Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a general model with specifications for each educational level. Through a methodology built on the Successive Approximation Model (SAM), this article studies learning itinerary design, implementation and assessment process, representing, through non-linear organised conceptual maps, sets of activities leading to the development of competencies that must be understood, mastered and demonstrated. Obtained results show the adequacy of a learning itinerary based on conceptual maps of the subjects' characteristics, solving real situations through the construction and creation of new schemes and knowledge management methods while contributing to a reflection on curricular design principles using ICT and generating learning-process autonomy.

El Campo Casabe está formado por una estructura anticlinal asimétrica con buzamiento moderado hacia el este, afectado por fallas transpresionales que involucran secuencias sedimentarias del Cretáceo y Paleógeno. Como consecuencia, se produjeron fallas normales e inversas que definen 8 bloques operativos en el campo. Se resaltan como características relevantes la alta heterogeneidad de yacimientos no consolidados producidos en conjunto, la limitada continuidad areal de los yacimientos y las desfavorables relaciones de movilidad. Estas condiciones motivaron al equipo técnico del campo a realizar análisis integrados y multidisciplinarios que comprenden estudios de geología, yacimientos e ingeniería de subsuelo, validados con la experiencia operativa obtenida en el campo, con el fin de explotar más eficientemente los hidrocarburos de cada una de las 23 capas productoras. Este análisis integrado incorpora cambios en los volúmenes de inyección de agua por arena en función de los volúmenes remanentes de petróleo, calculados a partir de las eficiencias volumétrica y de desplazamiento y de los estudios de conectividad hidráulica. A partir de estos volúmenes, se definieron pronósticos de producción incremental usando curvas de flujo fraccional. También se determinaron perfiles de inyección por pozo que generen una condición de balance en el sistema. Todo esto, con el fin de incrementar el factor de recobro en el campo, mejorar la utilización del agua de inyección y disminuir el índice de falla relacionado a desbalances en el sistema producción–inyección. Los resultados a la fecha indican que en las zonas de estudio se ha obtenido una reducción del 25% en el índice de falla, un incremento de la producción del 21%, una reversión de la tendencia de la declinación del campo del 15% al 7% y una reducción del 30% de los costos asociados a consumo de energía y química para tratamiento de agua.

TAG, in Spanish: Tecnología, Aprendizaje y Gestión (Technology, Learning and Management) is an ubiquitous learning model that aims becoming a point of reference for higher education institutions within their transformation processes in educational innovation. The model is built on three dimensions: Technology, Learning and Management, which are assessed through the identification of categories and properties, and their associated metrics and indicators to determine the levels of ubiquity in a higher education institution, enabling the organizacional diagnosis and the design of strategies to increment the ubiquity level. This paper introduces the conceptual guidelines that enables the definition of the main properties for each one of the TAG dimensions.