1. Mundo VUCA
Roberto Guareschi No importa el futuro
2. Cultura selfie
Hillary y el espíritu de epoca
Selfie City Investigating the style of self-portraits (selfies) in five cities across the world.
Gender roles, sexuality, and privacy
Celebrity selfies
Politician selfies
Group selfies
Psychology and neuroscience
In popular culture
Injuries while taking photos
3. Extasis cognitivo
Jason Silva The Ecstasy of Curiosity
4. Autopercepciones intergeneracionales
5. La fuerza de un argumento y el viaje del DNA
Momondo: The AncestryDNA Journey
Modelizando experiencias: centripetos/centrifugos
Referencias
Europeana Space, Best Practice Network Spaces of possibility for the creative re-use of digital cultural content 13 May 2016: Show & Tell & Touch: Digital Culture and Education
Grushka, K.; Donnelly, D. & Clement, N. (2014). Digital Culture and neuroscience: A conversation with learning and curriculum. Digital Culture & Education, 6: 4, 358-373
Abstract : Multimedia digital technologies mirror neuralprocesses and capacities and their proliferation introduce new possibilities for learning. Not only does the new digital media have the capacity to instantly record and communicate lifeworld experiences unimpeded by the distance or size of the targeted audience, but offers the means to construct virtual reality environments which were previously beyond human experience. This finds the teacher confronted with a new array of modes and an extended concept of literacy through which to engage the student in learning and meaning making. Digital culture and its multiliteracies now present challenges for the curriculum work of teachers, both in terms of the integration of appropriate technologies and the capitalization of the sensory and memory capacities of students. This article outlines the challenges faced by teachers as they engage in curriculum work that seeks to integrate the capabilities of our new digital culture in the design of learning experiences. It also highlights insights into human capacities for learning offered by neuroscience regarding the interplay of experience, memory, cognition, emotion and reflection in learning. By aligning these strands, teachers can develop curriculum that align with the capabilities of new digital technologies with the capacities of students.
Keywords: digital culture and learning, multiliteracies; neuroscience; digital technologies; curriculum; experiential and affective learning
Robert Nelson and Phillip Dawson Monash University, Australia Conversational reading: history and context for a new genre of virtual learning 15/2/2014
Abstract: Conversation and reading are regarded as essential ingredients of any discursive discipline. However, though clearly central to learning and integral to study, conversation and reading are anything but essential in the sense of absolute, unchanging and eternal. Our article reveals how both conversation and reading mutate and develop historically, serving intuitions of the learner’s autonomy and interactivity, which also evolve. This backdrop of change contextualizes speculations about the impact of digital technology upon conversation and reading. Our own invention of a conversation simulator (or conversation sim) reveals that conversation and reading can be integratedin any Learning Management System (LMS). Pointing to a new educational genre, this method for virtual learning demonstrates how automated educational technologies contribute to the ongoing reinvention of reading and conversation: thoughtful absorption in a text and verbal interactivity over a topic.
Keywords: History of reading, history of conversation, LMS, learning management system, assessment as learning, history of ideas, automated assessment, quiz
Haugsbakken, H. & Langseth, I. (2014). YouTubing: Challenging Traditional Literacies
and Encouraging Self-Organisation and Connecting in a Connectivist Approach to Learning in the K-12 System. Digital Culture & Education,6:2, 133-151.
Abstract: This article argues that a new research trajectory in the Connectivism debate should be open to the K-12 system, and that education should consider the Web 2.0 application YouTube as a pedagogical tool in learning. We aim to show that YouTube facilitates students’ self-organised learning in informal and formal education. YouTube is potentially a meaningful tool that teachers can use to enhance students’ competences and digitalise classroom practices. This relates foremost to how YouTube content has the potential to trigger social dynamics that activate students’ capacity to connect sources of user-generated content to cognitive awareness on a given concept. When given the opportunity, students can use this competence in formal educational contexts. This ability, we argue, is partially self-regulated by digitally skilled students, and teachers can direct the students in an academic direction when scaffolding the literacies involved. The article is based upon research carried out in a vocational class in English at secondary level in Norway.
Keywords: YouTube, youtuber, to youtube, language learning, audio-visual
literacy, conn
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