En este volumen se presenta una compilación de los trabajos presentados en las VII Jornadas de Innovación Docente 2022, Entrenando la mirada analítica para la intervención social: la investigación en la docencia de las Sociales (#JID2022) celebradas en junio de 2022 en la Universidad Pablo de Olavide. El énfasis de esta obra recae en las interacciones y fertilizaciones cruzadas entre los campos de la docencia y la investigación como claves de la innovación en contextos universitarios. Las aportaciones se han agrupado en cuatro bloques. El primero contiene un grupo de trabajos que relatan experiencias docentes en las que los límites del aula y la realidad social se desdibujan. El segundo bloque engloba los trabajos que, de un modo u otro, trascienden los límites de las disciplinas académicas para poner sobre la mesa del aula universitaria los saberes, identidades y fondos de conocimiento del alumnado en servicio o como base de sus procesos de aprendizaje académico, estén estos relacionados con sus autobiografías personales, su corporeidad, las experiencias asociadas a su género o procedencia cultural, o el contacto y la alteridad con comunidades diversas. El tercer bloque alberga los trabajos que suponen un esfuerzo por visibilizar y atajar las desigualdades de género a través de nuestra labor docente e investigadora en el ámbito de las Ciencias Sociales. El último bloque presenta experiencias de procesos de enseñanza-aprendizaje donde se explotan las posibilidades de las tecnologías de la información en la indispensable transformación de la docencia universitaria.

This book shows the results of research in different countries on how to measure digital competence among future generations of teachers and facing the challenges brought by the convergence of analogue and digital media. This book provides answers to the research questions: How should the key competencies related to media pedagogy be effectively measured and compared? What is the level of digital literacy of pre-service teachers in selected countries? The individual chapters are based on a systematic review of research results (from the last two decades) to show trends related to changes in measurement and levels of digital competence. This book is valuable for researchers training future generations of teachers in the use of new media as well as to those trying to measure the development of the information society, as well as those conducting research in the field of comparative pedagogy (including the transfer of the most effective solutions in the field of media pedagogy).

CONTENTS: Un paradosso italiano e una importante riforma della scuola - The Measurement of Socially Responsible Leadership: Considerations in Establishing Psychometric Rigor - The Evidence Base for School Inspection Frameworks - Una ruta hacia un sistema de aseguramiento de la calidad en Educación Superior: el proyecto TRALL - Good Practice in Teaching and the Risk of Educational Exclusion in Compulsory Secondary Education - Le dimensioni motivazionali dell'apprendimento scolastico: uno studio correlazionale sul concetto di sé e gli stili di attribuzione - Conditions, Standards and Practices of Inclusion for Children with Disabilities in Italian Infant School - Il linguaggio audiovisivo, gli studi di genere e la critica dei modelli culturali occidentali: il caso della serie televisiva «Top of the Lake» - The Development and Psychometric Properties of the «Self-Regulated Knowledge Scale - University» - La formación integral del estudiante y la formación continua de los profesores en la Educación Superior cubana: el papel de la Responsabilidad Social Universitaria en su consecución - Relación dialógica entre el profesorado senior y el profesorado novel universitario

This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives. The fourteen chapters engage critically with a range of aspects of convergence, including: * how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance? * to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners? * how well will the variety of learners be served by systems that are converging? * what are the managerial issues at institutional level where converging systems are being developed?