Co-creating knowledge in educational contexts: glossaLAB.edu project

Versión española Closely related to the development of the glossaLAB project, in the autumn of 2018 an educational we submitted a project proposal on education innovation to the Social Council of the University of León, which was awarded in December of the same year for its development in one year. The project, which involves the participation of a part of the glossaLAB consortium, is planned in continuity with another project within the same innovation programme, equally devoted to the conceptual clarification in the general study of information during the previous year, which gathered results from several educational contexts, at the University of León (Spain), Munich University of Applied Sciences (Germany) and State University of Santa Elena Peninsula (Ecuador). In the current edition, the participations of Madrid Open University and the Isabel I University (both in Spain) are also foreseen. The project contemplates, both in the previous project and in the current one, the contribution to the conceptual clarification system based on interdisciplinary glossaries, at the different levels of development previewed in glossaLAB project: (i) Technical level (development of the platform); (ii) theoretical level (conceptual clarification in itself); (iii) Metatheoretical level (evaluation of the results of conceptual clarification, in terms of the integration of the knowledge acquired); and (iv) Organizational level (development of the management system for the interdisciplinary activity of autonomous teams, based on the model of cyber-subsidiarity). However, levels (i) and (ii) are the most important in educational contexts.1 ___________ (1) In any case, in 2018 relevant meta-theoretical results were published, applied to the development of soft skills in educational contexts, which have contributed to the development of the knowledge integration analysis methodology proposed in the glossaLAB and glossaLAB.edu projects. Cf. GUTIÉRREZ, E.; DÍAZ NAFRÍA, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54: 49-58. https://doi.org/10.3916/C54-2018-05  (BITrum's contributions blog).