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© COMUNICAR, 37; XIX
SCIENTIFICJOURNALOFMEDIAEDUCATION
ISSN: 1134-3478 / DL: H-189-93 /e-ISSN: 1988-3293
Andalucía (Spain), 37; vol. XIX
2 semester, octuber de 2011
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SCIENTIFIC JOURNAL OF MEDIA EDUCATION
37
REVISTA CIENTÍFICA DE COMUNICACIÓN Y EDUCACIÓN
EDITOR
, XIX
Dr. J. Ignacio Aguaded-Gómez
University of Huelva (Spain)
GUEST-EDITED SPECIAL ISSUE
• Dr. Josep María Duart. UOC. Barcelona (Spain)
ASSISTANT EDITORS
• D. Enrique Martínez-Salanova, Grupo Comunicar, Almería
• Dr. Mª Amor Pérez-Rodríguez, Universidad de Huelva
• Dr. Ángel Hernando-Gómez, Universidad de Huelva • Dr. Agustín García Matilla, Universidad de Valladolid
• Dr. Mª Carmen Fonseca, Universidad de Huelva (Consultant) • Dr. Miguel de Aguilera, Universidad de Málaga
• Dra. Mª Luisa Sevillano García, UNED, Madrid
• Dr. Mariano Cebrián Herreros, Universidad Complutense, Madrid
ADVISORY BOARD
• Dr. Manuel Ángel Vázquez Medel, Universidad de Sevilla
• Dr. Ismar de Oliveira, Universidade de São Paulo, Brasil • Dr. Francisco García García, Universidad Complutense, Madrid
• Dr. Guillermo Orozco, Universidad de Guadalajara, México • Dr. Javier Marzal, Universitat Jaume I, Castellón
• Dr. Cecilia Von Feilitzen, Nordicom, Suecia • Dr. Manuel Lorenzo, Universidad de Granada
• Dr. Geniève Jacquinot, Université Paris VIII, París, Francia • Dr. Manuel Area, Universidad La Laguna, Tenerife
• Dr. Pier Cesare Rivoltella, Università Cattolica de Milán, Italia • Dr. Concepción Medrano, Universidad del País Vasco
• Dr. Alberto Parola, MED, Università de Torino, Italia • Dr. Juan de Pablos Pons, Universidad de Sevilla
• Dr. Teresa Quiroz, Universidad de Lima, Perú • Dr. Félix Angulo Rasco, Universidad de Cádiz
• Dr. Mar Fontcuberta, Pontificia Universidad Católica, Chile • Dr. Juan Antonio García Galindo, Universidad de Málaga
• Dr. Jacques Piette. Université de Sherbrooke, Québec, Canadá • Dr. Elea Giménez Toledo, CSIC, Madrid
• Dr. Samy Tayie, University of Cairo, Mentor Association, Egipto • Dr. Donaciano Bartolomé, Universidad Complutense, Madrid
• D. Kathleen Tyner, University of Texas, Austin, USA • Dr. Ramón Reig, Universidad de Sevilla
• D. Marieli Rowe. National Telemedia Council, USA • Dr. Ramón Pérez Pérez, Universidad de Oviedo
• D. Jordi Torrent, ONU, Alianza de Civilizaciones, USA • Dr. Ana García-Valcárcel, Universidad de Salamanca
• Dr. Vítor Reia, Universidade do Algarve, Faro, Portugal • Dr. Domingo Gallego, Universidad Nacional de Distancia, Madrid
• Dr. Sara Pereira. Universidade do Minho, Braga, Portugal • Dr. Manuel Cebrián de la Serna, Universidad de Málaga
•Dr. Armanda Pinto, Universidade de Coimbra, Portugal • Dr. Felicísimo Valbuena, Universidad Complutense, Madrid
• Dr. Divina Frau-Meigs, Université Sorbonne, París, Francia • Dr. Manuel Fandos Igado, MasterD, Zaragoza
• Dr. Evelyne Bévort, CLEMI, París, Francia • Dr. Pere Marquès, Universidad Autónoma de Barcelona
• Dr. Patrick Verniers, Consejo Sup. Educación en Medios, Bélgica • Dr. Roberto Aparici, Universidad Nacional de Distancia, Madrid
• Dr. Tania Esperon, Universidade Federal de Pelotas, Brasil • Dr. Concepción Mateos. Universidad Rey Juan Carlos, Madrid
• Dr. Vania Quintão, Universidade de Brasilia, Brasil • Dr. Lluís Pastor, Universitá Oberta de Catalunya, Barcelona
• Dr. Gustavo Hernández, ININCO, Universidad Central, Venezuela • Dr. Jesús Valverde, Universidad de Extremadura
• Dr. Gerardo Borroto, CUJAE, La Habana, Cuba • S. José Domingo Aliaga, Primeras Noticias, Barcelona
• Dr. Ciro Novelli, Universidad del Cuyo, Mendoza, Argentina
• Dr. Tatiana Merlo, Universidad Cat. Buenos Aires, Argentina THE BOARD OF MANAGEMENT
• Dr. Silvia Contín, Universidad Nacional de Patagonia, Argentina
• D. Rafael Repiso, Universidad de Granada
• Ms. Karina P. Valarezo, Universidad Téc. Part. de Loja, Ecuador
• Dra. Ana Sedeño Valdellós, Universidad de Málaga
• Ms Yamile Sandoval, Universidad Santiago de Cali, Colombia
• Dr. Juan Bautista Romero, Universidad de Huelva
• S. Claudio Avendaño, Universidad Diego Portales, Chile
• Dra. Jacqueline Sánchez Carrero, Universidad de Huelva
• S. Michel Clarembeaux, Centre Audiovisuel de Liège, Bélgica
• Dr. Isidro Marín Gutiérrez, Universidad de Huelva
• Ms. Graça Targino, Universidade UESPI/UFPB, Brasil
• Dr. Walter Gadea, Universidad de Huelva
• Dr. Jorge Cortés Montalvo, UACH/REDECA, México
• D. Francisco Casado, IES Huelva
• Dr. César Bernal, Universidad de Almería
EDITORIAL BOARD
• Dª Paloma Contreras, Universidad de Huelva
• Dr. J. Manuel Pérez Tornero, Universidad Autónoma, Barcelona • Dr. Tomás Pedrosa Herrera, IES Pablo Neruda, Huelva
• Dr. Julio Cabero Almenara, Universidad de Sevilla
COMMERCIAL MANAGER
• Dr. Javier Tejedor Tejedor, Universidad de Salamanca
• D. Alejandro Ruiz Trujillo, Comunicar Ediciones
• Dr. Pablo del Río, Universidad Carlos III, Madrid
• Dr. Joan Ferrés i Prats, Universitat Pompeu Fabra, Barcelona Designed by:Portada: Enrique Martínez-Salanova
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FOREWORD
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4/5
Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7/8
J. Ignacio Aguaded
DOSSIER
• Presentation: La Red en los procesos de enseñanza de la Universidad . . . . . . . . . . . . . . . . . . 10/13
The Net on Teaching Processes at the University
• Flexibility in Higher Education: Revisiting Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15/24
Flexibilidad en la educación superior: revisión de expectativas
Betty Collis & Jef Moonen. Twente (Holland)
•Building Creative Competence in Globally Distributed Courses through Design Thinking . . . . . 27/34
El «design thinking» como estrategia de creatividad en la distancia
Reinhold Steinbeck. Stanford (USA) / São Paulo (Brazil)
• «Alacena», An Open Learning Design Repository for University Teaching . . . . . . . . . . . . . . . 37/44
«Alacena»: repositorio de diseños de aprendizaje para la enseñanza universitaria
Carlos Marcelo, Carmen Yot & Cristina Mayor. Sevilla (Spain)
• Apprenticeship Students Learning On-line: Opportunities and Challenges for Polytechnic Institutions 45/53
El aprendizaje on-line: oportunidades y retos en instituciones politécnicas
Martha Burkle. Calgary (Canadá)
• Learning Networks, Networked Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55/63
Redes de aprendizaje, aprendizaje en red
Peter Sloep & Adriana Berlanga. Heerlen (Holanda)
• Interaction Analysis in Hybrid Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65/72
Análisis de la interacción en ambientes híbridos de aprendizaje
Luz Adriana Osorio & Josep María Duart. Bogotá (Colombia) & Barcelona (Spain)
• Students’ Perspective on On-line College Education in the Field of Journalism . . . . . . . . . . . . 73/79
La educación universitaria on-line en el Periodismo desde la visión del estudiante
Gloria Gómez-Escalonilla, Marina Santín & Gladys Mathieu. Madrid (Spain)
• Digital Divide in Universities: Internet Use in Ecuadorian Universities . . . . . . . . . . . . . . . . . . . 81/88
Desigualdad digital en la universidad: usos de Internet en Ecuador
Juan Carlos Torres & Alfonso Infante. Loja (Ecuador) & Huelva (Spain)
• University Senior Students on the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89/95
Mayores Universitarios en la Red
Roberto Martínez, Rosa Cabecinhas & Felicidad Loscertales. Sevilla (Spain) & Braga (Portugal)
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• Children and New Media: Youth Media Participation. A Case Study of Egypt and Finland . . 99/107
Niños y nuevos medios: estudios de caso en Egipto y en Finlandia
Irma Hirsjärvi & Samy Tayie. Cairo (Egipto) & Jyvaskyla (Finland)
• Consumption Patterns and Uses of Photography in Digital Era among Communication Students 109/116
Hábitos de consumo y usos de la fotografía en la era digital entre estudiantes de comunicación
Javier Marzal & Maria Soler. Castellón (Spain)
• Values Perceived in Television by Adolescents in Different Cross-cultural Contexts . . . . . . . . . 117/124
Valores percibidos en el medio televisivo por adolescentes en contextos transculturales
C. Medrano, A. Aierbe & J.I. Martínez-de-Morentin. Donostia (Guipuzcoa) (Spain)
• The Cyber Media in Latin America and web 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125/131
Los cibermedios en América Latina y la web 2.0
Elias Said & Carlos Arcila. Barranquilla (Colombia)
• Television Fiction Series Targeted at Young Audience: Plots and Conflicts Portrayed in
a Teen Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133/140
Las series televisivas dirigidas juveniles: tramas y conflictos en una «teen series»
Núria García-Muñoz & Maddalena Fedele. Barcelona (Spain)
• Spaniard’s Perspective of Immigration. The Role of the Media . . . . . . . . . . . . . . . . . . . . . . . . . 141/148
Españoles ante la inmigración: el papel de los medios de comunicación
Juan Carlos Checa & Ángeles Arjona. Almería (Spain)
• Bibliometric and Social Network Analysis Applied to Television Dissertations Presented in Spain
(1976-07) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151/159
Análisis bibliométrico y de redes sociales en tesis doctorales españolas sobre televisión (1976-07)
Rafael Repiso, Daniel Torres & Emilio Delgado. Granada & Pamplona (Spain)
• The Risk of Emergence of Boomerang Effect in Communication Against Violence . . . . . . . . . . 161/168
Riesgo de aparición del efecto boomerang en las comunicaciones contra la violencia
Gaspar Brändle, Miguel Á. Cárdaba & José A. Ruiz. Murcia & Madrid (Spain)
• Classroom 2.0 Experiences and Building on the Use of ICT in Teaching . . . . . . . . . . . . . . . . 169/174
Aulas 2.0 y uso de las TIC en la práctica docente
María Domingo & Pere Marquès. Barcelona (Spain)
• The Musical Offers of Children’s Programming on «Televisión Española» as its Hearing
Universe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177/185
La oferta musical de la programación infantil de «TVE» como universo audible
Amparo Porta. Castellón (Spain)
• Structures and Archetypal Content in Advertising Communication . . . . . . . . . . . . . . . . . . . . . . 185/194
Estructuras y contenidos arquetípicos en la comunicación publicitaria
Francisco García, Miguel Baños & Paloma Fernández. Madrid (Spain)
BINNACLE
VISUAL STORIES 196/199
REVIEWS 200/233
NEXT TITLES 234
QUALITY CRITERIA 235
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www.revistacomunicar.com
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Media Education: An International Unstoppable Phenomenon. The o
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Work of the UN, Europe and Spain in the Field of Edu-communication
La educación mediática, un movimiento internacional imparable. La ONU, Europa y España
apuestan por la educomunicación
Dr. J. Ignacio Aguaded-Gómez
Despite the fact that media education scarcely appears reflected in school curricula all over the world, it
is becoming more necessary in our societies. As Vallet stated decades ago, communication is the air we
breathe; and it is therefore essential to train and educate the new generations to understand the new
languages and its new active and recreational learning processes, codes and discourses to be implemented by
the educative authorities in each country.
Media education should be also approached from other perspectives. The role of families as main edu-
cators and the media itself have a decisive edu-communicative influence on the children, as well as
civil society and the citizenship in democratic societies. The citizenship should take part in associa-
tions and organizations with the aim to build a responsible and critic society in which the power of the media
is increasingly pervasive.
The importance of media education at an international level is an indisputable reality. Since the 70s,
some organizations such as the UNESCO have claimed the importance of media education as a trans-
verse discipline which requires specific attention in school curricula, in teachers training, in family edu-
cation, and should be also addressed to adults, the elderly, housewives, unemployed people, etc.
Today, with more organizations involved (European Parliament, European Commission and UN-
Alliance of Civilizations- UNAOC Program) new actions and strategies are being implemented. An
outstanding initiative by the Media Literacy Education Program (MLE) is a web portal called «Clea -
ring house» (www.aocmedialitera cy. org), with more than 2500 registered users each month, with a wide range
of resources, information and material available.
UNAOC also develops a multicultural project of video graphic production «Plural+», aimed at the ela-
boration of audiovisual products by young people all over the world, focusing on thematic areas related
to migration, diversity and social inclusion (www.unaoc.org/pluralplus). UNAOC also works on a plat-
form in «Media Literacy» in partnership with advisers, teachers and researchers from the five continents. The
final design will be presented in Doha (Qatar) during the «Global Junior Challenge» (www. gjc.it/2011/en), to
be held as a next step after the «I International Forum on Media and Information Literacy», held last May 2011
in Fez (Morocco) (www.fls-usmba.ac.ma) and after the «World Summit on Media for Children and Youth»
(Karlstad, Sweden), co-organized with Nordicom.
Another remarkable initiative is «Mapping Media Education in the World», a publication released by
UNAOC in collaboration with Grupo Comunicar. This publication has been distributed worldwide,
presenting the most meaningful experiences in media education found in different countries.
At a European level, many experiences are being developed supported by the guidelines presented by the
European Parliament, focusing on the implementation of edu-communicative policies in all educative
systems. We would like to mention five countries in particular: Belgium, United Kingdom, Italy, Portugal
and Spain.
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300 experts from 30 countries gathered at the end of 2010 in the Conference «L'Education
aux Médias pour tous», organized by the «Conseil Supérieur de l'Education aux Médias de la
Communauté française de Belgique». This meeting was decisive to emphasize the importance of media
education in Belgium and in the European Union. As a result, a declaration was released, the «Dé -
claration de Bruxelles pour l'éducation aux Médias tout au long de la vie» (www.declarationdebruxe-
lles.be). This document is a clear and precise declaration that can be signed by any European citizen.
Média Animation actions in Belgium are decisive for boosting media education in the country.
By the end of 2010 another important meeting took place in the UK. The «Media Literacy Con -
ference» (MLC 2010) contributed to lay the foundations for future works on media education in
the UK. Due to the economic crisis, the next meeting to be held in Nottingham will be postponed,
but the Media Education Association (MEA), together with the Centre for the Study of Children, Youth
& Media (CSCYMNM) and the prestigious British Film Institute (BFI) continue carrying out activities
on this field.
In Italy, the MED (Associazione Italiana per l´Educatione ai Media e alla Comunicazione) has star-
ted to release «Revista Education» and is also organizing training activities along the country.
At the beginning of 2011, an important national conference took place in Portugal: «Literacia,
Media e Cidadania». Educative authorities, the media, universities, research centres, teachers
and other agents were gathered in this conference. Despite the economic crisis, this meeting was
essential to discuss the implementation of future actions.
Finally, in Spain, generally, media education remains a pending task. Even if there are more and
better qualified researchers and teachers working everyday on media education and the resear-
ches and publications evidence the necessity to teach and learn the media, our current curricula,
the educational TV, and our control boards are still far from the outcome reached in other European
and American countries. However, in 2011, two exceptional events on the field of media education
took place in Spain: the «I Congreso de Alfabetización Mediática», organized by the Gabinete de Co -
municación y Educación de la Universidad Autónoma de Barcelona: this initiative became an interna-
tional forum for reflection with a remarkable representation of Arabic, European and American cultu-
res. On the other hand, the «Congreso de Educación Mediática y Culturas Digitales», held in Segovia
and organized by the Universidad de Valladolid and other organizations (among them, Grupo Co -
municar). This innovative conference has been a turning point to re-activate in Spain the discussion on
media education as a crucial element in the daily life of citizens.
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The Net on Teaching Processes at the University
La Red en los procesos de enseñanza de la Universidad
Dr. Josep Maria Duart
Open University of Catalonia (Spain)
H
igher education has undergone some very significant changes in recent decades: access to it
has been democratised, major progress has been made both in terms of research and of rela-
tionships with business and society, new teaching methodologies have been introduced, laws
have been amended, quality assurance systems have been incorporated, the European Higher
Education Area process has been implemented and so on. All of these changes are a consequence of
the impact that an increasingly open and dynamic society –the information and knowledge society– has
had on higher education. Moreover, we have experienced –and continue to experience– the rise of
technologies that were first described as «new», then referred to as the ‘Internet’ and are now known
as the «Web». The Web has spread into all areas of society and makes it more open. The social net-
working phenomenon is changing how we communicate with each other and how we value the pre-
sent. However, technologies are not responsible for bringing about these changes in society in general
and in higher education in particular; the changes were already there, bubbling under the surface until
the time was right for them to happen. What the Internet has done is speed up the pace of change and
enabled these changes to happen, while at the same time promoting new ways of communicating and
disseminating ideas. These dynamics generate and are generating a real change in society and all of its
institutions, not only in the field of higher education.
The introduction and use of the Internet in higher education has transformed its organisational,
technological, communication and educational models. While the early Internet-related changes affec-
ted organisation and communication (institutional websites, access to grades, online libraries, access to
teaching plans, folders of virtual documents, etc.), nowadays it could be said that that major change
affects education; it is the outcome of a model that integrates technology into teaching and learning pro-
cesses. According to currently available data, teaching staff constitute one of the collectives that most
uses the Internet on a personal level. However, we find that only slightly more than 50% of teachers
in the Spanish education system use the Internet in teaching (although they make widespread of the
Internet for research). These data also show that the uses to which the Internet is put in the classroom
tend to focus on searching for and accessing information, and on communicating via e-mail. It would
therefore seem that what is worthwhile in their personal lives and for research is of no use in classroom
dynamics. Something similar happens when analysing the student collective, although we consider that
students should not be held responsible for the low level of Internet use in higher education teaching.
Today, we also know that Internet use in the classroom does not, in its own right, help to improve
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