Linda Castañeda
Biographic Data
| ID | 6329564 |
|---|---|
| NAME | Linda Castañeda |
| GIVEN NAMES | Linda |
| FAMILY NAME | Castañeda |
| SIGNATURE | CASTANEDA L |
| AFFILIATIONS | Universidad de Murcia |
| ORCID | 0000-0002-1055-9241 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Educational empowerment and strategic guidance: A critical perspective on regional educational digital transformation
This article explores the dichotomy between empowerment and guidance-oriented strategies in the leadership exercised over teachers, particularly within national digital-transformation initiatives and the teacher-professional-development schemes designed to sustain them. Building on European Commission frameworks and tools (SELFIE, DigComp, DigCompEdu, DigCompOrg), we conducted 16 semi-structured interviews with the officials formally responsible …
Game-based strategies for data literacy: Exploring agency in adult learning
In an increasingly data-driven world, supporting adults in developing data literacy is essential for informed participation in society. For learning to be relevant and impactful, adults need to experience a sense of agency in the process. Game-based learning provides a safe, engaging, and experiential space that enables adults to explore and develop data-related knowledge and skills in meaningful, situated ways. Building on this premise, the Eras…
Strategic Digital Change in Action: A Transferable Model for Teacher Competence Development
This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional d…
Instructors' perspectives on personal learning environments in higher education: Unravelling the threads of assemblage, agency, and pedagogic frailty
Commitment to the development of people with greater learning agency is one of the highest priorities of our time, also in formal education at every level. In this context, the development of student-centred practices, especially those designed to improve learning-to-learn competences as those aimed to develop their personal learning environments (PLE) become pivotal; and the role of instructors on its design become crucial. In this narrative stu…
Data literacy for citizenry through game-based learning: Adult perceptions of fun and learning with the Dali Toolkit
In post-digital society, data literacy is an essential skill for navigating the vast amounts of data generated in everyday life and data-driven decision making are necessary skills for social innovation and justice. Game-based learning offers adults an engaging approach to developing these skills. This paper describes a study that examines adult participants’ perceptions of the DALI (Data Literacy) Toolkit, a set of educational games designed to …
Governing digital education in decentralised systems: Translating supranational frameworks into regional policy practice
A literature review on self-regulated learning and personal learning environments: Features of a close relationship
This article analyzes the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010–2020. This study uses a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and deconstructs the close relationship between learners’ SRL skills, and their capacity to develop and r…
Relational topologies in the learning activity spaces: Operationalising a sociomaterial approach
Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated …
La universidad digital: Aproximación a un análisis crítico de los planes de transformación digital de las universidades públicas españolas
En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior y en el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digi…
A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education
Implementation of digital tools and processes in Higher Education Institutions (HEIs) as an emergent activity depends on the sociomaterial relationships between institutional factors that dynamically interact with each other. This article systematically explores through a literature review some of the most relevant and up‐to‐date published studies to identify the ‘important factors’ to consider for the implementation of digital tools and processe…
Understanding Instructors’Motivations to Improve Mooc Sustainability
The global success of Massive Open Online Courses (MOOC) makes its analysis crucial to guarantee the quality, engagement, and best results in their implementation. Much research has been dedicated to understanding learner’s experience and institutional results, but few papers have studied the instructor’s perspective, which is essential to making MOOC a sustainable endeavor. This study has examined the perceived motivation for participating in a …
International insights about a holistic model of teaching competence for a digital era: The digital teacher framework reviewed
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ a…
The PLE as a framework for developing agency in lifelong learning
More than tools? Making sense of the ongoing digitizations of higher education
In times of hype surrounding the ‘Internet of Things’, ‘blockchain universities’, ‘learning analytics’ and the like, this special issue of the International Journal of Educational Technology in Higher Education starts from a simple proposition – how might we develop critical perspectives and alternative visions of technology in higher education? Our initial call resulted in the six articles that you find attached. These were written from a divers…
Beyond the tools: Analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en…
In this paper we present the results of a naturalistic study carried out with higher education students which describes their learning environments when working on academic tasks in groups and individually. In this study we want to analyse how they organize their learning activities and knowledge processes (reading, reflecting and sharing) and how these learning processes are integrated into their Personal Learning Environments (PLE). In order to…
Desvelando nuestra identidad digital
We critique the concept of digital identity and try to deal with all its complexity. In addition, we present findings from a first approach to this object of analysis, a study that explores higher education students’ perceptions and concerns about their digital identity. Thus, this study focuses on digital identity as it is projected mainly on social networking sites (SNS) and the role they play in young people’s lives
ICT competences of future teachers
ICT competences are an essential part of teachers’ curriculums in Spain. This paper presents an analysis of the technical skills in the use of ICT of future primary school teachers in the final year of teacher training at the University of Murcia (period 2008- 2009). This analysis adopts a three dimensional approach. Firstly, it aims to explore students’ mastery of the technical skills in using ICT. Secondly, it analyses how the university is wor…
Beyond the tools: Analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en…
In this paper we present the results of a naturalistic study carried out with higher education students which describes their learning environments when working on academic tasks in groups and individually. In this study we want to analyse how they organize their learning activities and knowledge processes (reading, reflecting and sharing) and how these learning processes are integrated into their Personal Learning Environments (PLE). In order to…
ICT competences of future teachers
ICT competences are an essential part of teachers’ curriculums in Spain. This paper presents an analysis of the technical skills in the use of ICT of future primary school teachers in the final year of teacher training at the University of Murcia (period 2008- 2009). This analysis adopts a three dimensional approach. Firstly, it aims to explore students’ mastery of the technical skills in using ICT. Secondly, it analyses how the university is wor…
ICT competences of future teachers
ICT competences are an essential part of teachers’ curriculums in Spain. This paper presents an analysis of the technical skills in the use of ICT of future primary school teachers in the final year of teacher training at the University of Murcia (period 2008- 2009). This analysis adopts a three dimensional approach. Firstly, it aims to explore students’ mastery of the technical skills in using ICT. Secondly, it analyses how the university is wor…
Desvelando nuestra identidad digital
We critique the concept of digital identity and try to deal with all its complexity. In addition, we present findings from a first approach to this object of analysis, a study that explores higher education students’ perceptions and concerns about their digital identity. Thus, this study focuses on digital identity as it is projected mainly on social networking sites (SNS) and the role they play in young people’s lives
Beyond the tools: Analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en…
In this paper we present the results of a naturalistic study carried out with higher education students which describes their learning environments when working on academic tasks in groups and individually. In this study we want to analyse how they organize their learning activities and knowledge processes (reading, reflecting and sharing) and how these learning processes are integrated into their Personal Learning Environments (PLE). In order to…
More than tools? Making sense of the ongoing digitizations of higher education
In times of hype surrounding the ‘Internet of Things’, ‘blockchain universities’, ‘learning analytics’ and the like, this special issue of the International Journal of Educational Technology in Higher Education starts from a simple proposition – how might we develop critical perspectives and alternative visions of technology in higher education? Our initial call resulted in the six articles that you find attached. These were written from a divers…
The PLE as a framework for developing agency in lifelong learning
Understanding Instructors’Motivations to Improve Mooc Sustainability
The global success of Massive Open Online Courses (MOOC) makes its analysis crucial to guarantee the quality, engagement, and best results in their implementation. Much research has been dedicated to understanding learner’s experience and institutional results, but few papers have studied the instructor’s perspective, which is essential to making MOOC a sustainable endeavor. This study has examined the perceived motivation for participating in a …
International insights about a holistic model of teaching competence for a digital era: The digital teacher framework reviewed
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ a…
La universidad digital: Aproximación a un análisis crítico de los planes de transformación digital de las universidades públicas españolas
En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior y en el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digi…
A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education
Implementation of digital tools and processes in Higher Education Institutions (HEIs) as an emergent activity depends on the sociomaterial relationships between institutional factors that dynamically interact with each other. This article systematically explores through a literature review some of the most relevant and up‐to‐date published studies to identify the ‘important factors’ to consider for the implementation of digital tools and processe…
A literature review on self-regulated learning and personal learning environments: Features of a close relationship
This article analyzes the relationship between self-regulated learning (SRL) and personal learning environments (PLE) in light of the educational academic literature of the decade 2010–2020. This study uses a systematized literature review followed by a qualitative analysis of the most cited literature to establish a narrative that highlights and deconstructs the close relationship between learners’ SRL skills, and their capacity to develop and r…
Relational topologies in the learning activity spaces: Operationalising a sociomaterial approach
Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated …
Strategic Digital Change in Action: A Transferable Model for Teacher Competence Development
This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional d…
Instructors' perspectives on personal learning environments in higher education: Unravelling the threads of assemblage, agency, and pedagogic frailty
Commitment to the development of people with greater learning agency is one of the highest priorities of our time, also in formal education at every level. In this context, the development of student-centred practices, especially those designed to improve learning-to-learn competences as those aimed to develop their personal learning environments (PLE) become pivotal; and the role of instructors on its design become crucial. In this narrative stu…
Data literacy for citizenry through game-based learning: Adult perceptions of fun and learning with the Dali Toolkit
In post-digital society, data literacy is an essential skill for navigating the vast amounts of data generated in everyday life and data-driven decision making are necessary skills for social innovation and justice. Game-based learning offers adults an engaging approach to developing these skills. This paper describes a study that examines adult participants’ perceptions of the DALI (Data Literacy) Toolkit, a set of educational games designed to …
Governing digital education in decentralised systems: Translating supranational frameworks into regional policy practice
Educational empowerment and strategic guidance: A critical perspective on regional educational digital transformation
This article explores the dichotomy between empowerment and guidance-oriented strategies in the leadership exercised over teachers, particularly within national digital-transformation initiatives and the teacher-professional-development schemes designed to sustain them. Building on European Commission frameworks and tools (SELFIE, DigComp, DigCompEdu, DigCompOrg), we conducted 16 semi-structured interviews with the officials formally responsible …
Game-based strategies for data literacy: Exploring agency in adult learning
In an increasingly data-driven world, supporting adults in developing data literacy is essential for informed participation in society. For learning to be relevant and impactful, adults need to experience a sense of agency in the process. Game-based learning provides a safe, engaging, and experiential space that enables adults to explore and develop data-related knowledge and skills in meaningful, situated ways. Building on this premise, the Eras…
Sociology (11 works) · Computer Science (10 works) · Pedagogy (9 works) · Psychology (9 works) · Digital literacy in education (6 works) · Political science (6 works) · E-Learning and Knowledge Management (5 works) · Knowledge management (5 works) · Mathematics education (5 works) · Educational Innovations and Technology (4 works)