ABSTRACT
Innovation has never been as important as it is now to solve the problems caused by COVID-19 and the socioeconomic crisis. In this context, and within the framework of an economy based on knowledge and change, economic and social agents need open innovation to generate competitiveness and development. For their part, universities need to increase technological production as a source of innovation. In the literature there are models of innovation, but they do not present a method to move from basic to technological research. Aim of this work was to fill, in part, this gap. Under the qualitative approach, the Open Innovation model, the Technological Maturity Levels method and the Pedagogical Accompaniment model were selected to develop a post-COVID-19 route to intensify innovation. The article contributes to knowledge with a methodology that allows expanding the performance of researchers and raising the technological level of universities towards competitiveness. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The recent circumstance related to the COVID-19 pandemic has highlighted the healthcare issues and medical internet systems. A more prominent tip is the role of education in treating and preventing medical problems through the internet. Now consider that this training is completely tailored to the patient's unique medical needs. In this direction, this paper initially presents the Personal Health Record concepts, related works, and best practices to prepare the best manner for the PHR platform. It also outlines the proposal for PHR in which the patient will receive the necessary educational tips depending on their specific medical needs which are determined based on available information in Electronic Medical Records including the patient's medical history, lifestyle, type of habits, and behavior, medication history, surgeries performed in previous years, accurate diagnosis and medical advice. Based on the proposed model, the paper concludes by providing directions toward achieving several solutions to implement an e-learning platform embedded in PHR. Its content will be compatible with each patient's circumstances exclusively so it will lead to delivering targeted training instead of some general medical advice. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
In addition to its impact on daily and work lives, the COVID-19 pandemic has significantly affected education delivery. According to UNESCO, nearly 90% of the world's student population has had their learning experiences disrupted by precautions and policies implemented to overcome the spread of the disease. The project 'Home, but not alone: Home, but not alone: Empowering preschool teachers and parents for digital education', a European funded project focused on the exchange of good practices to improve preschool education throughout Europe, will mitigate educational losses by supporting teachers and parents who are the main providers of education for young children. This work describes the actions made to analyse the influence of the pandemic on children and preschools. © 2022 IEEE.
ABSTRACT
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.
ABSTRACT
The analysis of successful projects provides valuable information for finding inspiration and learn from good practices to implement them in future projects. In the case of Erasmus+, there is a very rich project database with catalogued projects that allows access to them what is very useful to analyse the published data of good practice or success stories projects. In the research that is being carried out, reason for this article, a group of good practices or success story projects related to eLearning have been selected, they have been analysed based on the information found on the Erasmus+ Projects Results Platform, their coordinators have been surveyed to gather more information from the projects and interviews are being carried out with those coordinators whose projects have been, and continue to be, useful beyond the funding period even in the pandemic crisis. This article presents the methodology for the interviews and the first results obtained in four of them as an example. The main results for the success and sustainability have been the importance of analysing the needs of students and/or teachers in innovative themes, the integration of the project outcomes into the teaching-learning processes and a good relationship with the project partners. All that using ICT as a tool to better implement the project activities with an easy access from any place, at any time and with any type of device.
ABSTRACT
Currently, most educational centers have specific spaces where, depending on the technology available in them, specific practices are carried out. Some examples of these spaces are the computer labs, electronics, biology, chemistry, or maker spaces. The CreaSTEAM project aims to create STEAM spaces in schools, so that they are multidisciplinary and transversal spaces where elements and technologies of all kinds coexist, and above all, rather than being focused on technology, they are focused on the development of STEAM skills and vocations, especially to reduce gaps in diversity. This article focuses on the design of an instrument that allows the conceptualization of STEAM practices in these new educational environments, contemplating and relating both educational methodologies, technologies, and diversity gaps to be solved or studied.
ABSTRACT
In only two years, COVID-19 has forced the transformation of the educational system with emergency and radical changes concerning the digitalisation and virtualisation of classrooms. A new hybrid teaching-learning context is opening in which learning analytics becomes relevant as teaching support to adapt instruction to the different learning rhythms of connected learners. As well as for students to make decisions in their self-regulated learning. However, for its proper implementation at the micro, meso and macro educational levels, it is necessary to detect and fill those gaps through training to have a sufficient level of data literacy of the roles involved. However, the educational inquiry doesn't provide any data literacy self-assessment tools. This paper aims to provide an instrument for self-assessment of data literacy at micro, meso andmacro levels in the educational context. The methodology of the work has been designed considering two phases. The first is based on the development and validation of the questionnaire through a documentarymethodology with a qualitative approach. The second is based on its implementation, through a descriptive methodology with a quantitative approach. Aiming to precisely determine the wording according to the population of interest, the validity of the banks of items constructed and their content, have been carried out employing the expert consultation method.
ABSTRACT
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 paper has four components: Cloud Computing infrastructures (applied in COVID-19 lockdown period), active hybrid methodologies (applicable in face-to-face, online, and blended learning mode), technologies (through a technological ecosystem), and horizontal 4.0 competences. These competencies have been acquired by integrating the active hybrid methodology with technologies. In the experience carried out, students have cooperatively used 4.0 competencies such as identifying, searching, evaluating, retrieving, creating, and using knowledge during the learning process. Likewise, the students have designed the technological system that classifies and manages all the knowledge created. Measured results show that the proposed Education 4.0 model has led to improvements in learning outcomes and has favoured peer-to-peer learning. The application of the 4.0 competencies has generated a 4.0 product which is the knowledge system to classify, organize, and use all the knowledge produced by the students through their learning experience in an academic subject.
ABSTRACT
In only two years, COVID-19 has forced the transformation of the educational system with emergency and radical changes concerning the digitalisation and virtualisation of classrooms. A new hybrid teaching-learning context is opening in which learning analytics becomes relevant as teaching support to adapt instruction to the different learning rhythms of connected learners. As well as for students to make decisions in their self-regulated learning. However, for its proper implementation at the micro, meso and macro educational levels, it is necessary to detect and fill those gaps through training to have a sufficient level of data literacy of the roles involved. However, the educational inquiry doesn’t provide any data literacy self-assessment tools. This paper aims to provide an instrument for self-assessment of data literacy at micro, meso and macro levels in the educational context. The methodology of the work has been designed considering two phases. The first is based on the development and validation of the questionnaire through a documentary methodology with a qualitative approach. The second is based on its implementation, through a descriptive methodology with a quantitative approach. Aiming to precisely determine the wording according to the population of interest, the validity of the banks of items constructed and their content, have been carried out employing the expert consultation method. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The work presented in this paper is the result of research on Erasmus+ projects, related to the educational field and with a connection to eLearning, that have been classified as good practice or successful story. This publication shows some of the results obtained from administering a survey to the project coordinators. Specifically, it focuses on the responses collected from two sections of the survey that have to do with the possible factors considered the reason for being successful projects and their main characteristics. At the same time, it is explored the sustainability of the project results over time and how they have been useful in the pandemic. The main findings show that the results have been positive with sufficient funds to be able to carry them out and with the capacity to go on using them once the grant period has ended. Additionally, they have also been useful on the occasion of COVID-19.
ABSTRACT
The European Union and associated countries are working on European projects that provide relevant information on the methodologies used at the educational level through different programs, including the Erasmus+ Program. These projects are the source of inspiration for the research that is being carried out to obtain a methodological guide for the successful use of digital technologies in education to improve learning. This article focuses on how the research has been approached, the analysis of projects classified as good practice or success stories related to eLearning and/or ICT, the advances in data analysis carried out so far with the main results obtained in the project mapping process and the development and application of a survey, which give clues about the most relevant aspects of the projects reviewed.
ABSTRACT
In recent years and after the strong impact of the last global health emergency (COVID-19) information and communication technologies have had a great impact on society but particular in the teaching-learning process. Education has been impacted at all its levels. Therefore, education models have been to be adapted to this new challenging paradigm by using different tools such as videoconferences, simulations, on-line interactive applications, virtual and remote laboratories, robots, etc.The objective of this work is to elaborate a systematic mapping to know what scientific from its beginning to 2020, identifying the most literature exists regarding simulators, remote and virtual laboratories focused on STEM/STEAM skills development in the educational context. To do so, bibliographical data gathered of four of the most popular and complete electronic databases (ACM, IEEE, Scopus and Web of Science). At the begging we selected 1232 articles after applying the acceptance criteria defined as part of the search and select strategy, we had 61 articles that help us to answer some questions like what are the most popular virtual and remote labs? or what are the current trends and issues of these tools? and the future ones? © 2021 IEEE.
ABSTRACT
Education in Latin America turned to the use of distance communication strategies in the scenario's face of health, social, and economic consequences resulting from the COVID-19 pandemic. This abrupt change meant reviewing a set of conditions that drastically affected quality teaching and education in the region. This chapter addresses the conditions that universities in Latin America countries must face in order to ensure that their students can develop quality knowledge through the conditions present in distance and hybrid models, and the efforts that must be concentrated on in teacher's training, in order to professionalize in a more innovative manner in the face of digital and remote teaching. The factors that universities at the region should consider in their models to address the relevance and encourage the development of activities to meet their objectives and those of the community in which they take part. In the same way, the metrics, indicators and data for the areas of opportunity and the analysis of information used for decision making will be reviewed, and the use of artificial intelligence, Internet of Things, big data, data analytics, cloud computing and the complement information and communication technologies required in the digital transformation of the universities in the Latin America region. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The coronavirus pandemic has had a high impact worldwide. The health crisis has not only had an impact on people's own health and on health systems, but has also affected other areas. In the educational context, the lockdown measures implemented by different governments have challenged the learning ecosystem. In the case of higher education in Spain, with a strong attendance factor in most public universities, face-to-face classes were interrupted after a month in the second term, ending the academic year in the online mode. This change has meant a great effort on the teachers' side to transform the face-to-face teaching into the online approach, which in many cases has meant quite a comprehensive new design of the subject, changing the evaluation process and the methodologies used. This work presents a success case of online assessment developed in the Software Engineering I subject of the Degree in Computer Engineering at the University of Salamanca. The objective is to show how the previous use of active methodologies and the integration of educational technologies in classroom-based teaching facilitates the transformation of assessment to an online or blended approach while maintaining a high degree of student involvement and satisfaction. After presenting a comparison between the face-to-face approach and the adaptation to the online approach, an analysis is made of the learning results and student satisfaction concerning previous academic years. The results show that the change of approach has not reduced the satisfaction results obtained in previous courses. In terms of learning outcomes, there is an overall increase in the grades obtained by students in all assessment items.
ABSTRACT
Looking back, the year 2020 has not been at all what we would have imagined. The COVID-19 pandemic has marked everything. We have lived through unimaginable experiences. Scenarios of confinement and social distance have required incorporating technologies as an essential means of continuing professional, educational and social activities. On a social level, the advance in the digital competencies of the population has increased exponentially. However, this need to use technology does not mean that, in general, institutions and individuals were prepared to face digital processes, which reveals deficits in their digital transformation strategies. This has been very evident in the universities, which, although thanks to technologies they have been able to fulfil their missions, especially in teaching, the maturity of their digital transformation processes has been compromised. In terms of the journal Education in the Knowledge Society (EKS), as for the rest of the scientific publications, in 2020 the review processes have been a little longer, but they have been fulfilled, and volume 21 has had 30 contributions of proven quality. Besides, 2020 has given EKS its first CiteScore index (Scopus) of 0.25, with a 27% percentile that places it in the third quartile. This editorial article opens volume 22 of this journal for 2021. This editorial is available in both English and Spanish languages.
ABSTRACT
This study aims the situation caused by the Covid-19 pandemic, through documentary analysis. After a brief introduction, it has been reflected on some characteristics of online teaching, and then observes measures have been taken in higher Education in various countries, mainly within the European environment. In general, these interventions have been linked to three main issues: student heterogeneity, search for alternatives and proctoring (biometric control during evaluation). The following section summarizes recommendations and online assessment instruments proposed by the Universities of Castilla y León, and then ends with some general reflections in the conclusions section, underlining the idea that technology is a powerful tool but requires a planning. Although the ideal times for this have not been available in this context, it is not less necessary. © 2021 Red Universitaria de Campus Virtuales. All rights reserved.
ABSTRACT
The purpose of this paper is to define a reference framework for introducing eLearning practices in mainly face-to-face higher education institutions. We suggest a suitable adoption and management of associated infrastructures and processes, in order to guarantee the ethical use of data in the related academic and learning analytics. A theoretical framework is proposed after years of practice and experience in the institutional government of IT processes related to learning technology. The digital transformation of teaching should imply the right technological decisions made by people and for people, in order to achieve a more inclusive, participative, and human university supported by technology. digital transformation is a social requirement of governments, companies, and institutions, and it should take into account the associated risks of the unethical use of technology, which leads to the dark side of transformation processes. eLearning approaches, especially with the influence of the COVID-19 outbreaks, are increasing the need for digital mechanisms in universities. Further, there is a need for strategical support and reference models if we are to avoid these undesired effects. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
ABSTRACT
The purpose of this article is to set out the research plan for the doctoral thesis, which deals with the definition of a methodological guide for the successful use of digital technologies in education, especially in eLearning, taking as a reference European educational projects that have been successful in achieving an improvement in the teaching and learning process. We live in an increasingly digital society that requires citizens to be prepared to adapt to the needs of the moment and to solve the problems that arise. For this to be possible, the education system must be prepared to adequately train future citizens who will join a changing labor market. To this end, teachers must be trained and know how to carry out efficient educational projects that allow them to make the most of the potential of ICT in the classroom or in distance education. The situation experienced during the 2019-2020 school year with the COVID-19 pandemic has tested the education system and its ability to adapt to a situation where the use of distance education was required and where ICT was very much needed in most of the cases to bring education to the homes. These factors make it very necessary to work for a better teaching professionalization. Therefore, the main objective of this PhD work is to enable teachers to design their projects, involving electronic learning, in a more effective way. To achieve this, what better than to use the educational projects compiled in the Erasmus+ results platform, which allow the analysis of project typology, outcomes, topics and to see those that have been catalogued as a good practice or success 4story. This database will be a key tool to gather information together with the collaboration of the main actors of those projects that have been successful. A methodological guide would allow teachers and teacher trainers to know the key factors that help to achieve a good design of educational projects and allow an optimal use of ICT resources and the greatest impact on the teaching-learning process. © 2020 ACM.
ABSTRACT
Within what we know as the "knowledge society", the growing use of social media has become a reality worldwide, both as a source of entertainment and of information. And the universe of Librarianship maintains its relevance and impact on the distribution of knowledge, especially in Covid-19 times, when people need lack more information to make daily decisions. In this scenario, two stereotypes are commonly confused with reality: that the area of Librarianship concerns only the storage and loan of books in libraries and that social media, such as Instagram, can only be used for informal topics and of little relevance. The objective of this research is to recognize how the area of Library Science needs to explore more the spaces of social networks, with themes that bring society closer together, in order to demonstrate its ability to transmit information beyond the physical structures of libraries. For this purpose, through a qualitative research, a comparative analysis of the content produced in 2019 and 2020, before and during the Covid-19 pandemic, was carried out by the Brazilian library councils. Such content, published in the councils Instagram profiles, was categorized by their themes and these categories were compared in the two scenarios. As a result, a significant change was observed in the content analyzed, signaling a closer approach to topics of general interest to society and, consequently, an approach between Librarianship with society itself through a greater use of Digital Marketing tools, such as Instagram. © 2020 ACM.