Teaching Innovation Project

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Abstract. An education of quality is a basis for the development and transformation of society.
Nevertheless, teaching innovation is barely considered by the Spanish agencies of academic staff
evaluation that determine the professional promotion of lecturers. In this system that prioritizes
research results to the detriment of teaching, one of the remaining options for lecturers is the design
and participation in teaching innovation projects. This paper contains a critical analysis of the
current situation of Higher Education, with a study that collects the teaching innovation projects in
Communication studies in the public universities of the Community of Madrid, Spain, with the aim of
knowing if these projects define innovation proposals that contribute to the current societal demands.
Keywords: teaching innovation, Spanish public university, academic staff evaluation, Communication
studies.

Este trabajo muestra la evolución en un proyecto presentado en la edición anterior de las Jornadas. El mismo pretendía mostrar como acción innovadora, el fomento de la investigación en el alumnado como medio para profundizar la comprensión que los mismos poseen de la asignatura y de la economía en general. En esta oportunidad, el mismo fue emprendido con otra cátedra, de manera a que los alumnos se beneficien de la interacción con otros docentes y que puedan abordar distintas temáticas. Al igual que el proyecto originario, se combinó un proceso de tutoría con el desarrollo del contenido programático de la asignatura y la utilización de tecnologías de la información y la comunicación. Las investigaciones resultantes fueron presentadas en las IX Jornadas de Jóvenes Investigadores de la Universidad Nacional de Asunción. Finalmente, se editó un material audiovisual para que los alumnos puedan presentar sus trabajos a través de la web.

Resumen. Las redes sociales, y en concreto Twitter, se han convertido en parte esencial de las rutinas periodísticas. En ámbitos como el periodismo internacional su uso ha favorecido, además de la cobertura móvil y en tiempo real, proyectos de rotación semanal de curators para el control del contenido de una cuenta. Este artículo presenta el proyecto de innovación docente "International Journalism Tweet Week" que se desarrolló, aplicando la InteRmetodología del factor Relacional, del 14 de septiembre al 9 de diciembre de 2018 en la asignatura de

Modern eğitimin temel hedefi, öğrencilere insanoğlunun günümüze kadar ulaştığı bilgi birikimini aktarmanın yanında, yeni bilgiler üretmek, öğrencilerin becerilerini geliştirmek ve kazanılan bilgileri hayatın her alanında kullanılabilir hale getirmektir. Bu anlayış ancak eğitimde yeni yaklaşım, yöntem ve tekniklerin kullanılmasıyla sağlanabilir. Aksi takdirde, klasik anlayışla ezberlenen bilgiler, eğitim süreci içerisinde öğrenciye fayda sağlamadığı bilinen bir gerçektir.

"A collection of 19 chapters examining different aspects of the use of geoinformation and GIS in European education, includes examples of good practice and developments in schools, and higher education. This is published by the IGU, through the Home of Geography in Rome
Hard copy available for order from http://www.eurogeography.eu"

El presente artículo de investigación expone los resultados de un proyecto de innovación docente titulado “Discriminaciones de género en el consumo y difusión de la música: la Web como espacio de enseñanza-aprendizaje”, iniciado durante el curso 2018-2019 en la asignatura Estudios de Género Aplicados a la Música del Grado en Historia y Ciencias de la Música de la Universidad de Oviedo (España). Partiendo de una revisión teórica de los principales avances de la musicología feminista, nuestro proyecto aplica algunas herramientas dirigidas a deconstruir los estereotipos de género presentes en las prácticas musicales, como la teoría del display (Green, 1997) o la noción de canon occidental y los juicios de valor construidos en torno a determinados estilos (McClary, 1991; Citron, 1993). La metodología empleada tiene por objeto conocer la opinión del alumnado acerca de las discriminaciones de sexo, género, etnia, clase u orientación sexual que suceden actualmente en la música, a través de actividades participativas como cuestionarios y foros de debate. Se presta especial atención a cómo nuestro alumnado consume música en la Web, recogiendo información sobre sus hábitos de consumo en redes sociales y plataformas como YouTube. El artículo se estructura en cuatro apartados: marco teórico, objetivos y metodología, resultados y conclusiones derivadas del proyecto en sus dos primeros años de implantación. Se concluye afirmando la importancia de aplicar una mirada transversal a los mecanismos que (re)producen estas discriminaciones en el ámbito musical, y se ejemplifica con algunos estilos concretos como el reggaetón.

Las escuelas de arquitectura han convertido recientemente el antiguo Proyecto Final de Carrera en un Máster ‘habilitante’ de un año de duración; un efecto colateral de la adecuación de los estudios universitarios españoles al marco legislativo europeo. Ante este reto, la Escuela Técnica Superior de Arquitectura del Vallés (ETSAV) se planteó implementar un modelo docente que permitiera un aprendizaje desde la experiencia de la interacción con ‘la gente’ y la experimentación constructiva. El artículo revisa la base teórica relacionada con este modelo y hace un recorrido crítico por los tres primeros años de funcionamiento del máster ‘habilitante’ de la ETSAV. Las escuelas de arquitectura han convertido recientemente el antiguo Proyecto Final de Carrera en un Máster ‘habilitante’ de un año de duración; un efecto colateral de la adecuación de los estudios universitarios españoles al marco legislativo europeo. Ante este reto, la Escuela Técnica Superior de Arquitectura del Vallés (ETSAV) se planteó implementar un modelo docente que permitiera un aprendizaje desde la experiencia de la interacción con ‘la gente’ y la experimentación constructiva. El artículo revisa la base teórica relacionada con este modelo y hace un recorrido crítico por los tres primeros años de funcionamiento del máster ‘habilitante’ de la ETSAV.

Resumen
Este artículo aprovecha el cambio de paradigma que acontece en la Enseñanza Superior para converger con el Espacio Europeo de Educación Superior, para plantearse una aportación de orden epistémico y didáctico, adecuada a la capacitación profesional, a la adquisición de competencias actitudinales y al fomento de una conciencia igualitaria. El objetivo es revisar los discursos no hegemónicos o canónicos, sistematizando el proceso de selección de textos que cada año se realiza para enfocar la dimensión práctica de la materia Teorías de la Comunicación. Para ello, se cumplimentan varias etapas, que van desde la observación, cuantificación y contextualización de las investigadoras que han aportado su conocimiento en el ámbito de las Teorías de la Comunicación, mediante un análisis de los manuales de nuestra asignatura, hasta la propuesta de un itinerario específico que permita visibilizar sus aportaciones y su contribución al pensamiento comunicativo.

Abstract
This paper proposes an epistemological contribution to adapt teaching to a professional training, to an acquisition of attitudinal abilities, and to the development of an egalitarian conscience. The aim is to revise non hegemonic and non canonic discourses to systematize the election of teaching materials in the Theories of Communication course. We carry out a set of gradual stages: The observation, quantification and contextualization of female researchers that have contributed with their knowledge to the academic field of Communication Theories, through several analysis of this course handbooks, until the proposal of a specific itinerary that make possible to increase their contribution visibility in the communicational thinking.

Laburpena
Europako Goi-mailako Hezkuntza Sisteman gertatzen ari den paradigma aldaketari eutsiz, artikulu honek ekarpen epistemiko eta didaktikoa egitea du helburu, lanbide trebakuntza, jarrerari lotutako gaitasunak eta berdintasunezko kontzientziaren sustapena kontutan hartuta egokitzeko. Diskurtso ez-hegemonikoak edo kanonikoak berrikusi nahi dira, Komunikazioaren Teoriak ikasgaiaren dimentsio praktikoa jorratzeko urtero aukeratzen diren testuen aukeraketa prozesua sistematizatuz. Horretarako, arlo horretan ezagutza handitu duten emakume ikerlarien lana behatu, kuantifikatu eta testuinguruan jarri da, ikasgai horretako eskuliburuen azterketa dela medio. Era berean, komunikazioari buruzko ikerketari egin dizkioten ekarpenak agerian utziko dituen ibilbide zehatza proposatzen da.

El ciclo de mejora en el aula que se presenta en este trabajo, aplicado en la asignatura “La sociedad Iberoamericana: Etnicidad, Interculturalidad y Ciudadanía”, está basado en una metodología de aula invertida, una modalidad de aprendizaje semipresencial que tiene como objetivo favorecer el uso de herramientas en los contextos presencial y virtual. Dicho modelo pedagógico plantea la necesidad de que una parte del proceso de enseñanza y aprendizaje se realice fuera del aula, con la intención de poder utilizar el tiempo de clase para el desarrollo de procesos cognitivos más complejos y profundos que favorezcan el aprendizaje significativo. Buscamos, por tanto, elevar el interés de los alumnos por la materia, en este caso el análisis de la evolución de la sociedad iberoamericana en su conjunto, y convertir a los estudiantes en auténticos protagonistas en la construcción de la asignatura.

There growing interest in retention among researchers, much of which has centred on the extent to which new students can be helped to integrate into the institution. This paper reports on a study of non-traditional students in UK universities, examining the extent to which support services actually impact on the challenges and uncertainties experienced during their everyday lives. We are also interested in the ways in which students feel themselves to be legitimate members of the ‘imagined community’ of higher education, a concept that we adapt from Anderson’s treatment of nationalisms and Jocey Quinn's notion of imagined social capital.

A learning community is a collaborative network involved in maintenance and innovation which is based on common aims, shared meanings, common approaches, commitment to effective implementation and mutual accountability. All of these elements are focused on continuous creative tension. A technological district is a form of learning community, that is a collaborative network in a limited geographical area, where a variety of economic entities such as enterprises, research centres and public administrations are occupied in high-intensive research activities and distributed scientifictechnological processes, including knowledge sharing and technological innovation. In this paper, a technological district scenario is proposed where a virtual breeding environment (VBE) defines a set of key working and sharing principles that enable collaboration among its members. A theoretical and practical framework is presented designed to stimulate opportunities and preparedness of technological district members to create virtual organisations (VOs). A VBE organisational framework is introduced for a technological district and an approach is introduced to identify configurations of VOs whose aim is to conduct innovation projects. The paper is based on a pilot implementation of the project LogNET-LOGICA which involved research laboratories of the three universities in Calabria and a few enterprises of the technological district of Gioia Tauro, Italy. The central contribution of this paper consists in providing a mechanism to identify and assemble competencies in a technological district. This paper suggests the source and type of competencies needed to conduct innovation
projects as well as the partner enterprises that are best suited to carry out particular innovation projects

This paper discusses the fundamental elements of inquiry-based learning. Inquiry is a multifaceted activity that guides learners to inquire or generate meaningful questions that lead to the relevant answers. In inquiry learning learners are shown how knowledge is generated and transmitted and how they can acquire the knowledge and skills necessary to become life-long learners. This paper highlights the fundamental concepts of inquiry-based learning. The inquiry model discussed in the paper gives a clear picture of the roles of both the educator as well as the learners in the context of inquiry-based learning classrooms. The paper also discusses on the inquiry-based classroom activities that emphasize on the application of the latest educational technology such as the Internet.

The proponent, a TVE Beauty Care Teacher for five years in Bro. Andrew Gonzalez Technical High School who seek to obtain solution to improve student’s knowledge, skills and attitude that may affect overall TVE  performance. In order to improve their performance, the proponent took data gathering among the Grade 8 Beauty Care students under her supervision.
      Among the 42 students in Beauty Care Services, 15 got 74 below in their first grading grade. Most of the failed students experienced financial problems, medical and personal issues inside their family (see Report on Absenteeism & Reason of Unperformed Task).In Dep.Ed Order NO.8, s.2015 “ Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program” ,the Technical Vocational Education Specialization or subject has its grading system components of Written Activities of 20%, Performance Task of 60% and Quarterly Assessment of 20%.Therefore, if a student cannot accomplish a certain task, the 60% will impossible to attain. Under Dep.Ed Order No.8., stated that a learner Did not Meet Expectations at most learning areas must take remedial classes. The said remedial must be conducted after the Final Grade have been computed.  However, Written Activities and Performance Task must be monitored by the teacher so that it will prevent student from failing at the end of school year. The use of Review and Remedial Program (RRP) was identified as possible program to help students in their studies. It is an improved program using technology. Wherein, Teacher’s made videos, modules and self-check are saved in tablet. Using different downloadable apps such as WPS (MS Word, PPT and Excel, Pdf) and Quiz by is necessary. Modules and assessment tools must aligned under TESDA Training Regulations for quality competency procedures. Waiver between parents, teacher and students will be given to parents to have a concrete information about the program. By having the opportunity to connect with the parents, it will be a great help for student’s motivation to increase the self-efficacy of students and meet the challenging situation successfully (Lucas and Corpuz,2014). With the increasing popularity of internet, electronic gadgets are receiving more attention on the interest of students(Dayagbil,2013).
        According to Dayagbil (2013), “the teacher is at the forefront of meeting the challenges”. Sometimes they find difficulty in teaching students if they lack on school resources and tiredly make a repeated demonstration in every class for a day. However, a better teacher embraces the changes in lifetysles as well as the needs and interest of his/her students as cited by Laplap (2012). Willingness to motivate students to perform well is the primary duty of a TVE teacher. Accomplishing a certain task among TVE students has a great impact on their overall TVE performance considering it is 60%. One vision of EFA Acceleration Plan 2015 focus effective Alternative Delivery Mode (ADM) to help teacher and students achieve quality learning. However, there is a great difference on doing something because of compliance only. This study awakens student’s interest to perform and develop a competent heart and mind not only for students but also for the teacher.

Description: "Education is not the learning of facts, but the training of the mind to think."-Albert Einstein. With this motto in mind, Sean employs a diversity of tactics to create an atmosphere both inside and outside the classroom in which students feel comfortable challenging everything and everyone, including the professor and themselves—so that students can inculcate lifelong critical thinking skills, an instinct for freedom and democracy, and passion for helping to make a better world for both people and planet. 3) Long Description: As students enter the classroom to the tunes of electronic dance music and observe a professor at the front of the lecture theatre in a pink floral shirt and Birkenstock sandals, they soon realize that they are entering an alternative world of education. In this environment, nothing is sacred: everything and everyone is challenged, no assumptions or opinions are taken for granted (including the professor's), and students are encouraged to do perhaps one of the most difficult things—to challenge thyself. Moreover, imbuing the spirit of " participatory education " espoused by such educators as Noam Chomsky and Paulo Freire, Sean's course assignments emphasize continuous and active learning, rather than the rote memorization and passivity that is associated with a final exam. Instead, there are innovative assignments such as weekly Think Pieces that are akin to a diary of self-reflection, weekly in-class and online participation and engagement, creating a DEC-video essay with interviews on poverty or environmental destruction in Hong Kong, peer-reviewed student debates, as well as a highly interactive and microphone-free lecturing style incorporating oratory and performance theatrics such as wild gestures modelled on stand-up comedians such as Chris Rock. Sean's most innovative class is AIS2200: Intro to International Studies Thru Film, which visualizes six core global issues via five Hollywood movies (and 1 Chinese)—emphasizing how these sometimes abstract issues are directly related to their daily lives, inspiring hundreds of students to want to make a positive difference in the world.

Resumen Este artículo pretende dar a conocer el proyec-to de innovación docente Gamificando grafías. Documentos y escritura para un aprendizaje activo en la era del COVID-19, concedido por la Universidad Pablo de Olavide en el curso 2020/2021. El objetivo del proyecto se ha sus-tentado en la puesta en valor de las disciplinas de la paleografía y la diplomática a través de una metodología docente basada en dinámicas ac-tivas y participativas en el que el reto ha sido esencial para la motivación del alumnado. Palabras claves Ciencias y Técnicas Historiográficas, Aprendi-zaje, Metodologías activas, Innovación, Práctica docente. Abstract This paper aims to present the teaching innovation project Gamificando grafías. Documentos y escritura para un aprendizaje activo en la era del COVID-19, granted by Pablo de Olavide University for the academic year 2020/2021. The aim of the project has been based on the enhancement of the disciplines of palaeography and diplomatics through a teaching methodology based on active and participative dynamics in which the challenge has been essential for the motivation of the students.

In the current context of constant educational change and adaptation, this book examines a range of Educational Innovation Projects (EIPs) aimed at dynamizing and improving teaching-learning processes in the field of Social Communication (the degrees of Audiovisual Communication, Journalism, and Advertising and Public Relations) at the University of the Basque Country (UPV/EHU). These innovative educational projects responded to specific moments in research into pedagogical innovation and were carried out in cooperation with the students. These EIPs covered in this book are part of the consolidated activity of KZBerri, a group that specializes in educational innovation and new teaching methods, which has the University of the Basque Country's IKD (Ikaskuntza Kooperatibo eta Dinamikoa) stamp. KZBerri is part of the Gureiker Consolidated Research Group, which specializes in the analysis of digital communication and journalism on the Web.

Spanish and English phonological systems vary considerably regarding the number of vowel sounds (12 in English, but only 5 in Spanish). This makes that Spanish-speaking students present many difficulties when interacting orally in English. For this reason, a Teaching Innovation Project approved by the University of Valladolid was carried out on the Soria Campus with the aim of improving students’ listening comprehension skills by providing them with basic phonetic notions and training in transcription, as well as doing some pre-arranged self-study practice. The results obtained were slightly higher in the final test in most cases, suggesting the positive impact of the intervention.

The study utilized design thinking in Physics Olympics. Physics Olympics is a schoolwide event of practical performance tasks where it provided opportunities to engage students and ensure dynamic and thought-provoking learning experiences through competitive and collaborative activities and spontaneous exposure to authentic design tasks. The design thinking process, considered as a novel problem-solving approach, was employed in light of the contextualization of performance tasks in the Olympics. The study was carried out before the onslaught of the COVID-19 pandemic. Studentparticipants were selected classes one each from Grade 7 to Grade 12 which were grouped into four different domains on a multilevel scale as competing teams. Researchers developed STEM-design thinking activities and task sheets which were validated by experts in the field. This study follows a quasi-experimental research design that utilized qualitative and quantitative methods. Quantitative data were gathered from students' responses in the questionnaires (Conceptual Understanding, Activity Perception, and Physics Motivation Questionnaires) to analyze students’ conceptual understanding, determine students' perceptions, and investigate students' motivation towards learning Physics, respectively. The qualitative method was used to shape the interview protocol and analysis of responses taken from students’ perceptions and interviews, and teachers’ feedback on Physics Olympics, thereto, analyzed and identified common themes and emerging categories based on response transcriptions. Hence in this method, both qualitative and quantitative data are cross-validated to corroborate findings. Findings revealed that the utilization of the design thinking process in the Physics Olympics positively enhanced students’ conceptual understanding of physics and promote more positive attitudes towards the physics concepts and its application.

Keywords: Physics Olympics; performance tasks; motivation; design thinking; 21stcentury skills

The flipped-classroom method is acquiring importance as a pedagogical technique to improve the learning performance of students. So far, most studies have examined the possible applications of the flipped-classroom method in the natural sciences realm, with most analyses certifying its positive impact. Its has been applied much less frequently in the social sciences realm, particularly in political science. Our project aims to generate data about active learning in political science by conducting an experiment in a class entitled "Regional Studies: Latin America." Using quantitative analysis, we study academic performance in a flipped class, and through qualitative analysis, we explore student perceptions about the flipped classroom and other active-learning techniques. RESUMEN El método de clase invertida está adquiriendo importancia como técnica pedagógica para mejorar el desempeño de los estudiantes. La mayoría de los estudios hasta la fecha han exa-minado las posibles aplicaciones de la clase invertida en el campo de las ciencias naturales, detectando un impacto generalmente positivo. Su aplicación ha sido mucho menos frecuen-te en el campo de las Ciencias Sociales, en particular de las Ciencias Políticas. Este proyecto tiene el objetivo de generar datos sobre el aprendizaje activo en las Ciencias Políticas, a tra-vés de un experimento en una clase de "Estudios Regionales: América Latina." A través de un análisis cuantitativo, estudiamos el desempeño de los estudiantes en una clase invertida, mientras que, a través de una serie de grupos focales, exploramos sus percepciones sobre la clase invertida y otras técnicas de aprendizaje activo. Palabras clave: enseñanza, Relaciones Internacionales, Ciencia Política, aprendizaje activo 1 La investigación para el siguiente articulo ha sido realizada en el ámbito del proyecto "Innovación docente en Relaciones Internacionales: un estudio comparado de la Flipped-Class vs la Clase Tradicional", financiado por la Universidad Pontificia Comillas ICAI-ICADE.

Ponencia “DTeco en los Estudios Árabes e Islámicos”, en el Simposio Internacional Innovación Docente en Lengua Árabe “Retos de la docencia de la lengua árabe en la universidad española: gestión e innovación metodológica”, Universidad de Valencia, 17 de diciembre de 2021.

En este trabajo se presentan los resultados obtenidos en un proyecto de innovación docente basado en el autoaprendizaje de contenidos prácticos con la utilización de la información disponible en internet y la plataforma e-learning de la Universidad Rey Juan Carlos con el objetivo de complementar la formación presencial teórica. En concreto, el proyecto se centró en alumnos de las áreas de conocimiento de Economía y Finanzas que rastrearon la información diaria de la actualidad del mundo económico, financiero y político de diversos medios de comunicación tanto en español como en inglés disponibles en Internet. De este modo, se plantea el desarrollo de un tipo de enseñanza mixta en el que se combinan la metodología tradicional, aplicada en el aula de forma presencial para los contenidos teóricos, con un método de autoaprendizaje para los de carácter práctico. Este enfoque facilita alcanzar los objetivos que plantea el Espacio Europeo de Educación Superior basado en el aprendizaje activo, autónomo y reflexivo del alumno, así como el desarrollo de competencias de capacidades individuales y grupales. Además, mejora la motivación del alumno al visualizar la utilidad de la formación teórica por su mayor conocimiento de la realidad, en este caso, del mundo económico y financiero totalmente actualizado.