identifying educational innovation characteristics
TRANSCRIPT
Identifying Educational Innovation Characteristics
Ángel Fidalgo Blanco, Mª Luisa Sein-Echaluce Lacleta, Francisco José García Peñalvo
Index
• Exchange: Educational Innovation experiences• Repository of Good Practices on EI• Indicators of EI• Conclusions
Universities are supporting educational innovation through several plans and policies. Frequently the planning is based on top-bottom transference
RESOURCES
Designing services, rules, financial calls, conferences and repositories (repetitions)
Exchange EXPERIENCES between teachers
Bottom-upIndicators associated to the development of each educational innovation project (previous seminars, surveys with university teachers)
RESOURCESExchange EXPERIENCES between teachers
Bottom-upINDICATORS associated to the development of each educational innovation project
MOOC Applied Educational Innovation, 2nd edition, in which participants are grouped by educational sectors (university and non-university) and role (teachers and students).
indicators associated to the development of each educational innovation project
Repository of Good Practices in Educational InnovationLaboratory of Innovation on Information Technologies (LITI-UPM)
Indicators associated to the development of each educational innovation project
• EI characteristics • Motivation to carry out EI experiences• Facilitators to carry out EI experiences• Barriers to carry out EI experiences• Factors which could improve EI experiences• Measures of EI success• Sources of useful information about EI
experiences
INDICATORS
WORK CONTEXTA survey was carried out with participants who had started module 2 at the MOOC “Applied Educational Innovation” (2nd edition) and the completion of the survey “Indicators of educational innovation” as a voluntary activity.
1668 persons started the module 2 and 1005 persons completed the survey (60.25% of participation)
Role % participation
UT- University Teacher 26.07
US- University Student 20.80
NUT- Non University Teacher 36.42
NUS- Non University Student 2.79
EXT- Non teacher and non student 13.93
EI characteristics (%) UT US NUT NUS EXT
Effectiveness of the learning results 81.3 78.95 87.43 67.86 83.57
Sustainability and transferability 70.23 61.24 62.57 35.71 72.14
Promotion of students participation 56.87 57.42 51.37 42.86 52.14
Tracking and continuous evaluation of innovation
51.91 53.11 54.93 28.57 54.29
Intentional and planed change to cover needs 44.27 42.58 46.17 28.57 50.00
Novelty 35.11 31.10 30.05 28.57 27.14
Motivation to carry out EI (%) UT US NUT NUS EXT
Official recognition 14.12 12.92 11.20 17.86 10.71
Salary increase 9.16 7.18 8.20 10.71 5.71
Responsibility and challenge 55.34 56.94 60.38 57.14 50.00
Being up-to-date 44.66 45.93 39.34 39.29 42.86
Cooperation 26.34 33.01 32.79 28.57 35.71
Continuous improvement of educational strategies
85.50 74.64 83.88 60.71 83.57
Caption of students’ interest 81.30 80.86 87.43 60.71 82.86
Facilitators % UT US NUT NUS EXTInstitutional support 64.89 59.81 53.01 57.14 64.29
Teacher support 42.37 59.33 56.56 50.00 56.43
Institutional technological resources 80.53 82.78 80.05 71.43 76.43
Non-institutional technological resources (open)
70.61 62.68 73.77 46.43 76.43
Barriers (%) UT US NUT NUS EXT
Ignorance of EI foundations 63.36 67.94 61.75 67.86 58.57
Effort to execute EI experiences 29.77 27.75 31.97 35.71 24.29
Little institutional recognition 37.79 29.19 29.78 28.57 39.29
Lack of support resources 52.29 54.07 56.56 60.71 66.43
Little specific training 51.15 51.20 50.00 39.29 43.57
Resistance to change 68.70 55.50 69.67 53.57 70.00
The own educational institution 22.90 25.36 27.60 21.43 35.00
Wrong plannification of EI experiences
29.01 34.45 32.51 32.14 35.00
Measures of the EI success (%) UT US NUT NUS EXT
Awards received by teachers 6.87 11.48 7.65 14.29 2.86
Publications in scientific journals 18.70 14.35 11.48 14.29 8.57
Contribution to institutional objectives 22.90 33.49 23.50 21.43 29.29
Change of educational methods 51.15 50.72 44.26 32.14 45.00
Contribution to a personalized training 27.48 39.71 37.70 28.57 37.14
Learning effectiveness and efficiency 88.17 78.95 89.62 71.43 92.14
Student motivation 74.81 72.73 78.42 57.14 72.14Active student participation 76.34 72.25 78.42 64.29 75.00
Training in generic competences 22.14 14.83 15.30 14.29 15.00
Sources of useful information about EI (%) UT US NUT NUS EXT
Works presented in seminars and conferences 41.18 28.66 39.19 18.75 29.35
Journal papers 27.15 26.75 23.99 12.50 15,22
Training courses (officials, OCW, MOOC, workshops, etc)
61.09 43.95 58.11 56.25 64.13
Training courses related to EI 20.81 21.66 17.23 6.25 19.57
Web 2.0 (blogs, Wikis, Social networks, Curator, etc) 52.49 36.31 58.78 37.50 61.96
Web of the institution 19.46 22.93 10.81 0.00 9.78
Conclusions• EI policies should identify, manage and offer
both institutional and open resources.• Institutions should reinforce the dissemination
of EI practices. • The improvement aspects can be used to
encourage the application of EI.• There exists full coincidence in the most valued
variable of aspects to measure the EI success: effectiveness and efficiency of learning, followed by students’ motivation and a more active participation of students. Useful to evaluate the quality of EI.
