceedings{
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@inproceedings{
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