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[EN] This paper discusses about the versatility of the flipped classroom method, stressing its ability to adapt successfully to a diverse range of disciplines of different complexity and nature. The study builds upon the analysis of several international and successful experiences, and then focuses on a specific case: the implementation of this methodology in the first technical subject included in the Architecture degree taught at the Polytechnical University of Catalonia, as a mean to achieve a better comprehension of contents. The success of this experience can be measured through two short-term results: the increased interest among students towards the subject and the largest number of students passing the exam. In the long-term, with this experience it is expected to contribute to decrease the dropout rate (currently, around 22%1 ) among first year students enrolled in the Architecture Degree. In March 2020, the covid-19 swept across Spain, disrupting the traditional functioning of universities, and requiring an immediate switch from an in-person to an online teaching and learning environment. This situation has implied the rise of a new approach to the flipped classroom method, moving from the conventional b-learning implementation to an imposed e-learning one. [ES] Este artículo discute sobre la versatilidad del método de la clase invertida, entendida como la capacidad de adaptación con éxito a disciplinas de complejidad e índole muy diversa. Partiendo del análisis de algunas experiencias internacionales positivas, el estudio presenta su aplicación en la primera asignatura técnica del Grado en Arquitectura Superior de la Facultad de Barcelona de la Universidad Politécnica de Cataluña, como medio para conseguir una mejor comprensión y asimilación de los contenidos. El éxito de la experiencia se puede medir a través de dos resultados a corto plazo, una mayor motivación e interés por la asignatura, así como un incremento del número de aprobados por curso. Como objetivo a largo plazo, se pretende contribuir a la reducción en la tasa de abandono en los estudios de Arquitectura Superior después del primer año, que actualmente se sitúa por encima del 22%.[i] En marzo de 2020 la crisis del covid-19 irrumpió en España, lo que derivó en la interrupción total de las clases en las aulas físicas y el traspaso inmediato a las aulas virtuales con la correspondiente transformación y transición al formato online. Esta situación ha permitido plantear un nuevo enfoque de la versatilidad del método de la clase invertida, pasando del modelo de b-learning habitual al e-learning impuesto.

Purpose: The purpose of this paper is to enhance the knowledge of High Performance Work Systems (HPWS)-Performance relationship by presenting a review of existing literature and suggesting a comprehensive framework for education industry. Design/methodology/approach: A review of existing literature is presented followed by its critical assessment. A conceptual framework is then provided in order to determine the HPWS-Performance relationship in education industry. Findings: Existing HPWS-Performance literature has mostly focused on manufacturing sector ignoring the service sector especially the education industry, the authors suggest that this relationship be determined in this neglected sector while considering the "industry-specific" mediating and contingent factors which may have an effect on this relationship. The authors provide an integrated framework to measure the effect of HPWS on performance. Research limitations/implications: The provided framework is yet to be tested empirically but can be used as a model for future research. Originality/value: The paper provides an overview of HPWS-Performance literature and provides a framework based on "industry-specific" factors for education industry for empirical testing.

A growing body of literature addressing the need for educational innovations has also stressed the value of interdisciplinary approaches that incorporate art into teaching and learning. This paper aims to extend educators’ understanding of art–science interactions by presenting an empirical study that explores a unique art residency program created on the campus of a university that specializes in science and technology. The study reviews the art practices of three contemporary artists who participated in a program developed in conjunction with an interdisciplinary research project seeking ways to build an ecologically sustainable community and operated by a renewable energy resource-based economic system. Data that include observations, artist talks, and in-person interviews were collected from multiple sources during the residency to understand the distinguished processes involved in the development of individual art projects. A follow-up cross-case analysis revealed a few notable characteristics: connecting art with life through waste recycling, process-oriented practices highlighting resource circulation, and creating value using bricolage strategies. Regarding educational implications, discussions centered upon the potential transformational space identified from the creative art practices in the context of interdisciplinary research. Article in English. Kūrybinių meno praktikų transformacijos galimybės tarpdalykinių tyrimų kontekste Santrauka Vis augančiame kiekyje literatūros, kurioje dėmesys skiriamas švietimo inovacijų poreikiui, taip pat pabrėžiama tarpdalykinių metodų, įtraukiančių meną į mokymą ir mokymąsi, vertė. Šiame straipsnyje siekiama praplėsti meno ir mokslo sąveikos supratimą, pristatant empirinį tyrimą, kuriame nagrinėjama unikali meno rezidentūros programa, sukurta universiteto, besispecializuojančio mokslo ir technologijų srityje, miestelyje. Tyrime apžvelgiamos trijų šiuolaikinių menininkų, dalyvavusių programoje, sukurtoje kartu su dalykinio tyrimo projektu, meno praktikos, ieškant būdų suformuoti ekologine prasme tvarią bendruomenę, kurią valdytų atsinaujinančios energijos šaltiniais grindžiama ekonomikos sistema. Duomenys, apimantys stebėjimus, menininkų pokalbius ir interviu su asmenimis, buvo surinkti iš daugelio šaltinių, siekiant suprasti atskirus procesus, kuriuos apima individualių meno projektų plėtra. Tolesnė kryžminė analizė atskleidė keletą įsidėmėtinų charakteristikų: menas susiejamas su gyvenimu perdirbant atliekas, į procesą orientuotos praktikos pabrėžia išteklių cirkuliavimą, o vertė kuriama pasitelkiant brikoliažo strategijas. Atsižvelgiant į švietimo reikšmę, diskusijos, kuriose susitelkiama į galimą transformacijos erdvą, išsirutuliojo iš kūrybinių meno praktikų tarpdalykinių tyrimų kontekste. Reikšminiai žodžiai:meno rezidentūra, šiuolaikiniai menininkai, kūrybinė praktika, švietimo inovacijos, transformacijos erdvė.

This article is the result of a research project developed over 4 years (2011-15) in 13 schools in the region of Cantabria (Spain). In this research, students from different levels of education designed and implemented school improvement processes within a model of the student voice (SV) inspired by the pedagogy of participation and inclusion. This paper describes some of these experiences mediated by technology (photographs, 2.0 devices and video) in order to analyse what opportunities these devices offer as a means for contributing to a more participative and democratic school, where the student voice is a tool for change.

espanolSe presentan los resultados parciales de un proyecto de investigacion desarrollado durante dos cursos academicos (2015-16 y 2016-17) en las Facultades de Educacion y Formacion del Profesorado de las Universidades de XX y XX. El objetivo era mejorar la docencia en la universidad en varias asignaturas de diferentes planes de estudio del campo de la educacion, a partir del analisis de las practicas de aula. Para ello, se adopto una metodologia de investigacion inspirada en el modelo Lesson Study. Los resultados muestran que los estudiantes aprenden ejercitando competencias que hoy se consideran clave para los docentes. Las conclusiones constatan las potencialidades de este modelo para la mejora de la docencia en la educacion superior, subrayando la necesidad de que los estudiantes tengan un papel mas activo en todo el proceso. francaisCet article presente les resultats partiels d’un projet de recherche developpe pendant deux annees scolaires (2015-16 et 2016-17) dans les Facultes de Pedagogique et Formation des Enseignants dans les universites de Cantabria et Oviedo. L objectif etait d’ameliorer l’enseignement a l’universite avec l’analyse des pratiques de classe. A ete adoptee une methodologique d enquete inspiree du modele LessonStudy. Les resultats montrent que les etudiants apprennent en exercant des competences considerees comme tres importantes pour les enseignants. Les conclusions soulignent les potentialites du modele d’ameliorer l’enseignement a l’universite et la necessite qu’ont les etudiants d’avoir un role plus actif tout au long du processus. EnglishThis paper presents the partial results of a research project developed over two academic years (2015-16 and 2016-17) in the Faculties of Education and Teacher Training at the Universities of XX and XX. The objective of the project was to improve teaching in several subjects from different curricula in the field of education, based on the analysis of classroom activities. To this end, a methodology inspired by the Lesson Study model was adopted. The results show that students learn through the use of skills which are considered key for teachers. The conclusions demonstrate that the research process has great potential for improving teaching in higher education and highlight the need for students to assume a more active role throughout the whole research process.

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

The emergence of networking has been viewed as a critical educational innovation. To highlight some innovations in educational networking (EN) research, this paper provides a bibliometric overview of international EN research from 2000 to 2018. Based on a keyword search, a total of 1005 journal articles with 13,803 citations were obtained. Through careful bibliometric analyses, three main results were concluded. (1) The growth of EN articles and authors was up by 1.5 times from the first decade (2000&ndash, 2009) to the current one (2010&ndash, 2018). (2) The most influential journals (over 300 citations) were identified. The research scope covers education technology, higher education, education policy, and even AIDS (acquired immune deficiency syndrome) education. (3) Based on some popular bibliometric indicators, the changes of research trends can be seen from the comparison of the main streams, which are identified from the most influential articles. Classification of the main research streams was presented, providing a typological understanding of the EN literature. In the first decade of research, the two articles which ranked first in terms of overall citations and average citations are Horvat et al. (2003) (232 times) and Coburn and Russell (2008) (17.6 times), respectively. In the last decade, the article by Roblyer et al. (2010) received both the highest number of citations (407) and average citations (45.2). Finally, the main ideas of highly-cited articles were categorized into three research streams. While the EN research of the earlier decade focused on interpersonal relationships, that of the recent decade emphasized on some innovative networking approaches, such as social media for learning, and network-based methodologies. Further discussions are provided.

[EN] This paper discusses about the versatility of the flipped classroom method, stressing its ability to adapt successfully to a diverse range of disciplines of different complexity and nature. The study builds upon the analysis of several international and successful experiences, and then focuses on a specific case: the implementation of this methodology in the first technical subject included in the Architecture degree taught at the Polytechnical University of Catalonia, as a mean to achieve a better comprehension of contents. The success of this experience can be measured through two short-term results: the increased interest among students towards the subject and the largest number of students passing the exam. In the long-term, with this experience it is expected to contribute to decrease the dropout rate (currently, around 22%1 ) among first year students enrolled in the Architecture Degree. In March 2020, the covid-19 swept across Spain, disrupting the traditional functioning of universities, and requiring an immediate switch from an in-person to an online teaching and learning environment. This situation has implied the rise of a new approach to the flipped classroom method, moving from the conventional b-learning implementation to an imposed e-learning one., [ES] Este artículo discute sobre la versatilidad del método de la clase invertida, entendida como la capacidad de adaptación con éxito a disciplinas de complejidad e índole muy diversa. Partiendo del análisis de algunas experiencias internacionales positivas, el estudio presenta su aplicación en la primera asignatura técnica del Grado en Arquitectura Superior de la Facultad de Barcelona de la Universidad Politécnica de Cataluña, como medio para conseguir una mejor comprensión y asimilación de los contenidos. El éxito de la experiencia se puede medir a través de dos resultados a corto plazo, una mayor motivación e interés por la asignatura, así como un incremento del número de aprobados por curso. Como objetivo a largo plazo, se pretende contribuir a la reducción en la tasa de abandono en los estudios de Arquitectura Superior después del primer año, que actualmente se sitúa por encima del 22%.[i] En marzo de 2020 la crisis del covid-19 irrumpió en España, lo que derivó en la interrupción total de las clases en las aulas físicas y el traspaso inmediato a las aulas virtuales con la correspondiente transformación y transición al formato online. Esta situación ha permitido plantear un nuevo enfoque de la versatilidad del método de la clase invertida, pasando del modelo de b-learning habitual al e-learning impuesto.

ResumenEste artículo presenta los resultados de investigar el componente práctico de la carrera de Educación Bá- sica, en una universidad chilena cuya formación no contempla la inserción temprana. El estudio busca responder: ¿qué están haciendo y aprendiendo los estudiantes que participan del componente práctico de la formación? Los resultados señalan que el mode- lo terminal propuesto no es obstáculo para que los estudiantes realicen tareas propias de la conducción de la enseñanza; no obstante, la gradualidad de estas acciones falla, cuando la labor formativa del profesor supervisor y el profesor guía no responden a los mo- delos de formación asociados al componente práctico, lo cual obstaculiza los procesos reflexivos necesarios para alcanzar los estándares de desempeño docente.AbstractThis paper presents the results of research on the practical component of the Primary Edu- cation degree course at a Chilean university that does not include student placements. The study seeks to establish what the stu- dents who participate in the practical com- ponent of their training are doing and learn- ing. The results show that the model in itself is not an obstacle for the students to carry out teaching activities. However, the gradual- ness of these activities fails when the super- vising teacher and the guiding teacher do not follow the training methodology established for the practical component. This failure is an obstacle in the reflection process needed to achieve adequate standards of performance for teaching.RésuméCet article présente les résultats de re- chercher dans le composant pratique de la carrière d'Education Basique, dans une Université chilienne dont la formation des en- seignants ne prend pas en compte l'insertion initiale. L'étude vise à répondre: Qu’est-ce- que les étudiants sont en train de faire et d'apprendre avec leur participation dans le composant pratique de leur formation d'enseignants? Les résultats montrent que le modèle terminal qui est proposé n'est pas un obstacle pour que les étudiants puisent réali- ser les devoirs propres de l'accompagnement de l'enseignement; néanmoins, la fréquen- ce de ces actions fait défaut, quand le travail formatif de l'enseignant superviseur et de l'enseignant guide ne répondent pas aux mo- dèles de formation associés au composant pratique, ce qui empêche les processus ré- flexifs essentiels pour parvenir aux principes du travail d'enseignant.ResumoEste artigo apresenta os resultados da pesqui- sa sobre o componente prático da graduação em Educação Básica numa universidade chi- lena cuja formação não contempla a inserção na prática. O estudo procura responder às perguntas: o que fazem e aprendem os estu- dantes que participam do componente prá- tico da formação? Os resultados assinalam que o modelo final proposto não é obstáculo para que os estudantes realizem tarefas pró- prias na condução do ensino. Apesar disto, a gradualidade destas ações falha quando o trabalho formativo do professor supervisor e do professor guia não responde aos mode- los de formação associados ao componente prático, o que gera obstáculos nos processos reflexivos necessários para atingir os padrões de desempenho docente.

The question of “How to teach TRIZ” has been the subject of much discussion and debate. Bruner [1] argued that children should be encouraged to “treat a task as a problem for which one invents an answer, rather than finding one out there in a book or on the blackboard”. This statement was taken from Dehaan's [2] article, published in 2009, on “Teaching Creativity and Inventive Problem Solving in Science” (p. 174), in which Altshuller's “Theory of inventive problem solving” has not been mentioned. This demonstrates only one aspect of why teaching TRIZ in educational systems is a challenging mission. This paper describes the process and method used for developing the Development thinking skills and problem solving course in academic settings. The proposed program is a combination of a generic design and problem solving process thinking methods. The course was developed using 4 main thinking methodologies: Mayer's general problem description, Polya's algorithm for problem solving, Altshuller's Theory of inventive problem solving and System thinking. The new “Development thinking skills” course program is expected to overcome teaching and studying difficulties in acquiring advances problem solving skills in higher education setting.