Epistemological and ontological spirals

Abstract

Purpose – The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. Design/methodology/approach – More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included. Findings – The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation. Practical implications – A repository about educational innovation best practices and experiences is available. Social implications – The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world. Originality/value – The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.

Mitos y Realidades del Acceso Abierto

“…The main goal of this panel was to reflect about the myths and reticences that today still persist in the international scientific community regarding Open Access, providing data, reasons and facts to banish any barrier that any researcher could have towards what is a mandate of the common sense in the global development of knowledge. EKS, besides being a research journal that has adopted the platinum route of Open Access since its first issue in 1998 (there are no economic charges to publish in open and the authors retain all their rights), it has always defended from its editorials (García-Peñalvo, 2015a, 2015b, and from many of its papers (Fidalgo-Blanco, et al, 2014;Lerís, et al, 2016; the Open Knowledge in a broad sense and the Open Science in a specific way (Ferreras-Fernández, et al, 2013b;García-Peñalvo, García de Figuerola, et al, 2010a, 2010b. Therefore, in this editorial I will try to synthesize the four main myths on which the debate revolved in this panel.…”

Technological research methodology to manage organizational change

“…The technique indicates what and how to make the change and try it; It facilitates and leads to innovation through the transformation of individual knowledge into organizational [2,3,4].…”

Inteligencia colectiva en el aula. Un paradigma cooperativo - [Collective Intelligence in the classroom. A cooperative paradigm]

“…Son varias las denominaciones que se han dado a este tipo de visión: organización en red, organización cooperativa, comunidades de práctica, comunidades virtuales de aprendizaje (Ramírez-Montoya & García-Peñalvo, 2018). Independientemente de la denominación, una característica común es que el éxito de las mismas depende de la capacidad para actividad la inteligencia de todos sus miembros (Pör, 2008).Sin embargo, no solamente se tiene que conseguir que los miembros de una organización cree conocimiento, debe ser capaz de gestionarse (Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2014, 2015. La gestión del conocimiento se basa en la generación, identificación, clasificación, organización y utilización del conocimiento creado en una organización, pero no solo de una persona (la más experta de la organización) sino de todas las que forman parte de la misma (Nonaka & Takeuchi, 1995).…”

“…Sin embargo, no solamente se tiene que conseguir que los miembros de una organización cree conocimiento, debe ser capaz de gestionarse (Fidalgo-Blanco, Sein-Echaluce, & García-Peñalvo, 2014, 2015. La gestión del conocimiento se basa en la generación, identificación, clasificación, organización y utilización del conocimiento creado en una organización, pero no solo de una persona (la más experta de la organización) sino de todas las que forman parte de la misma (Nonaka & Takeuchi, 1995).…”