Nerea Vadillo Bengoa Carmen Marta Lazo : RESUMEN La comunidad de Aragón es pionera en la implementación de la pizarra digital como recurso educativo en el aula. Adaptation process of Communication studies to EHEA. The case of Aragón, a pioneering region. Revista Latina de Comunicación Social, 6. ![]() Coordinadoras Carmen Marta Lazo Nerea Vadillo Bengoa Evaluación de la implantación del EEES en los estudios de Comunicación Prólogo de Jorge Cortés-Montalvo. Carmen Marta Lazo Carmen Marta Lazo (Teruel, 1971) es. El caso de Aragón, una comunidad pionera (2015), en co-autoría con Nerea Vadillo y Daniel Horacio Cabrera;. Marta Lazo, Carmen / Cortés Montalvo, Jorge Abelardo / Vadillo Bengoa, Nerea. Editorial Sociedad Latina de Comunicación Social, SLCS / ISBN 978-84-939337-0-8 /. ![]() Research - How to cite this article – referees' reports – scheduling. PDF – Creative. Commons. DOI: 1. 0. 4. 18. RLCS- 6. 5- 2. 01. EN – ISSN 1. 13. 8 - 5. RLCS # 6. 5 – 2. 01. Adaptation process of Communication studies to EHEA. The case of Aragón, a pioneering region. Dr. Nerea Vadillo Bengoa [C. V.] Head of the Faculty of Communication Studies and professor of Press Writing. GIEC. Universidad San Jorge nvadillo@usj. Dr. Carmen Marta Lazo [C. V.] Professor of Journalistic Genres. Nerea Vadillo Bengoa Directora de la Facultad de Comunicación - Universidad San Jorge, Zaragoza - [email protected] Dra. Carmen Marta Lazo [C.V.].TRANSFORMACIONES PRODUCIDAS POR LA INSTAURACIÓN DE LA TELEVISIÓN DIGITAL TERRESTRE EN ESPAÑA Carmen Marta Lazo y Nerea Vadillo Bengoa 1. I. P. GIEC. Universidad de Zaragoza. Dr. Daniel Cabrera Altieri [C. V.] Profesor of Journalistic Genres. Universidad de Zaragoza. Abstract: The Autonomous Region of Aragón (Spain) is one of the pioneers in its full adaptation to the parameters and demands established by the European Higher Education Area [1]. The Aragonese universities with on- site classes began their study plans in their respective Communication degree programmes under the philosophy known as the “Bologna model” in the academic year of 2. The aim of this article is to analyze the initiation process these studies have gone through in both the public university (Universidad de Zaragoza, UNIZAR) as well as in the private university (Universidad San Jorge, USJ). The main objective of this work is to study how new Communication study plans created in the common European framework began to be implemented and to evaluate the new forms of learning that this model of university teaching has created. Therefore, we will conclude with the results that have been obtained to date with the application of active methods of learning aimed at acquiring professional skills based on concepts such as flexible and lifelong learning (LLL). To sum up, the aim is to identify the keys of paradigm change brought on by Bologna in Communication studies and how and with what concrete results the innovations that have been introduced in content and teaching methodology in degree programmes can be interpreted based on the experience in Aragón. Keywords: EHEA; educational model; communication studies; undergraduate degree; programmes; Aragón. Summary: 1. Introduction: Communication studies in Spain and in Aragón, a short path. Communication Studies at Universidad San Jorge: three degree programmes. The Journalism Degree Programme at the Universidad de Zaragoza (UNIZAR): 1. EHEA from day one. Discussion and conclusions. Bibliography. 6. Notes. Translated by Joseph Mc. Mahon, translator and professor of the Press Writing. Universidad San Jorge. Introduction: Communication studies in Spain and in Aragón, a short path. The history of communication studies begins in our country in 1. Universidad Complutense de Madrid and in the Universidad Autónoma de Barcelona. Although, previously [2], there were studies in the Escuelas del Debate (1. Escuela Oficial de Periodismo de Madrid (1. Escuela de Barcelona (1. Instituto de Periodismo del Estudio General de Navarra (1. Escuela de Periodismo de la Conferencia Episcopal de la Iglesia in Barcelona y Valencia (1. Escuela de Periodismo de la Universidad de La Laguna [3] ( 1. Also in 1. 97. 1 the Facultad de Ciencias de. Información of the Universidad de Navarra was officially acknowledged. From the beginning academic training of journalists generated a healthy debate. The “third way” for professionals that had not studied the degree and worked as journalists caused controversy in media outlets in the 8. Nevertheless, having the degree is now seen as an identifying characteristic and is acknowledged by the Federación de Asociaciones de Periodistas de España. Communication studies have gone through many stages according to the different conception considered in each one, thus affecting the respective curricula. In 1. 99. 1, as a result of Public Acts 1. Information Sciences was substituted by three different and autonomous degrees: Journalism, Advertising & Public Relations and Audiovisual Communication. From the beginning and individually, Communication studies have raised great interest, with a high demand among university students. According to the information in the White Paper on Communication, in 2. Catalonia (1. 1), Madrid (8), Valencia (5), Castilla- León (5), Galicia (3), Andalucía (2), Murcia (2), Basque Country (1), Navarra (1), Extremadura (1) and Canary Islands (1). Aragón, together with Asturias, Baleares, Cantabria, Castilla- La Mancha and La Rioja, were on the list of regions without a degree in communication. Nevertheless, the aforementioned document stated establishing regional television stations in said regions would mean the need for training professionals and, thus, the creation of communication studies. In the specific case of the region we will refer to, Aragón, although they did not arise as a direct consequence of the start of broadcasting by Aragonese Radio and Television (Corporación Aragonesa de Radio y Televisión, CARTV), it is true that it practically coincided with the founding of Communication studies at the Universidad San Jorge, in September 2. TV and radio. The Aragonese university system is part of the Spanish university system and is currently regulated by the Public Act 5/2. June, Administration of the University System of Aragón, enacted by the Government of Aragón (BOA of 2. June, 2. 00. 5). This legal document establishes that the university system of Aragón is made up by the legally created or acknowledged universities. Public and private. It also states that centres associated to the National University of Distance Learning will be related to the university system of Aragón, by means of agreements or accords that are signed by the Administration of the Autonomous Region of Aragón with the University. Nevertheless, in this analysis we will only consider Universities that have on- site classes and are located in the specific framework of Aragón. In regards to principles and objectives that characterize the university system in Aragón, the regulations include: a) Respect for university autonomy, as a fundamental right of universities which is acknowledged in the Spanish Constitution. Favouring compliance with citizens’ right to university education. Based on that right and by means of appropriate assistance access will be made possible for all citizens who wish to access university education, provided they have appropriate professional and technical qualifications in accordance with current regulations. Obtaining the principle of permanent education or learning all of one’s life, thus encouraging universities to organize lifelong learning for all citizens who wish to study, within the framework of budget possibilities. Considering universities as a fundamental element for the territory and the institutions in order to service society and improve cultural, social and economic conditions, taking into consideration the principle of sustainability. The search for quality and excellence in teaching, in research and management, with the application of evaluation systems and methods as well as certification based on criteria and methodologies which are internationally comparable. Promoting education for students, and, in general, for the university community in democratic values, thus encouraging principles of solidarity, respect for the environment and education for peace as an integral part of the global process of learning and training. Inciting coordination activities and efforts with appropriate agencies and departments to obtain the European Higher Education Area and the appropriate presence in it of university education in Aragón. Promoting scientific research, technological development and innovation. Conception of the university as a space for social commitment and cooperation with socially developing countries. As can be observed, the Public Act 5/2. Administration of the University System in Aragón is modern in its intentions and in some sections it directly integrates the parameters established in the Bologna Declaration (1. After analyzing the objectives of the articles, we can highlight in section c), the aim of the “principle of permanent education or lifelong learning”. In e), “the application of evaluation methods and systems as well as certification based on criteria and methods which are internationally comparable” is included. And in section g) interest is shown for “obtaining the European Higher Education Area…” In this way the aim of convergence and comparable quality methods whose purpose is to contribute to lifelong learning (LLL) [4] is expressly referred to. The fact that Aragón is one of the last regions to include Communication degrees in its universities does not mean that it has been left behind, but rather the opposite. In the Universidad San Jorge, in the 2. Journalism and Advertising and Public Relations students graduated. And since that academic year it has completely adapted to the European Higher Education Area, although the assignment of roles of lecturers/students was already a reality since the beginning of this university. Besides the degree programmes of Journalism and Advertising & Public Relations, in September 2. Audiovisual Communication began. To that effect, the private university currently offers three branches in Communication Science. The Communication programme of the Universidad de Zaragoza, a public university, also began in 2. Journalism. In this framework there had not been any precedents in Communication degree programmes. Therefore the initial model of the public university began with all of the dimensions of a curriculum in accordance with the EHEA. The curriculum did not have to be modified because it was fully integrated from day one. The trajectory of Communication studies is already a reality in the Region of Aragón and is one of the few fully integrated in the Bologna model. Meanwhile, most of the Spanish universities are, according to Sánchez Pozo (2.
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