Within the UdIE we understand that educative innovation is the applied creativity to the learning processes, with the requirement of students’ active participation, and in most of the cases, with the use of Information and Communication Technologies. Innovation means, among other things, communication, motivation, change. It mainly affects methodologies used by the professor in the academic interaction, but also in the organization and planning of the students’ study and work time. Sometimes, initiatives and proposals not exactly innovative or that stopped being it long ago are included in the concept of educative innovation; in other occasions, we see classical activities reformulated with the help of TIC (Information and communications technology). Innovation, thus, is an expiry date fact and, at the same time, unstable, dynamic, in continuous review.

Unlike other perspectives presenting teaching as an one-way, lineal process, within the UdIE we also understand that university teaching is necessarily a communicative and interactive process, which makes teaching staff and students’ active involvement essential: teaching and learning have a constitutive interdependence relation, they cannot be separated. Consequently, possible different teaching styles are parallel to the different learning styles (see section of Self-assessment), and equation’s both parts are responsible of the final result. Even tough, it must been said that teaching staff occupies a privileged position when establishing learning dynamics and manage the academic processes to get better results.

Finally, we consider university teaching as an activity necessarily contextualised, depending on the concrete variations of the environment, and therefore, it does not admit normative approaches: there are not recipes.