http://hdl.handle.net/10366/153770 2026-04-22T00:41:01Z http://hdl.handle.net/10366/153804 [ES] La teoría de la mente extendida, dada a conocer por Andy Clark y David Chalmers en 1998, sostiene que la mente humana se distribuye a través de los artefactos y sujetos situados en el contexto. Si hasta ahora la mediación de estos artefactos requería siempre de la interacción humano-tecnología (artefactos primarios y secundarios), el desarrollo tecnológico ha supuesto que en la actualidad estas tecnologías puedan llevar a cabo procesos de interacción tecnología-tecnología (artefactos terciarios), dejando fuera de la ecuación al ser humano. Este trabajo pretende reflexionar sobre el potencial transformador de los artefactos digitales en los procesos de enseñanza-aprendizaje. 2020-01-01T00:00:00Z http://hdl.handle.net/10366/153803 [ES] En este trabajo presentamos los primeros resultados del proyecto “La identidad hiperconectada de la juventud y su percepción del tiempo en el ocio digital. CONECTID” (PGC2018-097884-B-I00). Su objetivo principal reside en comprender los procesos de construcción y reconstrucción de la identidad juvenil mediante el análisis de la percepción que tienen los jóvenes sobre sus tiempos de conexión en diferentes espacios de ocio digital. En esta primera fase se realizaron entrevistas semiestructuradas a familias con hijos de entre 12 y 18 años, a distintos profesionales educativos y a jóvenes entre el rango de edad previamente señalado; estos últimos también participaron en diferentes grupos de discusión. Los resultados de este proyecto son fundamentales para comprender el proceso a través del cual los jóvenes construyen su identidad y así diseñar intervenciones educativas que les aporten beneficios duraderos. 2020-01-01T00:00:00Z http://hdl.handle.net/10366/153802 [EN] There is no doubt that the development of the ‘self’ in the modern world is a fairly complex process. Hyperconnectivity, overinformation and a whole series of characteristics of our times have a direct influence on the construction of this ’self’. It is for this reason that the field of education needs to address this construction. So far, by viewing information and communication technologies (ICT) as mere means, the dominant pedagogical discourse has concentrated on establishing good practices and limits on their use. This paper, on the other hand, will seek to show that this strategy of pedagogical action is not only insufficient, but also inadequate. To do so, we will first describe the model of ’self’ that, through these good practices and imposed limits, we are trying to protect. We will then show the extent to which this type of ‘self’ does not fit in with today’s world. We will do this by highlighting the importance of understanding ICT as an end in itself, and not merely as a means. Finally, we will conclude by highlighting the need for an educational approach that is based on this teleological focus on technology. 2021-01-01T00:00:00Z http://hdl.handle.net/10366/153801 [EN] This paper presents outcomes of a research program on the validation of a scale based on a theoretical proposal of three levels for the digital identity construction and development for older-adult learners. Age barriers for learning in our hyperconnected societies involve several gaps for the adults' lifelong learning and their full inclusion. Digital gaps include the motives and uses of older-adult learners for using digital platforms and resources, for this reason, in this paper the analysis of digital identity is associated with their Internet activity performances, aiming to analyze the relationship among the digital uses with their level of digital identity and digital inclusion. The scale was validated with a sample of senior learners (N = 659) aged 55 years old and over who already are involved in active aging programs of Adult Education in Spain. Twenty Likert-type items were used to measure the agreement with the relevance of the digital identity factors for the three levels, along with two other validated scales for the evaluation of their Internet uses and motivations. Exploratory and confirmatory analysis confirmed a factorial structure of three levels based on the location, access, and significance of digital identity. Results showed that uses and motives correlated with the digital identity of the older-adult learners, with key considerations for the design of digital literacy proposals in Lifelong Learning Programs. 2021-01-01T00:00:00Z http://hdl.handle.net/10366/153800 [EN] The aim of this study is to know the state of the art of Living Labs in the field of Social Sciences. To this end, a Systematic Literature Review was carried out with the aim of answering the following research questions: a) what types of studies are carried out on Living Labs, b) what are the aims and objectives of the Living Lab analysed, c) what is its geographical context, d) the type of users it is aimed at and e) what are the characteristics shared by the different Living Labs analysed in the selected literature. After analysing the literature, the results show a predominance of both qualitative research and studies carried out in the European context, as well as heterogeneity in the objectives of the research analysed and coincidence in the characteristics of the Living Labs analysed. The conclusions point to the need to develop research on Living Labs in the field of Social Sciences and, specifically, from an educational perspective that promotes the technological inclusion of the elderly. 2021-01-01T00:00:00Z http://hdl.handle.net/10366/153797 [EN] Over the last decade there has been a significant rise in Information and Communication Technologies [ICT] use among the elderly. Various recent studies highlight the benefits that ICT can provide to the elderly in terms of improvements to both mental and physical health, self-health assessment, satisfaction and quality of life, a reduction in the perception of loneliness, or favourable health behaviours. However, there are also reports that indicate that this age group continues to experience an equally significant digital exclusion. Researchers such affirm that use and access to digital technologies by older people is measured by different key factors that impinge on this digital divide such as level of education and/or income, gender, existence of any disabilities, place of residence, and even civil status. In response to the reduction of this digital divide, gerontechnology plays a fundamental role in this area. Gerontechnology can be defined as an interdisciplinary field that connects existing technologies and those that are developing with the aspirations and needs of the elderly, supporting in this way successful ageing. In this respect, the literature on this subject establishes that this new professional field, or applied discipline, presents five areas of study: living environments, communication, personal mobility and transportation, self-fulfilment and health. Specifically, our study focuses on this last area, which focuses on the development of technological devices geared towards preventing particular behaviours that are harmful to health and on improving the quality of life of those of an advanced age. Thus, this study has two main aims: on the one hand, to analyse the control that this age group possesses over the gerontechnology of health and, and on the other hand, the importance of its use to control various aspects of health and wellbeing. For this research a quantitative study was used, with a sample of 383 people from Castile and Leon [Spain] over the age of 60. A questionnaire designed according to the research aims was used in order to collect the data. The tool was divided into three sections: the first was aimed at collecting sociodemographic data, the second was made up of items to collect information on control over devices geared towards the area of health; and lastly, the third was aimed at studying the importance of using devices geared towards the monitoring of various aspects of health and wellbeing among the elderly. The data obtained was then analysed through the application of descriptive tests. The initial results of this study show that the majority of those surveyed are familiar with, but have never used the devices or apps geared towards health or for its monitoring. In spite of this tendency, the majority do recognise the importance of controlling aspects related to health and wellbeing through the use of technological devices. In both situations, differences regarding the age range of the participants can be noted. As a conclusion to this work, we highlight the existence of a digital divide among this age group. Therefore, we deem it necessary to expand this research with regard to the implementation and use of ICT among the elderly, providing innovative spaces where this age group can participate in an active way on the design, co-creation and assessment of efficient and useful products that are adapted to the needs of the end users. 2022-01-01T00:00:00Z http://hdl.handle.net/10366/153796 [EN] Modern society means that significant efforts now have to be made to find teaching experiences that do not involve the presence of digital devices. These technologies have managed to invade – even occupy – traditional teaching spaces. Hence the reason that this paper seeks to reveal the pedagogical importance of the teaching environment and how, rather than a place where all kinds of instruction are possible, the classrooms of the future are tending toward more of a nonspace. We conclude by affirming that the changes classrooms have faced over the past decade, although they might indeed be beneficial, should be subject to a pedagogical analysis prior to their introduction to enable us to decide whether they truly fulfil an educational purpose. 2023-01-01T00:00:00Z http://hdl.handle.net/10366/153777 [EN] The advent of new technologies together with a society characterized by immediacy, volatility and constant change has transformed the education scene in the last few years. These changes have to consider the policy framework in higher education recent reforms. Thus, that forces us to reconsider our methodologies, pedagogical processes and educational contents, in an attempt to guarantee the access to knowledge in a systematic way and give the maximum effect to Learning-knowledge processes. One of the latest training practises inside the field of high education, is the Blended Learning, which makes use of technology resources whether on a face-to-face or on-line lessons, in order to facilitate the learning process. In response to the student’s role as the main agent in learning process, we focus on one of the tools that gives us the answer to the request of lifelong learning and allowing us to adapt to new demands of the new time-space scenery of learning, the knowledge pills. 2017-01-01T00:00:00Z