ACCI 3.0. Technique of classification, organization, creation and use of collective knowledge

Fidalgo-Blanco, Ángel; García-Ruesgas, Laura; Blanco, Pilar Fernández; Sastre-Merino, Susana

doi:10.1145/3434780.3436594

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…El modelo utilizado es fruto de la unión de un modelo procedimental para la creación de conocimiento compartido y que se denomina RT-CICLO (Real Time -Collective Intelligence applied to a Cooperative Learning with a sOcial base)(Ángel Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2018; García-Peñalvo, Fidalgo-Blanco, Sein-Echaluce, & Sánchez-Canales, 2019), con un framework tecnológico denominado ACCI 3.0 (Active Cooperative Collective Intelligence bajo un modelo Web 3.0) (Á. Fidalgo-Blanco, García-Ruesgas, Fernández Blanco, & Sastre-Merino, 2020). Ambos modelos, de forma integrada, constituyen un método de aprendizaje organizacional que ya se ha aplicado a una asignatura (Á.…”

Section: A Modelo Docente Propuestounclassified

“…Se compone de dos programas software: uno es Wordpress (sistema de gestión documental) y otro es un buscador por ontologías, sistema de desarrollo propio que se encarga de la clasificación y las búsquedas.(Á. Fidalgo-Blanco et al, 2020). El alumnado utiliza el sistema ACCI 3.0 tanto para acceder a recursos ya existentes como para incluir nuevos.…”

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¿Crear y compartir conocimiento motiva a nuestro alumnado? - [Does creating and sharing knowledge motivate our students?]

Fidalgo-Blanco¹,

Séin-Echaluce²,

García-Ruesgas³

et al. 2021

Innovaciones Docentes en Tiempos De Pandemia.

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Section: A Modelo Docente Propuestounclassified

¿Crear y compartir conocimiento motiva a nuestro alumnado? - [Does creating and sharing knowledge motivate our students?]

Fidalgo-Blanco¹,

Séin-Echaluce²,

García-Ruesgas³

et al. 2021

Innovaciones Docentes en Tiempos De Pandemia.

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Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes

Séin-Echaluce

Fidalgo-Blanco

Balbín

et al. 2022

Univ Access Inf Soc

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This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.

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Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers

Sastre-Merino

Martín-Núñez

Vázquez

2022

Journal of Information Technology Research

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Training future programming teachers requires an innovative approach. Not only students need to handle the most current trends in technologies and teaching-learning methodologies, but also they must develop the capacity and criteria to search and select the most adequate to their context. This work analyzes the application of a collaborative Research-Based Learning methodology in the Programming subject of a master's degree in teacher training. The objective was to create a digital learning ecosystem and analyze the impact on the development of programming teaching skills. The results show that students perceive positive effects on the development of teaching skills, generating useful resources. However, teamwork has conditioned the quality of such resources. The digital ecosystem has allowed students to share knowledge with their peers and forthcoming students. Students who already had the generated ecosystem available valued it very positively. Future programming teachers require lifelong learning which can be supported by this living ecosystem.

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ACCI 3.0. Technique of classification, organization, creation and use of collective knowledge

Cited by 3 publications

References 18 publications

¿Crear y compartir conocimiento motiva a nuestro alumnado? - [Does creating and sharing knowledge motivate our students?]

¿Crear y compartir conocimiento motiva a nuestro alumnado? - [Does creating and sharing knowledge motivate our students?]

Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes

Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers

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