Persona:
Gil Quintana, Javier

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0000-0003-0326-2535
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Gil Quintana
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Javier
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2019 - 201922020 - 20223
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Autor: Marta Lazo, Carmen ×

Resultados de la búsqueda

Mostrando 1 - 5 de 5
  • Miniatura
    Publicación
    sMOOC: a pedagogical model for social inclusion
    (Elsevier, 2019-03-01) Marta Lazo, Carmen; Osuna Acedo, Sara; Gil Quintana, Javier
    In this article, the results of analysing the sMOOC launched by European project Elearning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal’s course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.
  • Miniatura
    Publicación
    The production of written discourse on social networks regarding people's disappearances and consequent parallel trials. Case of Gabriel Cruz (Spain) on Twitter and Facebook
    (2020) Marta Lazo, Carmen; Osuna Acedo, Sara; Gil Quintana, Javier
    Este artículo tiene como objetivo llevar a cabo un análisis de la realidad representada en la construcción del discurso, a partir de un caso de estudio cualitativo netnográfico que conjunta una doble vertiente: la desaparición de un menor que terminó en tragedia y la presunta culpabilidad de una inmigrante de raza negra en un asesinato que tuvo gran repercusión mediática. Para ello, en este análisis y categorización del discurso escrito de los actantes, tratamos de dilucidar los diferentes rasgos, intencionalidad y tratamiento del mismo en los sitios oficiales de Twitter y Facebook de cuatro medios de comunicación españoles @telecincoes, @LaSextaNoticias, @noticias-cuatro y @A3Noticias, mediante el estudio de sus diferencias. Los resultados ponen de manifiesto cómo el discurso en redes sociales tiene mayor proyección si está basado en la xenofobia, presentándose como `juicio paralelo´ normalizado ante determinados hechos sociales, planteamiento que es potenciado por los propios medios de comunicación.
  • Miniatura
    Publicación
    Nano-influencers Edutubers: perspective of Centennial Generation Families in Spain
    (2022-02-24) Gil Quintana, Javier; Vida de León, Emilio; Osuna Acedo, Sara; Marta Lazo, Carmen
    In recent decades, the incipient technological development has generated a radical change in the way people access and transmit knowledge. Educational institutions must have a teaching staff adapted to new forms of consuming information. The purpose of this research is to know the media competence of Spanish teachers, from the perspective of families of schoolchildren in primary education. This analysis is based on the investigation published by 50 renowned international experts in media competence, which revolves around six major dimensions. In our analysis, we focused on the processes of interaction, production, and dissemination of content by teachers on YouTube. A questionnaire has been devised with a sample formed by 1228 families, a personal interview with a sample formed by 20 families, and a comparative analysis of the productions and interaction of amateur teachers on YouTube platform and of recognized “edutubers,” as well as the use given to the dissemination of content on social networks. In the results obtained, the profile of a teaching staff that is increasingly disseminating and producing on social networks stands out, becoming content creators through their own YouTube channels, which also proposes tools for an interaction adapted to the centennial generation, using different digital communication tools. Differences were found comparing the three dimensions involved in this analysis, with teachers obtaining more positive evaluations as producers and as interactors in private schools than in subsidized and public schools. Likewise, differences were found between nano‐influencers and macro‐ influencers in the use of aesthetic elements that make up the videos analyzed among the “edutubers.”
  • Miniatura
    Publicación
    sMOOC: A pedagogical model for social inclusión
    (Elsevier, 2019-03) Marta Lazo, Carmen; Osuna Acedo, Sara; Gil Quintana, Javier
    In this article, the results of analysing the sMOOC launched by European project E-learning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal's course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.
  • Miniatura
    Publicación
    Competencias mediáticas para el empoderamiento digital. Estudio de caso de inmigrantes hispanos en Estados Unidos
    (Universidad de Granada, 2021-10-16) Gil Quintana, Javier; Osuna Acedo, Sara; Marta Lazo, Carmen
    Esta investigación analiza las competencias digitales de los inmigrantes hispanos residentes en Estados Unidos, con el fin de conocer cuáles son sus posibles fortalezas y carencias para alcanzar un verdadero empoderamiento digital ciudadano como grupo. Como técnicas de análisis, se realiza una triangulación metodológica mediante encuestas a los propios inmigrantes, entrevistas en profundidad a observadores privilegiados y focus groups a representantes de diversas disciplinas, todo ello en paralelo con el estudio de los programas radiofónicos de servicio público en la Spanish Public Radio, gestionado por los propios inmigrantes y destinados a su grupo. Se ha concluido que los inmigrantes hispanos residentes en EE.UU. dedican sus consumos en el ciberespacio a un manejo más instrumental del mismo, pero les faltan actitudes críticas para actuar como ciberciudadanía empoderada. El empoderamiento digital de este sector de la población es eficiente para hacerse un hueco en el espacio digital, dar respuesta a sus carencias, sus necesidades y su consolidación como grupo activo e interactivo