Media competencies of university professors and students. Comparison of levels in Spain, Portugal, Brazil and Venezuela

Media competencies are a set of skills that every individual should possess in order to be able to consume and produce media and digital and information products in a critical and analytical way. This exploratory and comparative work analyses the level of media competence among 1,676 university students and 524 professors in Brazil, Spain, Portugal and Venezuela. One of the main results shows that the level of knowledge of technology and interaction — which is linked to digital competencies — does not depend solely on age, thus contradicting theories of digital natives and migrants. Our study also found that the general level of media competence is no better than medium to low when considering language, technology, interaction, production and dissemination, ideology and values, and aesthetics. These results point to the need to develop transversal actions for instructing both university professors and students in media competencies to face an ecosystem dominated by fake news and disinformation, as well as public policies directed at improving these skills among citizens at large.

Gamification in MOOCs: Engagement Application Test in Energy Sustainability Courses

Massive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included. However, MOOCs have been criticized by the scientific community for their high dropout rates and low overall completion rates, which has called into question their effectiveness as a pedagogical tool. This paper analyzes how the application of gamification strategies in MOOCs on energy sustainability affects participants' engagement and seeks to identify what types of interactive gamification media are more useful in generating interest and motivation in students. In order to do so, a mixed quasi-experimental method is used. A gamification board with challenges, badges, and leaderboards to a sample is used, and at the same time, this platform is analyzed using the integrated theoretical gamification model in e-learning environments. In the MOOCs where gamification strategies were applied, a global completion rate of 14.43% was obtained, while in those without gamification, 6.162% was obtained. Likewise, the degree of student engagement with respect to the completion rate of activities was much higher in the gamified platform (28.032%) than in the traditional design (13.252%). The results show that applying gamification strategies in MOOCs achieves a higher level of engagement and student motivation.

The University as a Common Pool Resource

This book gathers the contributions of the Common Goods Research Group of the Salesian Polytechnic University, created in 2016 to deepen and identify the implications and possibilities of imagining the university as a "commons". This option must be explained as the connection of the use of the commons - as understood by Elinor Ostrom in her work The Governance of the Commons. The Evolution of Collective Action Institutions (2011) - with the possibility of rethinking the university across the board is neither immediate nor coincidental and, at first glance, such a connection sounds strange in times when we assess relevance based on evidence accessible at first glance.

Media Competencies for the Citizenship Training of Teachers from Andean America: Colombia and Ecuador

In an increasingly saturated information and infoxicated world, Media Literacy emerges as a necessity for effective filtering of the vast amount of information we consume. The present research aims to quantitatively analyze the level of media competencies of Colombian(Medellin) and Ecuadorian (Loja and Zamora) teachers by means of the application of an adaptation of the taxonomy from the media competencies model, which consists of 6 dimensions and a total of 12 indicators. The total analyzed sample was comprised of 654 teachers from 81 public and private institutions. A data-gathering instrument was used with the aim of determining their level of media competencies from each of the dimensions. The results showed a low to medium level of media competency knowledge, which illustrated the need for priority interventions based on local, regional and international works, namely those that mobilize scientific, academic and political collaboration to improve the performance of a population that should lead the general training of citizens in media competencies.

Development of reading skills throught videogames: State of the art

This research analyzes the systematic linking of videogames in the processes towards the development of reading in the media and digital environment through the theoretical review. For this objective it was reviewed academic publications from international databases submitted between 2005 and 2016 related to the involvement of video games related on reading organized by school level, theoretical approach and research design. The results demonstrated its prevalence in secondary education basing its impact as an educational agent on changes in reading habits by opening a connection between readers and motivating of collaborative interaction. Likewise, the transformation of the process towards an oriented in- formation search and acquisition of reading comprehension skills. Following this argument, it concludes in favor of the inclusion of videogames in the educational curriculum focused on the development of reading in the digital and media context.