96 research outputs found
Educational Innovation Management. A Case Study at the University of Salamanca
[EN] This is the presentation of the paper entitled âEducational Innovation Management. A Case Study at the University of Salamancaâ in the TEEM 2015 International
Conference held in Porto (Portugal) in October 7-9, 2015.
This paper is devoted to present the implantation of a repository for educational
innovation projects management at the University of Salamanca in Spain. This
repository stores the selected best practices of educational innovation in this University and classifies them according a set of indicators that have been previously agreed. The paper explains the processes to define the indicators and their application to a set of selected projects that have been stored in the repository
Validation of a Semantic Search Engine for Academic Resources on Engineering Teamwork
Obtaining evidence on the acquisition of the teamwork competence, from students throughout their training, is demanded by both accrediting agencies of High Education degrees and future employers. This competence has been, and still is, of great importance in general and in degrees in engineering in particular. Based on previous research studies, evidence to evaluate teamwork competence acquisition is classified in three dimensions: (i) the individual dimension, acquired by each team member; (ii) the group dimension, composed of results from each teamwork; and (iii) the result dimension, which consists of deliverable products throughout the teamwork process. One of the methods which takes the three dimensions into account, the one that helps train and evaluate the teamwork competence, is the ''''Comprehensive Training Model of the Teamwork Competence'''' method. In this paper, we will show that through this method, more than 50 teams have generated evidence which can be used as learning resources. All this evidence has been stored and organized (through an ontology) in a semantic repository. The generated evidence is retrieved by using an inference engine through the metadata of ontology. This study, which has validated the resources obtained from the repository, was relevant for a specific information demand. To this end, results automatically obtained by the search engine were compared with those manually found by teachers who are experienced in the teamwork competence
Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model
[EN]A methodological approach and technological framework are proposed to improve
learning outcomes in Massive Open Online Courses (MOOCs), taking into account the
distinguishing features of this kind of massive courses over traditional online courses. The
proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with
adaptivity and knowledge management capabilities. In order to test the learning results of the
methodology and the need of supporting technological framework for it, a MOOC was made
based on the methodological proposal and using a MOOC platform called MirĂadaX. The
quantitative results have improved considerably the MOOC completion rate (compared to the
average of the rest of MOOC MirĂadaX) and the qualitative results show a great satisfaction
with the learning outcomes of the learners. However, the technological environment did not
allow us develop all the methodological capabilities and it was one of the main concerns of the
MOOC attendances. Therefore, from the analysis of collected data and considering the
limitations of current MOOC technology platforms, a technological framework has been
designed. It may incorporate the proposed methodology in an efficient and effective way.
Based on this proposed technological framework, a MOOC platform has been developed and
delivered, used by three Spanish Universities to offer MOOCs. This new platform and the
supported technological framework have been tested with a first pilot with promising result
Main Gaps in the Training and Assessment of Teamwork Competency in the University Context
Individual competencies associated with teamwork are highly
demanded in all productive and scientific sectors. International accreditation agencies
have defined a set of indicators to identify the individual competencies associated
with teamwork competence. Practically all universities address the challenge
for graduates to acquire teamwork skills in groups and individually. In this context,
it is essential to knowwhether students have acquired teamwork skills before entering
the university and what training method they have followed to acquire them. In
this research work, a tool has been developed to determine if they have followed
procedures that generate evidence of these individual competencies throughout
the development of teamwork, as well as the evaluation method used by the teachers
who have trained them in this competency. The study was carried out on 171
students from two different subjects, degrees, and universities. The results confirm
the central hypothesis of the work that the training method used before entering
the university is of the âblack boxâ type, where the faculty does not follow the
evidence continuously and evaluates only the final result of the work
Adaptive and cooperative model of knowledge management in MOOCs
One of the characteristics of Massive Open Online Courses (MOOC) is the heterogeneity of their participantsâ profiles and, for the most traditional MOOC model, this is an important cause of the low completion rate. The MOOC model presents two apparent antagonistic concepts, globalization and diversity. MOOCs represent globalization (participants have to be adapted to the course) and their participants represent diversity. The authors of this paper argue that both concepts complement each other; that is, a MOOC can adapt the contents and navigation to the diversity of participants; and in turn the participants themselves can increase and improve the contents of the MOOC, through heterogeneous cooperation, to encourage massive learning. To proof it, this paper presents a new model, called ahMOOC, combining the hybrid-MOOC (hMOOC) and the adaptive MOOC (aMOOC). The hMOOC allows integrating characteristics of xMOOCs (based on formal e-training) with cMOOCs (based on informal and cooperative e-training). The aMOOC offers different learning strategies adapted to different learning objectives, profiles, learning styles, etc. of participants. The ahMOOCs continues having a lower dropout rate (such as hMOOC) than the traditional MOOCs. The qualitative analysis show the capacity of participants, with heterogeneous profiles, to create, in a cooperative and massive way, useful knowledge to improve the course and, later, to apply it in their specific work context. The study also shows that participants have a good perception on the capabilities of the ahMOOC to adapt the learning process to their profiles and preferences
Global Indicators for Measuring the Learning of the Active Students
Education 4.0 is a model to meet the demands of Industry 4.0. This is achieved by developing competencies during the learning process that will later be used in Industry 4.0. The structural model proposed in this work has four components: Cloud Computing infrastructures (applied in the COVID-19 confinement period), active hybrid methodologies (applicable in face-to-face, online, and blended learning mode), technologies (through a technological ecosystem), and horizontal 4.0 compe-tencies. One of the main factors differentiating industrial innovation from educa-tional innovation in teaching is its scope. While the scope of industrial innovation is global (market sector), that of educational innovation in teaching is local (in the subject itself). This approach has several effects on educational innovation in teaching compared to industrial innovation: there is a great deal of repetition of experiences, the advances are not immediately incorporated into other educational contexts, and the impact is local. This paper analyzes evidence to rethink the scope of educational innovation in teaching, developing it under a global vision but applying it locally. The study was carried out utilizing a survey of teachers from different educational levels (university and non-university) and different countries. They were asked about the impact of student inactivity on learning and the indicators that, in their opinion, allow measuring the success of educational innovation to promote active learning. The responses indicate that the education sector has a shared vision of the impact of inactivity on learning and of the measurement indicators. The conclusion is that innovation applied to a specific academic subject can be approached globally across the entire education sector
From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs
How to share the leadership competence among the team members in active learning scenarios: Before, during and after COVID-19 pandemic
Teamwork is one of the most demanded generic competencies by international organizations, and higher education institutions train and assess that competence to prepare students for working life. Leadership is a crucial part of teamwork development, and previous research has shown that shared leadership tasks between team members present more advantages than the traditional concept of a formal leader. Shared leadership seems to be the best option in the academic context due to the university studentsâ characteristics. This paper aims to prove that students can identify, distinguish and exercise shared leadership actions based on the needs that arise during the development of teamwork and that derive from the teamwork method applied rather than by the training modality that is followed (face-to-face â online). The achievement of the aim has been possible through a qualitative study of the teamwork development of 40 teams of new university entrance (237 students) with the Comprehensive Teamwork Competency Formation Model. The research has been carried out during three consecutive academic courses, with different training modalities for each course, forced by the COVID-19 pandemic (face-to-face for the pre-COVID-19 course, online for the COVID-19 course and face-to-face during the post-COVID-19 course). The shared leadership tasks and responsibilities, defined by students, were categorized in the same way independently of the training modality, which validates the proposed ontology. Also, the three academic courses studied the evolution of the primary shared leadership responsibilities by category. Besides, it is concluded that the primary responsibilities for each category remained unchanged during the three academic years but that some other categories were affected to some extent by the exceptionality caused by COVID-19. The ontology validated here constitutes a recommendation for future teams working with an evidence-based methodology
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