This version of the course guide is provisional until the period for editing the new course guides ends.

Logo UAB

Research, Training and Learning and Knowledge Technologies

Code: 43224 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 2


Oscar Mas Torello

Use of Languages

Principal working language:
spanish (spa)


Marķa Alejandra Bosco Paniagua
Cristina Mercader Juan
Oscar Mas Torello


No requeriments. 

Objectives and Contextualisation

This module introduces students to research in the field of training and LKT (Learning and Knowledge Technologies):

  • Reflect on educational technology and ICT (Information and Communication Technologies) in learning environments and their educational impact.
  • Offer a view of the different research approaches related to LKT.
  • Analyse and design research projects that address problems related to the use of the LKT in different educational contexts.


  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Propose curricular innovation projects from the research results.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in teams and with teams in the same or interdisciplinary fields.

Learning Outcomes

  1. Analyse theoretical frameworks of reference to establish those which orientate research in the educational community and the social networks and new roles within CAT environments.
  2. Carry out curriculum innovation projects.
  3. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  4. Continue the learning process, to a large extent autonomously.
  5. Decide on the information and the subjects involved in the study in the area of professional development in organisations.
  6. Design curriculum innovation projects as solutions to educational problems.
  7. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  8. Evaluate curriculum innovation projects.
  9. Find and analyse different theoretical references related to the roles and competences of those working in CAT environments.
  10. Identify educational problems related to training and teaching and learning technology and evaluate which methodological approaches allow for their solution.
  11. Identify problems in practice related to lines of research in learning and knowledge technologies.
  12. Identify theoretical references and lines of research in CAT related to training.
  13. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  14. Judge the importance and theoretical and social pertinence of a research problem or problems taking into account technology learning for learning and knowledge: foundations, roles and uses.
  15. Negotiate the collection of information with people and/or institutions (permission, protocols, timescale).
  16. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  17. Relate results in accordance with their origin (sources and instruments).
  18. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  19. Understand the main aspects of specific research contexts in the field of training and teaching and learning technology and analyse them as objects of research.
  20. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  21. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  22. Work in teams and with teams in the same or interdisciplinary fields.
  23. Write scientific summaries to be presented to different audiences.


1. Information and communication technologies as learning and knowledge technologies: different meanings according to the vision of
											Educational technology. From technological vision to criticism. Implications for research.
											2. Research lines in TAC linked to training
											2.1. Organizational implications of ICT.
											2.2. Methodological strategies and TAC. Teaching competences and digital teaching competence.
											3. Policies and practices in the integration of ICT in education. Digital resources such as interactive, hypertextual and multimedia. The digital textbook: policies and practices.
											4. Virtual teaching and learning environments in face-to-face, blended and distance training modalities. Technological and pedagogical dimensions. Roles and competences of the actors in virtual environments.
											5. The social web as a source of learning in different environments: informal, professional. Collaboration and participation. Virtual communities of interest, learning and professional practice.


The training activity will be developed according to the following dynamics:

1.Article discussion and master classes / expositions by the teaching staff

2. Reading of articles and documentary sources

3. Analysis and collective discussion of articles and documentary sources

4. Classroom practices: problem solving and/or cases and/or exercises-activities-infographics and review of research (reviews, comparisons, etc.)  

5. Presentation / oral presentation of works

6. Tutorials

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Debates on readings-exhibitions / Workshops-classroom exercises / Presentation of works 20 0.8
Master classes 16 0.64
Type: Supervised      
Memory 12 0.48
Tutoring 12 0.48
activities in different formats and modalities 12 0.48
Type: Autonomous      
It refers to all activities related to personal study, readings, case analysis, realization of exercises, search for information, preparation of portfolios ... 64.5 2.58


The evaluation of the module will be carried out through the activities indicated.

The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 5 to all the activities, those carried out during the development of the module and in the memory / final work of the module.

The final work and the reviews/infographics if they are suspended (with more than 3.5) will be able to recover from the indications of the profesorado. Classroom activities cannot be recovered.

In all the activities (individual and in group) the linguistic correction, the writing and the formal aspects of presentation will be considered. Students must be able to express themselves fluently and correctly and show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that the student does not meet these requirements. To pass this subject, the student must show good communicative skills in both oral and written, and a good command of the vehicular language(s) that are specified in the teaching guidelines.

Class attendance is mandatory. In order to obtain a positive final evaluation the student must have attended a minimum of 80% of the classes.

The procedure for reviewing the tests will be done individually and in person.

The copy and plagiarism areintellectual thefts and, therefore, constitute a crime that will be sanctioned with a zero in the whole block where the work is located. In the case of a copy between two students, if you can not know who copied who, the sanction will be applied to both students. We want to remember that "work" is considered a "copy" that reproduces all or a large part of the work of one or the other partner. "Plagiarism" is the fact of presenting all or part of an author's text as his own, that is, without citing sources, whether published on paper or digitally on the Internet (see UAB documentation on plagiarism at: http : //




Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Critical reviews of articles and infographics. Presentation and Discussion. (Individual) 35% 5.25 0.21 1, 8, 9, 19, 7, 5, 16, 11, 10, 12, 20, 14, 13, 18, 3, 4, 23, 17, 21, 22
Final individual work of the module 50% 6 0.24 1, 8, 9, 19, 2, 7, 5, 6, 16, 11, 10, 12, 20, 14, 15, 13, 18, 3, 4, 23, 17, 21, 22
Short/short classroom and external activities (individual/peers/group). Attendance and participation 15% 2.25 0.09 7, 11, 10, 12, 13, 18, 3, 21, 22


Basic bibliography


ALFARAH, M y BOSCO, A.  (2018) Los Usos de Facebook y WhatsApp en la Reconstrucción de la Educación en Zonas Afectadas por Conflictos Armados: El Caso de Siria. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación,16(4), 45-62.[En línea]


ALONSO, C.; CASABLANCAS, S.; DOMINGO, L; GUITERT, M.; MOLTÓ, O.; SÁNCHEZ VALERO, J.A.; y SANCHO GIL, J. (2010) De las propuestas de la administración a las prácticas de aula. Revista de Educación, 352, pp.53-76 [En línea]


ALONSO, C.; BOSCO, A.; CORTI, F. y RIVERA, P. (2014) Prácticas de enseñanza mediadas por entornos 1 x1: Un estudio de casos en la educación obligatoria de Cataluña, Profesorado. Revista de currículum y formación del profesorado, Vol. 18, 3, pp. 99-118. [En línea]


ANICHINI, A.,  PARIGI, L.  Y CHIPA, S. (2017)Between tradition and innovation: the use of textbooks and didactic digital contents in classrooms, Revista Latinoamericana de Tecnología Educativa, 16(2), pp. 97-110.[En línea]


APARICI, R. y SILVA, M. (2012) Pedagogía de la interactividad, Comunicar, 38, XIX, 51-58. [En línea] [Consulta 15/7/2013]


AREA, M. (2007).  Las tecnologías de la información y comunicación en el sistema escolar. Una revisión de las líneas de investigación.  Relieve: Revista Electrónica de Investigación y Evaluación Educativa, vol 11, nº1[En línea][Consulta 27-09-09]


AZORÍN, C y MUIJS, D. (2018) Redes de colaboración en educación. Evidencias recogidas en escuelas de Southampton. Profesorado, 22, 2,pp. 7-27


AZORÍN, C y MUIJS, D. (2017). Networks and collaboration in Spanish education policy. Educational Research, 59(3), 273-296.


BAUMAN, Z. (2002) Modernidad liquida. México: S.L. Fondo fe Cultura Económica de España.


BOSCO, A. (2008) De la supuesta relación entre tecnología e innovación educativa, REIRE Revista d’Innovació i Recerca en educació,nº 1, noviembre de 2008, pp.11-22.[En línea] [Consulta 27-09-10]


BOSCO, A. y RODRÍGUEZ, D. (2008) Docencia virtual y aprendizaje autónomo: algunas contribuciones al Espacio Europeo de Educación Superior, Revista Iberoamericana de Educación a Distancia (RIED), Vol. 11 (1), pp. 157-182.  [En línea] [Consulta 11-06-12]


BOSCO, A. y RODRÍGUEZ, D. (2011) Virtual university teaching: contributions to innovation in higher education. The case of Online Geography at the Universitat Autònoma de Barcelona, Innovation in Education & Teaching International. Volume 48, Number 1, February 2011 , pp. 13-23(11) [En línea] [Consulta 15/11/2011]


BOSCO, A.; SÁNCHEZ VALERO, J.A. y SANCHO GIL, J. (2016) Teaching practice and ICT in Catalonia: Consequences of educational policies. KEDI Journal of Educational Policy. 13 (2). p 201-220. [En línea]


CABERO, J.; BARROSA,  J.; LLORENTE, C. (2019). La realidad aumentada en al enseñanza universitaria. REDU. Revista de docencia universitaria, 17 (1), 105-118.


CAPELL, N.; TEJADA, J. Y BOSCO, A. (2017)  Los videojuegos como medio de aprendizaje: un estudio de caso en matemáticas en Educación Primaria. Pixel-Bit, 52, 133-150. [En línea]

DE PABLOS, J.  (2009) Historia de la Tecnología Educativa. En DE PABLOS, J. (Coord.) Tecnología Educativa. La formación del profesorado en la era de Internet. Málaga: Ediciones Aljibe. pp. 95-115.


DOMINGO-COSCOLLA, M.; BOSCO-PANIAGUA, A.; CARRAZCO SEGOVIA,S, & SÁNCHEZ VALERO, J.A. (2020) Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes, Revista de Investigación Educativa, 38(1), 167-782 [En línea]



FISHER, G. (2014) Beyond Hype and Underestimation: Identifying Research Challenges for the Future of MOOCs. Distance Education Journal (Commentary for a Special Issue “MOOCS: Emerging Research”), 35(2), pp. 149-158.[En línea]


GEWERC, A., MONTERO, L. y LAMA, M. (2014) Colaboración y redes sociales en la enseñanza universitaria. Comunicar, 42, XXI, pp. 55-63. [En línea]


LÓPEZ HERNÁNDEZ, A. (2007) Libros de texto y profesionalidad docente, Revista de la Asociación de Inspectores de Educación de España,  nº6 [En línea] [Consulta 11/6/2012]


MARIN, V., NEGRE, F. y PÉREZ, A. (2014) Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo, Comunicar, 42, XXI, 35-43. [En línea]


MARTIN MONJE, E.; BÁRCENA, E. y READ, T.(2014) La interacción entre compañeros y el feedback linguístico en los COMA de lenguas extranjeras.Profesorado. Revista de currículum y formación del profesorado. Vol 18, 1, pp. 167-183. [En línea]


MAS, O. y POZOS, K:V: (2012) Las competencias pedagógicas y digitales del docente universitario. Un elemento nuclear en la calidad docente institucional. Revista del Congrés Internacional de Docència Universitàriai Innovació, 1, pp.1-21. [En línea]


MENESES, J., FÀBREGUES, S.,JACOVKIS, J., & RODRÍGUEZ-GÓMEZ, D. (2014). La introducción de las TIC en el sistema educativo español (2000-2010): un análisis comparado de las políticas autonómicas desde una perspectiva multinivel. Estudios sobre Educación27, 63-90.


MINELLI-DE-OLIVEIRA, J.,CAMACHO-I MARTÍ, M. y GISBERT-CERVERA, M. (2014) Explorando la percepción de estudiantes y profesor sobre el libro de texto electrónico en Educación Primaria. Comunicar, 42, 87-95. [En línea]


OECD (2013)  Educational Research and Innovation Leadership for 21st Century Learning. OECD publishing


RUIZ, C.; MAS, O. Y TEJADA, J. (2008). El uso de un entorno virtual en la enseñanza superior: una experiencia en los estudios de pedagogía de la Universitat Autònoma de Barcelona (UAB) y la Universitat Rovira i Virgili (URV). Revista Iberoamericana de educación, 46/3, 1-14.


RUIZ, C.; MAS, O. Y TEJADA, J. (2008). Estratègies didàctiques a l’ensenyament universitari. Experimentació de crèdits ECTS en els estudis de Pedagogia i Psicopedagogia. Temps d’Educació, 34, 183-202.


SANCHO GIL, J.M. & SÁNCHEZ VALERO, J.A. (2012) Teaching and learning in the virtual campus: The case of the University of Barcelona. Educational Research and Reviews, Vol. 7(18), pp. 384-392. [En línea]


 SELWYN, N. y GOUSETI, A. (2009) School and web 2.0.: a critical perspective, Educatio Siglo XXI, nº 27.2-2009, 147-165. [En línea]


SENGE, P. (1990). The fifth discipline: the art and practice of the learning organization. New York: Currency Doubleday

VALVERDE, J. (2014) MOOCs: una visión crítica desde las ciencias de la educación. Profesorado. Revista de currículum y formación del profesorado, Vol. 18,1. pp. 93-111. [En línea]


VANDERLINDE, R., AESAERT, K., & VAN BRAAK, J. (2014).Institutionalised ICT use in primary education: A multilevel analysis. Computers & Education, 72, 1-10.


Further Bibliography


AREA, M. y PESSOA, T. (2012) De lo sólido a lo líquido: las nuevas alfabetizaciones ante los cambios culturales de la web 2.0., Comunicar, 38, XIX, pp.13-20. [En línea] [Consulta 15/7/2013]


AREA, M. (2004) Máquinas que enseñan. Una revisión de los métodos de enseñanza-aprendizaje con ordenadores. Bordón, 56 (3 y 4), pp. 483-491.


BOSCO, A. (2003) Nuevas Tecnologías y enseñanza: un estudio basado en el enfoque sociocultural, Fuentes, 4, pp.84-100 [En línea]


BOSCO, A. (2004) Los medios de enseñanza en la educación escolar: de la necesidad de un nuevo entorno para aprender y enseñar. Quaderns digitals, nº 36,[En línea] [Consulta 27-09-10]


BOSCO, A.; LARRAIN, V.; SANCHO GIL, J. y HERNÁNDEZ, F. (2007) School +: un proyecto europeo para repensar la enseñanza secundaria,Revista de Educación (Madrid), 347, pp. 157-180[En línea] [Consulta 9/10/2008]


BOSCO, A. (2008) Las Tecnologías de la Información y la Comunicación en la Formación del Profesorado: lineamientos, actualidad y prospectiva,Razón y Palabra, nº 63, [En línea]


BOSCO, A. (2013) Las TIC y la educación escolar: tiempo y espacio como obstáculos o aliados de la innovación, Investigación en la escuela, 79, pp. 43-52.


BUCKINGHAM, D. (2004): Connecting the family? “Edutainment” Web sites and learning at home. Education, Communication & Information. Vol. 4, nº 2/3. July/Nov. 2004. Pp. 271-291.

BURBULES, N. y CALLISTER, T. (2001) Riesgos y promeses de las nuevas tecnologies de la información y la comunicación. Buenos Aires: Granica.


DE PABLOS PONS, J. (2009) La formación del profesorado en la era de Internet. Málaga: Ediciones Aljibe.


DE PABLOS PONS, J. (2010) Políticas educativas y buenas prácticas con TIC. Barcelona: Editorial Graó.


DEZUANNI, M. y MONROY-HERNÁNDEZ, A. (2012) “Prosumidores interculturales”: creación de medios digitales globales entre jóvenes,Comunicar, nº 38 XIX, pp.59-66. [En línea] [Consulta 15/7/2013]


COBO ROMANÍ, C. y PARDO KUKLINSKI, H. (2009) Planeta web 2.0. Inteligencia colectiva o medios “fast food”. E-book de acceso gratuito [En línea ] [Consulta 27-09-10]


DE PABLOS, J.  (2001) Los estudios culturales y la comunicación. Algunas herramientas conceptuales para interpretar la mediación tecnológica. En AREA, M. (Coord.) Educar en la sociedad de la información. Bilbao: Desclèe de Brouwer. Pp. 145-178.


FERNÁNDEZ REIRIS, A. (2005) La importancia de llamarse libro de texto.Hegemonía y control del currículum en el aula. Madrid: Miño y Dávila Editores.


GEWERC BARUJEL, A. (2009) Políticas, prácticas e investigación en tecnología educativa.  Barcelona: Ediciones Octaedro.


GARRISON, D. y ANDERSON, T. (2005) El e-learning en el siglo XXI.Barcelona: Octaedro.


KOTILAINEN, S. (2009) Participación cívica y producción mediática de los jóvenes: “Voz de la juventud”, Comunicar, nº 32, XVI, pp. 181-192. [En línea] [Consulta 11/6/2012]


LANKSHEAR, C. y KNOBEL, M. (2008) Nuevos alfabetismos. Su práctica cotidiana y el aprendizaje en el aula. Madrid: Morata.


LITWIN, E. (2005): La tecnología Educativa en el debate didáctico contemporáneo. En LITWIN, E. (Comp.) (2005) Tecnologías educativas en tiempos de Internet. Pp.13-34.


MARCELO GARCÍA, C. y PERERA RODRÍGUEZ, V. H. (2004) Aprender con otros en la red. El análisis de los foros de debate como espacio de comunicación asincrónica. Bordón, 56 (3 y 4) pp. 533-558.


RAYÓN, L. (2008, julio) Los edublogs como entornos de experiencia para una alfabetización multimodal. Reflexiones desde la investigación etnográfica en los entornos escolares. Ponencia XIII Congreso Internacional en Tecnologías para la Educación y el Conocimiento: la Web 2.0., 3, 4 y 5 de julio de 2008.


SANCHO, J. (2006) Formar lectores y autores en un mundo visual.Cuadernos de Pedagogía, nº 363, pp. 52-57.


SANCHO, J. M. (2008) De TIC a TAC, el difícil tránsito de una vocal.Investigación en la escuela, 64, 19-30. [En línea] [Consulta 15/7/2013]


SANCHO GIL, J. y ALONSO CANO, C. (2012) La fugasidad de las políticas, la inercia de las prácticas. Barcelona: Octaedro.


SANGRÀ, A. y SANMAMED, M. (2004) La transformación de las universidades a través de las TIC: discursos y prácticas. Barcelona: Editorial UOC.




Google Drive