scholarly journals EDUCATIONAL INNOVATION EXPRESSION IN COMMUNITY

2017 ◽  
Vol 2 ◽  
pp. 120
Author(s):  
Irena Leliugiene ◽  
Ieva Simonaitytė ◽  
Angelė Kaušylienė
Keyword(s):  
Educational Innovation ◽  
Activity Level ◽  
Community Leader ◽  
Community Members ◽  
Training And Education ◽  
Educational Tools ◽  
Educational Innovations ◽  
Problematic Issue ◽  
Innovative Learning ◽  
Innovation Community

In the article solves the following problematic issue: 1.What educational tools occur in the educational innovation community? The aim of article is to base the resolution of the educational innovations theoretically and empirically. The object of the researches resolution of the educational innovation. General research results. Performed the data analysis suggests that the surveyed communities are sufficiently concentrated, and members of the activity level is high enough, focus and activity is sufficient. As well as in communities dominated by positive approach to training and education, the absolute majority of respondents are motivated to learn and improve. An analysis chairman of community operational assessments showed that most community leader applies novation to develop an innovative learning environment in the planning and allocation of resources as well as finding new opportunities for business development and community members in education

scholarly journals Knowledge Building International Project as an Innovative Learning Environment

2021 ◽  
Vol 47 (2) ◽  
Author(s):  
Josep Gallifa ◽  
Mireia Montané ◽  
Sandra Lund ◽  
Carme Amorós ◽  
Mercè Bernaus ◽  
...  
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Educational Innovation ◽  
International Project ◽  
Educational Innovations ◽  
Design Based Research ◽  
External Stakeholders ◽  
Innovative Learning

The Knowledge Building International Project (KBIP), implemented in a network of eight schools in Catalonia, demonstrates the value of an Innovative Learning Environment (ILE) towards supporting dialogical, technological, and systemic dimensions in teaching and learning. Using a design-based research (DBR) approach, a survey queried teachers, students, and external stakeholders regarding their perceptions about educational innovation. The results provide both the profile and the innovative nature of the whole KBIP experience at each participating school. The main results help illustrate the potential of KBIP methodologies. The findings exemplify the value of this particular DBR method for evaluating educational innovations.

scholarly journals Effects of the Instructional Model Based on Creative Problem-Solving Principles with Social Media to Promote the Creation of Educational Innovation for Pre-service Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 56
Author(s):  
Thapanee Seechaliao ◽  
Phamornpun Yurayat
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Statistical Significance ◽  
Educational Innovation ◽  
Instructional Model ◽  
Creative Problem Solving ◽  
Educational Innovations ◽  
Model Based ◽  
Creative Problem ◽  
The Creation

The main research purpose focused on the effects of conducting the instructional model based on the principles of creative problem solving with social media to promote the creation of educational innovation for pre-service teachers. The participants consisted of twelve pre-service teachers. Research instruments were 1) the instructional model based on the principles of creative problem solving with social media, 2) the test of knowledge and creation of educational innovation, 3) the creation of educational innovation’s evaluation form, and 4) the questionnaires’ conducting this instructional model. Collected data were analyzed with statistics and categorized into key issues based on literature. The results were presented through the form of Shapiro-Wilk, Wilcoxon signed-ranks test, arithmetic mean, standard deviation, and descriptive analysis. The research findings were presented as follows: 1) the effects of conducting the instructional model that was conducted sixteen weeks on the course 0537211 Innovation in Educational Technology and Communications in the first semester of 2020. The research hypothesizes were followed the established as follows; 1.1) the pre-service teachers had post-test scores’ the knowledge and creation of educational innovation higher than pre-test with statistical significance at the .01 level. 1.2) they had post-learning scores for creating educational innovations’ processes at the overall excellent level (M = 92.83, S.D. = 11.78), and their educational innovations were be post-learning at the overall good level (M = 48.33, S.D. = 7.45) 2) the opinions’ pre-service teachers toward conducting this instructional model that they have positive opinions to this conduct at the overall excellent level (M = 4.92, S.D. = 0.25).

scholarly journals 1947. Educational Impact of a Hybrid Infectious Diseases Rotation for Internal Medicine Residents

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S57-S57
Author(s):  
James B Cutrell ◽  
James B Cutrell ◽  
Binh-Minh Le ◽  
Heather R Wolfe ◽  
Helen King ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Infectious Diseases ◽  
Educational Innovation ◽  
Mobile App ◽  
Curriculum Innovation ◽  
Educational Impact ◽  
Educational Innovations ◽  
Clinical Exposure ◽  
Internal Medicine Residents ◽  
Board Review

Abstract Background Traditional infectious diseases (ID) rotations for internal medicine (IM) residents focus on inpatient consultation, potentially skewing trainees’ perspectives on ID. We report our experience with a hybrid inpatient–outpatient ID rotation which provides broader ID clinical exposure and an effective venue for educational innovation. Methods We included all IM residents completing an assigned ID rotation in the UT Southwestern IM residency since July 2013. From July 2013 to June 2017, a 4-week ambulatory ID (Amb ID) rotation, consisting of general and subspecialty ID clinics and weekly teaching sessions focused on ID board review, was offered in parallel to traditional inpatient ID consult rotations. From July 2017 to present, all assigned residents complete up to a 4-week ID hybrid rotation, consisting of 2 weeks of ambulatory ID and 2 weeks of inpatient ID consults, with all residents receiving weekly teaching sessions; in some cases, the 4 weeks were not completed sequentially. Data were collected on resident numbers and training level, quantitative and qualitative course evaluations, and program in-training examination scores in ID content areas. Results From July 2013 to June 2019, IM residents completed a total of 626 ID rotations, an average of 104 per year (Table 1). A sample ID hybrid schedule is shown in Table 2. Overall resident satisfaction with the ID hybrid rotation was 4.7 (std. dev. 0.7) on a 5-point Likert scale. This rotation has consistently been among the highest rated rotations by residents. In-training examination ID scores increased significantly with creation of the Amb ID rotation in 2013 and further increased since 2017 with creation of the ID hybrid, in which both inpatient and ambulatory residents receive the weekly teaching sessions (Figure 1). Pilot educational innovations through this rotation include an online web-based antibiotic stewardship curriculum (2014–2015) and a mobile app-based ID board review platform utilizing spaced interval learning (2018–2019). Conclusion A hybrid inpatient–outpatient ID rotation for IM residents has proven to be a highly effective platform for ID education and curriculum innovation at our institution. This concept could be exported to other institutions and increase IM resident interest and breadth of clinical exposure in ID. Disclosures Ank E. Nijhawan, MD, MPH, Gilead Sciences, Inc.: Research Grant.

scholarly journals Selected Papers from the Eurasian Conference on Educational Innovation 2019

2019 ◽  
Vol 9 (3) ◽  
pp. 218
Author(s):  
Teen-Hang Meen ◽  
Charles Tijus ◽  
Chun-Yen Chang
Keyword(s):  
Educational Innovation ◽  
Educational Innovations ◽  
Communication Platform

The Second Eurasian Conference on Educational Innovation 2019 (ECEI 2019) was held in Singapore on 27–29 January 2019, and provided a communication platform for researchers on the topic of educational innovations [...]

scholarly journals PEMBELAJARAN PAI BERBASIS DARING

2020 ◽  
Vol 1 (2) ◽  
pp. 82-97
Author(s):  
Ahmad Sukri Harahap ◽  
Nurul Hafizhoh ◽  
Agustian Agustian ◽  
Dinna Utami
Keyword(s):  
Educational Innovation ◽  
Instructional Media ◽  
Educational Innovations ◽  
Research Results ◽  
Network Problems ◽  
Research Problems

The purpose of this research was to describe educational innovation in managing instructional media in SMP Baitul Aziz Tembung. The formulation of the research problems are (1) Do teachers have educational innovations? and (2) What educational innovations are applied by teachers in managing learning media. The results of this study indicate that based on the description of the research results in the field, the authors can draw conclusions, namely: (1) Educational innovation using learning media is through video calls to see students' ability to understand the material being taught, showing videos to teach students to understand the material and especially wudhu and shalat. (2) Educational innovation through video and video calls carried out in groups and privately (3) Constraints experienced in teaching students through educational innovations using learning media are network problems, package problems, and understanding of the learning media used.

scholarly journals Growing the intention to adopt educational innovations: An empirical study

2016 ◽  
pp. 22-38
Keyword(s):  
Open Access ◽  
Formal Education ◽  
Educational Innovation ◽  
The United States ◽  
Ease Of Use ◽  
Faculty Members ◽  
Educational Innovations ◽  
Engineering Programs ◽  
Intention To Adopt ◽  
Faculty Readiness

In order for the Open Access (OA) to learning concept to a have wider impact in formal education, it is important that faculty members intent to adopt new educational innovations. However, little is known about which variables influence the intention of faculty members. Therefore, the purposes of this study are to empirically determine: 1) which of the characteristics of the educational innovation significantly influence the intention to adopt educational innovations, 2) which variables influence the readiness of faculty members intention to adopt educational innovations, and 3) how the characteristics of the innovations moderate the relationship between faculty readiness and intention to adopt the innovations. Participants of this study include 335 faculty members in ABET certified computer science and electrical engineering programs in the United States. The results show that ease of use is positively related to the intention of faculty members to adopt an educational innovation. We conclude that Open-CourseWare developers need to ensure that ease of use is emphasized in the CourseWare and they need to propagate these initially in institutions where faculty members have positive attitude to the CourseWare and care about student learning. In addition, a new method of identifying, building, and funding “open access grant” universities that develop easy-to-use educational innovations, make them available on an open access platform, and spread them widely by embedding agents in community colleges, schools, and other educational institutions is essential. Such an initiative may lead to wider adoption of MOOCS and other open access materials.

scholarly journals Promoting educational innovations and change through networks between higher education teachers

2021 ◽  
Author(s):  
Elena Stasewitsch ◽  
Sofia Dokuka ◽  
Simone Kauffeld
Keyword(s):  
Higher Education ◽  
Educational Reform ◽  
Innovation Diffusion ◽  
New Technologies ◽  
Educational Innovation ◽  
Empirical Support ◽  
Small World ◽  
Educational Innovations ◽  
Innovative Teaching ◽  
Higher Education Teaching

AbstractInnovation in higher education teaching is essential to respond to global challenges and actively improve teaching (e.g. through new technologies), necessitating the implementation of educational reform programmes that fund educational innovations. Although currently deployed strategies frequently promote networks between innovators to diffuse educational innovations, little is known about the efficiency of these networks or whether they promote innovation diffusion. This study investigates a network comprising 88 higher education teachers who received funding for their educational innovations in a German university. We collected longitudinal data by asking higher education teachers from whom they adopted innovative teaching ideas and requesting self-reports on innovative teaching climate. Our findings show that the teachers’ social network had a smaller path length and more clustering than might be expected by chance. This observation might indicate that the examined educational innovation network exhibits a small-world property and allows efficient exchange of ideas among the teachers. In line with our hypotheses, the network’s initial tendency toward hierarchy and homophily decreased over time in response to strategies and network interventions. In summary, this study provides initial empirical support that educational reform programmes can create efficient educational innovation networks, facilitating innovation diffusion and promoting change in higher education teaching.

scholarly journals Systematic review of mixed methods in the framework of educational innovation

Comunicar ◽  
2020 ◽  
Vol 28 (65) ◽  
pp. 9-20 ◽  
Author(s):  
María-Soledad Ramírez-Montoya ◽  
Jairo Lugo-Ocando
Keyword(s):  
Mixed Methods ◽  
Mixed Method ◽  
Qualitative Data ◽  
Web Of Science ◽  
Recent Literature ◽  
Educational Innovation ◽  
Educational Innovations ◽  
Revisión Sistemática ◽  
Innovación Educativa ◽  
Method Approach

In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to ‘reality’. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm of educational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs -currently applied in educational innovation- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times. En el ámbito de la investigación, los métodos mixtos usan combinadamente datos cuantitativos y cualitativos para un acercamiento con la «realidad». En la literatura reciente de los estudios sociales y educativos, se ubica un crecimiento de publicaciones que integran tecnologías digitales y métodos mixtos y, con ello, se presenta la oportunidad de generar un aporte original de posibilidades para investigar la innovación educativa. El objetivo de este artículo fue analizar las características de estos estudios y las tendencias de nuevas contribuciones para la educación. Para lograrlo se realizó una revisión sistemática de literatura (SLR) de 311 artículos publicados, de enero 2010 a enero 2020, en las bases de datos Web of Science (WoS) y Scopus. Se trabajó con nueve preguntas que exploraron tres temas: características, tecnologías y diseños con líneas de innovación educativa. La validación se dio con los criterios de la Universidad de York: inclusión y exclusión, pertinencia y descripción de datos, así como evaluación de pares en el análisis. Los hallazgos dan cuenta de redes de co-términos, identificación de innovaciones educativas y tipos de diseños que están siendo trabajados en líneas de investigación de innovación educativa. Se concluye que el enfoque de métodos mixtos aporta con una combinación interceptadas de estrategias y procesos para abordar la complejidad del fenómeno de la educación, con compresión holística, interdisciplinar y cambio en la forma de hacer investigación en nuestros tiempos.

Engaging a Community Leader to Enhance Preparation for In-Depth Interviews With Community Members

2018 ◽  
Vol 29 (2) ◽  
pp. 270-278 ◽  
Author(s):  
Manuel E. Jimenez ◽  
Shawna V. Hudson ◽  
Daniel Lima ◽  
Benjamin F. Crabtree
Keyword(s):  
Stakeholder Engagement ◽  
Research Question ◽  
Sampling Strategy ◽  
Community Leader ◽  
Extensive Literature ◽  
Community Members ◽  
Ethnographic Interviews ◽  
Analytic Process ◽  
Depth Interview ◽  
Depth Interviews

In-depth interviews allow for rich exploration of stakeholders’ experiences. Preparation for in-depth interviews generally consists of literature reviews and researchers’ review of their own culture and understanding of a topic. We supplemented these strategies with serial “ethnographic interviews” with a single community leader to enhance our preparation for community-based in-depth interviews with Latina, immigrant, Spanish-speaking mothers and to facilitate stakeholder engagement in a research project. After an extensive literature review, we conducted a series of four 1-hour interviews with a key informant in preparation for individual in-depth interviews with 12 parents. The ethnographic interviews with the community leader provided insight into environmental context, cultural categories, and stakeholder priorities, which helped shape the research question, in-depth interview guide, sampling strategy, and interpretive analytic process. We found that ethnographic interviews can provide critical insights for preparing in-depth interview guides and can enhance the information gained while facilitating meaningful stakeholder engagement.

scholarly journals Learning within sustainable educational innovation: An analysis of teachers’ perceptions and leadership practice

2020 ◽  
Author(s):  
G. M. Fix ◽  
M. Rikkerink ◽  
H. T. M. Ritzen ◽  
J. M. Pieters ◽  
W. A. J. M. Kuiper
Keyword(s):  
Research Question ◽  
Educational Innovation ◽  
Organizational Level ◽  
Research Approach ◽  
Theoretical Frameworks ◽  
Educational Innovations ◽  
Teachers Perceptions ◽  
Individual Level ◽  
Sustainable Innovation ◽  
The Individual

AbstractInnovative initiatives in education often have problems with their sustainability. The present study focuses on three educational innovations that have proved to be sustainable over time. We used a qualitative research approach to study and identify essential features of sustainable educational innovation. Two theoretical frameworks were used to guide the study: the integrated model for sustainable innovation (IMSI) and self-determination theory (SDT). Both frameworks take a different perspective upon learning; IMSI presents learning at the individual level, the team level and the organizational level to be the heart of sustainable innovation, and SDT presents how learning can be improved. The research question focused upon how the SDT concepts of autonomy, competence and relatedness were perceived within sustainable innovation, expressed by the IMSI framework, by teachers and school leaders. Based on our findings we demonstrate that the framework of IMSI and SDT can effectively be applied as a frame of analysis to identify essential features of sustainability in educational innovations and we discuss how concepts of SDT deepen the knowledge of sustainable educational innovation.

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