En educación superior se han implementado sesiones híbridas que pueden permanecer más allá de los tiempos de emergencia docente provocados por la pandemia de COVID-19. Esta modalidad mixta presenta varias incertidumbres entre docentes y estudiantes. Especialmente en el primer caso surgen cuestiones sobre cómo diseñar las secuencias didácticas, qué plataformas utilizar, entre muchas otras. Esta investigación tiene como objetivo estudiar las percepciones de docentes y estudiantes con relación a las videoconferencias sincrónicas interactivas, llevadas a cabo por 5 docentes de 3 asignaturas diferentes de la Facultad de Educación de la Universidad de Barcelona. Las herramientas utilizadas son Bb Collaborate para gestionar la videoconferencia y Nearpod para presentar los contenidos y actividades que favorezcan la interacción entre estudiantes y con los contenidos. Se ha realizado un análisis cualitativo de la percepción de los docentes sobre el diseño y desarrollo de las sesiones mediante autoinforme y de una muestra de 82 estudiantes a partir de las analíticas de aprendizaje y de un formulario en línea con preguntas abiertas. Los resultados indican que esta metodología es adecuada con la forma de aprender de los estudiantes, aumentando su participación. Los docentes no aprecian grandes diferencias respecto a la preparación de la secuencia didáctica de clases expositivas, aunque el nivel de competencia digital docente sea un factor clave. Estudiantes y docentes valoran positivamente la información de las analíticas de aprendizaje de la plataforma. Estos resultados positivos pueden alentar a los docentes a usar este tipo de enfoques pedagógicos y herramientas basadas en la interactividad.

This article looks at an experience within the context of distance higher education, which has incorporated the reading of two novelettes (short novels, commonly known as novellas) created on an ad hoc basis for two subjects of a Criminology degree course. The goal of this research is to analyse students’ perceptions of their validity as a study material, assessing learning, motivation and design-related aspects, correlating them with the degree of transportation, which is the readers’ perception that they are being conveyed from their world of origin into the narrative world. Data gathering was performed by sending 2 questionnaires to 347 students. The results confirm that they perceive them as valid learning material and that they foster interest in the study of the contents, even more than traditional materials. It also has helped them to understand the concepts better, in terms of exemplification and contextualisation. This has been influenced by the potential of the transportation processes. It was also seen that design aspects of the novelettes have helped with the learning process.

There is a growing awareness of the need to develop professional skills among university students, which is related to connecting learning to real life. In order to foster this connection, teachers may carry out activities that involve crossing boundaries, using theory in the practice of the professional context. This study presents a teaching experience consisting of a collaborative inquiry-based learning activity mediated by a WebQuest. Students analysed real digital literacy or digital inclusion projects implemented by local organisations to propose improvements by means of creating a digital educational product (a boundary object). This involved a change in context from the university environment to the socio-educational and professional setting. The aim of this study is to examine the students’ perception of this experience. For this purpose, a case study was conducted with a group of 39 first-year students of the bachelor’s degree in Social Education of the University of Barcelona. A questionnaire was administered and the responses were analysed from the perspective of Hermans’ Dialogical Self Theory and Star’s boundary objects. The results show that the students perceive the activity as a bridge between the two contexts, that they view this transition positively—albeit with certain limitations—and that they consider digital technology to have facilitated boundary crossing. In conclusion, we consider that the examined experience is useful in respect to closing the gap between academic and professional skills and contributes to the theoretical foundations for learning between contexts.

The systematisation of teaching practice is essential for quality education. In the case of interdisciplinary education, current competence frameworks for educators consider Science, Technology, Engineering and Mathematics (STEM) or at the most, also the Arts (STEAME). However, in the last years Entrepreneurship has been added to interdisciplinary approaches to education and curricula. This paper reports on an empirical study aiming to determine educators’ competences to effectively deliver project-based learning across STEAME subjects in pre-college education. 10 focus groups were carried out, involving a total of 111 education professionals from 7 European countries, to validate what we call the STEAME Teacher Facilitators competence framework from four different perspectives: consistency, relevance, sufficiency and written explanation. Results reveal the validity of the framework, as well as strong similarities with existing STEAM educators’ competence frameworks, while stressing the importance of grounding educators’ competences in strong definitions of pedagogical approaches. Further, the study paves the way for a new version of the framework that addresses the most pressing concerns by the participants. These include stressing educators’ competences to effectively use technology, clarifying the integration of STEAME subjects in project-based learning, and placing more emphasis on assessing projects and student learning within them.