Evidence-based Innovation methodology as a way to produce Open Educational Resources by in-service teachers

Hdl Handle:
http://hdl.handle.net/11285/620881
Title:
Evidence-based Innovation methodology as a way to produce Open Educational Resources by in-service teachers
Authors:
Sarango Lapo, Celia P. ( 0000-0002-3669-2729 ) ; Ramírez Montoya, María S. ( 0000-0002-1274-706X ) ; Mena Marcos, Juan J. ( 0000-0002-6925-889X )
Format:
En Extenso / In Extenso
Conference Name:
Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016
Conference Host:
Universidad de Salamanca
Volume:
2016
Issue Date:
2016
Conference Location:
Salamanca, Spain
Department:
Tecnologico de Monterrey
Discipline:
Ciencias Sociales / Social Sciences
Abstract:

Innovation-based evidence methodology is a newly teaching
approach that promotes the use of peer-reviewed information as
grounds to design teaching projects. For this to occur three
designing stages are needed 1: choosing the object to be studied,
2: searching for evidence in the literature, 3: write the innovative
teaching project and two implementation stages: 4: enactment and
evaluation, 5: Dissemination which are advised to be
accomplished. The completion of those phases may serve to
produce Open Educational Resources (OER), which at last, are
seen as one of the products of educational innovation. The
purpose of this paper is to show what object of study the
participant in-service teachers selected for their innovation
projects (phase 1) and how they produced OER –methodology-
(phase 4) accordingly. Data analysis was conducted using a
descriptive exploratory methodology. Results indicate that inservice
teachers mainly chose projects in the disciplines of
language and mathematics within primary and secondary
education levels. On the other hand, Problem based learning
(teaching strategy), b-learning (teaching modality) and IDB
(teaching resource) were the most used methodologies for OER
production. This leads us to understand that language teachers are
more prone to design innovative projects in their classrooms.
Additionally, they are mostly worried to implement innovative
strategies in the OER they produced, rather than teaching
modalities or ICT resources.

Keywords:
Performance; Design; Experimentation; Human Factors.
Additional Links:
https://2016.teemconference.eu/
Type:
Artículo de Conferencia / Conference Article
Appears in Collections:
Artículos de Conferencia

Full metadata record

DC FieldValue Language
dc.contributor.authorSarango Lapo, Celia P.en
dc.contributor.authorRamírez Montoya, María S.en
dc.contributor.authorMena Marcos, Juan J.en
dc.date.accessioned2016-10-08T20:53:19Z-
dc.date.available2016-10-08T20:53:19Z-
dc.date.issued2016-
dc.identifier.urihttp://hdl.handle.net/11285/620881-
dc.description.abstract<p style="text-align:justify">Innovation-based evidence methodology is a newly teaching<br />approach that promotes the use of peer-reviewed information as<br />grounds to design teaching projects. For this to occur three<br />designing stages are needed 1: choosing the object to be studied,<br />2: searching for evidence in the literature, 3: write the innovative<br />teaching project and two implementation stages: 4: enactment and<br />evaluation, 5: Dissemination which are advised to be<br />accomplished. The completion of those phases may serve to<br />produce Open Educational Resources (OER), which at last, are<br />seen as one of the products of educational innovation. The<br />purpose of this paper is to show what object of study the<br />participant in-service teachers selected for their innovation<br />projects (phase 1) and how they produced OER –methodology-<br />(phase 4) accordingly. Data analysis was conducted using a<br />descriptive exploratory methodology. Results indicate that inservice<br />teachers mainly chose projects in the disciplines of<br />language and mathematics within primary and secondary<br />education levels. On the other hand, Problem based learning<br />(teaching strategy), b-learning (teaching modality) and IDB<br />(teaching resource) were the most used methodologies for OER<br />production. This leads us to understand that language teachers are<br />more prone to design innovative projects in their classrooms.<br />Additionally, they are mostly worried to implement innovative<br />strategies in the OER they produced, rather than teaching<br />modalities or ICT resources.</p>en
dc.formatEn Extenso / In Extensoen
dc.language.isoengen
dc.relation266632-CONACYT-SENER-S0019201401en
dc.relation.urlhttps://2016.teemconference.eu/en
dc.rightsOpen Access-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleEvidence-based Innovation methodology as a way to produce Open Educational Resources by in-service teachersen
dc.typeArtículo de Conferencia / Conference Articleen
dc.conference.nameFourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016en
dc.conference.hostUniversidad de Salamancaen
dc.conference.locationSalamanca, Spainen
dc.subject.keywordPerformanceen
dc.subject.keywordDesignen
dc.subject.keywordExperimentationen
dc.subject.keywordHuman Factors.en
dc.identifier.volume2016en
dc.contributor.affiliationTecnologico de Monterreyen
dc.subject.disciplineCiencias Sociales / Social Sciences-
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