GRIAL resources
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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 Enseñanza y aprendizaje en tiempos de COVID-19. Lecciones aprendidas(Grupo GRIAL, 2021-06-04) García-Peñalvo, F. J.Participación en la mesa redonda Enseñanza y aprendizaje en tiempos de COVID-19. Lecciones aprendidas, el 4 de junio de 2021, dentro de las Jornadas de Innovación y Transferencia Educativa (JITE 2021), organizadas por el Vicerrectorado de Innovación Docente y Calidad y Campus de Anchieta de la Universidad de la Laguna, que tuvieron lugar en Tenerife el 3 y 4 e junio de 2021 La mesa fue moderada por el Dr. Manuel Area Moreira, contando con la Dra. María Cristina Ruiz Pacheco como relatora y contando, además, con la participación de la Dra. Linda Castañeda y el Dr. Jesús Valverde Berrocoso. En la mesa se debatió en torno a cuatro preguntas: 1. ¿Qué lecciones o conclusiones se pueden extraer de la digitalización de las enseñanzas universitarias ocurrida en el contexto de la Covid-19? 2. ¿Cuáles han sido los beneficios y/o los perjuicios más destacables de dicha digitalización? 3. Para el tiempo posCovid-19 ¿se volverá a la presencialidad plena anterior o se impulsarán modelos semipresenciales y online de las titulaciones? 4. ¿Qué recomendaciones se podrían dar a los equipos de gobierno universitarios para actuar a corto y medio plazo?Item The institutional decisions to support remote learning and teaching during the COVID-19 pandemic(IEEE, 2020-12-03) García-Peñalvo, F. J.; Rivero-Ortega, R.; Rodríguez-Conde, M. J.; Rodríguez-García, N.COVID-19 disease caused an out-breaking with implications in citizens’ private and public life. Face-to-face higher education had to adapt their lectures abruptly to a remote emergency mode. In this situation, both methodological and technological decisions had a principal role in closing the 2019-2020 academic course successfully. In this paper, the strategic decisions of the University of Salamanca (Spain) at the institutional level are summarized, taking into account not only the principal goal of ending a contingency situation but focusing on how to face the 2020-2021 academic course, in which one all the universities know that they will have to operate with the disease, but the uncertainty will be still presentItem 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 Cooperación abierta o cómo investigar en tiempos de pandemia(Grupo GRIAL, 2021-01-29) García-Peñalvo, F. J.Conferencia plenaria en el VIII Seminario Interuniversitario de Investigación en Tecnología Educativa (SIITE 2021) organizado por el grupo de investigación ARGET del Departamento de Pedagogía y el equipo docente del Máster y Doctorado Interuniversitario en Tecnología Educativa (Universitat Rovira i Virgili, Universitat de Lleida, Universitat de les Illes Balears y Universidad de Murcia). Este seminario fue inicialmente pensado para su celebración en la Universitat Rovira i Virgili en Tarragona, pero por las limitaciones de movilidad por la pandemia de la COVID-19 se celebró online el 29 de enero de 2021. Se pone de manifiesto la importancia de la Ciencia Abierta y la colaboración internacional en los procesos de investigación, lo que se ha hecho más evidente si cabe en los tiempos marcados por la COVID-19. Como ejemplo de esto se toman como referente algunas iniciativas en las que el grupo GRIAL de la Universidad de Salamanca se ve directamente involucrado, como son la Red Openergy, el Programa de Doctorado Formación en la Sociedad del Conocimiento, y los proyectos europeos W-STEM, RoboSTEAM, OpenGame y WYRED.Item Evaluación de competencias en entornos virtuales(Grupo GRIAL, 2021-01-20) García-Peñalvo, F. J.Conferencia impartida en el Seminario de la Realidad Bibliotecológica, organizada por la Facultad de Letras y Ciencias Humanas de la Universidad Nacional Mayor de San Marcos (Perú) el día 20 de enero de 2021 de forma online.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).