Publications
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
Browse
6 results
Search Results
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 El sistema universitario ante la COVID-19: Retrospectiva y prospectiva de la transformación digital(Universidad Internacional de La Rioja (UNIR), 2022-04-07) García-Peñalvo, F. J.LA TRANSFORMACIÓN DIGITAL DE LAS UNIVERSIDADES REQUIERE HOJAS DE RUTAS ESTRATÉGICAMENTE DEFINIDAS Y APOYADAS EN UN CONJUNTO DE PUNTOS CLAVEItem ICT methodologies for teacher professional development in Erasmus+ projects related to eLearning(IEEE, 2021-09-30) Alonso de Castro, M. G.; García-Peñalvo, F. J.The European Union promotes the development of European projects that provide relevant information on the methodologies used at educational level through different programs, including the Erasmus+ Programme. These projects are the source of inspiration for the research that gives rise to this article among others. This paper focuses on how teachers’ professional development is approached using technologies within European projects related to eLearning under the umbrella of Erasmus+. The results show a greater representation of projects from the school education and vocational education and training fields. As its main results it could be highlighted that the most predominant ICT resources used by the teachers are those linked with office automation management, basic skills, and presentations as well as platforms for collaboration; those related to video and photo edition, the use of network resources and digital learning environment also stand out. Besides regarding ICT training the most frequent activities are “training by another teacher who has attended a course on ICT” and “Observation practices to other teachers who use ICT in their teaching”. Variations between educational sectors are detected that may be the reason for a more in-depth investigation.Item Sostenibilidad de los proyectos educativos europeos más allá de la pandemia. Proyectos Erasmus+ relacionados con eLearning(Instituto Universitario de Ciencias de la Educación (IUCE), 2021-11-03) Alonso de Castro, M. G.; García-Peñalvo, F. J.Este artículo está relacionado con el trabajo de investigación doctoral “Guía metodológica para el uso exitoso de las tecnologías digitales en la educación: Mejora del aprendizaje a través de proyectos educativos europeos” (Alonso de Castro y García-Peñalvo, 2020a; Alonso de Castro y García-Peñalvo, 2020b; Alonso de Castro y García-Peñalvo, 2021) y algunos de los resultados obtenidos hasta el momentoItem Digital Transformation in the Universities: Implications of the COVID-19 Pandemic(Ediciones Universidad de Salamanca, 2021-02-24) García-Peñalvo, F. J.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.Item COVID-19: La encerrona que transformó las universidades en virtuales(Ateneo de Valladolid, 2021-01-01) Corell, A.; García-Peñalvo, F. J.Corell, A., & García-Peñalvo, F. J. (2021). COVID-19: La encerrona que transformó las universidades en virtuales. Gaceta Cultural(91).