University of Ciego de Ávila Máximo Gómez Báez
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ISSN: 2309-8333
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RNPS: 2411
|13(1) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite this article:
Sánchez-
Bayón, A.,
Miquel-Burgos, A. B.,
& Alonso-
Neira, M. A. (2025). Experience of learning
technovation for i-entrepreneurship
training: ¿how to prepare the students for
digital economy?
Estrategia y Gestión
Universitaria
, 13(1), e8765.
https://doi.org/
10.5281/zenodo.14908364
Received: 18/01/2025
Accepted: 25/02/2025
Published: 28/02/2025
Corresponding author:
antonio.sbayon@urjc.es
Conflict of interest:
The authors declare
that they have no conflict of interest that
may have influenced the results obtained
or the proposed interpretations
.
Experience of learning
technovation for i-
entrepreneurship training: how to
prepare the students for digital
economy?
Experiencia de tecnovación educativa
para capacitación en i-emprendimiento:
¿cómo preparar a los estudiantes para la
economía digital?
Experiência de technovation na
aprendizagem para a formação em i-
empreendedorismo: como preparar os
alunos para a economia digital?
Abstract
Introduction: with the advance of digital economy and to
avoid the feared technological stoppage, it is urgent to
reconcile university and entrepreneurship, with the help of
applications and artificial intelligence that facilitate this
mission. Objective: to present a technovation learning
experience, which trains students to become i-entrepreneurs.
Method: the design is a descriptive and exploratory study that
systematizes the background of ten years of experience, based
on an active and collaborative learning experience, with
gamification and inverted classroom, for teams that simulate
being startups in a contest. Results: the content and structure
provide a diagnosis of the situation, followed by a
presentation of the experience and the main points in its
development and implementation, to help anyone interested
in replicating it. Among the results and findings, it is worth
highlighting the greater commitment of the students,
increasing their attendance and participation, verified in the
grades and in the teaching quality surveys. Conclusion: This
learning experience shows how to become a digital
entrepreneur and thus overcome the dreaded technological
unemployment. Students have been able to see for themselves
the necessary relationship between the academic and
professional worlds, as well as being able to undertake their
own projects after the experience in the classroom.
Keywords: learning technovation, i-entrepreneurship, geek
and talent method, sustainable development goals,
infoproducts, artificial intelligence
Resumen
Introducción: con el avance de la economía digital y para
evitar el temido paro tecnológico, urge reconciliar universidad
y emprendimiento, ayudándose de aplicaciones e inteligencias
artificiales que faciliten dicha misión. Objetivo: presentar una
experiencia de aprendizaje de tecnovación, que capacite a los
estudiantes para convertirse en i-emprendedores.
Antonio Sánchez-Bayón
1
Universidad Rey Juan Carlos
https://orcid.org/0000-0003-4855-8356
antonio.sbayon@urjc.es
España
Ana Belén Miquel-Burgos
2
Universidad Rey Juan Carlos
https://orcid.org/0000-0001-5658-0073
anabelen.miquel@urjc.es
España
Miguel A. Alonso-Neira
3
Universidad Rey Juan Carlos
https://orcid.org/0000-0002-6778-3594
miguelangel.alonso@urjc.es
España
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(1) | January-June |2025|
| Antonio Sánchez-Bayón | Ana Belén Miquel-Burgos |
Miguel A. Alonso-Neira |
Método:
el diseño es un estudio descriptivo y exploratorio que sistematiza los
antecedentes de diez años de experiencia, basada en una experiencia de
aprendizaje activo y colaborativo, con gamificación y aula invertida, para equipos
que simulan ser startups en un concurso.
Resultados:
el contenido y la estructura
ofrecen un diagnóstico de la situación, para continuar con la presentación de la
experiencia y los puntos principales en su desarrollo y realización, para ayudar a
quien esté interesado en su réplica. Entre los resultados y hallazgos, cabe
destacar el mayor compromiso de los estudiantes, aumentando su asistencia y
participación, verificado en las calificaciones y en las encuestas de calidad
docente.
Conclusión:
esta experiencia de aprendizaje para mostrar cómo llegar
a ser emprendedor digital y así sortear el temido desempleo tecnológico. Los
estudiantes han podido comprobar por sí mismos la necesaria relación entre el
mundo académico y el profesional, además de llegar a emprender sus propios
proyectos tras la experiencia en el aula.
Palabras clave:
aprendizaje de la tecnonovación, i-emprendimiento, método
geek y talento, objetivos de desarrollo sostenible, infoproductos, inteligencia
artificial
Resumo
Introdução: com o avanço da economia digital e para evitar o temido desemprego
tecnológico, é urgente reconciliar universidade e empreendedorismo, utilizando
aplicativos e inteligências artificiais que facilitem essa missão. Objetivo:
apresentar uma experiência de aprendizagem de tecnovação, capacitando os
estudantes para se tornarem i-empreendedores. Método: o design é um estudo
descritivo e exploratório que sistematiza os antecedentes de dez anos de
experiência, baseado em uma experiência de aprendizagem ativa e colaborativa,
com gamificação e sala de aula invertida, para equipes que simulam ser startups
em um concurso. Resultados: o conteúdo e a estrutura oferecem um diagnóstico
da situação, continuando com a apresentação da experiência e os pontos principais
em seu desenvolvimento e realização, para ajudar a quem estiver interessado em
sua replicação. Entre os resultados e achados, destaca-se o maior compromisso
dos estudantes, aumentando sua assiduidade e participação, verificado nas notas
e nas pesquisas de qualidade docente. Conclusão: esta experiência de
aprendizagem mostra como se tornar um empreendedor digital e, assim, evitar o
temido desemprego tecnológico. Os estudantes puderam comprovar por si mesmos
a necessária relação entre o mundo acadêmico e o profissional, além de
empreenderem seus próprios projetos após a experiência na sala de aula.
Palavras-chave:
aprendizagem de tecnovação, i-empreendedorismo, método
geek e talento, objetivos de desenvolvimento sustentável, infoprodutos,
inteligência artificial
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Introduction
One of the great challenges into the universities, regarded students´
professional future, it is how to include learning experiences which connect
digitalization-entrepreneurship-sustainable development goals-SDG (Herman, 2022;
Gavrila & De Lucas, 2022; Cardeño Portela et al., 2023; López González, 2023;
Jiménez-Pitre et al., 2023). To achieve this integration, an effective way is to carry
out internships in which students learn by doing (Stan et al., 2021; Pérez Gamboa et
al., 2022; Gonzales et al., 2023; Guerra et al., 2023), thus connecting what is
studied in the classroom with reality and its demands. The scenario that our students
face is conditioned by accelerated and constant technological changes (Volti &
Croissant, 2024). However, similar situations have already been experienced in
previous industrial, technological, energy and demographic revolutions (Sharma &
Singh, 2020; Groumpos, 2021; see figure 1) –preceded by legal-political revolutions
which favored those revolutions.
Table 1
Comparison between industrial, technological, energy and demographic revolutions
Revolutions
Traits
Macro and social indicators
1
st.
Revolution(s)
(1760-
1870, Atlantic
Europe)
based on coal and vapour engine (i.e.
trains); there was a social movement from
country to urban workshops (highlighting
the textile sector); civil contracts for
leasing services (for agreed working days
and services); the advance of the estates
and guilds slows down
At that time, there were less than
1.2 billion people, with a global
GDP per capita under $1,000.
2
nd.
Rev. (1880-
1950, in Europe and
the Anglo-
Saxon
world)
oil, electricity and assembly lines (for
mass production); there was a transition
from workshops to factories (with the
automotive sector standing out); proper
employment contracts (under a
protective labour law regime); its
progress is slowed (with accelerations and
recessions) by wars and state
interventions.
At the beginning of the 20th
century, the world population was
approximately 2 billion people,
with a GDP per capita of over
$1,000.
3
rd.
Rev. (1960-2008,
in the West –
especially, Asian
tigers)
IT and robotization, more nuclear energy
and renewables; we are moving from
factories to centralized techno
-
bureaucratic headquarters and
delocalized production and sales
modules, more explosion of
malls
or
shopping centres, with a variety of
employment relationships and
employability (civil and commercial
contracts, labour, civil service, etc.).
State interventions continue to alter its
progress (this is the golden age of EB).
At the turn of the millennium, the
world's population was over 6
billion and its GDP per capita was
approaching $10,000.
4
th.
Rev. (2008-2030,
planetarium)
Internet, programming (especially block-
chain since 2009) and mobile phones
(
smartphone as an office), it is the era of
social networks, apps & everywhere
There are currently more than 7.5
billion people on the planet, with
an average global GDP per capita
of over $14,000.
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commerce-ewc or virtual continuous
marketing, giving rise to the return of the
professional (
knowmads v. freeriders
),
who can be a commission agent, biller,
affiliate, etc. (new formulas for
regulating mixed employment
relationships emerge, i.e.
click-
pay ,
flexecurity , part
-time jobs mix
). It is
also the period of the emergence of
smart
-contracts & DAO
(intelligent
contracts, as codes in the cloud, whose
parts are artificial intelligences, which
operate from the Stock Market to
driverless driving).
5
th.
Rev. (2030 – or
before: with the
singularity)
Artificial intelligence and transhumanism.
Jevons paradox challenge on energy.
The demographic transition is
complete, with the population and
concentration of wealth not
exceeding 10 billion.
Source: Own elaboration.
The key-idea of this work is this: How to promote the digitalization and to
avoid technological unemployment? (Lima et al, 2021; Kuzior, 2022). Among the
several noteworthy historical episodes, attention is drawn to the technological
advances and the great economic development during the happy decade of 20s in
the 20th century, which after the crisis of 1929 and the beginning of the Great
Recession of the 30s, aroused great controversy among economists. Keynes (1930)
wondered about the future of the work of "our grandchildren" with respect to
technological change: if there are so many and so fast technological advances, will
they be incorporated or will there be a technological stoppage? To avoid this
scenario, it is urgent that business schools and universities teach students how to
professionally integrate technological advances (Jandrić & Hayes, 2020), to be more
productive and enjoy greater wellbeing possition (EU-Consilium, 2019a-b; Draghi,
2024; Sánchez-Bayón, 2022 & 2023).
This work is an oportunity to share with the university community an
experience of digital teaching innovation (Esteve-Mon et al., 2020; Garzón et al.,
2020), which has been successful, in terms of participation and recognition by
students (with teaching quality surveys) as well as by academic authorities (with
certificate-letters), offering the keys for its realization by other people interested.
With this experience, in turn, we intend at the same time to address and integrate
the sustainable development objectives (SDG), promote talent and digital
entrepreneurship, in addition to recovering the original sense of university social
responsibility, related to the commitment to the equal cultivation of ambitio
dignitatis or civic/humanistic education to be a better person, and the ambitio
pecuniae or professional preparation that makes it easier to be entreprenuer and to
get better wellbeing and wealth possition (Sánchez-Bayón, 2021a-b).
This experience has been enriched by the widespread implementation of
generative artificial intelligence since November 2022, following the announcement
of the open distribution of ChatGPT by OpenAI and the race of Big-tech or large
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technology companies (i.e. Google, Microsoft, Meta) to establish themselves in the
market (Hutchinson, 2022; Khanal et al., 2024). This has given rise to a new socio-
economic cycle (Tominc & Rožman, 2023), coinciding with the change in
management and recovery from the COVID-19 crisis (Dobrowolski, 2020; Lv et al.,
2023). The previous cycle started with the massification of social networks after the
Great Recession of 2008 (Schirch, 2021; Barroso & Barroso, 2023). The previous
cycle, in turn, began with the generalization of the Internet and open source, also
after overcoming the economic-financial crisis in Southeast Asia (Wang et al., 2022).
In this way, it is possible to easily observe the pattern of crisis and restart of the
cycle with social transformation approximately every decade (Huarachi et al, 2020;
Mielants & Bardos, 2020). The new cycle is interpreted differently depending on the
economic school that is handled (a question that is clarified in the following section).
What does seem to be shared by most teachers is their commitment to students (Siri
et al., 2020; San-Martín et al., 2020), helping them to acquire practical knowledge
(Hausmann & Hidalgo, 2014) that allows them to get a possition of wellbeing and
wealth, through a minimum-cost entrepreneurship (tending to zero marginal cost),
convergent with the digital economy and combining its expressions of collaborative
and circular economy, automated economy and orange economy (Sánchez-Bayón,
2021a, 2022 & 2023).
This work is composed of the following sections: a) a review of theoretical
and methodological frameworks: approaches and practices are reviewed, allowing a
brief diagnosis of the situation, in addition to presenting the geek'n'talent method
(GTM) or development of digital talent, for the digital entrepreneurship of
infoproducts (and with it, respect for the SDGs), all of which is improved with the
application of generative artificial intelligence (GAI); b) development of the
experience and analysis of results: a systematization of work keys and a balance of
the experience acquired are offered; c) discussion and conclusions: a balance is
made, in addition to offering future lines of research.
As has been pointed out, this work seeks to disseminate a successful method
of teaching and entrepreneurial innovation, oriented towards training in the global
digital economy (and therefore of minimum cost and replicable in almost any
environment), since it is based on the recycling of knowledge and talent to offer
personalized experiences that allow students to earn a living, regardless of the
moment of the economic cycle in which they graduate from university.
Materials and methods
Schools of economic thought can be divided in several ways, but here we
follow the attitudinal classification towards digital change (Sánchez-Bayón et al,
2023): developers/developmentalists vs. degrowthers. According to this
classification, the developmentalists (including liberalizing schools, i.e. Austrian
Economics, New-institutional Economics) have a positive view (in favor and
realistic), defending free trade, technological advancement and entrepreneurship,
with adaptive proposals (i.e. GTM). In contrast, the degrowthers (including
interventionist schools, i.e. New & post-Keynesians, institutionalists, socialists) have
a normative view (opposite to the reality and request its change), defending state
interventionism, technological control and wage employment, with regulatory
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proposals and resistance to change (neo-Luddite type, Wolff, 2021). According to
the degrowth advocates, the digital economy and artificial intelligence can only
bring creative destruction (Schumpeter, 1942) and technological unemployment
(Keynes, 1930), thereby using the SDGs as legal barriers to action. On the contrary,
development advocates advocate a dynamic process of evolutionary adaptation
(Hayek, 1988; Huerta de Soto, 2009), which allows all types of work that become
obsolete to be replaced by new, increasingly creative jobs with better conditions
(see section 2.2. and figure 2; Sánchez-Bayón, 2021a, 2022 & 2023), in addition to
being more respectful of the SDGs, based on cleaner technologies, with less
exploitation of resources and more focused on generating access and enjoyment
experiences.
The recent literature reviews and meta-studies serve as a state of the art,
such as the general approach by Trongtorsak & Nisook (2021), Figueiredo & Ribeiro
(2022) or Sitaridis & Kitsios (2024); the longitudinal pre-COVID study by Purnomo et
al. (2020), and post-COVID study by Paul et al. (2023); also, those with a micro
approach such as Felicetti et al. (2024), and macro study by Oloyede et al. (2023);
in terms of edges and trends, it is worth highlighting Kollmann et al. (2022) or von
Briel et al. (2021). However, among these mainstream or dominant thought studies
(as opposed to the heterodox mainline or foundational studies, which have been
followed here, Boettke et al., 2016; Gaus, 2020; Sánchez-Bayón, 2022), the
assumptions that clarify the relevance of teaching experiences such as this one in
preparing for digital entrepreneurship have not been taken into consideration.
Consequently, among the main problems detected and resolved with practices such
as this one (and other complementary research that is part of the research program
of the heterodox synthesis in this regard, Corduneanu, 2020; Kolev, 2020; Liu, 2022),
it is worth noting:
a) Millennials and Generation Z (and later gens) are presumed to be digital
natives because they were born with the digital boom, but they may just be digital
tourists. It turns out that they use digital advances for leisure, but not for work, so
they require training in this regard (hence the urgent need for training in GTM and
AI).
b) University gap: within the European Higher Education Area, a gap has been
detected between an institution with vestiges of the 19th century, with professors
from the 20th century and students and future professionals from the 21st century.
Hence, incentives must be introduced for the digitalisation of classrooms or there
will be a greater loss of competitiveness (as is the case in most countries of the
European Union, Draghi, 2024).
c) Ambitio dignitatis vs. pecuniae: this is a revitalization of the Byzantine
dilemma applied to university studies and the social responsibility of the university,
since it should not be seen as the antagonistic dilemma of training citizens (who seek
to be better people) versus that of professionals (who seek to earn a better living),
but rather the copulation of both (professional citizens or digital entrepreneurs).
Therefore, digitalization and the use of AI should be carried out in this sense of
copulation, instead of being seen as a threat and a high cost of change. It is about
teaching with criteria and ethics to be more efficient.
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d) GAI as the Great Equalizer or the Great Gap: Currently, there are two
theories on the impact of GAI, the first being the Great Equalizer, and the second
the Great Gap or Social Gap. Initially, GAI can achieve the convergence of the worst
students and professionals with the most talented, allowing them to deliver tasks at
a lower cost in time and effort. However, over time the gap will reappear, increasing
more and more, between those who merely use GAI and the talented ones who know
how to make the most of it (this is a variant of the law of association and comparative
advantage).
This explains why millennials and generations Z are ideal candidates for
teaching innovation experiences such as this one.
To understand the problems detected and to offer solutions for its
management, it is convenience to know about the method applied here:
geek´n´talent method (GTM). The origin of this method is the work of Hayek (1935
and 1939), when he unveiled his production triangle and the so-called concertina
effect (Kaldor, 1942), Ricardo (Gehrke, 2003) or readjustment (Sánchez-Bayón,
2023). The premise is that the closer a worker is to the consumption line, the less
added value he or she can contribute and the greater the risk his or her job is, which
could be replaced by capital intensification or capital goods. Therefore, said low-
skilled workforce must be offered digital talent development training, which allows
them to be relocated to more distant phases of the production process, so that their
working conditions will be better, as well as their salary, etc. In essence, this is one
of the main problems of the European Union today, since GTM and AI are not being
applied to increase productivity, but merely to regulate its control (Draghi, 2024).
Figure 1
Readjustment effect and GTM
| Antonio Sánchez-Bayón | Ana Belén Miquel-Burgos |
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Source: Own elaboration (based on Sánchez-Bayón, 2022 & 2023).
As has been pointed out, the experience presented here refers to low-cost
digital entrepreneurship. (low or minimum cost), respectful of the SDGs (reducing
poverty and inequality, by offering new entrepreneurship opportunities for all and
cheaper access), and via infoproducts (or digital servo-products based on knowledge
to generate personalized experiences, Steininger, 2019). These infoproducts are
based on scalable systematization thanks to digitalization, so that work is done once
and recurring income is generated indefinitely. Such a practice becomes exponential
thanks to GAI, since practically the entire production process can be systematized.
Results and discussion
Experience design
As indicated, this work offers a report on an experience of learning
technovation resulted from the implementation of a replicable method of teaching
innovation and entrepreneurship developed, and successfully tested since 2014 in
business schools (i.e. EAE Business School, ESIC Marketing & Business School), since
2017 in professional schools (i.e. ISEMCO, Chamber of Commerce) and since 2019 in
multi-campus universities such as the Rey Juan Carlos University (URJC): Alcorcon,
Fuenlabrada, Madrid, Móstoles and Vicálvaro (with more than 46,000 students, URJC,
2024). In this experience has participated more than 3,000 students (more than 300
students each year), and a third of them has finally undertaken. The work was
supported by several research and teaching innovation groups at URJC (GESCE-URJC,
GID TIC-TAC CCEE, GID IODSEAE), and Business Schools (CIELO-ESIC Marketing &
Business School). Thus, since the 2019-20 academic year (before the change of cycle,
with the COVID-19 crisis and the awakening of GAI), a workshop on the digital
economy and GTM for low-cost entrepreneurship with infoproducts has been taught.
This workshop has been carried out with students from various Social Sciences
degrees, who were taking basic economics subjects (i.e. Introduction to Economics
in Economics, Principles of Economics in Communication, Political Economy and
Public Finance in Law and Political Science). This proposal has been improved thanks
to the use of GAI, thus adapting to the new cycle that has begun.
Working phases
GTM with infoproducts via GAI consists of a 3-phase, 9-milestone experiential
training, to be developed as a collaborative group practice, based on an inverted
classroom, active learning and gamification (since it is presented as a competition
between startups). The dynamics followed consist of:
Phase 1: Mission Design:
a) Explain the task to the group of students in class: it is necessary to focus
the students on the objectives to be achieved and their evaluation in each of its
phases and milestones. Each milestone passed accumulates one tenth in the final
grade, while a milestone not passed subtracts one tenth, and can be repeated until
it is passed, with a neutral grade of zero). It must also be made clear to the students
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that they can find a copy of the instructions on the virtual campus; other support
materials will also be available, such as templates, samples from other editions, etc.
b) Organize the groups: between 3 and 5 students, avoiding the criterion of
comfort based on physical proximity - the selection of the partner at the next table,
instead of seeking diversity and talent. Instead, the convenience of the diversity
sought (gender, age, nationality or region, abilities, etc.) must be made clear.
Although there may be a division of tasks, then they must be shared and everyone is
responsible for any milestone, thus avoiding the phenomenon of the free-rider or
scrounger.
c) Combining talents to choose the infoproduct and its format: common
tastes and hobbies are analyzed to focus on shared knowledge that can be used for
the infoproduct and its format (a) text: blog, ebook, checklist, etc.; b) audio:
audiobook, podcast, etc.; c) video: videoblog, webinar, course, etc.; d) mixed:
community -free, registered and premium members-, events -competitions, parties
or festivals-, etc.).
Among the first infoproducts were ebooks, podcasts and communities -
because they were based on talent and did not require advanced computer
knowledge-, having to use for distribution the free websites provided by social
networks (i.e. Facebook, Instagram) and ecommerce platforms (i.e. Amazon,
Hotmart, Shopify). Thanks to GAI it is now possible to offer own web pages with
intuitive and no- code design or without the need for computer engineering
knowledge (free, i.e. Webador, Webnode, Typeform, Webcreate.io; at one or two
euros per month, i.e. Ionos, Shopify, Wix, Hostinger, Mailchimp), in addition to
having chatbots or automated conversational assistants (i.e. HubSpot, Voiceflow,
GPT Chat, GPT-3 Playground, YouChat), even apps or applications (i.e. Google Cloud,
Wix, Jotform). Once the right infoproduct is found and it is proven to work, thanks
to GAI more variants and add-ons can be offered, giving rise to a long-tail strategy
of systematized and low-cost infoproducts.
Phase 2: Call to Action:
a) work and follow-up sessions: once the groups have been formed and the
information product projects have been registered, time is set aside in the classroom
to remember each milestone, its objectives and evaluation, and where the work
materials are, so that they can start the task in class, to be completed outside the
classroom.
b) group tutoring: the teacher goes through each group, asking them how
they are doing and if they need help, giving them practical advice to move forward;
there may be a check of the signatures of the students present and participating, as
evidence of passing a milestone.
c) Sharing and preparing the defence: the members of each team must check
that they have everything requested and rehearse the joint and interactive
presentation.
For the brainstorming session, a 5-slide Power-point presentation was
requested (a) presentation: image of the infoproduct and its format; b) tools: canva
for the business plan –based on the value proposition-, SWOT for the project, buyer
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persona to automate advertising for the recipient, etc.; c) monetization: web, social
networks, ecommerce platforms and affiliates). The project was completed with a
1-minute advertisement with any free video editor (i.e. Canva, Powtoons, iMovie,
Vimeo). Therefore, each group had to defend a two-minute live presentation and
then the one-minute advertisement with the most important content (and all
possible free effects). With GAI and the appropriate prompts, they can now
automatically make presentations (i.e. Simplified, Smallppt, Slidesgo, Gamma) and
videos (i.e. InVideo, Flexclip, Presentory, Pictory). Thanks to GAI it is possible to
think about the original design and let the programs do the work, so you only have
to review and add emotion and differentiation to the information product and the
final defense.
Phase 3: Evaluation of the infoproduct:
a) Rally formula: the groups follow a given order – registration,
alphanumeric, draw – with one group always making the presentation and another
ready to take their place; while feedback is given to the first group, the next one
uploads its presentation, thus saving time and in a single session there is time to
make all the defenses.
b) Measuring time and confirming milestones: the teacher is in charge of
timing and each group has two minutes for their interactive group presentation, with
questions and answers, and no member can speak for more than thirty consecutive
seconds. The video is then viewed, receiving feedback and clarifying whether all the
milestones have been exceeded or whether any must be repeated to avoid receiving
a negative grade. With respect to time, falling short or exceeding the given time by
more than ten seconds means that the milestone has not been achieved, and it must
be repeated –except for the live presentation.
c) Effectiveness voting: after each defense, the rest of the classmates vote
by show of hands or via secret electronic means (i.e. Typeform, Doodle, Ferendum;
the interest aroused by the information product is evaluated).
If all the milestones are exceeded, the grade must be nine-tenths (0.9),
reaching the point thanks to the tenth of the presentation (to be communicated by
the teacher in the feedback, during the rally defense). In turn, thanks to the votes
of classmates, it is possible to establish a podium with extra rewards: the group (or
groups) with the most votes will receive three extra tenths, appearing on the list to
be published on the virtual campus in the gold category; the next group (or groups)
in votes will appear in the silver category; and the third best vote will be in the
bronze category.
Conclusions
Currently, thanks to digital talent (GTM), it is possible to start a business
with almost no costs, by recycling the knowledge and tools already available (i.e.
mobile, laptop, open Wi-Fi or wireless connection), which means that it is more
respectful of the SDGs (i.e. less waste, more efficiency, greater access for all). In
addition, thanks to GAI, it is now possible to offer better quality infoproducts, faster
| Antonio Sánchez-Bayón | Ana Belén Miquel-Burgos |
Miguel A. Alonso-Neira |
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and more efficient, and multimodal (for various devices, platforms, apps, etc.), as
well as being no- code (not requiring deep computer knowledge, but just the
aforementioned digital talent). In this way, it is now possible to offer personal and
customized designs, such as posters, stickers, album covers, logos, etc., using GAI
already incorporated into the latest generation of e-commerce platforms (i.e. Fiverr,
Etsy), so that you work once to receive recurring income from all over the World.
During the various editions carried out between the different groups and
comparing their results, it can be concluded that this is a successful practice
because: The development of digital talent is encouraged, enabling
entrepreneurship with information products; students learn to work as a team,
collaborating and assuming responsibilities, as well as learning to celebrate
successes together; students are trained to earn a living, without taking risks and
instead recycling their knowledge and available tools, offering solutions to detected
problems or improvements in experiences, all of which are enhanced by GAI;
students learn by doing, thereby creating lasting memories that give them
confidence and encourage them to take action.
In addition, to achieving the main objective, which is to train students,
turning them from digital natives into digital entrepreneurs with infoproducts
enhanced by GAI, thus increasing their productivity and profitability (with recurring
income for a single systematized action). Students have also been made aware of
the practical observation of the SDGs (since with this type of entrepreneurship
discrimination and job insecurity are reduced, recycling and the relationship with
the environment are improved, etc.): by becoming digital entrepreneurs they only
need their talent and the recycling of their knowledge to design personalized
experiences with minimal marginal cost thanks to GAI, so the accumulated marginal
income facilitates access to financial freedom. In addition, on the side of the
teaching staff, a greater interest in the subject has been achieved by the students,
participating more in class and valuing better what they have learned through
practice, which leads to better evaluations of teaching quality. For the members of
GESCE, GID TIC-TAC CCEE, GID IODSEAE and CIELO-ESIC, they obtained letters of
recognition and congratulations from the Rectorate for good and innovative teaching
practices. All this is mentioned because, with the instructions in this publication,
the GTM workshop for infoproducts and GAI can be replicated with similar results in
other universities and countries (in addition, the authors are available to provide
complementary materials for readers interested).
This practice aims to contribute to the consolidation of this teaching
innovation tool applied to digital entrepreneurship (as well as many other
possibilities it offers to improve the learning experience with digitalization).
However, the aspiration of this systematizing and disseminating work was limited to
presenting this practice, after a decade of experimentation in the classroom and
with its continuous expansion in centers and Degrees (where it is carried out), in
addition to content (moving from conventional entrepreneurship to i-
entrepreneurship thanks to GAI). However, its limitations are known, so the
commitment is assumed as future lines of research to offer a quantitative study with
specific data (which currently cannot be shared, pending approval by the URJC ethics
committee). Likewise, it is intended to continue advancing in the content and
improvement of the experience, introducing for this purpose the rubric to be
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Miguel A. Alonso-Neira |
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implemented in the peer evaluation for future editions.
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| Antonio Sánchez-Bayón | Ana Belén Miquel-Burgos |
Miguel A. Alonso-Neira |
About the main author
Antonio Sánchez-Bayón: (PhD6: Law-UCM, Economics-UCM, Business-
UMA,
Sociology-UVA, Philosophy-UCM, Theology-UM & PhDc in Education-
URJC) is Prof.
Applied Economics at URJC (Spain). He has served as professor in Spain (a)
universities: ICADE-
UPCO or UCM; b) business schools: EAE Business School or
ISEMCO; c) institutions: Colegio Prof. Politólogos, Chamber of Commerce) and
visiting scholar at Harvard
, DePaul or Baylor Univ. (USA), and in several Latin
American universities. He counts with more than
25 years in teaching and research
background, with more than 55 international articles (WoS and Scopus) and more
than 45 books (SPI) in Comparative Politica
l Economy (Austrian Economics,
Anarchocapitalists, Culturalists and New-
Institutional Economics). Cited more than
3,400 times and h-
index 31. He collaborates with several publishers as academic
editor, editorial board and reviewer (e.g. Retos(Ecuador), Ene
rgies, Semestre
Económico, Economía & Negocios, Procesos de Mercado, JSTR). He has worked as a
lawyer (ICAM, SIDH), consultant & business mentor (digitalization). Former Vice
-
Dean of Research at ISEMCO-UNIDAM, CEDEU-URJC, UCJC.
-Bayón 1:
review and editing.
-Burgos 2:
-Neira 3:
ng/original draft and Writing, review and editing.
Financing:
This research was carried out using our own resources.
Special Acknowledgments:
Acknowledgment: research supported by Consolidated
research group for the Study and monitoring of the economic cycle of the Rey Juan
Carlos University (GESCE-URJC), High-performance research group on Circularity,
Sustainability, Innovation and Talent of the Rey Juan Carlos University (CIRSIT-
URJC), Emerging Teaching Innovation Group in Information and Communication
Technologies and learning and knowledge technologies for the improvement of
studies in economics and the company (GID-TICTAC CCEESS-URJC), Emerging
Teaching Innovation Group for the Incorporation of the SDGs in the Learning
Experience in Economics (GID-ODS EAE) and CIELO ESIC Business & Marketing
School.