The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co‐citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology‐enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on‐site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design‐based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.

The great popularisation of social media at the beginning of the 21st century has led to the production of many empirical studies in an attempt to explore the opportunities these platforms provide for different activities, such as learning and updating for professionals. This study aims to identify and summarise the main characteristics of research into social media and professional development published between 2013 and 2017. We analysed the years, journals, conceptual background, research methodologies, data collection tools, professional disciplines, educational contexts, types of social media and characteristics of social media that can generate learning opportunities. A total of 44 articles were selected and analysed from peer-reviewed journals. Findings revealed that (1) an upward trend with respect to research on social media and professional development; (2) surveys were the main research method for collecting data about social media; (3) health and education sciences are the most studied fields of knowledge; (4) there is a special interest in the study of social media in informal learning contexts; (5) Twitter is the most studied social media platform and (6) social media seems to be a sustainable support for professional development due to its open, social and flexible nature. Implications of findings for future research are also discussed.

Over recent years educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online they may not have the necessary skills to do so successfully. Thus, a small scale professional development programme was set up and piloted by two distance universities. The aims were to develop teachers' experience of online group work; to trial a set of pilot activities which would raise awareness of factors contributing to successful collaborative online activity; and to identify professional development needs in this area. This article reports on the hands-on experience of a group of 20 teachers, examines some of the competences that are needed to successfully collaborate in virtual environments, and presents the skills that teachers need to foster online collaborative learning in the virtual classroom. Quantitative and qualitative data were collected, examining the levels of participation among participants, the collaborative activity of two groups, and teacher perception of the collaboration which took place. The skills identified include planning and managing the collaboration, designing appropriate activities, giving clear instructions and getting students to negotiate ground rules for participation, moderating at the right level, and choosing the right environment and the appropriate tool(s). While this study was carried out with language teachers, many of the findings are applicable to other subject areas where growing emphasis is placed on the development of collaborative skills.

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies. Este artículo presenta un estudio exploratorio que examina prácticas de docentes referentes de Educación Primaria en su desarrollo profesional para la integración de las TIC en la docencia y el aprendizaje como medio de comprensión operacional de las ecologías de aprendizaje. Un docente referente en el contexto de este estudio es aquel que innova pedagógicamente y que influye en la comunidad, habiendo desarrollado con éxito su ecología de aprendizaje. Mediante un enfoque cualitativo, se explora el concepto de ecologías de aprendizaje como motor de la innovación en el desarrollo profesional de los docentes, utilizando una muestra cuidadosamente seleccionada de nueve profesores de Educación Primaria. A partir de entrevistas en profundidad, codificación específica y análisis con NVivo, los resultados muestran que estos docentes despliegan sistemas organizados de actividades, relaciones y recursos, que pueden ser caracterizados como componentes de sus ecologías de aprendizaje para mantenerse permanentemente actualizados. Se identifican algunas de las características y factores que potencialmente facilitan u obstaculizan el desarrollo de su ecología de aprendizaje. Futuras investigaciones en esta línea permitirán mejorar la comprensión de las ecologías de aprendizaje profesional de los docentes, apoyando nuevas intervenciones y recomendaciones para el desarrollo profesional.

Considering the expansion of active pedagogies that consider the student as the centre of the teaching and learning process, their role during the assessment process cannot be overlooked. That implies a change in the teacher's role from a communicator of the student's mark to an open system in which teachers and students get involved in the learning process and develop online assessment skills. From a description of a concrete experience of continuous e-assessment in a subject at the UOC, this paper explores the advantages of the active role of students in the e-assessment of competency acquisition. In this subject, the student is assessed, using a project based learning methodology, from two dimensions provided by continuous assessment: on the one hand, the assessment of the process followed during the development of the activities based on the outcomes of each phase of the projects and process monitoring and, on the other hand, the assessment of the final outcome. Hence, students participate in both the assessment of the process and the final outcome. The process assessment, developed in the framework of teamwork, is produced in a self-assessment process in which both the student and peer participation in a work group are analysed, thereby developing a dynamic peerassessment. In addition, a process of reflection regarding teamwork is carried out at the end of each phase of the project, based on an interactive process among the members of the group. The evaluation of the results focuses on an interactive assessment based on the analysis of the projects developed by other groups at the final stage of the subject. In order to analyse the students' perception about the e-assessment methodology and their role during this process, a quantitative and online questionnaire was designed and administered at the final stage of the course. The results revealed a high level of satisfaction with the e-assessment activities of the course and an improvement of the learning process.