Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. | Journal of Technology and Science Education JOTSE, 2016 – 7(2): 115-118 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 9th INTERNATIONAL CONFERENCE ON UNIVERSITY TEACHING AND INNOVATION (CIDUI): LEARNING AND TEACHING INNOVATION IMPACTS Organizing Committee CIDUI CIDUI (Spain) info@ Beatriz Amante Garcia , María Martínez Martínez Universitat Politècnica de Catalunya (Spain) info@ Editorial The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue. Since the year 2000, a new CIDUI conference has been held every two years. Today, it is a wellestablished event that provides an opportunity to share advances and innovation in the field of higher education. Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. -115- Journal of Technology and Science Education – In relation to this general subject, papers were specifically focused on one of the four thematic axes proposed for this edition: 1. Analysis of the impact on university teaching and learning 2. New training scenes 3. Professional Development 4. Innovative methodologies in teaching – learning processes The present special issue of the Journal of Technology and Science Education - JOTSE consists of eleven papers. The first contribution “Implementing the flipped classroom methodology to the subject “Applied computing” of the two engineering degrees at the University of Barcelona ” analysed the adoption of flipped-classroom to promotes self-learning, autonomous learning, and .
