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Micro Flip Teaching with Collective Intelligence

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... Previous research has shown that students can create, share, and employ a diverse range of materials [6]. Moreover, the academic value of those resources has been demonstrated, which means that teachers can use those resources as LOs for their teaching [7]. ...
... Learning 3.0 adds a new dimension to the creation of LOs by students since cooperation between students [12] and active participation in their learning is considered [13]. All these things create an important increase in content and technologies around the subjects, as shown in previous research [7]. The integration of all the collected information over the available technologies is needed to give real meaning to that information [14]. ...
... Previous research has introduced the ACCI (Active Cooperative Collective Intelligence) model, the objective of which is to generate a 2.0 framework for use in learning 2.0 [7]. This model includes active methods to promote the creation of knowledge on the part of students and technological ecosystems formed by 2.0 tools. ...
Article
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Active learning promotes knowledge creation as a learning strategy for students working both individually and cooperatively. Learning 2.0 supported by the Web 2.0 model is based on the idea that students are creators of resources that can be used by students and teachers. This work begins in a context in which active learning is used and a model 2.0 through which students create, share and use resources through different channels of a technological ecosystem. From this context, a framework 3.0 was developed and tested, based on the Web 3.0 model, in which all the resources generated by students and teachers are organised and classified through an ontology which can be transferred to other subjects. Moreover, a semantic search system was developed that operates by drawing inferences between the elements of the ontologies. The framework was validated in two groups, respectively. One group was able to use the content they generated in real time, while the other group was only able to use content generated by students in previous courses. The result obtained was that both groups preserved the characteristics of learning in the 2.0 model, and the transition to the 3.0 model allowed better access to the knowledge created in the subject as well as an improvement in the searchability of resources. A relationship was also identified between model 3.0 and an improvement in students’ grades.
... Likewise, one of the aspects that has contributed to revolutionizing the FC method derives from incorporating a new functionality into the model: "obtaining information on the state of student learning during the lesson at home to personalize homework in class". With this idea, previous work has been done to promote collective intelligence [16][17] and new models of Education 4.0 [18]. ...
... Figure 1 describes the functional application of the activities of the "lesson at home" that has the objective that the students acquire specific knowledge. It is applied to the MFT model [6,7,17] whose main feature within the "lesson at home" phase is that it incorporates a micro-activity associated with the acquisition of the concept. The process is described in Figure 1 with the following sequence: ...
Chapter
In this research work, a Personalized Flipped Classroom model has been developed and applied, consisting of carrying out a personalized lesson at home. The model allows students to learn the lessons and carry out micro-activities based on their level of knowledge and preparation. The model is designed by establishing groups of students according to their level of knowledge and, in this way, personalized activities are designed for each group, which are carried out cooperatively and collectively. The model was applied in an engineering subject and to carry out the study of the experience, a control group with 38 students and an experimental group with 35 students were established. The results of the experience show an improvement in the performance of the students as a result of the personalized activities designed. In addition, the designed model has encouraged students to self-organize themselves by levels of knowledge in other complementary activities to the Flipped Classroom (FC) method, such as tutorials.KeywordsFlipped ClassroomMicro Flip TeachingPersonalized learning
... Los resultados validdados de dicho método se pueden encontrar en el siguiente documento [Enlace]. Dicho documento se ha obtenido de los siguientes artículos dos [1,6,7,11,13]. ...
... La estrategia para aplicar la innovación educativa es clave [6] [4], tanto como el desarrollo y aplicación del método de forma correcta. Los consejos son parte de la estrategia a seguir. ...
Technical Report
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Comestibilidad de la innovación educativa. La idea principal es establecer una analogía entre el resultado de una innovación educativa y, por ejemplo, una experiencia realizada con algo comestible, como una tortilla de patata. Tanto en la tortilla de patata como en el resultado de la innovación, se trata de algo que nos gusta, que es tangible y que nos puede llamar la atención. Sin embargo, para entender cómo desarrollar y aplicar la innovación educativa en mejor no centrarse en la tortilla, sino en la forma de hacerla. En la Escuela de Cocina enseñamos a preparar y aplicar la innovación educativa docente mediante recetas. En este caso la receta es para aplicar el Aula Invertida.
... In addition, teachers use these contents as evidence of acquired learning and to provide cooperative feedback during the activity in the classroom. MFT not only permits students to be active both outside and inside the classroom (Sein-Echaluce, Fidalgo-Blanco, & García-Peñalvo, 2015b), but also to create an additional effect −the knowledge create by students, either individually or cooperatively (Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2018). This kind of generated knowledge is not only useful as teacher's feedback during the learning process, but it can also serve as a learning object in the current course, as well as in other classes, courses and the like. ...
... the one hand, previous studies proved that the developed MFT method(Sein-Echaluce et al., 2015) kept students active during the two phases of the Flip Teaching method ─lesson at home and homework in the classroom.On the other hand, previous research studies demonstrated the usefulness of both synchronous (Sein-Echaluce, Fidalgo-Blanco,Esteban-Escaño, et al., 2017;Fidalgo-Blanco et al., 2018) and asynchronous (Sein-Echaluce, Fidalgo-Blanco, & García-Peñalvo, 2017), peer-to-peer learning, within the Flip Teaching method. This process is known as APFT (Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2017). ...
Chapter
The RT-CICLO model (real time – collective intelligence applied to a cooperative learning with a social base) is based on generalist processes identified in main active methodologies. This model has been developed as a general model. Therefore, it could be applicable to any active methodology. The main characteristic of the RT-CICLO method is not only to foster active learning, but also to enable students to acquire active skills. In this chapter, the RT-CICLO model is applied to a flip teaching methodology throughout all its phases (lesson at home and homework in the classroom). The main results are obtained in two steps. The first step confirms that students acquire active skills. The second one explores the impact of knowledge creation by students as a way to get feedback and to use the created knowledge as a learning object. It should be highlighted that students' perceptions are positive using this approach.
... One model based on this approach is the Adaptive-MFT [12, 30,31] . In this method, the adaptive system was implemented in Moodle and had three types of adaptive process: to the profile of the student (e.g. a student who has not attended class), to the knowledge (test results, quizzes, grades, ....) and to the learning pace of students. ...
... There are various spatial Conceptual Models of Data (CMD) among which we state two different approaches: Perceptory [8] and Modeling of Application Data with Spatio-Temporal (MADS) [9] [10]. They are based on CMD that originates from the databases, respectively UML and ER (Entity/Association). ...
... There are various spatial Conceptual Models of Data (CMD) among which we state two different approaches: Perceptory [8] and Modeling of Application Data with Spatio-Temporal (MADS) [9] [10]. They are based on CMD that originates from the databases, respectively UML and ER (Entity/Association). ...
... BlockChain, Realidad Mixta, Realidad Aumentada Adaptativa, Inteligencia colectiva [8], Aula Invertida [9]- [11], Ecosistemas de aprendizaje [12], Learning Analytics [13], [14], Sistemas y Aprendizaje Adaptativos [11], [15], Gamificación, MOOC's [16]y Aprendizaje Servicio. ...
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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.
... or the WYRED platform(García-Peñalvo & Durán-Escudero, 2017;García- Peñalvo et al., 2018); and accessibility in Software Engineering(Silva et al., 2018).• Miscellaneous, with topics that touch the inverted class(Fidalgo-Blanco et al., 2018), the retention of students' interest in the MOOCs (Massive Open Online Courses) (Hernández Rizzardini & Amado-Salvatierra, 2018), the application of deep learning techniques for the purpose of supporting autonomous learning(Cruz-Benito et al., 2018), the measurement of teamwork competence(Rodríguez-Sedano et al., 2018) or personalized learning(Kondratova et al., 2018).Calvo, X., Fonseca, D., Sánchez-Sepúlveda, M., Amo, D., Llorca, J. & Redondo, E. (2018). Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces. ...
Article
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En julio de 2018 se celebró en Las Vegas la segunda edición de la sesión especial sobre Interacción en los ecosistemas tecnológicos de aprendizaje, en el contexto del congreso HCI International 2018, 20th International Conference on Human-Computer Interaction. Se va a hacer un breve repaso de los tópicos más importantes que allí se trataron.
... Artículos referenciados [11][12][13][14][15] + Artículos adicionales [16][17][18][19] 5 mitos del método del Aula Invertida. Reflexiones que nos permiten contrastar opiniones generalizadas con lo que realmente ocurre en el método. ...
Technical Report
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Conocer dónde se ubica, desde el punto de vista de la innovación educativa, el Aula Invertida, nos ayudará a comprender un conjunto de características que son comunes a cualquier innovación educativa que se aplique en el aula. Imaginemos un cartel donde se muestra el mapa de la innovación educativa, con un punto rojo con la indicación “Usted está aquí”, pues en ese punto pondríamos dos cosas: Que el Aula Invertida es una tendencia de innovación educativa y que está ubicada en la denominada Innovación Educativa Docente (o Innovación Docente).
... On the one hand, the functional theoretical model (Fig. 3) and, on the other hand, software developed to support this functional theoretical model (Fig. 4). Initially, the model was based on a social network [22], but due to the difficulty of finding content within a social network [23], a self-development was carried out. That development consisted in the programming of a plugin [24] for the content manager WordPress. ...
Chapter
In the context of an academic subject, students and teachers acquire knowledge and experience, but we must ensure that this experience will be shared and managed. In this way, the learning, acquired in the subject, remains in the subject. A proven way to manage the experience, which has been validated in previous works, is based on considering two dimensions: the conversion of individual knowledge into organizational and the use of a knowledge management system that allows classifying, organizing and finding knowledge based on ontologies and inferences between them. The primary objective of this research work is to join the two dimensions and apply an active method to manage the experience acquired by the teaching staff and students. The combination of the models RT-CICLO, as an active method, and ACCI 3.0 to transform individual and organizational knowledge can be applied so that organizational knowledge and learning are produced in a subject. In this work we have identified the actions in which the students create knowledge, as well as the type of knowledge that is created in each case. Organizational knowledge can be generated from each action, which can also be used to promote individual student learning. In the experience also have been acquired a high perception of usefulness on the part of students with regard to all types of organizational knowledge created.
... This methodology will be based on three pillars. The first one is, the Organizational/Human Centered Design [33] that link knowledge transfer on energy efficiency with behavioral and organizational change models, second, the Active Peer-Based Flip Teaching [34][35][36] to convert individual to organizational knowledge trying to improve results and promote new knowledge and resources generation. Last pillar is a personal learning environment [37,38] applied on an online open access platform [39][40][41] to support and host this knowledge and community. ...
Conference Paper
The Doctoral Consortium track is one the most significant sessions of the TEEM Conference. It has been present from its first edition, and this conference was born with the aim of giving Ph.D. student the opportunity to show their research advances, make networking with other peers and know and discuss with senior researchers all over the world. This new edition, the sixth one, maintains the same principles but introduces new dynamics to make more fruitful the discussion and the interaction among participants.
... or the WYRED platform(García-Peñalvo & Durán-Escudero, 2017;García- Peñalvo et al., 2018); and accessibility in Software Engineering(Silva et al., 2018).• Miscellaneous, with topics that touch the inverted class(Fidalgo-Blanco et al., 2018), the retention of students' interest in the MOOCs (Massive Open Online Courses) (Hernández Rizzardini & Amado-Salvatierra, 2018), the application of deep learning techniques for the purpose of supporting autonomous learning(Cruz-Benito et al., 2018), the measurement of teamwork competence(Rodríguez-Sedano et al., 2018) or personalized learning(Kondratova et al., 2018).Calvo, X., Fonseca, D., Sánchez-Sepúlveda, M., Amo, D., Llorca, J. & Redondo, E. (2018). Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces. ...
Article
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Editorial de la revista Interacción en los ecosistemas tecnológicos de aprendizaje Interaction in the learning technological ecosystems https://doi.org/10.14201/eks2018193713 Resumen En julio de 2018 se celebró en Las Vegas la segunda edición de la sesión especial sobre Interacción en los ecosistemas tecnológicos de aprendizaje, en el contexto del congreso HCI International 2018, 20th International Conference on Human-Computer Interaction. Se va a hacer un breve repaso de los tópicos más importantes que allí se trataron. Abstract In July 2018, the second edition of the special session
Chapter
The Micro Flip Teaching (MFT) method is a derivation of the classic flip teaching (flipped classroom) method, where intermediate activities are applied to help teachers prepare the “homework in class” and after students receive the “lesson at home.” The flip teaching method is a good tool to encourage the active participation of students, and it is widely applied in all academic contexts. A survey is proposed here to evaluate students’ satisfaction before and after the MFT experiences. To create the reliability study, two MFT experiences were carried out in distinctive knowledge areas (education and engineering) and different academic levels (first and third academic year). The evaluation tool presented here (pre-MFT and post-MFT versions) has a high degree of reliability, both in technical and educational degrees and for students without prior experience in this type of educational methodology, as well as for those who do.Keywordsflipped classroomflip teachingMicro Flip Teachingreliabilityvalidated scale
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This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
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During the teaching of a subject, engineering in this particular case, students acquire knowledge through different learning activities that are guided by the teaching staff. In this process, students work with the resources and activities provided by the faculty, acquiring knowledge and demonstrating it through an exam. In this work, students have been asked to share their learning experience and to create knowledge resources that can facilitate learning. Thus, collective knowledge has been created in the subject, which can be used by anyone. The work has shown that students can create useful knowledge for the subject, as well as establish an ontological classification of all the knowledge necessary for learning the subject. The results of this analysis show the ontology defined by the students that is applicable to any subject. This study also describes the process carried out for the creation and management of knowledge by the students themselves, as well as the perception of the use of the collective knowledge created.
Conference Paper
In a traditional university training process, professors create, organize and transmit knowledge to their students. However, during the learning process itself, students are able to create complementary knowledge to that of the teaching staff. In this research work, students have managed the knowledge that is created continuously during teamwork in a university subject. As the people who compose a team create knowledge both individually and cooperatively, students share knowledge with the rest of the class through a knowledge repository. The work has shown that students classify knowledge into two large blocks: assessment and learning. Likewise, the amount and type of knowledge created has been measured, as well as the perception of the use of collective knowledge in learning.
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The MAIN method for the application of educational innovation was designed to make it easier for teachers to apply educational innovation so as to achieve a good practice of educational innovation. In this work the mentioned method is used not to apply educational innovation but to make a proposal of educational innovation that has great possibilities of becoming a good innovation practice. Twenty-four professors have made proposals for educational innovation following the MAIN method. Once these proposals were presented, teacher's perception of the processes of the method was studied, as well as the effort to develop the different phases of the proposal following the MAIN method.
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.
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Resumen del método: "La lección en casa, los deberes en clase" ¿Para qué sirve? Principalmente para que el alumnado esté activo en el aula. Nuestro modelo educativo prima clases (teóricas o de problemas) donde el alumno o bien escucha al profesorado o sigue sus pasos de la pizarra. Esto origina que el alumnado permanezca pasivo en el aula la mayor parte del tiempo. Sin embargo, este método se basa en aprovechar la presencia simultánea de alumnado y profesorado para realizar un aprendizaje activo y cooperativo. Y todo ello sin renunciar a las lecciones magistrales. ¿Es mejor que el alumnado esté activo en clase que pasivo? Aunque haya una pequeña parte del profesorado que prefiera que su alumnado esté en silencio total para que no le interrumpan, lo cierto es que está demostrado (por autores de reconocido prestigio) que, si el alumnado participa de forma activa, entonces se consigue su participación y cooperación (Ausubel, 1969; Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956; Kolb, 1984; Piaget, 1964), intervienen en el proceso de aprendizaje más acciones cognitivas (Dewey, 1916, 1929) y el alumnado reflexiona (Bonwell & Eison, 1991). En este sentido, se puede considerar el método de aula invertida como una metodología activa novedosa y que actualmente es una tendencia (Ángel Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2019). ¿Cómo se hace? Básicamente "sacando" la lección fuera del aula y "llevándola" aprendida a clase. La idea es que el alumnado, de forma previa a la clase presencial, realice un aprendizaje de la lección. La lección se puede aprender en casa o en cualquier otro lugar (por ejemplo, visionando un video a través del móvil). Independientemente del lugar donde se aprenda la lección (en casa, en el parque, en el transporte público, en la cafetería de la escuela, etc.) y cómo se lleva a cabo (a través de un video, artículo, noticia, libro, etc.), la lección siempre debe llevarse aprendida a clase. ¿Cuándo surge este método?
Chapter
The work of a teacher is dynamic. Year after year it is necessary to adjust the contents and the methodology to the features of the students and the changes in the profession. The authors of this paper are aware of these needs and have been adapting over time a basic programming subject of the degree in Computer Engineering. The objective of this work is to analyse how the different teaching methodologies used in an introductory course to programming during several academic years affect the students’ performance. For this purpose, the students’ academic performance has been collected (the final grade in the first call of the subject) and they have been confronted with different input variables: methodology used (three methodologies: lecture, flipped learning, hybrid methodology), gender and university access grade. The article shows the results of this analysis and establishes the possible correlations between the variables studied.
Technical Report
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El GRupo de Investigación en InterAcción y eLearning (GRIAL) es un Grupo de Investigación Reconocido (GIR) de la Universidad de Salamanca y, actualmente, Unidad de Investigación Consolidada (UIC) de la Junta de Castilla y León. Su mayor seña de identidad es que es un grupo de investigación multidisciplinar que surge en torno a la creación y aplicación de tecnología educativa, por tanto, en su composición integra fundamentalmente ingenieros en informática y pedagogos, pero en él se incluyen humanistas, bibliotecólogos, filósofos o filólogos entre otros perfiles. El presente informe tiene como objetivo presentar la producción científica más sobresaliente del grupo de investigación en el período 2011-2019 (el año 2019 solo hasta el mes de abril), aunque previamente se contextualizará la historia y evolución del grupo de investigación, su composición actual y sus líneas de investigación. Se incluye también información sobre el correcto uso de la imagen corporativa del grupo.
Conference Paper
Planning any educational innovation experience, foreseeing its results, following an effective and efficient application of the method, and even transferring it, may be difficult due to its creative character. The MAIN method (Method for Applying Innovation in educatioN) is a modeling method that allows the planning, implementation, and dissemination of educational Innovation. This work presents the different steps that make up the method above: the used methodology, the included duties, the needed effort, the technological background, and its impact prediction. This paper presents a specific application of the MAIN method to solve the absence of active learning in students, and it uses the Flip Teaching method, as well as a scientific dissemination strategy of that innovation.
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La innovación educativa es un proceso creativo cuyo principal objetivo es mejorar aspectos relacionados con el aprendizaje. Por tanto, proporciona una solución a determinados problemas o produce mejoras ignificativas en el aprendizaje. No obstante, el carácter creativo del proceso de innovación hace difícil la planificación de cualquier experiencia innovadora, prever sus resultados, seguir un método de aplicación eficaz y eficiente e incluso transferirla. Para paliar esta situación, el método MAIN (Método de Aplicación de la INnovación educativa) se ha desarrollado como método de diseño de la innovación educativa que permite su planificación, aplicación y divulgación. El objetivo de este trabajo es presentar este método como un conjunto de pasos estructurados que permiten tener una visión previa de: el método a utilizar, el esfuerzo que necesitará, la tecnología que la apoyará y la previsión de su impacto. También facilita la identificación de actividades a realizar, de tal forma que sirve de guía para la aplicación de la innovación educativa en una asignatura concreta. Se presentan los distintos módulos del método MAIN aplicados a una situación concreta (pasividad del alumnado), con un método de innovación educativa que es actualmente tendencia (Flip Teaching) y con una estrategia de aplicación que permite divulgar, de forma científica, la innovación realizada.
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Componentes de la inteligencia colectiva. Modelo para realizar inteligencia colectiva. Estudio de un caso: luces y sombras. Propuesta de sistema de gestión para la inteligencia colectiva.
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Training models are designed for students to acquire knowledge at the individual level. Yet that knowledge is not usually applied later to increase organisational knowledge, as represented by the didactic resources available on a subject, nor to improve the effectiveness of the subject itself. In industrial, economic and production areas, knowledge is considered a part of an organisation’s value. This takes into account the knowledge that is acquired by individuals while doing their work, which can both help improve the work of their peers and increase the overall knowledge available within the organisation. In this work, the student of an educational organisation is considered a person who is able to share the knowledge they have acquired on a given subject so that other students can improve their learning. This work proposes the integration of the classic Flip Teaching model that usually involves students/trainees viewing lectures outside of class time while class time is dedicated to practical exercises, with a knowledge spiral that involves ontological and time dimensions. This integration allows to convert individual knowledge into organisational knowledge through the resources that are created by students over the continuous editions of a training course. A quasi-experimental method proves that the new model, called Ontological Flip Teaching, increases the effectiveness and efficiency of the classic Flip Teaching model in the acquisition of the teamwork competence. The results are based on the students’ opinion about workload and time spent to develop both models, the final grades and the student–student interactions.
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Significance Diversity of information and expertise among group members has been identified as a crucial ingredient of collective intelligence. However, many factors tend to reduce the diversity of groups, such as herding, groupthink, and conformity. We show why the individual incentives in financial and prediction markets and the scientific community reduce diversity of information and how these incentives can be changed to improve the accuracy of collective forecasting. Our results, therefore, suggest ways to improve the poor performance of collective forecasting seen in recent political events and how to change career rewards to make scientific research more successful.
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This paper presents an example of scaffolding during the development of an engineering course, in which students are supported by teachers and other students. This proposal covers the benefits of the use of shared knowledge repositories in which content was created by students. Teamwork is the transversal competence that is considered to be the central knowledge topic. The cooperation among students through teamwork methodology has generated more than 500 learning resources and a knowledge management system, BRACO, which has been created with these resources to manage information and conduct searches according to each student's profile and needs. The generated knowledge spiral is composed of knowledge circles that increase during each iteration of the action-research implementation. The reflection phase of this research consists of the evaluation of the impact on learning for students in the experimental group after using the knowledge resources generated by students in relation with teamwork competence, in contrast with the control group that does not experience this intervention. With regard to the assessments, several surveys and a learning analytics system, this paper explains the underlying methodological foundations and the empirical study. In comparison to the control group, the experimental group obtained better results in relation to indicators of positive learning results, such as studentstudent interaction, teamwork development and final grades during the teamwork process.
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By looking at collective intelligence (CI) through four distinct lenses, this paper draws on recent research in organizational design, evolutionary economics, cognitive sciences, knowledge ecology and political economy to built a twin path forward: collective intelligence and collective leadership. It lays out elements of a framework for building this twin path beyond chaos. It is our intent to invite conversations designed to engage questions surrounding this interdependent evolutionary path. How might we develop criteria for a design capable of supporting a large range of collective intelligence phenomena in an integrated way? Will the emergent socio-economic life forms be strong enough to balance the destructive power of our global crises if and when "the perfect storm" hits? When everything goes worse and worse, and better and better, at the same time, and they do it faster and faster, how do we deal with the ensuing chaos? In order to bring forth desirable futures, we must be ready to navigate through it, using a twin path of collective intelligence and collective leadership. This is our global challenge. This paper is the first in that will delve into the topic more deeply, expanding certain sections of this overall expose into separate albeit inter-related lines of inquiry.
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An example is given of an inclusive learning environment built on the cornerstone of new learning technologies that is conducive to reaching students with diverse learning styles.
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How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.
Conference Paper
The Flip Teaching model1 (the lesson at home, the homework in class) has been used to actively engage students in their learning process during the lectures. In this method, passive learning (the lesson) is transferred to homework and the activity (exercises, debates, collaborative learning, etc.) to the class. More advanced Flip Teaching models carry out an intermediate phase in which the students can actively participate "at home", such as Micro Flip Teaching model. This model proposes an on-line activity composed by the learning of the lesson and the realization of an individual micro-activity on the same and then, in class, work on the obtained results in the micro-activity. In this work, the Micro Flip Teaching model has been adapted to carry out the online activity in a collaborative way in work teams. The main novelty of this proposal is that the active participation of the students generates resources that can be used as didactic material in future editions of the subject. To evaluate the impact of this proposal, an experimental group has been established that used resources generated by students from previous subject editions, while the control group used only resources generated by the teacher. The research shows that the resources generated by students are equally effective than those generated by teachers.
Article
A spin-like model mimicking the human behavior in groups is employed to investigate the dynamics of the decision making process. Within the model, the temporal evolution of the state of systems is governed by a time-continuous Markov chain. The transition rates of the resulting master equation are defined in terms of the change of interaction energy between the neighboring agents (change of the level of conflict) and of the change of a locally defined agent fitness. Three control parameters can be identified: (i) the social interaction strength βJ measured in units of social temperature, (ii) the level of confidence β ′ that each individual has on his own expertise, (iii) the level of knowledge p which identifies the expertise of each member. Based on these three parameters the phase diagrams of the system show that a critical transition front exists where a sharp and concurrent change in fitness and consensus takes place. We show that at the critical front the information leakage from the fitness landscape to the agents is maximized. This event triggers the emergence of the collective intelligence of the group, and in the end leads to a dramatic increase of the performance of the group in making decision. The effect of size M of the system is also investigated, showing that, depending on the value of the control parameters, increasing M may be either beneficial or detrimental.
Article
Background: Evidence suggests that pooling multiple independent diagnoses can improve diagnostic accuracy in well-defined tasks. We investigated whether this is also the case for diagnostics in emergency medicine, an ill-defined task environment where diagnostic errors are rife. Methods: A computer simulation study was conducted based on empirical data from 2 published experimental studies. In the computer experiments, 285 medical students independently diagnosed 6 simulated patients arriving at the emergency room with dyspnea. Participants' diagnoses (n = 1,710), confidence ratings, and expertise levels were entered into a computer simulation. Virtual groups of different sizes were randomly created, and 3 collective intelligence rules (follow-the-plurality rule, follow-the-most-confident rule, and follow-the-most-senior rule) were applied to combine the independent decisions into a final diagnosis. For different group sizes, the performance levels (i.e., percentage of correct diagnoses) of the 3 collective intelligence rules were compared with each other and against the average individual accuracy. Results: For all collective intelligence rules, combining independent decisions substantially increased performance relative to average individual performance. For groups of 4 or fewer, the follow-the-most-confident rule outperformed the other rules; for larger groups, the follow-the-plurality rule performed best. For example, combining 5 independent decisions using the follow-the-plurality rule increased diagnostic accuracy by 22 percentage points. These results were robust across case difficulty and expertise level. Limitations of the study include the use of simulated patients diagnosed by medical students. Whether results generalize to clinical practice is currently unknown. Conclusion: Combining independent decisions may substantially improve the quality of diagnoses in emergency medicine and may thus enhance patient safety.
Article
The use of the flip teaching methodology, a new trend in educational innovation, has had a significant impact. It has led to the creation of spaces that provide online video for use in the classroom while also encouraging the active participation of students. However, the implementation of this methodology can be problematic in the classroom. A new micro flip teaching module has been designed and implemented to resolve these issues.The main objectives of this research were to measure the impact of learning, to determine the degree to which students are involved in the process through the creation of learning resources and to measure how participating students view their experience of micro flip teaching. This model incorporates answers to issues that currently pose a barrier, such as link activity or the major effort that would be required to change an entire course design.The results show that the micro flip teaching model has a direct impact on student learning. The study offers proof that the model is not in any way subject-dependent nor does it require a great effort for students to adapt. Student perception of the usefulness of the model is based more on the methodology itself than on either course content or the teachers participating in the experience.
Conference Paper
This work integrates two aspects whose positive impact on learning has been tested flip teaching and cooperation among students. In this proposal the faculty/students of a subject use, throughout the flip teaching technique, the resources created by students of a different degree. The theme of the resources is about teamwork competence, topic in which students create and later use the resources. The paper describes how to use and organize the generated and shared resources by the students, using the proposed teaching/learning methodology that is so called Micro Flip Teaching. Also, the results of the students’ usefulness perception are presented.
Article
Knowledge sharing becomes important to accomplish digital citizenship. Social media tools become popular to share and diffuse the knowledge in the digitalization. This social media learning and knowledge sharing platforms provides accessibility to the services within societies especially for disabled citizens. This research study aims to evaluate the role of social media tools on tourism services of the country in respect to the perceptions of disabled people. Furthermore, the research study examines the web usability and accessibility of the services to the citizens within the society. In this respect, mixed method was conducted to gain reflections of disabled people on tourism services and social media tools for equality of life standards. For evaluating the current situation of the web usability and accessibility of the societal and institutional networking, analysis was done to set standards of the research context. Orthopedically disabled people participated in this research study that they were selected purposively due to having skills on using social media. This research study showed that orthopedically disabled people used social media and networking for expanding their knowledge. They have a firm belief that social media and networking is the facility for removing barriers of social and institutional activities in society. In addition, there are little facilities on tourism services to be used in social media and networking. Furthermore, web pages of the societal and institutional services are not satisfactory and accessible for the all disabled citizens. The study puts forward to provide extended report on web usability and accessibility of services for the welfare of the disabled citizens within the society.
Article
The most commonly used systems in e Learning (both in remote learning and in the support of face-to-face teaching) are the Learning Content Management Systems (LCMS). The common feature to all of them is that both the teachers and the students must adapt themselves to the organizational structure of LCMS. The students depend on the organization of resources and activities established by the teachers, who must adapt themselves to the way that the LCMS has of storing the resources and to the type of activities permitted under a predefined sequence. Software engineering can break this scheme, making it possible to manage the learning process individually and adapting both resources and its organization to the profile and necessities of each student. This work is based on the integration of resources, generated by the teachers, the students and the sector, in subjects of different Engineering degrees. Over these resources a learning content management system has been created, so that the student specifies his circumstantial requirements (making a class work, preparing for a specific exam, etc.). The adaptive system presents an emergent window to the student with the most useful resources available. That window updates the contents continuously. The result of cooperation between students taking part in the experience has generated more than 500 learning resources.
Article
Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.
Book
Japanese companies have become successful because of their skill and expertise at creating organizational knowledge. Organizational knowledge is not only the creation of new knowledge, but also disseminating it throughout the organization, and embodying it in products, services, and systems. Knowledge is the new competitive resource, and its creation and utilization is a dynamic, interactive process. Knowledge is used as the basic unit of analysis to explain firm behavior; a business creates and processes knowledge. Knowledge may be explicit or tacit; this study treats them as complements that form a dynamic relationship. The individual interacts with the organization through knowledge; knowledge creation occurs at the individual, group, and organizational levels. The forms of knowledge interaction (between tacit and explicit, and between individual and firm) produce four major processes of knowledge conversion: from tacit to explicit, explicit to explicit, explicit to tacit, and tacit to tacit. Japanese companies create new knowledge by converting tacit knowledge to explicit knowledge. The book has three goals: to formalize a generic model of organizational knowledge creation, explain why certain Japanese companies have been continuously successful in innovation, and develop a universal model of company management based on convergence of knowledge practices in Japan and the world. First presents a philosophical exposition of knowledge and its application to managemen, then the core concepts of knowledge creation, with four modes of knowledge conversion. The Matsushita company is used to illustrate the process model of organization knowledge creation. The two traditional styles of management (top-down and bottom-up) are shown not to be effective in fostering the dynamic necessary to create organizational knowledge, and a new organization structure considered most conducive to knowledge creation is proposed. (TNM)
The learning improvement of engineering students using peer-created complementary resources
  • M L Sein-Echaluce
  • A Fidalgo-Blanco
  • J Esteban-Escaño
  • F García
  • ML Sein-Echaluce
Sein-Echaluce, M.L., Fidalgo-Blanco, A., Esteban-Escaño, J., García, F.: The learning improvement of engineering students using peer-created complementary resources. Int. J. Eng. Educ. 33(2B), 927-937 (2017).
Eric Mazur on new interactive teaching techniques
  • C Lambert
  • Octubre De
Octubre de 2017, Zaragoza, España) (pp. 599-603). Zaragoza, España: Servicio de Publicaciones Universidad de Zaragoza. (2017) doi:10.26754/CINAIC.2017.000001_125
Learning and Collaboration Technologies
  • F J García-Peñavo
  • A Fidalgo-Blanco
  • M L Sein-Echaluce
  • M A Conde
García-Peñavo, F.J., Fidalgo-Blanco, A., Sein-Echaluce, M.L., Conde, M.A.: Cooperative Micro Flip Teaching. In: Zaphiris P., I.A. (ed.) Learning and Collaboration Technologies. LCT 2016. Lecture Notes in Computer Science, vol. 9753, pp.14-24. Springer, Cham (2016).
Flip your classroom : reach every student in every class every day
  • J Bergmann
  • A Sams
Bergmann, J., Sams, A.: Flip your classroom : reach every student in every class every day. International Society for Technology in Education, Newyork (2012).