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Item Global Indicators for Measuring the Learning of the Active Students(Springer, 2022-12-01) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.ducation 4.0 is a model to meet the demands of Industry 4.0. This is achieved by developing competencies during the learning process that will later be used in Industry 4.0. The structural model proposed in this work has four components: Cloud Computing infrastructures (applied in the COVID-19 confinement period), active hybrid methodologies (applicable in face-to-face, online, and blended learning mode), technologies (through a technological ecosystem), and horizontal 4.0 compe-tencies. One of the main factors differentiating industrial innovation from educa-tional innovation in teaching is its scope. While the scope of industrial innovation is global (market sector), that of educational innovation in teaching is local (in the subject itself). This approach has several effects on educational innovation in teaching compared to industrial innovation: there is a great deal of repetition of experiences, the advances are not immediately incorporated into other educational contexts, and the impact is local. This paper analyzes evidence to rethink the scope of educational innovation in teaching, developing it under a global vision but applying it locally. The study was carried out utilizing a survey of teachers from different educational levels (university and non-university) and different countries. They were asked about the impact of student inactivity on learning and the indicators that, in their opinion, allow measuring the success of educational innovation to promote active learning. The responses indicate that the education sector has a shared vision of the impact of inactivity on learning and of the measurement indicators. The conclusion is that innovation applied to a specific academic subject can be approached globally across the entire education sector.Item The Neuro-Subject: A Living Entity with Learnability(Springer, 2021-07-26) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.In the context of an academic subject, students and teachers acquire knowledge and experience, but we must ensure that this experience will be shared and managed. In this way, the learning, acquired in the subject, remains in the subject. A proven way to manage the experience, which has been vali-dated in previous works, is based on considering two dimensions: the conver-sion of individual knowledge into organizational and the use of a knowledge management system that allows classifying, organizing and finding knowledge based on ontologies and inferences between them. The primary objective of this research work is to join the two dimensions and apply an active method to manage the experience acquired by the teaching staff and students. The com-bination of the models RT-CICLO, as an active method, and ACCI 3.0 to transform individual and organizational knowledge can be applied so that organizational knowledge and learning are produced in a subject. In this work we have identified the actions in which the students create knowledge, as well as the type of knowledge that is created in each case. Organizational knowledge can be generated from each action, which can also be used to promote individual student learning. In the experience also have been acquired a high perception of usefulness on the part of students with regard to all types of organizational knowledge created.Item Ontological Search for Academic Resources(ACM, 2018-10-24) Fidalgo-Blanco, Á.; Sánchez-Canales, M.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.Active methodologies promote students´ elaboration of knowledge-based resources susceptible to being used as a learning tool. However, due to their quantity, variety and the technology used, it is di"cult to manage them, mainly as regards the consultation and identi!cation of the most appropriate resources to carry out a speci!c training action.