Noelia Gerbaudo | University of Santiago de Compostela (original) (raw)
Papers by Noelia Gerbaudo
EAI Endorsed Transactions on Creative Technologies, 2024
INTRODUCTION: Life Story books are frequently employed to facilitate reminiscence interventions, ... more INTRODUCTION: Life Story books are frequently employed to facilitate reminiscence interventions, but their use in Music Therapy remains limited in the scientific literature. There is a paucity of research detailing the design processes involved in this context. OBJECTIVES: This paper aims to report on the adaptation of the Emobook Life Story Book App for a Reminiscence Music Therapy Program for people living with dementia. METHODS: An interdisciplinary team comprising an interaction designer, a software engineer, a music therapist, and a research assistant engaged in a Participatory Design process. The study comprised two distinct phases: "Adaptation Phase," aimed to identify features requiring adjustment to integrate Emobook into MT effectively and the "Implementation Phase," focused on evaluating the adequacy of these changes for Emobook's use within the Music Therapy Program. RESULTS: By merging the requirements identified during each phase, additional improvements were generated, leading to the decision to evolve Emobook Post-Prototype towards a version tailored specifically for Music Therapy. CONCLUSION: Collaborative, interdisciplinary efforts are essential in advancing the incorporation of technology into music therapy practice. This study demonstrates the value of a Participatory Design approach in this regard.
ECOS | Revista Científica de Musicoterapia y Disciplinas Afines, Dec 3, 2020
La noción de musicar como acción social condujo a diversos musicoterapeutas a enriquecer sus desa... more La noción de musicar como acción social condujo a diversos musicoterapeutas a enriquecer sus desarrollos teóricos a partir de herramientas conceptuales provenientes del campo de la sociología de la música. En esta entrevista el musicoterapeuta inglés Gary Ansdell comparte sus reflexiones respecto al trabajo colaborativo y la mutualidad entre la sociología de la música y la musicoterapia. Además, se refiere a los desafíos que implica la pandemia del covid-19, el valor de ser reflexivos y la importancia de reconocer las limitaciones y los desafíos de cada disciplina.
[A noção de musicar como ação social levou diversos musicoterapeutas a enriquecerem seus desenvolvimentos teóricos utilizando ferramentas conceituais do campo da sociologia da música. Nesta entrevista, o musicoterapeuta inglês Gary Ansdell compartilha suas idéias sobre o trabalho colaborativo e a reciprocidade entre a sociologia da música e a musicoterapia. Além disso, refere-se aos desafios colocados pela pandemia covid-19, o valor de ser reflexivo e a importância de reconhecer as limitações e desafios de cada disciplina].
[The notion of musicking as social action led several music therapists to enrich their theoretical developments using conceptual tools from the field of music sociology. In this interview, English music therapist Gary Ansdell shares his thoughts on collaborative work and reciprocity between the sociology of music and music therapy. In addition, he refers to the challenges posed by the covid-19 pandemic, the value of being reflective and the importance of recognizing the limitations and challenges of each discipline.]
ECOS | Revista Científica de Musicoterapia y Disciplinas Afines, 2020
La noción de musicar entra en el campo de la musicoterapia desde dos disciplinas diferentes: musi... more La noción de musicar entra en el campo de la musicoterapia desde dos disciplinas diferentes: musicología y educación musical. Esta revisión, estructurada a partir de un diseño exploratorio y descriptivo, presenta los orígenes del musicar, comenzando con la cronología de las publicaciones más influyentes de Small y Elliott. Expone influencias, conceptos básicos, características, similitudes y diferencias entre ambas propuestas, cómo ingresaron al campo de la musicoterapia y cuáles son sus contribuciones. Se concluye que esta noción es una herramienta para abordar cualquier escena o escenario musical, tanto en el ámbito clínico y comunitario como también en la vida cotidiana. Al mismo tiempo, permite el diálogo y la cooperación interdisciplinaria entre campos interesados en el estudio de la música, la cultura y la sociedad, como es el caso de la musicoterapia y la sociología de la música.
Conference Papers by Noelia Gerbaudo
INTED2023 Proceedings, 2023
Introduction: Increasing the capacity for innovation and entrepreneurship (I&E) is a challenge fo... more Introduction:
Increasing the capacity for innovation and entrepreneurship (I&E) is a challenge for gerontology and a global challenge for higher education institutions (HEIs). The Senior Innovation Lab (SIL) arises as an educational experience developed by the Master in Gerontology and Psychogerontology of the University of Santiago de Compostela (USC) as part of the European research project Innovation and Entrepreneurship in HEIs (INVENTHEI), founded by the EIT HEI Initiative. The project, now in its second phase, aims to enhance the role of HEIs in their regional innovation ecosystems and promote synergies between research and innovation activities. In particular, the SIL initiative consists of training in social innovation skills to face the challenges posed by longevity in society. In its second edition, it focuses on intergenerational co-design. Its objective is to promote the acquisition of knowledge, tools, and a space for collaboration to develop innovative solutions to the different challenges and opportunities presented by the gerontology sector.
Methodology:
In its first edition (November-December 2021), the learning approach was challenge-based, guided by Design Thinking and Lean Start-up methodologies. The second edition (November-December 2022) incorporated an intergenerational co-design approach. Indeed, participation was open to students at the University of Santiago de Compostela at all levels: bachelor's, master's, doctorate, and “IV Ciclo”, a program dedicated to senior students. It also involved the involvement of local entities from the beginning, including continuous contact with SIL participants during the development of innovative solutions. During face-to-face and online sessions lasting 50 hours (21 hours of face-to-face training, 6 hours of online training, and 23 hours of autonomous work), SIL participants were able to develop and present the solution to the challenge posed.
Results:
A total of 28 students divided into five groups participated in the SIL initiative during its second edition. At the end of the training action, each team presented an innovative solution for the challenge posed by the entity they worked with, the initial formulation of the Minimum Viable Product, and an Elevator Pitch.
Conclusions:
SIL developed activities based on challenges associated with longevity, also guided by intergenerational co-design approach. In this second edition, it was possible to transmit knowledge and tools on social innovation and favour collaboration between the participants and entities in formulating solutions to the proposed challenges, keeping older adults at the centre of the solution. Likewise, the SIL initiative highlights the training capacity in I&E skills of a HEI, in this case applied to the field of knowledge and practice of gerontology.
INTED2023 Proceedings, 2023
To expand its role in science, technology and innovation, the European Union (EU) needs to get mo... more To expand its role in science, technology and innovation, the European Union (EU) needs to get more and better researchers and to optimize the use of these human resources. Innovation and entrepreneurial skills are key in the emergence of highly dynamic innovation districts, and Higher Education Institutions (HEIs) must play a central role in training these capacities. Current trends in innovation driven research includes a strong move into social and sustainability-driven innovation; the more influential role of stakeholders such as innovation clusters, digital hubs, local and regional development agencies, and other support organisations; and the merge of products and services in different sectors, such as silver economy, into business model innovation. Innovation is not only a part of ecosystems collaboration, but it is also its concrete methods and models. The development of students as future entrepreneurs can play a critical role in stimulating levels of social and economic activities, with an especial focus in PhD students because the direct link between doctoral studies and knowledge generation in HEIs. At University of Santiago de Compostela, its International PhD School has developed a module in research, innovation, and transfer competences, including trainings about how to transfer a thesis to society within the framework of Sustainable Development Goals (SDG); sustainability, research, and international cooperation within the 2030 Agenda; and a gender perspective as a model of knowledge. The Senior Innovation Lab (SIL) has been recognized for doctoral students within this module. SIL is a specific training in innovation and entrepreneur skills in the context of longevity developed by the Masters Degrees in Psychogerontology and Gerontology within the INnoVation and ENTrepreneurship in HEIs (INVENTHEI) project. The experience of the PhD students within the second edition of the SIL is presented. Recommendation includes shorter programmes, blended methodologies, and a more knowledge-based approach, complementing a person-centred needs assessment. According to the needs detected in this and other initiatives for doctoral students within the INVENTHEI project, a curriculum for postgraduate entrepreneurship training is being designed centred on challenged-based multidisciplinary learning and innovation driven research.
ICERI2022 Proceedings, 2022
Introduction: Innovation and Entrepreneurship in HEIs (INVENTHEI) is a research project founded b... more Introduction:
Innovation and Entrepreneurship in HEIs (INVENTHEI) is a research project founded by the EIT’s HEI Initiative, that in March 2021 invited higher education institutions (HEIs) to design activities to improve their entrepreneurial and innovation capacities. INVENTHEI seeks to enhance the role of HEIs in their regional innovation ecosystems and to promote synergies between research and innovation activities.
Methodology:
In Phase 1 (July-December 2021), the minimum viable innovation vision was developed, and different learning and mentoring activities were conducted, allowing the consortium to learn and update its Innovation Vision Action Plans (IVAP). In Phase 2 (January 2022 – June 2023), the innovation vision is being scaled, implementing activities that will allow the consortium to transfer practices to other faculties and disseminate them to other HEIs.
The project is based on a multidisciplinary approach, trying to involve and provide innovation & entrepreneur (I&E) background to academic staff. The target is to prepare them to influence students' I&E skills through a “learning by doing” approach, using lean start-up, design thinking, and challenge-based multidisciplinary learning as the primary methodologies.
Results:
In Phase 1, learning and mentoring activities included actions on clean mobility and sustainability (“Clean mobility day” and “Transport Tech Day” developed at the University of Pardubice; “Education for sustainability” at Valahia University of Targoviste; Problem-based learning project “EU Green Deal” at TTK University of Applied Sciences), lifespan (“Senior Innovation Lab” and “Senior Innovation Workshop” at University of Santiago de Compostela; “Implementation of a lifelong learning course” at University of Pardubice), introductory (“New Innovation & Economic Growth seminar” at University of Sheffield; “Entrepreneurship Inspiration Day” at TTK University of Applied Sciences) and advanced I&E skills (i.e. “Transferable Skills: SciTech - Transversal Challenges in Science and Engineering” and “Innovation Days” at University of Porto; “School of Startups for PhD Researchers” at UPTEC – Science and Technology Park of University of Porto). In this first phase, INVENTHEI trained 567 students, 108 academic staff, and 158 non-academic staff and mentored 67 students, 42 academic staff, and 24 non-academic staff members. In Phase 2, INVENTHEI is addressing the replicability of its results using a lighthouse approach, where the involved faculties from partner HEIs promote and provide project results to other faculties and HEIs.
Conclusions:
INVENTHEI has developed challenging-based learning and innovation-driven research programs, involving external organizations and students from different faculties, and courses for transferable and soft skills, particularly I&E skills, but also including other topics like academic collaboration with industry. The lighthouse/follower model for replicability and transferability is presented and discussed.
Pre-prints by Noelia Gerbaudo
SocArXiv, 2023
Education can be a central tool for stimulating entrepreneurship, establishing positive links bet... more Education can be a central tool for stimulating entrepreneurship, establishing positive links between entrepreneurship education (EE), entrepreneurship performance and development of innovative ideas. Recognizing the pivotal role of doctoral programs within the education system, it becomes crucial for Higher Education Institutions (HEIs) to incorporate entrepreneurship education (EE) into these programs. Training for Innovation Driven Research program has been designed within the INVENTHEI project, and it is aimed to Ph. D. students in early stages of their research trajectories. The design thinking methodology underpins the practical approach of learning-by-doing. Each session focusses on a specific design thinking phase to train at least one of the six competences selected from the EntreComp framework: spotting opportunities, creativity, vision, mobilising others, planning and management, and learning through experience. In order to examinate how the training is functioning regarding its goals or objectives, including whether program activities have been successfully designed and implemented, and if it has effects in the target population, various tools have been designed. These tools include observation checklists for continuous evaluation, rubrics to identify if the objectifiable products meet the basic requirements, and surveys with structured questionnaires to evaluate different aspects.
Tesis de Maestría by Noelia Gerbaudo
Trabajo Final de Máster | Universidad de Santiago de Compostela, 2021
La demencia se asocia con una alta prevalencia de síntomas psicológicos y conductuales, un progre... more La demencia se asocia con una alta prevalencia de síntomas psicológicos y conductuales, un progresivo aumento de la medicalización, un consecuente incremento del gasto económico y la aparición de patologías producto del estrés en cuidadores. Los cambios socio-ambientales debidos a la pandemia de COVID-19 dificultaron aún más la situación. En este contexto, las actividades significativas mediadas por tecnologías multimedia emergen como una alternativa para mejorar la calidad de vida. Este trabajo se propone analizar la implementación de sistemas multimedia interactivos y personalizados, destinados a ser empleados por las personas con demencias, tanto en instituciones como en el propio hogar. La revisión sistemática siguió las directrices de búsqueda y selección de artículos de la guía PRISMA. De los 443 artículos identificados en las cuatro bases de datos consultadas, fueron seleccionados 12. Entre los criterios de inclusión se estableció que los estudios reportaran los resultados de la intervención sobre el bienestar de la persona con demencia. Los hallazgos de esta revisión sugieren que los sistemas multimedia interactivos pueden tener efectos positivos sobre el bienestar de las personas con demencia como complemento de enfoques psicosociales. Sin embargo, el tamaño de muestra, la variabilidad en el diagnóstico, las diferencias en los diseños y las intervenciones dificultan generalizar los hallazgos. Para estudios futuros se recomienda fortalecer metodologías, valorar contextos de implementación y necesidades de las personas participantes antes de adecuar las tecnologías.
Tesis de Licenciatura by Noelia Gerbaudo
Trabajo Final de Grado | Licenciatura en Musicoterapia, 2018
A mediados de la década del noventa, algunos referentes de la Musicoterapia con perspectivas cent... more A mediados de la década del noventa, algunos referentes de la Musicoterapia con perspectivas centradas en la música y en la cultura propusieron un tipo de análisis de la práctica musicoterapéutica que incluía cambios tanto en la forma de pensar la música como en el lugar desde el cual abordarla. En esos años, la noción de musicar (musicking) llegó al campo de la Musicoterapia de la mano de dos académicos de distintos campos teóricos. El propósito de esta tesis de grado es describir exhaustivamente la noción de musicar y estudiar sus aportes al campo de la musicoterapia. Este análisis, estructurado a partir de un diseño descriptivo y exploratorio, se organiza en cuatro partes. En la primera, se abordan los orígenes de la noción musicar, tomando como eje la cronología de las publicaciones de Small y Elliott; se exponen influencias, supuestos básicos y características de cada concepción. En la segunda parte, se señalan y analizan las similitudes y diferencias entre sus propuestas. Luego, se aborda cómo ingresan al campo de la musicoterapia: qué referentes adoptan “musicing”, quiénes “musicking” y qué consideran que aportan. Finalmente, se explica cómo a partir de la Sociología de la Música, de la mano de DeNora, se enriquecieron los desarrollos teóricos que el musicar inauguró en el campo de la Musicoterapia.
Talks by Noelia Gerbaudo
VIII Congreso Latinoamericano de Musicoterapia, 2022
Los cambios devenidos tras la pandemia ocasionada por el COVID-19, el confinamiento y el distanci... more Los cambios devenidos tras la pandemia ocasionada por el COVID-19, el confinamiento y el distanciamiento preventivo, supusieron la adaptación de muchos de los dispositivos musicoterapéuticos para la atención telemática. Esto supuso ciertas características, limitaciones y potencialidades, desafíos y oportunidades para nuestro colectivo profesional. Más aún teniendo en cuenta la diversidad de situaciones socioeconómicas y la dificultad de un alto porcentaje de la población para acceder a dispositivos electrónicos, internet, y conocimientos técnicos específicos. Se propone un conversatorio para intercambiar vivencias y perspectivas respecto a la experiencia de musicar en el entorno tecnológico durante la pandemia. Surgen los interrogantes: 1) ¿Cuáles fueron las dificultades y cuáles las oportunidades?, 2) ¿Qué recursos y estrategias emplearon para sostener la continuidad?, 3) ¿Cómo impactaron estas experiencias en nuestra práctica profesional?, 4) ¿Cuáles son los aprendizajes y aportes para la musicoterapia como disciplina?
EAI Endorsed Transactions on Creative Technologies, 2024
INTRODUCTION: Life Story books are frequently employed to facilitate reminiscence interventions, ... more INTRODUCTION: Life Story books are frequently employed to facilitate reminiscence interventions, but their use in Music Therapy remains limited in the scientific literature. There is a paucity of research detailing the design processes involved in this context. OBJECTIVES: This paper aims to report on the adaptation of the Emobook Life Story Book App for a Reminiscence Music Therapy Program for people living with dementia. METHODS: An interdisciplinary team comprising an interaction designer, a software engineer, a music therapist, and a research assistant engaged in a Participatory Design process. The study comprised two distinct phases: "Adaptation Phase," aimed to identify features requiring adjustment to integrate Emobook into MT effectively and the "Implementation Phase," focused on evaluating the adequacy of these changes for Emobook's use within the Music Therapy Program. RESULTS: By merging the requirements identified during each phase, additional improvements were generated, leading to the decision to evolve Emobook Post-Prototype towards a version tailored specifically for Music Therapy. CONCLUSION: Collaborative, interdisciplinary efforts are essential in advancing the incorporation of technology into music therapy practice. This study demonstrates the value of a Participatory Design approach in this regard.
ECOS | Revista Científica de Musicoterapia y Disciplinas Afines, Dec 3, 2020
La noción de musicar como acción social condujo a diversos musicoterapeutas a enriquecer sus desa... more La noción de musicar como acción social condujo a diversos musicoterapeutas a enriquecer sus desarrollos teóricos a partir de herramientas conceptuales provenientes del campo de la sociología de la música. En esta entrevista el musicoterapeuta inglés Gary Ansdell comparte sus reflexiones respecto al trabajo colaborativo y la mutualidad entre la sociología de la música y la musicoterapia. Además, se refiere a los desafíos que implica la pandemia del covid-19, el valor de ser reflexivos y la importancia de reconocer las limitaciones y los desafíos de cada disciplina.
[A noção de musicar como ação social levou diversos musicoterapeutas a enriquecerem seus desenvolvimentos teóricos utilizando ferramentas conceituais do campo da sociologia da música. Nesta entrevista, o musicoterapeuta inglês Gary Ansdell compartilha suas idéias sobre o trabalho colaborativo e a reciprocidade entre a sociologia da música e a musicoterapia. Além disso, refere-se aos desafios colocados pela pandemia covid-19, o valor de ser reflexivo e a importância de reconhecer as limitações e desafios de cada disciplina].
[The notion of musicking as social action led several music therapists to enrich their theoretical developments using conceptual tools from the field of music sociology. In this interview, English music therapist Gary Ansdell shares his thoughts on collaborative work and reciprocity between the sociology of music and music therapy. In addition, he refers to the challenges posed by the covid-19 pandemic, the value of being reflective and the importance of recognizing the limitations and challenges of each discipline.]
ECOS | Revista Científica de Musicoterapia y Disciplinas Afines, 2020
La noción de musicar entra en el campo de la musicoterapia desde dos disciplinas diferentes: musi... more La noción de musicar entra en el campo de la musicoterapia desde dos disciplinas diferentes: musicología y educación musical. Esta revisión, estructurada a partir de un diseño exploratorio y descriptivo, presenta los orígenes del musicar, comenzando con la cronología de las publicaciones más influyentes de Small y Elliott. Expone influencias, conceptos básicos, características, similitudes y diferencias entre ambas propuestas, cómo ingresaron al campo de la musicoterapia y cuáles son sus contribuciones. Se concluye que esta noción es una herramienta para abordar cualquier escena o escenario musical, tanto en el ámbito clínico y comunitario como también en la vida cotidiana. Al mismo tiempo, permite el diálogo y la cooperación interdisciplinaria entre campos interesados en el estudio de la música, la cultura y la sociedad, como es el caso de la musicoterapia y la sociología de la música.
INTED2023 Proceedings, 2023
Introduction: Increasing the capacity for innovation and entrepreneurship (I&E) is a challenge fo... more Introduction:
Increasing the capacity for innovation and entrepreneurship (I&E) is a challenge for gerontology and a global challenge for higher education institutions (HEIs). The Senior Innovation Lab (SIL) arises as an educational experience developed by the Master in Gerontology and Psychogerontology of the University of Santiago de Compostela (USC) as part of the European research project Innovation and Entrepreneurship in HEIs (INVENTHEI), founded by the EIT HEI Initiative. The project, now in its second phase, aims to enhance the role of HEIs in their regional innovation ecosystems and promote synergies between research and innovation activities. In particular, the SIL initiative consists of training in social innovation skills to face the challenges posed by longevity in society. In its second edition, it focuses on intergenerational co-design. Its objective is to promote the acquisition of knowledge, tools, and a space for collaboration to develop innovative solutions to the different challenges and opportunities presented by the gerontology sector.
Methodology:
In its first edition (November-December 2021), the learning approach was challenge-based, guided by Design Thinking and Lean Start-up methodologies. The second edition (November-December 2022) incorporated an intergenerational co-design approach. Indeed, participation was open to students at the University of Santiago de Compostela at all levels: bachelor's, master's, doctorate, and “IV Ciclo”, a program dedicated to senior students. It also involved the involvement of local entities from the beginning, including continuous contact with SIL participants during the development of innovative solutions. During face-to-face and online sessions lasting 50 hours (21 hours of face-to-face training, 6 hours of online training, and 23 hours of autonomous work), SIL participants were able to develop and present the solution to the challenge posed.
Results:
A total of 28 students divided into five groups participated in the SIL initiative during its second edition. At the end of the training action, each team presented an innovative solution for the challenge posed by the entity they worked with, the initial formulation of the Minimum Viable Product, and an Elevator Pitch.
Conclusions:
SIL developed activities based on challenges associated with longevity, also guided by intergenerational co-design approach. In this second edition, it was possible to transmit knowledge and tools on social innovation and favour collaboration between the participants and entities in formulating solutions to the proposed challenges, keeping older adults at the centre of the solution. Likewise, the SIL initiative highlights the training capacity in I&E skills of a HEI, in this case applied to the field of knowledge and practice of gerontology.
INTED2023 Proceedings, 2023
To expand its role in science, technology and innovation, the European Union (EU) needs to get mo... more To expand its role in science, technology and innovation, the European Union (EU) needs to get more and better researchers and to optimize the use of these human resources. Innovation and entrepreneurial skills are key in the emergence of highly dynamic innovation districts, and Higher Education Institutions (HEIs) must play a central role in training these capacities. Current trends in innovation driven research includes a strong move into social and sustainability-driven innovation; the more influential role of stakeholders such as innovation clusters, digital hubs, local and regional development agencies, and other support organisations; and the merge of products and services in different sectors, such as silver economy, into business model innovation. Innovation is not only a part of ecosystems collaboration, but it is also its concrete methods and models. The development of students as future entrepreneurs can play a critical role in stimulating levels of social and economic activities, with an especial focus in PhD students because the direct link between doctoral studies and knowledge generation in HEIs. At University of Santiago de Compostela, its International PhD School has developed a module in research, innovation, and transfer competences, including trainings about how to transfer a thesis to society within the framework of Sustainable Development Goals (SDG); sustainability, research, and international cooperation within the 2030 Agenda; and a gender perspective as a model of knowledge. The Senior Innovation Lab (SIL) has been recognized for doctoral students within this module. SIL is a specific training in innovation and entrepreneur skills in the context of longevity developed by the Masters Degrees in Psychogerontology and Gerontology within the INnoVation and ENTrepreneurship in HEIs (INVENTHEI) project. The experience of the PhD students within the second edition of the SIL is presented. Recommendation includes shorter programmes, blended methodologies, and a more knowledge-based approach, complementing a person-centred needs assessment. According to the needs detected in this and other initiatives for doctoral students within the INVENTHEI project, a curriculum for postgraduate entrepreneurship training is being designed centred on challenged-based multidisciplinary learning and innovation driven research.
ICERI2022 Proceedings, 2022
Introduction: Innovation and Entrepreneurship in HEIs (INVENTHEI) is a research project founded b... more Introduction:
Innovation and Entrepreneurship in HEIs (INVENTHEI) is a research project founded by the EIT’s HEI Initiative, that in March 2021 invited higher education institutions (HEIs) to design activities to improve their entrepreneurial and innovation capacities. INVENTHEI seeks to enhance the role of HEIs in their regional innovation ecosystems and to promote synergies between research and innovation activities.
Methodology:
In Phase 1 (July-December 2021), the minimum viable innovation vision was developed, and different learning and mentoring activities were conducted, allowing the consortium to learn and update its Innovation Vision Action Plans (IVAP). In Phase 2 (January 2022 – June 2023), the innovation vision is being scaled, implementing activities that will allow the consortium to transfer practices to other faculties and disseminate them to other HEIs.
The project is based on a multidisciplinary approach, trying to involve and provide innovation & entrepreneur (I&E) background to academic staff. The target is to prepare them to influence students' I&E skills through a “learning by doing” approach, using lean start-up, design thinking, and challenge-based multidisciplinary learning as the primary methodologies.
Results:
In Phase 1, learning and mentoring activities included actions on clean mobility and sustainability (“Clean mobility day” and “Transport Tech Day” developed at the University of Pardubice; “Education for sustainability” at Valahia University of Targoviste; Problem-based learning project “EU Green Deal” at TTK University of Applied Sciences), lifespan (“Senior Innovation Lab” and “Senior Innovation Workshop” at University of Santiago de Compostela; “Implementation of a lifelong learning course” at University of Pardubice), introductory (“New Innovation & Economic Growth seminar” at University of Sheffield; “Entrepreneurship Inspiration Day” at TTK University of Applied Sciences) and advanced I&E skills (i.e. “Transferable Skills: SciTech - Transversal Challenges in Science and Engineering” and “Innovation Days” at University of Porto; “School of Startups for PhD Researchers” at UPTEC – Science and Technology Park of University of Porto). In this first phase, INVENTHEI trained 567 students, 108 academic staff, and 158 non-academic staff and mentored 67 students, 42 academic staff, and 24 non-academic staff members. In Phase 2, INVENTHEI is addressing the replicability of its results using a lighthouse approach, where the involved faculties from partner HEIs promote and provide project results to other faculties and HEIs.
Conclusions:
INVENTHEI has developed challenging-based learning and innovation-driven research programs, involving external organizations and students from different faculties, and courses for transferable and soft skills, particularly I&E skills, but also including other topics like academic collaboration with industry. The lighthouse/follower model for replicability and transferability is presented and discussed.
SocArXiv, 2023
Education can be a central tool for stimulating entrepreneurship, establishing positive links bet... more Education can be a central tool for stimulating entrepreneurship, establishing positive links between entrepreneurship education (EE), entrepreneurship performance and development of innovative ideas. Recognizing the pivotal role of doctoral programs within the education system, it becomes crucial for Higher Education Institutions (HEIs) to incorporate entrepreneurship education (EE) into these programs. Training for Innovation Driven Research program has been designed within the INVENTHEI project, and it is aimed to Ph. D. students in early stages of their research trajectories. The design thinking methodology underpins the practical approach of learning-by-doing. Each session focusses on a specific design thinking phase to train at least one of the six competences selected from the EntreComp framework: spotting opportunities, creativity, vision, mobilising others, planning and management, and learning through experience. In order to examinate how the training is functioning regarding its goals or objectives, including whether program activities have been successfully designed and implemented, and if it has effects in the target population, various tools have been designed. These tools include observation checklists for continuous evaluation, rubrics to identify if the objectifiable products meet the basic requirements, and surveys with structured questionnaires to evaluate different aspects.
Trabajo Final de Máster | Universidad de Santiago de Compostela, 2021
La demencia se asocia con una alta prevalencia de síntomas psicológicos y conductuales, un progre... more La demencia se asocia con una alta prevalencia de síntomas psicológicos y conductuales, un progresivo aumento de la medicalización, un consecuente incremento del gasto económico y la aparición de patologías producto del estrés en cuidadores. Los cambios socio-ambientales debidos a la pandemia de COVID-19 dificultaron aún más la situación. En este contexto, las actividades significativas mediadas por tecnologías multimedia emergen como una alternativa para mejorar la calidad de vida. Este trabajo se propone analizar la implementación de sistemas multimedia interactivos y personalizados, destinados a ser empleados por las personas con demencias, tanto en instituciones como en el propio hogar. La revisión sistemática siguió las directrices de búsqueda y selección de artículos de la guía PRISMA. De los 443 artículos identificados en las cuatro bases de datos consultadas, fueron seleccionados 12. Entre los criterios de inclusión se estableció que los estudios reportaran los resultados de la intervención sobre el bienestar de la persona con demencia. Los hallazgos de esta revisión sugieren que los sistemas multimedia interactivos pueden tener efectos positivos sobre el bienestar de las personas con demencia como complemento de enfoques psicosociales. Sin embargo, el tamaño de muestra, la variabilidad en el diagnóstico, las diferencias en los diseños y las intervenciones dificultan generalizar los hallazgos. Para estudios futuros se recomienda fortalecer metodologías, valorar contextos de implementación y necesidades de las personas participantes antes de adecuar las tecnologías.
Trabajo Final de Grado | Licenciatura en Musicoterapia, 2018
A mediados de la década del noventa, algunos referentes de la Musicoterapia con perspectivas cent... more A mediados de la década del noventa, algunos referentes de la Musicoterapia con perspectivas centradas en la música y en la cultura propusieron un tipo de análisis de la práctica musicoterapéutica que incluía cambios tanto en la forma de pensar la música como en el lugar desde el cual abordarla. En esos años, la noción de musicar (musicking) llegó al campo de la Musicoterapia de la mano de dos académicos de distintos campos teóricos. El propósito de esta tesis de grado es describir exhaustivamente la noción de musicar y estudiar sus aportes al campo de la musicoterapia. Este análisis, estructurado a partir de un diseño descriptivo y exploratorio, se organiza en cuatro partes. En la primera, se abordan los orígenes de la noción musicar, tomando como eje la cronología de las publicaciones de Small y Elliott; se exponen influencias, supuestos básicos y características de cada concepción. En la segunda parte, se señalan y analizan las similitudes y diferencias entre sus propuestas. Luego, se aborda cómo ingresan al campo de la musicoterapia: qué referentes adoptan “musicing”, quiénes “musicking” y qué consideran que aportan. Finalmente, se explica cómo a partir de la Sociología de la Música, de la mano de DeNora, se enriquecieron los desarrollos teóricos que el musicar inauguró en el campo de la Musicoterapia.
VIII Congreso Latinoamericano de Musicoterapia, 2022
Los cambios devenidos tras la pandemia ocasionada por el COVID-19, el confinamiento y el distanci... more Los cambios devenidos tras la pandemia ocasionada por el COVID-19, el confinamiento y el distanciamiento preventivo, supusieron la adaptación de muchos de los dispositivos musicoterapéuticos para la atención telemática. Esto supuso ciertas características, limitaciones y potencialidades, desafíos y oportunidades para nuestro colectivo profesional. Más aún teniendo en cuenta la diversidad de situaciones socioeconómicas y la dificultad de un alto porcentaje de la población para acceder a dispositivos electrónicos, internet, y conocimientos técnicos específicos. Se propone un conversatorio para intercambiar vivencias y perspectivas respecto a la experiencia de musicar en el entorno tecnológico durante la pandemia. Surgen los interrogantes: 1) ¿Cuáles fueron las dificultades y cuáles las oportunidades?, 2) ¿Qué recursos y estrategias emplearon para sostener la continuidad?, 3) ¿Cómo impactaron estas experiencias en nuestra práctica profesional?, 4) ¿Cuáles son los aprendizajes y aportes para la musicoterapia como disciplina?