A Higher Education Social Network to Share and Promote Teaching Innovation Experiences García-Cabrera, Balsas Almagro, Ruano Ruano. Universidad de Jaén

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2. Online Resource Platform for Mathematics Education ............................................................................................... 1865
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5. The Use of Self-Monitoring Tools for Linear Algebra Course in Student Centered e-Learning Environment ......... 1873
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8. Comparison of the Impact of Two Research Experiences for
Undergraduate Programs on Preparing Students for Global Workforces .................................................................. 1877
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11. EER7: Reflection and Metacognition
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Used by Upper and Lower Level Engineering Students ............................................................................................... 1884
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17. Using the Engineering Design Process as a Metacognitive Learning Strategy to Improve Student Performance .... 1890
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18. Reflecting on Engineering Concepts: Effects on Critical Thinking ............................................................................ 1895
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19. Using Cooperative Learning to Enhance Critical Reflection ...................................................................................... 1899
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22. Writing and Conceptual Knowledge in Statics: Does Learning Approach Matter? .................................................... 1907
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25. FAC2: Supporting and Empowering Faculty
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Potential Minimum Viable Value Propositions for Engineering Education Scholarship .......................................... 1915
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29. New Faculty Development: Creating a Community of Practice ..................................................................................1920
Mary Lynn Brannon (The Pennsylvania State University, USA)
Sarah Zappe (The Pennsylvania State University, USA)
A Program Designed to Empower Engineering Educators..........................................................................................1925
Melany M Ciampi (Safety, Health and Environment Research Organization, Brazil)
Claudio R Brito (Science and Education Research Council, Brazil)
Luis Amaral (University of Minho, Portugal)
Rosa Maria Vasconcelos (University of Minho, Portugal)
Victor F. A. Barros (Science and Education Research Council, Portugal)
An Examination of the Climate for Quality Teaching in Engineering .......................................................................1930
Jacqueline McNeil (Purdue University, USA)
Catherine E. Brawner (Research Triangle Educational Consultants, USA)
Matthew W Ohland (Purdue University, USA)
A Higher Education Social Network to Share and Promote Teaching Innovation Experiences ...............................1934
Lina García-Cabrera (University of Jaén, Spain)
José Ramón Balsas Almagro (University of Jaén, Spain)
Ildefonso Ruano Ruano (University of Jaén, Spain)
PHI: Special Session: Agents for STEM Change - Articulating the Goals of Our Community
5:00 PM - 6:30 PM
Room: El Jardin
Special Session: Agents for STEM Change - Articulating the Goals of Our Community..........................................1942
Rebecca Bates (Minnesota State University, Mankato, USA)
R Cheville (Bucknell University, USA)
Jennifer Karlin (SD School of Mines and Technology, USA)
Lisa Benson (Clemson University, USA)
Cynthia Finelli (University of Michigan, USA)
Susan M. Lord (University of San Diego, USA)
PRE: Pre-College (K-12) Engineering Education: Getting Them Early ... and Keeping Them!
5:00 PM - 6:30 PM
Room: El Escorial
Pre-College (K-12) Engineering Education: Getting Them Early ... and Keeping Them!.........................................1944
Larry Richards (University of Virginia, USA)
Susan Donohue (University of Virginia, USA)
PRE3: Measuring the Outcomes of Precollege Education
Chair: David Reeping
5:00 PM - 6:30 PM
Room: Comendador
STEM Academies and Their Effect on Student Perceptions of Engineering .........................................................1948
David Reeping (Ohio Northern University, USA)
Kenneth Reid (Virginia Tech, USA)
Middle School Students' Understanding and application of the Engineering Design Process ..................................1954
Linda S. Hirsch (New Jersey Institute of Technology, USA)
Suzanne Berliner Heyman (New Jersey Institute of Technology, USA)
John Carpinelli (New Jersey Institute of Technology, USA)
Howard Kimmel (New Jersey Institute of Technology, USA)
978-1-4799-3922-0/14/$31.00 ©2014 IEEE October 22-25, 2014 Madrid, Spain
2014 IEEE Frontiers in Education Conference
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30. A Higher Education Social Network to Share and
Promote Teaching Innovation Experiences
Lina García Cabrera, José Ramón Balsas Almagro
Department of Computer Science
University of Jaén
Jaén, Spain
lina@ujaen.es, jrbalsas@ujaen.es
Ildefonso Ruano Ruano
Department of Telecommunication Engineering
University of Jaén
Jaén, Spain
alonso@ujaen.es
Abstract— This paper presents a social network specializing
in higher education teaching innovation, InEdUn (Innovación
Educativa Universitaria, http://inedun.campusandaluzvirtual.es).
InEdUn is the result of two inter-university teaching innovation
projects (TIPs). InEdUn site allows faculty to spread and share
achievements emerging from TIPs such as Open Educational
Resources, OER; teaching and learning experiences in
engineering; new supporting services to improve learning.
Furthermore, it provides the creation of learning communities
that foster collaboration and exchange of ideas among higher
education faculty members. Both services can be integrated into
existing web sites such as higher education teaching innovation
portals.
The website not only encourages contact between active
innovation researchers to promote the creation of inter-university
projects, but also incorporates valuable design features
such as: federated login for using same login credentials from
Higher Education Institutions or Research Centres, web
searching and navigation facilities to locate contents, a
recommendation system, sharing TIPs or collaboration proposals
on social networks, adding comments about projects or
collaboration proposals by the innovation community.
At the present moment, the project has received positive
comments and reviews, and we will continue previous plans to
spread the system among several Andalusian Higher Education
Institutions.
Keywords—Teaching Innovation Projects; Collaborative
Network; Cross-Campus Faculty Collaboration; Higher Education
I. INTRODUCTION
Nowadays teaching innovation is a reality in all
universities in the world [1] including technology in
education, distance learning, and leadership training. For
instance, Spanish universities have incorporated Teaching
Innovation Offices which promote teaching innovation
projects and innovation actions such as the creation of
multimedia resources or OpenCourseWare courses.
However, the impact of these innovations is hardly seen.
Most times, almost nobody knows the results of these
contributions beyond the innovation team. Moreover,
collaboration between academic specialists in different fields
of innovation is low within the same university and very low
between different universities. Despite this, the importance of
disciplinary networks will be evident for the diffusion of
engineering education innovations [2].
Therefore it would be necessary to provide a social
network to exchange ideas or learn about different training
areas. These aspects should facilitate the creation of
spontaneous communities called Learning Communities [3]
which are defined as “shared interest domain in which the
components interact and learn together to develop a shared
repertoire of resources” [4]. However, this technological
approach should be attractive, easy to use and must be
accompanied by a parallel study of the real needs of the
innovative community.
In order to overcome this gap, we have designed a social
network specialized in higher education teaching innovation:
InEdUn (Innovación Educativa Universitaria,
http://inedun.campusandaluzvirtual.es/, Fig.1). InEdUn is the
result of two inter-university teaching innovation projects
(TIP). InEdUn site allow faculties/a faculty members to spread
and share achievements emerging from TIPs such as open
educational resources, OER; teaching and learning
experiences in engineering and new supporting services to
improve learning. Furthermore, it provides the creation of
learning communities that foster collaboration and exchange
of ideas among higher education faculty. Both services can be
integrated into existing web sites such as higher education
teaching innovation portals.
User-centered design methodology [5] and principles of
web usability [6] has been applied in order to design InEdUn.
The aim was to carry out a case study of good practices to use
it as an example in courses related to Web Technology in the
Computer Engineering and Telecommunications Degree.
Many students are more inductive than deductive reasoners
[7]. The use of case studies and problem-based learning can
therefore be a very effective classroom technique [8].
User-centered design is a design philosophy where the
end-user’s needs, wants and limitations are a focus at all
stages within the design process and development lifecycle
[9,10]. In the design, development and implementation of the
InEdUn we applied the following phases:
1. The research phase, where we studied whether
Information and Communication Technologies, ICT,
2014 IEEE Frontiers in Education Conference
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31. Figure 1. Home page of InEdUn site at http://inedun.campusandaluzvirtual.es/.
help professors to exchange teaching experiences and
to establish new teaching innovation networks. Thus,
we have analyzed how different Higher Education roles
–innovation managers, innovation project coordinators
and professors in general – make use of present Internet
resources in order to improve their teaching innovation
activities.
2. The requirement phase, where we defined its scope,
its features and functionality and how it behaves. The
analysis of the research phase has helped us to
establish the functional and nonfunctional requirements
and to develop a specialized web portal that meets
encountered needs.
3. The design/prototyping/testing phases (an iterative
and agile process), where we identified the design
features and where we tested that those ideas actually
worked for its intended audience. This phase was
typically followed by further rounds of design and
testing to solve the problems you inevitably find when
you test with users.
Issues related with maintenance and sustainability have
been taken into account when selecting the User Interface
(UI), the User Experience (UX) and supporting technologies.
On the one hand, the system should be easy to learn without
complex and unused features. On the other hand, software
platform should be easy to maintain and extend in the future,
because this fact could be critical to guarantee operation under
low funding periods.
In this paper we present the full lifecycle of this
specialized social network on teaching innovation, InEdUn,
from its first stages to the present situation, so it could be
replicated in other institutions or even academic contexts. The
paper is structured as follows: Firstly we show the results of
the study how different Higher Education roles – innovation
managers, innovation project coordinators and professors in
general – make use of present Internet resources in order to
improve their teaching innovation activities. Taking into
account the results of this analysis we establish design,
functional and nonfunctional requirements of the social
network specialized in higher education teaching innovation,
InEdUn. Next, we describe InEdUn, its technological facilities
and functionality. Finally, we draw the conclusions, and future
work and projection of the website are presented.
II. KNOWING THE NEEDS OF ACTIVE INNOVATION
RESEARCHERS
At the research phase of the project we collected
interesting information about sites related to teaching
innovation: Internet usage habits of respondents to access
information, initiatives or meeting collaborators on teaching
innovation. We also observe the widespread use of different
general social networks – facebook, twitter, etc – and general
interest in the existence of specialized portals that integrate
resources and services on the Net. Study results helped us to
understand the global innovation context and to develop a
specialized web portal that met encountered needs.
First at all, we developed a collection of surveys to know
the needs and opinion of different stakeholders. With those
valuable data, we analyzed information and obtained the
requirements and guidelines which were taken into account in
the development of a kind of social web portal. In the
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32. following phase, we researched on technological solutions to
build a low-maintenance web site which reflected the obtained
requirements with the available funding.
Three surveys were prepared for interested stakeholders
roles. One of them was aimed to those Responsible for
Teaching Innovation from regional Universities, which was
answered by 20 people from eight Universities; another survey
was designed for professors who were participating in
teaching innovation projects during the last two years. It was
answered by 358 participants. Finally, a third survey was
aimed to faculty members in general and was fulfilled by 245
professors. Among the final results obtained, we can highlight:
98,19% faculty members consider that Teaching Innovation
(TI) on Higher Education was relevant for their teaching
labour and 72,29% of them participated actively on Teaching
Innovation Projects (TIP), even many of them (83,18%
participated in 4 TIP at least).
The ten TIP categories more covered by professors were
Teaching Innovation Methodologies (68,42%), Materials
Resources On-line (58,65%), Assessment Systems (34,96%),
Tutoring and Mentoring (31,2%), Blended learning and E-learning
Environments (27,82%), On-line Campuses
(25,56%), Learning Management Systems (25,19%), Learning
for Teaching (21,05%), Multilingualism (19,92%) and Open
Educational Resources (18,8%).
All the responsible people for TI (100%) considered that it
would be interested in using an interuniversity website to
collect TI initiatives, in addition to their local websites. They
agreed that TI could benefit from the possibilities offered by
services and on-line tools and that on-line collaboration
encourages TI. Almost all TIP participants (94,33%) thought
that it would be appreciated a university website which
allowed interchange of TI information, contacts and TIP in
which they could participate,.
TIP participants considered that services offered by such
TI website would be (from highest to lowest percentage): TIP
reports (90,99%), TI initiatives and announcements (86,27%),
Possibility of contact with people interested on TI (83,26%),
Ability to form collaboration groups on TI (66,09%), Reports
of people involved on TI (63,09%), Automatic notification
about TI news (60,94%), TI forums (57,94%), Self-publishing
information about TI (56,22%), Generic Information about TI
(50,64%) and Integration with other Social Networks like
Facebook, Twitter, Researchgate, Linkedin (34,76%).
III. DESIGN, FUNCTIONAL AND NONFUNCTIONAL
REQUIREMENTS
As the results of the research phase showed, information
about teaching innovation projects was so dispersed as to be of
real use. Respondents used different social networks or
specialized platforms and all of them considered that it would
be of interest to count with an interuniversity website to
simply collect teaching innovation projects, in addition to their
local websites. The presence of local Higher Education
Institutions repositories on teaching innovation was very
irregular and the information was in many cases rather limited.
A. Previous web design requirements
Therefore, in order to solve this situation, we designed a
minimalist, modern, useful and robust website specialized in
teaching innovation with at least the following technological
functional and non-functional requirements:
Minimum maintenance needs, in terms of both
frequency and costs. This has been achieved using an
open source Content Management Server, Drupal [11],
which is configured to automatically self-update with
security patches or improvements from Drupal
community repository. In fact, plugins selected to
implement certain features have been chosen
considering the level of community support, to
guarantee their updates in future.
Automatic management of new users in a simple
manner and without the need of creating another
service account. User Experience (UX) has been a key
factor from the beginning to encourage participation
without complicated registration methods. So it was
determined than only essential contact information was
required to get in touch. User login was performed
through a Federated Authentication Service [12], based
on SAML [13] open standard, in which users made use
of their own University access credentials (Fig.2). In
this way, the portal can assure that only faculty
Figure 2. Web page of RedIRIS Federated Authentication Service shown after requesting indentification from InEdUn.
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33. Figure 3. Partial screen capture of an user profile.
Figure 4. Partial screen capture of the integration code generation page.
members can access to the system in an identified
manner and can be observed as a natural extension of
other services at their home University.
Simple profile user only with a brief biography, email
contact, topics of interest, an automatic summary of the
projects where innovators are involved and also, the
option of add links to their websites or any external
references to other information sites (Fig.3).
Social interaction services to establish contacts
among professors and to share teaching innovation
projects or promote the creation of inter-university
projects. This is accomplished through collaborations.
They are of 2 types: “Need partners to …” and “I want
to collaborate in …”.
Predefined taxonomy system that allows faculty to
easily sort, filter or search through TIPs and innovation
collaboration proposals among people. Both TIPs and
proposals are classified by Higher Education
Institutions, year, knowledge area (closed set) and
innovation tags (open set). The knowledge area is
defined by a closed-term classification or Taxonomy.
The innovation tags are defined with an open-term
classification or folksonomy, where terms can be added
or reused by participants for other proposals. Users can
provide keywords to proposals, and these keywords are
suggested on typing (in a similar way to Google input
search).
Possibility of embedding InEdUn contents/services
on other websites to help spreading and use
innovation contents on the Net. Automated generation
of customized HTML code for embedding content on
Higher Education Innovation websites, specialized
blogs or personal web pages to publish InEdUn
information (TIP or collaborations lists) with filtering
possibilities by funding agency and number of items to
display. Two formats were provided: main page
content or widget content. Fig.4 shows this a partial
capture of the page where the integration-code is
generated and an integration example for the
Innovation Web of the University of Córdoba can be
seen in Fig.5.
Functional and minimalist visual design, which
simplifies and facilitates user experience and
integration in other websites. It also reduces web
design to the essential elements, simple and clean
typography, limited colour palette with colours that
coordinate and balance well and, finally well-organized
content.
B. InEdUn functionality features
The InEdUn website not only encourages contacts between
active innovation researchers to promote the creation of inter-university
projects providing the previous requirements, but
also incorporates valuable functionality features such as
Web searching and navigation facilities to easily
locate contents (projects, experiences and
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34. Figure 5. Innovation Web of the University of Córdoba (integration example).
collaborations).
A simple web to fill out the information of the TIPs
or collaboration proposals (title, code, abstract,
knowledge area, year, dates, coordinator, members). In
addition, it may provide links to other third party
websites and attached files.
Automatic promotion mechanism. When a teaching
innovator fills out a new TIP, he can detail the
members of the project by means of their official
emails. If a member is not yet registered (he has never
registered on InEdUn website), the system will
automatically send him an email.
Recommendation System. Users can recommend
interesting projects and each one shows the number of
recommendations made (Fig.6A). Each user profile
shows his or her current project recommendations.
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35. Figure 6. Details of the bottom of the teaching innovation project page.
Sharing teaching innovation projects (TIPs) or
collaboration proposals on social networks
(Facebook and Twitter, Fig.6B).
Adding comments about projects or collaboration
proposals by innovation community using almost any
current social network like Facebook or Twitter
(Fig.6C).
Automatic generation of TIP citation. (Fig.6D)
Responsive web design. The site provides an optimal
viewing experience across a wide range of devices
(from mobile phones to desktop computer monitors,
see Fig.7 and Fig.8).
Possibility of bulk upload of TIP repositories from
pre-existing databases at Higher Education Institutions.
C. Testing and promotion phase
Usability testing helped us correct minor errors and
ensures ease of use and an optimal online experience for
innovators. Usability testing is a technique used in user-centred
interaction design to gives direct input on how real
users use the system. Usability testing focuses on measuring a
human-made product's capacity to meet its intended purpose.
During the three months of the design/prototyping/testing
phases we have done usability testing, one every month with 3
participants in each round (following the Krug method [14]).
We have asked people to try using a Web site that we’re
working on so we can see whether it works as intended. At the
end of each round, the team does a short list of the most
serious problems and a commitment to fixing them before the
next round of testing.
After, the InEdUn website has been tested for over one
month with around 30 teaching innovators.
The current platform has been available on-line during
some months in beta stage for testing, exhibition and feature
improving. During this time, the software has proven to be
robust and some security and maintenance update have been
accomplished without problem so we can conclude that this is
at Release Candidate stage and prepared for public release.
At the present moment, meetings were held with those
responsible for Teaching Innovation of Higher Education
Institutions in Andalusia, who have shown their support for
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36. Figure 7. Partial screen capture of InEdUn home page in a mobile device.
Figure 8. Partial screen capture of an user profile in a mobile device.
the project and the majority were in favour of integrating
InEdUn in their local innovation websites.
In Andalusia there are 10 universities. So, a great number
of faculty members could use this social network and create
inter-university teaching innovation projects.
IV. CONCLUSIONS AND FUTURE WORK
Taking into account the current situation, InEdUn has
achieved the initial project objectives and it will pass to the
production stage in next months. In that sense, we will be
watching and measuring the impact of InEdUn which will be
carefully researched using social network analysis after the
system had entered in production stage. We are very interested
in hearing what the innovator community think about our
website, the level of cooperation and information exchange
among faculty members.
We have found that this kind of specialized and localized
sites can be more effective than generalized websites or social
networks where information dispersion can be a serious
problem to obtain a really useful tool. In that sense, our first
ideas about the importance of user experience, improved by a
minimized, easy and attractive interface, seem to be
demonstrated. This assertion is supported by the fact that all
users that had entered the system for the first time have agreed
that it is very easy to use and have learned they to themselves
use most features.
The other key point of our proposal has been searching for
an integration tool instead of a separate and probably
competing solution. Namely, an independent solution could
not have received the collective institutional support needed
for the success of the initiative. Moreover, a solution
supported only by one Institution could generate mistruths
among other institutions which, perhaps, might want to
preserve their branding. Thus, our proposal tries to bring the
two positions closer with an independent and cooperative
system, which can be embedded into institutional pages
preserving the brand if desired. We have received positive
feedback in that sense. In fact, some innovation managers
consulted have expressed their surprise about the ease of
integration on their home websites and the difficult to
distinguish InEdUn embedded features from local ones.
Once InEdUn website has been well consolidated in the
Andalusian Higher Education Institutions, InEdUn might be
disseminated in Spain, in other Iberian Peninsula languages,
then in the Spanish speaking community and even other
Institutions around the world. Technically, our solution could
easily integrate other Institutions thanks to federated login
subsystem. Content Management Systems, CMS, as Drupal,
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37. have native support for translation to other languages and it
has been shown that they can scale well to support increasing
bandwidth needs. However, there must be further studies on
whether this kind of localized and specialized networks could
have the same success to share information or experiences
among other languages or nationalities with respect to other
general social networks or web technologies.
ACKNOWLEDGMENT
The present work has been sponsored by Agrifood Campus
of International Excellence, CeiA3, within the call for
teaching innovation projects in 2013 “Teaching for
Excellence”.
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