Innovation projects associated to the competence of innovation, creativity and entrepeneurship in the Universitat Politècnica de València

[EN] This paper describes the Innovation and educational improvement project developed in the Universitat Politècnica de Valencia, oriented to the competence of innovation, creativity and entrepreneurship. These projects have been developed by a team of lecturers from different fields of knowledge. The first project was related to the definition of rubrics for the evaluation of the competence of innovation, creativity and entrepreneurship, and the second one oriented to the definition of learning objects for this competence. Learning outcomes were identified in the first project and a rubric was designed to measure the level of mastery of these learning outcomes for bachelor degree and master. Once defined the results that must be achieved, in the second project, was conducted the review of the learning objects as the means through which the learning outcomes can be achieved. Identifying the definition, classification, metadatas, repositories and methodologies associated with them were proposed. In the current project, the objective is the design of activities to accompaniment the learning objects, which will be developed in the classroom with the purpose of promoting the acquisition of the learning outcomes associated with the competence under review. This aspect is widely demanded by the teachers, which do not have proposals to develop in their subjects. The project will be applied and validated on two subjects of the school of computer science engineering and two subject of the school of Industrial Engineering in the Universitat Politècnica de Valencia.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE – Design of activities for the Innovation, Creativity and Entrepreneurship Competence’ funded by the Universitat Politècnica de València, the School of Computer Science and the School of Industrial Engineering.Alemany Díaz, MDM.; Cuenca, L.; Boza, A.; Fernández-Diego, M.; Ruiz Font, L.; Alarcón Valero, F.; Gordo Monzó, ML. (2016). Innovation projects associated to the competence of innovation, creativity and entrepeneurship in the Universitat Politècnica de València. INTED proceedings (Online). 2903-2907. doi:10.21125/inted.2016.1657S2903290

Extension of the 6-3-5 technique for incorporating creativity, innovation and entrepreneurship competences in higher education

[EN] This article present the extended technique 6-3-5 for generating ideas. It has been called extended because it has been expanded to include issues related to innovation and entrepreneurship. In that way it can be applied to learning transversal competence of creativity, innovation and entrepreneurship. This competence correspond to one of the transversal competences identified by the Universitat Politecnica de Valencia.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE – Design of activities for the Innovation, Creativity and Entrepreneurship Competence’ funded by the Universitat Politècnica de València, the School of Computer Science and the School of Industrial Engineering.Cuenca, L.; Boza, A.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L.; Alarcón Valero, F.; Alemany Díaz, MDM. (2016). Extension of the 6-3-5 technique for incorporating creativity, innovation and entrepreneurship competences in higher education. ICERI Proceedings. 79-83. doi:10.21125/iceri.2016.1015S798

LEARNING OBJECT. DEFINITION AND CLASSIFICATION

[EN] The current trend in higher education includes competencies in the curricula. This integration can be done through the competency-based learning. The competence is acquired through various learning objects to be achieved. In this paper different dimensions to define a learning object (LO) and different classifications associated to them have been proposed. An analysis and synthesis of the results obtained have been presented.Alarcón Valero, F.; Alemany Díaz, MDM.; Boza, A.; Cuenca, L.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L. (2015). LEARNING OBJECT. DEFINITION AND CLASSIFICATION. EDULEARN Proceedings (Internet). 4479-4488. http://hdl.handle.net/10251/95287S4479448

Innovation project to validate and select items for assessing transversal competencies in higher education

[EN] The educational improvement innovation project is focused on determining how to evaluate any competence and which are their main related items that should be used for that purpose. Currently, the selection of items is usually performed by groups of experts. However, two main problems related to this type of selection arise in this case: on the one hand, the selection resulting from different groups of experts may be not the same or similar enough, since it is based on the experience and knowledge of each member. On the other hand, the coefficients or weights a priori assigned to each item on any competence invalidate any a posteriori analysis on its statistical significance and the "real" weight on this competence. To mitigate the above drawbacks, this work presents a methodology able to select, from an objective point of view, the items related to a specific competence, from a set of potentially related ones; furthermore the weights associated to the items are determined. This is carried out by applying a multivariate statistical projection method such as Partial Least Squares (PLS), embedded in a cross-validation process. The paper presents how to preprocess the data, analyze it and obtain the items and their weights to be used for the evaluation of a specific competence.Prats-Montalbán, JM.; Alarcón Valero, F.; Alemany Díaz, MDM.; Boza, A.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L.... (2016). Innovation project to validate and select items for assessing transversal competencies in higher education. ICERI Proceedings. 61-68. doi:10.21125/iceri.2016.1012S616

Implementación de actividades de aprendizaje y evaluación para el desarrollo de competencias genéricas: un caso práctico de aplicación de técnicas de Pensamiento de Diseño, y evaluación mediante rúbricas, de las competencias de Creatividad, Innovación y Emprendimiento

[EN] The research evidence that there are teaching practices that encourage greater student participation, resulting in a motivating work that encourages creative and innovative thinking, which enhances their autonomy and facilitate cross learning and professional skills. Over the past year they have been incorporated techniques of design thinking, visual thinking and playful thought to the process of teaching and learning of specific contents of the subject Business Models and Functional Areas of the 4th year of Degree in Computer Engineering, with the aim of enhancing creative and innovative thinking of students. In this work the experience of educational innovation occurs.[ES] La investigación evidencia que existen prácticas docentes que estimulan una mayor participación de los estudiantes, dando lugar a un trabajo motivador que estimula el pensamiento creativo e innovador, que potencia su autonomía y facilite el aprendizaje de competencias transversales y profesionales.Durante los últimos curso se han incorporado técnicas de pensamiento de diseño, pensamiento visual y pensamiento lúdico al proceso de enseñanza-aprendizaje de determinados contenidos de la asignatura Modelos de Negocio y Areas Funcionales de 4º curso de Grado en Ingenieria Informática, con el objetivo de potenciar el pensamiento creativo e innovador de los estudiantes. En este trabajo se presenta dicha experiencia de innovación educativa.Ruiz Font, L.; Gordo Monzó, ML.; Fernández Diego, M.; Boza, A.; Cuenca, L.; Alarcón Valero, F.; Alemany Díaz, MDM. (2015). Implementación de actividades de aprendizaje y evaluación para el desarrollo de competencias genéricas: un caso práctico de aplicación de técnicas de Pensamiento de Diseño, y evaluación mediante rúbricas, de las competencias de Creatividad, Innovación y Emprendimiento. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.1639

Rubric to Assess the Competence OF Innovatoon, Creativity and Entrepreneurship in Bachelor Degree

[EN] Innovation has a special value for the survival and development of organizations, especially in a changing context. To develop the innovation, creativity and entrepreneur-ship capacities in students enhances their skills. A competency describes what training participants should be able to do at the end of the training. The competence is acquired through various learning outcomes to be achieved. Competition in innovation is closely related to the ability to propose and implement creative ideas to solve problems, ability to create and maintain connections work, etc. In this article is presented a method for measuring the competence of innovation, creativity and entrepreneurship in bachelor degree by introducing different levels of scope.The research has been conducted within the framework of the project for educational improvement (PIME/2013/A/016/B) 'RECICRE - Rubric for evaluating competence of innovation and the (A21/14) OAICE project (learning objects for Innovation, Creativity and Entrepreneurship Competence).Cuenca, L.; Alarcón Valero, F.; Boza, A.; Fernández Diego, M.; Ruiz Font, L.; Gordo Monzó, ML.; Poler Escoto, R.... (2016). Rubric to Assess the Competence OF Innovatoon, Creativity and Entrepreneurship in Bachelor Degree. Brazilian Journal of Operations and Production Management. 13(1):118-123. https://doi.org/10.14488/BJOPM.2016.v13.n1.a14S11812313

Elaboration process of a map of activities for students in different levels in the competence "Innovation, Creativity and Entrepreneurship"

[EN] The student's skills to innovate, be creative and be entrepreneur are, in most cases, unknown to the teacher when he/she begins his/her teaching activity with a new group of students. In general, the initial level of a student in non-transversal competences can be known by the structure of the previously studied curricula. However, for transversal competences, this starting level is not easy to identify. Furthermore, we found that there are more significant differences between students in the levels of transversal competences than in the levels of non-transversal competences. The diversity of levels in the classroom for the competence led us to propose a map of appropriate activities for each level. The process of elaborating a map of activities for students in different levels in the competence "Innovation, creativity and entrepreneurship" includes the following steps: 1. Identification of activities. The construction of the map requires the identification of learning activities oriented towards the acquisition of the transversal competence. In our case, 11 activities were identified as suitable to work in the "Innovation, Creativity and Entrepreneurship" competence. 2. Definition of the levels. Four categories have been defined to identify the different levels: D. Not achieved; C. Under development; B. Good; A. Excellent. Furthermore, this scale was used for I. Undergraduate students (1st and 2nd year), II. Undergraduate students (3rd and 4th year), and III. Master students. 3. Classification of activities: Data collection. Data from teachers who are experts in the competence should be collected systematically to classify the activities. Thus, each teacher assigned each activity to one or two levels of the scale (from A to D), this for the 3 levels of studies (Level I: 1st and 2nd year, Level II: 3rd and 4th year, Level III: Master). A restriction has been introduced: the level assigned to an activity (A, B, C or D) must be maintained or evolve to lower levels on the scale as we move from level I to level II and level III (due to student progression). 4. Classification of activities: Analysis. The data collected require an analysis process to assign activities at each level. It is necessary to quantify (4 to 1) the qualitative scale (A to D) in order to perform an interquartile analysis. This type of analysis was selected because it is very little affected by extreme values. The median value was taken to obtain the value of the level. A debate was required in case of a high interquartile range. 5. Classification of activities: Map construction. The numerical values of each activity must be transformed to the original scale (A-D). This information was used to build three activity maps, one for each level of studies (I, II and III). 6. Map analysis. The location of the activities on the map allows: on the one hand, a) to identify sets of activities that work at the same level, so it may not be necessary to deploy a whole set of activities in the classroom, since with the completion of one of these activities the students would have already covered the level. And, on the other hand, b) to identify levels not covered by any activity. The process has achieved the established objectives by presenting a map of activities by levels.This research has been carried out under the project of innovation and educational improvement (PIME 2017-18 Ref. A10) funded by Universitat Politècnica de València.Boza, A.; Alarcón Valero, F.; Alemany Díaz, MDM.; Cuenca, L.; Fernández-Diego, M.; Gordo Monzó, ML.; Prats-Montalbán, JM.... (2019). Elaboration process of a map of activities for students in different levels in the competence "Innovation, Creativity and Entrepreneurship". INTED proceedings (Online). 8723-8727. https://doi.org/10.21125/inted.2019.2176S8723872