The Infinite Learning Chain. Flipped Professional Labs for Learning and Knowledge Co-Creation
Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from "Closed Science" to "Open Science" as a part of a deeper and structural phenomenon known as "k...
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De Gruyter,
2019-11-01T00:00:00Z.
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| 700 | 1 | 0 | |a Zorzano Mier María-Paz |e author |
| 700 | 1 | 0 | |a Mathanlal Thasshwin |e author |
| 700 | 1 | 0 | |a Cuartielles David |e author |
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| 245 | 0 | 0 | |a The Infinite Learning Chain. Flipped Professional Labs for Learning and Knowledge Co-Creation |
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| 500 | |a 2544-7831 | ||
| 500 | |a 10.1515/edu-2019-0011 | ||
| 520 | |a Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from "Closed Science" to "Open Science" as a part of a deeper and structural phenomenon known as "knowledge democratization", where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them. | ||
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| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Open Education Studies, Vol 1, Iss 1, Pp 151-176 (2019) | |
| 787 | 0 | |n https://doi.org/10.1515/edu-2019-0011 | |
| 787 | 0 | |n https://doaj.org/toc/2544-7831 | |
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