ERG SES G 03, ICT and Education
Over the years education has evolved and, one of the most significant events that had changed the history of education was the emergence of the new technologies at the 80’s. New technologies connect people allowing an easier access to information and knowledge (Bauman, 2011; Castells, 2004).
In this context of interconnection, social networks have an important role. Those are popular platforms among the young students becoming an essential part of their life. One generation, which is born since the 80’s, has grown up in a technological and digital environment. Many authors say that this generation has a group of common characteristics, which makes them different from the others(Oblinger & Oblinger, 2005; Prensky, 2001; Tapscott, 1998). However, other authors query those statements. Saying that young people have a set of digital skills better developed. Usually those are technological skills related with social and recreational activities. Anyway, they are not able to transfer them to their own learning processes (Gallardo-Echenique, Marqués-Molías, Bullen & Strijbos, 2015; Kennedy et al., 2009).
Beyond the existence or not of that digital generation, is necessary for the students to be able to use the new communication tools that are at their service in this knowledge society. For that purpose, it’s essential for them to develop a proper digital competence (Esteve-Mon, 2015; European Commission, 2007). Vuorikari et al. (2016), define in the Project DigComp 2.0 from the European Union this digital competence in 5 areas: (a) Information and data literacy; (b) communication and collaboration; (c) digital content creation; (d) safety; and (e) problem solving.
However, as Erstad (2010) raises, to improve the digital formation of those young people, is necessary the progress of (1) a new participatory culture, with new ways to interact and collaborate; (2) new ways to access information; (3) new communication possibilities, exploring new devices, environments and channels; and (4) new ways of content production using the network and the digital tool's potential.
According to Jenkins (2003 & 2008), transmedia concept can be very useful for improving students’ digital formation. A transmedia history is built in diverse platforms, where each one gives additional and exclusive information creating a single speech. The use of transmedia in an educational context means a coordinated effort between reflexion, action and reflection. Not only by the students also by the teachers, who has the responsibility to help them using diverse languages and tools according to students’ individual needs (Mezirow, 2000; Checa-Romero, 2016). Grandío-Pérez (2015) talks about six transmedia dimensions: content, language, platform, creativity, ethic and participation.
Considering all these ideas, the present investigation pretends to create a new formative transmedia proposal for the digital competence training in a university context.
In relation, our aims are:
A1: Analyze the concepts of digital competence, digital generation and transmedia training experiences.
A2. Design, develop and validate a proposal to implement the transmedia in the classroom.
A3. Evaluate the impact of an educational digital competence experience using transmedia with university students.
Checa-Romero (2016) Developing Skills in Digital Contexts: Video games and Films as Learning Tools at Primary School. Games and Culture, 11, (463-488). Erstad, O. (2010). Educating the digital generation. Exploring media literacy for the 21st century. Universitetsforlaget, Nordic Journal of Digital Literacy, 5(1), 56-72. Esteve-Mon, F. (2015). La competencia digital del futuro docente (Doctoral Thesis). Universitat Rovira i Virgili, Tarragona. Esteve-Mon, F.M., Duch-Gavaldà, J., & Gisbert-Cervera, M. (2014). Los aprendices digitales en la literatura científica: Diseño y aplicación de una revisión sistemática entre 2001 y 2010. Pixel-Bit, Revista De Medios Y Educación, 45, 9-21. European Commission. (2007). Key competences for lifelong learning. European reference framework. Gallardo-Echenique, E., Marqués-Molías, L., & Bullen, M. (2015). Students in higher education: Social and academic uses of digital technology. RUSC. Universities and Knowledge Society Journal, 12(1), 25–37. Grandío-Pérez. (2015). Indicadores para la evaluación de la alfabetización transmedia en los estudios universitarios de Comunicación. Cuadernos Artesanos de Comunicación, 77. Jenkins, H. (2003). Transmedia storytelling: Moving characters from books to films to video games can make them stronger and more compelling. MIT Technology Review. Jenkins, H. (2008). Convergence culture: la cultura de la convergencia de los medios de comunicación. Barcelona: Paidós. Kennedy, G., Dalgarno, B., Bennett,... Chang, R. (2009). Educating the net generation. A handbook of findings for practice and policy. Australia: Australian Learning & Teaching Council. Krippendorff, K. (2004). Content analysis: An introduction to its methodology.United States of America: Sage. Mezirow, J. (2000). Learning as transformation. San Francisco, CA: Jossey-Bass A Wiley Company. Oblinger, D., & Oblinger, J. L. (2005). Educating the net generation (Vol. 264). Educause Washington, DC. Plomp, T., & Nieveen, N. (2009). An introduction to educational design research. Enschede, the Netherlands: Netherlands Institute for curriculum development (SLO). Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Romero, C., de Amo, M. C., y Borja, M. (2011). Adopción de redes sociales virtuales: ampliación del modelo de aceptación tecnológica integrando confianza y riesgo percibido. Cuadernos de Economía y Dirección de la Empresa, 14(3), 194-205. Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill. Vuorikari, R., Punie, Y., Carretero, S., & Van den Brande, L. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Luxembourg: European Commission.
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