Pub Date : 1900-01-01DOI: 10.17979/SPUDC.9788497497121.319
Fernando Bruna, Fernando deLlano-Paz, Ángeles Longarela-Ares, Anxo Calvo-Silvosa
espanolEl curso de verano Empty Coruna nace como resultado de la labor desarrollada por el equipo de trabajo con el mismo nombre formado por un grupo de docentes de distintas facultades de la Universidade da Coruna. A traves de esta propuesta se trato de construir un corpus teorico inedito, a la vez que una hoja de ruta para trabajo futuro. La universidad se acerco a la ciudad para tratar de entender y cuestionar el modelo economico que ha llevado a una situacion de “gente sin casas, y casas sin gente”. Conceptualmente, la mayor innovacion del curso ha sido su caracter transdisciplinar, para analizar una problematica local con perspectiva global. Metodologicamente, destaca que el aula se traslado a espacios urbanos al aire libre, como actores pasivos del analisis, asi como el enfoque activo y participativo de ensenanza-aprendizaje. Esta experiencia proporciona herramientas para repensar la docencia tradicional en el ambito de la Facultad de Economia y Empresa. EnglishThe summer course Empty Coruna appears as the results from the work of a team with the same name formed by professors from several faculties at the Universidade da Coruna. The project tried to build an unprecedented analytical corpus and a roadmap for future work. The University gets closer to the city to try to understand and challenge the economic model that led to a situation of “houses without people and people without houses”. Conceptually, the main innovation of the course was its transdisciplinary approach, to analyse a local problem with global perspective. Methodologically, it is noteworthy that the classroom travelled to urban spaces outdoors, considered as passive actors of the analysis, as well as the active and participatory teaching-learning approach. This experience provides tools to rethink the traditional way of teaching within the Faculty of Economics and Business.
“空科鲁纳”夏季课程是由来自科鲁纳大学不同学院的一组教师组成的同名工作小组开展工作的结果。通过这一提议，我们试图构建一个前所未有的理论语料库，同时为未来的工作提供路线图。这所大学接近这座城市，试图理解和质疑导致“人们没有房子，房子没有人”的经济模式。从概念上讲，该课程最大的创新是它的跨学科性质，以全球视角分析当地问题。在方法论上，强调课堂转移到城市户外空间，作为分析的被动参与者，以及教学-学习的主动和参与性方法。这一经验为重新思考经济与商业学院的传统教学提供了工具。EnglishThe summer 52,000 Empty Coruna似乎as the results from the work of a team with the same name形成by professors from faculties at the给大学Coruna。该项目试图为未来的工作建立一个前所未有的分析语体和路线图。大学接近城市，试图理解和挑战导致“没有人的房子和没有房子的人”情况的经济模式。从概念上讲，该课程的主要创新之处在于其跨学科方法，以全球视角分析当地问题。从方法上讲，值得注意的是，将课堂旅行到城市户外空间，既被视为分析的被动参与者，又被视为积极和参与的教学方法。这一经验为重新思考经济与商业学院的传统教学方式提供了工具。
{"title":"Empty Coruña? Un dispositivo académico transdisciplinar sobre la problemática urbana. Reflexiones desde los estudios de Economía y Administración de Empresas","authors":"Fernando Bruna, Fernando deLlano-Paz, Ángeles Longarela-Ares, Anxo Calvo-Silvosa","doi":"10.17979/SPUDC.9788497497121.319","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.319","url":null,"abstract":"espanolEl curso de verano Empty Coruna nace como resultado de la labor desarrollada por el equipo de trabajo con el mismo nombre formado por un grupo de docentes de distintas facultades de la Universidade da Coruna. A traves de esta propuesta se trato de construir un corpus teorico inedito, a la vez que una hoja de ruta para trabajo futuro. La universidad se acerco a la ciudad para tratar de entender y cuestionar el modelo economico que ha llevado a una situacion de “gente sin casas, y casas sin gente”. Conceptualmente, la mayor innovacion del curso ha sido su caracter transdisciplinar, para analizar una problematica local con perspectiva global. Metodologicamente, destaca que el aula se traslado a espacios urbanos al aire libre, como actores pasivos del analisis, asi como el enfoque activo y participativo de ensenanza-aprendizaje. Esta experiencia proporciona herramientas para repensar la docencia tradicional en el ambito de la Facultad de Economia y Empresa. EnglishThe summer course Empty Coruna appears as the results from the work of a team with the same name formed by professors from several faculties at the Universidade da Coruna. The project tried to build an unprecedented analytical corpus and a roadmap for future work. The University gets closer to the city to try to understand and challenge the economic model that led to a situation of “houses without people and people without houses”. Conceptually, the main innovation of the course was its transdisciplinary approach, to analyse a local problem with global perspective. Methodologically, it is noteworthy that the classroom travelled to urban spaces outdoors, considered as passive actors of the analysis, as well as the active and participatory teaching-learning approach. This experience provides tools to rethink the traditional way of teaching within the Faculty of Economics and Business.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129627285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
galegoO curso de veran “Empty Coruna? inhabited processes: mid crisis urban transformation” nace como unha experiencia educativa con orientacion transdisciplinar. Busca analizar e investigar os efectos da crise financeira no espazo da cidade da Coruna desde diferentes perspectivas e actividades para acadar unha vision integradora da situacion. Neste artigo presentamos as diferentes motivacions teoricas e as cuestions practicas que se desenvolveron nun curso que pretende acercar a academia as necesidades contemporaneas da nosa sociedade EnglishSummer course “Empty Coruna? inhabited processes: mid crisis urban transformation” is born as an educational experience with transdisciplinary orientation. It looks for to analyze and research the effects of the financial crisis in the space of the city of A Coruna from different perspectives and activities to achieve an integrative vision of the situation. In this article we present the various theoretical motivations and the practical questions that were developed in a course adressed to land academia on contemporary social issues.
{"title":"“Empty Coruña?” Un dispositivo académico transdisciplinar para a abordaxe, dende unha perspectiva dos dereitos, da problemática urbana trala crise financeira","authors":"Plácido Lizancos, Estefanía Calo, Sonia Rodríguez Beltrán","doi":"10.17979/spudc.9788497497121.345","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.345","url":null,"abstract":"galegoO curso de veran “Empty Coruna? inhabited processes: mid crisis urban transformation” nace como unha experiencia educativa con orientacion transdisciplinar. Busca analizar e investigar os efectos da crise financeira no espazo da cidade da Coruna desde diferentes perspectivas e actividades para acadar unha vision integradora da situacion. Neste artigo presentamos as diferentes motivacions teoricas e as cuestions practicas que se desenvolveron nun curso que pretende acercar a academia as necesidades contemporaneas da nosa sociedade EnglishSummer course “Empty Coruna? inhabited processes: mid crisis urban transformation” is born as an educational experience with transdisciplinary orientation. It looks for to analyze and research the effects of the financial crisis in the space of the city of A Coruna from different perspectives and activities to achieve an integrative vision of the situation. In this article we present the various theoretical motivations and the practical questions that were developed in a course adressed to land academia on contemporary social issues.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120956495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.375
María Cristina Naya Riveiro, María Elena Segade Pampín, Carlos Soneira Calvo
galegoPresentase unha iniciativa de Aprendizaxe e Servizo desenvolvida durante o curso 2017-2018 na materia Educacion Matematica I do 1o. curso do Grao en Educacion Primaria. Consta de varias componentes: unha refirese a formacion academica dos estudantes, que ponen en practica os contidos teoricos da materia impartidos nas clases universitarias. Outra e o fomento da igualdade de oportunidades en canto a educacion de colectivos de rapaces e rapazas en situacion potencial de exclusion social. E a ultima concretase no xerme dunha rede ampla de colaboracion entre a Universidade da Coruna e distintas entidades que actuan en ambitos diversos. A traves de diversas actividades co eixo vertebrador da Educacion Matematica, se intenta cumprir as demandas das entidades receptoras do servizo, incidindo na responsabilidade social universitaria e intentando mellorar de forma efectiva as condicions sociais da contorna na que se insire a universidade. Os resultados obtidos son entre outros a mellora da formacion dos estudantes como futuros docentes, conecendo e resolvendo as dificultades que implica o caracter inherentemente cambiante das situacions reais e as necesidades especificas de cada colectivo. A nivel social, xulgamos que os resultados para os colectivos destinatarios foron favorables, dado que as distintas entidades avaliaron a experiencia positivamente. EnglishIn this work we expose a Service-Learning activity that was developed in the academic year 2017-2018 in the subject Mathematics Education I of the Primary Education Degree. It consists of several components: one refers to the academic training of the students, who put into practice the theoretical contents of the subject taught in the university classes. Another is the promotion of equal opportunities in terms of the education of communities in risk of social exclusion. The last one is to increase the collaboration network between the University of A Coruna and different entities that act in diverse fields. Through some activities related to Mathematics Education, it is tried to fulfill the demands of the entities receiving the service, focusing on the university social responsibility trying to effectively improve the social conditions of the environment in which the university is inserted. Some results obtained are the improvement of the students' training as future teachers, knowing and solving the difficulties implied by the inherently changing nature of the real situations and the specific needs of each group. Also, we judge that the results for the communities of the service were positive, given that the different entities evaluated the experience positively.
galegoPresentase unha iniciativa de Aprendizaxe e Servizo desenvolvida durante o curso 2017-2018 na materia Educacion Matematica I do 1o.该项目由多个部分组成：一个部分是重新培养学生的学术能力，使他们能够将大学课堂上传授的数学知识付诸实践。其次是促进机会均等，使处于潜在社会排斥境地的贫民和贫困人口能够接受教育。最后，科鲁纳大学与在不同领域开展活动的各实体之间的合作得到了加强。通过在数学教育领域开展多种多样的活动，科鲁纳大学满足了接受服务的实体的需求，承担起了大学的社会责任，并努力以有效的方式改善大学所面临的社会条件。所取得的成果包括将学生培养成未来的讲师，了解和解决每个集体固有的不同社会环境和需求所带来的困难。在社会层面上，我们认为目的地社区的结果是有利的，因为不同的实体都对这种体验给予了积极的评价。English在这项工作中，我们介绍了2017-2018学年在初等教育学位数学教育I科目中开展的服务学习活动。该活动由几部分组成：一部分是学生的学术培训，他们将大学课堂上教授的学科理论内容付诸实践。另一项内容是促进面临社会排斥风险社区的教育机会平等。最后一个目标是加强阿科鲁纳大学与各领域不同实体之间的合作网络。通过一些与数学教育有关的活动，努力满足接受服务的实体的要求，注重大学的社会责任，努力有效地改善大学所在环境的社会条件。所取得的一些成果包括：改善了学生作为未来教师的培训，了解并解决了因实际情况的内在变化和每个群体的具体需求而带来的困难。此外，鉴于不同的实体对这一经验给予了积极评价，我们认为服务社区取得了积极成 果。
{"title":"A Educación Matemática a prol da responsabilidade social universitaria","authors":"María Cristina Naya Riveiro, María Elena Segade Pampín, Carlos Soneira Calvo","doi":"10.17979/spudc.9788497497121.375","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.375","url":null,"abstract":"galegoPresentase unha iniciativa de Aprendizaxe e Servizo desenvolvida durante o curso 2017-2018 na materia Educacion Matematica I do 1o. curso do Grao en Educacion Primaria. Consta de varias componentes: unha refirese a formacion academica dos estudantes, que ponen en practica os contidos teoricos da materia impartidos nas clases universitarias. Outra e o fomento da igualdade de oportunidades en canto a educacion de colectivos de rapaces e rapazas en situacion potencial de exclusion social. E a ultima concretase no xerme dunha rede ampla de colaboracion entre a Universidade da Coruna e distintas entidades que actuan en ambitos diversos. A traves de diversas actividades co eixo vertebrador da Educacion Matematica, se intenta cumprir as demandas das entidades receptoras do servizo, incidindo na responsabilidade social universitaria e intentando mellorar de forma efectiva as condicions sociais da contorna na que se insire a universidade. Os resultados obtidos son entre outros a mellora da formacion dos estudantes como futuros docentes, conecendo e resolvendo as dificultades que implica o caracter inherentemente cambiante das situacions reais e as necesidades especificas de cada colectivo. A nivel social, xulgamos que os resultados para os colectivos destinatarios foron favorables, dado que as distintas entidades avaliaron a experiencia positivamente. EnglishIn this work we expose a Service-Learning activity that was developed in the academic year 2017-2018 in the subject Mathematics Education I of the Primary Education Degree. It consists of several components: one refers to the academic training of the students, who put into practice the theoretical contents of the subject taught in the university classes. Another is the promotion of equal opportunities in terms of the education of communities in risk of social exclusion. The last one is to increase the collaboration network between the University of A Coruna and different entities that act in diverse fields. Through some activities related to Mathematics Education, it is tried to fulfill the demands of the entities receiving the service, focusing on the university social responsibility trying to effectively improve the social conditions of the environment in which the university is inserted. Some results obtained are the improvement of the students' training as future teachers, knowing and solving the difficulties implied by the inherently changing nature of the real situations and the specific needs of each group. Also, we judge that the results for the communities of the service were positive, given that the different entities evaluated the experience positively.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126828818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.189
Fernando deLlano-Paz, Paulino Martínez Fernández
galegoO nivel de atencion e de asimilacion dos conceptos da materia Analise das Operacions Financeiras impartida na Facultade de Economia e Empresa da UDC non son satisfactorios. A proposta reside nun cambio metodoloxico a traves da combinacion da aula invertida, da aprendizaxe baseada en proxectos (ABPy) e o traballo cooperativo. Buscase unha maior asimilacion da materia a traves do desenvolvemento de habilidades metacognitivas derivadas das estratexias das metodoloxias activas propostas. O cuadrimestre dividirase en duas partes: Nas primeiras catro semanas do curso o docente explica e propon exercicios sobre os conceptos basicos da materia (capital financeiro, tipos de xuro, leis de capitalizacion e desconto, concepto de renda e prestamo). Pretendese provocar a participacion activa, motivada e critica na aula a traves do emprego de accions publicitarias (anuncios). Nas seguintes dez semanas procedese a crear cinco grupos cooperativos. Estes deben: (1) afondar nos conceptos teorico-practicos da materia, (2) elaborar un mapa conceptual e exercicios dixitais, ademais de (3) crear un video didactico da materia. Cada grupo vai subindo os materias creados ao google classroom, o que permite o control de actividade. A avaliacion establecese por competencias. ?O cambio? Radical, apaixoante e motivador. EnglishThe level of attention and assimilation of the concepts of the subject “Financial Operations Analysis” taught at Faculty of Economics and Business (UDC) are not satisfactory. The proposal is based on a methodological change through the combination of the inverted classroom, project-based learning (ABPy) and cooperative groups. A greater assimilation of the subject is sought through the development of metacognitive skills derived from the strategies of the proposed active methodologies. The semester will be divided in two parts: In the first four weeks of the course the teacher explains and proposes exercises on the basic concepts of the subject (financial capital, interest rates, laws of capitalization and discount, concept of income and loan). It is intended to provoke active motivated and critical participation in the classroom through the use of advertising actions (announcements). In the following ten weeks five cooperative groups are created. These should: (1) deepen in the theoretical and practical concepts of the subject, (2) elaborate a conceptual map and digital exercises, as well as (3) create a didactic video of the subject. Each group is raising the subjects created on google classroom, which allows the control of activity. The evaluation is established by competencies. The change? Radical, exciting and motivating...
galegoO nivel de atencion e de asimilacion dos conceptos da materia Analise das Operacions Financeiras impartida na Facultade de Economia e Empresa da UDC non son satisfactorios.因此，我们建议改变教学方法，将 "反向教学"、"近距离学习"（ABPy）和 "合作学习 "结合起来。通过对所提出的元认知能力培养策略的研究，帮助学生更好地吸收所学知识。课程分为两部分：在课程的前三个星期，教师讲解并提出有关本学科基本概念（金融资本、外汇种类、资本化和减值法、租金和声望概念）的练习。通过宣传活动（发布消息），激发学生积极、主动和批判性地参与课堂活动。在接下来的几个星期里，将创建五个合作小组。这些小组应：(1) 了解本学科的理论和实践概念，(2) 制作概念图和练习题，(3) 制作本学科的教学视频。每个小组将创建的材料放到谷歌教室中，这样就可以控制活动。根据能力进行评估。变革？激进、友好和激励。英文在经济与商业学院（UDC）教授的 "金融运营分析 "课程中，对概念的关注和吸收程度并不令人满意。该建议的基础是通过将倒置课堂、基于项目的学习（ABPy）和合作小组相结合来改变教学方法。通过从拟议的积极方法的策略中发展元认知技能，寻求对该学科的更大吸收。本学期将分为两个部分：在课程的前四周，教师将讲解该科目的基本概念（金融资本、利率、资本化和贴现规律、收入和贷款的概念）并提出相关练习。旨在通过广告行动（公告）激发学生在课堂上的积极性和批判性参与。在接下来的十周内，将成立五个合作小组。这些小组应(1) 深化该主题的理论和实践概念，(2) 设计概念图和数字练习，以及 (3) 制作该主题的教学视频。每个小组都在谷歌教室上提出创建的课题，这样就可以对活动进行控制。评价以能力为标准。变化？彻底的、令人兴奋的、激励人心的......
{"title":"“Activación” e “dixitalización” nas aulas de Matemáticas Financeiras: A revolución de construír o proceso de aprender","authors":"Fernando deLlano-Paz, Paulino Martínez Fernández","doi":"10.17979/spudc.9788497497121.189","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.189","url":null,"abstract":"galegoO nivel de atencion e de asimilacion dos conceptos da materia Analise das Operacions Financeiras impartida na Facultade de Economia e Empresa da UDC non son satisfactorios. A proposta reside nun cambio metodoloxico a traves da combinacion da aula invertida, da aprendizaxe baseada en proxectos (ABPy) e o traballo cooperativo. Buscase unha maior asimilacion da materia a traves do desenvolvemento de habilidades metacognitivas derivadas das estratexias das metodoloxias activas propostas. O cuadrimestre dividirase en duas partes: Nas primeiras catro semanas do curso o docente explica e propon exercicios sobre os conceptos basicos da materia (capital financeiro, tipos de xuro, leis de capitalizacion e desconto, concepto de renda e prestamo). Pretendese provocar a participacion activa, motivada e critica na aula a traves do emprego de accions publicitarias (anuncios). Nas seguintes dez semanas procedese a crear cinco grupos cooperativos. Estes deben: (1) afondar nos conceptos teorico-practicos da materia, (2) elaborar un mapa conceptual e exercicios dixitais, ademais de (3) crear un video didactico da materia. Cada grupo vai subindo os materias creados ao google classroom, o que permite o control de actividade. A avaliacion establecese por competencias. ?O cambio? Radical, apaixoante e motivador. EnglishThe level of attention and assimilation of the concepts of the subject “Financial Operations Analysis” taught at Faculty of Economics and Business (UDC) are not satisfactory. The proposal is based on a methodological change through the combination of the inverted classroom, project-based learning (ABPy) and cooperative groups. A greater assimilation of the subject is sought through the development of metacognitive skills derived from the strategies of the proposed active methodologies. The semester will be divided in two parts: In the first four weeks of the course the teacher explains and proposes exercises on the basic concepts of the subject (financial capital, interest rates, laws of capitalization and discount, concept of income and loan). It is intended to provoke active motivated and critical participation in the classroom through the use of advertising actions (announcements). In the following ten weeks five cooperative groups are created. These should: (1) deepen in the theoretical and practical concepts of the subject, (2) elaborate a conceptual map and digital exercises, as well as (3) create a didactic video of the subject. Each group is raising the subjects created on google classroom, which allows the control of activity. The evaluation is established by competencies. The change? Radical, exciting and motivating...","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127715686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.015
María Isabel González Siso, M. Fernandez
espanolLa presente innovacion consistio en la elaboracion por los estudiantes de screencasts, es decir, videos cortos en los que se graba parte o la totalidad de la pantalla del ordenador, acompanados por audios con las explicaciones correspondientes, acerca de temas propuestos por los profesores de la materia. Se recomendo el formato PechaKucha: 20 diapositivas de 20 segundos cada una. Al finalizar la experiencia, los estudiantes respondieron un cuestionario en la plataforma de teleensenanza Moodle. De las respuestas obtenidas destacamos: la mayoria necesito menos de 2 horas para la elaboracion del screencast; solo el 5% habia utilizado antes este recurso; a todos los estudiantes la elaboracion del screencast les ayudo a sintetizar los contenidos del tema; al 95% les ayudo a preparar la presentacion oral; solo el 10% opto por tener a su disposicion los screencasts elaborados por sus companeros para el estudio, prefiriendo resumenes de los temas; el 80% opino que 20 segundos por diapositiva era poco tiempo para desarrollar los contenidos; al 58% le gustaria disponer de los temas impartidos por los profesores en formato video; el 90% asistiria igualmente a las clases presenciales aun disponiendo de los videos, si bien la mitad con menor frecuencia. EnglishThe present innovation consisted of the preparation by the students of screencasts, i.e. short videos recording the computer screen (full or partial) with the corresponding explanations in audio, about themes proposed by the professors. The PechaKucha format was suggested: 20 slides of 20 seconds each one. At the end of the experience, the students answered a questionnaire in Moodle. From the responses obtained we outline: the majority needed less than 2 hours to record the screencast; only 5% had used this resource previously; all the students considered the screencast usefull to synthesize the contents of the theme; 95% considered it usefull to prepare the oral presentation; only 10% chose the screencasts made by their colleagues to study the themes, being summaries the preferred option; 80% thought that 20 seconds per slide was insufficient time to develop the contents; 58% would appreciate to have available the lectures taught by the professors in video format; 90% would continue assisting to presential master classes, although half less often.
espanolLa目前的创新是由学生制作截屏，即短视频，其中部分或全部的电脑屏幕被记录下来，并伴随着音频和相应的解释，由该学科的老师提出的主题。推荐PechaKucha格式:20张幻灯片，每张20秒。在体验结束时，学生们在Moodle远程学习平台上回答了一份问卷。从收到的回答中，我们强调:大多数人需要不到2小时的时间来准备屏幕直播;只有5%的人以前使用过这种资源;对于所有的学生，屏幕直播的详细阐述帮助他们综合主题的内容;95%的人帮助他们准备口头报告;只有10%的人选择让他们的同事为工作室制作的截屏供他们使用，更喜欢主题摘要;80%的人认为每张幻灯片20秒的时间不足以开发内容;58%的人希望教师以视频形式教授的科目;90%的人在有视频的情况下也会参加课堂，尽管有一半的人参加的频率较低。目前的创新包括学生准备截屏，即在电脑屏幕上录制短视频(全部或部分)，并对教师提出的主题进行相应的音频解释。was The format PechaKucha suggested: 20 seconds每20 slides one。在实验结束时，学生们在Moodle中回答了一个问卷。从我们收到的答复来看，我们概述:大多数人只需不到2小时就可以录制屏幕;只有5%的人以前使用过这个资源;所有学生都认为屏幕直播有助于综合主题内容;95%的人认为它有助于准备口头报告;只有10%的东西是他们的同事制作的截屏来研究主题，总结是首选;80%的人认为每张幻灯片20秒的时间不足以开发内容;58%的人希望能以视频形式获得教师讲授的讲座;90%的人会继续参加面对面的大师班，尽管人数减少了一半。
{"title":"Utilización de screencasts para un aprendizaje activo","authors":"María Isabel González Siso, M. Fernandez","doi":"10.17979/spudc.9788497497121.015","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.015","url":null,"abstract":"espanolLa presente innovacion consistio en la elaboracion por los estudiantes de screencasts, es decir, videos cortos en los que se graba parte o la totalidad de la pantalla del ordenador, acompanados por audios con las explicaciones correspondientes, acerca de temas propuestos por los profesores de la materia. Se recomendo el formato PechaKucha: 20 diapositivas de 20 segundos cada una. Al finalizar la experiencia, los estudiantes respondieron un cuestionario en la plataforma de teleensenanza Moodle. De las respuestas obtenidas destacamos: la mayoria necesito menos de 2 horas para la elaboracion del screencast; solo el 5% habia utilizado antes este recurso; a todos los estudiantes la elaboracion del screencast les ayudo a sintetizar los contenidos del tema; al 95% les ayudo a preparar la presentacion oral; solo el 10% opto por tener a su disposicion los screencasts elaborados por sus companeros para el estudio, prefiriendo resumenes de los temas; el 80% opino que 20 segundos por diapositiva era poco tiempo para desarrollar los contenidos; al 58% le gustaria disponer de los temas impartidos por los profesores en formato video; el 90% asistiria igualmente a las clases presenciales aun disponiendo de los videos, si bien la mitad con menor frecuencia. EnglishThe present innovation consisted of the preparation by the students of screencasts, i.e. short videos recording the computer screen (full or partial) with the corresponding explanations in audio, about themes proposed by the professors. The PechaKucha format was suggested: 20 slides of 20 seconds each one. At the end of the experience, the students answered a questionnaire in Moodle. From the responses obtained we outline: the majority needed less than 2 hours to record the screencast; only 5% had used this resource previously; all the students considered the screencast usefull to synthesize the contents of the theme; 95% considered it usefull to prepare the oral presentation; only 10% chose the screencasts made by their colleagues to study the themes, being summaries the preferred option; 80% thought that 20 seconds per slide was insufficient time to develop the contents; 58% would appreciate to have available the lectures taught by the professors in video format; 90% would continue assisting to presential master classes, although half less often.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132134599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.359
Vanessa Mato Santiso, Marta Rey-García, Noelia Salido Andrés, Obdulia Taboadela
espanolLa Catedra Inditex-UDC de Sostenibilidad nace como un espacio de reflexion -formacion, investigacion y divulgacion- en el ambito de la sostenibilidad, la responsabilidad e innovacion social. El objetivo de esta comunicacion es analizar los proyectos practicos de esta catedra en colaboracion con entidades como metodologia de innovacion educativa y transferencia de conocimiento, basada en el aprendizaje colaborativo entre seis actores diferentes: la direccion academica, los alumnos, los representantes de las entidades colaboradoras, el tutor metodologico, los antiguos alumnos que mentorizan los proyectos y los miembros del tribunal. Para ello, se hace especial hincapie en los retos que supone su desarrollo, se detallan las acciones de mejora continua adoptadas y se evaluan tanto los resultados de aprendizaje como los resultados de implantacion de las recomendaciones de los alumnos en las entidades colaboradoras. Hasta el momento, estos proyectos en colaboracion se traducen en un modelo exitoso de aprendizaje para los alumnos, y en transferencia de conocimiento a las entidades colaboradoras, que obtienen ideas y recomendaciones innovadoras para resolver necesidades reales e inmediatas. EnglishThe Inditex-UDC Chair of Sustainability emerged as a space for reflection -training, research and dissemination- in the field of sustainability, responsibility and social innovation. The objective of this communication is to analyze the projects of this chair in collaboration with entities as educational innovation and knowledge transfer methodology, based on the collaborative learning among six different actors: Academic Direction, students, representatives of the collaborating entities, the methodological tutor, alumni who mentor the projects and the members of the Academic Tribunal. Along these lines, the challenges encountered in its development are highlighted, the continuous improvement actions adopted are detailed, and the results of the learning and results of the implementation of recommendations from students on the collaborating entities are evaluated. So far, these collaborative projects translate into a successful learning model for students, and knowledge transfer to collaborating entities, which obtain innovative ideas and recommendations to solve real and immediate needs.
Inditex-UDC可持续发展Catedra是一个在可持续发展、责任和社会创新领域进行反思、培训、研究和传播的空间。这个沟通的目标是分析这个catedra colaboracion在实体的专题项目作为metodologia教育和知识转让、基于创新协作式学习六个不同的演员包括:指路academica,学生、合作伙伴代表、监护人metodologico,校友mentorizan项目和法庭成员。为此，特别强调其发展所涉及的挑战，详细说明所采取的持续改进行动，并评估学习结果和在合作实体中实施学生建议的结果。到目前为止，这些合作项目为学生提供了一个成功的学习模式，并将知识转移给合作实体，合作实体获得创新的想法和建议，以解决实际和紧迫的需求。Inditex-UDC可持续发展主席已成为可持续发展、责任和社会创新领域的反思、培训、研究和传播空间。民间of this communication is to analyze The projects of this in collaboration with主席实体教育创新和知识转让的方法,based on The collaborative learning 6中不同行为:Academic Direction, students collaborating实体的代表,方法,世卫alumni导师监护人projects and The成员of The Academic法院。按照这些方针，强调了其发展过程中所面临的挑战，详细说明了正在采取的改进行动，并评估了学生对合作实体的学习成果和执行建议的结果。到目前为止，这些合作项目为学生提供了一个成功的学习模式，并将知识转移给合作实体，从而获得创新的想法和建议，以解决实际和紧迫的需要。
{"title":"Los proyectos prácticos de la Cátedra Inditex-UDC de Sostenibilidad como experiencia innovadora en el ámbito de la educación para la sostenibilidad","authors":"Vanessa Mato Santiso, Marta Rey-García, Noelia Salido Andrés, Obdulia Taboadela","doi":"10.17979/spudc.9788497497121.359","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.359","url":null,"abstract":"espanolLa Catedra Inditex-UDC de Sostenibilidad nace como un espacio de reflexion -formacion, investigacion y divulgacion- en el ambito de la sostenibilidad, la responsabilidad e innovacion social. El objetivo de esta comunicacion es analizar los proyectos practicos de esta catedra en colaboracion con entidades como metodologia de innovacion educativa y transferencia de conocimiento, basada en el aprendizaje colaborativo entre seis actores diferentes: la direccion academica, los alumnos, los representantes de las entidades colaboradoras, el tutor metodologico, los antiguos alumnos que mentorizan los proyectos y los miembros del tribunal. Para ello, se hace especial hincapie en los retos que supone su desarrollo, se detallan las acciones de mejora continua adoptadas y se evaluan tanto los resultados de aprendizaje como los resultados de implantacion de las recomendaciones de los alumnos en las entidades colaboradoras. Hasta el momento, estos proyectos en colaboracion se traducen en un modelo exitoso de aprendizaje para los alumnos, y en transferencia de conocimiento a las entidades colaboradoras, que obtienen ideas y recomendaciones innovadoras para resolver necesidades reales e inmediatas. EnglishThe Inditex-UDC Chair of Sustainability emerged as a space for reflection -training, research and dissemination- in the field of sustainability, responsibility and social innovation. The objective of this communication is to analyze the projects of this chair in collaboration with entities as educational innovation and knowledge transfer methodology, based on the collaborative learning among six different actors: Academic Direction, students, representatives of the collaborating entities, the methodological tutor, alumni who mentor the projects and the members of the Academic Tribunal. Along these lines, the challenges encountered in its development are highlighted, the continuous improvement actions adopted are detailed, and the results of the learning and results of the implementation of recommendations from students on the collaborating entities are evaluated. So far, these collaborative projects translate into a successful learning model for students, and knowledge transfer to collaborating entities, which obtain innovative ideas and recommendations to solve real and immediate needs.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131369062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.025
Rocío Chao-Fernández, Abraham Felpeto Guerrero, Rubén Vázquez-Sánchez
espanolCon motivo de la I convocatoria para la elaboracion de MOOCS de la Universidade da Coruna y dada la ausencia de cursos especificos relacionados con musica y TIC dentro de las plataformas mas importantes de MOOCS, desde el grupo de innovacion educativa metodologica a traves de las TIC (IMETIC), y en colaboracion con la Universidad de Cadiz, se decide elaborar un Mooc centrado en el software libre y la educacion musical. En la presente comunicacion abordamos la experiencia de preparacion de este MOOC centrandonos en la explicacion de como ha sido el proceso de elaboracion del mismo, desde la planificacion y seleccion de los modulos que componen el curso hasta el proceso de decision de los tipos de material audiovisual necesario para el mismo, explicando como hemos realizado las grabaciones, y los diferentes materiales de apoyo. Una vez generados todos los materiales didacticos, se expone el flujo de trabajo necesario para la publicacion de dichos contenidos en la plataforma Mooc escogida a tal efecto, en este caso MiriadaX. EnglishOn the ocassion of the I call for the development of MOOC courses organized by University of A Coruna and given the absence of specific courses related with music and ICT withing the most important MOOC platforms, teachers from IMETIC group in collaboration with University of Cadiz decided to develop a MOOC course focused on open-source and music education. Through the present communication we address the experience of the creation of this MOOC, focusing on the explanation about how the course was prepaired, from the planning and selection of the modules that make up the course up to the decision about the kind of audiovisal materials neccesary for it, going through the explanation about how we made the recordings as well as other support materials. Once all the didactic materials have been generated, we explain how was the workflow followed in order to publish all the contents in the MOOC platform chosen for this purpose, in this case MiriadaX.
espanolCon I约会的理由的MOOCS elaboracion大学Coruna,而由于缺少相关especificos音乐课程和信通技术MOOCS里面最重要的平台之一,从metodologica教育创新是通过信通技术小组(IMETIC),与大学colaboracion油轮,决定制定一个Mooc聚焦在自由和开放源码软件和音乐教育。本沟通我们preparacion体验该MOOC centrandonos在解释过程可以解释elaboracion类似,从planificacion和seleccion modulos进程组成课程到决定所需的音像材料类型相同,解释了录音,和不同材料的支持。一旦生成了所有的教学材料，就会暴露在为此目的选择的Mooc平台(在本例中是MiriadaX)上发布这些内容所需的工作流程。EnglishOn the ocassion of the I call for the development of MOOC课程组织给予the absence of University of A Coruna,具体课程related with music and ICT withing the most important MOOC platforms,教师from IMETIC group in collaboration with University of油轮决定一MOOC 52,000聚焦开放原始码和音乐教育。Through the目前communication we address the experience of the creation of this MOOC, on the explanation about how was the 52,000 prepaired from the planning and selection of the模块that make up, up to the decision about the kind of audiovisal materials neccesary for going Through the explanation about how we made it as well as other support纪实材料。一旦生成了所有的教学材料，我们将解释如何遵循工作流，以便在为此目的选择的MOOC平台上发布所有内容，在本例中是MiriadaX。
{"title":"Experiencia de creación del MOOC “Música para el siglo XXI: aportaciones del software libre a la educación musical”","authors":"Rocío Chao-Fernández, Abraham Felpeto Guerrero, Rubén Vázquez-Sánchez","doi":"10.17979/spudc.9788497497121.025","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.025","url":null,"abstract":"espanolCon motivo de la I convocatoria para la elaboracion de MOOCS de la Universidade da Coruna y dada la ausencia de cursos especificos relacionados con musica y TIC dentro de las plataformas mas importantes de MOOCS, desde el grupo de innovacion educativa metodologica a traves de las TIC (IMETIC), y en colaboracion con la Universidad de Cadiz, se decide elaborar un Mooc centrado en el software libre y la educacion musical. En la presente comunicacion abordamos la experiencia de preparacion de este MOOC centrandonos en la explicacion de como ha sido el proceso de elaboracion del mismo, desde la planificacion y seleccion de los modulos que componen el curso hasta el proceso de decision de los tipos de material audiovisual necesario para el mismo, explicando como hemos realizado las grabaciones, y los diferentes materiales de apoyo. Una vez generados todos los materiales didacticos, se expone el flujo de trabajo necesario para la publicacion de dichos contenidos en la plataforma Mooc escogida a tal efecto, en este caso MiriadaX. EnglishOn the ocassion of the I call for the development of MOOC courses organized by University of A Coruna and given the absence of specific courses related with music and ICT withing the most important MOOC platforms, teachers from IMETIC group in collaboration with University of Cadiz decided to develop a MOOC course focused on open-source and music education. Through the present communication we address the experience of the creation of this MOOC, focusing on the explanation about how the course was prepaired, from the planning and selection of the modules that make up the course up to the decision about the kind of audiovisal materials neccesary for it, going through the explanation about how we made the recordings as well as other support materials. Once all the didactic materials have been generated, we explain how was the workflow followed in order to publish all the contents in the MOOC platform chosen for this purpose, in this case MiriadaX.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132182710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/SPUDC.9788497497121.213
Carles Dulsat Ortiz
espanolLa experiencia que se describe parte de los resultados iniciales del alumnado de esta materia y su relacion con las ciencias naturales. Se identifico al inicio del curso cual era la relacion del alumnado con las ciencias de la naturaleza para al final del curso academico averiguar como, desde una propuesta mas participativa, se mejora ese grado de aceptacion de los conceptos cientificos y su interes por las ciencias de la naturaleza. La propuesta en el laboratorio fue pedir a cada uno de los pequenos grupos de trabajo la exposicion de tres experimentos cientificos junto a la informacion cientifica que explica cada uno de ellos. Esta propuesta considera entre otras cuestiones los intereses del alumnado en una materia que para muchos de ellos resulta compleja en la comprension de sus conceptos. El buscar la informacion, el preparar, explicar y exponer los experimentos hace que algunos de esos conceptos se acerquen a su comprension. Esta propuesta contribuye a la reflexion critica en la busqueda de informacion y en la aplicacion de conceptos una vez iniciados en los mecanismos con las que aproximarse a las ciencias naturales. EnglishThe experience described is based on the initial results of the students of this subject and their relationship with the natural sciences. It was identified at the beginning of the course which was the relation of the students with the natural sciences for the end of the academic year to find out how, from a more participative proposal, that degree of acceptance of the scientific concepts and their interest in the sciences of nature. The proposal in the laboratory was to ask each of the small working groups to present three scientific experiments together with the scientific information that each of them explains. This proposal considers among other issues the interests of students in a subject that for many of them is complex in understanding their concepts. The search for information, preparing, explaining and exposing the experiments makes some of these concepts closer to their understanding. This proposal contributes to critical reflection in the search for information and in the application of concepts once initiated in the mechanisms with which to approach the natural sciences.
描述学生在这门学科的初步成果及其与自然科学的关系的经验。开始时存在课程是学生与自然科学的关系为academico找出课程末尾的建议,从更多的参与性,那种程度的aceptacion改进概念的科学家和大自然的他对科学的兴趣。实验室的建议是要求每个小组展示三个科学实验，以及解释每个实验的科学信息。这一建议考虑了学生对这门学科的兴趣，对他们中的许多人来说，这门学科在理解他们的概念方面是复杂的。寻找信息、准备、解释和揭露实验使其中一些概念更接近他们的理解。这一建议有助于批判性反思，在信息搜索和概念的应用，一旦开始的机制，以接近自然科学。所描述的经验是基于该学科学生的初步结果及其与自然科学的关系。It was确定at the beginning of the 52,000 which was the关于of the students with the自然科学for the end of the academic year to find out how, from a more participative提案,degree of acceptance of the scientific概念及其interest in the sciences of nature)。该实验室的建议是要求每个小工作组一起提出三个科学实验，并提供每个实验解释的科学信息。在其他问题中，本建议考虑到学生对这门学科的兴趣，许多学生对这门学科的概念理解复杂。preparing, explaining The search for information and exposing The experiments曾这些概念,更贴近他们的理解。这个提案密critical reflection in the search for information and in the application of概念十一initiated in the机制with which to approach the natural sciences)。
{"title":"Una experiencia en el laboratorio de ciencias para el alumnado del grado de Educación Infantil","authors":"Carles Dulsat Ortiz","doi":"10.17979/SPUDC.9788497497121.213","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.213","url":null,"abstract":"espanolLa experiencia que se describe parte de los resultados iniciales del alumnado de esta materia y su relacion con las ciencias naturales. Se identifico al inicio del curso cual era la relacion del alumnado con las ciencias de la naturaleza para al final del curso academico averiguar como, desde una propuesta mas participativa, se mejora ese grado de aceptacion de los conceptos cientificos y su interes por las ciencias de la naturaleza. La propuesta en el laboratorio fue pedir a cada uno de los pequenos grupos de trabajo la exposicion de tres experimentos cientificos junto a la informacion cientifica que explica cada uno de ellos. Esta propuesta considera entre otras cuestiones los intereses del alumnado en una materia que para muchos de ellos resulta compleja en la comprension de sus conceptos. El buscar la informacion, el preparar, explicar y exponer los experimentos hace que algunos de esos conceptos se acerquen a su comprension. Esta propuesta contribuye a la reflexion critica en la busqueda de informacion y en la aplicacion de conceptos una vez iniciados en los mecanismos con las que aproximarse a las ciencias naturales. EnglishThe experience described is based on the initial results of the students of this subject and their relationship with the natural sciences. It was identified at the beginning of the course which was the relation of the students with the natural sciences for the end of the academic year to find out how, from a more participative proposal, that degree of acceptance of the scientific concepts and their interest in the sciences of nature. The proposal in the laboratory was to ask each of the small working groups to present three scientific experiments together with the scientific information that each of them explains. This proposal considers among other issues the interests of students in a subject that for many of them is complex in understanding their concepts. The search for information, preparing, explaining and exposing the experiments makes some of these concepts closer to their understanding. This proposal contributes to critical reflection in the search for information and in the application of concepts once initiated in the mechanisms with which to approach the natural sciences.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121887178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/SPUDC.9788497497121.255
M. Fernández, Emma Rodríguez Maseda, Carla Freijomil Vázquez, Sara Fernández-Basanta
galegoNa materia de Practicum do Grao de Enfermeria empregase a pedagoxia narrativa, que consiste en que os estudantes elaboran 3 entradas de un diario reflexivo sobre as experiencias de aprendizaxe no entorno clinico. Durante o curso 2017/2018, un grupo de profesoras de esta materia tenen o obxectivo de identificar elementos que os estudantes experimentan como relevantes nas suas entradas no diario reflexivo no relativo a sua aprendizaxe clinica no momento do Practicum. Empregouse unha analise cualitativa do discurso das tres entradas no diario reflexivo de 20 estudantes. As categorias de significado que emerxeron foron: “experiencias aprendizaxe negativas”, “experiencias aprendizaxe positivas” e “querer aprender versus aprender sen querer”. Concluimos que as narrativas das experiencias dos estudantes informanos sobre aspectos que condicionan a sua aprendizaxe, e que nos trasladamos a unha mellora do proceso de aprendizaxe e da avaliacion, mediante a comparativa das competencias a adquirir e executar respecto as dificultades de aprendizaxe encontradas. EnglishNarrative pedagogy is used in the subject of Practicum of Nursing Degree. Students write 3 entries of a reflective diary about the experiences of learning in clinical setting. During the year 2017/2018, a group of Practicum teachers had the aim of identifying elements that students experience as relevant in their reflective diary entries in relation to their clinical learning. A qualitative analysis of the speech of the entries in the reflective diary of 20 students was carried out. The categories that emerged were: "negative learning experiences", "positive learning experiences" and "wanting to learn versus learning without learning". We conclude that the narratives of the students' experiences inform about aspects that affect their learning. These results allow to improve the process of learning and evaluation, when comparing the competences to acquire and execute with respect to the learning difficulties encountered.
{"title":"A pedagoxía narrativa como elemento de avaliación da aprendizaxe clínica no grao de Enfermaría","authors":"M. Fernández, Emma Rodríguez Maseda, Carla Freijomil Vázquez, Sara Fernández-Basanta","doi":"10.17979/SPUDC.9788497497121.255","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.255","url":null,"abstract":"galegoNa materia de Practicum do Grao de Enfermeria empregase a pedagoxia narrativa, que consiste en que os estudantes elaboran 3 entradas de un diario reflexivo sobre as experiencias de aprendizaxe no entorno clinico. Durante o curso 2017/2018, un grupo de profesoras de esta materia tenen o obxectivo de identificar elementos que os estudantes experimentan como relevantes nas suas entradas no diario reflexivo no relativo a sua aprendizaxe clinica no momento do Practicum. Empregouse unha analise cualitativa do discurso das tres entradas no diario reflexivo de 20 estudantes. As categorias de significado que emerxeron foron: “experiencias aprendizaxe negativas”, “experiencias aprendizaxe positivas” e “querer aprender versus aprender sen querer”. Concluimos que as narrativas das experiencias dos estudantes informanos sobre aspectos que condicionan a sua aprendizaxe, e que nos trasladamos a unha mellora do proceso de aprendizaxe e da avaliacion, mediante a comparativa das competencias a adquirir e executar respecto as dificultades de aprendizaxe encontradas. EnglishNarrative pedagogy is used in the subject of Practicum of Nursing Degree. Students write 3 entries of a reflective diary about the experiences of learning in clinical setting. During the year 2017/2018, a group of Practicum teachers had the aim of identifying elements that students experience as relevant in their reflective diary entries in relation to their clinical learning. A qualitative analysis of the speech of the entries in the reflective diary of 20 students was carried out. The categories that emerged were: \"negative learning experiences\", \"positive learning experiences\" and \"wanting to learn versus learning without learning\". We conclude that the narratives of the students' experiences inform about aspects that affect their learning. These results allow to improve the process of learning and evaluation, when comparing the competences to acquire and execute with respect to the learning difficulties encountered.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121087904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.071
Laura Nieto Riveiro, Betania Groba González, Javier Pereira Loureiro, Thais Pousada García
galegoEste traballo xestouse no Grupo de Innovacion Educativa “Gamificacion e interactividade nas aulas” da Universidade da Coruna. Como principal obxectivo planeouse determinar o potencial da creacion de contidos interactivos dentro das presentacions de diferentes materias mediante tecnoloxias coma os clickers on-line e ferramentas de gamificacion para captar a atencion do alumnado. A comunicacion presenta os resultados do emprego das enquisas online e en tempo real, a traves de diversas aplicacions, coma AnswerGarden, Kahoot e Mentimeter. A metodoloxia interactiva aplicouse en materias do Grao en Terapia Ocupacional e na Universidade Senior da Universidade da Coruna. Os participantes activos incluen aos propios docentes, estudantes xoves (entre 19 e 25 anos) e persoas maiores de 50 anos (Universidade Senior). Os estudantes de 2o e 3o de Terapia Ocupacional (n=105) participaron nas enquisas (media de 6 consultas online por materia). Na Universidade Senior, 30 estudantes reflectiron as suas percepcions sobre diferentes tematicas como saude, benestar e envecellemento e manifestaron os conecementos acadados sobre o uso das TIC. Nesta primeira experiencia, comprobouse que a gamificacion pode ser aplicada nos contornos universitarios con diferentes grupos de estudantes. A participacion e visualizacion dos resultados producese en tempo real, ofrecendo unha retroalimentacion inmediata e contribuindo a aprendizaxe de contidos especificos. EnglishThe present work was created by Group of Educative Innovation “Gamification and interactivity in classrooms” of Universidade da Coruna. The main proposal was to determine the potential derivate from the creation of interactive contains on presentation of few subjects through technologies. One example of that is the use of clickers online and tools for gamification to get the attention from students. The paper presents the results from the use of online and on time enquires through diverse applications, like AnswerGarden, Kahoot and Mentimeter. The interactive methodology was applied in subjects of Degree in Occupational Therapy and of Senior University. The active participants were the own teachers, young students (19 – 25 years old) and people with more than 50 years (Senior University). The students from 2 and 3 course of Occupational Therapy (n=105) participated on enquires (main of 6 consults by subject). In Senior University, 30 students reflected their perceptions about different subjects, as health, wellbeing and aging, and exposed their own knowledge about ICT. In that first experience, authors checked that gamification can be applied along universities contexts with different groups of students. The participation and display of results occur in real time, offering an immediate feedback and contributing to the knowledge of specific contains.
galegoEste traballo xestouse no Grupo de Innovacion Educativa "Gamificacion e interactividade nas aulas" da Universidade da Coruna.其主要目的是确定通过在线点击器和游戏工具等技术在介绍不同材料时创建互动内容以吸引学生注意力的潜力。通过多种应用程序，如 AnswerGarden、Kahoot 和 Mentimeter，交流展示了在线和实时探究的结果。互动式教学法在科鲁尼亚大学老年大学和眼科治疗 Grao 课程中得到了应用。活动参与者包括自己的讲师、小学生（19 至 25 岁）和 50 岁以上的学生（老年大学）。眼科治疗专业二年级和三年级的学生（人数=105）参加了调查（每种材料的在线咨询次数为 6 次）。在老年大学，30 名学生反映了他们对健康、福利和发展等不同主题的看法，并展示了他们对使用 TIC 的看法。在最初的体验中，我们发现游戏可以应用于不同学生群体的大学课堂。参与和可视化结果的实时生成，提供了即时的反馈，有助于具体内容的学习。English 本作品由科鲁尼亚大学 "课堂游戏化和互动性 "教育创新小组创作。其主要建议是确定通过技术创建互动式内容来展示少数学科的潜力。其中一个例子就是使用在线点击器和游戏化工具来吸引学生的注意力。本文介绍了通过各种应用程序（如 AnswerGarden、Kahoot 和 Mentimeter）使用在线和准时问答的结果。互动方法被应用于职业治疗学位和高级大学的科目中。积极参与者包括教师、青年学生（19-25 岁）和 50 岁以上的人士（老年大学）。职业疗法专业第二和第三课程的学生（人数=105）参与了调查（主要是各学科的 6 次咨询）。在老年大学，30 名学生反映了他们对健康、福祉和老龄化等不同主题的看法，并介绍了自己对信息和通信技术的了解。在第一次体验中，作者发现游戏化可以在大学中应用于不同的学生群体。参与和结果显示都是实时进行的，提供了即时反馈，有助于了解具体内容。
{"title":"Gamificación e interactividade nas aulas da UDC","authors":"Laura Nieto Riveiro, Betania Groba González, Javier Pereira Loureiro, Thais Pousada García","doi":"10.17979/spudc.9788497497121.071","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.071","url":null,"abstract":"galegoEste traballo xestouse no Grupo de Innovacion Educativa “Gamificacion e interactividade nas aulas” da Universidade da Coruna. Como principal obxectivo planeouse determinar o potencial da creacion de contidos interactivos dentro das presentacions de diferentes materias mediante tecnoloxias coma os clickers on-line e ferramentas de gamificacion para captar a atencion do alumnado. A comunicacion presenta os resultados do emprego das enquisas online e en tempo real, a traves de diversas aplicacions, coma AnswerGarden, Kahoot e Mentimeter. A metodoloxia interactiva aplicouse en materias do Grao en Terapia Ocupacional e na Universidade Senior da Universidade da Coruna. Os participantes activos incluen aos propios docentes, estudantes xoves (entre 19 e 25 anos) e persoas maiores de 50 anos (Universidade Senior). Os estudantes de 2o e 3o de Terapia Ocupacional (n=105) participaron nas enquisas (media de 6 consultas online por materia). Na Universidade Senior, 30 estudantes reflectiron as suas percepcions sobre diferentes tematicas como saude, benestar e envecellemento e manifestaron os conecementos acadados sobre o uso das TIC. Nesta primeira experiencia, comprobouse que a gamificacion pode ser aplicada nos contornos universitarios con diferentes grupos de estudantes. A participacion e visualizacion dos resultados producese en tempo real, ofrecendo unha retroalimentacion inmediata e contribuindo a aprendizaxe de contidos especificos. EnglishThe present work was created by Group of Educative Innovation “Gamification and interactivity in classrooms” of Universidade da Coruna. The main proposal was to determine the potential derivate from the creation of interactive contains on presentation of few subjects through technologies. One example of that is the use of clickers online and tools for gamification to get the attention from students. The paper presents the results from the use of online and on time enquires through diverse applications, like AnswerGarden, Kahoot and Mentimeter. The interactive methodology was applied in subjects of Degree in Occupational Therapy and of Senior University. The active participants were the own teachers, young students (19 – 25 years old) and people with more than 50 years (Senior University). The students from 2 and 3 course of Occupational Therapy (n=105) participated on enquires (main of 6 consults by subject). In Senior University, 30 students reflected their perceptions about different subjects, as health, wellbeing and aging, and exposed their own knowledge about ICT. In that first experience, authors checked that gamification can be applied along universities contexts with different groups of students. The participation and display of results occur in real time, offering an immediate feedback and contributing to the knowledge of specific contains.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"1200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125984929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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