Online Technology in Knowledge Transfer

Burgos, Daniel

doi:10.1007/978-981-15-4276-3_6

Cited by 7 publications

(7 citation statements)

References 31 publications

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“…This combination of pillars was modelled into what is now called Open Science, which mainly works with STE(A)M subjects [9]. Burgos [10] also supports this idea by a set of contributions focused on the implementation of Open Science, starting with the integration of all the basic pillars in the process. Further, the main question to address is how Open Science can contribute to complement official, accredited competences in STE(A)M in an effective way [11].…”

Section: Open Sciencementioning

confidence: 97%

“…Open Science is based in access, technology, content and other already cited pillars [7]. Burgos [27] also presented the OUF coding to name Open, Universal and Free resources, so they can be properly labelled and used in the context of Open Science and Open Education. They all might work together despite a) the official accreditation of the programmes, b) the basic building block (e.g., ECTS or hour) and c) the way to interpret the competence transfer from the academic world to the labour market [28,29].…”

Section: Open Sciencementioning

confidence: 99%

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Open Education and Open Science in contexts of crises

Burgos

Saïda²

2022

eol-oe

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Open Education and Open Science are powerful tools for Education. They can provide content, access, means and collaboration to anyone interested in learning, worldwide. Further, in contexts of crises, they increase their impact and outreach. There are many types of crises, from natural ones, such as earthquakes or hurricanes, to man-made produced, such as wars, occupations, migrations or financial recessions. In these cases, an open approach to use, re-use, share and produce, guarantees education and science, even in the hardest conditions. In this paper, the authors present an overall approach to openness and crises, and how to implement them based on competence frameworks. As a specific resource, the paper introduces the Open Education & Science Crisis (OES-Crisis), which is based on five components in the form of skill-sets: 1) literacy skills, 2) digital literacy skills, 3) safety and security skills, 4) hope and resilience skills, and 5) life skills.

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Section: Open Sciencementioning

confidence: 97%

Section: Open Sciencementioning

confidence: 99%

Open Education and Open Science in contexts of crises

Burgos

Saïda²

2022

eol-oe

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“…The dynamic that arises in the design of the MOOC invites us to visualize, from open and collaborative innovation, new proposals that promote the social construction of learning with resources, materials, and technology that lead to successful training production. (Burgos, 2020). This team of eight experts consisted of four professor experts in content, a graphic designer, two educational innovation professors, and an instructional designer.…”

Section: Open and Collaborative Innovation In The Design Of Moocs And...mentioning

confidence: 99%

“…Open innovation is the new paradigm of innovation. Since the beginning of 2000, it has signified the free transfer of knowledge among different individuals such as universities, companies, and governments (Burgos, 2020). This is where MOOCs come to constitute opportunities to promote learning experiences (Wu & Luo, 2022) throughout life, following the fourth Sustainable Development Goal (SDG) (Gómez-Llanos & Durán-Barroso, 2020).…”

Section: Theoretical Fundamentmentioning

confidence: 99%

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

Minga-Vallejo,

Ramírez-Montoya,

Rodríguez-Conde

2024

Sage Open

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In education, technological advances have boosted digital processes that expand training possibilities, such as xMOOCs (eXtended Massive Open Online Courses). The purpose of this study was to analyze the design of the xMOOC in the light of open and collaborative innovation and the social construction of learning. The quantitative method and descriptive statistical analysis were used to analyze the perceptions of eight expert’s MOOC developers based on the results of a Likert scale questionnaire. The results were integrated with a previous study carried out with inferential statistics on 217 xMOOC students. The findings revealed two approaches to innovation to support the social construction of learning and its challenges: (a) design and teaching-learning strategies that integrate social learning activities; (b) learning objectives to strengthen social learning activities through pedagogical and technological innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and stakeholders in MOOC design, the social construction of learning, and open and collaborative innovation.

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“…There are so many resources, services, and approaches to complement, enhance, and move science and education forward at present: open science, , microcomputer based laboratory, open educational resources, , MOOCs, ,, virtual reality, − augmented reality, , emotional intelligence, , personalized learning environments, , serious games, analytics, blockchain, virtual laboratories, − and so on.…”

Section: Introductionmentioning

confidence: 99%

Microcomputer-Based Laboratory Role in Developing Students’ Conceptual Understanding in Chemistry: Case of Acid–Base Titration

et al. 2022

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For the past five years, all Moroccan universities suspended practical work activities in the subject of chemistry for the first year due to a decision made by the Ministry of Higher Education. This study explores the effect of using a Microcomputer-Based Laboratory (MBL) on students' performance and investigates the desirability to convert first-year university-level practicals in chemistry from experimental demonstrations in lectures to the MBL. The study sample comprised 100 students attending the first year at the faculty of sciences of the Cadi Ayyad University (UCA) in Morocco. Students in the experimental group (N = 50) received a 1 h active engagement tutorial on acid−base titration using a microcomputer-based laboratory, in contrast to the control group (N = 50) who received the same instruction with a demonstration of the experiment. The experimental and control groups got randomly selected, and the same instructor trained both groups. The two groups of responders were compared based on their performance in a written exam that assesses the skills of processing, analyzing, and interpreting qualitative and quantitative experimental results of acid−base titration. As a result, the analysis of the obtained results showed that the experimental group performed significantly better in using appropriate mathematical skills for quantitative data analysis; and they were actively engaged in the acid−base titration experiment. The obtained results, together with similar findings from other studies, indicate the positive impact of using MBL on learning outcomes and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to traditional laboratories.

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Online Technology in Knowledge Transfer

Cited by 7 publications

References 31 publications

Open Education and Open Science in contexts of crises

Open Education and Open Science in contexts of crises

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

Microcomputer-Based Laboratory Role in Developing Students’ Conceptual Understanding in Chemistry: Case of Acid–Base Titration

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