Ismael Peña-López, profesor e investigador
Sociedad de la Información, Brecha Digital, TIC y Desarrollo
Soy Ismael Peña-López.
Soy Director General de Participación Ciudadana y Procesos Electorales en la Generalitat de Catalunya.
Anteriormente, y durante cerca de 13 años, fui profesor de los Estudios de Derecho y de Ciencia Política de la Universitat Oberta de Catalunya.
He sido también investigador senior en Open Evidence y director fellow de Innovación Abierta de la Fundació Jaume Bofill.
Mis principales ámbitos de trabajo son el impacto de las TIC en la sociedad (e-Readiness, brecha digital), especialmente en el desarrollo (e-Inclusión, ICT4D) y las instituciones educativas (e-Learning, competencia digital) y políticas (e-participación, e-democracia).
The crisis of the Coronavirus disease 2019 (COVID-19) is having an unequal impact on people, thus worsening the also unequal impact of globalization and the transition into the Information Society.
It is not only that wealthier and healthier people have more resources to face the crisis, but also that the way society is being reshaped (new relationships of production, experience and power) is also making more evident where we are facing as a society and what is becoming more obsolete. And the coronavirus crisis is especially hitting hard those tasks and institutions becoming obsolete.
But not only.
While two worlds overlap —the aging Industrial Era and the upcoming Information Era— there are also several views overlapping, and casting shadows that distort reality. There are some production sectors that are seen as obsolete by those in the Information Era, but ...
The aim of the working document was to spark a debate for an upcoming Opinion on the "Local and Regional Authorities in the permanent dialogue with citizens". The working document had the following scheme:
Now, a draft for that opinion has just been published for its discussion during the 2nd CIVEX commission meeting. As it happened with the working document, my colleague Mireia Borrell, Secretary for External Action and the European Union of the Government of Catalonia, acts as ...
Non-formal and informal learning just happens. And the digital revolution has but increased exponentially both the potential and possibilities of such non-formal and informal learning to catalyse, emerge, cluster, deploy and have an educational impact.
Non-formal and, especially, informal learning can be fostered and nurtured, and its ways and general horizons even by somewhat put in line with those of formal education. Sometimes.
The COVID-19 crisis is one of these times. The difficulties of formal education are many, and in general have been focused on keeping schools open.
But formal education does not only rely on schools being open: besides focusing on guaranteeing teaching (at school), there is a complementary approach based on guaranteeing learning (home, or elsewhere but the school) for times when schools cannot be kept open. We thus shift the approach from guaranteeing teaching to guaranteeing learning.
Blended and online learning have been the recurrent alternative to schools kept open. Blended and online learning has usually been understood as replacing schools by a virtual campus (or a learning management system, an LMS). This has brought forward at least three dire ...
30/06/2020 Three challenges of citizen labs
El aprendizaje no formal e informal simplemente tienen lugar. Y la revolución digital ha aumentado exponencialmente tanto el potencial como las posibilidades de dichos aprendizajes no formal e informal para catalizar, emerger, agrupar, desplegar y tener un impacto educativo.
Se puede fomentar y nutrir el aprendizaje no formal y, sobre todo, el informal, y sus caminos y horizontes en general; incluso, en cierto modo, alinearlos con los de la educación formal. En determinados momentos.
La crisis de la COVID-19 es uno de estos momentos. Las dificultades de la educación formal son muchas y, en general, se han centrado en mantener abiertas ...