On behalf of Mr. Koichiro Matsuura, Director-General of UNESCO, it is my great pleasure to welcome you all to this international scientific conference. Drylands are often considered fragile ecosystems, yet they have a remarkable resilience to stress. They are home to unique and well-adapted plant and animal species that we need to conserve. Some of the world’s greatest cultures and belief systems have originated in drylands. On the other hand, desertification and land degradation in drylands often result in poverty and cause environmental refugees to abandon their homes. These problems can only be addressed in a holistic manner, based on sound scientific research and findings. Solutions to the problems of dryland degradation need to be communicated as widely as possible through education at all levels. These are many reasons why UNESCO – within its mandate of science, education, culture and communication – took the intiative to organize this conference. And we are glad that so many partners have responded to our call. UNESCO considers this conference as its main contribution to the observance of the International Year of Deserts and Desertification in 2006. We have deliberately chosen the title ‘The Future of Drylands’ as we feel it is time to redefine our priorities for science, education and governance in the drylands based on 50 years of scientific research in arid and semi-arid zones. In fact UNESCO has one of the longest traditions, within the UN system, of addressing dryland problems from an interdisciplinary, scientific point of view. In 1955, the ‘International Arid Land Meetings’ were held in Socorro, New Mexico (USA). They were organized by the American Association for the Advancement of Science (AAAS), sponsored by UNESCO and supported by the Rockefeller Foundation. One important output of the International Arid Land Meetings was a book entitled The Future of Drylands, edited by Gilbert F. White and published in

United Nations Educational, Scientific and Cultural Organization (UNESCO)

The purpose of this study is to identify the determinants of the intention to use and the effective use of a learning management system that integrates social learning tools. Data were collected through an online questionnaire and analyzed using structural equation modeling techniques. As our theoretical lens, we adapted the original unified theory of acceptance and the use of technology model by extending it with intrinsic value construct. As such, this research allowed for the first time testing an extended version of the unified theory of acceptance and the use of technology model in a social learning context. Our results show that facilitating conditions and intrinsic value variables explained the behavioral intention to use a learning management system that integrates social media technology and that facilitating conditions variable predicted use behavior. Our research findings suggest fostering both students? enjoyment and interest in using social learning technologies for education and offering them facilitating conditions to strengthen technology adoption. Practitioner Notes What is already known about this topic Universities know that students are accustomed to use social media for personal purposes. Teachers are trying to integrate social media tools into learning management systems. There is little knowledge about what makes students? willing to use social media tools for learning. The unified theory of acceptance and use of technology is an approved model that explains the intention to use and the effective use of technology. What this paper adds The paper identifies the determinants that make students? willing to use a learning management system in which a social media tool is embedded. Apart from the main determinants of the unified theory of acceptance and the use of technology model, intrinsic value?defined as the feeling of both enjoyment and interest from performing an activity?explains behavioral intention and use behavior toward social media systems. Implications for practice and/or policy The paper concludes with advices for decision makers in universities who want to integrate social learning tools in learning management systems: They have to pay attention to not only the social media system?s functionalities, but also to how the system can be enjoyable and interesting to use. They have to think about offering better facilitating conditions to students?like user manuals, an online FAQ, discussion forums, training sessions, or personal human support?to strengthen the adoption of social learning systems.

The adoption of a social learning system: Intrinsic value in the UTAUT model

Digital literacy has become a widely studied topic for connecting people, participation in government and public affairs. It encourages library professionals to train students and effectively acquire, preserve and disseminate knowledge. Academic libraries involve using digital technology improved the students’ level of digital literacy and technological skills. This paper aims to understand the students’ technological competence in using database resources and searching for online information. In addition, to evaluate the training contents and designated instructors on digital literacy education, the study also focuses on digitally exposed students’ learning behavior, the library management and students’ academic interaction on new technological trends.,This study uses a quantitative method for which primary data were collected from university students using a structured research questionnaire. Through targeted random sampling techniques, 1,500 printed questionnaires were distributed among students, and 1,266 (84.4%) responses were received. The authors applied descriptive statistics to analyze the demographic information of male and female students. The statistical technique Chi-square test (χ2) was applied using SPSS to determine the association between variables. Moreover, Bonferroni correction for the new a value [modified = 0.05/number of possible comparisons/analysis for each question shown in Tables (II-IX)] was also used to avoid a family-wise error.,The results inferred a strong association between students’ technological skill with using digital tools, utilization of database resources and browsing networked information on the Web. The association between universities in terms of recruiting designated instructors on digital literacy education, introducing ICT based curriculum and the association between library management in maintaining a regular training program on digital literacy demonstrated a negative association. Besides, the findings disclosed that student’s digital exposure is not the forcing factor in developing technological competence, but found to be a more encouraging factor. It was also concluded that library technological involvement significantly improves student technology-based learning skills.,The results obtained after the analyzed data may help library management in providing long-term strategy for improving digital literacy education and training for students in the effective utilization of technology for better academic performance and social integration.,The study was based on quantitative methods using a questionnaire. Extensive database coverage and digital literacy skills based on coach input can improve student performance and academic quality.

Technology integration for students’ information and digital literacy education in academic libraries

The impressive and rapid development of society is leading to technological innovations that require new technical and cognitive skills. In particular, Teacher Digital Competence (TDC) is becoming increasingly important as an initial step towards better use of Digital Technologies (DT) in the classroom. Nevertheless, to date, future teachers on training programs have no tools to help them self-evaluate their own competence and get instant feedback on how their TDC is developing. This study subjects a TDC self-evaluation tool for initial teacher training – COMDID-A – to dimensional and external validation, in relation to age, gender and access to university. The sample consisted of 144 students on an initial teacher training program at a Catalan university. The results show that the dimensional structure proposed by the theoretical model is highly reliable and has four dimensions: 1. Didactic, curricular and methodological aspects; 2. Planning, organization and management of digital technological resources and spaces; 3. Ethical, legal and security aspects; and 4. Personal and professional development. Furthermore, significant correlations emerge between age and self-evaluation of TDC: in particular, older students self-evaluate themselves as less competent than younger students. No gender differences were observed. The outcomes of this study could provide future teachers and educational institutions with a valid and reliable tool to guide their perception and awareness of TDC development. This tool could be implemented in the formative assessment process of initial teacher training to raise students’ awareness of this competence and give them tools so that they can make significant use of DT in the classroom.

/pdf/validation-of-a-tool-for-self-evaluating-teacher-digital-3u19r4wpdd.pdf

Validation of a tool for self-evaluating teacher digital competence

The use of Learning Management Systems ( LMS ) , have increasingly been incorporated in teaching to supplement class time or introduce e-learning modalities . However a poor use of LMS is noted for innovation in the educational proposals. A relevant and studied use of networked learning methodologies , could contribute to the use of LMS for designing virtual learning environments (EVA ) innovative , that give life to pedagogical models privileging virtual online learning by doing , allowing for different learning styles and build on students skills associated with independent learning, networking and collaborative. It requires a methodological change that allows to move from a content-centric and teacher-centered approach to one focused on e-activities and the learner. This article presents a proposal for a pedagogical model focused on online e-activities. A space for the construction of knowledge, within a learning into community, based on the online instructional design, where activities are central, coordinating collaboration, mentoring, resources, content and platform. The model is flexible and adapting in different contexts, themes and types of students.

/pdf/un-modelo-pedagogico-virtual-centrado-en-las-e-actividades-1cpm3foxew.pdf

Un modelo pedagógico virtual centrado en las E-actividades

La creciente digitalizacion de todos los ambitos de la vida (personal, academico, profesional y social) exige una profunda transformacion de la educacion a la vez que propicia una reformulacion de los procesos de comunicacion y de aprendizaje. Las redes y el acceso a la informacion y al conocimiento en cualquier momento y lugar convierten cualquier espacio en un potencial escenario para aprender. Todo ello conduce a la necesidad de investigar para poder obtener evidencias de cuales son los cambios reales que se producen a causa de la digitalizacion. Estas investigaciones deben permitir transformar la accion educativa en un sentido amplio. En este contexto y con estos objetivos, se diseno y desarrollo el primer Foro Internacional de Educacion y Tecnologia (FIET). Durante nueve meses, expertos e investigadores de 16 paises distintos trabajaron conjuntamente para definir las lineas de accion futuras en el binomio educacion y tecnologia. Propusieron agruparlas en los siguientes ambitos: instituciones y entornos de aprendizaje, ciudadania, profesorado y politicas para avanzar en investigacion e innovacion, que enmarca el resto de lineas de accion, a fin de favorecer el cambio y la mejora de la educacion.

/pdf/educacio-i-tecnologia-nous-escenaris-d-aprenentatge-des-d-421t0nagmf.pdf

Educació i tecnologia: nous escenaris d’aprenentatge des d’una visió transformadora

/pdf/educacion-y-tecnologia-nuevos-escenarios-de-aprendizaje-5cpx2erodb.pdf

Educación y tecnología: nuevos escenarios de aprendizaje desde una visión transformadora

The process of digitization that is increasingly entering all aspects of our lives (personal, academic, professional and social) requires education to undergo a profound transformation, and communication and learning processes to be reformulated. Networks and the ability to access information and knowledge anytime and anywhere are enabling all spaces to become potential learning environments. To acquire the evidence we need, we must therefore investigate the real changes that are taking place as a result of digitization. This kind of research should enable us to transform educational activity in a broad sense. In this context and with these objectives in mind, the first International Forum on Education and Technology (FIET) was designed and developed. At the Forum, experts and researchers from 16 countries from around the world worked together for a period of nine months to define the future lines of action for the Education and Technology binomial. These lines of action were divided into the following four categories: institutions and learning environments, citizens, teachers, and public policy. The final category, which encompasses all the previous three, is one that needs to be investigated and innovated in order to produce changes and improvements in the education system.

/pdf/education-and-technology-new-learning-environments-from-a-1t0b0jmo7s.pdf

Education and technology: new learning environments from a transformative perspective

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Educació i tecnologia: nous escenaris d’aprenentatge des d’una visió transformadora

Educación y tecnología: nuevos escenarios de aprendizaje desde una visión transformadora

Education and technology: new learning environments from a transformative perspective