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Item DESIGN, DEVELOPMENT, IMPLEMENTATION AND EVALUATION OF THE PROGRAM "E-MENTORING IN ACADEMIC INTERNSHIP PROGRAMS"(Grupo GRIAL, 2021-09-16) Tinoco-Giraldo, H.Mentoring is a practice that supports learning, experimentation and helps students in Higher Education to develop their potential. A mentoring relationship is one in which both the mentor and mentee, recognize the need for professional and personal development. Thus, mentoring is beneficial for both individuals and institutions of Higher Education, as it is an activity that increases the commitment and academic talent of their students, facilitating the preparation for their personal and professional processes in the future. Its relevance is gaining ground in some Higher Education contexts, since in some cases and in some universities, their academic internships processes have been neglected and unprotected, especially focused on the support of internship coordination’s and inexperienced tutors, and without integrating tools that allow reaching explicit knowledge of the competency needs of their trainees. As is recognizable, the companions in the academic internship experience are the internship tutors, the business advisors and the internship coordination. From here on, the actions and support that occur will be decisive for the Practicum to acquire the formative element characteristic of any academic subject, which is not reflected in the current characteristics of the process. On the other hand, the reception at the internship site and the very process that this experience constitutes, can become invaluable and insignificant when there is no mentor with experience at the same practical level. The infrequency of interactions between these formative companions gradually suspends the ideas of formative evaluation of the Practicum. The lack of an appropriate and facilitating channel of communication between the trainee, the recognition of their academic and professional needs and their situation of abandonment in the internship company by their different tutors, raises the need to link mentoring in these processes. Students in internships need to learn aspects related to the context in which they find themselves, they need to recognize their professional competences and establish professional relationships with other subjects. Higher Education institutions could add support to these underrepresented academic groups of students, recognizing their academic, professional and practical needs, raising awareness of the importance and interest of mentoring in academic practice, and thus expanding the students' professional development opportunities. In this context, mentoring would articulate the improvement of learning, research and development of students in internships. Therefore, this research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of students in university degrees in social sciences and health sciences. Under this approach, this thesis aims to validate an e-mentoring model to stimulate the acquisition of professional competencies in students of academic internships, seeking to provide a safe academic and professional support environment where participants can share any critical problem that affects their professional and personal success. Thus, the "E-mentoring in academic internship programs" is designed following the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and an evaluation process is carried out to verify its effectiveness. Therefore, in order to respond to the objective, a pre-posttest experimental study with a related group has been carried out to record the professional competencies in the training of the students of the different participating academic programs. For such process, two parts have been developed, firstly, a pilot study for the validation of the e-mentoring program generated, in a Colombian university with students of academic internship of a Marketing program. After the results achieved in this first study, the program is adapted and an experimental study is implemented, in which three academic programs from three universities (two Colombian and one American) are integrated, the same Marketing program, a Bachelor's degree program in technology and Computer Science from a Faculty of Education and a Medical program, respectively. As this was a pretest-posttest study, a competency evaluation rubric was used to assess the skills, dispositions and competency domains of the participants and a satisfaction survey designed to measure the impact of the program. After the data analysis implemented in both studies, it is highlighted that the competency levels of each participant sample improved after having implemented the mentoring program. A competency improvement is recognized in the post-test study and a positive recognition by the mentors of these improvements. Likewise, the level of satisfaction with the program is high, recognizing the implementation of the program, the resources used and the adequate training of the mentors. At the end of the study, it is considered relevant to highlight a series of recommendations. On the one hand, a replication study of this research to control to what extent the improvement in competencies is conducted by the mentoring program or by the practice process, with the inclusion of a control group that does not participate in the mentoring effect. On the other hand, other recommendations, at a more formative level, invite to explore the creation of formal mentoring programs that allow students of academic internships to participate in their own personal and professional development; at the level of process development, it is important to encourage and maintain mentoring in Higher Education institutions, informing of its professional and academic value.Item Transferring knowledge and experiences from informal to formal learning contexts(2014) García-Peñalvo, Francisco J.; Griffiths, DaiItem Rethinking informal learning(2015-10) García-Peñalvo, Francisco J.; Griffiths, D.Informal learning has been always an important source of knowledge, perhaps the most important at the workplace, but its own informal nature has caused difficulties to be recognized and introduced in the “official” ways of training and certification. TEEM conference has paid special attention to the problems associated with informal learning from the first edition of this event, and now this track continues with this significant tradition with the aim of rethinking the informal learning basis.Item Using informal learning for business decision making and knowledge management(2014) García-Peñalvo, Francisco J.; Conde-González, M. Á.The process of making decisions in businesses requires, amongst other things, the efficient management of information related to employees competencies. However it is not sufficient to deal with competencies acquired in institutional contexts, as employees also achieve competencies through informal learning activities outside the organizations. If an organization is to make well informed decisions, it must therefore gather information about the external activities of its employees which contribute to their competence development. This paper proposes a methodology to facilitate the identification and recognition of an employee's informal learning instances, supported by a technological framework. To validate the methodology, a pan-European project has implemented it and a panel of experts has evaluated how it works. The main findings from this study suggest that although it is possible to make decisions on the basis of informal learning instances, both the methodology and tools used should be flexible enough to satisfy the needs of the organization.Item WEILER 2013: Workshop on solutions that enhance informal learning recognition(2013-09-24) Conde-González, M. Á.; García Peñalvo, Francisco J.; Griffiths, DaiThe increasing presence of Web 2.0 media and tools in the workplace makes informal learning increasingly important and its recognition there becomes especially relevant since this can enhance employability, producing positive benefits for managers and companies, and give employees opportunities to learn and keep their skills up-to-date, etc. Thus, taking into account the technological and organizational innovation and the affordances of the Internet, it is necessary to define new methodologies and tools to make visible and manage this informal learning. This workshop will gather experiences about informal learning recognition, focusing on, but not limited to: validation of informal learning experiences, institutional management of informal knowledge, making use of representations of informal learning, decision making informed by informal learning experiences and using of learning analytics to document or promote informal learning.Item Enhancing informal learning recognition through TRAILER project(2013-09-24) Conde-González, M. Á.; García-Peñalvo, Francisco J.; Zangrando, Valentina; García-Holgado, Alicia; Seoane Pardo, Antonio M.; Alier Forment, Marc; Galanis, Nikolas; Griffiths, Dai; Johnson, Mark; Janssen, Jose; Brouns, Francis; Vogten, Hubert; Finders, Anton; Sloep, Peter; Marques, Maria Arcelina; Viegas, Maria C.; Alves, Gustavo R.; Waszkiewicz, Elwira; Mykowska, Aleksandra; Minovic, Miroslav; Milovanovic, MilosThe evolution of new technology and its increasing use, has for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these informal processes satisfactorily. The project aims to facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. To do so a methodology and a technological framework to support it have been implemented. This project have been tested in several context and it is possible to say that an informal learning dialogue between learners and people in chargé of the institutions is possibleItem Managing Informal Learning in professional contexts: the learner’s perspective(2013-09-24) Marques, Maria Arcelina; Viegas, Maria C.; Alves, Gustavo R.; Zangrando, Valentina; Galanis, Nikolas; Janssen, Jose; Waszkiewicz, Elwira; Conde-González, M. Á.; García-Peñalvo, Francisco J.Informal Learning is present in everyone's life but its awareness only recently has been reported. The need to keep track of the knowledge acquired this way is increasing as its sources diversity also increases. This work presents the pilots trials on the use of a tool developed to help keeping track of the learners’ informal learning, within a number of companies spread out in three countries. This tool developed through the European Commission funded project TRAILER, is still under development, which will allow integrating the set of improving suggestions obtained from users during the piloting phase. The overall idea of managing one’s informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.Item Gestión de competencias de aprendizaje informal(2013-04-09) Seoane Pardo, Antonio M.Item TRAILER project overview: Tagging, recognition and acknowledgment of informal learning experiences(2013-01-15) García-Peñalvo, Francisco J.; Zangrando, Valentina; García-Holgado, Alicia; Conde-González, M. Á.; Seoane Pardo, Antonio M.; Alier Forment, Marc; Janssen, Jose; Griffiths, Dai; Mykowska, Aleksandra; Alves, Gustavo R.; Minovic, MiroslavThe evolution of new technology and its increasing use, have for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved. TRAILER project aims to address this problem by developing a tool for the management of competences and skills acquired through informal learning experiences, both from the perspective of the user and the institution or company. This paper describes the research and development main lines of this project.Item Informal learning in work environments: training with the Social Web in the workplace(Taylor & Francis, 2012-09-21) Colomo-Palacios, Ricardo; Lytras, Miltiadis; García Peñalvo, Francisco J.The Internet and its increasing usage has changed informal learning in depth. This change has affected young and older adults in both the workplace and in higher education. But, in spite of this, formal and non-formal course-based approaches have not taken full advantage of these new informal learning scenarios and technologies. The Web 2.0 is a new way for people to communicate across the Internet. Communication is a means of transformation and knowledge exchange. These are the facts that cannot be obviated by the organisations in their training programmes and knowledge management. This special issue is devoted to investigating how informal learning changes or influences online information in Social Web and training strategies in institutions. In order to do so, five papers will present different approaches of informal learning in the workplace regarding Web 2.0 capabilities.