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Item Main Gaps in the Training and Assessment of Teamwork Competency in the University Context(Springer, 2023-07-23) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.Individual competencies associated with teamwork are highly demanded in all productive and scientific sectors. International accreditation agen-cies have defined a set of indicators to identify the individual competencies associ-ated 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 know whether students have acquired teamwork skills before enter-ing 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 teach-ers 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 “black box” type, where the faculty does not follow the evidence continuously and evaluates only the final result of the work.Item Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes(Springer, 2023-12-01) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.This article integrates two visions on the creation of knowledge by students: an academic vision where the person who cre-ates 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 method-ology, 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.Item Flipped classroom insights after nine-year experience applying the method(ACM, 2021-10-27) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.Any new trend in Educational Innovation creates many expectations about its impact on the teaching context. This happens with the Flipped Classroom method, it presents numerous advantages: personalized learning, increased active participation, meaningful learning, autonomous learning, motivation, among others. This work collects the experience of applying the Flipped Classroom Method from 2012 up to the present. An analysis of the empirically demonstrated impact of this method on student learning is carried out. The outcome of this work is the real impact of this method in three educational environments: theoretical classes, practical classes, and teamwork competence.Item Global Indicators for Measuring the Learning of the Active Students(Springer, 2022-12-01) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.ducation 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.Item Modelo funcional predictivo de la carga de trabajo entre los miembros de un equipo(Servicio de Publicaciones Universidad de Zaragoza, 2023-10-18) Fidalgo-Blanco, Á.; Sánchez-Canales, M.; Sein-Echaluce, M. L.Uno de los principales problemas en el trabajo en equipo detectados tanto por el profesorado como por el alumnado es la desigual carga de trabajo de los distintos miembros del equipo. Esta situación afecta tanto al rendimiento del equipo como a la del propio alumnado. Para paliar este problema e ha establecido un modelo funcional que relaciona las evidencias que se pueden obtener durante el desarrollo del trabajo cooperativo con un objetivo final a predecir de tal forma que si se aplica de forma temprana pueden constituir la base de la predicción. En este trabajo se establece un modelo funcional para aplicar modelos predictivos en el trabajo en equipo detección de estudiantes con una carga de trabajo significativamente menor que la del resto de los miembros del equipo.Item Seguimiento y monitorización del trabajo en equipo con Moodle(Servicio de Publicaciones Universidad de Zaragoza, 2023-10-18) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.El trabajo en equipo es una de las competencias más utilizadas tanto en la formación universitaria como en el sector laboral. Asociada a esta competencia hay una serie de problemas que complican la labor de realizar un seguimiento individual, continuo y progresivo de las tareas que realiza el alumnado y los resultados grupales. Esta situación complica tanto la formación como la evaluación de dicha competencia. En este artículo se propone un modelo funcional para que el profesorado pueda realizar un seguimiento continuo del progreso individual, así como del avance del propio equipo. Se demuestra la necesidad del mismo. El modelo se implementa en Moodle y se aplica e una asignatura universitariaItem How to share the leadership competence among the team members in active learning scenarios: Before, during and after COVID-19 pandemic(2023-08-14) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.; Balbín, A. M.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 students’ 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 – 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.Item Aula Invertida 4.0: Modelo para aprendizaje activo y creación de conocimiento dentro de la Educación 4.0(Graó, 2023-03-31) García-Peñalvo, F. J.; Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.El método de Aula Invertida ha ido adaptándose a nuevos tecnologías y procesos a través del tiempo. En este trabajo se presenta una adaptación del modelo de Aula Invertida al contexto de la Educación 4.0 y la Industria 4.0. Se describe el modelo funcional, se valida y analiza su impacto en el aprendizaje de una asignatura de primer curso correspondiente a un grado de ingeniería. El modelo de Aula Invertida 4.0 se obtiene uniendo un modelo previo denominado Micro Flip Teaching a un modelo de gestión de conocimiento. La característica principal de este modelo es que utiliza micro-actividades como procesos en la fase de la “lección en casa”. La gestión del conocimiento es realizada por el propio alumnado a partir del conocimiento que crea en la asignatura y que a su vez se utiliza como recursos de aprendizaje en la misma.Item Método basado en Educación 4.0 para mejorar el aprendizaje: Lecciones Aprendidas de la COVID-19(2022-03-30) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.La educación 4.0 es un modelo que permite satisfacer las demandas de la Industria 4.0. Esto se consigue desarrollando competencias durante el proceso de aprendizaje que posteriormente se utilizarán en la Industria 4.0. El modelo estructural propuesto en este trabajo tiene cuatro componentes: infraestructuras Cloud Computing (aplicadas en período de confinamiento COVID-19), metodologías activas híbridas (aplicables en modalidad de enseñanza presencial, online y mixto), tecnologías (a través de un ecosistema tecnológico) y competencias 4.0. horizontales. La adquisición de estas competencias se ha obtenido integrando la metodología activa híbrida con las tecnologías. En la experiencia llevada a cabo el alumnado ha utilizado, de forma cooperativa, competencias 4.0 comoidentificar, buscar, evaluar, recuperar, crear y utilizar conocimiento durante el proceso de aprendizaje. Así mismo, el alumnado ha diseñadoel sistema tecnológico que clasifica y gestiona todo el conocimiento creado. Los resultados medidos demuestran que con el modelo de Educación 4.0 propuesto se han obtenido mejoras en los resultados de aprendizaje y se ha favorecido el aprendizaje entre iguales. La aplicación de las competencias 4.0 ha generado un producto 4.0 que es el sistema de gestión de conocimiento para clasificar, organizar y utilizar todo el conocimiento producido por el propio alumnado a través de su experiencia de aprendizajeen una asignatura académicaItem Revisión crítica del método de aula invertida desde una perspectiva basada en la experiencia(Servicio de Publicaciones Universidad de Zaragoza, 2021-10-20) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.; Balbín Bastidas, A. M.El método de Aula Invertida es una tendencia de innovación educativa que está en la fase de sobre-expectativas. Este trabajo recoge la experiencia de trabajar con el método de forma científica durante nueve años y aplicándolo a contextos docentes diferentes: clases teóricas, competencia del trabajo en equipo y clases prácticas de laboratorios. Toda la experiencia se aplica en asignaturas universitarias de varias titulaciones de la Universidad Politécnica de Madrid. El resultado recoge el impacto real del método de Aula Invertida.