Diego Bonilla

La posibilidad de grabar en 360° ha despertado el interés de emprendedores e investigadores en torno a las potenciales facultades narrativas de la realidad virtual en distintos ámbitos. No obstante, aún quedan algunas cuestiones que no han sido lo suficientemente confirmadas, como el mayor nivel de implicación narrativa del espectador en esta nueva forma de narrar. Para suplir esa carencia, esta investigación presenta el diseño de un análisis experimental planteado en distintas fases. Se trata de un proyecto piloto de tipo cuantitativo-cualitativo basado en la escala mneq (Busselle & Bilandzic, 2009) que permite evaluar y comparar la experiencia de visionado de un relato narrativo mediante presentación en realidad virtual y diferentes tipos de pantallas bidimensionales a un mínimo de 100 personas divididas en grupos experimentales. Bajo el supuesto de que cada tratamiento o cada tecnología (variable independiente) tiene diferentes impactos en la implicación narrativa (variable dependiente) del espectador, se pretende analizar la empatía (ep), simpatía (s), toma de perspectiva cognitiva (cp), pérdida de tiempo (lt), pérdida de auto- conciencia (ls), presencia narrativa (np), participación narrativa (ni), distracción (d), facilidad de acceso cognitivo (ec) y realismo narrativo (nr). Para ello se incluyen cuatro tipos de análisis diferentes (estadístico, de varianza, de observación, de preguntas abiertas). Ofrecemos un nuevo modelo de análisis de elaboración propia para obras de realidad virtual cinematográficas completas en español. El diseño experimental busca establecer un modelo de investigación integral con el fin de debatir si la realidad virtual ofrece, como se cree, mayor envolvimiento (engagement).

Disruptive Technologies, Higher Education, and Harnessing the Promise of a Revolution.

Pressures for the use of Information and Communication Technology (ICT) are ubiquitous in higher education. In an environment of constant change, technological innovations are outpacing our ability to identify and appropriate the affordances of those innovations for teaching and learning. The information regarding the affordances of an instructional technology often does not originate from research because the time-span of scholarly endeavors investigating the use of the instructional technology is outpaced by technological evolution. In many instances, information about the affordances of a technology comes from vendors touting the potentialities of their technology rather than empirical research. Beyond teaching, research and service activities, faculty in higher education increasingly are challenged with vetting constantly evolving software and hardware that, in social and commercial environments, privilege the use of new technologies for work and entertainment.

The questions in higher education regarding ICT use, in general, and disruptive technologies (DT), in particular, go beyond simply knowing about particular technologies (e.g., gaming, adaptive learning, etc.) Promulgators of the inherent value and inevitability of “disruptive technologies” create an affirmative vision of technologies that may or may not be appropriate for the complex social, and now technological, environment of the modern university classroom.

Numerous questions about the relevance, appropriateness, and effects of “disruptive technologies” beg addressing. Here are just a few:

•     The term “disruptive technology" is often used in place of “new technology” or “alternative technology”, when disruptive technology is a particular kind of technology and market phenomenon. What exactly is a disruptive technology in higher education?

•     Discussion in the literature often fails to differentiate the nature of education from product manufacture or sales. What are the processes by which disruptive technologies may find a location for use in the unique context of higher education? What are the drivers for adoption of a disruptive technology in higher education? In higher education, how do we distinguish technologies for class management from technologies for instruction and learning?

•     Probably the most important question is, how can we predict the multidimensional effects of implementing disruptive technologies in higher education? If adopted, what new privacy/security concerns do such technologies, arise? What are the real costs of failed attempts to adopt evolving technologies?

Fast technological development is a given at this point in history, but its effects in higher education still have yet to be determined. Numerous and critical questions about what instructional problems may be mitigated, solved, or created by new technologies, particularly those deemed “disruptive technologies” have yet to be answered. The promise of a revolution in higher education to transform its efficiency and effectiveness sparked by disruptive technologies is one that must be carefully examined.

We are soliciting studies that develop and elaborate our understanding of the nature and role of disruptive technologies in the context of higher education. It is important that we get past the hype cycles of ICT/DT innovations, and systematically examine the potentialities and limitations of technology generally and disruptive technology, in particular.

Studies are drawn from a variety of perspectives, methods and disciplines are invited.

This editorial introduces the special issue “Information and Communication Technology in Higher Education” and discusses the promise and challenges of using ICT and so‑called disruptive technologies in the university context. The editors note that technological innovations often outpace scholarly evaluation and that vendor hype can obscure potential risks. They invite submissions that move beyond buzzwords to examine adoption drivers, instructional affordances, privacy and security concerns, costs, and differential impacts on teaching and learning. Contributions from diverse disciplinary perspectives are encouraged to critically assess the benefits, limitations and multidimensional effects of emerging technologies on students, faculty and institutional practices.

This article examines the development and impact of the California Open Education Resources (OER) Council, which coordinated efforts to promote open educational resources across public higher education systems. The authors compare initiatives to atolls, islands and archipelagos to describe how individual projects, institutions and statewide networks contribute to a growing open education landscape. The article details the Council’s structure, accomplishments and challenges, and offers recommendations for building a cohesive OER ecosystem in California and beyond.

This two‑part monograph explores the potential of interactive cinema, focusing on how non‑linear narratives and hypermedia techniques can engage audiences. Bonilla and Porto Renó examine theoretical frameworks and practical considerations for designing interactive film experiences, analyzing algorithmic structures, user participation, and cinematic storytelling in the digital age. Published by Guion Actualidad and the Universidad Autónoma de Barcelona in 2009, the work positions interactive cinema within Latin American digital storytelling research.

Mercadotecnia e Imagen en Internet is an early guide to marketing and branding on the emerging World Wide Web. Co‑authored by Diego Bonilla and Juan José Del Toro, the book was published in 1996 by Editorial Iberoamérica and explores strategies for creating market presence and managing brand image online. It introduces core marketing concepts, examines the development of Internet culture, and offers practical advice for businesses seeking to build and promote brands in the digital environment.