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|Title:||Global Impact of Local Educational Innovation|
|Authors:||Sein-Echaluce, M. L.|
García-Peñalvo, F. J.
Balbín, A. M.
|Citation:||Sein-Echaluce, M. L., Fidalgo-Blanco, Á., García-Peñalvo, F. J., & Balbín, A. M. (2020). Global Impact of Local Educational Innovation. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Design, Experiences. 7th International Conference, LCT 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Copenhagen, Denmark, July 19–24, 2020, Proceedings, Part I (pp. 530-546). Springer Nature. https://doi.org/10.1007/978-3-030-50513-4_39|
|Abstract:||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.|
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