WYRED Project
Abstract WYRED (netWorked Youth Research for Empowerment in the Digital society) European H2020 project was born with the aim of knowing better what young people think, giving them the opportunity of rising their voices, about the technology influence in every aspect of their daily living. Currently, this project is near to finish its first year, building a different Social Sciences research approach, with a focus more oriented to open science related areas such as crowd science, citizen science, or network-connected science.
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Balanskat, A., & Engelhardt, K. (2015). Computing our future. Computer programming and coding Priorities, school curricula and initiatives across Europe. Retrieved from Brussels, Belgium: https://goo.gl/i5aQiv
García-Peñalvo, F. J. (2016a). A brief introduction to TACCLE 3 – Coding European Project. In F. J. García-Peñalvo & J. A. Mendes (Eds.), 2016 International Symposium on Computers in Education (SIIE 16). USA: IEEE. doi: http://doi.org/10.1109/SIIE.2016.7751876
García-Peñalvo, F. J. (2016b). Presentation of the GRIAL research group and its main research lines and projects on March 2016. Retrieved from http://hdl.handle.net/10366/127737
García-Peñalvo, F. J. (2016c). Proyecto TACCLE3 – Coding. In F. J. García-Peñalvo & J. A. Mendes (Eds.), XVIII Simposio Internacional de Informática Educativa, SIIE 2016 (pp. 187-189). Salamanca, España: Ediciones Universidad de Salamanca.
García-Peñalvo, F. J. (2016d). What Computational Thinking Is. Journal of Information Technology Research, 9(3), v-viii.
García-Peñalvo, F. J. (2016e). The WYRED Project: A Technological Platform for a Generative Research and Dialogue about Youth Perspectives and Interests in Digital Society. Journal of Information Technology Research, 9(4), vi-x.
García-Peñalvo, F. J. (2017a). Mitos y Realidades del Acceso Abierto. Education in the Knowledge Society, 18(1), 7-20. http://doi.org/10.14201/eks2017181720García-Peñalvo, F. J. (2017b). Publishing in Open Access. Journal of Information Technology Research, 10(3), vi-viii.
García-Peñalvo, F. J., & Cruz-Benito, J. (2016). Computational thinking in pre-university education. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 13-
17). New York, NY, USA: ACM. http://doi.org/10.1145/3012430.3012490
García-Peñalvo, F. J., & Durán-Escudero, J. (2017). Interaction design principles in WYRED platform. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Technology in Education. 4th International Conference, LCT 2017. Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9–14, 2017. Proceedings, Part II (pp. 371-381). Switzerland: Springer International Publishing. http://doi.org/10.1007/978-3-319-58515-4_29
García-Peñalvo, F. J., García de Figuerola, C., & Merlo-Vega, J. A. (2010). Open knowledge: Challenges and facts. Online Information Review, 34(4), 520-539. http://doi.org/10.1108/14684521011072963
García-Peñalvo, F. J., & Kearney, N. A. (2016). Networked youth research for empowerment in digital society. The WYRED project. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 3-9). New York, NY, USA: ACM. http://doi.org/10.1145/3012430.3012489
García-Peñalvo, F. J., Llorens Largo, F., Molero Prieto, X., & Vendrell Vidal, E. (2017). Educación en Informática sub 18 (EI<18). ReVisión, 10(2), 13-18.
García-Peñalvo, F. J., Reimann, D., Tuul, M., Rees, A., & Jormanainen, I. (2016). An overview of the most relevant literature on coding and computational thinking with emphasis on the relevant issues for teachers. Belgium: TACCLE3 Consortium. http://doi.org/10.5281/zenodo.165123
García-Peñalvo, F. J., Rodríguez-Conde, M. J., Seoane-Pardo, A. M., Conde-González, M. Á., Zangrando, V., & García-Holgado, A. (2012). GRIAL (GRupo de investigación en InterAcción y eLearning), USAL. IE Comunicaciones. Revista Iberoamericana de Informática Educativa, 15, 85-94.
Grijalva Verdugo, A. A., & Urrea Zazueta, M. L. (2017). Cultura científica desde la universidad.Evaluación de la competencia investigativa en estudiantes de Verano Científico. Education in the Knowledge Society, 18(3), 15-35. http://doi.org/10.14201/eks20171831535
Johnson, W., Rickel, J., & Lester, J. (2000). Animated Pedagogical Agents: Face-to-Face Interaction in Interactive Learning Environments. Journal of Artificial Intelligence in Education, 11, 47-78.
Llorens Largo, F., García-Peñalvo, F. J., Molero Prieto, X., & Vendrell Vidal, E. (2017). La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios. Education in the Knowledge Society, 18(2), 7-17. http://doi.org/10.14201/eks2017182717
Llorens-Largo, F. (2015). Dicen por ahí... que la nueva alfabetización pasa por la programación. ReVisión, 8(2), 11-14.
Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2018). Co-creation and open innovation: Systematic literature review. Comunicar, 26(54).
Reimann, D., & Maday, C. (2017). Enseñanza y aprendizaje del modelado computacional en procesos creativos y contextos estéticos. Education in the Knowledge Society, 18(3), 87-97. http://doi.org/10.14201/eks20171838797
Santos, A. M., Cordón García, J. A., & Gómez Díaz, R. (2017). The websites of primary and secondary schools in Portugal: an evaluation proposal. Education in the Knowledge Society, 18(3), 37-58. http://doi.org/1014201/eks20171833758
TACCLE 3 Consortium. (2017). TACCLE 3: Coding Erasmus + Project website. Retrieved from http://www.taccle3.eu/
Tamayo, S., & Pérez-Marín, D. (2017). ¿Qué esperan los Docentes de los Agentes Conversacionales Pedagógicos? Education in the Knowledge Society, 18(3), 59-85. http://doi.org/10.14201/eks20171835985
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. http://doi.org/10.1145/1118178.1118215
WYRED Consortium. (2017a). WYRED Research Cycle Infographic. European Union: WYRED Consortium. http://doi.org/10.5281/zenodo.572622
WYRED Consortium. (2017b). WYRED Research Cycle Overview Infographic. European Union: WYRED Consortium. http://doi.org/10.5281/zenodo.572633
García-Peñalvo, F. J. (2016a). A brief introduction to TACCLE 3 – Coding European Project. In F. J. García-Peñalvo & J. A. Mendes (Eds.), 2016 International Symposium on Computers in Education (SIIE 16). USA: IEEE. doi: http://doi.org/10.1109/SIIE.2016.7751876
García-Peñalvo, F. J. (2016b). Presentation of the GRIAL research group and its main research lines and projects on March 2016. Retrieved from http://hdl.handle.net/10366/127737
García-Peñalvo, F. J. (2016c). Proyecto TACCLE3 – Coding. In F. J. García-Peñalvo & J. A. Mendes (Eds.), XVIII Simposio Internacional de Informática Educativa, SIIE 2016 (pp. 187-189). Salamanca, España: Ediciones Universidad de Salamanca.
García-Peñalvo, F. J. (2016d). What Computational Thinking Is. Journal of Information Technology Research, 9(3), v-viii.
García-Peñalvo, F. J. (2016e). The WYRED Project: A Technological Platform for a Generative Research and Dialogue about Youth Perspectives and Interests in Digital Society. Journal of Information Technology Research, 9(4), vi-x.
García-Peñalvo, F. J. (2017a). Mitos y Realidades del Acceso Abierto. Education in the Knowledge Society, 18(1), 7-20. http://doi.org/10.14201/eks2017181720García-Peñalvo, F. J. (2017b). Publishing in Open Access. Journal of Information Technology Research, 10(3), vi-viii.
García-Peñalvo, F. J., & Cruz-Benito, J. (2016). Computational thinking in pre-university education. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 13-
17). New York, NY, USA: ACM. http://doi.org/10.1145/3012430.3012490
García-Peñalvo, F. J., & Durán-Escudero, J. (2017). Interaction design principles in WYRED platform. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Technology in Education. 4th International Conference, LCT 2017. Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9–14, 2017. Proceedings, Part II (pp. 371-381). Switzerland: Springer International Publishing. http://doi.org/10.1007/978-3-319-58515-4_29
García-Peñalvo, F. J., García de Figuerola, C., & Merlo-Vega, J. A. (2010). Open knowledge: Challenges and facts. Online Information Review, 34(4), 520-539. http://doi.org/10.1108/14684521011072963
García-Peñalvo, F. J., & Kearney, N. A. (2016). Networked youth research for empowerment in digital society. The WYRED project. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 3-9). New York, NY, USA: ACM. http://doi.org/10.1145/3012430.3012489
García-Peñalvo, F. J., Llorens Largo, F., Molero Prieto, X., & Vendrell Vidal, E. (2017). Educación en Informática sub 18 (EI<18). ReVisión, 10(2), 13-18.
García-Peñalvo, F. J., Reimann, D., Tuul, M., Rees, A., & Jormanainen, I. (2016). An overview of the most relevant literature on coding and computational thinking with emphasis on the relevant issues for teachers. Belgium: TACCLE3 Consortium. http://doi.org/10.5281/zenodo.165123
García-Peñalvo, F. J., Rodríguez-Conde, M. J., Seoane-Pardo, A. M., Conde-González, M. Á., Zangrando, V., & García-Holgado, A. (2012). GRIAL (GRupo de investigación en InterAcción y eLearning), USAL. IE Comunicaciones. Revista Iberoamericana de Informática Educativa, 15, 85-94.
Grijalva Verdugo, A. A., & Urrea Zazueta, M. L. (2017). Cultura científica desde la universidad.Evaluación de la competencia investigativa en estudiantes de Verano Científico. Education in the Knowledge Society, 18(3), 15-35. http://doi.org/10.14201/eks20171831535
Johnson, W., Rickel, J., & Lester, J. (2000). Animated Pedagogical Agents: Face-to-Face Interaction in Interactive Learning Environments. Journal of Artificial Intelligence in Education, 11, 47-78.
Llorens Largo, F., García-Peñalvo, F. J., Molero Prieto, X., & Vendrell Vidal, E. (2017). La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios. Education in the Knowledge Society, 18(2), 7-17. http://doi.org/10.14201/eks2017182717
Llorens-Largo, F. (2015). Dicen por ahí... que la nueva alfabetización pasa por la programación. ReVisión, 8(2), 11-14.
Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2018). Co-creation and open innovation: Systematic literature review. Comunicar, 26(54).
Reimann, D., & Maday, C. (2017). Enseñanza y aprendizaje del modelado computacional en procesos creativos y contextos estéticos. Education in the Knowledge Society, 18(3), 87-97. http://doi.org/10.14201/eks20171838797
Santos, A. M., Cordón García, J. A., & Gómez Díaz, R. (2017). The websites of primary and secondary schools in Portugal: an evaluation proposal. Education in the Knowledge Society, 18(3), 37-58. http://doi.org/1014201/eks20171833758
TACCLE 3 Consortium. (2017). TACCLE 3: Coding Erasmus + Project website. Retrieved from http://www.taccle3.eu/
Tamayo, S., & Pérez-Marín, D. (2017). ¿Qué esperan los Docentes de los Agentes Conversacionales Pedagógicos? Education in the Knowledge Society, 18(3), 59-85. http://doi.org/10.14201/eks20171835985
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. http://doi.org/10.1145/1118178.1118215
WYRED Consortium. (2017a). WYRED Research Cycle Infographic. European Union: WYRED Consortium. http://doi.org/10.5281/zenodo.572622
WYRED Consortium. (2017b). WYRED Research Cycle Overview Infographic. European Union: WYRED Consortium. http://doi.org/10.5281/zenodo.572633
García-Peñalvo, F. J. (2017). WYRED Project. Education in The Knowledge Society, 18(3), 7–14. https://doi.org/10.14201/eks2017183714
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