EucenThe e-journal RUSC marks its 10th anniversary with a dossier on the informalization of education
Information and communication technology (ICT) has led to the creation of new scenarios that go beyond the limits of “formal” and “institutional” education and open new paths towards a more collaborative transmission of knowledge. In this issue, dedicated to the “Informalization of education”, the UOC journal RUSC marks its tenth anniversary and enters a new stage in which it will be jointly published with the University of New England (Australia).
Formal, non-formal and informal education is the main topic of the latest issue of RUSC, Revista de Universidad y Sociedad del Conocimiento, a leading publication in the field of e-learning and the knowledge society. Coordinated by Albert Sangrà, director of the UOC’s eLearn Center, and Steve Wheeler, of the University of Plymouth (United Kingdom), the dossier includes articles by researchers from around the world that examine issues such as collaborative knowledge, open educational resources and teacher training.
Shared knowledge: One example of informal education is knowledge exchange amongst members of a virtual network or physical community. In her article, Josianne Basque, lecturer at a distance-learning university in Quebec, discusses a pioneering experience in academia in which group mentoring sessions were organized amongst academic staff.
Open educational resources: Open educational resources are quality educational resources that are distributed freely on the Internet. The second article in the dossier, by Tony Coughlan and Leigh-Anne Perryman, researchers at the Open University in the United Kingdom, advocates the need to promote the distribution of such resources in professional communities outside academia. Similarly, in his article, Professor Don Olcott of the Higher Colleges of Technology in the United Arab Emirates examines the importance of open resources for the transmission of knowledge and skills in marginal and disadvantaged communities.
Teacher training: In a changing and complex educational context with increasingly porous boundaries, teachers must also engage in continuous training to attain the professional skills they need to navigate new contexts. In his article, José Tejada Fernández (Autonomous University of Barcelona, UAB) proposes a continuous, comprehensive, collaborative, praxis-based model of training.
Other content: The latest issue of RUSC also contains research articles on topics such as e-dossiers for group work, innovation at Latin American universities and the use of hypertext tools in teacher training.
Ten years of RUSC: This issue marks the tenth anniversary of the e-journal RUSC, Revista de Universidad y Sociedad del Conocimiento. The journal was launched to promote and disseminate scientific studies in the field of e-learning in an open, online format. Today RUSC is an established journal, listed in the most important citation indices and scientific databases, including SCOPUS (Elsevier), Educational Research Complete (EBSCO), InRecs, MIAR (ICDS 9,454), Carhus Plus, DOAJ, the Latindex catalogue, Redalyc and e-Revistas (CINDOC-CSIC), among others. This issue is also the first one published under the joint publication agreement signed with the University of New England (UNE) of Australia and DeHub, the UNE’s centre for quality studies in e-learning. Likewise, the UOC’s eLearn Centre is now a member of the journal’s editorial board.
Highlights: The journal currently has nearly 2,000 registered subscribers. In 2012, it received 65,930 hits from 43,530 users. In the same period, 20,008 full-text copies of articles were downloaded (in PDF format).