Track 10. Teacher education research and ICT Authors: Celia Paola Sarango-Lapo, Juanjo Mena and María-Soledad Ramírez-Montoya

1. Evidence-based Innovation methodology as
a way to produce Open Educational
Resources by in-service teachers
Paola Sarango L.
UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA, ECUADOR
Juanjo Mena
UNIVERSIDAD DE SALAMANCA, ESPAÑA
María Soledad Ramírez Montoya
INSTITUTO TECNOLÓGICO DE MONTERREY, MÉXICO
TEEM16.- Teacher Education research and ICT
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2. FRAMEWORK
TEEM16.- Teacher Education research and ICT
Fuente: http://www.unesco.org/webworld/download/oer/EN/oer_logo_EN_2.png
Fuente: http://allinfoaboutict.blogspot.com/2015/05/ict-definition_16.html
Fuente: http://tinyurl.com/j7h7jqs
Fuente: https://womenbizcenter.files.wordpress.com/2013/05/knowledge.jpg

3. FRAMEWORK
EBIE (Tejedor,
2007;
Ramírez,
2012)
1) choosing the
object of study
2) searching
for evidence in
the literature
3) write the
innovative
teaching
project
4) enactment
and evaluation
5)
dissemination.
TEEM16 - Doctoral Consortium
Designing
phase
Implementation
phase

4. THESIS STATEMENT
TEEM16.- Teacher Education research and ICT
Problem
statement
OER is not often used in the
daily teaching practice (Ramírez,
2011)
EBIE as a methodology which
may allow an effective
integration (Tejedor, 2007)
Research
Objectives
Our interest about this study is
to analyze the EBIE model,
specifically, how its application
can support the use, production
and dissemination of OER
- To show what object of study
the participant in-service
teachers selected for their
innovation projects (phase 1)
- How they produced OER –
methodology- (phase 4)

5. RESEARCH
METHODOLOGY
TEEM16.- Teacher Education research and ICT
•96 in-service teachers of an on-line postgraduate program,
during four months in 2016
•94 in-service teachers completed successfully the on-line
course.
•Course name: Management models for learning
Sample
•Data was collected upon three questions of a survey
•1: application level of the innovator project: user level, institutional level and
national level
•2:educational level, that is to say, the educational degree to be applied in the
innovation project
•3: working field
•Data about production of OER was collected from participants’ documents
Data
collection
•At the end of the on-line course, in-service teachers answered to the question's
survey
•We analyzed the before three questions regarding to the first and four phases of
the EBIE model.
•The elaboration of an OER was understand as a research paper produced during
and at the end of the implementation of the innovation project in the on-line
course.
Data analysis
descriptive- exploratory (Johnson & Gosling, 2010)

6. RESULTS
TEEM16 - Doctoral Consortium
Main findings indicate how teachers work in the first and four
step of EBIE

7. DISCUSSION
TEEM16.- Teacher Education research and ICT
About the OER
design stage
(phase 1)
The most in service
teachers choose a
designing innovator
project to apply in the
user level
Primary school and post-
secondary teachers. They
focusing their attention and
efforts on making students’
learning a great experience
(Parisky & Boulay, 2013)
In-service teachers with the
support of ICT produced new
knowledge through innovation
projects (Sanchez, Mena & Pinto,
2013) leading to innovative
teaching practices and the
improvement of the learning
process (Colpaert, 2012)
The most innovative projects
were found in the subjects of
Natural Science and
Mathematics field showing
that science are more prone
to open new ways to
innovation.
About the OER
Production stage
(phase 4)
The majority of OER was
found in Mathematics and
Language
B-learning modality was
predominant as well as the
online learning types.
For the teaching strategies,
in-service teachers showed
especial concern in problem-
based learning and Flipped
learning.
Regarding resources,
electronic portfolio was the
preferred technology among
the participants
EBIE model guides teachers to create and design innovation projects that
improve their teaching practice and learning experience
The OER produced by the teachers
contributed to promote their methods as
innovative ways for teaching (Hu, Li, Li &
Huang, 2015)
It is necessary to continue training
teachers with the purpose to develop
digital and research skills (Ramírez, 2012;
Tejedor, 2007)
Through on-line course we can let the
teachers rethink about the role of OER as
tools for equal access to education and
digital inclusion (Hussain,Chandio &
Sindher, 2013)

8. ¡THANKS!
TEEM16 - Doctoral Consortium