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The digitalisation of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries. The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are being developed which have this as an assumption. In this article the role of scarcity in developing higher education practice and pedagogy is explored.

Information technologies are teaching resources that motivate students to learn today, because the techie culture" that permeates the very lives of learners and impregnates the social context of the environment in which we live exerts a certain seductive power over learners and citizens. At the present point in time, educational planning, projects and curricula depend on information technologies. This papers main thrusts emphasize the importance such tools have in digital literacy in the environment or context of todays knowledge society; the limits

The incorporation of information and communication technologies (ICTs) is a heterogeneous social phenomenon. It works significant changes in access to knowledge, which have a repercussion on human activity. Lack of access to ICTs hampers equal opportunities and creates an important cultural, economic and social divide. This article reflects upon the contributions of ICTs and their repercussion on the social inclusion of disadvantaged collectives. The article looks at the lines of action promoted by international organisations as an instrument for

The phenomenon of distance education has led in recent decades to a good amount of scientific literature. These contributions, largely empirical, have enabled the development of theoretical propositions. Theories are required to guide best practice, which in turn nurture theoretical reflections. In this paper we propose a theoretical contribution intended to be comprehensive and inclusive of previous ones. The proposal is to consider distance education as a mediated dialogue between the teacher (institution) and the student who, located in a different

This e-learning article draws attention to the interesting features of concept map editors, particularly Cmap Tools, as instruments of innovation in university teaching. With the development of information technologies, the creation of this type of software has given a strong boost to the already-proved instrumental potential of the concept map technique in conventional learning environments. Information technologies incorporate new utilities and make it possible to extend concept maps to virtual educational contexts. After an analysis of the didactic

Neuroscience has, thanks to information technologies, become one of the most significant fields of research in recent years. Brain-imaging methods are important tools for investigating the brains structure and functions and for studying emotions, language and perception. Their application to the field of education has set an unprecedented milestone.Furthermore, the ethical problems that underlie behaviour modification, through neuroscience, demand profound reflection by neuroethics about what is substantive and essential in the human being. Such

In this paper we analyze the components of virtual worlds supporting learning proposals in these scenarios. The analysis takes into account significant changes in the conceptualization of virtual worlds that have led to overcome their status as distinct social technological environments, where practices take place isolated from the physical setting. The increased transparency of mediations, which traditionally have placed limits on the immersion and interaction between people and virtual objects, implies that they occupy a secondary place as a key

New technologies in the current knowledge society have become a sign of progress, improvement and quality that determine our lives and play an essential role in educational throughout life. In the present article we will present new technologies as an innovative instrument in the field of education throughout life that have revolutionized much of the educational practice when these turned into a support tool to facilitate teaching and learning process. Thus, we will highlight how the use of technologies has caused changes in the role of the teachers

This work studies in depth three training constants analyzed in the context of the virtual world: time, interaction, and communication. To do so, it makes a qualitative study of virtual training at the university level with the aim of understanding the dynamic of interaction in discontinuous segments of time, within a protocol of textual communication and incorporating a cooperative manner of learning. With this we aspire to contribute to the construction of a pedagogical dimension of virtuality that recognizes that time, interaction, and communication