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Abstract

The university is supporting educational innovation through several plans and policies. Frequently the planning of these is top-bottom, designing services, rules, financial aid announcements, conferences and repositories. However, the most important fact of the educational innovation is the property of making dynamic, apply and exchange experience between teachers. For this objective it is required a bottom-up perspective coming from the faculty and alumni. This work uses a survey, already validated, to fix indicators associated to the development of each educational innovation project. This survey was carried out with the participants of the MOOC Applied Educational Innovation, 2nd edition, in which participants are grouped by educational sectors (university and non-university) and role (teachers and alumni). The survey had over a thousand participants and a set of variables have been rated. These variables are useful to streamline, organize and improve the policies in educational innovation.

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... También permite identificar la problemática asociada al modelo educativo [26] El problema raíz nos sirve para identificar los indicadores que se utilizarán para comprobar el impacto de la innovación en las mejoras docentes. La ventaja de la identificación de los indicadores es que se pueden aplicar de forma global [27] y son comunes al profesorado de un mismo modelo educativo [20], [25], [28], [29] Fase 2. Elegir el método de innovación educativa más adecuado. ...
Presentation
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Resumen Hasta hace poco, el profesorado que innovaba lo hacía para conseguir mejoras en el aprendizaje de su alumnado, lo hacía de forma vocacional, sin recursos y ayudas. Lo cierto es que a este profesorado poco le importaba que su experiencia fuese reconocida como innovación educativa por algún organismo externo. Le bastaba con conseguir sus objetivos. Actualmente hay un nuevo escenario basado en la necesidad de acreditar que el profesorado realiza innovación educativa. Esta acreditación es necesaria para recibir ayudas de la institución y, en algunos casos, para acceder a determinados puestos docentes. Independientemente del motivo por el que innova (por obligación o por vocación) es necesario garantizar que realmente está haciendo innovación educativa. Así podrá alcanzar las mejoras que necesita introducir en su aula de una forma eficaz y eficiente. Para saber si se está innovando hay que comprender qué es la innovación educativa y su alcance (primer punto). El alcance es lo que nos va a definir el grado de innovación real. Una vez definido el alcance se contemplan dos escenarios: el de las tendencias de innovación educativa (segundo punto) y el diseño de una innovación a partir de un método concreto (tercer punto). Finalmente veremos las características que definen a una buena práctica de innovación educativa, independientemente del escenario elegido. La charla se enmarca en la XIII Jornada Académica Virtual 20-21 organizada por el Vicerrectorado Académico de la Universidad Peruana Unión a celebrar del 9 al 12 de agosto de 2021. 1. Introducción. En este punto se dará una definición de innovación educativa, se propondrá un caso para su reflexión y a partir de la misma se definirá el alcance de la innovación. La figura 1 muestra una definición de innovación educativa y una reflexión para generar debate.
... También permite identificar la problemática asociada al modelo educativo [29] El problema raíz nos sirve para identificar los indicadores que se utilizarán para comprobar el impacto de la innovación en las mejoras docentes. La ventaja de la identificación de los indicadores es que se pueden aplicar de forma global [30] y son comunes al profesorado de un mismo modelo educativo [7], [28], [31], [32] Fase 2. Elegir el método de innovación educativa más adecuado. ...
Presentation
Full-text available
El objetivo de la charla es transmitir que realizar y aplicar innovación educativa en las aulas es un proceso necesario, sencillo, que puede ayudarnos en el progreso profesional científico. La realidad actual es que el profesorado que innova lo hace por vocación, por su alumnado y por la mejora del aprendizaje. Pero este proceso conlleva un esfuerzo para el profesorado, esfuerzo que no es compensado con subidas salariales ni con una repercusión en el progreso científico. A pesar de estas condiciones cada vez hay más profesorado que decide aplicar innovación educativa en sus asignaturas, así como universidades que prestan servicios para potenciar la aplicación de la innovación educativa docente. Por esta situación es necesario conocer métodos que permitan realizar y aplicar innovación de tal forma que:  Se optimice el esfuerzo del profesorado.  Garantizar la consecución de las mejoras.  Que se consiga realizar una buena práctica.  Se pueda publicar la experiencia de innovación educativa docente en contextos científicos. Y todo ello con un coste igual o menor al que llevaría aplicar la innovación educativa sin este tipo de métodos. Este trabajo complementa al mapa de conceptos utilizado en el curso. Se puede acceder al mismo a través de la dirección web: https
... To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request Designing and applying educational innovation is not a simple task, the absence of common indicators [5], the effort required to apply it and the lack of an effective transference, make it a complex task often faced by teachers alone. In this line there are three works, one presents indicators for the application of educational innovation methods based on active methodologies (paper 110), another presents a method for the application of educational innovation (paper 111) and the last one provides a tool for evaluation (paper 4) ...
Conference Paper
Innovation, in general, constitutes an advance of knowledge, practical solutions to real problems and an impact on the target sector. Educational innovation applied in the classroom, also called teaching educational innovation, helps to solve common problems that arise in educational models, as well as to transform this model. This track presents a set of papers with concrete solutions to specific problems and also constitute an innovative advance of the educational model.
... In previous research work teachers indicate, as the main indicator of any educational innovation impact, that students participate actively in the learning process [13] But this concern for active learning is one of the key aspects in the change in Higher Education in Europe [26]. It is not surprising that so many methods of educational innovation seek to enhance active learning, since active methodologies are the basis of learning models such as "Learn by Doing" by [5,6], who proves that this active method incorporates more cognitive abilities than just listening. ...
Conference Paper
"Think global, act locally" is one of the phrases that define the idea of any innovation. It denotes that the impact must be global and contribute to the advancement of knowledge in a specific sector, for example. The innovation applied in the classroom is known as "teaching educational innovation" and thinking in global is complicated because innovation is carried out in a specific subject. Specific contexts have needs and conditions that difficult the transference outside the subject itself. This work provides a method to consider any teaching educational innovation in global terms, even before knowing the specific innovation method to apply. In this way, transferability would be enhanced and the global impact on the change of the educational model would be improved. For this purpose, a study has been carried out with more than 85 professors from different universities. The objective of the study is to show that they have a common vision on the indicators to measure the leaning impact when they apply teaching educational innovation in their own subjects.
... !e third corner is related to innovative practices, educational innovation is the selection, organization and creative use of new elements linked to institutional management, curriculum and / or teaching, it is normal for an educational innovation to impact in more than one area , since it usually responds to a need or problem that regularly requires a comprehensive response [10], [11]. ...
Conference Paper
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In higher education institutions, the use of the virtual platform, rather than a support tool for the training of professionals, should favor the teaching-learning process, as a superlative purpose it should even ally with teaching to favor teaching Innovation. Innovation in higher education strengthens the teacher-student and student-student relationship to make learning achievements effective. Society, immersed in a technological world, demands that this space of digital interaction, become a space for educational Innovation. In addition, it is very important to identify actions implemented by teaching using the platform and even identify the characteristics of the actions that are considered innovative. The study found interesting findings that guide the use of the virtual platform, the training with didactic and technological accompaniment is vital for the teacher, the favorable appreciation to the technology on the part of the teaching must take advantage in education, the innovative practices that have Successful at the Central University are associated with research and collaborative work.
... Likewise, the students of the experimental group used knowledge that reflects the experience of the students of other courses. This experience is managed through a knowledge management system called BRACO (Buscador de Recursos Académicos Colaborativos) [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23]. This system classifies and organizes the experience acquired by students with teamwork. ...
Technical Report
Full-text available
The objective of the survey is to obtain reliable data that allow check the experimental and control groups to know the impact of the research carried out. In order to do this, information should be obtained about information (characteristics and profile of the people who are going to participate in the research), process (perception about the whole learning process received by the students participating in the experience) and output (perception about evaluation and the workload of the activities they have had to carry out). With this data, a complete view of variables associated with a timeline will be obtained: before beginning the investigation, during the process and the impact of the same. The used instrument is an adaptation of the SEEQ (Student Evaluation of Educational Quality - http://teaching.usask.ca/classes/course-evaluations.php#SEEQ) questionnaire, for measuring all dimensions, with the exception of the characteristics of the participants. For this dimension, students’ data have been used, such as their entry to the university grades, age, sex and number of times they have taken the subject. The SEEQ survey can be used in learning processes and activities. In this case, it has been adapted for teamwork competition following the CTMTC (Comprehensive Training Model of the Teamwork Competence) method. The CTMTC method follows a white box model (teachers can see the work status at any time) and provides evidences on a continuous way. The evidences are of three types: individual (associated with the individual intervention of each person who compose the work team and reflected in the forums), group (the phases and tools used in teamwork: mission and objectives, normative, map of responsibilities, schedule, execution and storage) and the results (final work and lessons learned). Likewise, the students of the experimental group used knowledge that reflects the experience of the students of other courses. This experience is managed through a knowledge management system called BRACO (Buscador de Recursos Académicos Colaborativos). This system classifies and organizes the experience acquired by students with teamwork. In addition, it provides customized search engines to each needs of the work team.
... Así mismo, los estudiantes del grupo experimental utilizaron conocimiento que refleja la experiencia de los estudiantes de otros cursos. Dicha experiencia se gestiona a través de un sistema de gestión de conocimiento denominado BRACO (Buscador de Recursos Académicos Colaborativos) [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23]. Dicho sistema clasifica y organiza la experiencia que adquiere el alumnado con el trabajo en equipo. ...
Technical Report
Full-text available
El objetivo de la encuesta es obtener datos fiables que permitan contrastar los grupos experimental y de control para ver el impacto de la investigación realizada. Para ello se debe obtener información de entrada (características y perfil de las personas que van a participar en la investigación), proceso (percepción sobre todo el proceso de aprendizaje recibido por los alumnos participantes en la experiencia) y salida (percepción sobre la evaluación y la carga de trabajo de las actividades que han tenido que realizar). Con estos datos se tendrá una visión completa de variables asociada a una línea del tiempo: antes de comenzar la investigación, durante el proceso y el impacto de la misma. El instrumento utilizado es una adaptación del cuestionario SEEQ (Student Evaluation of Educational Quality - (http://teaching.usask.ca/classes/course-evaluations.php#SEEQ) que mide todas las dimensiones, a excepción de las características de los participantes. Para esta dimensión se han utilizado datos de los propios estudiantes, como nota de entrada a la universidad, edad, sexo y número de veces que ha cursado la asignatura. La encuesta SEEQ se puede utilizar en los procesos y actividades de aprendizaje. En este caso se ha adaptado para la competencia de trabajo en equipo bajo el método CTMTC (Comprehensive Training Model of the Teamwork Competence). El método CTMTC sigue un modelo de caja blanca (el profesorado puede ver en cualquier momento el estado del trabajo) y aporta evidencias de forma continua. Las evidencias son de tres tipos: individuales (asociados a la intervención individual de cada persona que compone el equipo de trabajo y reflejadas en los foros), grupales (las fases y herramientas que se utilizan en el trabajo en equipo: misión y objetivos, normativa, mapa de responsabilidades, cronograma, ejecución y almacenamiento) y los resultados (trabajo final y lecciones aprendidas). Así mismo, los estudiantes del grupo experimental utilizaron conocimiento que refleja la experiencia de los estudiantes de otros cursos. Dicha experiencia se gestiona a través de un sistema de gestión de conocimiento denominado BRACO (Buscador de Recursos Académicos Colaborativos). Dicho sistema clasifica y organiza la experiencia que adquiere el alumnado con el trabajo en equipo. Además, suministra mecanismos de búsqueda personalizados a cada necesidad del equipo de trabajo.
... Internet may well provide information to students about the contents of the class, offer codes programs and videos that illustrate the development with new technologies, but there is the problem of the acquisition of basic skills to learn computer programming and development software in general; the main reason "from the point of view of the student is not to have the right mental abilities to solve problems" [1], considering the concept of Computational Thinking (CT) popularized by Jeannette M. Wing [2] and recently introduced by Google for Education, the student lacks a set of skills and techniques to "the process of solving a problem, such as logical ordering, data analysis and creating solutions using a series of orderly steps, it is therefore essential for the development of computer applications"[3]. The work to be performed will offer an educational innovation from content design, personalized educational service and measurement of computational thinking of students to avoid "repeated courses of past experiences and exemplify a transfer of knowledge through assessing the effectiveness of learning and student motivation with active participation of institutional resources" [4]. ...
Conference Paper
The main objective of the research is to determine the efficiency of using an environment b-learning in the acquisition of basic skills of programming though customizing the content for each student, to achieve a set of activities that can be used will be designed in the Moodle platform and contribute to teaching an initial programming course, considering three skill levels (basic, intermediate and advanced) of computational thinking of students. A mixed methodology approach will be implemented to achieve the objectives. The quantitative approach, whose characteristics using statistical measure phenomena, experimentation and use cause-effect analysis allow a sequential, deductive and testing process in generating results. The qualitative approach is conducted basically in natural environments and meanings are extracted from data allow a process that context the phenomenon and depth of ideas. To measure the cognitive level of students in computational thinking, instruments will be designed based on the bank of items released by the Computer Olympiad Talent Search in order to have reliable instruments (international proposal), valid (measures learning) and objectives (it focuses on the concept to measure) that they match with contents of subject. The main result is to generate personalized education, a learning experience that contributes to student motivation in tune with the academic goals of initial programming courses.
... Sin embargo, algunos estudios muestran que el profesorado no suele utilizar los repositorios institucionales y que son los cursos en abierto, las redes sociales, y los congresos y conferencias, los más consultados para obtener información sobre otras experiencias (Fidalgo-Blanco, Sein-Echaluce y García Peñalvo, 2015). ...
Conference Paper
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Madrid. Se muestra el trabajo realizado para definir la ontología de almacenamiento y de búsquedas de las buenas prácticas de innovación docente. También se hace una breve descripción del proceso de búsqueda a través de la herramienta tecnológica. Palabras clave: Sistema de gestión del conocimiento, innovación docente, repositorio, educación universitaria Abstract-The paper presents the The paper exposes the work done in order to define the ontology of storage and search of good practices in teaching innovation. A brief description of the search process through technological tool is also done.
Article
Previous studies have shown the usefulness of ontologies in the creation, consolidation, distribution and combination of new knowledge in the field of educational innovation to obtain a continuous flow of knowledge between individuals and organizations. In this paper, some phases of Nonaka's epistemological and ontological spirals are modified, and a layer to interact between them is added to create an ontology for a specific organization of higher education. The proposed model allows the classification of educational innovation best practices and encourages their transference into the organization through a knowledge management system developed in previous works. The proposed ontology is validated through a descriptive study. This allows a comparison of the different points of view of the authors of the best practices and those of an expert team, all involved in the knowledge spirals. This paper offers an ontology to classify educational innovation best practices and facilitate the search for these and their subsequent application in other contexts.
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A R&I&i process for a knowledge management system development is presented. It transforms different institutions experiences into organisational knowledge applicable to an entire sector, the higher education one specifically. The knowledge management system allows classifying, organising, distributing and facilitating the application of the knowledge generated by the faculty. A study, with more than 1000 system users, reflects that the system helps to the faculty in the way they perform educational innovation activities. The supported model integrates both Nonaka's epistemological and ontological spirals. This allows defining ontologies and used them in order to transform the individual knowledge into organisational one. The knowledge management system encapsulates complex logic expressions and ontologies management, making easy for the users obtaining successful results that may organise in their own way, becoming a powerful knowledge management process that combines epistemological and ontological knowledge spirals to convert individual experiences in educational innovation into organisational knowledge in the higher education sector.
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Purpose – The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. Design/methodology/approach – More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included. Findings – The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation. Practical implications – A repository about educational innovation best practices and experiences is available. Social implications – The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world. Originality/value – The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.
Conference Paper
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This work describes obtaining indicators to meet two objectives: first, classifying and measuring the educational innovation degree in experiences and practices carried out at the University; and second, using them in order to manage new innovation experiences throughout a knowledge management system.
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Ikujiro Nonaka e Hirotaka Takeuchi establecen una vinculación del desempeño de las empresas japonesas con su capacidad para crear conocimiento y emplearlo en la producción de productos y tecnologías exitosas en el mercado. Los autores explican que hay dos tipos de conocimiento: el explícito, contenido en manuales y procedimientos, y el tácito, aprendido mediante la experiencia y comunicado, de manera indirecta, en forma de metáforas y analogías. Mientras los administradores estadounidenses se concentran en el conocimiento explícito, los japoneses lo hacen en el tácito y la clave de su éxito estriba en que han aprendido a convertir el conocimiento tácito en explícito. Finalmente, muestran que el mejor estilo administrativo para crear conocimiento es el que ellos denominan centro-arriba-abajo, en el que los gerentes de niveles intermedios son un puente entre los ideales de la alta dirección y la realidad caótica de los niveles inferiores.
Oslo Manual: Guidelines for Collecting and Interpreting Innovation Data
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Blog innovación Educativa. https://innovacioneducativa.wordpress.com/ Encuesta sobre indicadores y características de la innovación educativa. MOOC "Innovación Educativa Aplicada" (MiriadaX) Primera Edición. Marzo-Abril 2014
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Encuesta sobre indicadores y características de la innovación educativa. MOOC "Innovación Educativa Aplicada" (MiriadaX). Primera Edición. Marzo-Abril
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Fidalgo, A. 2015. Blog innovación Educativa. https://innovacioneducativa.wordpress.com/ Encuesta sobre indicadores y características de la innovación educativa. MOOC "Innovación Educativa Aplicada" (MiriadaX). Primera Edición. Marzo-Abril 2014. Retrieved June, 15, 2015. https://innovacioneducativa.files.wordpress.com/2015/05/enc uesta-de-indicadores-y-caracterc3adsticas-de-la-innovacic3b3n-educativa-v2.pdf
Innovación Educativa Aplicada" (MiriadaX). Primera Edición. Marzo-Abril
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