La gestió del coneixement a través de la xarxa

The central theme of this issue is the management of knowledge through the network. It reflects on the possibilities, conditions and achievements that it allows. Given the novel nature of the topic, most of the contributions are located in the context of a significant research project*, trying to be references for the promotion of both the knowledge of the new reality and the discussion on its application possibilities in the educational field.
It is known that, in recent years, in the context of the so-called third industrial revolution, the creation and management of knowledge has become one of the main research topics and the management paradigm par excellence in the field of the organization and management of business institutions.
In today’s knowledge and learning society, characterized, among other aspects, by a globalization of economic, political and social systems, by an ever-increasing acceleration of changes and by an exponential growth of available information – less structured and less useful -, knowledge is emerging as a good of great strategic value and ways are being sought to create, manage, control and possess such knowledge.
From an educational perspective, the creation and management of knowledge (CGM) is becoming increasingly attractive, so pedagogy, a traditional space for reflection on the processes of transmission and personal adoption of knowledge, can contribute to CGM and so the study and research of CGM can enrich contemporary pedagogy.
The different contributions of the monographic theme review conceptual aspects such as those related to “Networking as a source of learning”, “Models for the creation and management of knowledge” or “Virtual learning communities”; The article also addresses operational issues related to: “Increasing participation and cohesion in a “virtual group””, “Network moderation” and “Knowledge manager skills in virtual training environments”.
In addition to these, as always, other contributions should be considered that present points of view on education and its multiple concretions and the synthesis of some research carried out. Thus, information of interest is presented on: “Analysis of interaction in virtual communities”, “Counting in students with special educational needs”, “Analysis of the activities of the Clic program in teaching-learning contexts” and a “Conceptual approach and identification of theoretical risk predictors in young drivers”. At the same time that we emphasize the idea that all of them are examples of the type of production and concerns of educational researchers, we congratulate the authors for having passed the quality controls that the journal has established, while we encourage other researchers to contribute their productions to us. We thus contribute to knowledge and reflection on educational reality, while at the same time presenting, in this issue, strategies that allow for the management of the knowledge that groups and individuals produce. Readers must decide, in any case, whether the stated purposes are adequately fulfilled.