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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 Tres visiones de Aula Invertida: conceptual, aplicada e híbrida(CINAIC, 2021-05-22) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.Si paramos a una persona por la calle y le preguntamos cuáles son los dos procesos más característicos de la formación, con toda seguridad dirá: “En clase se imparte la lección y en casa se hacen los deberes”. Esta idea es muy común a cualquier ámbito y nivel educativo. Los deberes, donde actualmente hay mucho debate sobre su conveniencia, se suelen denominar trabajos en el contexto universitario. Quizás por esta visión tan arraigada de los procesos educativos, llama la atención la descripción del método de Aula Invertida, “la lección en casa y los deberes en clase”.Item El método de Aula Invertida: Una visión histórica(CINAIC, 2021-05-19) Fidalgo-Blanco, Á.; Sein-Echluce, M. L.; García-Peñalvo, F. J.En este documento se analizará el método Aula Invertida desde el punto de vista de su desarrollo histórico para, de esta forma, dar a conocer los fundamentos a partir de los cuáles nació este método. Es importante destacar que el Aula Invertida nació en el contexto educativo; es decir, fue creado por el profesorado para ser utilizado con el alumnado. Por este motivo, este método está formado por un conjunto de procesos bien conocidos por el profesorado y que son, por tanto, fáciles de aplicar. A continuación se desarrollarán los siguientes puntos: 1. Para qué sirve. Describe la razón por la que se creó el método e identifica el problema que quiere resolver. 2. En qué consiste. Describe la forma en la que consigue resolver el problema identificado en el punto anterior. 3. Cuándo surge y cómo se desarrolló. Describe cuándo se popularizó el método y los distintos nombres que ha tenido, de los que algunos se conservan hasta la fecha actual. 4. El modelo original. Analiza el modelo de funcionamiento; esto es, el conjunto de procesos y la secuencia de los mismos.Item MAIN: Method for Applying Innovation in educatioN(ACM, 2018-10-24) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.Planning any educational innovation experience, foreseeing its results, following an effective and efficient application of the method, and even transferring it, may be difficult due to its creative character. The MAIN method (Method for Applying Innovation in educatioN) is a modeling method that allows the planning, implementation, and dissemination of educational innovation. This work presents the different steps that make up the method above: the used methodology, the included duties, the needed effort, the technological background, and its impact prediction. This paper presents a specific application of the MAIN method to solve the absence of active learning in students, and it uses the Flip Teaching method, as well as a scientific dissemination strategy of that innovation.Item Presentation of the paper “Micro Flip Teaching with Collective Intelligence” in HCII 2018(2018-07-18) Fidalgo-Blanco, Á.This is the presentation of the paper entitled “Micro Flip Teaching with Collective Intelligence” in the Learning and Collaboration Technologies session at the HCI International 2018 Conference, held in Las Vegas, USA, 15 - 20 July 2018. 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 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 APFT: Active Peer-Based Flip Teaching(ACM, 2017-10-18) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.The Flip Teaching model (the lesson at home, the homework in class) has been used to actively engage students in their learning process during the lectures. In this method, passive learning (the lesson) is transferred to homework and the activity (exercises, debates, collaborative learning, etc.) to the class. More advanced Flip Teaching models carry out an intermediate phase in which the students can actively participate "at home", such as Micro Flip Teaching model. This model proposes an on-line activity composed by the learning of the lesson and the realization of an individual micro-activity on the same and then, in class, work on the obtained results in the micro-activity. In this work, the Micro Flip Teaching model has been adapted to carry out the online activity in a collaborative way in work teams. The main novelty of this proposal is that the active participation of the students generates resources that can be used as didactic material in future editions of the subject. To evaluate the impact of this proposal, an experimental group has been established that used resources generated by students from previous subject editions, while the control group used only resources generated by the teacher. The research shows that the resources generated by students are equally effective than those generated by teachers.Item Mapa sobre Flip Teaching(Grupo GRIAL, 2017-10-14) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.Mapa conceptual que recoge un conjunto de recursos organizados en función de los distintos intereses del profesorado respecto al método Flip Teaching: para saber qué es, pensando en aplicarlo, para aplicarlo y para publicar resultados una vez aplicado.