Cada vez son más las herramientas tecnológicas de las que disponemos para mejorar la calidad de nuestra docencia, además, contamos con nuevas metodologías docentes para conectar mejor con los estudiantes de hoy. Una de ellas es «la clase al revés» o «flipped classroom» desarrollada por los profesores Bergman y Sams. Consiste en facilitar al alumno recursos audiovisuales para un aprendizaje autónomo, mientras que en clase se realizan prácticas o debates con la orientación del profesor. De esta manera se observan individualmente los conceptos adquiridos por los alumnos y se refuerzan los aspectos no aprendidos. Esta metodología crea la necesidad de disponer de un material audiovisual de calidad y adaptado a las necesidades de cada docente. Desde aquí proponemos el uso del «Motion Graphics» o «Diseños Audiovisuales» para desarrollarlo ya que resulta ser una técnica de animación capaz de comunicar y traducir complejos conceptos y además hacerlo con un logrado atractivo estético. A través del curso «Iniciación a Motion Graphics» impartido en la Universidad de Granada nos hemos propuesto el objetivo de enseñar a nuestros docentes a enseñar con Motion Graphics.

The main scope of this article is to highlight the potential of student interactions in Scienceteaching, from educational resources in augmented reality, and its effect on the development of spatialvisualization skills. Therefore, it presents a contextualization about Science teaching, the use of reallaboratories, as well as its limitations, presenting as an alternative the use of educational resources inaugmented reality with the support of mobile devices. The solution was tested in activities thatcomplement the Science teaching and learning process with basic education students in Brazil. It aimedto investigate whether students' interactions with educational resources in augmented reality cancontribute to the development of spatial visualization skills. The methodological procedures wereorganized in a quasi-experimental approach, through activities foreseen in a test protocol carried outwith 208 participants divided into two groups: Control (n=96 subjects) and Experimental (n=112subjects). In general terms, the results of this research point to contributions arising from theinteractions of students with educational resources in augmented reality, both for the development ofspatial visualization skills, as well as for the observation of the phenomenon and understanding of theabstract concepts associated with it, formulation and testing of hypotheses, as well as conclusions fromthe situations experienced.

The main scope of this article is to highlight the potential of student interactions in Science teaching, from educational resources in augmented reality, and its effect on the development of spatial visualization skills. Therefore, it presents a contextualization about Science teaching, the use of real laboratories, as well as its limitations, presenting as an alternative the use of educational resources in augmented reality with the support of mobile devices. The solution was tested in activities that complement the Science teaching and learning process with basic education students in Brazil. It aimed to investigate whether students' interactions with educational resources in augmented reality can contribute to the development of spatial visualization skills. The methodological procedures were organized in a quasi-experimental approach, through activities foreseen in a test protocol carried out with 208 participants divided into two groups: Control (n=96 subjects) and Experimental (n=112 subjects). In general terms, the results of this research point to contributions arising from the interactions of students with educational resources in augmented reality, both for the development of spatial visualization skills, as well as for the observation of the phenomenon and understanding of the abstract concepts associated with it, formulation and testing of hypotheses, as well as conclusions from the situations experienced.

Science museums are conducive places for the development of teaching and learning,through the participation of visitors in the activities and exhibitions offered by these centers. But,the experience in these centers does not end or begin with the physical visit, but there is acontinuation of the experience through the Internet, either through web pages or social networks.This work has focused on analyzing the assessment made by teachers of the presence of Spanishscience museums on the Internet, from the perspective of education. It has been possible to verifywhich are the channels used by the different science museums on the net, as well as which are thedidactic resources offered by these centers. The websites and social media profiles of 37 sciencemuseums were analyzed and 519 professors were asked about their assessment of the Internetpresence of science museum centers. Allowing to establish that the relationship between sciencemuseums and their presence on the Internet, for teachers, has a marked educational character,based on the availability of educational tool.

Audiovisual and Mass Media has become an excellent support for the transmission,expansion and reinforcement of content previously worked in the classroom. Little Einsteins TVseries is a clear example of this typology. This research focuses on the viewing, analysis andclassification of all those elements related to the different artistic disciplines. It pays specialattention to those that pertain to history of music, musical language, musical instruments andother music elements. These features appear in the sixty-seven chapters that make up this TVseries. The aim is categorizing this artistic and musical material easing the work of the primarymusic teachers when including this resource in their didactic syllabus. For this purpose, thecollection of qualitative parameters and the textual analysis, the active viewing, the analysis ofaudiovisual discourse and the interpretation of the information appeared in each one of theepisodes has been used. Finally, the conclusions derived from this study and their possibleapplications in the music classroom are presented

University students interact and communicate using social media (SM) and developonline activities that define their profiles as users. This research investigates the uses of SM madeby Colombian and Spanish students (N=501) to interact socially, while identifying their profilesassociated with the activities they perform. A quantitative methodology of a descriptive nature isadopted, with a subsequent analysis of variance confirming the existence of statisticallysignificant differences depending on the variables gender, age and nationality. The results showthat university students stand out above their peers by having a greater presence, social activityand involvement in the SM, frequently perform tasks of updating their status, publishingmessages, comments, videos or photographs, sending messages, visiting and valuing otherpeople's accounts. This helps to outline profiles as creators and critics, and on the contrary, theirpeers adopt collector and viewer profiles. Heterogeneous profiles associated with age related tothe interests of university students are observed. By nationality, there are differences in thewidespread use of certain SM and in user profiles. Spaniards stand out for being creators andspectators, and Colombians prioritize creative and critical profiles. The SM establish their ownformulas of expression, so university students should choose those that best fit their objectives

Science museums are conducive places for the development of teaching and learning,through the participation of visitors in the activities and exhibitions offered by these centers. But,the experience in these centers does not end or begin with the physical visit, but there is acontinuation of the experience through the Internet, either through web pages or social networks.This work has focused on analyzing the assessment made by teachers of the presence of Spanishscience museums on the Internet, from the perspective of education. It has been possible to verifywhich are the channels used by the different science museums on the net, as well as which are thedidactic resources offered by these centers. The websites and social media profiles of 37 sciencemuseums were analyzed and 519 professors were asked about their assessment of the Internetpresence of science museum centers. Allowing to establish that the relationship between sciencemuseums and their presence on the Internet, for teachers, has a marked educational character,based on the availability of educational tools