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Recently, education and teaching have been significantly impacted by information and communication technologies. New cohorts of students, COVID-19 pandemic and pressure in the labour market on the labour force to master the technology-related skills and competence serve as main drivers for universities to redesign the way of teaching. A radical transformation of education caused by technologies is related to several aspects, such as online teaching or using other technologies in both physical and online learning environments with the focus on student-centred learning. The existing literature suggests that educational innovation through technologies allows for the adoption of collaborative, inclusive and student-driven pedagogy. The paper aims at revealing educational innovation through information and communication technologies in one of the courses for master's students, namely People Analytics. While disclosing the particular case of one course, the paper seeks to provide the argumentation (advantages and disadvantages) for choosing specific tools and how these tools are embedded. The use of tools such as Zoom, digital escape rooms, Mentimeter, and Padlet, is presented. The paper concludes that technologies may offer many wide-ranging benefits in education; however, the further study is needed for revealing the students' acceptance of technologies and the impact of technologies on learning outcomes.

This article analyzes how China has worked to develop and build a higher education innovation ecosystem in the past decade. Binding its analysis to three types of data, namely clusters of national policies issued by important Chinese government bodies, dozens of articles in an internal journal of the Ministry of Education, and various Chinese media accounts, the article unravels how resources are mobilized and the direction chartered for unprecedented engagement between different stakeholders for education purposes. The findings reveal that the establishment of a higher education innovation ecosystem derives from the need to improve the overall higher education quality in full swing and has been realized as a strategic consensus among the government, enterprises, higher education, and social forces. The ecosystem is underpinned by the assigning of different roles to different stakeholders based on collaboration and division of labor. At the same time, there is also substantive capital, resource mobility, and the infusion of industrial technological expertise underpinning such an innovation ecosystem that involves six categories of collaboration at macro and micro levels. The impact of the higher education innovation ecosystem thus far includes deepened and extensive participation in higher education quality improvement by multiple types of stakeholders and the same type of stakeholders across different tiers. Instructors' teaching and students' learning have experienced changes due to the ecosystem's impact at a micro level, and many institutions have increased shared governance practices to better cater to the synergy among different sides. At the same time, there is an unevenness in the innovation ecosystem in terms of participating higher education institutions and enterprises.

This contribution describes a 'trident' approach to programme evaluation, which focuses on three 'prongs' that might be used to structure an evaluation. These prongs represent the measurement of outcomes; the description and analysis of process; and the sampling of multiple stakeholder perspectives. The prongs thus address the questions: did it work, what happened and what did stakeholders think of it? The origins of the approach are described and its approach related to the needs of contractors and the purposes of evaluation. The methodological implications of the three 'prongs' are considered, including objective specification and outcome measurement; approaches to process description and analysis; and the techniques available to sample stakeholder perspectives. Three case studies of the trident in action are presented, including evaluations of clinical facilitation for student nurses; a skills laboratory for the acquisition of clinical techniques; and a scheme for the educational, social and health development of children under the age of four.

The present paper shows de design of an experimental study conducted with large groups using educational innovation methodologies at the Polytechnic University of Madrid. Concretely, we have chosen the course titled "History and Politics of Sports" that belongs to the Physical Activity and Sport Science Degree. The selection of this course is because the syllabus is basically theoretical and there are four large groups of freshmen students who do not have previous experiences in a teaching-learning process based on educational innovation. It is hope that the results of this research can be extrapolated to other courses with similar characteristics.

The integration of education technology and expert systems in higher education has been gaining increasing attention as a means of fostering educational innovation. Education technology has the potential to enhance the quality of education and support personalized learning, while expert systems can provide students with timely and individualized feedback to promote deeper learning. However, despite the growing interest in these tools, there is a lack of research on the pathways to successful implementation and the potential benefits and challenges that may arise. This paper aims to address this gap in the literature by reviewing relevant studies on the use of education technology and expert systems in higher education. By synthesizing the findings, this paper highlights the potential of these tools to transform traditional approaches to teaching and learning, as well as the challenges that need to be addressed for effective implementation. Specifically, the paper discusses the benefits of education technology and expert systems in terms of enhancing student engagement, promoting critical thinking and problem-solving skills, and improving learning outcomes. Additionally, the paper identifies challenges related to infrastructure, faculty readiness and training, and student adoption and usage. The insights presented in this paper have implications for educators, administrators, and policymakers who are seeking to promote educational innovation through technology. By understanding the potential benefits and challenges of using education technology and expert systems, institutions can develop effective strategies to leverage these tools to enhance the quality of education and provide students with a more personalized learning experience. Overall, this paper contributes to the literature by offering a comprehensive overview of the current state of research on the use of education technology and expert systems in higher education, and by identifying avenues for future research in this area.

AbstractUnderstanding the process of initiation, design, implementation and embedding of educational innovations in higher education is necessary to develop better strategies for sustainable, large-scale educational innovation. Often early initiated educational innovation projects are not evaluated well enough, making it hard to identify lessons learned. The aim of this study is to investigate how project leaders of innovation projects in Dutch higher education institutions are coping with organizational challenges. To address this we analysed qualitative focus group data with innovators that run projects at Dutch higher education institutions through the lens of contextual coping theory. Results show that the innovators identified challenges (primary appraisal), proposed possible solutions (secondary appraisal) and also were able to take concrete steps (coping efforts) to overcome challenges to design and implement open online educational innovations. From these findings it can be concluded that bottom-up initiatives can create awareness and are capable of finding local resources to establish support for embedding innovations locally, yet, appropriate, synchronized and timely top-down action is needed in order to create a sustainable and institution wide support system for experimentation and embedding of educational innovations. These findings will contribute towards developing better strategies to develop innovative educational practices and quality education.

RESUMEN El presente proyecto trata de analizar la realidad educativa de Cantabria durante la Restauración. Una región que para inicios del nuevo siglo presentaba unas altas tasas de alfabetización, fruto de un interés despertado por su dinámica clase social. Será en ese contexto donde nos preguntaremos, si esa formación en las primeras letras iría pareja a una aplicación de las nuevas corrientes pedagógicas imperantes allende nuestras fronteras o dentro de algunas corrientes de pensamiento nacionales, alejadas del "turnismo" político. ; ABSTRACT The present project tries to analyze the educational reality of Cantabria during the Restoration. A region that by the beginnings of the new century was presenting a few high valuations of literacy, as a result of an interest woken up by its dynamic social class. It will be in this context where we will wonder if this formation in the first letters would go couple to an application of the new pedagogic currents, prevailing far of our borders or inside some national currents of thought, removed from the political "turnismo". ; Máster en Historia Contemporánea

With the rhizomatic deconstruction transmethod, the complex objective of analyzing some views of tetra is fulfilled: re-linking transcomplex pedagogies - creativity - educational innovations. The inquiry is located in the line of research entitled: education-transcomplex transpistemologies. In the reconstruction, with conclusions of openings, there are transcomplex pedagogies that undisciplined the curricula and the circumventing political educational system of the moment, that induce from institutional disobedience an anthropolitical praxis that reinvents itself in the artifacts of globalizing coloniality. Transcomplex pedagogies-creativity-innovation is an inclusive tetra of knowledge, demystifying the difference between the misnamed scientific and underground knowledge. Transcomplex Pedagogies; transcomplexity; Creativity; Educational Innovations ; Con el transmétodo la deconstrucción rizomática se cumple el objetivo complejo de analizar algunas miradas de tetra: pedagogías transcomplejas re-ligantes - creatividad - innovaciones educativas. Se ubica la indagación en la línea de investigación titulada: educación -transepistemologías transcomplejas. En la reconstrucción, con conclusiones de aperturas se tienen pedagogías transcomplejas que indisciplinan los currículos y el sistema educativo político soslayador del momento, que inducen desde la desobediencia institucional una praxis antropolítica que se reinventa en los artefactos de colonialidad globalizadores. Pedagogías transcomplejas-creatividad-innovación es una tetra inclusiva de los saberes, desmitificando la diferencia entre los mal denominados saberes científicos y soterrados.

The present paper shows de design of an experimental study conducted with large groups using educational innovation methodologies at the Polytechnic University of Madrid. Concretely, we have chosen the course titled "History and Politics of Sports" that belongs to the Physical Activity and Sport Science Degree. The selection of this course is because the syllabus is basically theoretical and there are four large groups of freshmen students who do not have previous experiences in a teaching-learning process based on educational innovation. It is hope that the results of this research can be extrapolated to other courses with similar characteristics.

This article is part of a wider research program that was carried out in all Spanish regions on the nature, impact and challenges of school-based educational innovation projects and processes. The study in the Canary Islands used focus groups with a wide representation of actors and stakeholders involved in school innovation projects. Participants acknowledge the regional government's efforts in simplifying the procedures related to the allocation of grants to schools, which has widened the accessibility to these funds to many schools. However, the discourse of the participants in the focus groups clearly shows that the selection of priority areas in those calls for proposals is not consistent with the realities at the practitioner level, the resources and the time allocated are not sufficient, and the lack of solid monitoring and evaluation turns most of the innovation projects into weak and hardly sustainable rituals. Thus, education administrators can claim that funds are disbursed for education innovation but the majority of schools are not participating and they have no evidence on the outcomes of those investments. It could therefore be argued that there is a bureaucracy of education innovation but perhaps not yet a policy of education innovation in the Canary Islands.