scholarly journals Tres pilares para el aprendizaje significativo. Experiencia multidisciplinar en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada = Three pillars for significant learning. Multidisciplinary experience in the Escuela Técnica Superior de Ingeniería de Edificación of the University of Granada

2018 ◽  
Vol 2 (3) ◽  
pp. 65
Author(s):  
Jose Antonio Méndez Serrano ◽  
Lucía Comino Mateos ◽  
Francisca García Rodríguez ◽  
Emilio Gómez Cobos
Keyword(s):  
Personal Growth ◽  
Time Management ◽  
Albert Einstein ◽  
Teaching Innovation ◽  
Coaching Process ◽  
Innovation Project ◽  
Toma De Decisiones ◽  
The Individual ◽  
The University ◽  
Building Engineering

ResumenEl aprendizaje es experiencia, todo lo demás es información. (Albert Einstein). En nuestras escuelas, ¿informamos o creamos experiencias? ¿Cómo vieron la luz los grandes inventos y las teorías que hoy usamos en nuestro día a día? ¿Cuáles son las diferencias y similitudes entre los inventores y nuestros alumnos? ¿La docencia que yo realizo en el aula inspira a mis estudiantes a ser unos apasionados de lo que están haciendo, motivados por lo que van a descubrir y la utilidad que va tener para ellos, en su ámbito personal, profesional y, para la sociedad? Este artículo describe la experiencia y los resultados del Proyecto de Innovación Docente desarrollado en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada. Los procesos metodológicos aplicados para mejorar la docencia, los resultados académicos y el crecimiento personal de cada participante. Se ha basado en tres iniciativas clave: a) Docencia coordinada basada en proyectos entre las cinco asignaturas del semestre. Se ajustan cronogramas y se usa un único modelo arquitectónico como objeto práctico para todas las asignaturas, se complementa la evaluación individual de los estudiantes con una defensa oral ante los profesores de las asignaturas. b) Adaptación de las clases, basada en la neuroeducación, para evocar la curiosidad, la atención y la memorización. c) Talleres formativos y proceso individual de coaching. En los primeros se desarrolla el aprendizaje cooperativo entre iguales, (interdependencia positiva), gestión del tiempo, formas de ser en el aula, el arte de emocionar en público, toma de decisiones y gestión de conflictos. En el segundo, proceso de acompañamiento realizado por un coach acreditado, por el cual mediante preguntas reveladoras y dinámicas, al estilo de la mayéutica socrática, el estudiante potencia sus virtudes y habilidades e identifica creencias limitantes, transformándolas para crear resultados diferentes.AbstractLearning is experience, all else is information. (Albert Einstein). In our schools, do we inform or create experiences? How did the great inventions and the theories that we use in our day to day life come to light? What are the differences and similarities between the inventors and our students? Does The teaching that I carry out in the classroom inspires my students to be passionate about what they are doing, motivated by what they will discover and the utility that it will have for them, in their personal and professional environment and, for society? This article describes the experience and results of the Teaching Innovation Project developed at the School of Building Engineering at the University of Granada. The methodological processes applied to improve teaching, academic results and personal growth of each participant. It has been based on three key initiatives: a) Coordinated teaching based on projects among the five subjects of the semester. Schedules are adjusted and a single architectural model is used as a practical object for all subjects, the individual assessment of the students is complemented with an oral defense before the subject teachers. b) Adaptation of classes, based on neuroeducation, to evoke curiosity, attention and memorization. c) Training workshops and individual coaching process. In The first of them, cooperative learning among equals (positive interdependence), time management, ways of being in classroom, the art of thrilling in public, decision making and conflict management are developed. In the second, a process of accompanying conducted by an accredited coach, through revealing and dynamic questions, in the style of Socratic maieutic, the student strengthens their virtues and abilities and identifies limiting beliefs, transforming them to create different results.

scholarly journals Improving transversal competences by using wikis in collaborative work

2017 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Marta Guinau ◽  
Elisabet Playà ◽  
Meritxell Aulinas ◽  
Laura Rosell ◽  
Lluís Rivero
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Collaborative Work ◽  
Monitoring And Evaluation ◽  
First Year ◽  
Work Time ◽  
Teaching Innovation ◽  
The Earth ◽  
Innovation Project ◽  
The Individual

Work on transversal competences in university degrees is a teaching line entirely established since the implementation of the European Credit Transfer System (ECTS). Nevertheless, undergraduate students present shortcomings in the development of some of these competences, especially on collaborative work, time management, oral and writing expression, and on the use of information resources.This paper presents a virtual tool and associated guidelines to enhance the information management during the development of collaborative works, and to facilitate the information availability among the students. Moreover, this tool and the guideline improve the individual monitoring and evaluation of the contributions of the students to the work.The proposal presented in this work belongs to a teaching innovation project carried out in the Earth Sciences Faculty of the Universitat de Barcelona, and implemented in the subjects General Geology (first-year in the Engineering Geology degree, 6 ECTS) and Geochemistry (third-year course in the Geology degree, 9 ECTS). 

scholarly journals The meaning that undergraduate Occupational Therapy students at the University of KwaZulu-Natal attach to the Occupation of dance

2021 ◽  
Vol 51 (2) ◽  
Author(s):  
Thanalutchmy Lingah ◽  
Juwairiyya Paruk
Keyword(s):  
Occupational Therapy ◽  
Personal Growth ◽  
Occupational Engagement ◽  
Structured Interviews ◽  
Beneficial Effects ◽  
Occupational Therapy Students ◽  
Qualitative Research Design ◽  
Kwazulu Natal ◽  
The Individual ◽  
The University

ABSTRACT INTRODUCTION: Occupational Engagement is an inextricable component of life and is considered essential to human survival. Doing an occupation that is positively perceived (such as dance) can lead to the experience and expression of meaning which then enhances quality of life. This study aimed to explore the meaning that undergraduate Occupational Therapy students studying at the University of KwaZulu-Natal attach to dance as an occupation METHOD: The study followed an exploratory qualitative research design with purposive sampling. Focus groups and semi-structured interviews were utilized to collect data which were analysed thematically RESULTS: Five themes emerged: Centre stage (an exploration of factors motivating engagement); On Pointe (beneficial effects of dance); My Solo Dance Experience (the individual's journey whilst engaging); It Takes 2 to Tango (exploring the role of relationships) & Dancing to the Beat (exploring time available for engagement). The hidden complexities of 'meanings' attached to the occupation of dance emerged which were experienced as subjective and multi-dimensional CONCLUSION: The study revealed that the meanings attached to dance were based on individual experiences with the occupation, others and the environment. Engagement in the occupation of dance (doing) enhances personal growth (becoming) and becomes a part of the individual (being Keywords: doing; being; becoming; belonging; occupational engagement; occupational balance; occupation; dance; meaning

scholarly journals B-SMART: A university-industry teaching innovation project

2019 ◽  
Author(s):  
Dolors Gil-Doménech ◽  
Jasmina Berbegal-Mirabent ◽  
Marta Mas-Machuca
Keyword(s):  
Design Thinking ◽  
Teaching Method ◽  
Daily Practice ◽  
Teaching Innovation ◽  
Theoretical Concepts ◽  
Collaborative Environment ◽  
Innovation Project ◽  
The University ◽  
Start Ups ◽  
University Industry

The present work aims at presenting a teaching innovation project, the B-SMART, which has been implemented at UIC Barcelona in the academic year 2018/19. Conceived as a project to respond to social demands, the B-SMART project aims at creating a collaborative environment and at strengthening the ties between companies (mainly targeted to SMEs, start-ups and NGOs) and the university. To do so, students work on real challenges or projects posed by companies. This approach helps students to better understand the theoretical concepts taught in class as well as to boost soft skills that will be required in their daily practice. In turn, companies gain access to new talent (students), fresh ideas, and the knowledge and infrastructures available at the university. In this study we explain the project and pay special attention to the first two projects solved through the B-SMART project. We use design thinking as the teaching method. Preliminary results show that both students and companies benefit from this experience.

Resiliencia, estilos de vida y manejo del tempo en jóvenes universitarios de Colombia, ante la pandemia COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 196-212
Author(s):  
Sandra Posada-Bernal ◽  
Ana Elvira Castaneda-Cantillo ◽  
Marlucio De Souza Martins
Keyword(s):  
University Students ◽  
Personal Growth ◽  
Time Management ◽  
Young Person ◽  
Review Article ◽  
Healthy Life ◽  
Life Project ◽  
The Face ◽  
The University ◽  
The Way

ResumenEste artículo de revisión tiene como objetivo reflexionar sobre la forma en que los estilos de vida y el manejo del tiempo se fortalecen a partir de la resiliencia en los jóvenes universitarios de Colombia, ante la pandemia COVID-19. Los constantes cambios que los jóvenes universitarios se enfrentan determinan la forma en la cual establecen sus prioridades ya sean personales, académicas o sociales. Dentro de estas se encuentra el tener una vida saludable desde una planificación de actividades que permitan manejar el tiempo y consolidar hábitos. Es allí donde la resiliencia le permite al joven, a pesar de las dificultades que el entorno le plantea, sortear los retos propios de la etapa del ciclo vital en la que se encuentra. Se espera con este trabajo que, dentro del contexto universitario, los docentes acompañen al joven en su proceso de crecimiento personal con una perspectiva resiliente, para consolidar un proyecto de vida sobre la base de hábitos de vida saludable.Palabras clave: Resiliencia. Estilos de Vida. Manejo del Tiempo. Resilience, lifestyles, and time management in Colombian university students facing the COVID-19 pandemicAbstractThis review article aims to reflect on the way in which lifestyles and time management are strengthened by the resilience of young university students in Colombia in the face of the COVID-19 pandemic. The constant changes that young university students face determine the way in which they establish their priorities, whether personal, academic or social. Among these priorities is having a healthy life from a planning of activities that allow them to manage time and consolidate habits. It is there where resilience allows the young person, despite the difficulties that the environment poses, to overcome the challenges of the stage of the life cycle in which he/she finds him/herself. It is hoped that, within the university context, teachers will accompany young people in their personal growth process with a resilient perspective, in order to consolidate a life project based on healthy living habits.Keywords: Resilience. Lifestyles. Time Management. Resiliência, estilos de vida e gestão do tempo em jovens universitários na Colômbia, diante da pandemia COVID-19ResumoEste artigo de revisão visa refletir sobre como os estilos de vida e a gestão do tempo são fortalecidos pela resiliência dos jovens universitários na Colômbia diante da pandemia COVID-19. As constantes mudanças que os jovens universitários enfrentam determinam a forma como eles estabelecem suas prioridades, sejam elas pessoais, acadêmicas ou sociais. Entre eles está o de ter uma vida saudável a partir de um planejamento de atividades que lhes permita administrar seu tempo e consolidar hábitos. É lá que a resiliência permite ao jovem, apesar das dificuldades que o ambiente coloca, superar os desafios da etapa do ciclo de vida em que ele se encontra. Espera-se que, dentro do contexto universitário, os professores acompanhem os jovens em seu processo de crescimento pessoal com uma perspectiva resiliente, a fim de consolidar um projeto de vida baseado em hábitos de vida saudáveis.Palavras-chave: Resiliência. Estilos de Vida. Gestão do Tempo.

scholarly journals Student´s Perceptions of Blended Learning at University

Comunicar ◽  
2009 ◽  
Vol 17 (33) ◽  
pp. 165-174 ◽  
Author(s):  
Francisco Javier Hinojo-Lucena ◽  
Inmaculada Aznar-Díaz ◽  
María Pilar Cáceres-Reche
Keyword(s):  
Blended Learning ◽  
Educational Psychology ◽  
Virtual Space ◽  
Teaching Methodology ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Part Time ◽  
Educational Sciences ◽  
The University ◽  
Innovación Docente

This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.). Este trabajo describe las principales aportaciones presentadas por el alumnado, con motivo de la puesta en práctica de un proyecto de innovación docente (2005) en la Universidad de Córdoba, centrado en el desarrollo de una metodología docente semipresencial (blended learning) me diante un entorno virtual en la titulación de Psicopedagogía. También se recogen los resultados más significativos del mismo proyecto implementado posteriormente en la Facultad de Ciencias de la Educación de la Universidad de Granada. La reflexión acerca de las fortalezas y debilidades manifestadas por los destinatarios directos del proceso de convergencia europeo, como son los estudiantes, permitirá la mejora de la reestructuración de una enseñanza acorde con las necesidades formativas de todos los agentes educativos implicados directa o indirectamente en este momento de cambio (profesorado, alumnado, autoridades educativas, etc.).

scholarly journals Virtual, Augmented and Mixed Realities Techniques Applied to University Research and Teaching in the field of Physics.

2021 ◽  
Author(s):  
José Daniel Sierra Murillo
Keyword(s):  
University Research ◽  
Learning Objective ◽  
Easy Access ◽  
Good Information ◽  
Teaching Innovation ◽  
Information Base ◽  
Research And Teaching ◽  
Innovation Project ◽  
The University ◽  
New Procedures

The incorporation of the new audiovisual technology to the closest social field allows you to use your familiarity and easy access to the research and teaching disciplines of learning also in the university. In particular, it is of utmost importance for the Teaching Innovation Project (TIP) that is addressed in this document: “Virtual, Augmented and Mixed Realities Techniques Applied to University Research and Teaching in the field of Physics”. It has great advantages for training / learning especially for the last generations, so familiar with all kinds of audiovisual technology. Obviously, introductory complements to the field of specific competencies are needed so that the fundamental training and meaningful learning objective comes to fruition. For this, it is necessary to have a good information base on Physics treated through Virtual, Augmented and Mixed Realities Techniques, in order to be able to select the appropriate information and level in each of the TIP stages. This base is susceptible to evolution and improvement if sufficient tools and knowledge are available. In addition, it will be possible to generate new procedures based on the strengths and weaknesses appreciated in this TIP.

TEACHING INNOVATION PROJECT AIMED AT INDUSTRIAL DESIGNERS OF THE UNIVERSITY OF MALAGA

2018 ◽  
Author(s):  
Manuel D. Marín Granados ◽  
Oscar D. de Cózar Macías ◽  
E. Beatriz Blazquez Parra ◽  
Francisco J. Ortíz Zamora ◽  
Francisca J. Castillo Rueda ◽  
...  
Keyword(s):  
Teaching Innovation ◽  
Innovation Project ◽  
Industrial Designers ◽  
The University

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals The use of EduBlog in initial teachers training: an experience of a teaching innovation project

2020 ◽  
Author(s):  
Maria Isabel Pardo Baldoví ◽  
Diana Marín Suelves ◽  
María Isabel Vidal Esteve
Keyword(s):  
Positive Impact ◽  
Digital Technologies ◽  
Digital Competence ◽  
Digital Tool ◽  
Teaching Innovation ◽  
Professional Performance ◽  
Teaching Competence ◽  
Competence Training ◽  
Innovation Project ◽  
The University

Digital technologies are central elements of today's society. In this context to achieve an adequate degree of development of Digital Competence for professional performance is essential, as well as for life in society and the exercise of citizenship. Higher Education must actively contribute to develop Digital Competence, training students to effectively use digital technologies. That need is exacerbated in the case of initial teacher training, not only because of the progress towards a digitalized school, but also because of the fundamental role in the training of future generations. With the aim of promoting the development of Digital Teaching Competence, this paper presents an innovation project implemented in the Degree of Teacher of Nursery and Primary Education of the University of Valencia that is based on the didactic use of EduBlog. The selection of this digital tool responds to its multiple benefits on the work of curricular content, the development of digital skills and the creation of a positive climate in the classroom. The project developed with a total of 131 second-year students demonstrates that the use of EduBlog has a positive impact on the learning process and on the increase in student engagement and motivation.

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