[et_pb_section fb_built=\u00bb1″ inner_shadow=\u00bbon\u00bb fullwidth=\u00bbon\u00bb _builder_version=\u00bb4.16″ background_color=\u00bb#002565″ locked=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_fullwidth_header title=\u00bbKeynote Speakers, Abstracts and Presentations IWoDA’22\u00bb _builder_version=\u00bb4.16″ background_color=\u00bbrgba(255, 255, 255, 0)\u00bb background_image=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2018\/01\/skyline_compostela_lineazul_V8.svg\u00bb background_size=\u00bbcontain\u00bb background_position=\u00bbbottom_right\u00bb max_width_tablet=\u00bb50px\u00bb global_colors_info=\u00bb{}\u00bb button_one_text_size__hover_enabled=\u00bboff\u00bb button_two_text_size__hover_enabled=\u00bboff\u00bb button_one_text_color__hover_enabled=\u00bboff\u00bb button_two_text_color__hover_enabled=\u00bboff\u00bb button_one_border_width__hover_enabled=\u00bboff\u00bb button_two_border_width__hover_enabled=\u00bboff\u00bb button_one_border_color__hover_enabled=\u00bboff\u00bb button_two_border_color__hover_enabled=\u00bboff\u00bb button_one_border_radius__hover_enabled=\u00bboff\u00bb button_two_border_radius__hover_enabled=\u00bboff\u00bb button_one_letter_spacing__hover_enabled=\u00bboff\u00bb button_two_letter_spacing__hover_enabled=\u00bboff\u00bb button_one_bg_color__hover_enabled=\u00bboff\u00bb button_two_bg_color__hover_enabled=\u00bboff\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=\u00bb1″ admin_label=\u00bbProf. Cathy Lewin\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb collapsed=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Prof_Cathy_Lewin200.jpg\u00bb alt=\u00bbProf_Cathy_Lewin\u00bb title_text=\u00bbProf_Cathy_Lewin200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n
Prof. Cathy Lewin<\/strong><\/p>\n Digital Pedagogy: Reflecting Back and Looking Forward <\/em><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_2,1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Digital Pedagogy: Reflecting Back and Looking Forward<\/em><\/strong><\/p>\n In 2008, I completed my last piece of commissioned work for the now defunct Becta, the UK Government agency for promoting and integrating ICT in education. I had been asked to identify models of learning online through a series of case studies in school contexts (Lewin et al., 2008). This work complemented policy-making that related to preparing for a pandemic as well as addressing other challenges in the education system at the time such as a shortage of specialist teachers. With a change of government in 2010, my report and the policy document were archived and no longer considered to be of interest. I continued to research teachers\u2019 development of digital pedagogy and its impact on learning outcomes but primarily through classroom use.<\/p>\n In spring 2020, and with no concrete plans in place, educators across the world had to rapidly develop their digital skills and adopt online pedagogies as the global pivot to remote education took place. This was referred to as emergency remote teaching and pandemic pedagogy (Barbour et al., 2020) rather than online learning because of the situation and the (initial) ad-hoc nature of the emergency response. Equally, educators\u2019 priorities in the early months of the pandemic shifted from learning outcomes to keeping students motivated, maintaining social interaction and ensuring that workloads were manageable for both students and educators alike (as well as parents of younger children).<\/p>\n Educational policy makers and institutions faced many challenges including digital divide issues and a lack of digital skills (both educators and students). Technological solutions, digital pedagogies and practices for remote learning were rapidly refined over time. Educators became more reliant on existing and new networks, using tools such as social media to share their experiences and seek new ideas. Such uses of social media enable educators to draw on formal and informal learning attributes enabling professional learning to take place across boundaries such as time and place. As life returns to near normal in many countries, we need to consider what will become of digital pedagogy in the future. I will reflect on my research undertaken before and during the pandemic in relation to online learning and teachers\u2019 development of digital pedagogies (eg. Cranmer & Lewin, 2018; Greenhow et al., 2021). I will conclude with some reflections on what the future may hold for the uptake and development of digital pedagogies.<\/p>\n References <\/strong><\/p>\n Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, A.,\u00a0 Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching<\/em>. Canadian eLearning Network. https:\/\/k12sotn.ca\/wp-content\/uploads\/2020\/12\/understanding-pandemic-pedagogy.pdf<\/a><\/p>\n Cranmer, S., Lewin, C. (2017). iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms. Technology, Pedagogy and Education<\/em>, 26 (4)<\/em>, 409-423.<\/p>\n Greenhow, C., Lewin, C., Staudt Willet, K.B. (2021). The Educational Response to COVID-19 Across Two Countries: A Critical Examination of Initial Digital Pedagogy Adoption. Technology, Pedagogy and Education, 30 (1)<\/em>, 7-25. https:\/\/10.1080\/1475939X.2020.1866654<\/a><\/p>\n Lewin, C., Whitton, N., Cummings, J., Roberts, B., Saxon, D., Somekh, B.,Lockwood, B. (2008). MILO: Models of innovative learning online at KS3 and 14-19 Final Report<\/em>. Becta. http:\/\/dera.ioe.ac.uk\/1464\/1\/becta_2008_modelsinlearningonline_report.pdf<\/a><\/p>\n <\/p>\n [\/et_pb_toggle][\/et_pb_column][et_pb_column type=\u00bb1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Pedagog\u00eda digital: Reflexionando sobre el pasado y mirando hacia adelante<\/strong><\/p>\n En 2008, complet\u00e9 mi \u00faltimo trabajo por encargo para la ahora desaparecida Becta, la agencia del Gobierno del Reino Unido para promover e integrar las TIC en la educaci\u00f3n. Me hab\u00edan pedido que identificara modelos de aprendizaje en l\u00ednea a trav\u00e9s de una serie de estudios de caso en contextos escolares (Lewin et al., 2008). Este trabajo complement\u00f3 la formulaci\u00f3n de pol\u00edticas relacionadas con la preparaci\u00f3n para una pandemia, as\u00ed como con abordar otros desaf\u00edos en el sistema educativo en ese momento, como la escasez de maestros especializados. Con un cambio de gobierno en 2010, mi informe y el documento de pol\u00edtica fueron archivados y ya no se consideraron de inter\u00e9s. Continu\u00e9 investigando el desarrollo de la pedagog\u00eda digital por parte de los maestros y su impacto en los resultados de aprendizaje, pero principalmente a trav\u00e9s del uso en el aula.<\/p>\n En la primavera de 2020, y sin planes concretos, los educadores de todo el mundo tuvieron que desarrollar r\u00e1pidamente sus habilidades digitales y adoptar pedagog\u00edas en l\u00ednea a medida que se produc\u00eda el giro global hacia la educaci\u00f3n remota. Esto se denomin\u00f3 ense\u00f1anza remota de emergencia y pedagog\u00eda pand\u00e9mica (Barbour et al., 2020) en lugar de aprendizaje en l\u00ednea debido a la situaci\u00f3n y la naturaleza (inicial) ad hoc de la respuesta de emergencia. Del mismo modo, las prioridades de los educadores en los primeros meses de la pandemia cambiaron de los resultados del aprendizaje a mantener a los estudiantes motivados, mantener la interacci\u00f3n social y garantizar que las cargas de trabajo fueran manejables tanto para los estudiantes como para los educadores (as\u00ed como para los padres de ni\u00f1os m\u00e1s peque\u00f1os).<\/p>\n Los responsables de las pol\u00edticas educativas y las instituciones se enfrentaron a muchos desaf\u00edos, incluidos los problemas de la brecha digital y la falta de habilidades digitales (tanto educadores como estudiantes). Las soluciones tecnol\u00f3gicas, las pedagog\u00edas digitales y las pr\u00e1cticas para el aprendizaje remoto se refinaron r\u00e1pidamente con el tiempo. Los educadores se volvieron m\u00e1s dependientes de las redes existentes y nuevas, utilizando herramientas como las redes sociales para compartir sus experiencias y buscar nuevas ideas. Tales usos de las redes sociales permiten a los educadores recurrir a atributos de aprendizaje formal e informal que permiten que el aprendizaje profesional tenga lugar a trav\u00e9s de fronteras como el tiempo y el lugar. A medida que la vida vuelve a la normalidad en muchos pa\u00edses, debemos considerar qu\u00e9 ser\u00e1 de la pedagog\u00eda digital en el futuro. Reflexionar\u00e9 sobre mi investigaci\u00f3n realizada antes y durante la pandemia en relaci\u00f3n con el aprendizaje en l\u00ednea y el desarrollo de pedagog\u00edas digitales por parte de los docentes (por ejemplo. Cranmer & Lewin, 2018; Greenhow et al., 2021). Concluir\u00e9 con algunas reflexiones sobre lo que puede deparar el futuro para la adopci\u00f3n y el desarrollo de las pedagog\u00edas digitales.<\/p>\n References<\/strong><\/p>\n Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, A.,\u00a0 Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. Canadian eLearning Network. https:\/\/k12sotn.ca\/wp-content\/uploads\/2020\/12\/understanding-pandemic-pedagogy.pdf<\/a><\/p>\n Cranmer, S., Lewin, C. (2017). iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms. Technology, Pedagogy and Education, 26 <\/em>(4), 409-423.<\/p>\n Greenhow, C., Lewin, C., Staudt Willet, K.B. (2021). The Educational Response to COVID-19 Across Two Countries: A Critical Examination of Initial Digital Pedagogy Adoption. Technology, Pedagogy and Education, 30 (1), 7-25. https:\/\/10.1080\/1475939X.2020.1866654<\/a><\/p>\n Lewin, C., Whitton, N., Cummings, J., Roberts, B., Saxon, D., Somekh, B.,Lockwood, B. (2008). MILO: Models of innovative learning online at KS3 and 14-19 Final Report. Becta. http:\/\/dera.ioe.ac.uk\/1464\/1\/becta_2008_modelsinlearningonline_report.pdf<\/a><\/p>\n <\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u00bb1″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb0px||0px||false|false\u00bb custom_padding=\u00bb0px||0px||false|false\u00bb collapsed=\u00bbon\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb0px||0px||false|false\u00bb custom_padding=\u00bb0px||0px||false|false\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_divider _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_divider][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u00bb1″ admin_label=\u00bbDr. Edmundo Tovar Caro\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb collapsed=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_2,1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Dr_Edmundo_Tovar_Caro200.jpg\u00bb alt=\u00bbDr_Edmundo_Tovar_Caro200″ title_text=\u00bbDr_Edmundo_Tovar_Caro200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Dr. Edmundo Tovar Caro<\/strong><\/p>\n La lengua inglesa como competencia digital: formaci\u00f3n y usuarios<\/em><\/strong><\/p>\n [\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n La lengua inglesa como competencia digital: formaci\u00f3n y usuarios<\/strong><\/p>\n El aumento de la demanda de especialistas en ingenier\u00eda por parte de la industria y, en general, de puestos de trabajo STEM en Europa y en todo el mundo, requiere un perfil de competencias m\u00e1s diverso que comprenda tanto las habilidades duras como las competencias transversales b\u00e1sicas, como las habilidades digitales, y las habilidades blandas. En la actualidad, el reciente impulso hacia la transformaci\u00f3n digital que la sociedad requiere ha aumentado el n\u00famero de marcos y listas de competencias blandas. Otra caracter\u00edstica de estas competencias es que deben adquirirse de forma activa, lo que se ha convertido en un reto que ha dado lugar a m\u00faltiples enfoques pedag\u00f3gicos.<\/p>\n Los diferentes marcos incluyen las \u00abfunciones b\u00e1sicas de la alfabetizaci\u00f3n\u00bb, definidas por diferentes autores como los usos de la lectura, el c\u00e1lculo y las habilidades de las TIC en el funcionamiento diario.<\/p>\n El ingl\u00e9s se est\u00e1 convirtiendo de facto en la primera lengua extranjera y es la m\u00e1s ense\u00f1ada, tanto en Europa como en el mundo, y juega un papel fundamental en la vida cotidiana, pero espec\u00edficamente en las comunidades STEM, en el \u00e1mbito t\u00e9cnico y de investigaci\u00f3n.\u00a0 Sin embargo, seg\u00fan los datos clave de la EACEA\/Eurydice sobre la ense\u00f1anza de idiomas en la escuela en Europa, los resultados del aprendizaje de lenguas extranjeras en Europa son pobres y s\u00f3lo cuatro de cada diez alumnos alcanzan el nivel de \u00abusuario independiente\u00bb en la primera lengua extranjera, lo que indica la capacidad de mantener una conversaci\u00f3n sencilla.<\/p>\n Los MOOCs apoyan la idea de la inteligencia distribuida y el LLL, el aprendizaje abierto, los recursos educativos abiertos y representan una nueva generaci\u00f3n de educaci\u00f3n en l\u00ednea que fomenta el desarrollo y la impartici\u00f3n de cursos que son masivos, abiertos y participativos. Esta presentaci\u00f3n servir\u00e1 para revisar diferentes iniciativas de educaci\u00f3n digital de ingl\u00e9s como segunda lengua a trav\u00e9s de MOOCs, el dise\u00f1o de sus contenidos y los perfiles de los usuarios de estos cursos.<\/p>\n <\/p>\n <\/p>\n [\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n English Language as a Digital Literacy Skill: Training and Users<\/strong><\/p>\n Increased demands from industry on specialists in engineering and in general on STEM jobs in Europe and all over the world need a more diverse skills profile comprising both hard skills, core transversal competences like digital skills and soft skills. At present, the recent push towards digital transformation that society now requires has increased the number of frameworks and lists of soft skills. Another characteristic of these skills is that they need to be acquired in an active way, which has become a challenge that has given rise to multiple pedagogical approaches.<\/p>\n Different frameworks include \u201cCore literacy functions\u201d defined as the capacity by different authors as uses of reading, numeracy\u00a0 and ICT\u00a0 skills in the daily operation.<\/p>\n English is becoming de facto the first foreign language and is the most taught foreign language, both in Europe and globally, and plays a key role in daily life, but specifically in STEM communities, in the technical and research field.\u00a0 However, according to the EACEA\/Eurydice\u2019s Key Data on Teaching Languages at School in Europe the outcome of foreign language learning in Europe is poor and only four in ten pupils reach the \u2018independent user\u2019 level in the first foreign language, indicating an ability to have a simple conversation.<\/p>\n MOOCs support the idea of distributed intelligence and LLL, open learning, open educational resources and represent a new generation of online education that encourages the development and delivery of courses that are massive, open, and participatory. This presentation will serve to review different initiatives of digital education of English as a second Language through MOOCs, the design of their contents, and the profiles of the users for these courses.<\/p>\n <\/p>\n <\/p>\n [\/et_pb_toggle][\/et_pb_column][et_pb_column type=\u00bb1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Prof_Silvia_Hansen-Schirra200.jpg\u00bb alt=\u00bbProf_Silvia_Hansen-Schirra200″ title_text=\u00bbProf_Silvia_Hansen-Schirra200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Prof. Silvia Hansen-Schirra<\/strong><\/p>\n Multimodal Translation Corpora: Evaluating Computer-aided Subtitling in Practice and Teaching<\/em><\/strong><\/p>\n [\/et_pb_text][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Multimodal Translation Corpora: Evaluating Computer-aided Subtitling in Practice and Teaching<\/strong><\/p>\n With growing research interest and advances in automatic speech recognition and neural machine translation and their increasing application particularly in the captioning of massive open online resources, implementing these technologies in the domain of TV subtitling is becoming more and more interesting. The CompAsS project aims at developing a prototype of a computer-aided subtitling tool, which foresees the use of automatic speech recognition as a first step for automatic film transcript extraction. The post-edited subtitles are then translated via neural machine translation into English as relay language and several target languages and finally post-edited. In addition, the CompAsS project evaluates the human-machine interaction for multimodal text processing. Applying well-established methods from translation process research, such as keylogging and eye tracking, a multimodal subtitling corpus is collected, which serves as basis for evaluating the efficiency of automated subtitling processes while maintaining acceptable quality standards concerning the translation product. We compare the output of professional subtitlers and translation students. The empirical insights will be used to optimize the prototype of the subtitling tool on the one hand and to modernize the teaching of subtitling courses on the other.<\/strong><\/p>\n <\/p>\n <\/p>\n <\/p>\n [\/et_pb_toggle][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Corpus de traducci\u00f3n multimodal: evaluaci\u00f3n del subtitulado asistido por ordenador en la pr\u00e1ctica y la ense\u00f1anza<\/strong><\/p>\n Con el creciente inter\u00e9s de la investigaci\u00f3n y los avances en el reconocimiento autom\u00e1tico de voz y la traducci\u00f3n autom\u00e1tica neuronal y su creciente aplicaci\u00f3n, particularmente en los subt\u00edtulos de recursos masivos abiertos en l\u00ednea, la implementaci\u00f3n de estas tecnolog\u00edas en el dominio del subtitulado de TV se est\u00e1 volviendo cada vez m\u00e1s interesante. El proyecto CompAsS tiene como objetivo desarrollar un prototipo de una herramienta de subtitulado asistida por ordenador, que prev\u00e9 el uso del reconocimiento autom\u00e1tico de voz como primer paso para la extracci\u00f3n autom\u00e1tica de transcripciones de pel\u00edculas. Los subt\u00edtulos post-editados se traducen a trav\u00e9s de la traducci\u00f3n autom\u00e1tica neuronal al ingl\u00e9s como idioma de retransmisi\u00f3n y varios idiomas de destino y finalmente se post-editan. Adem\u00e1s, el proyecto CompAsS eval\u00faa la interacci\u00f3n hombre-m\u00e1quina para el procesamiento de texto multimodal. Aplicando m\u00e9todos bien establecidos a partir de la investigaci\u00f3n de procesos de traducci\u00f3n, como el registro de teclas y el seguimiento ocular, se recopila un corpus de subtitulado multimodal, que sirve de base para evaluar la eficiencia de los procesos de subtitulado automatizados manteniendo al mismo tiempo est\u00e1ndares de calidad aceptables con respecto al producto de traducci\u00f3n. Comparamos la producci\u00f3n de subtituladores profesionales y estudiantes de traducci\u00f3n. Los conocimientos emp\u00edricos se utilizar\u00e1n para optimizar el prototipo de la herramienta de subtitulado, por un lado, y para modernizar la ense\u00f1anza de los cursos de subtitulado, por otro.<\/strong><\/p>\n <\/p>\n <\/p>\n <\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u00bb1″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb0px||0px||false|false\u00bb custom_padding=\u00bb0px||0px||false|false\u00bb collapsed=\u00bbon\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb0px||0px||false|false\u00bb custom_padding=\u00bb0px||0px||false|false\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_divider _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_divider][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u00bb1″ admin_label=\u00bbProf. Carlos Vaz de Carvalho\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb collapsed=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Prof_Carlos_Vaz_de_Carvalho200.jpg\u00bb alt=\u00bbProf_Carlos_Vaz_de_Carvalho200″ title_text=\u00bbProf_Carlos_Vaz_de_Carvalho200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Prof. Carlos Vaz de Carvalho<\/strong><\/p>\n Game-based Learning versus Gamification in Education<\/em><\/strong><\/p>\n [\/et_pb_text][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Game-based Learning versus Gamification in Education<\/strong><\/p>\n Video games have become one of the predominant forms of entertainment in our society, but they have also impacted many other of its social and cultural aspects. The new forms of interaction and communication in online multiplayer games, the millions of viewers of professional e-sports competitions, the huge following of gaming streamers through channels such as Twitch, and the communities of players that are formed around a specific title are just some examples of the impact of games in everyday life today.<\/p>\n Serious games try more and more to explore this impact of games and the inherent motivation and immersion of players to help them accomplish other objectives, be they related to education, marketing, social awareness, health and care, etc. Education is an area with more (successful) examples of the utilization of serious games (therefore leading to the game-based learning term, which focuses on the development of games that are designed with specific learning objectives in mind). Educational contexts can also benefit from the use of game mechanics and principles through gamification processes to reinforce the motivation of learners.<\/p>\n The aim of this talk is to present and discuss new advances in games and gamification to show how they could enhance the effectiveness and outreach of education. We specifically will differentiate the two different approaches as they are commonly (and wrongfully) considered as identical.<\/p>\n <\/p>\n <\/p>\n <\/p>\n [\/et_pb_toggle][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n El aprendizaje basado en juegos versus la gamificaci\u00f3n en educaci\u00f3n<\/strong><\/p>\n Los videojuegos se han convertido en una de las formas de entretenimiento predominantes en nuestra sociedad, pero tambi\u00e9n han tenido un impacto sobre muchos otros de sus aspectos sociales y culturales. Las nuevas formas de interacci\u00f3n y comunicaci\u00f3n en los juegos multijugador en l\u00ednea, los millones de espectadores de las competiciones profesionales de deportes electr\u00f3nicos, el enorme seguimiento de los streamers de juegos a trav\u00e9s de canales como Twitch, y las comunidades de jugadores que se forman en torno a un t\u00edtulo espec\u00edfico son s\u00f3lo algunos ejemplos del impacto de los juegos en la vida cotidiana actual.<\/p>\n Cada vez m\u00e1s, los juegos serios intentan explorar este impacto de los juegos y la motivaci\u00f3n inherente e inmersi\u00f3n de los jugadores para ayudarles a alcanzar otros objetivos, ya sean relacionados con la educaci\u00f3n, el marketing, la concienciaci\u00f3n social, la salud y el cuidado, etc. La educaci\u00f3n es un \u00e1rea con m\u00e1s ejemplos (exitosos) de utilizaci\u00f3n de juegos serios (de ah\u00ed el t\u00e9rmino de aprendizaje basado en juegos, que se centra en el desarrollo de juegos dise\u00f1ados con objetivos espec\u00edficos de aprendizaje). Los contextos educativos tambi\u00e9n pueden beneficiarse del uso de la mec\u00e1nica y los principios de los juegos a trav\u00e9s de procesos de gamificaci\u00f3n para reforzar la motivaci\u00f3n de los alumnos.<\/p>\n El objetivo de esta charla es presentar y debatir los nuevos avances en juegos y gamificaci\u00f3n para mostrar c\u00f3mo podr\u00edan mejorar la eficacia y el alcance de la educaci\u00f3n. En concreto, diferenciaremos ambos enfoques, ya que com\u00fanmente (y err\u00f3neamente) se consideran id\u00e9nticos.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n [\/et_pb_toggle][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Prof_Jonathon_Reinhardt200.jpg\u00bb alt=\u00bbProf_Jonathon_Reinhardt200″ title_text=\u00bbProf_Jonathon_Reinhardt200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Prof. Jonathon Reinhardt<\/strong><\/p>\n The Challenges and Promises of Researching Gameful Language Teaching and Learning<\/em><\/strong><\/p>\n [\/et_pb_text][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n The Challenges and Promises of Researching Gameful Language Teaching and Learning<\/strong><\/p>\n Researching gameful language teaching and learning (L2TL) is challenging for a number of reasons, including societal and academic skepticism towards gaming as a legitimate field of study, an eclectic array of available theoretical framing, a lack of available models and guidance, and the absence of a single disciplinary home. Approaching the practice from fields as varied as CALL, applied linguistics, education, games studies, computer science, and game design, would-be researchers bring a variety of theories, methods, conceptualizations, and expectations about what is research-worthy, why it should be studied, and what its purpose is — for example, to make language learning more effective, to inform our understandings of learning, to improve pedagogy, or even just to build a commercially viable language learning game.<\/p>\n Research has included classroom interventions using commercial games (Shintaku, 2016), qualitative case studies of informal practices (Vazquez-Calvo, 2020), descriptive analyses of multiplayer L2 gameplay (Scholz, 2016), corpus analysis of game mechanics to extrapolate learning affordances (Dixon, 2021), examination of the potential of games as resources for the exploration of sexuality and identity (Blume, 2021), and design-informed studies on the development and implementation of educational AR games (Perry, 2021). As difficult as it may be to apprehend this eclectic diversity, it should not be thought of as a liability, but rather an asset that reflects the potential of gameful L2TL to disrupt and refresh current practices in language learning research and teaching more broadly. While it may seem divergent and disunified, research is doing the epistemological groundwork that builds scholarly legitimacy. As much as teachers need examples of clear and practical applications of gameful L2 teaching, we need also to support research in the field and promote it for the promise of its implications.<\/p>\n <\/p>\n References <\/strong><\/p>\n Blume, C. (2021). Inclusive digital games in the transcultural communicative classroom. ELT Journal, 75<\/em>(2). https:\/\/doi.org\/10.1093\/elt\/ccaa084<\/a>\u00a0<\/p>\n Dixon, D. (2021). The Linguistic Environments of Digital Games: A Discriminant Analysis of Language Use in Game Mechanics. CALICO Journal, 39<\/em>(2). https:\/\/doi.org\/10.1558\/cj.20860<\/a> \u00a0\u00a0\u00a0<\/p>\n Perry, B. (2021). Gamified Mobile Collaborative Location-Based Language Learning. Frontiers in Education<\/em>. https:\/\/doi.org\/10.3389\/feduc.2021.689599<\/a> \u00a0\u00a0<\/p>\n Scholz, K. (2016). Encouraging Free Play: Extramural Digital Game-Based Language Learning as a Complex Adaptive System. CALICO Journal, 34<\/em>(1), 39\u201357. https:\/\/doi.org\/10.1558\/cj.29527<\/a><\/p>\n Shintaku, K. (2016). The interplay of game design and pedagogical mediation in game-mediated Japanese learning. International Journal of Computer-Assisted Language Learning and Teaching, 6<\/em>(4), 36-55. https:\/\/doi.org\/10.4018\/IJCALLT.2016100103<\/a><\/p>\n Vazquez-Calvo, B. (2020). Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers. ReCALL FirstView<\/em>, 1<\/em>(18). https:\/\/doi.org\/10.1017\/S095834402000021X<\/a><\/p>\n <\/p>\n <\/p>\n . <\/p>\n [\/et_pb_toggle][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb theme_builder_area=\u00bbpost_content\u00bb]<\/p>\n Retos y promesas de la investigaci\u00f3n sobre la ense\u00f1anza y el aprendizaje de idiomas mediante juegos<\/strong><\/p>\n La investigaci\u00f3n acerca de la ense\u00f1anza y el aprendizaje de idiomas mediante juegos es un reto por una serie de razones, incluyendo el escepticismo social y acad\u00e9mico hacia la legitimidad del juego como campo de estudio, el conjunto ecl\u00e9ctico de marcos te\u00f3ricos disponibles, la falta de modelos y orientaci\u00f3n disponibles, y la ausencia de un \u00fanico hogar disciplinario. Quienes desean investigar sobre la ense\u00f1anza y el aprendizaje de idiomas mediante juegos se acercan a la pr\u00e1ctica desde campos tan variados como el CALL, la ling\u00fc\u00edstica aplicada, la educaci\u00f3n, los estudios sobre juegos, la inform\u00e1tica y el dise\u00f1o de juegos, y aportan una gran variedad de teor\u00edas, m\u00e9todos, conceptualizaciones y expectativas sobre qu\u00e9 merece la pena investigar, por qu\u00e9 deber\u00eda estudiarse y cu\u00e1l es su prop\u00f3sito: por ejemplo, hacer m\u00e1s eficaz el aprendizaje de idiomas, sustentar nuestra comprensi\u00f3n del aprendizaje, mejorar la pedagog\u00eda o incluso simplemente crear un juego de aprendizaje de idiomas comercialmente viable.<\/p>\n La investigaci\u00f3n ha incluido intervenciones en el aula utilizando juegos comerciales (Shintaku, 2016), estudios cualitativos de pr\u00e1cticas informales (V\u00e1zquez-Calvo, 2020), an\u00e1lisis descriptivos de juegos multijugador de L2 (Scholz, 2016), an\u00e1lisis de corpus de mec\u00e1nicas de juego para extrapolar las posibilidades de aprendizaje (Dixon, 2021), examen del potencial de los juegos como recurso para la exploraci\u00f3n de la sexualidad y la identidad (Blume, 2021), y estudios informados por el dise\u00f1o sobre el desarrollo y la implementaci\u00f3n de juegos educativos de realidad aumentada (Perry, 2021). A pesar de lo dif\u00edcil que puede ser aprehender esta diversidad, \u00e9sta no deber\u00eda considerarse como una desventaja, sino m\u00e1s bien como una ventaja que refleja el potencial de la ense\u00f1anza y el aprendizaje de idiomas mediante juegos l\u00fadico para alterar y refrescar las pr\u00e1cticas actuales en la investigaci\u00f3n sobre el aprendizaje de idiomas en general y en la ense\u00f1anza en general. Aunque pueda parecer divergente y dispersa, la investigaci\u00f3n est\u00e1 haciendo el trabajo de base epistemol\u00f3gico que fundamenta la legitimidad acad\u00e9mica. Por mucho que los profesores necesiten ejemplos de aplicaciones claras y pr\u00e1cticas de la ense\u00f1anza l\u00fadica de L2, tambi\u00e9n debemos apoyar la investigaci\u00f3n en este campo y promoverla por la promesa de sus implicaciones.<\/p>\n Referencias <\/strong><\/p>\n Blume, C. (2021). Inclusive digital games in the transcultural communicative classroom. ELT Journal, 75<\/em>(2). https:\/\/doi.org\/10.1093\/elt\/ccaa084<\/a><\/p>\n Dixon, D. (2021). The Linguistic Environments of Digital Games: A Discriminant Analysis of Language Use in Game Mechanics. CALICO Journal, 39<\/em>(2). https:\/\/doi.org\/10.1558\/cj.20860<\/a><\/p>\n Perry, B. (2021). Gamified Mobile Collaborative Location-Based Language Learning. Frontiers in Education. https:\/\/doi.org\/10.3389\/feduc.2021.689599<\/a><\/p>\n Scholz, K. (2016). Encouraging Free Play: Extramural Digital Game-Based Language Learning as a Complex Adaptive System. CALICO Journal, 34<\/em>(1), 39\u201357. https:\/\/doi.org\/10.1558\/cj.29527<\/a><\/p>\n Shintaku, K. (2016). The interplay of game design and pedagogical mediation in game-mediated Japanese learning. International Journal of Computer-Assisted Language Learning and Teaching, 6(<\/em>4), 36-55. https:\/\/doi.org\/10.4018\/IJCALLT.2016100103<\/a><\/p>\n
\n\u00a0<\/h5>\n
Professor Cathy Lewin<\/strong> has over 25 years\u2019 experience of evaluating the use of digital technologies to support teaching and learning in school classrooms. She has been involved in large-scale projects involving significant numbers of schools such as Impact2, ICT Test Bed and the European Commission-funded iTEC project. Her research interests include teachers\u2019 development and application of digital pedagogies, formal and informal learning through technology, and the impact of technology on learning outcomes. She has substantial experience of mixed methodology evaluations and draws primarily on socio-cultural theories, including figured worlds and activity theory. <\/em><\/h5>\n
Further information: https:\/\/www.mmu.ac.uk\/stepd\/staff\/profile\/index.php?id=1194<\/a><\/h5>\n
\n
La profesora Cathy Lewin <\/strong>tiene m\u00e1s de 25 a\u00f1os de experiencia en la evaluaci\u00f3n del uso de tecnolog\u00edas digitales para apoyar la ense\u00f1anza y el aprendizaje en las aulas de centros escolares. Ha participado en proyectos a gran escala en los que han intervenido un gran n\u00famero de colegios, como Impact2, ICT Test Bed y el proyecto iTEC, financiado por la Comisi\u00f3n Europea. Sus intereses de investigaci\u00f3n incluyen el desarrollo y la aplicaci\u00f3n de pedagog\u00edas digitales por parte de los profesores, el aprendizaje formal e informal a trav\u00e9s de la tecnolog\u00eda y el impacto de la tecnolog\u00eda en los resultados del aprendizaje. Tiene una gran experiencia en evaluaciones de metodolog\u00eda mixta y se basa principalmente en teor\u00edas socioculturales, como la de los mundos figurados y la teor\u00eda de la actividad. <\/em><\/h5>\nM\u00e1s informaci\u00f3n disponible aqu\u00ed: <\/em><\/h5>\n
https:\/\/www.mmu.ac.uk\/stepd\/staff\/profile\/index.php?id=1194<\/em><\/a><\/h5>\n
Digital Environments & Literacies: Design, Testing & Evaluation<\/strong><\/h3>\n
Entornos digitales y alfabetizaciones: Dise\u00f1o, testeo y evaluaci\u00f3n<\/strong><\/h3>\n
\nEdmundo Tovar<\/em><\/strong>, obtuvo el t\u00edtulo de ingeniero inform\u00e1tico y el doctorado en inform\u00e1tica por la Universidad Polit\u00e9cnica de Madrid (UPM), Madrid, Espa\u00f1a, en 1986 y 1994, respectivamente. Actualmente trabaja en la UPM como profesor de inform\u00e1tica en la empresa. Ha sido miembro electo de la Junta Directiva del OpenCourseWare Consortium (2009-2013), Director Ejecutivo de la Oficina OCW de la UPM (2008-2012) y Director Ejecutivo de la Oficina de Educaci\u00f3n Abierta de la UPM (2013-2016). <\/em><\/h5>\n
Actualmente es Presidente de la Sociedad de Educaci\u00f3n del IEEE (2021-2022). Dirige el Grupo de Investigaci\u00f3n REFERENT de la UPM en tecnolog\u00edas aplicadas a la Educaci\u00f3n Abierta.<\/em><\/h5>\n
\nEdmundo Tovar<\/em><\/strong>, received the computer engineering degree and Ph.D. degree in informatics<\/em> from the Madrid Technical University (Universidad Polit\u00e9cnica de Madrid, UPM), Madrid, Spain, in 1986 and 1994, respectively. He is currently with the UPM as a Professor of information technology in enterprise. He has served as an elected member of the Board of Directors of the OpenCourseWare Consortium (2009\u20132013), Executive Director of the OCW Office of the UPM (2008\u20132012), and Executive Director of the Open Education Office at UPM (2013-2016). <\/em><\/h5>\n
He is currently President of IEEE Education Society (2021-2022). He leads the UPM Research Group REFERENT in technologies applied to Open Education.<\/em><\/h5>\n
\nProf. Dr. Silvia Hansen-Schirra<\/strong> is a full professor of English linguistics and translation studies at Johannes Gutenberg University Mainz in Germersheim, Germany. Her main research interests include specialized communication, text comprehensibility, post-editing of machine translation, translation corpora, translation process and competence research. She is the director of the Translation & Cognition (TRACO) Center in Germersheim and co-editor of two book series: \u00abTranslation and Multilingual Natural Language Processing\u00bb and \u00abEasy – Plain – Accessible\u00bb.<\/em><\/h5>\n
\nSilvia Hansen-Schirra<\/em><\/strong> es catedr\u00e1tica de ling\u00fc\u00edstica inglesa y estudios de traducci\u00f3n en la Universidad Johannes Gutenberg de Maguncia en Germersheim, Alemania. Sus principales intereses de investigaci\u00f3n incluyen comunicaci\u00f3n especializada, comprensibilidad de textos, post-edici\u00f3n de traducci\u00f3n autom\u00e1tica, corpus de traducci\u00f3n, proceso de traducci\u00f3n e investigaci\u00f3n de competencias. Es directora del Centro de Traducci\u00f3n y Cognici\u00f3n (TRACO) en Germersheim y coeditora de dos series de libros: \u00abTranslation and Multilingual Natural Language Processing\u00bb and \u00abEasy – Plain – Accessible\u00bb.<\/em><\/h5>\n
Gaming & Video Games: Trends & Challenges<\/strong><\/h3>\n
Gaming & Videojuegos: Tendencias y retos<\/strong><\/h3>\n
\nCarlos Vaz de Carvalho<\/em><\/strong> is currently Professor at the Computer Eng. Dep. of the Engineering School of the Porto Polytechnic (ISEP) and also Director of Virtual Campus Lda, an SME dedicated to Technology Enhanced Learning and Serious Games.<\/em><\/h5>\n
I started my research career in 1988 at INESC in the Computer Graphics Group. In 1996, I focused in Technology Enhanced Learning while doing my PhD at the University of Minho. From 2005 to 2014, I was Scientific Coordinator of GILT R&D (Games, Interaction and Learning Technologies). I’ve directed eight PhD and 50 MSc theses and authored over 250 publications and communications, including more than ten books (as author and editor). I coordinated 16 national and European projects and participated in more than 40 other projects. I worked as an expert for the European Commission and associated agencies in the scope of the Socrates-ODL, Minerva, E-Learning, E-Contents Plus, Lifelong Learning, Erasmus+, Horizon Europe and Eurostars programmes.<\/em><\/h5>\n
On the management side, I directed the Distance Education Unit of the Porto Polytechnic from 1997 until 2000. From 2001 until 2005 I was E-Learning Director of ISEP and served as Dean of the Computer Eng. Dep. between 2003 and 2005. Between 2011 and 2013 I was President of the Portuguese Chapter of the IEEE Education Society.
<\/em><\/h5>\n
\nCarlos Vaz de Carvalho<\/em><\/strong> es actualmente Profesor en el Ing. Dep. de Inform\u00e1tica de la Escuela de Ingenier\u00eda del Polit\u00e9cnico de Oporto (ISEP) y tambi\u00e9n Director del Campus Virtual Lda, una pyme dedicada al Aprendizaje Mejorado por la Tecnolog\u00eda y los Serious Games.<\/em><\/h5>\n
Comenc\u00e9 mi carrera investigadora en 1988 en el INESC en el Grupo de Infograf\u00eda. En 1996, me centr\u00e9 en el aprendizaje mejorado por la tecnolog\u00eda mientras hac\u00eda mi doctorado en la Universidad de Minho. De 2005 a 2014, fui Coordinador Cient\u00edfico de GILT R&D (Juegos, Interacci\u00f3n y Tecnolog\u00edas de Aprendizaje). He dirigido ocho tesis doctorales y 50 de trabajos de fin de m\u00e1ster y he sido autor de m\u00e1s de 250 publicaciones y comunicaciones, incluidos m\u00e1s de diez libros (como autor y editor). Coordin\u00e9 16 proyectos nacionales y europeos y particip\u00e9 en m\u00e1s de 40 proyectos m\u00e1s. Trabaj\u00e9 como experto para la Comisi\u00f3n Europea y agencias asociadas en el \u00e1mbito de los programas S\u00f3crates-ODL, Minerva, E-Learning, E-Contents Plus, Lifelong Learning, Erasmus+, Horizonte Europa y Eurostars.<\/em><\/h5>\n
En el aspecto de la gesti\u00f3n, dirig\u00ed la Unidad de Educaci\u00f3n a Distancia del Polit\u00e9cnico de Oporto desde 1997 hasta 2000. Desde 2001 hasta 2005 fui Director de E-Learning de ISEP y me desempe\u00f1\u00e9 como Decano del Ing. Dep. de Computaci\u00f3n entre 2003 y 2005. Entre 2011 y 2013 fui Presidente del Cap\u00edtulo Portugu\u00e9s de la IEEE Education Society.<\/em><\/h5>\n
\nJonathon Reinhardt<\/em><\/strong> is Professor of English Applied Linguistics and Second Language Acquisition and Teaching at the University of Arizona. He is a past president of CALICO (Computer-Assisted Language Instruction Consortium). His research interests include social media and language learning, gameful language learning, and other CALL-related topics. He is the author or co-author of tens of top-tier articles and chapters. In 2019 he published the monograph Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice with Palgrave MacMillan<\/em>.<\/h5>\n
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