Degree | Type | Year | Semester |
---|---|---|---|
2500261 Education Studies | OB | 3 | 2 |
It is recommended having passed the subjects of the degree:
This subject is a main part of "Training and socio-educational Management" specialty,
The main objective is provide professional expertise and resources of action in the field of design, development and innovation of training proposals linked to educational reality.
In this regard, specific objectives are:
1. Educational innovation: perspectives and models
2. Educational innovation processes in organizations
3. Facilitators and resistances in the innovation processes
4. Strategies for innovation development. Evidence-informed innovations
5. Stakeholders for educational innovation: roles, functions and competences
The methodological approach of the subject starts by focusing the activity of the process on the student's learning and connecting learning to the socioeducational reality. In order to allow the achievement of this principle, the student must be active and autonomous throughout the process, being the teacher's mission to help in this task. In this sense the teaching staff:
Under this approach, the subject is structured, in its design and development, in 3 types of teaching-learning activities that are detailed and specified below.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Master Class | 30 | 1.2 | 2, 1, 4, 8, 7, 9, 10 |
Seminars | 15 | 0.6 | 2, 1, 5, 4, 8, 7, 3, 6, 9, 10 |
Type: Supervised | |||
Individual readings and other process evidences | 5 | 0.2 | 2, 1, 4, 8, 7, 3, 6, 9, 10 |
Project in small groups | 25 | 1 | 2, 1, 5, 4, 8, 7, 3, 6, 9, 10 |
Type: Autonomous | |||
Individual Autonomous work | 60 | 2.4 | 2, 1, 3, 6, 9, 10 |
The student must submit two types of basic evidence with evaluative implications:
Important:
The realization of all the theoretical-practical activities with evaluative implications and practical work is essential to overcome the subject. In case there are some pending, they can be made and / or delivered on the specific date at the end of the course.
The practice-project 1 will be delivered and carried out after the first Block of the syllabus
The analysis of critical analysis will be delivered and made after the third block of the syllabus
The practice-project 2 will be delivered and presented after the fifth Block of the syllabus.
The final theoretical test will take place after the fifth Block of the syllabus
There will be a recovery test, both of the practical tests-projects and the theoretical tests.
Each individual situation that does not conform to what is written should be communicated to the teacher of the subject to enable the relevant evaluations without losing sight of the evaluation philosophy considered.
The feedback of any activity with evaluative implications will be given within 15 days during the course; Also self and peer- assessment will be employed.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Delivery of practical exercises - Educational Innovation Project (teamwork) | 30% | 5 | 0.2 | 2, 1, 5, 4, 8, 7, 3, 6, 9, 10 |
Exam based on critical analysis (individual exam) | 30% | 3 | 0.12 | 2, 1, 4, 8, 7, 3, 6, 9, 10 |
Individual readings and other process evidences | 10% | 5 | 0.2 | 2, 1, 5, 4, 8, 7, 3, 6, 9, 10 |
Theoretical-practical assignment (individual evaluation) | 30% | 2 | 0.08 | 2, 1, 4, 8, 7, 3, 6 |
BAROCIO, R. (2004). Formación docente para la innovación educativa. México: Trillas.
CARBALLO, R. (2009). Manifiestos para la innovación educativa. Proyecto innovador a partir de experiències de alumnos universitarios. Madrid: Ediciones Diaz de Santos.
FULLAN, M. (2002). Los nuevos significados del cambio en educación. Barcelona: Octaedro.
GATHER, M. (2004). Innovar en el seno de la institución escolar, Barcelona: Grao.
HANNAN, A. Y SILVER, H. (2005). La innovación en la Enseñanza superior. Madrid. Narcea.
HARGREAVES, A. (2002). Una educación para el cambio, Barcelona: Octaedro.
IFIIE-MEC (2011). Estudio sobre la innovación educativa en España. Madrid: Secretaria General Técnicas-MEC.
MEDINA, A. (2010). Diseño, desarrollo e innovación del currículum en las instituciones educativas. Madrid: Universitas
RIVAS, M. (2000). Innovación educativa. Teoría, procesos y estrategias, Madrid: Síntesis.
ROIG, J. et. Al. (2008). Investigación e innovación en el conocimiento educativo actual. Madrid: Editorial Marfil.
SEVILLANO, M.L.; PASCUAL, M.A, y BARTOLOMÉ, D. (2007). Investigar para innovar en la enseñanza. Madrid: Pearson Prentice Hall.
TEJADA, J. (1998). Los agentes de innovación en los centros educativos, Málaga: Aljibe.
TEJADA, J. (2007). La innovación formativa. En: TEJADA, J. y GIMENEZ, V. (Coord). Formación de Formadores. Escenario institucional. Madrid: THOMSON; pp. 631-712.
TEJADA, J. (2008). Innovación didáctica y formación del profesorado, en A. HERRAN. y J. PAREDES (Coords.) Didáctica General. La práctica de la enseñanza en Educación Infantil, Primaria y Secundaria, Madrid: McGraw Hill, pp. 311-332.
VILLA, A. (2008). Innovación y cambio en las organizaciones educativas. Bilbao: Universidad de Deusto.
WITAKER, P. (1998). Cómo gestionar el cambio en contextos educativos. Madrid: Narcea.