Bibliografías temáticas / Curriculum innovation

Literatura académica sobre el tema "Curriculum innovation"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Curriculum innovation"

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Matorevhu, Alois y Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation". Journal of Research in Instructional 2, n.º 2 (18 de noviembre de 2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.

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The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, ​​and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.
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Phillips, Janet M., Jerelyn Resnick, Mary Sharon Boni, Patricia Bradley, Janet L. Grady, Judith P. Ruland y Nancy L. Stuever. "Voices of Innovation: Building a Model for Curriculum Transformation". International Journal of Nursing Education Scholarship 10, n.º 1 (8 de junio de 2013): 91–97. http://dx.doi.org/10.1515/ijnes-2012-0008.

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AbstractInnovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today’s health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.
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Greany, Toby y Joanne Waterhouse. "Rebels against the system". International Journal of Educational Management 30, n.º 7 (12 de septiembre de 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.

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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.
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Meyer, Margaret R., Truus Dekker y Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula". Mathematics Teaching in the Middle School 6, n.º 9 (mayo de 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.
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Sheeley, Vernon. "Fostering Curriculum Innovation". Counselor Education and Supervision 25, n.º 4 (junio de 1986): 258–59. http://dx.doi.org/10.1002/j.1556-6978.1986.tb00675.x.

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Rozi, Fathor y Moh Aminullah. "Inovasi Pengembangan Kurikulum Sekolah Berbasis Pesantren dalam Meningkatkan Kepercayaan Masyarakat". MANAZHIM 3, n.º 2 (30 de agosto de 2021): 183–200. http://dx.doi.org/10.36088/manazhim.v3i2.1286.

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This study aims to find out innovations in developing a pesantren-based school curriculum in increasing public confidence in SMP Islam Sumberranyar Paiton Probolinggo. This research uses a qualitative approach, while the type of research used is a case study. The results of the study show that: innovations in developing pesantren-based school curriculum in increasing public trust are as follows; The innovation of developing a pesantren-based school curriculum in Islamic junior high schools has improved very well, from the development of the school curriculum trying to develop a pesantren curriculum by changing the learning system, the supporting factors for innovation in developing a pesantren-based school curriculum in Islamic junior high schools include the principal involving all relevant stakeholders, both administrators and administrators. The entire board of teachers, community leaders, guardians of students as well as support from boarding school caregivers, inhibiting factors for innovation in developing a pesantren-based school curriculum in Islamic junior high schools, the low awareness of teachers to develop learning tools, this hampers the innovation of developing a pesantren-based school curriculum which was developed together at Sumberanyar Islamic Middle School Paiton, while the positive impact of curriculum innovation developed at Islamic Junior High School can increase public confidence in Sumberanyar Islamic Junior High School Paiton Probolinggo
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Bonilla, Elisa, Armando Sánchez, Teresa Rojano y José Antonio Chamizo. "Curriculum scientifique et innovation". Revue internationale d'éducation de Sèvres, n.º 14 (1 de junio de 1997): 10–15. http://dx.doi.org/10.4000/ries.3341.

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Hunkins, Francis P. y Allan C. Ornstein. "Curriculum Innovation and Implementation". Education and Urban Society 22, n.º 1 (noviembre de 1989): 105–14. http://dx.doi.org/10.1177/0013124589022001011.

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Star, Jon R., Beth A. Herbel-Eisenmann y John P. Smith. "Innovation in Curriculum: Algebraic Concepts: What's Really New in New Curricula?" Mathematics Teaching in the Middle School 5, n.º 7 (marzo de 2000): 446–51. http://dx.doi.org/10.5951/mtms.5.7.0446.

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New mathematics curricula serve middle grades students well when they provide students with richer and more accessible introductions to a wide range of mathematical content. New curricula also serve teachers well when they lead us to examine and reflect on what and how we teach. When these curricula enter our working lives and conversations, we are often forced to question exactly what is “new” about them and how this “newness” may affect our students' learning. To address this issue and, we hope, to support further reflection and discussion, we take a closer and more careful look at what is new in one middle school curriculum's approach to algebra. The curriculum we examine is the Connected Mathematics Project (CMP) (Lappan et al. 1998), particularly the eighth-grade units, but the issue of what is new in algebra is relevant to many other innovative middle school curricula, as well.
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Pillai, Ajay Kumar, Margaret Pereira, Jasper Roe y Luong Khanh Luong. "Curriculum Innovation in Vietnam: A Study on Teachers’ Attitudes using the Dimensions of ACB (Affective, Cognitive and Behavioral) Model". Vietnam Journal of Education 6, n.º 1 (24 de marzo de 2022): 20–31. http://dx.doi.org/10.52296/vje.2022.141.

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This study examines teachers’ attitudes towards curriculum innovation in Vietnam. The paper attempts to contribute to understanding teachers’ attitudes and responses towards curriculum innovation in terms of competencies, several affective, cognitive, and behavioral abilities of teachers which may affect the overall attitudes towards curriculum innovation, leading to extensive ramifications for the success of an educational project. To understand the attitude of teachers, a mixed-method explanatory sequential design approach is used. The authors collected quantitative data and then designed a qualitative open-ended plan to build upon the quantitative research. ANOVA was performed to test the statistical significance and correlations were established. Data gathered from interviews were analysed using thematic analysis. This study shows that the overall attitudes of teachers and educators towards curriculum innovation in Vietnam are favourable. However, both quantitative and qualitative show there are certain challenges to such innovations. No teacher had either a broad view of curriculum innovation or awareness of the interrelationship between the three dimensions of attitude and the implementation of the curriculum although aspects of each dimension were mentioned by individual teachers.
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Tesis sobre el tema "Curriculum innovation"

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Leung, Chit-wan y 梁哲雲. "The new sixth form curriculum (1992): an issue of implementing innovation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959556.

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Thorsteinsson, G., H. Denton, T. Page y E. Yokoyama. "Innovation Education within the Technology Curriculum in Iceland". 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.

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Rahman, Azizah Abdul. "Curriculum innovation in Malaysia : the case of KBSR". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019124/.

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This study of KBSR, the New Primary School Curriculum in Malaysia, Is based on the proposition that- as a response to the Cabinet Committee Report (1979) recommendation for 'overall development' - it Is an Innovation which seeks to replace the traditional with a more child-centred curriculum. It is argued that such a change is fundamental, involving not only classroom practices but also the philosophical-pedagogical assumptions underlying them. Further it is suggested that conditions in Malaysia are not conducive to such a change and that consequently KBSR Is most likely to meet with difficulties. The research was conducted within a broadly ethnographic or interpretive tradition. On the whole, the findings of this study confirm much of what is already known about the problems of curriculum innovation and implementation generally. However, this research underlines the importance of recognizing that many of the conceptual apparatuses of child-centred education and their implications for classroom practices are foreign to the Malaysian educational establishment: there need to be a greater concern for their adaptability and compatibility with local context. The centrality of the teacher, who Interprets the curriculum and Implements or rejects it as the case may/fe, is underscored by this research. It is concluded that the path to improving the quality of primary education in Malaysia realistically begins with raising the level of training and professionalism of the teachers.
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Rhoton, Jack y Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.

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Williams, William Bryant Jr. "Middle school innovation: Interpretation and assessment". W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618631.

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The purposes of this study were to present a historical interpretation and explanation of the middle school innovation and to examine the characteristics of model middle schools. In light of the available body of knowledge is the middle school a reasonable innovation to sustain and implement? A subsidiary purpose was to determine if there were any consensually agreed upon characteristics. The main research question is:;A comprehensive review of the literature was completed to provide the history of middle level education. Beginning with an explanation of the work of the Committee of Ten in 1893, the study provided a report on the current status of the middle school movement and established the rationality and reasonableness of the program in meeting the intent established by the Committee of Ten. The educational, social, and political issues that affected the development of the middle school movement were also examined.;The second part of the study included an examination of the literature on middle level education for the past quarter of a century to determine the essential characteristics of good middle schools. The rationale for implementing teacher training, flexible scheduling, and a core and exploratory curriculum was also examined as they relate to the middle school program.;It was concluded that the middle school is a reasonable innovation to sustain and implement in light of the available body of knowledge. The middle school itself is now being presented as a distinct unit in the educational system that provides a transitional program between the elementary school and high school. The literature and research of middle level education also indicated that highly successful middle schools have very similar programs.;Further study is needed to determine what types of teaming arrangements are most appropriate for the various middle grades, the strengths and weaknesses of various middle school daily schedules, and the effects of the interdisciplinary approach used in the middle school.
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Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools". Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.

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The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines the negotiations between the innovators and the various reality definers. Value conflicts which surround the idea of educational change are often treated superficially. This research examines some of the conflicts engendered by innovation at a personal and ideological level. The style of the research was in an anthropological and phenomenological mode. An open-ended illuminative stance allowed issues immediate to the life of the schools to be explored. The researcher adopted an observer role. In one school, the GYSL Project was seen as a pathfinder for curriculum development. For some staff in the other school, the Project was perceived as reactionary, resulting in a process/content debate becoming the central issue. The research indicated that while senior management within a school can encourage curricular initiatives and provide a supportive framework, micro-politics and above all the personal philosophy and values of teachers, are the major determinants of a school's response to change in the curriculum.
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Sikoyo, Leah Namarome. "Primary teachers' recontextualization of a curriculum innovation in Uganda". Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8219.

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Includes bibliographical references (p. 280-295).
This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.
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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.

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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed since coming to a charter school? This study found that in comparison to teachers' previous position, (1) Teachers had not changed how they taught; and (2) Most teachers had the same amount of classroom autonomy. Additionally: (3) Teachers felt their primary motivation for innovating within their classroom was themselves, their time, and their energy; (4) Teachers did not think teaching in a charter school affected their innovativeness; (5) Teachers did not mention autonomy as a factor influencing their classroom innovativeness; (6) Teachers believed they had more autonomy regarding hiring and budgeting decisions; (7) There were no significant differences in the innovativeness between the teachers of the start-up or conversion schools; the conversion school had the most and the least innovative teachers; (8) The start-up charter school was slightly more innovative overall than the conversion charter school; (9) The two charter schools had more in common than they had differences; (10) New consensus-based, teacher-led decision-making at both schools intensified the micro-politics and burdens placed upon teachers' time, impacting their classroom performance. Unique to the start-up: (11) New operational paradigms required teachers to take on additional support services resulting in less planning time, teachers' feeling overwhelmed, and concern with keeping staff; (12) Parents and students influenced teachers to change back to less innovative practices; and (13) A small campus, faculty, and number of students appeared to create a family-like atmosphere. Based on the findings of this study, two underpinnings of the charter school movement, creating innovative classrooms and increasing teacher autonomy behind the classroom doors were problematic at these charter schools.
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Syed, Zin Sharifah Maimunah. "Curriculum innovation - case studies of man and the environment in the Malaysian primary school curriculum". Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236385.

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Curtis, Karena M. "Improving student attitudes : a study of a mathematics curriculum innovation". Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.

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Libros sobre el tema "Curriculum innovation"

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Asia-Pacific Symposium on Music Education Research (4th 2003 Hong Kong, China). Curriculum innovation in music. Editado por Yip Lai-Chi Rita, Leung Chi-Cheung, Lau Wai Tong y Hong Kong Institute of Education. Dept. of Creative Arts. Hong Kong: Dept. of Creative Arts, Hong Kong Institute of Education, 2003.

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Adeyemi, Martina A. Curriculum change and innovation: Impact on science curriculum projects. Ipaja, Lagos: Deutchetz Publishers, 1995.

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Markee, Numa. Managing curricular innovation. Cambridge [England]: Cambridge University Press, 1997.

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Jack, Sanger, ed. Inside information: Evaluating a curriculum innovation. [Norwich, U.K: University of East Anglia Centre for Applied Research in Education], 1985.

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Paechter, Carrie. Crossing subject boundaries: The micropolitics of curriculum innovation. London: HMSO, 1995.

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White, Roger Crombie. Curriculum innovation: A celebration of classroom practice. Buckingham [England]: Open University Press, 1997.

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White, Ronald V. The ELT curriculum: Design, innovation, and management. Oxford, UK: Blackwell, 1988.

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Amaro, Gertrudes. Curriculum Innovation in Portugal : the Área Escola, an arena for cross-curricular activities and curriculum development. Geneva: International Bureau of Education, 2000.

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Zhu, Yan. Language Curriculum Innovation in a Chinese Secondary School. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7239-0.

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University of Wolverhampton. Educational Research Unit., ed. Curriculum innovation in civic education in Hong Kong. Walsall: University of Wolverhampton, Educational Research Unit, 1995.

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Capítulos de libros sobre el tema "Curriculum innovation"

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Quek, Chwee Geok. "Curriculum Evaluation". En Education Innovation Series, 223–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_14.

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Tan, Liang See, Letchmi Devi Ponnusamy y Chwee Geok Quek. "Reclaiming the Curriculum". En Education Innovation Series, 1–10. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_1.

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He, Ming Fang. "Diaspora Curriculum Theorizing". En Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-2262-4_244-1.

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Mak, Barley, Chrysa Keung y Alan Cheung. "Analyzing Curriculum Orientations of Kindergarten Curriculum". En Teacher Education, Learning Innovation and Accountability, 135–53. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2026-2_9.

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See, Tan Liang y Letchmi Devi Ponnusamy. "Weaving and Anchoring the Arts into Curriculum: The Evolving Curriculum Processes". En Education Innovation Series, 219–49. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-55-9_21.

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van den Bosch, Herman y Mario Kieft. "The Hybrid Curriculum". En Educational Innovation in Economics and Business, 41–56. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1392-4_3.

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Gopinathan, S. y Abu Bakar Mardiana. "Globalization, the State and Curriculum Reform". En Education Innovation Series, 15–32. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-57-4_2.

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Little, Catherine. "Designing and Implementing Concept-Based Curriculum". En Education Innovation Series, 43–59. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_4.

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Godinho, Sally. "Concept-Based Curriculum: An Australian Experience". En Education Innovation Series, 77–100. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_6.

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Ma, Jin y Zhuo Li. "Internationalization of Higher Education Curriculum". En Encyclopedia of Educational Innovation, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_22-1.

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Actas de conferencias sobre el tema "Curriculum innovation"

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Grundke, Ernst. "Session details: Curriculum innovation". En SIGCSE09: The 40th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3247351.

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Ridgway, Jim, James Nicholson y Sean Mccusker. "Embedding statistical assessment within cross-curricular materials." En Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07903.

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Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in curriculum design offer opportunities for innovation in assessment. Often statistics assessment focuses primarily on accurate performance of routine calculations or graphical construction. Here the use of data is primarily to enhance understanding. This paper will explore mechanisms for embedding assessment of key statistical concepts within cross-curricular activities.
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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha y Farrokh Mistree. "Fostering Innovation Through Experiential Learning". En ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.
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Galego, Diego, Waldo Soto, Gabriela Carrasco, Marlene Amorim y Marta Ferreira Dias. "Embedding Social Innovation in Latin America Academic Curriculum". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8184.

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Recently we have witnessed the growth of social innovation initiative as a viable approach to address many challenges of contemporary societies across the social, cultural, economic, educational and environmental domains. Social innovation stes up to develop alternative, and sustainable solutions to social issues by means of organizational models that rely on strong civic engagement and participation across private and public sectors. As such, social innovation holds a strong potential for the transformation of societies and has attracted a growing interest from researchers, practitioners and policy makers around the world. A key domain of concern is the need for developing adequate models and methodologies for the qualification of indivduals for social innovation. In this vein the Students4Change project aims to develop and implement an integrative methodology to embed social innovation and entrepreneurship in the academic experience of students in Latin America. This paper offers a preliminary description of the advancements led by 10 universities in 5 Latin America countries engaged in the project, in order to develop competences for social innovation and social entrepreneurship through innovations in academic curricula.
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Eisenbart, Barbara y Johannes Kirch. "CURRICULUM DESIGN AND INNOVATION – TEACHING DIGITAL INNOVATION AND TECHNOLOGY". En 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1553.

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D Fruehauf, Justin y Frederick Gregg Kohun. "Innovation Education and Diffusion in the United States: Using Literature Derived Knowledge Maps to Develop Research Methodology Strategy". En InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2244.

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The idea of innovation, while not new, has taken on a whole new meaning in the 21st century. With his introduction of the ideas of disruptive innovations in the 1990s, Clayton Christensen has quickly become a leader in the field of innovation education. Christensen expanded his theory to encompass not only industry, but also healthcare and education. It is in this field of education that much work remains. Christensen proposes that innovative thinking can be learned. Indeed and entire field of innovation education and innovation curriculum now exist in a few US universities. It is the intent of this study to examine to use of knowledge maps of the literature of innovation education, as defined by Christensen, to establish a research methodology of how innovation is taught in US education systems, specifically comparing vocational programs (machining), and graduate programs in business and engineering. Clayton Christensen, innovation education, vocational, curriculum
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Adams, Joshua, Brian Hainey, Laurie White, Derek Foster, Narine Hall, Mark Hills, Sara Hooshangi et al. "Cloud Computing Curriculum". En ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3437800.3439206.

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Gadalla, Mohamed A. "Innovation in Curriculum Development for Manufacturing Education". En ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66372.

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To obtain a degree in manufacturing, students traditionally faced with a decision to either join a manufacturing engineering or manufacturing technology program. Normally they make their decision based on several factors such as: the employability at that time, degree of difficulties, the degree plan and its suitability to their current living style, etc. One of the main factor that has a large weight in making their decision is the amount of math. involved in each degree. Students with less desire to get involved in the theoretical engineering science normally join the technology track while the rest join the engineering track. In this research a new degree called manufacturing engineering Technologies is proposed. The purpose of the new degree is to produce a super quality graduate who is capable of handling both the theoretical and the practical aspects in the manufacturing environment. This degree is not intended to compromise between manufacturing engineering and manufacturing technology, it is rather intended to generate a higher quality graduate. Traditionally, manufacturing engineering education focuses on the theoretical, mathematics, and experimentation aspect while manufacturing technology focuses on how to use, mange, maintain the different engineering tools and systems. The proposed degree is intended to produce a graduate that is capable of handling the theoretical and the practical issues very well. The expected performance of this graduate is to be a leader in product and system R&D, cost reduction and innovation initiatives.
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Ajanovski, Vangel. "Tools for Analysis of Curricula Evolution Across Computer Science Curriculum Guidelines". En ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3393995.

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Hooshangi, Sara, Ryan Buxton y Margaret Ellis. "Integration of Practical Computing Skills and Co-curricular Activities in the Curriculum". En ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524802.

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Informes sobre el tema "Curriculum innovation"

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Lim, Chae-Mi. Not by making things better but by playing the game differently: Business Models Innovation course for fashion curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-279.

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Quail, Stephanie y Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, octubre de 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Willey, Debra A. Innovative Problem Solving in USAF Officer PME Curriculum. Fort Belvoir, VA: Defense Technical Information Center, abril de 2002. http://dx.doi.org/10.21236/ada407136.

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson y Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, agosto de 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, septiembre de 2020. http://dx.doi.org/10.52012/ukxb1595.

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Wilkerson, Julius. The Effects of an Innovative Curriculum on the Attitudes of "Educationally Disadvantaged" Freshman College Students. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2384.

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Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam y N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.

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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.
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Холошин, Ігор Віталійович, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук y Катерина Олегівна Шмельцер. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3258.

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Abstract. The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and webapplications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk y Ekaterina O. Shmeltser. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3263.

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The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and web-applications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Krishnaswami, Hariharan. DISTINCT: Diversity in Solar Talent Through INnovative Curriculum and Training: An Integrated Research and Education Approach towards Creating Diversity and Advancing Utility-Scale Solar Technology. Office of Scientific and Technical Information (OSTI), febrero de 2018. http://dx.doi.org/10.2172/1419422.

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