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Item Gender gap in the Digital Society: a qualitative analysis of the international conversation in the WYRED project(ACM, 2019-10-16) Sánchez Santos, N.; García-Holgado, A.; Sánchez-Gómez, M. C.The objective of this research is to know the opinion of young people about one of the main current issues: gender stereotypes and equality. The research has been developed in the context of the WYRED project. Specifically, the information has been obtained from an international conversation about stereotypes and equality on Internet carried out on the WYRED Platform between February and March 2019. The content analysis has been done with the Nvivo software following a qualitative analysis method. The most important results are the importance of technology in the perpetuation of stereotypes, the criticism towards traditional gender stereotypes, and the defense of education in breaking stereotypes in order to achieve an egalitarian society. In short, the opinion of young people concludes in a critique of traditional stereotypes and the need for change in society.Item Ontological flip teaching: A flip teaching model based on knowledge management(2018-09-01) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.Training models are designed for students to acquire knowledge at the individual level. Yet that knowledge is not usually applied later to increase organisational knowledge, as represented by the didactic resources available on a subject, nor to improve the effectiveness of the subject itself. In industrial, economic and production areas, knowledge is considered a part of an organisation’s value. This takes into account the knowledge that is acquired by individuals while doing their work, which can both help improve the work of their peers and increase the overall knowledge available within the organisation. In this work, the student of an educational organisation is considered a person who is able to share the knowledge they have acquired on a given subject so that other students can improve their learning. This work proposes the integration of the classic Flip Teaching model that usually involves students/trainees viewing lectures outside of class time while class time is dedicated to practical exercises, with a knowledge spiral that involves ontological and time dimensions. This integration allows to convert individual knowledge into organisational knowledge through the resources that are created by students over the continuous editions of a training course. A quasi-experimental method proves that the new model, called Ontological Flip Teaching, increases the effectiveness and efficiency of the classic Flip Teaching model in the acquisition of the teamwork competence. The results are based on the students’ opinion about workload and time spent to develop both models, the final grades and the student–student interactions.Item Micro Flip Teaching with Collective Intelligence(Springer, 2018-07-18) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.One of the main objectives within the educational context is that the students must be active during the learning process, and one of the indicators of this activity is the production of content by the students themselves. There are methods such as Micro Flip Teaching that promote active learning. However, achieving that the students generate content is not enough; these contents should also be used in the learning process itself and, for this, they should be managed appropriately. This article presents a method of management of the resources generated by the students and the professors as well, through the use of collective intelligence. A model of collective intelligence was developed, based on four pillars: the utility of the created contents, technology, methodology and the strategy of use. This work shows that the main factor needed so that the students generate knowledge was the strategy of use.Item Framework de un ecosistema digital para una sociedad en red interoperable (DEFINES)(Grupo GRIAL, 2016-04-18) García-Peñalvo, F. J.En pleno desarrollo de la Sociedad Digital, las Tecnologías de la Información y la Comunicación juegan un papel destacado en los procesos de gestión del conocimiento. Sin embargo, estas soluciones tecnológicas no están exentas de problemas, especialmente para las instituciones que tienen que gestionar su explotación y evolución. La oferta tecnológica para el soporte de los sistemas de información se ve incrementada exponencialmente con la aparición de soluciones open software, servicios en la nube y aplicaciones móviles de bajo coste, que se integran de una manera formal o informal al quehacer diario de las personas y, por tanto, a la realidad institucional. Consecuentemente, cuando esta colección de herramientas y servicios está soportada por una institución, surgen problemas relacionados con su interoperabilidad y su evolución. Como respuesta aparece el concepto de ecosistema tecnológico, que transciende de la mera acumulación de tecnologías de moda. Estos ecosistemas suponen la evolución directa de los sistemas de información tradicionales encargados soportar la gestión de la información y del conocimiento en contextos heterogéneos. Se ha elegido la metáfora del ecosistema para sustentar la presente propuesta de investigación en el contexto de la gestión de conocimiento, ya que la ventaja que ofrecen se basa en su capacidad para reconocer una red compleja de interrelaciones independientes entre los componentes y servicios software que conforman su arquitectura. Al mismo tiempo los ecosistemas ofrecen un marco analítico para comprender los patrones específicos de la evolución en el tiempo de su infraestructura tecnológica, con la consideración de que los componentes que conviven en un ecosistema deben poder adaptarse a los cambios que sufra el ecosistema y no colapsarse si no pueden asumir las nuevas condiciones. Con el énfasis en la plataforma tecnológica, se propone evolucionar el concepto de ecosistema tecnológico distinguiendo un contenedor, el framework arquitectónico del ecosistema, y sus componentes, para que se pueda aplicar a diferentes dominios de aplicación de la manera más eficiente y con la mayor aceptación de sus usuarios. Así pues, el proyecto DEFINES tiene un doble objetivo. Por un lado proponer un entorno tecnológico como soporte de servicios para la gestión del conocimiento corporativo, al que se va a denominar ecosistema tecnológico. Estos ecosistemas se definen independientemente de los procesos de gestión del conocimiento que se lleguen a soportar con implantaciones concretas. Se busca romper así las limitaciones tecnológicas y de proceso de las actuales soluciones mediante un soporte transparente y semántico para la interoperabilidad y evolución de sus componentes. Por otro lado, no se busca solo plantear un desarrollo tecnológico, sino que tiene como objetivo último incidir en la Sociedad Digital con la validación de la tecnología desarrollada y su transferencia al tejido productivo. Se quiere incidir en la transformación de los actuales procesos de gestión de conocimiento y lograr una mejor adaptación de los mismos al contexto de la Sociedad Digital en la que actualmente se está inmerso, tomando como dominios objetivos concretos, tanto por su interés y por su diversidad, el sector asistencial a personas con dependencia, un observatorio de empleabilidad y los portales de eCiencia.Item Preliminary validation of the metamodel for developing learning ecosystems(ACM, 2017-10-18) García-Holgado, Alicia; García-Peñalvo, Francisco J.Learning ecosystems are positioned as a technological solution able to provide learning environments that evolve over time to cover the changing needs of users or include new tools for knowledge management. The definition, development and deployment of this type of software solutions is complex and involves several problems identified and analyzed in previous works. In order to solve these problems, an architectural pattern based on Buschmann's Layers pattern has been defined. The accumulated experience developing learning ecosystems along with the problems analysis using Business Process Model and Notation and the architectural pattern, have provided a knowledge base to define an ecosystems metamodel. The proposed metamodel provides a framework for Model-Driven Development of learning ecosystems. The main objective of the present work is to validate the ecosystems metamodel from modeling a learning ecosystem.Item Analysis of Knowledge Management Experiences in Spanish Public Administration(2016-11) García-Holgado, Alicia; Cruz-Benito, Juan; García-Peñalvo, Francisco J.Item Preface of Open Source Solutions for Knowledge Management and Technological Ecosystems(2016-11) García-Peñalvo, Francisco J.; García-Holgado, AliciaItem Transferring knowledge and experiences from informal to formal learning contexts(2014) García-Peñalvo, Francisco J.; Griffiths, DaiItem Rethinking informal learning(2015-10) García-Peñalvo, Francisco J.; Griffiths, D.Informal learning has been always an important source of knowledge, perhaps the most important at the workplace, but its own informal nature has caused difficulties to be recognized and introduced in the “official” ways of training and certification. TEEM conference has paid special attention to the problems associated with informal learning from the first edition of this event, and now this track continues with this significant tradition with the aim of rethinking the informal learning basis.Item La socialización como proceso clave en la gestión del conocimiento(2016) García-Peñalvo, Francisco J.El editorial de este segundo número del volumen 17, correspondiente al año 2016, está dedicado al proceso de la socialización en la gestión del conocimiento para complementar la sección especial sobre Redes Sociales y Educación
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