Auflistung nach Autor:in "López Martínez, Augustín"

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Curriculum Design and Innovation - Teaching Digital Innovation and Technology
(IATED Academy, 2019) Eisenbart, Barbara; Kirch, Johannes; Gómez Chova, Luis; López Martínez, Augustín; Candel Torres, Ignacio
Since information is increasingly digitalized, digital innovation combines a physical solution with a digital aspect. The concept of digital innovation includes three types of innovation – product and process innovation as well as business model innovation. Our paper shows how students developed innovative solutions for real-life business problems through applying technologies of Augmented Reality (AR) or Virtual Reality (VR) in a Master course on digital innovation. Contributions explored the possible role of these digital technologies and developed new types of business solutions, which were evaluated regarding innovativeness and usefulness. For the project work, diverse student teams were built considering a mixture of nationality, gender, age, and educational background in order to foster different perspectives and enhance team results. Concluding our paper, results of a four-step learning evaluation process and its learnings are shown. Possible course adaptions and future research directions are discus
04B - Beitrag Konferenzschrift
Teaching each semester 12 classes with 7 lectures in a case study and flipped classroom setting
(2019) Dannecker, Achim; Gómez Chova, Luis; López Martínez, Augustín; Candel Torres, Ignacio
The objective of the paper is to outline how the switch from a classical ex-cathedra teaching of the topics business process management and project management in two different and separated courses to an integrated case study based and flipped classroom format changed the perception of the students as well as the outcome in learning and exam result. This paper will also show, how the course was evaluated by more than 300 students and what is important due to lecture performance and dean alignment. It has shown, that the lectures must commit to the set-up as well as the dean, otherwise parts of the students are more likely to engage less in the course. In addition, it is also shown, how the knowledge exchange between the lectures was done and what the experiences were in trying to teach “the same way” amongst the different teachers and classes with the same learning objectives and at the end the same exam, based on more than 50 peer visits of lecture.
04B - Beitrag Konferenzschrift