La Presencia del Investigador en el Ecosistema Digital de la Ciencia Abierta

Abstract

Resumen-Internet ha cambiado la práctica de la investigación. Un investigador del siglo XXI debe tener presencia en el ecosistema digital propio de la Ciencia Abierta. Esta presencia va a ocurrir con independencia de que el investigador lo quiera o no, pero si se es consciente de ello y además se abren los perfiles adecuados en los servicios más punteros, la visibilidad de su producción científica y su reputación como investigador pueden mejorarse potencialmente, lo que transitivamente repercutirá en su grupo, institución, etc. Pero igual que existe un gran potencial, se adquiere la gran responsabilidad de cuidar que los datos e indicadores, que de ellos se calculen, sean ciertos y no se vean falseados por las actualizaciones automáticas de unos sistemas que no son perfectos. Para guiar al investigador en la toma de decisiones sobre este ecosistema digital se propone un protocolo compuesto por nueve pasos básicos. Palabras clave: Identidad digital del investigador; Perfil digital del investigador; Ecosistema digital; Ciencia AbiertaAbstract-The Internet has changed the practice of research. A 21stcentury researcher must have a presence in the digital ecosystem of Open Science. This presence will occur regardless of whether the researcher wants it or not. But if he or she is aware of it and if the appropriate profiles are opened in the most cutting-edge services, the visibility of his or her scientific production and reputation as a researcher can potentially be improved. This will transitively affect his or her group, institution, etc. There is an excellent potential with each one of these profiles, but great responsibility is acquired to take care that the data and indicators that are calculated of them are real and are not distorted by the automatic updates of systems that are not perfect. To guide the researcher in making decisions about this digital ecosystem, a protocol is proposed consisting of nine steps.

Prácticas docentes emergentes en educación superior: una revisión sistemática de la literatura (2018-2022)

“…La innovación educativa se caracteriza por la incorporación de cambios en las estrategias de enseñanza, los recursos educativos y las estructuras organizativas dentro de una institución educativa. Este proceso sinérgico persigue el objetivo de crear algo inédito, implementarlo y, de esta manera, mejorar los resultados académicos (García-Peñalvo, 2016). La enseñanza no es meramente una práctica social, objetiva e intencional; trasciende el desarrollo de habilidades operativas o técnicas, implicando la capacidad para intervenir y enseñar en situaciones reales de alta complejidad, las cuales requieren reflexión y toma de decisiones.…”

Los retos de EKS para 2020

“…It is recalled that on the one hand there are the databases of academic publications (see Figure 1), as is Scopus, and on the other hand, the products for evaluating journals (see Figure 2). The evaluation of the researchers' scientific production is made according to the place where the authors publish, that is, taking into account the presence in journals that are in specific databases that have products that, through indicators based on average citations, classify them in quartiles (García- Peñalvo, Fidalgo-Blanco, et al, 2019), which leads to an evaluation based more on the continent than on the content (see Figure 3). There is a strong trend towards eliminating journal-based metrics to evaluate individual articles on their merits rather than on the rating of the journal in which they are published (DORA, 2013).…”

“…La evaluación de la producción científica de los investigadores se hace atendiendo al lugar donde estos publican, es decir, teniendo en cuenta la presencia en revistas que se encuentran en determinadas bases de datos, que a sy vez cuentan con productos que, mediante indicadores basados en promedio de citas, las clasifican en cuartiles (García-Peñalvo, Fidalgo-Blanco, Sein-Echaluce, & Tricas García, 2019). Todo ello conduce a que se haga una evaluación basada más en el continente que en el contenido (ver Figura 3).…”

Technological Ecosystem in Innovation Management in Peruvian Schools

“…Undoubtedly, technology has advanced outstandingly in recent years, but this does not mean that an ideal scenario is close to being achieved in the educational sector, specifically in regular basic education, both in the use, acceptance, and exploitation of technologies and in the use of new technologies (García-Peñalvo, 2016). Teaching and learning processes in institutions have generated that information systems have evolved into what are now called technological ecosystems.…”

“…Being the responsibility of the institutions, of their chains and service areas, and of the other economic and non-economic actors that make up the different production systems, as well as the environments in which they are inserted. García-Peñalvo (2016) proposes that one of the categories of educational innovations is the management of innovation itself as well as the technological ecosystem, aligned with the university's strategy and governance. Educational innovation can be understood as the process of improvement in learning.…”