http://hdl.handle.net/10366/4555 Sun, 03 May 2026 22:35:30 GMT 2026-05-03T22:35:30Z http://hdl.handle.net/10366/153465 [EN]The analysis of successful projects provides valuable information for finding inspiration and learn from good practices to implement them in future projects. In the case of Erasmus+, there is a very rich project database with catalogued projects that allows access to them what is very useful to analyse the published data of good practice or success stories projects. In the research that is being carried out, reason for this article, a group of good practices or success story projects related to eLearning have been selected, they have been analysed based on the information found on the Erasmus+ Projects Results Platform, their coordinators have been surveyed to gather more information from the projects and interviews are being carried out with those coordinators whose projects have been, and continue to be, useful beyond the funding period even in the pandemic crisis. This article presents the methodology for the interviews and the first results obtained in four of them as an example. The main results for the success and sustainability have been the importance of analysing the needs of students and/or teachers in innovative themes, the integration of the project outcomes into the teaching-learning processes and a good relationship with the project partners. All that using ICT as a tool to better implement the project activities with an easy access from any place, at any time and with any type of device. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10366/153465 2022-01-01T00:00:00Z http://hdl.handle.net/10366/153464 [EN]Teacher training plays a fundamental role in educational success, as recognized in the different studies carried out by OECD, UNESCO, the World Bank, and other prestigious institutions. The European Union and associated countries promote actions to improve the educational system and among them teacher training has an important role. One of the programs that allows the development of this type of activity is the Erasmus+ Programme. The projects of this program are the source of inspiration for the research that is being carried out in order to obtain a methodological guide for the successful use of digital technologies in education in improving learning. This article focuses on five examples of projects classified as good practice or successful experience related to teacher training as a result of the analysis that is being carried out in that research. The examples that are developed here show how to work towards a better specialization of the teaching staff and serve as inspiration to design training practices that encourage initial and continuous learning and professional improvement of teaching methods, in turn influencing the improvement of the educational system as well as teaching and learning processes. All this aimed at covering the real training needs of teachers. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10366/153464 2022-01-01T00:00:00Z http://hdl.handle.net/10366/153421 [EN]The work presented in this paper is the result of research on Erasmus+ projects, related to the educational field and with a connection to eLearning, that have been classified as good practice or successful story. This publication shows some of the results obtained from administering a survey to the project coordinators. Specifically, it focuses on the responses collected from two sections of the survey that have to do with the possible factors considered the reason for being successful projects and their main characteristics. At the same time, it is explored the sustainability of the project results over time and how they have been useful in the pandemic. The main findings show that the results have been positive with sufficient funds to be able to carry them out and with the capacity to go on using them once the grant period has ended. Additionally, they have also been useful on the occasion of COVID-19. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/153421 2021-01-01T00:00:00Z http://hdl.handle.net/10366/153420 [EN]Collecting data from Erasmus+ projects related to eLearning and the associated methodologies in order to detect those that have been identified as good practice or success story could be very useful in order to help teachers to define success projects in that field. In order to compile projects of interest, we have the Erasmus+ Project Results Platform, which has a very useful information database to locate educational projects that have been funded by the European Union. This database compiles European educational projects that have been developed in Erasmus+ and also in previous programs such as Lifelong Learning Programme since 2007. The advantage of using this tool is that it has a search engine that allows you to search by keywords and has different criteria to filter. It also allows you to export up to a maximum of 1000 projects per search in excel format with basic data from the filtered projects. Therefore, using this tool is key to be able to identify good practices in European educational projects that serve as a reference to find the parameters useful for learning improvement. This article presents the main data collected from the analysis of educational projects that are connected with eLearning and related methodologies in the aforementioned platform. It also defines which ones will be selected to be able to address an adequate analysis that is manageable to carry out the definition of a methodological guide. As a result of the initial analysis, it is considered appropriate to carry out a review of the projects linked to eLearning in KA1 and KA2 actions that have more than 50 projects connected to this topic, involving educational centers, and that are labelled as good practice and / or success story. With the projects that meet these criteria, there is enough information to achieve the objectives of the research in order to be able to design a methodological guide with the key aspects for implementing eLearning projects. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/10366/153420 2020-01-01T00:00:00Z http://hdl.handle.net/10366/153394 [EN]This publication aims to present the progress made in the doctoral work related to the “Methodological guide for the successful use of digital technologies in education: Improvement of learning through European educational projects”. The European Union and associated countries are working on European projects that provide relevant information on the methodologies used at the educational level through different programs, including the Erasmus+ Programme. These projects are the source of inspiration for the research that gives rise to this article. This paper focuses on how the research has been approached, shows the current state of the research, the progress made in the preparation phase of the questionnaire and its application, including the data analysis carried out so far. The main results got in the projects mapping process and the development of the survey are explained as well as the rate response of applying it, that has been of a 22%. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/153394 2021-01-01T00:00:00Z http://hdl.handle.net/10366/153386 [EN]The purpose of this article is to set out the research plan for the doctoral thesis, which deals with the definition of a methodological guide for the successful use of digital technologies in education, especially in eLearning, taking as a reference European educational projects that have been successful in achieving an improvement in the teaching and learning process. We live in an increasingly digital society that requires citizens to be prepared to adapt to the needs of the moment and to solve the problems that arise. For this to be possible, the education system must be prepared to adequately train future citizens who will join a changing labor market. To this end, teachers must be trained and know how to carry out efficient educational projects that allow them to make the most of the potential of ICT in the classroom or in distance education. The situation experienced during the 2019-2020 school year with the COVID-19 pandemic has tested the education system and its ability to adapt to a situation where the use of distance education was required and where ICT was very much needed in most of the cases to bring education to the homes. These factors make it very necessary to work for a better teaching professionalization. Therefore, the main objective of this PhD work is to enable teachers to design their projects, involving electronic learning, in a more effective way. To achieve this, what better than to use the educational projects compiled in the Erasmus+ results platform, which allow the analysis of project typology, outcomes, topics and to see those that have been catalogued as a good practice or success story. This database will be a key tool to gather information together with the collaboration of the main actors of those projects that have been successful. A methodological guide would allow teachers and teacher trainers to know the key factors that help to achieve a good design of educational projects and allow an optimal use of ICT resources and the greatest impact on the teaching-learning process. Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/153386 2021-01-01T00:00:00Z http://hdl.handle.net/10366/148472 [ES]La falta de diversidad, especialmente la desigualdad de género y el origen social son algunos de los problemas globales que podemos encontrar en diferentes sectores, pero especialmente latentes en el contexto de los campos de la Ciencia, la Tecnología, la Ingeniería (y el recientemente añadido concepto de Artes), y las Matemáticas (STEAM), desde la escuela primaria hasta el nivel universitario y, por tanto, el mercado laboral. Cuando hablamos de diversidad, nos preocupamos por atraer a personas representativas de todos los sectores de la sociedad, diferentes culturas, discapacidades, grupos étnicos, género u orientación sexual. Teniendo en cuenta el contexto descrito, el proyecto CreaSTEAM tiene como objetivo proporcionar un mapa actualizado de los recursos enfocados a la reducción de la brecha de diversidad utilizando enfoques STEAM, y cómo seleccionar de estos recursos las mejores soluciones para crear un marco que permita implementar STEAM-Labs en las escuelas. Los STEAMLabs, como principal novedad del proyecto, fusionan las soluciones que podemos encontrar en los FAB-Labs, MEDIA-Labs, y USERLabs, y nuestro enfoque se centra en la creación de buenas prácticas en estos espacios para promover la diversidad en STEAM, donde la diversidad también abarca la equidad de género, y la inclusión social para la promoción de las vocaciones STEAM.; [EN]Lack of diversity, especially gender inequality and social background are some global problems in different sectors but especially latent in the context of the fields of Science, Technology, Engineering (and the recently added concept of Arts), and Mathematics (STEAM), from primary school to university level and, therefore, labor market. When we talk about diversity, we are worried about attracting representative people from all sectors of society, different cultures, disabilities, ethnic groups, gender or sexual orientation. Considering the context described, CreaSTEAM project aims to provide an actualized map of the resources focused on the reduction of the diversity gap using STEAM approaches, and how to select from these resources better solutions to create a framework to implement STEAM-Labs into secondary schools. The STEAM-Labs, as a main innovation of the project, merge the solutions that we can find in FAB-Labs, MEDIA-Labs, and USER-Labs, and our approach is focused on the creation of good practices in these spaces in order to promote diversity in STEAM, where diversity also covers gender equity, and social inclusion for promotion of STEAM vocations Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/10366/148472 2021-01-01T00:00:00Z http://hdl.handle.net/10366/142836 [ES]El Blended Learning se ha constituido en una modalidad “normalizada”, adoptada e implementada en los procesos formativos, tanto que sus intervenciones constituyen objetos de estudio que evidencian su trascendencia y potencial. En ese sentido, y a fin de determinar su avance y perspectivas en Perú, se indaga su significatividad investigativa, a partir de los estudios realizados en el ámbito nacional, para lo cual, se analizaron 56 productos científicos (tesis y artículos) recuperados del repositorio digital nacional (ALICIA-CONCYTEC), mediante la técnica del mapping sistemático. Los resultados muestran una emergente producción científica que “retrata” las áreas y ámbitos de formación priorizados, así como también, la concentración de las investigaciones en las universidades públicas, situadas mayoritariamente en Lima, la capital. Asimismo, la producción científica prioriza las tesis más que los artículos y, preferentemente, siguen diseños cuantitativos y orientaciones tecnopedagógicas del modelo combinatorio (presencial y virtual), obviando otras posibilidades. De ese modo, sus dinámicas evolutivas los aproximan a los contextos latinoamericanos y, distancia de ibéricos, dada su transición hacia otros modelos. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/10366/142836 2020-01-01T00:00:00Z http://hdl.handle.net/10366/140307 [EN]Significant progress has been made during the last decades to achieve gender equality, but there is still much work to do. In particular, the gender gap is pronounced in the science, technology, engineering, and mathematics (STEM) fields at all levels of education and labour market. In those areas, the women participation remains low, although there are differences from country to country. In the Latin American context, there is a need for carrying out studies to collect quality data about the actual situation of women in STEM. Although some available data show a high proportion of women in Latin American university education, they are a minority in STEM programs. Moreover, this problem is particularly severe in Latin America because of the biases or cultural norms that influence female behaviour. In this context, the W-STEM project seeks to improve strategies and mechanisms for attracting, accessing, and guiding women in Latin America in STEM higher education programs. This work aims to describe the main results to prepare a set of attraction campaigns in secondary schools in the Latin American countries involved in the project (Chile, Colombia, Costa Rica, Ecuador, Mexico). In particular, a self-assessment tool about gender equality in higher education institutions in Latin America, an interview protocol for female role models, and a mobile application to show those role models. Wed, 16 Oct 2019 00:00:00 GMT http://hdl.handle.net/10366/140307 2019-10-16T00:00:00Z http://hdl.handle.net/10366/140304 Mon, 01 Apr 2019 00:00:00 GMT http://hdl.handle.net/10366/140304 2019-04-01T00:00:00Z http://hdl.handle.net/10366/140238 [EN]The current trend in digital solutions for the health sector is to move from fragmented services to progressively more integrated services provided by multiple stakeholders through technological ecosystem platforms. However, the business model is scarcely taken into account at the early stages of development of this type of ecosystems specially in the health sector. In the present paper a general approach towards the exploitation of a technological ecosystem focused on caregivers is presented. It follows the Business Process Model and Notation (BPMN) in order to develop different ecosystem’s exploitation alternatives, taking into account the ecosystem stakeholders and their main value propositions. This serves as a starting data model in the software development process from which different business exploitation alternatives can be elaborated. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/10366/140238 2019-01-01T00:00:00Z http://hdl.handle.net/10366/140237 [EN]Information dashboards are increasing their sophistication to match new necessities and adapt to the high quantities of generated data nowadays.These tools support visual analysis, knowledge generation, and thus, are crucial systems to assist decision-making processes.However, the design and development processes are complex, because several perspectives and components can be involved.Tailoringcapabilities are focused on providing individualized dashboards without affecting the time-to-market through the decrease of the development processes' time. Among the methods used to configure these tools, the software product lines paradigm and model-driven development can be found. These paradigms benefit from the study of the target domain and the abstraction of features, obtaining high-level models that can be instantiated into concrete models. This paper presents a dashboard meta-model that aims to be applicable to any dashboard. Through domain engineering, different features of these tools are identified and arranged into abstract structuresand relationships to gain a better understanding of the domain. The goal of the meta-model is to obtain a framework for instantiating any dashboard to adapt them to different contexts and user profiles.One of the contexts in which dashboards are gaining relevance is Learning Analytics, as learning dashboards are powerful tools for assisting teachers and students in their learning activities.To illustrate the instantiation process of the presented meta-model, a small example within this relevant context (Learning Analytics) is also provided. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/10366/140237 2019-01-01T00:00:00Z http://hdl.handle.net/10366/139960 [ES]Internet ha cambiado la práctica de la investigación. Un investigador del siglo XXI debe tener presencia en el ecosistema digital propio de la Ciencia Abierta. Esta presencia va a ocurrir con independencia de que el investigador lo quiera o no, pero si se es consciente de ello y además se abren los perfiles adecuados en los servicios más punteros, la visibilidad de su producción científica y su reputación como investigador pueden mejorarse potencialmente, lo que transitivamente repercutirá en su grupo, institución, etc. Pero igual que existe un gran potencial, se adquiere la gran responsabilidad de cuidar que los datos e indicadores, que de ellos se calculen, sean ciertos y no se vean falseados por las actualizaciones automáticas de unos sistemas que no son perfectos. Para guiar al investigador en la toma de decisiones sobre este ecosistema digital se propone un protocolo compuesto por nueve pasos básicos. Wed, 09 Oct 2019 00:00:00 GMT http://hdl.handle.net/10366/139960 2019-10-09T00:00:00Z http://hdl.handle.net/10366/139959 [ES]Gran parte de las universidades e instituciones educativas realizan convocatorias de innovación docente para fomentar que el profesorado la aplique en sus asignaturas. La realización de las propuestas de innovación educativa las realiza el profesorado, en algunos casos sin tener ni experiencia ni conocimientos en innovación educativa, pero con una gran voluntad por mejorar el aprendizaje en sus asignaturas. En este trabajo se presenta un método de aplicación de la innovación educativa que permite al profesorado seguir un conjunto de pasos y procedimientos para diseñar una propuesta de innovación educativa que sea eficaz, eficiente, transferible y sostenible. Wed, 09 Oct 2019 00:00:00 GMT http://hdl.handle.net/10366/139959 2019-10-09T00:00:00Z http://hdl.handle.net/10366/139957 [ES]En general en innovación, y en particular en innovación educativa, una experiencia de innovación se considera buena práctica si es transferible. Así pues, cualquier experiencia de innovación educativa producida en una asignatura concreta debería ser transferible a cualquier otra asignatura. La transferibilidad en la innovación educativa docente es complicada ya que dichas innovaciones se diseñan a nivel local y específico de una asignatura. En este trabajo de investigación se aplica un método que permite diseñar una experiencia de innovación educativa a nivel local, pero a partir de indicadores globales, lo que permite una mayor transferibilidad. La investigación se ha realizado con más de 80 profesores en torno a un tema actual e innovador como son las metodologías activas. Tue, 01 Oct 2019 00:00:00 GMT http://hdl.handle.net/10366/139957 2019-10-01T00:00:00Z http://hdl.handle.net/10366/139404 La filosofía del movimiento por el Conocimiento Abierto considera que el Conocimiento es un bien público de libre acceso. El contexto general en el que se integra este movimiento es el llamado “conocimiento libre” donde se incluyen el software libre, los recursos educativos o la cultura libre en general, siendo el Acceso Abierto a la ciencia la parte que se ocupa de los contenidos científicos. El Acceso Abierto aboga por el dominio público para la ciencia y la cultura, permitiendo la difusión y reutilización del conocimiento para conseguir el rápido progreso científico y cultural. Los contenidos teórico-prácticos de este seminario están orientados a alcanzar los siguientes objetivos: - Conocer qué es Conocimiento Abierto, Ciencia Abierta y Acceso Abierto al Conocimiento, haciendo hincapié en las iniciativas más representativas del Acceso Abierto. - Conocer y aprender a utilizar bases de datos, directorios, repositorios y bibliotecas digitales para localizar información científica y recursos educativos. - Conocer y analizar los sistemas y condiciones de auto-archivo de documentos digitales en repositorios. - Conocer las políticas nacionales e internacionales existentes sobre Acceso Abierto. - Conocer y localizar las políticas de los editores en relación al Acceso Abierto. - Conocer y utilizar licencias Creative Commons. Fri, 15 Feb 2019 00:00:00 GMT http://hdl.handle.net/10366/139404 2019-02-15T00:00:00Z