Publications

Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

Browse

Subject: search.filters.subject.good practices

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Systematic review of Erasmus+ projects labelled as good practice and related to e-learning and ICT: Some case studies
    (2023-11-22) Alonso de Castro, M. G.; García-Peñalvo, F. J.
    This article focuses on the methodology applied for the review of European educational projects, within the framework of Erasmus+, labelled as good practices and that are related to electronic learning or the use of Information and Communication Technologies (ICT) in education. In addition, some of the projects that have passed all the research phases and have proven to be sustainable over time are analyzed. The projects presented represent different educational sectors and propose learning systems through ICT with the involvement of students and/or teachers. As they are good practice projects, the article can contribute both to the use or transfer of the resources developed in these projects, and to be able to inspire new projects in those lines of work. The main factors that have contributed to the success of the projects are their usefulness for the educational community beyond the time of funding, the use of innovative methodologies applied with teachers and students, establishing them in the participating institutions. Another notable fact is the good collaboration and rapport between all the project partners who worked to get common objectives.
  • Thumbnail Image
    Item
    Use of ICT and Erasmus+ Good practice projects
    (2023-10-31) Alonso de Castro, M. G.; García-Peñalvo, F. J.
    Today's society faces constant changes that require continuous adaptation, which directly impacts education. To prepare people for the labor market, continuous training, electronic learning or eLearning, and the use of ICT are essential. In this sense, numerous educational projects are carried out, such as the international projects of the Erasmus+ Programme. These projects make it possible to address everyday needs with educational institutions from different countries, obtaining valuable results that can inspire and be transferred to other similar institutions. Successful projects are available on the Erasmus+ Project Results Platform, some identified as good practices that can serve as references. However, it is essential to remember that they must be adapted to the subjects and contexts in which they will be applied. This article will reflect on these aspects and present examples of successful projects and how educational inspection can contribute to the number of similar initiatives in educational centers with their work.
  • Thumbnail Image
    Item
    Handbook of successful open teaching practices
    (Universidad Internacional de La Rioja (UNIR), 2020-06-30) García-Holgado, A.; Nascimbeni, F.; García-Peñalvo, F. J.; Brunton, J.; Bonaudo, P.; de la Higuera, C.; Ehlers, U.; Hvarchilkova, D.; Padilla-Zea, N.; Teixeira, A.; Teixeira Pinto, M.; Vázquez-Ingelmo, A.; Burgos, D.
    This handbook, produced by OpenGame project with the support of the Erasmus+ programme, aims to contribute to the adoption of open teaching practices among educators in the Higher Education area. In order to do so, the document presents 24 successful open teaching practices that respond to eight main challenges that educators face today and that can be tackled through open approaches. These challenges are: Broaden access to learning for enrolled students, Broaden access to learning for non-enrolled learners, Improve quality of teaching resources, Improve course design, Increase students motivation, Increase students engagement, Assess students in a useful way for their future career, Use the learning potential of students' online life. For each of these challenges, we present three open teaching practices, detailing their potential for transferability and the competences needed to put them in place, ultimately aiming at inspiring educators to try out these methods to make their teaching more inclusive and innovative. Also, the document presents an original Open Education Competences Framework, structured around one transversal attitude, two competences areas (open resources and open pedagogies) and a number of detailed skills. By connecting challenges, practices and needed competences, we aim to show that open teaching approaches are both relevant to daily problems of educators and easily implementable, and we hope that readers will be encouraged to try out these open strategies in their everyday work.