Guest Speakers IWoDA'22

Subjetividad adolescente e identidad de género en entornos digitales

Estamos en condiciones de afirmar que vivimos una compleja conexión entre tecnologías digitales, género e identidad (Toft-Nielsen, 2016) que plantea nuevos retos educativos. En ese contexto, los entornos digitales, en los que los y las adolescentes desarrollan prácticas sociales (Reckwitz, 2002; Shatzky et.al. 2001), actúan como máquinas discursivas en las que operan las tecnologías de poder de género (De Lauretis, 1989; Foucault, 1980). Allí se perpetúan relaciones, subjetividades y manifestaciones de sí hegemónicas, pero también emergen prácticas como oportunidades de cambio y transformación social.

En esta ponencia se presentan resultados preliminares de la investigación Entornos digitales e identidad de género en la adolescencia (EDIGA) financiada por el Ministerio de Ciencia, Innovación y Universidades, convocatoria 2019-2023 (PID2019-108221RB-I00). La investigación parte de una perspectiva teórica que adopta: (i) la subjetividad con autores como Foucault (1980), Deleuze y Guattari (1980); (ii) las prácticas en entornos digitales (Ferreira & Sibilia, 2020); y (iii) el género (Butler, 2004; De Lauretis, 1989), desde un enfoque interseccional (Crenshaw, 1989) y decolonial (Connell & Pearse, 2018), y apunta al capital sociocultural o la raza como elementos constitutivos de la identidad y exposición a las brechas de género. Desde ese marco se analizan cómo son y cómo se producen cuatro prácticas habituales de la adolescencia: selfies, memes, definición de perfil y Reels. Los datos cuantitativos fueron extraídos de un cuestionario aplicado a 1020 adolescentes de entre 14-16 años de Galicia que identificó patrones de conducta, manifestaciones identitarias y prácticas socioculturales de género en entornos digitales; así como la influencia del contexto sociofamiliar, cultural y económico. Esto se ha combinado con la observación y seguimiento en redes sociales de casos seleccionados ad.hoc. El impacto de las redes sociales en la socialización de género es innegable, pero todavía faltaba saber cómo se produce y qué efectos sociales y educativos tienen o pueden tener estas configuraciones.

Referencias

Connell, R. & Pearse, R. (2018). Género desde una perspectiva global. Universitat de Valencia.

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, 1(8), 139–167.

De Lauretis, T. (1989). Technologies of Gender. Essays on Theory, Film and Fiction. Macmillan Press.

Deleuze, G.,Guattari, F. (1980). Mil mesetas. Capitalismo y esquizofrenia. Pre-textos.

Ferreira, M., Sibilia, P. (2020). The Online “Addiction” as a Malaise of the 21st Century: From repression by the law to “free” unlimited stimulation. The International Journal of Psychoanalysis, 100(6), 1422–1438. https://doi.org/10.1080/00207578.2019.1702882

Foucault, M. (1980). Power/Knowledge. Pantheon.

Reckwitz, A. (2002). Toward a Theory of Social Practices: A Development in Culturalist Theorizing. European Journal of Social Theory, 5(2), 243–263.

Shatzky, T., Knorr Cetina, K., von Savigny, E. (2001). The Practice Turn in Contemporary Theory. Routledge. Toft-Nielsen, C. (2016). Gaming Expertise Doing Gender and Maintaining Social Relationships in the Context of Gamers’ Daily Lives. Nordicom Review, 37(SI), 71–83. https://doi.org/10.1515/nor-2016-0024

Adriana Gewerc Barujel es doctora en Pedagogía por la Universidad de Santiago de Compostela (España). Profesora Titular de Tecnología Educativa con acreditación a Cátedra en la misma universidad. Coordinadora del Grupo de investigación Stellae (GI143) http://stellae.usc.es y miembro de REUNI+D (https://reunid.eu/). Sus líneas de investigación de los últimos años están focalizadas en la inclusión de tecnologías en la enseñanza desde una perspectiva pedagógica. A las prácticas en entornos digitales y en ese contexto al análisis de la competencia digital de niños/as y adolescentes cruzado por el género y las condiciones sociales, políticas y económicas

Más información en disponible en: https://portal.reunid.eu/investigadores/70279/detalle

https://stellae.usc.es/index.php/es/8-actualidad/13-adriana-gewerc-barujel

Adolescent subjectivity and gender identity in digital environments

We are in a position to affirm that we are experiencing a complex connection between digital technologies, gender and identity (Toft-Nielsen, 2016) that poses new educational challenges. In this context, digital environments, where adolescents develop social practices (Reckwitz, 2002; Shatzky et al. 2001), act as discursive machines in which gendered technologies of power operate (De Lauretis, 1989; Foucault, 1980). Not only are hegemonic relations, subjectivities and self-manifestations perpetuated, but also there emerge practices as opportunities for change and social transformation.

This talk presents preliminary results of the research entitled Digital environments and gender identity in adolescence (EDIGA) funded by the Ministry of Science, Innovation and Universities, call 2019-2023 (PID2019-108221RB-I00). The research adopts a theoretical perspective based on three dimensions: (i) subjectivity (Foucault 1980; Deleuze & Guattari 1980); (ii) practices in digital environments (Ferreira & Sibilia, 2020); and (iii) gender (Butler, 2004; De Lauretis, 1989), following an intersectional (Crenshaw, 1989) and decolonial approach (Connell & Pearse, 2018) and suggesting that socio-cultural capital and race are constitutive elements of identity and exposure to gender gaps. Within this framework, we analysed four common adolescent practices and describe how they are produced: selfies, memes, profile definition and Reels. The quantitative data were extracted from a questionnaire applied to 1020 adolescents aged 14-16 years in Galicia that identified patterns of behaviour, identity manifestations and socio-cultural gender practices in digital environments; as well as the influence of the socio-familial, cultural and economic context. This was combined with the observation and monitoring of selected ad hoc cases on social networks. The impact of social networks on gender socialisation is undeniable, but we still need to know how it is produced and what social and educational effects these configurations have or can have.

References

Connell, R. & Pearse, R. (2018). Género desde una perspectiva global. Universitat de Valencia.

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, 1(8), 139–167.

De Lauretis, T. (1989). Technologies of Gender. Essays on Theory, Film and Fiction. Macmillan Press.

Deleuze, G.,Guattari, F. (1980). Mil mesetas. Capitalismo y esquizofrenia. Pre-textos. Ferreira, M., Sibilia, P. (2020). The Online “Addiction” as a Malaise of the 21st Century: From repression by the law to “free” unlimited stimulation. The International Journal of Psychoanalysis, 100(6), 1422–1438. https://doi.org/10.1080/00207578.2019.1702882

Foucault, M. (1980). Power/Knowledge. Pantheon.

Reckwitz, A. (2002). Toward a Theory of Social Practices: A Development in Culturalist Theorizing. European Journal of Social Theory, 5(2), 243–263.

Shatzky, T., Knorr Cetina, K., von Savigny, E. (2001). The Practice Turn in Contemporary Theory. Routledge.

Toft-Nielsen, C. (2016). Gaming Expertise Doing Gender and Maintaining Social Relationships in the Context of Gamers’ Daily Lives. Nordicom Review, 37(SI), 71–83. https://doi.org/10.1515/nor-2016-0024

Adriana Gewerc Barujel holds a PhD in Pedagogy from the University of Santiago de Compostela (Spain). Senior lecturer of Educational Technology with accreditation to Professor at the same university. Coordinator of the Stellae Research Group (GI143) http://stellae.usc.es and member of REUNI+D (https://reunid.eu/). Her lines of research in recent years have focused on the inclusion of technologies in teaching from a pedagogical perspective. Her research focuses on practices in digital environments and in this context on the analysis of the digital competence of children and adolescents crossed by gender and social, political and economic conditions.

Further information available here: https://portal.reunid.eu/investigadores/70279/detalle

https://stellae.usc.es/index.php/es/8-actualidad/13-adriana-gewerc-barujel

Ecologías de aprendizaje: equidad e inclusión digital

Vivimos en un mundo cambiante e incierto, que en ocasiones puede resultar desconcertante, paradójico e incluso contradictorio, tanto desde una perspectiva personal como familiar, social, cultural o científica. Para poder manejarse en la complejidad de los contextos por los que transitamos resulta imprescindible disponer de una formación amplia, profunda y actualizada, que se vaya nutriendo no sólo de los aprendizajes formales que se ofrecen desde las instituciones educativas, sino también a través de otras oportunidades no formales e informales que pueden propiciarse o surgir en escenarios tanto presenciales como virtuales y/o híbridos (Souto-Seijo, Estévez, Iglesias y González-Sanmamed, 2020). Es entonces cuando surge y cobra sentido el concepto de “ecologías de aprendizaje” desde el que se presta atención a los mecanismos, recursos, formatos y actuaciones que desarrolla una persona para aprender y que se han ido configurando a través de las experiencias desarrolladas a lo largo de su trayectoria vita (Barron, 2006; Cobo y Moravex, 2011; González-Sanmamed, Sangrà, Souto-Seijo y Estévez, 2020; Jackson, 2013, 2016; Sangrà, Raffaghelli y Veletsianos, 2019; Sangrá, Raffaghelli y Guitert, 2019 )

Desde el estudio de las ecologías de aprendizaje se analizan las posibilidades de desarrollo personal y profesional de cada individuo, y se apela a la necesidad de tomar conciencia de la propia ecología de aprendizaje, para enriquecerla y orientarla adecuadamente (González‐Sanmamed, Muñoz‐Carril, Santos‐Caamaño, 2019). Pero el estudio de las ecologías de aprendizaje también reclama un compromiso por parte de las instituciones, organismos y demás agentes, de cara a proporcionar las condiciones más propicias para la potenciación y ampliación de las ecologías de cada ciudadano, y de su reconocimiento a los efectos oportunos para la mejora de sus condiciones de inserción social y laboral (Sangrá, Raffaghelli y Guitert, 2019). La equidad y la inclusión son principios irrenunciables de las acciones favorecedoras de las ecologías de aprendizaje de cada persona, considerada tanto a nivel individual como en el seno de un determinado colectivo.

Referencias

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human development, 49(4), 193-224. https://doi.org/10.1159/000094368

Cobo, C., Moravec, J. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Publicacions i Edicions de la Universitat de Barcelona. https://cutt.ly/zrsJDG4

González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., Estévez, I. (2020). Learning ecologies in the digital era: challenges for higher education. Publicaciones, 50(1), 83–102. https://doi.org/10.30827/publicaciones.v50i1.15671

González‐Sanmamed, M., Muñoz‐Carril, P. C., Santos‐Caamaño, F. J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 5(4), 1639-1655. https://doi.org/10.1111/bjet.12805

Jackson, N. (2013). The concept of learning ecologies. En N. Jackson y B. Cooper (Eds.), Lifewide Learning, Education & Personal Development (chapter A5). https://bit.ly/2WtL3bt

Jackson, N. (2016). Exploring Learning Ecologies. Chalk Mountain

Sangrá, A., Raffaghelli, J. E., Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619-1638. https://doi.org/10.1111/bjet.12795.

Sangrà, A., Raffaghelli, J. E., Veletsianos, G. (2019). Lifelong learning Ecologies: linking formal and informal contexts of learning in the digital era. British Journal of Educational Technology, 50(4). https://doi.org/10.1111/bjet.12828

Souto-Seijo, A., Estévez, I., Iglesias, V., & González-Sanmamed, M. (2020). Entre lo formal y lo no formal: un análisis desde la formación permanente del profesorado. Educar 56(1), 97-107. https://doi.org/10.5565/rev/educar.1095

Mercedes González Sanmamed es catedrática de Didáctica y Organización Escolar en la Universidad de A Coruña. Doctora en Ciencias da Educación con Premio Extraordinario de Licenciatura y de Doctorado. Ha dirigido 19 tesis doctorales y participado en 41 proyectos competitivos y contratos de investigación a nivel internacional, nacional y autonómico, de los cuales ha sido coordinadora en 18 de ellos. Es autora de más de doscientas publicaciones y ha participado en numerosas conferencias y ponencias en congresos y reuniones científicas tanto nacionales como internacionales. Ha realizado estancias, de docencia y de investigación, en universidades de Austria, Brasil, Chile, Costa Rica, R. Dominicana, Francia, Grecia, Holanda, Italia y México. También ha trabajado en diversas comisiones de evaluación en programas de ANECA, ACSUG, AVAP, UNIBASC, ANEP, AGAUR y AEI. Sus líneas de investigación giran en torno a la formación del profesorado y asesoramiento en educación, integración de las TIC e innovación y mejora de la enseñanza. Es la directora del grupo de investigación EIRA de la UDC desde su creación en 2006.

Más información en disponible en: https://pdi.udc.es/es/File/Pdi/DC5AF

Learning Ecologies: Equity and Digital Inclusion

We live in a changing and uncertain world, which can sometimes be disconcerting, paradoxical and even contradictory, from a personal, family, social, cultural or scientific perspective. In order to be able to manage in the complexity of the contexts through which we move, it is essential to have a broad, in-depth and up-to-date training, which is nourished not only by the formal learning offered by educational institutions, but also through other non-formal and informal opportunities that can be provided or arise in both face-to-face and virtual and/or hybrid scenarios (Souto-Seijo, Estévez, Iglesias and González-Sanmamed, 2020). It is then when the concept of “learning ecologies” emerges and makes sense, from which attention is paid to the mechanisms, resources, formats and actions that a person develops in order to learn and that have been configured through the experiences developed throughout their life trajectory (Barron, 2006; Cobo and Moravex, 2011; González-Sanmamed, Sangrà, Souto-Seijo and Estévez, 2020; Jackson, 2013, 2016; Sangrà, Raffaghelli and Veletsianos, 2019; Sangrà, Raffaghelli and Guitert, 2019).

The study of learning ecologies analyses the possibilities of personal and professional development of each individual, underscoring the need to be aware of one’s own learning ecology in order to enrich it and guide it appropriately (González-Sanmamed, Muñoz-Carril, Santos-Caamaño, 2019). Additionally, learning ecologies research brings to the fore issues that need to be looked at, such as the necessary institutional commitment of all institutions, organisations and other agents to provide the most favourable conditions for the empowerment and expansion of the ecologies of each citizen, as well as the recognition of such ecologies for the promotion of social-labour integration (Sangrá, Raffaghelli and Guitert, 2019). Equity and inclusion are inalienable principles favouring the learning ecologies of each person, both individually and as a group.

Referencias

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human development, 49(4), 193-224. https://doi.org/10.1159/000094368

Cobo, C., Moravec, J. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Publicacions i Edicions de la Universitat de Barcelona. https://cutt.ly/zrsJDG4

González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., Estévez, I. (2020). Learning ecologies in the digital era: challenges for higher education. Publicaciones, 50(1), 83–102. https://doi.org/10.30827/publicaciones.v50i1.15671

González‐Sanmamed, M., Muñoz‐Carril, P. C., Santos‐Caamaño, F. J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 5(4), 1639-1655. https://doi.org/10.1111/bjet.12805

Jackson, N. (2013). The concept of learning ecologies. En N. Jackson y B. Cooper (Eds.), Lifewide Learning, Education & Personal Development (chapter A5). https://bit.ly/2WtL3bt

Jackson, N. (2016). Exploring Learning Ecologies. Chalk Mountain

Sangrá, A., Raffaghelli, J. E., Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619-1638. https://doi.org/10.1111/bjet.12795.

Sangrà, A., Raffaghelli, J. E., Veletsianos, G. (2019). Lifelong learning Ecologies: linking formal and informal contexts of learning in the digital era. British Journal of Educational Technology, 50(4). https://doi.org/10.1111/bjet.12828

Mercedes González Sanmamed is Professor of Didactics and School Organisation at the University of A Coruña. PhD in Education Sciences with the Extraordinary Award for Bachelor’s and Doctoral Degrees, Prof. Sanmamed has supervised 19 doctoral theses and participated in 41 competitive projects and research contracts at international, national and regional levels. In addition, she is the author of more than two hundred publications, has participated in numerous international conferences and has conducted research visits in different countries (Austria, Brazil, Chile, Costa Rica, Dominican Republic, France, Greece, Holland, Italy and Mexico), as well as evaluation commissions in different programmes (ANECA, ACSUG, AVAP, UNIBASC, ANEP, AGAUR and AEI). Her research interests focus on teacher training and counselling in education, ICT integration and innovation and improvement of teaching. She is the director of the EIRA research group at the UDC since its creation in 2006.

Further information available here: https://pdi.udc.es/es/File/Pdi/DC5AF

Presencia virtual en entornos digitales de aprendizaje híbrido en la enseñanza superior

Uno de los mayores retos de la era Covid-19 ha sido la continuidad del aprendizaje en contextos educativos formales. Millones de estudiantes de educación superior se vieron obligados a abandonar las universidades de todo el mundo a causa de la pandemia, dedicándose al aprendizaje electrónico en lugar de la enseñanza presencial. La continuación de la oferta educativa era imperativa, ya que toda una generación de jóvenes corre el peligro de que se les ofrezcan experiencias de aprendizaje inferiores, con efectos perjudiciales para su propio desarrollo y para la sociedad en su conjunto. En este entorno, el eLearning ha surgido como una posible solución. Aunque el eLearning ofrece ventajas en cuanto a la retención de conocimientos, no es deseable renunciar por completo a la enseñanza en clase y a las oportunidades de colaboración, ya que priva a los alumnos del aspecto social de la educación. La incertidumbre introducida por la pandemia de Covid- 19 puso de manifiesto la necesidad de desarrollar modelos educativos alternativos y combinados que faciliten la interacción virtual para complementar la presencia física. El aprendizaje integrado puede enriquecerse significativamente con una tecnología que simule la comunicación cara a cara y promueva el trabajo en común en cualquier momento y lugar.

Aunque existen servicios de eLearning que permiten acceder a contenidos digitales tradicionales y estáticos, como texto, imágenes y vídeo, muchos de ellos no consiguen que los estudiantes participen en un trabajo en equipo altamente interactivo que simule la colaboración en grupo en el aula. A través de la mayoría de las plataformas de eLearning disponibles, los estudiantes pueden revisar el contenido de forma pasiva o colaborar a través de servicios asíncronos como foros o chats que no pueden sustituir eficazmente la colaboración presencial debido al tiempo que transcurre entre las respuestas y las reacciones de los estudiantes.

En este contexto, el proyecto VIE Erasmus+ pretende diseñar e implementar una plataforma digital de aprendizaje colaborativo altamente interactiva que mejore la presencia virtual de estudiantes y profesores. VIE prevé un entorno de trabajo digital a través del cual los estudiantes diseñarán soluciones a los retos de aprendizaje a través de una lluvia de ideas y una síntesis basada en las ideas de los demás. La idea clave es simular la forma en que los estudiantes trabajan juntos en un aula para el diseño de soluciones tomando notas en una pizarra común que todos pueden ver y actualizar al mismo tiempo. Otras características a explorar en esta solución son: la presencia de avatares mediante la cual los participantes podrán reconocer a los miembros de su equipo en el entorno digital; el intercambio de ideas en forma de bloques de construcción que todos pueden ver, revisar, editar y combinar simultáneamente para construir una solución más amplia a partir de contribuciones más pequeñas; y la organización del proyecto que permite la gestión eficaz y la priorización de las tareas de una manera visual y atractiva.

Manuel Caeiro Rodríguez es profesor contratado doctor de la Universidad de Vigo. Imparte clases de programación informática, ingeniería del software y arquitectura de computadores. Sus intereses de investigación incluyen tecnologías y estándares de e-learning, Recursos Educativos Abiertos, Innovación Educativa, CSCL y sistemas basados en procesos. En 2007 terminó su doctorado sobre Lenguajes de Modelado Educativo. Ha recibido varios premios del W3C, del NAE CASEE  y del IEEE Spanish Chapter of the Education Society a la mejor tesis doctoral. Ha realizado estancias de investigación en Portugal, Francia, Hungría y Japón. Ha sido presidente del Capítulo Español de la Sociedad de Educación del IEEE (2018-2019).

Web: http://gist.det.uvigo.es/~mcaeiro/

Virtual Presence in Higher Education Hybrid Learning Digital Environments

One of the biggest challenges in the Covid-19 era has been the seamless continuation of learning in formal educational contexts. Millions of higher education students were forced out of universities worldwide because of the pandemic, engaging in eLearning instead of in-class instruction. The continuation of educational offerings was imperative as a whole young generation is in danger of being offered subpar learning experiences with detrimental effects to their own development and society as a whole. In this environment, eLearning has emerged as a potential solution. While eLearning offers benefits in terms of knowledge retention completely foregoing in-class instruction and collaboration opportunities is not desirable as it deprives learners from the social aspect of education. The uncertainty introduced by the Covid- 19 pandemic highlighted the need for the development of alternative, blended educational models that facilitate virtual interaction to complement physical presence. Integrated learning may be significantly enriched by technology that simulates face to face communication and promotes coworking anywhere, anytime.

While eLearning services do exist that allow access to traditional, static digital content such as text, images, and video many of them fail to engage students in highly interactive teamwork that simulates classroom group collaboration. Through most available eLearning platforms students can passively review content or collaborate through asynchronous services such as forums or chats that cannot effectively replace face to face collaboration due to the time lag between student responses and reactions.

In this context, the VIE Erasmus+ project aims to design and implement a highly interactive digital collaborative learning platform that will improve the virtual presence of students and teachers. VIE envisions a digital work environment through which students will design solutions to learning challenges through brainstorming and synthesizing by building on each other’s ideas. The key idea is to simulate the way that students work together in a classroom towards solution design by taking notes on a common blackboard that all can see and update at the same time. Some other features to explore on this solution are avatar presence through which participants will be able to recognize their team members in the digital environment; sharing of ideas in the form of building blocks that all can see, review, edit, and combine simultaneously towards building a larger solution from smaller contributions; and project organization that allows the effective management and prioritization of tasks in a visual and engaging manner.

Manuel Caeiro Rodríguez is lecturer at the University of Vigo. He teaches computer programming, software engineering, and computer architecture. His research interests include e-learning technologies and standards, Open Educational Resources, Educational Innovation, CSCL, and process-based systems. In 2007 he finished his PhD about Educational Modelling Languages. He had received several awards from the W3C, NAE CASEE new faculty fellows, and the IEEE Spanish Chapter of the Education Society to the best Ph.D. thesis. He has performed research stays in Portugal, France, Hungary, and Japan. He has served as President of the Spanish Chapter of the IEEE Education Society (2018-2019).

Web: http://gist.det.uvigo.es/~mcaeiro/

Gamificación y aprendizaje inmersivo en entornos virtuales de aprendizaje con RA/RV

En esta ponencia se describirán los principios de diseño de la gamificación como estrategias de enseñanza-aprendizaje y como base para proporcionar experiencias de aprendizaje inmersivas significativas.

También se presentará la relación entre la neuroeducación, el aprendizaje inmersivo y la gamificación. Se presentará además una experiencia de aprendizaje inmersivo en entornos virtuales de aprendizaje, como ejemplo práctico de aplicación de dichos elementos de gamificación y utilización de herramientas de realidad virtual y aumentada para la creación de entornos educativos inmersivos

Carina González (Senior Member, IEEE) se doctoró en Física e Informática por la Universidad de La Laguna (ULL) (2001) y en Ciencias Sociales y Educación por la Universidad de Huelva (2020). Actualmente es Catedrática de Universidad en el Departamento de Ingeniería Informática de la ULL. Sus intereses de investigación incluyen la aplicación de técnicas de IA y HCI, interfaces adaptativas y videojuegos en educación, mejores prácticas de e-learning y sistemas LMS. Es Editoria Jefe de IEEE RITA y editora asociada del IEEE Transactions on Education.

Web: https://carinagonzalez.es

Gamification and immersive learning in virtual learning environments with AR/VR

This paper will describe the design principles of gamification as a teaching-learning strategy and as a basis for providing meaningful immersive learning experiences.

The relationship between neuroeducation, immersive learning and gamification will also be presented. An immersive learning experience in virtual learning environments will also be presented as a practical example of the application of these gamification elements and the use of virtual and augmented reality tools for the creation of immersive educational environments.

Carina González (Senior Member, IEEE) received her PhD in Physics and Computer Science from the University of La Laguna (ULL) (2001) and in Social Sciences and Education from the University of Huelva (2020). She is currently a Full Professor in the Department of Computer Engineering at the ULL. Her research interests include the application of AI and HCI techniques, adaptive interfaces and video games in education, e-learning best practices and LMS systems. She is Editor-in-Chief of IEEE RITA and Associate Editor of IEEE Transactions on Education.

Web: https://carinagonzalez.es

Using Parallel Corpora for Generating Language Learning Exercises — Challenges and Pitfalls

Corpora have proven to be a useful resource for autonomous language learning (see Cobb and Boulton, 2015). The term “data-driven learning” (DDL) is used in this context to refer to learners exploring authentic language examples and, by doing so, proving their respective assumptions about the language in question true or false. This approach, also referred to as “discovery learning”, fosters incidental learning alongside intentionally searching the answer to a particular information need.

Most experiments with DDL described in literature assume monolingual corpora and concordancers as tools (e.g., Meunier 2011). Parallel corpora have seen an increasing use in applications of manifold kinds over the past decades. Initially used for the statistical approaches of natural language processing (NLP) such as machine translation or bilingual term extraction, a large number of other use cases have emerged (Graën, 2018). Parallel corpora are particularly well suited for language learners as they typically comprise professional translations (Buyse & Verlinde, 2013).

One option for teaching languages by means of information and communication technology (ICT) is to instruct learners on the use of use existing tools, which are often freely available. Some of those tools make higher demands on their users and require prior knowledge about linguistic concept from the learners (Cruz Piñol, 2015). While learners might already be acquainted with search tools of any kind, expressing their linguistic information needs by means of sophisticated search queries poses a challenge for the learners (Boulton 2017).

Another difficulty that learners will encounter when working with real-world examples are occurrences of lexical items or grammatical constructions beyond their respective level. In other occasions, an already known lexical item might be used to express a different, less frequent sense, hampering comprehension.

By means of NLP methods for corpus annotation and filtering, we work toward a selection of the most suited examples from corpora, with a particular learner and learning objective in mind (Alfter & Graën, 2019; Zanetti et al., 2021). As all language models used in NLP imply statistical errors, we can never be completely certain when assessing automatically generated exercises. One countermove is to have the learners explore aggregated results (Graën & Schneider, 2020).  Language learning exercises, however, require actual examples of language use. The advantage of parallel corpora as source for those exercises is that we can integrate the results of processing both languages individually and jointly (Graën & Schneider, 2017; Schneider & Graën, 2018).

References

Alfter, D., Graën, J. (2019). Interconnecting lexical resources and word alignment: How do learners get on with particle verbs? Proceedings of the 22nd Nordic Conference of Computational Linguistics (NODALIDA), 321–326.

Boulton, A. (2017). Data-Driven Learning and Language Pedagogy. Language, Education and Technology, 1–12.

Buyse, K., Verlinde, S. (2013). Possible effects of free online data driven lexicographic instruments on foreign language learning: The case of Linguee and the interactive language toolbox. Procedia-Social and Behavioral Sciences, 95, 507–512.

Cruz Piñol, M. (2015). Léxico y ELE: enseñanza/aprendizaje con tecnologías. Journal of Spanish Language Teaching, 2, 165–179.

Cobb, T., Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge Handbook of English Corpus Linguistics (pp. 478–497). Cambridge University Press.

Graën, J. (2018). Exploiting Alignment in Multiparallel Corpora for Applications in Linguistics and Language Learning. University of Zurich.

Graën, J., Schneider, G. (2017). Crossing the Border Twice: Reimporting Prepositions to Alleviate L1-Specific Transfer Errors. Proceedings of the Joint 6th Workshop on NLP for Computer Assisted Language Learning & 2nd Workshop on NLP for Research on Language Acquisition, 18–26.

Schneider, G., Graën, J. (2018). NLP Corpus Observatory – Looking for Constellations in Parallel Corpora to Improve Learners’ Collocational Skills. Proceedings of the 7th Workshop on NLP for Computer Assisted Language Learning at SLTC 2018 (NLP4CALL), 69–78.

Graën, J., Schneider, G. (2020). Exploiting Multiparallel Corpora as a Measure for Semantic Relatedness to Support Language Learners. In D. Levey (Ed.), Strategies and Analyses of Language and Communication in Multilingual and International Contexts (pp. 153–167). Cambridge Scholars Publishing.

Zanetti, A., Volodina, E., Graën, J. (2021). Automatic Generation of Exercises for Second Language Learning from Parallel Corpus Data. International Journal of TESOL Studies, 3, 55–71.

Johannes Graën developed methods for compiling, annotating and aligning parallel corpora for his PhD in Computational Linguistics at the University of Zurich. One of his areas of interest has always been the practical application of the corpus data obtained, in particular the comparative use in linguistic research and language learning.  He further investigated the topic of computer-assisted language learning at the University of Gothenburg in Sweden and Pompeu Fabra University in Spain holding a research grant from the Swiss National Science Foundation. In 2020, he started heading the Language Technology Group at the newly created Linguistic Research Infrastructure at the University of Zurich.

Uso de corpus paralelos para generar ejercicios de aprendizaje de idiomas: desafíos y dificultades

Los corpus han demostrado ser un recurso útil para el aprendizaje autónomo de idiomas (ver (Cobb y Boulton, 2015). El término “aprendizaje basado en datos” (ABD) se utiliza en este contexto para referirse a los estudiantes que exploran ejemplos auténticos del idioma y, al hacerlo, demuestran si sus respectivas suposiciones sobre el idioma en cuestión son verdaderas o falsas. Este enfoque, también conocido como “aprendizaje por descubrimiento”, fomenta el aprendizaje incidental junto con la búsqueda intencional de la respuesta a una necesidad de información particular.

La mayoría de los experimentos con ABD descritos en la literatura asumen corpus monolingües y concordanciadores como herramientas (por ejemplo, (Meunier 2011)). Los corpus paralelos han visto un uso creciente en aplicaciones de múltiples tipos en las últimas décadas. Inicialmente utilizado para los enfoques estadísticos del procesamiento del lenguaje natural (PLN), como la traducción automática o la extracción de términos bilingües, han surgido un gran número de otros casos de uso (Graën, 2018). Los corpus paralelos son particularmente adecuados para los estudiantes de idiomas, ya que generalmente implican traducciones profesionales (Buyse y Verlinde, 2013).

Una opción para la enseñanza de idiomas por medio de la tecnología de la información y la comunicación (TIC) es instruir a los alumnos sobre el uso de las herramientas existentes, que a menudo están disponibles de forma gratuita. Algunas de esas herramientas exigen más a sus usuarios y requieren conocimientos previos sobre el concepto lingüístico por parte de los educandos (Cruz Piñol, 2015). Si bien es posible que los estudiantes ya estén familiarizados con las herramientas de búsqueda de cualquier tipo, expresar sus necesidades de información lingüística mediante consultas de búsqueda sofisticadas plantea un desafío para los estudiantes (Boulton 2017).

Otra dificultad que los estudiantes encontrarán cuando trabajen con ejemplos del mundo real son las ocurrencias de elementos léxicos o construcciones gramaticales más allá de su nivel respectivo. En otras ocasiones, un elemento léxico ya conocido podría usarse para expresar un sentido diferente y menos frecuente, dificultando la comprensión.

Mediante métodos de PNL para la anotación y filtrado de corpus, trabajamos hacia una selección de los ejemplos más adecuados de los corpus, con un alumno particular y un objetivo de aprendizaje en mente (Alfter & Graën, 2019; Zanetti et al., 2021). Como todos los modelos de lenguaje utilizados en la PNL implican errores estadísticos, nunca podemos estar completamente seguros al evaluar los ejercicios generados automáticamente. Un contra movimiento es hacer que los estudiantes exploren los resultados agregados (Graën y Schneider, 2020).  Los ejercicios de aprendizaje de idiomas, sin embargo, requieren ejemplos reales de uso del idioma. La ventaja de los corpus paralelos como fuente para esos ejercicios es que podemos integrar los resultados del procesamiento de ambos lenguajes de forma individual y conjunta (Graën & Schneider, 2017; Schneider & Graën, 2018).

Referencias

Alfter, D., Graën, J. (2019). Interconnecting lexical resources and word alignment: How do learners get on with particle verbs? Proceedings of the 22nd Nordic Conference of Computational Linguistics (NODALIDA), 321–326.

Boulton, A. (2017). Data-Driven Learning and Language Pedagogy. Language, Education and Technology, 1–12.

Buyse, K., Verlinde, S. (2013). Possible effects of free online data driven lexicographic instruments on foreign language learning: The case of Linguee and the interactive language toolbox. Procedia-Social and Behavioral Sciences, 95, 507–512.

Cruz Piñol, M. (2015). Léxico y ELE: enseñanza/aprendizaje con tecnologías. Journal of Spanish Language Teaching, 2, 165–179.

Cobb, T., Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge Handbook of English Corpus Linguistics (pp. 478–497). Cambridge University Press.

Graën, J. (2018). Exploiting Alignment in Multiparallel Corpora for Applications in Linguistics and Language Learning. University of Zurich.

Graën, J., Schneider, G. (2017). Crossing the Border Twice: Reimporting Prepositions to Alleviate L1-Specific Transfer Errors. Proceedings of the Joint 6th Workshop on NLP for Computer Assisted Language Learning & 2nd Workshop on NLP for Research on Language Acquisition, 18–26.

Schneider, G., Graën, J. (2018). NLP Corpus Observatory – Looking for Constellations in Parallel Corpora to Improve Learners’ Collocational Skills. Proceedings of the 7th Workshop on NLP for Computer Assisted Language Learning at SLTC 2018 (NLP4CALL), 69–78.

Graën, J., Schneider, G. (2020). Exploiting Multiparallel Corpora as a Measure for Semantic Relatedness to Support Language Learners. In D. Levey (Ed.), Strategies and Analyses of Language and Communication in Multilingual and International Contexts (pp. 153–167). Cambridge Scholars Publishing.

Zanetti, A., Volodina, E., Graën, J. (2021). Automatic Generation of Exercises for Second Language Learning from Parallel Corpus Data. International Journal of TESOL Studies, 3, 55–71.

Johannes Graën desarrolló métodos para compilar, anotar y alinear corpus paralelos para su doctorado en Lingüística Computacional en la Universidad de Zúrich. Una de sus áreas de interés ha sido siempre la aplicación práctica de los datos de los corpus obtenidos, en particular el uso comparativo en la investigación lingüística y el aprendizaje de idiomas.  Graën investigó el tema del aprendizaje de idiomas asistido por ordenador en la Universidad de Gotemburgo en Suecia y la Universidad Pompeu Fabra en España con una beca de investigación de la Fundación Nacional Suiza para la Ciencia. científica suiza. En 2020, comenzó a dirigir el Grupo de Tecnología del Lenguaje en la recién creada Infraestructura de Investigación Lingüística de la Universidad de Zúrich.

PaEnS: A Bilingual Parallel Corpus Spanish<>English

Aligned parallel corpora are very important linguistic resources. By fulfilling certain criteria they become multifunctional tools suitable for a wide range of users, such as translators, language learners, researchers, and they are essential in many text processing tasks such as machine translation, word sense disambiguation, dictionary compilation, etc.

The current paper presents the corpus PaEnS (https://www.corpuspages.eu/corpuspaens), a bilingual parallel corpus Spanish/English consisting of a collection of contemporary texts in English and Spanish together with their translations into the other language. It contains so far more than 110 million words and is online freely available.

In order to meet the specific needs of the mentioned groups of users, the issues that were taken into account for the design of the corpus are explained first, such as type of texts, domains, regional language variety or quality and direction of translation. Then the compilation process of the corpus is described: manual preparation of the texts, mark-up and annotation of the metadata. Further the process of sentence segmentation and alignment as well as the manual review of the alignment are described and finally the next steps of future work are outlined.

Irene Doval studied Classical Philology at the University of Santiago de Compostela and German Studies at the University of Salamanca, where she presented her doctoral thesis on the topic “Language Purification in Germany from 1871 to 1945”. Since 1999 she has been Professor of German Linguistics at the University of Santiago de Compostela. Her research areas are German Syntax, Contrastive Linguistics, Spatial relations, and corpus linguistics. On these fields she has authored numerous publications. Since 2013 he has been leading an ongoing major project, PaCorES, Parallel Corpora Spanish, devoted to collect a series of bilingual parallel corpora with Spanish as the central language. They are designed as multifunctional resources for multiple purposes such as general research in contrastive linguistics, translation studies and bilingual lexicography, as well as the supply of authentic teaching materials and exercises and training data to machine translation systems. So far the following corpora have been created: the German/Spanish parallel Corpus, PaGeS (www.corpuspages.eu) and the English/Spanish parallel corpus, PaEnS (www.corpuspages.eu/corpuspaens) and constitute the largest online existing bilingual parallel corpora for these language pairs.

PaEnS: Corpus Paralelo Bilingüe Español<>Inglés

Los corpus paralelos alineados son recursos lingüísticos muy importantes. Al cumplir ciertos criterios, se convierten en herramientas multifuncionales aptas para un amplio abanico de usuarios, como traductores, estudiantes de idiomas, investigadores, y son esenciales en muchas tareas de procesamiento de textos, como la traducción automática, la desambiguación del sentido de las palabras, la compilación de diccionarios, etc.

El presente trabajo presenta el corpus PaEnS (https://www.corpuspages.eu/corpuspaens), un corpus paralelo bilingüe español/inglés que consiste en una colección de textos contemporáneos en inglés y español junto con sus traducciones al otro idioma. Contiene hasta ahora más de 110 millones de palabras y está disponible en línea de forma gratuita.

Con el fin de satisfacer las necesidades específicas de los grupos de usuarios mencionados, se explican en primer lugar las cuestiones que se han tenido en cuenta para el diseño del corpus, como el tipo de textos, los dominios, la variedad lingüística regional o la calidad y dirección de la traducción. A continuación, se describe el proceso de compilación del corpus: preparación manual de los textos, marcado y anotación de los metadatos. Además, se describe el proceso de segmentación y alineación de oraciones, así como la revisión manual de la alineación y, por último, se indican los próximos pasos para trabajos futuros.

Irene Doval estudió Filología Clásica en la Universidad de Santiago de Compostela y Filología Alemana en la Universidad de Salamanca, donde presentó su tesis doctoral sobre el tema “La depuración lingüística en Alemania de 1871 a 1945”. Desde 1999 es profesora de Lingüística Alemana en la Universidad de Santiago de Compostela. Sus áreas de investigación son la sintaxis alemana, la lingüística contrastiva, las relaciones espaciales y la lingüística de corpus. Sobre estos campos es autora de numerosas publicaciones. Desde 2013 dirige un importante proyecto en curso, PaCorES, Parallel Corpora Spanish, dedicado a recopilar una serie de corpus paralelos bilingües con el español como lengua central. Están concebidos como recursos multifuncionales para múltiples fines, como la investigación general en lingüística contrastiva, los estudios de traducción y la lexicografía bilingüe, así como el aporte de materiales docentes y ejercicios originales y también datos de entrenamiento para los sistemas de traducción automática. Hasta ahora se han creado los siguientes corpus: el corpus paralelo alemán/español, PaGeS (www.corpuspages.eu) y el corpus paralelo inglés/español, PaEnS (www.corpuspages.eu/corpuspaens) y constituyen los mayores corpus paralelos bilingües en línea existentes para estas dos lenguas.

Featuring CleverCookie. English Language Resources for Speakers of Spanish

CleverCookie. English Language Resources for Speakers of Spanish (Torrado Cespón, 2021) is an online tool aimed at secondary school students, adults, and Internet users in general, which resulted from the research work done by ENTELEARN at the International University of La Rioja. It is based on the most frequent errors made by university students in online written environments. For this, a forum compilation process began in 2014 to create a learner corpus (Castillo Rodríguez & Díaz Lage, 2015) in which to analyse the most frequent errors.

As revised by Torrado Cespón and Díaz Lage (2022), the objective of CleverCookie is to be a fun, easy and fast tool to solve minor doubts when using written English, especially in online environments, based on a character that comically explains the mentioned doubts. Starting from a main idea of short videos available on YouTube, the user can view them to solve their doubts quickly and enjoyably. The videos are in English and CleverCookie tells a story about the error, inviting you to use its website for more information if necessary. This includes:

• CleverCookie’s notes, with short videos (maximum two and a half minutes) to optimize user attention. This section also includes explanations about the error or revised topic, from historical reasons to curiosities and other information that the learner may find interesting.
• Grammar spot, English and Spanish version, to facilitate understanding for users whose level is not higher than B1. The inclusion of the Spanish version of the grammatical explanations is based on the need for explicit grammatical references in the case of adult learners.
• Simple activities with solutions to review the concepts.

This initial version of CleverCookie has been submitted to evaluation by university students who speak English as a foreign language (N=68) voluntarily and through an online questionnaire. The tool received a positive global assessment of 4.23 points out of 5 on a Likert scale. In a free response section, the most relevant characteristics of CleverCookie were, in order of importance: its ease of use, its visuality and interactivity, its didactic purpose, the short duration of the videos, its playful appearance and its originality. References Castillo Rodríguez, C., Díaz Lage, J. M. (2015) Exploitation of a Learner Corpus: Analysing Openings and Endings in Academic Forums. Opción, extra 6, 192-201. https://www.redalyc.org/pdf/310/31045571012.pdf Torrado Cespón, M. (coord.) (2021) CleverCookie: English language resources for speakers of Spanish. https://www.clevercookie.es/ Torrado Cespón, M., Díaz Lage, J.M. (2022). English Phonetics and Grammar for Speakers of Spanish. EPSS Multimedia Lab and CleverCookie as tools to improve written skills online. Investigaciónes sobre lectura, 17 https://revistas.uma.es/index.php/revistaISL/issue/view/901

Milagros Torrado Cespón holds PhD in English from the Universidade of Santiago de Compostela (2011). Lecturer at Universidad Internacional de La Rioja, where she teaches Intercultural Communication and Language Learning and English Didactics for primary education. Her areas of research range from EFL teaching to cultural studies. She is currently the main researcher in ENTELEARN research group. Coordinator for the CleverCookie. English language resources for speakers of Spanish tool and coauthor of the English Pronunciation for Speakers of Spanish Multimedia Lab. At the present, she is part of five research projects, including two where she is the main researcher. She has published numerous research articles and three books.

Web: https://www.researchgate.net/profile/Milagros-Torrado

Inmaculada Clotilde Santos Díaz holds a PhD in Innovative Educational Politics from the Universidad de Málaga. Former secondary school teacher and coordinator of the programs on Interculturality, School Libraries and Educative Publications at the Consejería de Educación (Andalucía, Spain). Lecturer at Universidad de Málaga where she teaches in the department of didactics.  Her main areas of research are applied linguistics to language teaching and teacher training. Author of the book El léxico bilingüe del futuro profesorado (Peter Lang, 2020) and numerous indexed articles and book chapters. She is currently working on two national projects, three European projects, an autonomic project and two university projects. Moreover, she co-edits the journal Investigaciones Sobre Lectura and is the revisor of many other academic journals and conferences.

Web: https://www.researchgate.net/profile/Inmaculada-Santos-Diaz

Learning through Play: Easy to Say, Hard to Do

Since Malone’s pioneering work (1980) on what makes digital games so captivating and how we could take advantage of their engaging power to make learning more effective and motivating, the interest of researchers and educators in how to leverage such potential has greatly increased (Clark et al., 2016; Perrotta et al., 2013). Meanwhile, the popularity of entertainment videogames has also dramatically grown and they are now part of our learning ecologies (Persico, Passarelli, Pozzi et al., 2019). However, if the engaging power of videogames is undisputed, our ability to effectively harness it for learning is not (Passarelli et al., 2019; Westera, 2015). This presentation draws from research results of two European projects: the H2020 Gaming Horizons Project (Persico, Passarelli, Dagnino et al., 2019) and the Erasmus+ PLEIADE Strategic Partneship (Persico et al., 2022), to advocate the need for great caution in designing game-based educational and training initiatives.

According to Perrotta and colleagues (Perrotta et al., 2019), Gaming Horizons challenged a number of “taken for granted” narratives underpinning the H2020 Programme, revealed through discourse analysis of a sample of its key documents. A literature review and subsequent stakeholders engagement through focus groups and interviews, shed light on some intended and unintended consequences of the design and usage of videogames from the ethical, psychological and educational points of view. Based on a Responsible Research and Innovation approach, Gaming Horizons developed a number of recommendations aiming to overcome the extant vision (Haggis et al., 2018; Earp et al., 2018).

More recently, the PLEIADE project relies on gamification to support an international communiy of teachers in improving their ability to design collaborative and inclusive activities for their students. Thus, in this case the target is composed of adult professionals and the context is Teacher Professional Development (TPD). At the core of PLEIADE’s approach to TPD lies a hybrid game, called I4Ts game, developed on the bases of the 4Ts model for designing online collaborative activities (Pozzi, Ceregini & Persico, 2016; Ceregini et al., 2019). Moreover, the proposed TPD pathway relies on a gamified narrative, where “story, world, and aesthetic presentation tightly bind mechanics to purposeful tasks and vice versa” (Lane & Prestopnik, 2017, p. 229). In particular, the project proposes a space journey metaphor aimed to facilitate reflection on practice and meta-reflective thinking in a relaxed and safe shared space (Saban, 2006).

The outcomes of the two projects support the assumption that games and gamification are powerful tools for learning, but harnessing their motivational potential is far from easy and awareness of their potential and pitfalls is needed to ensure positive results, whatever the age of the learners involved.

References

Ceregini, A., Persico, D., Pozzi, F., Sarti, L. (2019). The 4Ts Game to Develop Teachers’ Competences for the Design of Collaborative Learning. In International Workshop on Higher Education Learning Methodologies and Technologies Online (pp. 192-205), Springer, Cham.

Clark, D. B., Tanner-smith, E. E., Killingsworth, S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 1–17. http://doi.org/10.3102/0034654315582065

Earp, J., Persico, D., Dagnino, F. M., Passarelli, M., Manganello, F., Pozzi, F. (2018). Ethical issues in gaming: A literature review. In M. Ciussi (Ed.) Proceedings of the 12th European Conference on Games Based Learning (pp. 54-61). Reading, UK: ACPIL.

Haggis, M., Perrotta, C., Persico, D., Bailey, C., Earp, J., Dagnino, F., Passarelli, M. Manganello, F., Pozzi, F., Buijtenweg, T. (2018). A manifesto for European Video Games. CNR Edizioni. https://doi.org/10.17471/54006

Lane, N., Prestopnik, N. R. (2017). Diegetic connectivity: blending work and play with storytelling in serious games. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 229-240.

Malone, T. W., 1980. What makes things fun to learn? heuristics for designing instructional computer games. In Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems – SIGSMALL ’80 (pp. 162-169). https://doi.org/10.1145/800088.802839

Passarelli, M., Dagnino, F., Earp, J., Manganello, F., Persico, D., Pozzi, F., … & Haggis, M. (2019) Educational Games as a Motivational Tool: Considerations on their Potential and Limitations, in H. Lane, S. Zvacek and J. Uhomoibhi, Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019) (pp.330-337). CSEDU 2019, Heraklion, Crete, Greece, 2-4/5/2019. Scitepress

Perrotta, C., Bailey, C., Ryder, J., Haggis-Burridge, M., Persico, D. (2019). Games as (not) culture: a critical policy analysis of the economic agenda of Horizon 2020. Games and culture, 15(8), 902-922. https://doi.org/10.1177/1555412019853899

Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions (NFER Research Programme: Innovation in Education). NFER. https://www.nfer.ac.uk/nfer/publications/GAME01/GAME01.pdf

Persico, D., Passarelli, M., Dagnino, F. M., Manganello, F., Earp J., & Pozzi, F. (2019). Games and learning: Potential and limitations from the players’ point of view. In M. Gentile, M. Allegra, H. Söbke (Eds.). Lecture Notes in Computer Science: Vol. 11385. Games and Learning Alliance. 7° International GALA Conference (pp.134-145). https://doi.org/10.1007/978-3-030-11548-7_13

Persico, D., Passarelli, M., Dagnino, F., Ceregini, A., Manganello, F., Pozzi, F., … & Lonigro, M. (2022). Teacher professional development on social inclusion: the PLEIADE approach, in proceedings of the ATEE spring conference 2020-2021, Florence: Florence University Press.

Persico, D., Passarelli, M., Pozzi, F., Earp, J., Dagnino, F. M., & Manganello, F. (2019). Meeting players where they are: Digital games and learning ecologies. British Journal of Educational Technology, 50(4), 1687-1712.

Pozzi, F., Ceregini, A., Persico, D. (2016). Designing networked learning with 4Ts. In S. Cranmer, N.B. Dohn, M. de Laat, T. Ryberg & J.A. Sime (Eds.). Proceedings of the 10th International Conference on Networked Learning 2016 (pp.210-217). Lancaster, UK, 9-11/5/2016. http://www.networkedlearningconference.org.uk/abstracts/pdf/P15.pdf.

Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching education, 17(4), 299-315.

Wenger, E., McDermott, R. and Snyder, W.M. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press.

Westera, W. (2015). Games are motivating, aren´ t they? Disputing the arguments for digital game-based learning. International Journal of Serious Games, 2(2), 3-17.

Donatella Persico is director of research at the Istituto per le Tecnologie Didattiche of the National Research Council of Italy (CNR). She has been active in the field of educational technology since 1981. Her major research interests include Learning Design, Computer Supported Collaborative Learning, Self-Regulated Learning, teacher training, Game-Based Learning and Learning Analytics. She was research fellow at Bradford university, UK, in 1985 and at Exeter, UK, in 1986, visiting scholar at the Glasgow Caledonian Academy, UK, in 2013, and at the Universidade de Santiago e Compostela in 2018. She has been involved in several teacher training programmes as a lecturer in educational technology. She is author of educational material and scientific publications of various kinds, including books, educational software, multimedia material and research papers concerning various aspects of educational technology. She is editor of the Italian Journal of Educational Technology, sits on the editorial or scientific board of international and national journals and conferences on Educational Technology and has a long standing experience in the management of national and international projects. She also sits on several professional boards and belongs to the “Collegio di dottorato” (PhD board) of the doctoral programme in Philosophy and Educational Sciences of the Ca’ Foscari university of Venice.

Francesca Pozzi is researcher at the Istituto Tecnologie Didattiche (ITD) – CNR and has got a Ph.D. in “Cultures, Languages and ICT” (University of Genoa). Her main research area is Educational Technology. Specific interests include: Learning design, Collaborative learning; Computer Supported Collaborative Learning (CSCL), Teacher training and innovation in schools, ICT in cultural heritage education, Technology Enhanced Learning for healthcare professionals’ training. She has participated in and led several international research projects in TEL. She has published over 180 scientific papers, including +10 on Q1 journals, and several on books and conference proceedings (overall about 90 papers indexed in Scopus, 19 h-index). Pozzi has been member of the Editorial Board of the Italian Journal of Educational Technology (IJET) and today is its Co-Editor. Besides, she is member of the Editorial Board of the International Journal of Educational Technology in Higher Education. She is also involved in the Reviewers’ Committee of many international and national journals, as well as member of the Scientific Committee of several conferences.

The Discourse(s) of Online Video Games: Promises and Challenges

Despite concerns that youth are playing videogames rather than reading, growing research suggests a positive connection between gaming and literacy. Games, particularly online multiplayer games that allow social interaction, have their own unique discourses, ways of seeing the world and shared cultural models that include knowledge, skills, and dispositions that are contextually bound, recognizable, and distributed among the community (Gee, 1996, 1999).

In this presentation, I review a decade of research on the discourse of online games, including forms of literary and learning that games, under the right conditions, recruit. Specifically, I examine the nature of online game discourse, the quality and quantity of texts recruited as a natural part of gameplay, and how teens and young adults approach reading in the context of games versus school. Findings suggest that text involved in online gameplay communities may function as a bridge into academic forms of reading and that the reading practices games recruit may be particularly efficacious for readers struggling in school – not because such reading is games-related but because it is interest-driven, fostering persistence in the face of textual challenges among students who might otherwise disengage.

Gaming discourse, however, is not without its problems. Today, the increasing rise of toxicity and hate speech online has penetrated nearly all game communities and online spaces, even those intended for young children. Today, our research has turned toward understanding the cycle of hostile behaviors seen in online game culture and platforms, seeking to find ways not only to understand the dynamics and conditions of such antisocial behaviors but also its original and mechanisms so we as teachers and mentors can build off-ramps for kids caught up in the ever-broadening web of anti-tolerance and inhumanity online.

References

Gee, J. P. (1992). The social mind: Language, ideology, and social practice. Bergin & Garvey.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Routledge/Falmer.

Constance Steinkuehler is a Professor in the Department of Informatics at the University of California, Irvine where she researches culture, cognition, and learning in the context of multiplayer online videogames. She is an ADL Belfer Fellow, the chair of UCI’s Game Design and Interactive Media Program, Co-Director of the Games+Learning+Society (GLS) Center, and Chair of the Annual GLS Conference. Her current projects include investigations of toxicity and extremism in online games, evaluation of an enriched eSports for high school students, and reasoning with misinformation. She has published over one hundred articles and book chapters including six conference proceedings, four special journal issues, and two books. She has worked with the National Research Council and National Academy of Education on special reports related to videogames. Her work has been featured in Science, Wired, USA Today, New York Times, LA Times, ABC, CBS, CNN NPR, BBC and The Chronicle of Higher Education.

La utilización de un juego serio para la formación en fonética y pronunciación inglesas: Fundamentos y dinámica

Es evidente la importancia que tiene el inglés en el contexto actual, dado que es una lengua que hablan más de 1,35 billones de personas en todo el mundo y con frecuencia es utilizada como lingua franca en la era de la globalización (i.e., World English(es), English as an International Language (EIL)) (Crystal, 2003). Sin embargo, numerosos informes coinciden en la insuficiente competencia comunicativa que los hispanohablantes tienen en lengua inglesa (e.g., PISA, EF EPI, ESLC, PIRLS), siendo la competencia fonológica y la pronunciación dos marcadores básicos de dicha competencia, además de factores esenciales para la comprensión (Rossiter et al., 2010, Huensch & Thompson, 2017).

Está demostrado que la utilización de tecnologías digitales como Computer Assisted Language Learning (CALL) o Computer-Assisted Pronunciation Training (CAPT) (Levy, 2007; Setter, 2008) son herramientas que contribuyen a mejorar las habilidades perceptivas y productivas de aprendices de contenidos fonéticos (supra)segmentales, a la vez que favorecen el aprendizaje permanente, la colaboración, la innovación y la adquisición de competencias digitales (Kim, 2012; Luo, 2016; Mompean & Fouz-González, 2016; Gómez González & Lago Ferreiro, submitted). Asimismo, estudios previos han acreditado que la utilización de los denominados juegos serios (‘serious games’) diseñados con fines formativos son estrategias que motivan al alumnado a implicarse en el proceso de aprendizaje y a mejorar sus resultados (Filella et al., 2017; Fraga-Varela et al., 2021).

En este trabajo se presentará una herramienta multiplataforma inteligente y el correspondiente backend de análisis de aprendizaje que se han desarrollado especialmente para estudiantes españoles y gallegos de inglés como FL, con el fin de mejorar su competencia fonológica y su pronunciación en lengua inglesa a la vez que recorren el Camino de Santiago a través de juegos serios. Durante este recorrido los usuarios de la multiplataforma se enfrentarán a una serie de pruebas o retos concebidos como mini-juegos que tienen como objetivo practicar tres habilidades relacionadas con la fonética: (i) perception, (ii) producción, y (iii) transcripción de sonidos en la cadena hablada (Flege, 2021; Logan et al., 1991; Gómez González & Sánchez Roura, 2016).

Referencias

Crystal, D. (2003). English as a Global Language. Cambridge University Press.

Filella, G., Pérez-Escoda, N., & Ros-Morente, A. (2017). Evaluación del programa de Educación Emocional “Happy 8-12” para la resolución asertiva de los conflictos entre iguales. Electronic Journal of Research in Educational Psychology, 14 (3), 582-601. http://dx.doi.org/10.14204/ejrep.40.15164

Flege, J. E. (2021). New methods for second language speech research. En R. Wayland (Ed.), Second Language Speech Learning (pp. 119–156). Cambridge University Press.

Fraga-Varela, F., Vila-Couñago, E., Martínez-Piñeiro, E. (2021). The impact of serious games in mathematics fluency: A study in Primary Education. [Impacto de los juegos serios en la fluidez matemática: Un estudio en Educación Primaria]. Comunicar, 69, 125-135. https://doi.org/10.3916/C69-2021-10

Gómez González, M. A., Lago Ferreiro, A. (Submitted). Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab. Language Learning & Technology.

Gómez González, M.A., Sánchez Roura, M.T. (2016). English Pronunciation for Speakers of Spanish. From Theory to Practice. Mouton de Gruyter.https://doi.org/10.1515/9781501510977

Huensch, A. Thompson, A. (2017). Contextualizing attitudes towards pronunciation: foreign language learners in the United States. Foreign Language Annals, 50 (2), 410-432. https://doi.org/10.1111/flan.12259

Kim, A.Y. (2012). Investigating the effectiveness of computer-assisted language learning (CALL) in improving pronunciation: A case study. Multimedia Assisted Language Learning, 15 (3), 11-33.

Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48 (2), 185–204.

Logan, J., Lively, S., Pisoni, D. (1991). Training Japanese listeners to identify English /r/ and /l/: A first report. JASA, 89(2), 874–886.

Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29 (3), 451-476.

Mompean, J.A, Fouz-González, J. (2020). Phonetic Symbols in Contemporary Pronunciation Instruction. RELC Journal, 52 (1), 155-168.

María de los Ángeles Gómez González es Catedrática de Lengua y Lingüística Inglesa en la Universidad de Santiago de Compostela desde 2006, así como coordinadora del equipo de investigación Scimitar. Sus publicaciones, principalmente sobre la interfaz gramar-discurso y sobre ESL/EFL y la tecnología, incluyen artículos de investigación en revistas como Applied Linguistics, Discourse Studies, Language Sciences y Word, así como los siguientes libros: The Theme-Topic Interface (Benjamins, 2001), A New Architecture for Functional Grammar (Mouton de Gruyter, 2004), Studies in Functional Discourse Grammar (Peter Lang, 2005), The Dynamics of Language Use (Benjamins, 2005), Languages and Cultures in Contrast and Comparison, Current Trends in Contrastive Linguistics (Benjamins, 2008a, b), The Functional Perspective on Language and Discourse, Theory and Practice in Functional-Cognitive Space (Benjamins, 2014a, b), English Pronunciation for Speakers of Spanish (Mouton de Gruyter, 2016) y The Construction of Discourse as Verbal Interaction (Benjamins, 2018), además de EPSS Multimedia Lab, English Pronunciation for Speakers of Spanish: A Practical Course Toolkit. 

Para más detalles, visite: https://investigacion.usc.gal/investigadores/59176/detalle

Alfonso Lago Ferreiro se licenció en Ciencias Físicas por la Universidad de Santiago de Compostela (USC), España, en 1988, y se doctoró en Ingeniería Industrial por la Universidad de Vigo (UVIGO, España, en 1994. Es profesor titular de universidad de la UVIGO, España, desde 1995.  Alfonso Lago Ferreiro es miembro senior del IEEE (Institute of Electrical and Electronics Engineers). Actualmente ocupa el cargo de Director de Área de Estudios de Grado de la UVIGO y miembro del Panel de Expertos para la acreditación de los títulos universitarios oficiales de Grado y Máster de la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). Sus principales temas de interés son las fuentes de alimentación conmutadas, el control aplicado a los convertidores de potencia y la innovación educativa. En este último tema, ha contribuido al diseño y desarrollo de un laboratorio remoto de electrónica de potencia para el control por software de convertidores DC-DC y de herramientas para el b-learning que permiten emular y probar el funcionamiento de estos convertidores. Los resultados de estos trabajos han sido difundidos en diversos congresos nacionales e internacionales y ha publicado un libro y dos capítulos de libro. Además, ha sido coeditor del libro “TICs Aplicadas para el aprendizaje de la Ingeniería” (TICAI) 2016-2017. (http://romulo.det.uvigo.es/ticai/) (español y portugués).

Para más detalles, https://independent.academia.edu/AlfonsoLago

Anxel Fragueiro Agrelo, nacido en Vigo, España, en 1985. Estudiante del Grado en Ingeniería en Electrónica Industrial y Automática es uno de los fundadores del equipo de competición GCode Robotics en 2018 y miembro activo de la rama de estudiantes IEEE. Participó activamente en múltiples eventos como voluntario (IV y V Competición de Robots en IEE Uvigo, “Robotcraze” en el Alvaro Cunqueiro, JAI 2020…). Coautor junto a sus compañeros de la rama de estudiantes del IEEE de la UVigo y la UNED del artículo Educational Robotics in the hospital. En la actualidad está trabajando como Técnico Especialista de Investigación a tiempo parcial dentro del proyecto “La enseñanza de los sonidos del inglés a aprendices de L2 y L3 en entornos digitales-RETOS 2019”.