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Item Global Impact of Local Educational Innovation(Springer, 2020-07-19) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.; Balbín, A. M.The innovation is carried out according to the demands or needs of an industrial, social or economic sector and is aimed at the widest possible target audience. In teaching educational innovation, the demand for innovation is very local, it is generated in each subject and for the students of it. This causes that educational innovation cannot be easily transferred between subjects. But, to meet the demands of an educational sector, the target audience for which innovation is designed must be global. The objective of this work is to study whether teaching educational innovation can be considered globally (for a global target audience and for a need in the education sector), so that it can be applied and transferred between subjects from different contexts. The information provided, during 8 training courses, by 130 university professors belonging to 12 different universities has been analyzed. It has been shown that for a given need for improvement (passive habit in students), the profile of the target audience, the demand of the learning sector and the indicators to measure educational innovation can be raised in a common way for an entire educational sector; in this case, higher education. The conclusion is that educational inno-vation can be designed globally, applied locally and transferred to other contexts.Item A method to propose good practices of teaching educational innovation(ACM, 2019-10-16) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.; Balbín, A. M.The MAIN method for the application of educational innovation was designed to make it easier for teachers to apply educational innovation so as to achieve a good practice of educational innovation. In this work the mentioned method is used not to apply educational innovation but to make a proposal of educational innovation that has great possibilities of becoming a good innovation practice. Twenty-four professors have made proposals for educational innovation following the MAIN method. Once these proposals were presented, teacher’s perception of the processes of the method was studied, as well as the effort to develop the different phases of the proposal following the MAIN method.