Track 02 - Educational innovation Authors: Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce and Francisco José García-Peñalvo https://www.youtube.com/watch?v=RtNcDgRCJVk&index=12&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api

1. Identifying Educational Innovation
Characteristics
Ángel Fidalgo Blanco, Mª Luisa Sein-Echaluce Lacleta, Francisco José García Peñalvo

2. Index
• Exchange: Educational Innovation experiences
• Repository of Good Practices on EI
• Indicators of EI
• Conclusions

3. 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-up
Indicators associated to the development of
each educational innovation project (previous
seminars, surveys with university teachers)

4. RESOURCES
Exchange EXPERIENCES between teachers
Bottom-up
INDICATORS 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).

5. indicators associated to
the development of each
educational innovation
project
Repository of Good Practices in Educational Innovation
Laboratory of Innovation on Information Technologies (LITI-UPM)

6. Indicators associated to
the development of each
educational innovation
project

7. • 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

8. WORK CONTEXT
A 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)

9. 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

10. 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

11. 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

12. Facilitators % UT US NUT NUS EXT
Institutional
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

13. 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

14. 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 72.14
Active 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

15. 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

16. 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.

17. THANK YOU
mlsein@unizar.es