Learning in Digital Media: the legacy of McLuhan and his Impact on Formal Education

This paper describes a bibliographic analysis of the vision of Marshal McLuhan and the vision adopted by diverse current authors regarding the use of new interactive learning technologies. The paper also analyzes the transformation that will have to take place in the formal surroundings of education in order to improve their social function. The main points of view and contributions made by diverse authors are discussed. It is important that all actors involved in the educational process take in consideration these contributions in order to be ready for future changes.

Aplicación de realidad aumentada para dispositivos móviles destinada a espacios culturales. Ejemplo de desarrollo: Museu Episcopal de Vic

Proyecto de aplicación para dispositivos móviles que utiliza la Realidad Aumentada (RA) para contextualizar obras artísticas. Es un producto pensado para museos y galerías pero también para espacios exteriores que posean elementos de valor cultural. Sin embargo, y para servir de ejemplo se ha aplicado en seis piezas destacadas del Museo Episcopal de Vic. Aunque en Europa y EE.UU. los museos ya están innovando en este terreno, en España, que es donde se enmarca el proyecto, existe una carencia de elementos de mediación cultural como estos; sobre todo en los museos de arte donde las obras acostumbran a presentarse despojadas de cualquier herramienta que proporcione información complementaria. Existe, por tanto, una descontextualización del arte que crea barreras para el entendimiento del público general. De esta situación de carencia parte el objetivo principal del producto, el de aprovechar las posibilidades de la RA para mejorar la experiencia y el diálogo entre el visitante y la obra, aportando conocimiento y fomentando el aprendizaje.

Entornos e-learning como soporte de aprendizaje a la asignatura educación musical en infancia

La música es una asignatura obligatoria dentro de la etapa educativa de primaria. Hemos detectado varios profesores de distintas áreas educativas, entre ellas el área de música, que utilizan plataformas de e-learning y herramientas web como apoyo para enseñar el currículum que marca el “Departament d‟Educació de la Generalitat de Catalunya”. A partir del cuerpo de análisis se ha dibujado el panorama en plataformas de e-learning, analizando las tipologías y usos. A través de la muestra de plataformas de e-learning en educación musical se han detectado cuatro escuelas con plataformas de e-learning en fase avanzada. Se realiza un estudio de caso sobre una de estas plataformas para hacer el análisis de contenidos y validar el formato de entrevista utilizado, esto nos ha servido para crear un modelo que pueda ser utilizado en otros centros con plataforma de e-learning para la asignatura específica de música.

Aplicaciones educativas de la teoría vygotskiana. El programa 'Key to learning' = Applications of vigotsky's theory to education. The 'Key to learning' proggram

En ciencias de la educación, las últimas décadas han estado marcadas por un interés en las ideas de Lev S. Vygotski. De hecho, a partir de esas ideas se han propuesto varias aplicaciones educativas. Una de ellas es el “Key to learning”. El artículo propone una visión general de este programa educativo desarrollado a partir de algunos trabajos e ideas de autores rusos contemporáneos. Primero, desarrollamos algunas ideas en torno a la noción de zona de desarrollo próximo (ZpD). Después, sugerimos la teoría de las habilidades de aprendizaje. En este sentido, el objetivo principal de “Key to learning” es mejorar las habilidades de aprendizaje cognitivas, comunicativas y directivas de niños de entre 3 a 7 años de edad. Para este propósito son creadas 12 unidades curriculares que componen el programa. Para concluir se enfatiza la creación de zonas de desarrollo próximo estructuradas como parte de un sistema de enseñanza y aprendizaje que vincula la actividad, la asistencia y la agencia

Structural and functional characterization of (110)-oriented epitaxial La2/3Ca1/3MnO3 electrodes and SrTiO3 tunnel barriers

La2/3Ca1/3MnO3 (LCMO) films have been deposited on (110)-oriented SrTiO3 (STO) substrates. X-ray diffraction and high-resolution electron microscopy reveal that the (110) LCMO films are epitaxial and anisotropically in-plane strained, with higher relaxation along the [1¿10] direction than along the [001] direction; x-ray absorption spectroscopy data signaled the existence of a single intermediate Mn3+/4+ 3d-state at the film surface. Their magnetic properties are compared to those of (001) LCMO films grown simultaneously on (001) STO substrates It is found that (110) LCMO films present a higher Curie temperature (TC) and a weaker decay of magnetization when approaching TC than their (001) LCMO counterparts. These improved films have been subsequently covered by nanometric STO layers. Conducting atomic-force experiments have shown that STO layers, as thin as 0.8 nm, grown on top of the (110) LCMO electrode, display good insulating properties. We will show that the electric conductance across (110) STO layers, exponentially depending on the barrier thickness, is tunnel-like. The barrier height in STO (110) is found to be similar to that of STO (001). These results show that the (110) LCMO electrodes can be better electrodes than (001) LCMO for magnetic tunnel junctions, and that (110) STO are suitable insulating barriers.

Estimation of temperature effects on fission barriers

An accurate mass formula at finite temperature has been used to obtain a more precise estimation of temperature effects on fission barriers calculated within the liquid drop model.

Slow Dynamics of Ising Models with Energy Barriers

Using Monte Carlo simulations we study the dynamics of three-dimensional Ising models with nearest-, next-nearest-, and four-spin (plaquette) interactions. During coarsening, such models develop growing energy barriers, which leads to very slow dynamics at low temperature. As already reported, the model with only the plaquette interaction exhibits some of the features characteristic of ordinary glasses: strong metastability of the supercooled liquid, a weak increase of the characteristic length under cooling, stretched-exponential relaxation, and aging. The addition of two-spin interactions, in general, destroys such behavior: the liquid phase loses metastability and the slow-dynamics regime terminates well below the melting transition, which is presumably related with a certain corner-rounding transition. However, for a particular choice of interaction constants, when the ground state is strongly degenerate, our simulations suggest that the slow-dynamics regime extends up to the melting transition. The analysis of these models leads us to the conjecture that in the four-spin Ising model domain walls lose their tension at the glassy transition and that they are basically tensionless in the glassy phase.

Spin filtering through ferromagnetic BiMnO3 tunnel barriers

We report on experiments of spin filtering through ultrathin single-crystal layers of the insulating and ferromagnetic oxide BiMnO3 (BMO). The spin polarization of the electrons tunneling from a gold electrode through BMO is analyzed with a counterelectrode of the half-metallic oxide La2/3Sr1/3MnO3 (LSMO). At 3 K we find a 50% change of the tunnel resistances according to whether the magnetizations of BMO and LSMO are parallel or opposite. This effect corresponds to a spin-filtering efficiency of up to 22%. Our results thus show the potential of complex ferromagnetic insulating oxides for spin filtering and injection.

Glassiness in a model without energy barriers

We propose a microscopic model without energy barriers in order to explain some generic features observed in structural glasses. The statics can be exactly solved while the dynamics has been clarified using Monte Carlo calculations. Although the model has no thermodynamic transition, it captures some of the essential features of real glasses, i.e., extremely slow relaxation, time dependent hysteresis effects, anomalous increase of the relaxation time, and aging. This suggests that the effect of entropy barriers can be an important ingredient to account for the behavior observed in real glasses.

Cambios en el uso y la concepción de las TIC, implementando el Mobile Learning.

This research analyses the actual use and conception of the ICT mobility that a life long learning group of students have. The students have participated in a Mobile Learning experience along an online postgraduate course, which was designed under a traditional e-learning perspective. The students received a tablet PC (iPad) in order to work at the course and also to use it in their personal and professional life. A complete and original pre-test / post-test questionnaire was applied before and after the course. This instrument was scientifically validated. Thru the questionnaire, uses tendency and students perceptions were studied. Frequencies, purposes, habits of use and valuation, as well as the device"s integration into their personal, social and professional life were studied. The analysis intents to apply the 'Social Technographics Profile" by Bernoff (2010) to classify, by profile groups, the users of the actual Internet. Finally a reflexion of the reasons and limits of the theory, in this study, and also the relation to reality is presented. The Inter-coding reliability and validity shows the possibility of applying the instrument on wider samples in order to get a closer look to the uses and actual conceptions of the ubiquitous ICTs.

Per aprendre anglès, quan abans millor? L'aprenentatge de l'anglès com a llengua estrangera. When Learning English, is it a case of 'The earlier the better?' Learning English as a foreign Language

En contra del que molts pares i mestres pensen, i en contra del que s'ha trobat en contextos d'adquisició natural de segones llengües i d'immersió, començar al més aviat possible l'aprenentatge d'idiomes, sobretot pel que fa a les tasques cognitivament més exigents, com l'escriptura, no sembla l'opció més eficaç. Els resultats del Grup de Recerca en Adquisició de Llengües (GRAL) estudià aprenents d'anglès que començaren als vuit i onze anys i trobaren, sistemàticament, que a llarg termini, després de les mateixes hores d'instrucció, eren els més grans, que havien començat als onze anys, els que obtenien millors resultats en totes les proves orals i escrites d'anglès excepte en alguna de prova de reconeixement fonètic. La maduresa cognitiva dels alumnes més grans i els diferents mecanismes d¿aprenentatge implícit i explícit entre els nens més petits i els adults ajuden a explicar per què només començar abans l'aprenentatge d'idiomes no sembla suficient per obtenir millors resultats.