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Abstract
Educational innovation and collaborative work among teachers are some of the most critical challenges that higher education institutions currently have, especially when the geographical locations of the university’s headquarters are in different places. UNIMINUTO is a university with more than 4700 teachers, present in 64 different locations in Colombia, making the training processes and meetings for teachers a challenging task. The current paper shows the results, and perceived benefits of the Fourth Annual Meeting of Innovative Pedagogical Practices, an online space conceived as an institutional strategy to acknowledge and share innovative experiences inside different learning environments, created by our teachers. The meeting took place through UNIMINUTO YouTube Streaming channel, with the primary goal of increasing access and participation of teachers inside the organization. However, the results showed that even people from other educational organizations and cities interacted in the meeting, increasing the visibility of the teachers and their practices, allowing them to receive feedback from different sources and to create new networks. At the same time, teachers perceived this online strategy as a way to make knowledge available to them, more accessible in terms of times and costs because they could access it without investing in any transportation costs. Those results open the path to transforming those classroom experiences into collaborative educational research, adding value to the institutional strategy towards improving learning outcomes by using didactics that help future professionals develop their skills and competences through didactics and innovation.
Highlights
Educational innovation is one of the main concerns for Higher Education Institutions, mainly because it relates to the increment of education and teachersquality (Ellis, 2017; Kovacs, 2019)
That will help innovative strategies to be a continuous procedure instead of an isolated effort of a teacher trying to influence a limited amount of students, which is why UNIMINUTO has created a unit to accompany teachers, and an event to help them networking towards educational innovation and new practices
To ensure the appropriation of educational innovations, many authors pointed at diffusion, networking, and collaboration as the keystones to ensure strong academic processes, sustainable and efficient in time (Ellis, 2017; Kunnari & Ilomäki, 2016; Ching & Hursh, 2014; Hrabowski, 2014)
Summary
Educational innovation is one of the main concerns for Higher Education Institutions, mainly because it relates to the increment of education and teachersquality (Ellis, 2017; Kovacs, 2019),. Sometimes, teachers are not prepared to lead this kind of initiative mainly because they do not have the proper preparation for pedagogical strategies towards innovation as well (Jakovljevic, 2019) It is when is where active learning strategies and innovative pedagogical practices gain significant importance in aiding students to acquire competencies requested in the working environment (Liu, 2018; Lawrence et al, 2019; MayoloDeloisa et al, 2019) being innovation one of them. It sets the need for institutional policies and teachers' training processes that allow them to transform the learning environments and learning processes (Rees et al, 2019; Kovacs, 2019)
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