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 competencies. One of the main factors differentiating industrial innovation from educational 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. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Hybrid Flipped Classroom: Adaptation to the COVID situation

One of the first measures to fight against the COVID-19 pandemic was the confinement of the society and, consequently, the impossibility of providing presence-based training. For this reason, the faculty had to change the training to a completely online model, in a very short period of time and without the possibility of planning the process of change. The COVID-19 remains in our lives and continues to affect the training model. Currently, there are teachers using online training, face-to-face classes and there are even dual models where the faculty teaches both presence-based and online classes at the same time. For this reason, there is a need for training methods capable of adapting to different situations. In this work the Flipped Classroom model (a method used in face-to-face classes to make students more active) has been adapted to a hybrid model which can be implemented in any situation at any time. The model was applied during confinement in programming laboratories and the impact of this model has been measured through the works generated by students during the continuous evaluation. The result has been highly positive because the number of works presented by students the generated academic doubts have increased, as well as the average grades obtained during the continuous evaluation. © 2020 ACM.