Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.175
Paula-María Castro-Castro, Adriana Dapena, Francisco Javier Vázquez Araujo, Francisco Laport
galegoA palabra CAMBIO describe claramente a situacion da Educacion a todos os niveis (primaria, secundaria e superior) na nosa comunidade e fora dela, polo que nos preguntamos se estamos preparados para este cambio. Vivimos na Sociedade da Informacion, unha sociedade en constante evolucion que transforma tamen a Educacion, de xeito que compre falar de Educacion na Sociedade da Informacion. Este traballo xorde da vontade duns docentes por cambiar “algo” na sua docencia mais ou menos tradicional. Un dos aspectos mais criticos para os estudantes e, sen dubida, a avaliacion. A avaliacion forma parte do proceso de aprendizaxe principalmente para determinar o grao de adquisicion de competencias e adaptar o proceso educativo segundo as caracteristicas do estudante ou grupo de estudantes. A responsabilidade da mesma e tradicionalmente do profesor, co que estamos a excluir o alumno deste elemento fundamental da educacion. A demanda de roles de avaliacion invertidos e crecente, polo que neste traballo proponemos unha AVALIACION 4.0. Nela, estudantes e profesores comparten o rol de arbitros no proceso de aprendizaxe involucrando de xeito activo os primeiros, non so como desenadores de probas ou instrumentos de avaliacion, senon tamen como co-avaliadores, un rol innovador que, por analoxia coa aula invertida, leva a unha avaliacion invertida. EnglishThe word CHANGE clearly describes the state-of-the-art of Education at all levels (primary, secondary and higher) in our community and outside of it, so we are wondering if we are prepared for such a change. We live in the Information Society, which is continuously evolving and Education changes with it. Thus talking about Education in the Information Society is mandatory. This work arises from the willingness of some professors of higher education to change "something" in their more or less traditional teaching. The assessment is definitely the most critical aspect of the learning process from the point of view of students. The assessment determines the degree of acquisition of competences and adapts the educational process according to the characteristics of the student or group of students. The professor is traditionally responsible for that, so students are excluded from that task. The demand for flipping assessment roles is growing, and therefore in this work we propose what we denote 4.0 ASSESSMENT. Both students and teachers will share the role of referees in the learning process by actively involving students not only as designers of assessment tests and instruments but also as coevaluators, an innovative role that takes us by analogy with the flipped classroom to flipped assessment.
{"title":"Avaliación 4.0: Avaliación cooperativa en metodoloxías con aprendizaxe invertida","authors":"Paula-María Castro-Castro, Adriana Dapena, Francisco Javier Vázquez Araujo, Francisco Laport","doi":"10.17979/spudc.9788497497121.175","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.175","url":null,"abstract":"galegoA palabra CAMBIO describe claramente a situacion da Educacion a todos os niveis (primaria, secundaria e superior) na nosa comunidade e fora dela, polo que nos preguntamos se estamos preparados para este cambio. Vivimos na Sociedade da Informacion, unha sociedade en constante evolucion que transforma tamen a Educacion, de xeito que compre falar de Educacion na Sociedade da Informacion. Este traballo xorde da vontade duns docentes por cambiar “algo” na sua docencia mais ou menos tradicional. Un dos aspectos mais criticos para os estudantes e, sen dubida, a avaliacion. A avaliacion forma parte do proceso de aprendizaxe principalmente para determinar o grao de adquisicion de competencias e adaptar o proceso educativo segundo as caracteristicas do estudante ou grupo de estudantes. A responsabilidade da mesma e tradicionalmente do profesor, co que estamos a excluir o alumno deste elemento fundamental da educacion. A demanda de roles de avaliacion invertidos e crecente, polo que neste traballo proponemos unha AVALIACION 4.0. Nela, estudantes e profesores comparten o rol de arbitros no proceso de aprendizaxe involucrando de xeito activo os primeiros, non so como desenadores de probas ou instrumentos de avaliacion, senon tamen como co-avaliadores, un rol innovador que, por analoxia coa aula invertida, leva a unha avaliacion invertida. EnglishThe word CHANGE clearly describes the state-of-the-art of Education at all levels (primary, secondary and higher) in our community and outside of it, so we are wondering if we are prepared for such a change. We live in the Information Society, which is continuously evolving and Education changes with it. Thus talking about Education in the Information Society is mandatory. This work arises from the willingness of some professors of higher education to change \"something\" in their more or less traditional teaching. The assessment is definitely the most critical aspect of the learning process from the point of view of students. The assessment determines the degree of acquisition of competences and adapts the educational process according to the characteristics of the student or group of students. The professor is traditionally responsible for that, so students are excluded from that task. The demand for flipping assessment roles is growing, and therefore in this work we propose what we denote 4.0 ASSESSMENT. Both students and teachers will share the role of referees in the learning process by actively involving students not only as designers of assessment tests and instruments but also as coevaluators, an innovative role that takes us by analogy with the flipped classroom to flipped assessment.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"6 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":"124342284","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.9788497497121.401
V. Robles-García, L. Carballo-Costa, F. J. S. Camargo, L. G. Doníz
galegoA promocion activa da responsabilidade social universitaria ten un papel prioritario para conseguir un modelo mais sustentable e humano. As actividades propostas polo persoal docente e investigador deben ter un impacto directo e positivo no alumnado, que ademais forme parte da sua formacion integral. Neste proxecto proponse implicar ao alumnado do Grao de Fisioterapia nun proxecto de Educacion para o Desenvolvemento (EpD) que trata sobre as mulleres coidadoras en paises en vias de desenvolvemento. O obxectivo e facer ao estudantado participe dunha situacion social real de inxustiza e desigualdade e invitalo a reflexionar sobre a interdependencia entre as dimensions economicas, sociais e de saude para finalmente advertir o seu rol como futuros profesionais en Fisioterapia en tarefas de prevencion e promocion da saude nos diferentes contextos culturais e socioeconomicos. O presente proxecto e a primeira proposta da Facultade de Fisioterapia dun proxecto de EpD no que o alumnado e actor chave. Deste proxecto xorde a reflexion sobre a mision de fomentar a participacion social e o desenvolvemento humano do alumnado, suponendo tamen o inicio doutras actividades relacionadas. O alumnado refire a aprendizaxe da importancia da prevencion na saude en diferentes contextos e o seu papel neste proceso como futuros profesionais. EnglishThe active promotion of university social responsibility has a priority role in achieving a more sustainable and human model. The activities proposed must have a direct and positive impact on students, being part part of their integral training. This project is intended to involve Physical Therapy students in activities related to an education project for development (EpD) about women caregivers in developing countries. The objective is to make them part of a real social situation of injustice and inequality and invite them to reflect on the interdependence between the economic, social and health dimensions. Then, we want them to realize their role as future professionals in Physical Therapy in prevention and health promotion and how strategies may change depending on different cultural and socio-economic contexts. The present project is the first proposal of the Faculty of Physiotherapy for an EpD project in which the students are main actors. This project reflects on the mission of promoting social participation and human development among students. Also, it promoted the beginning of other activities related to social responsability, training and research.
galegoA promocion activa da responsabilidade social universitaria ten ten un papel prioritario para conseguir un modelo mais sustentable e humano.教员和研究人员提出的活动应直接对校友产生积极影响，并成为其综合发展的一部分。在此，我们建议将 Fisioterapia 研究生课程与 Desenvolvemento 教育（EpD）课程联系起来，该课程针对的是在发展中国家的女大学生。本研究的目的是让学生参与社会现实中的贫穷和不平等状况，并邀请他们反思经济、社会和健康各方面之间的相互依存关系，从而最终认识到自己作为未来渔业治疗专业人员在不同文化和社会经济背景下预防和促进健康方面的作用。本研究是 Fisioterapia 癌症治疗系提出的第一个研究项目。该项目对促进校友参与社会和人类发展的目标进行了反思，并推动了相关活动的开展。校友将重新认识在不同背景下预防疾病的重要性，以及自己作为未来专业人员在这一过程中的作用。English 积极促进大学的社会责任对于实现更可持续的人性化模式具有优先作用。建议开展的活动必须对学生产生直接和积极的影响，成为他们综合培训的一部分。本项目旨在让理疗专业的学生参与到与发展中国家女性护理人员发展教育项目（EpD）相关的活动中。目的是让他们参与到不公正和不平等的真实社会环境中，并请他们思考经济、社会和健康之间的相互依存关系。然后，我们希望他们认识到自己作为未来物理治疗专业人员在预防和促进健康方面的作用，以及如何根据不同的文化和社会经济背景改变策略。本项目是物理治疗学院首个以学生为主要参与者的 EpD 项目提案。该项目体现了在学生中促进社会参与和人类发展的使命。此外，它还促进了与社会责任、培训和研究有关的其他活动的开始。
{"title":"Mulleres coidadoras en países en vías de desenvolvemento: implicación do estudantado na educación para o desenvolvemento, sensibilización e visibilización na Facultade de Fisioterapia","authors":"V. Robles-García, L. Carballo-Costa, F. J. S. Camargo, L. G. Doníz","doi":"10.17979/SPUDC.9788497497121.401","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.401","url":null,"abstract":"galegoA promocion activa da responsabilidade social universitaria ten un papel prioritario para conseguir un modelo mais sustentable e humano. As actividades propostas polo persoal docente e investigador deben ter un impacto directo e positivo no alumnado, que ademais forme parte da sua formacion integral. Neste proxecto proponse implicar ao alumnado do Grao de Fisioterapia nun proxecto de Educacion para o Desenvolvemento (EpD) que trata sobre as mulleres coidadoras en paises en vias de desenvolvemento. O obxectivo e facer ao estudantado participe dunha situacion social real de inxustiza e desigualdade e invitalo a reflexionar sobre a interdependencia entre as dimensions economicas, sociais e de saude para finalmente advertir o seu rol como futuros profesionais en Fisioterapia en tarefas de prevencion e promocion da saude nos diferentes contextos culturais e socioeconomicos. O presente proxecto e a primeira proposta da Facultade de Fisioterapia dun proxecto de EpD no que o alumnado e actor chave. Deste proxecto xorde a reflexion sobre a mision de fomentar a participacion social e o desenvolvemento humano do alumnado, suponendo tamen o inicio doutras actividades relacionadas. O alumnado refire a aprendizaxe da importancia da prevencion na saude en diferentes contextos e o seu papel neste proceso como futuros profesionais. EnglishThe active promotion of university social responsibility has a priority role in achieving a more sustainable and human model. The activities proposed must have a direct and positive impact on students, being part part of their integral training. This project is intended to involve Physical Therapy students in activities related to an education project for development (EpD) about women caregivers in developing countries. The objective is to make them part of a real social situation of injustice and inequality and invite them to reflect on the interdependence between the economic, social and health dimensions. Then, we want them to realize their role as future professionals in Physical Therapy in prevention and health promotion and how strategies may change depending on different cultural and socio-economic contexts. The present project is the first proposal of the Faculty of Physiotherapy for an EpD project in which the students are main actors. This project reflects on the mission of promoting social participation and human development among students. Also, it promoted the beginning of other activities related to social responsability, training and research.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"22 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":"126149756","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.9788497497121.391
María Cristina Naya Riveiro, María Elena Segade Pampín, Carlos Soneira Calvo
galegoA iniciativa que se presenta e unha experiencia de Aprendizaxe e Servizo realizada durante o curso 2017-2018 na materia de Educacion Matematica III do terceiro curso do grao en Educacion Primaria e que consistiu no establecemento de redes de cooperacion e de colaboracion entre o profesorado en formacion e o profesorado en activo. Esta experiencia de Aprendizaxe e Servizo xorde co obxectivo de fomentar a aprendizaxe da Xeometria e a colaboracion docente, para o cal o alumnado da facultade desenou, desenvolveu e avaliou nun CEIP dous obradoiros sobre o conecemento e o manexo de materiais manipulativos para traballar contidos de Xeometria, orientados a etapa de Educacion Primaria, e que formou parte da avaliacion da materia de grao. Entre os resultados que se derivan da realizacion do seminario, destacamos o conecemento da realidade do mundo educativo, a aprendizaxe necesaria para desenar e avaliar propostas didacticas e a valoracion da importancia da colaboracion entre docentes. EnglishIn this work we expose a Service Learning activity that was developed in the academic year 2017-2018 in the subject Mathematics Education III of the third course of the Primary Education Degree. This experience consisted of the establishment of networks of cooperation and collaboration between the Primary teacher students and the active teaching staff. We pretend to promote the learning of geometry and teacher collaboration. Specifically, the Primary teacher students designed, developed, and evaluated, two geometrical workshops, which were given by our students in the Primary School using manipulative materials in order to study geometry concepts. These activities were part of the Primary teacher subject evaluation. Among the results that derive from conducting the workshops, we highlight the knowledge of education’s reality, the knowledge needed to design and evaluate didactic activities, and the esteem of the importance of collaboration between teachers.
galegoA iniciativa que se presenta e unha experiencia de Aprendizaxe e Servizo realizada durante o curso 2017-2018 na materia de Educacion Matematica III do terceiro curso do grao en Educacion Primaria e que consistiu no establecemento de redes de cooperacion e de colaboracion entre o profesorado en formacion e o profesorado en activo.这种 "学习和服务 "经验的目的是促进 Xeometria 的学习和教师之间的合作，以满足学院学生的需求、在 CEIP 中参与并评估了一些面向初等教育阶段的、关于用于弹奏 Xeometria 内容的操作材料的锥度和材料特性的作品，这些作品构成了对 grao 材料评估的一部分。在研讨会取得的成果中，我们强调了教育界的现实情况、设计和评估教学提案所需的学习能力以及教师之间合作的重要性。English在这项工作中，我们揭示了2017-2018学年在初等教育学位第三课程的数学教育III科目中开展的服务学习活动。这一经验包括在小学教师学生和在职教学人员之间建立合作与协作网络。我们的目的是促进几何学习和教师合作。具体而言，小学教师学生设计、开发和评估了两个几何讲习班，由我们的学生在小学利用操作材料开展，以学习几何概念。这些活动是小学教师学科评价的一部分。在开展工作坊所取得的成果中，我们强调了对教育现实的认识、设计和评估教学活动所需的知识，以及对教师间合作重要性的尊重。
{"title":"Unha experiencia de Aprendizaxe e Servizo para fomentar a aprendizaxe da Xeometría e a colaboración docente","authors":"María Cristina Naya Riveiro, María Elena Segade Pampín, Carlos Soneira Calvo","doi":"10.17979/spudc.9788497497121.391","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.391","url":null,"abstract":"galegoA iniciativa que se presenta e unha experiencia de Aprendizaxe e Servizo realizada durante o curso 2017-2018 na materia de Educacion Matematica III do terceiro curso do grao en Educacion Primaria e que consistiu no establecemento de redes de cooperacion e de colaboracion entre o profesorado en formacion e o profesorado en activo. Esta experiencia de Aprendizaxe e Servizo xorde co obxectivo de fomentar a aprendizaxe da Xeometria e a colaboracion docente, para o cal o alumnado da facultade desenou, desenvolveu e avaliou nun CEIP dous obradoiros sobre o conecemento e o manexo de materiais manipulativos para traballar contidos de Xeometria, orientados a etapa de Educacion Primaria, e que formou parte da avaliacion da materia de grao. Entre os resultados que se derivan da realizacion do seminario, destacamos o conecemento da realidade do mundo educativo, a aprendizaxe necesaria para desenar e avaliar propostas didacticas e a valoracion da importancia da colaboracion entre docentes. EnglishIn this work we expose a Service Learning activity that was developed in the academic year 2017-2018 in the subject Mathematics Education III of the third course of the Primary Education Degree. This experience consisted of the establishment of networks of cooperation and collaboration between the Primary teacher students and the active teaching staff. We pretend to promote the learning of geometry and teacher collaboration. Specifically, the Primary teacher students designed, developed, and evaluated, two geometrical workshops, which were given by our students in the Primary School using manipulative materials in order to study geometry concepts. These activities were part of the Primary teacher subject evaluation. Among the results that derive from conducting the workshops, we highlight the knowledge of education’s reality, the knowledge needed to design and evaluate didactic activities, and the esteem of the importance of collaboration between teachers.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"55 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":"129688930","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.9788497497121.117
María Bermúdez Pita, J. P. Agudo, Féliz Sánchez-Tembleque Díaz-Pache, L. C. Gómez
espanolEn este trabajo se describe la nueva estrategia de ensenanza-aprendizaje que ha sido aplicada a la asignatura de Hidraulica e Hidrologia I del Grado en Tecnologia de la Ingenieria Civil de la Universidad de A Coruna, que esta basada en el modelo de clase al reves. Los contenidos teoricos troncales que se exponian usualmente mediante clases magistrales, son trabajados de manera independiente por los estudiantes a partir los materiales digitales facilitados por los docentes. Las sesiones presenciales se reservan para trabajar los contenidos con mas profundidad, en base a practicas de laboratorio y problemas, con el apoyo de los companeros y profesores. A partir de estos recursos, los estudiantes preparan una serie de materiales propios, organizados en grupos, y realizan una puesta en comun con el resto de alumnos, que busca consolidar el aprendizaje y desarrollar competencias asociadas al trabajo colaborativo. Los primeros resultados de esta experiencia muestran un incremento en la motivacion del alumnado y un enriquecimiento de la interaccion entre docentes y alumnos. EnglishThis paper describes the new teaching-learning strategy that has been applied to the Hydraulics and Hydrology I course of the Civil Engineering Technology Degree at the University of A Coruna, which is based on the flipped classroom model. Traditional in-class lectures are replaced by self-directed study before-class, relying on online materials provided by the teachers. Classroom time is dedicated to deeper learning activities, including laboratory and problem-solving sessions, with the support of the teacher and their peers. With these resources, the students organized in groups make their own materials, which they later share and discuss with the rest of the students, aiming to consolidate their learning and develop competences associated with collaborative work. The first results of this experience show an increase in student motivation and an improvement of the teacher-student interactions.
{"title":"Aplicación del modelo de clase al revés a la enseñanza de ingeniería hidráulica","authors":"María Bermúdez Pita, J. P. Agudo, Féliz Sánchez-Tembleque Díaz-Pache, L. C. Gómez","doi":"10.17979/spudc.9788497497121.117","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.117","url":null,"abstract":"espanolEn este trabajo se describe la nueva estrategia de ensenanza-aprendizaje que ha sido aplicada a la asignatura de Hidraulica e Hidrologia I del Grado en Tecnologia de la Ingenieria Civil de la Universidad de A Coruna, que esta basada en el modelo de clase al reves. Los contenidos teoricos troncales que se exponian usualmente mediante clases magistrales, son trabajados de manera independiente por los estudiantes a partir los materiales digitales facilitados por los docentes. Las sesiones presenciales se reservan para trabajar los contenidos con mas profundidad, en base a practicas de laboratorio y problemas, con el apoyo de los companeros y profesores. A partir de estos recursos, los estudiantes preparan una serie de materiales propios, organizados en grupos, y realizan una puesta en comun con el resto de alumnos, que busca consolidar el aprendizaje y desarrollar competencias asociadas al trabajo colaborativo. Los primeros resultados de esta experiencia muestran un incremento en la motivacion del alumnado y un enriquecimiento de la interaccion entre docentes y alumnos. EnglishThis paper describes the new teaching-learning strategy that has been applied to the Hydraulics and Hydrology I course of the Civil Engineering Technology Degree at the University of A Coruna, which is based on the flipped classroom model. Traditional in-class lectures are replaced by self-directed study before-class, relying on online materials provided by the teachers. Classroom time is dedicated to deeper learning activities, including laboratory and problem-solving sessions, with the support of the teacher and their peers. With these resources, the students organized in groups make their own materials, which they later share and discuss with the rest of the students, aiming to consolidate their learning and develop competences associated with collaborative work. The first results of this experience show an increase in student motivation and an improvement of the teacher-student interactions.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"2 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":"128169177","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.9788497497121.333
C. Diz, Elvira Santiago-Gómez, J. Vázquez
espanolEl “I Taller de Naturalezas Hibridas” tuvo como objetivo explorar nuevas formas de aprendizaje activo, interdisciplinar y colaborativo en el estudio de temas complejos para el alumnado. En esta edicion nos centramos en las “naturalezas urbanas” como concepto y campo de estudio a partir del que problematizar los limites y fronteras de conocimiento dentro de la sociologia. Integrando interdisciplinarmente las Ciencias Sociales, las Ciencias Medioambientales, la Arquitectura y las Ciencias de la Comunicacion, las estudiantes pudieron analizar la relacion entre naturaleza, sociedad y ciudad a traves de espacios urbanos liminales y perifericos, donde lo natural, lo social y lo urbano se encuentran entrelazados e “hibridados”. Para ello organizamos una jornada de debate-ruta-debate que tuvo como destino varios espacios “hibridos” de A Coruna. El alumnado pudo reflexionar, desde el terreno, sobre espacios donde se plasman representaciones que superan la division entre lo urbano y lo natural como dominios separados. Esto incluia parques y espacios ubicados en intersticios urbanos y que son hogar de ontologias hibridas que ponen en entredicho esa separacion entre lo urbano, lo natural y lo social. Se logro con ello un aprendizaje mas rico, diverso y complejo, lo que nos anima a repetir la experiencia en cursos venideros. EnglishThe “1st Workshop on Hybrid Natures” aimed to explore new forms of active, interdisciplinary and collaborative learning in the study of complex issues for students. In this edition, we focus on the “urban natures” as a concept and field of study from which to problematize the limits and frontiers of knowledge within sociology. In an integrative and interdisciplinary approach of the Social Sciences, Environmental Sciences, Architecture and Communication Sciences, the students were able to analyze the relationship between nature, society and city through liminal and peripheral urban spaces, where the natural, the social and urban are intertwined and “hybridized”. For this, we organized a day of debateroute- debate that had as destination several “hybrid” spaces of A Coruna. The students were able to reflect, from the field, on spaces where representations overcome the division between the urban and the natural as separate domains. This included parks and spaces located in urban interstices and that are home to hybrid ontologies that call into question that separation between the urban, the natural and the social. This resulted in a richer, more diverse and more complex learning, which encourages us to repeat the experience in future courses.
西班牙语“I Taller de Naturalezas Hibridas”旨在为学生探索积极、跨学科和协作学习复杂问题的新形式。在这个版本中，我们关注“城市自然”作为一个概念和研究领域，从这个概念和研究领域来质疑社会学中知识的界限和边界。interdisciplinarmente融入社会科学、环境科学、建筑和学生沟通,科学分析了自然、社会和城市之间的关系是通过城市空间liminales和perifericos自然,城市和社会相互关联和“hibridados。”为此，我们组织了一天的辩论-路线-辩论，目的地是A Coruna的几个“混合”空间。学生们能够从地面上反思空间，在这些空间中，表现形式超越了城市和自然作为独立领域的划分。这包括位于城市空间的公园和空间，它们是混合本体论的家园，质疑城市、自然和社会之间的分离。这将使学习更加丰富、多样化和复杂，这鼓励我们在未来的课程中重复这种经验。“第一届混合自然研讨会”旨在探讨学生在复杂问题研究中积极、跨学科和协作学习的新形式。在本版中，我们着重探讨“城市性质”作为一个概念和研究领域，从而质疑社会学中知识的界限和界限。在社会科学、环境科学、建筑和传播科学的综合跨学科方法中，学生能够通过阈值和外围城市空间分析自然、社会和城市之间的关系，在这些空间中，自然、社会和城市是相互交织和“混合”的。For this, we组织a day of debateroute -辩论,其王牌目的地若干“hybrid”spaces of a Coruna。The students有关12,from The field on spaces在斯特拉斯堡克服自然臣between The urban and The划入单独领域。这包括位于城市空白处的公园和空间，这是混合本体的家，提出了城市、自然和社会之间的分离问题。= =地理= =根据美国人口普查，这个县的面积为，其中土地面积为，其中土地面积为。
{"title":"La co-producción de la Naturaleza Urbana: resultados del I Taller de Naturalezas Híbridas","authors":"C. Diz, Elvira Santiago-Gómez, J. Vázquez","doi":"10.17979/spudc.9788497497121.333","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.333","url":null,"abstract":"espanolEl “I Taller de Naturalezas Hibridas” tuvo como objetivo explorar nuevas formas de aprendizaje activo, interdisciplinar y colaborativo en el estudio de temas complejos para el alumnado. En esta edicion nos centramos en las “naturalezas urbanas” como concepto y campo de estudio a partir del que problematizar los limites y fronteras de conocimiento dentro de la sociologia. Integrando interdisciplinarmente las Ciencias Sociales, las Ciencias Medioambientales, la Arquitectura y las Ciencias de la Comunicacion, las estudiantes pudieron analizar la relacion entre naturaleza, sociedad y ciudad a traves de espacios urbanos liminales y perifericos, donde lo natural, lo social y lo urbano se encuentran entrelazados e “hibridados”. Para ello organizamos una jornada de debate-ruta-debate que tuvo como destino varios espacios “hibridos” de A Coruna. El alumnado pudo reflexionar, desde el terreno, sobre espacios donde se plasman representaciones que superan la division entre lo urbano y lo natural como dominios separados. Esto incluia parques y espacios ubicados en intersticios urbanos y que son hogar de ontologias hibridas que ponen en entredicho esa separacion entre lo urbano, lo natural y lo social. Se logro con ello un aprendizaje mas rico, diverso y complejo, lo que nos anima a repetir la experiencia en cursos venideros. EnglishThe “1st Workshop on Hybrid Natures” aimed to explore new forms of active, interdisciplinary and collaborative learning in the study of complex issues for students. In this edition, we focus on the “urban natures” as a concept and field of study from which to problematize the limits and frontiers of knowledge within sociology. In an integrative and interdisciplinary approach of the Social Sciences, Environmental Sciences, Architecture and Communication Sciences, the students were able to analyze the relationship between nature, society and city through liminal and peripheral urban spaces, where the natural, the social and urban are intertwined and “hybridized”. For this, we organized a day of debateroute- debate that had as destination several “hybrid” spaces of A Coruna. The students were able to reflect, from the field, on spaces where representations overcome the division between the urban and the natural as separate domains. This included parks and spaces located in urban interstices and that are home to hybrid ontologies that call into question that separation between the urban, the natural and the social. This resulted in a richer, more diverse and more complex learning, which encourages us to repeat the experience in future courses.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"1 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":"128769868","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.9788497497121.469
Juan Naves García-Rendueles, Acacia Naves García-Rendueles, J. Álvarez
espanolEn este trabajo se presenta una experiencia de coordinacion entre los docentes de dos asignaturas de los Masters de Ingenieria de Caminos y de Ingenieria del Agua de la Universidade da Coruna para, a traves del empleo de experiencias de investigacion, fomentar la motivacion y los resultados del aprendizaje en la ensenanza del drenaje urbano. Dentro de las actividades docentes se realiza una visita a una instalacion experimental en el Centro de Innovacion Tecnologica en Edificacion e Ingenieria Civil que consiste en un simulador de lluvia con calles, tejados y una red de drenaje completa. Una vez realizada la visita, los estudiantes realizan un modelo numerico con software profesional de dicha instalacion. La visita al laboratorio, con la observacion de los procesos in situ, y la aplicacion del software a un entorno conocido, consiguen mejorar la compresion de los contenidos de las materias y motivar al alumnado. EnglishA coordinated activity between the lecturers of two subjects of Master of Civil Enginering and the International Master of Water Engineering of the University of A Coruna is here presented. The main goal is promoting the motivation and learning outcomes in the teaching of urban drainage by means of research activities. First, a technical visit is performed to a rainfall simulator with roads and roofs placed at the Center for Technological Innovation in Construction and Civil Engineering. After the visit, the students develop a professional simulation model of this facility using a technical software. The visit, including the observation of the processes in situ, and the development of the numerical modelling to a well-known and actual environment, allows to improve the comprehension of the contents of the subjects and the motivation of the students.
{"title":"Coordinación entre docencia e investigación, para la mejora de la comprensión de procesos y la motivación de los estudiantes de ingeniería, y la colaboración entre docentes, para reducir el esfuerzo en innovación","authors":"Juan Naves García-Rendueles, Acacia Naves García-Rendueles, J. Álvarez","doi":"10.17979/spudc.9788497497121.469","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.469","url":null,"abstract":"espanolEn este trabajo se presenta una experiencia de coordinacion entre los docentes de dos asignaturas de los Masters de Ingenieria de Caminos y de Ingenieria del Agua de la Universidade da Coruna para, a traves del empleo de experiencias de investigacion, fomentar la motivacion y los resultados del aprendizaje en la ensenanza del drenaje urbano. Dentro de las actividades docentes se realiza una visita a una instalacion experimental en el Centro de Innovacion Tecnologica en Edificacion e Ingenieria Civil que consiste en un simulador de lluvia con calles, tejados y una red de drenaje completa. Una vez realizada la visita, los estudiantes realizan un modelo numerico con software profesional de dicha instalacion. La visita al laboratorio, con la observacion de los procesos in situ, y la aplicacion del software a un entorno conocido, consiguen mejorar la compresion de los contenidos de las materias y motivar al alumnado. EnglishA coordinated activity between the lecturers of two subjects of Master of Civil Enginering and the International Master of Water Engineering of the University of A Coruna is here presented. The main goal is promoting the motivation and learning outcomes in the teaching of urban drainage by means of research activities. First, a technical visit is performed to a rainfall simulator with roads and roofs placed at the Center for Technological Innovation in Construction and Civil Engineering. After the visit, the students develop a professional simulation model of this facility using a technical software. The visit, including the observation of the processes in situ, and the development of the numerical modelling to a well-known and actual environment, allows to improve the comprehension of the contents of the subjects and the motivation of the students.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"28 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":"122049800","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.9788497497121.161
Amparo Casares-Gallego, A. Blas
espanolEl Taller de Arquitectura aparece por la necesidad de integracion de las distintas competencias que debera adquirir el estudiantado durante el aprendizaje en el desarrollo de una propuesta arquitectonica relevante, que le ha de acercar a la realidad interdisciplinar que supone el trabajo profesional arquitectonico a traves de una intervencion concreta. Para eso se tendran en cuenta los conceptos de responsabilidad social y adaptacion ambiental desarrollando siempre la capacidad critica y el compromiso etico con la sociedad y las condiciones de confort actuales. Se pretende que el alumnado aborde un proceso complejo de desarrollo de una propuesta de intervencion arquitectonica completa, desde su diseno hasta su realizacion tecnica precisa, que abarque las fases de toma de datos, interpretacion, elaboracion y ejecucion. Se utiliza una confluencia de ejes tematicos de innovacion docente que han de ajustarse a un plan de trabajo establecido en un cronograma que fije fases para garantizar la elaboracion del proyecto completo en el periodo docente establecido. Esta comunicacion se centra principalmente en la exposicion y valoracion de las metodologias activas utilizadas, sus combinaciones y los resultados obtenidos. Las metodologias se analizan en relacion con el resto de los ejes tematicos y su importante clave temporal. EnglishThe Architecture Workshop arises from the need to integrate the different skills that students must acquire during their learning in the development of a relevant architectural proposal, which must bring them closer to the interdisciplinary reality of professional architectural work through a specific intervention. To this end, the concepts of social responsibility and environmental adaptation will be considered, always developing critical capacity and ethical commitment to society and current comfort conditions. The aim is for students to tackle a complex process of developing a complete architectural intervention proposal, from its design to its precise technical realisation, covering the phases of data collection, interpretation, elaboration and execution. It uses a confluence of thematic axes of teaching innovation that have to conform to a work plan established in a schedule that sets phases to ensure the development of the complete project in the established teaching period. This communication focuses mainly on the presentation and assessment of the active methodologies used, their combinations and the results obtained. The methodologies are analysed in relation to the rest of the thematic axes and their important temporal key.
{"title":"Taller de Arquitectura: confluencia de ejes temáticos de innovación docente","authors":"Amparo Casares-Gallego, A. Blas","doi":"10.17979/spudc.9788497497121.161","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.161","url":null,"abstract":"espanolEl Taller de Arquitectura aparece por la necesidad de integracion de las distintas competencias que debera adquirir el estudiantado durante el aprendizaje en el desarrollo de una propuesta arquitectonica relevante, que le ha de acercar a la realidad interdisciplinar que supone el trabajo profesional arquitectonico a traves de una intervencion concreta. Para eso se tendran en cuenta los conceptos de responsabilidad social y adaptacion ambiental desarrollando siempre la capacidad critica y el compromiso etico con la sociedad y las condiciones de confort actuales. Se pretende que el alumnado aborde un proceso complejo de desarrollo de una propuesta de intervencion arquitectonica completa, desde su diseno hasta su realizacion tecnica precisa, que abarque las fases de toma de datos, interpretacion, elaboracion y ejecucion. Se utiliza una confluencia de ejes tematicos de innovacion docente que han de ajustarse a un plan de trabajo establecido en un cronograma que fije fases para garantizar la elaboracion del proyecto completo en el periodo docente establecido. Esta comunicacion se centra principalmente en la exposicion y valoracion de las metodologias activas utilizadas, sus combinaciones y los resultados obtenidos. Las metodologias se analizan en relacion con el resto de los ejes tematicos y su importante clave temporal. EnglishThe Architecture Workshop arises from the need to integrate the different skills that students must acquire during their learning in the development of a relevant architectural proposal, which must bring them closer to the interdisciplinary reality of professional architectural work through a specific intervention. To this end, the concepts of social responsibility and environmental adaptation will be considered, always developing critical capacity and ethical commitment to society and current comfort conditions. The aim is for students to tackle a complex process of developing a complete architectural intervention proposal, from its design to its precise technical realisation, covering the phases of data collection, interpretation, elaboration and execution. It uses a confluence of thematic axes of teaching innovation that have to conform to a work plan established in a schedule that sets phases to ensure the development of the complete project in the established teaching period. This communication focuses mainly on the presentation and assessment of the active methodologies used, their combinations and the results obtained. The methodologies are analysed in relation to the rest of the thematic axes and their important temporal key.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"29 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":"125682551","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.9788497497121.131
Nuria Calvo, Esther Barros-Campello, D. González
espanolDesarrollamos un marco conceptual que permite que los alumnos desarrollen las competencias especificas en el ambito de la disciplina de Direccion Estrategica y Politicas de Empresa. Para ello, y utilizando como punto de partida las competencias establecidas en el plan de estudios de grado en Direccion y Administracion de Empresas de la Universidad de A Coruna, se presenta un esquema de la dinamica del proceso de ensenanza-aprendizaje que, incorporando aspectos del contexto educativo y de la propia motivacion del estudiante, permite una planificacion de tareas orientada al desarrollo de competencias. El resultado de esta experiencia ha permitido documentar el analisis y formulacion estrategica de 135 empresas-caso, implicando a los estudiantes en la solucion de problemas de su entorno empresarial, objetivo clave de la disciplina de Direccion Estrategica y Politica Empresarial I. EnglishWe develop a conceptual framework that allows students to develop specific competencies in the field of Strategic Management and Company Policies. To do this, and using as a starting point the competences established in the degree program in Business Administration and Management of the University of A Coruna, we present a diagram of the dynamics of the teaching-learning process, including aspects of the educational context and the student's own motivation. The final goal of this framework is to allow a better planning of tasks focused on the development of students competences. This experience has allowed to understand the strategic analysis and business formulation of 135 companies-case, involving students in the solution of problems of their business environment, which is a key objective of the discipline of Strategic Management and Business Policy I.
我们开发了一个概念框架，允许学生在战略管理和商业政策的学科范围内发展特定的能力。为此,作为起点,利用职权规定的课程方向的本科大学和企业行政A Coruna, ensenanza-aprendizaje过程的动态模式,将教育和自身motivacion上下文方面,学生可planificacion面向发展的任务权限。这种经历记录了分析的结果和formulacion estrategica 135 empresas-caso,暗示学生在问题的解决方案的商业环境,主要目标企业的政治和纪律的地址estrategica i . EnglishWe一特定概念框架,allows students to会议应为competencies in the field of Management and Company)政策战略。To do this, and using as a starting point设立的权限in the degree program in Business Administration and Management of the University of a Coruna, we目前diagram of the dynamics of the teaching-learning过程,包括aspects of the教育背景和学生own motivation。该框架的最终目标是更好地规划以学生能力发展为重点的任务。这一经验使我们能够了解135家公司案例的战略分析和业务制定，让学生参与解决其业务环境问题，这是战略管理和业务政策一学科的一个关键目标。
{"title":"Aplicación del método del caso al aprendizaje de la Dirección Estratégica","authors":"Nuria Calvo, Esther Barros-Campello, D. González","doi":"10.17979/SPUDC.9788497497121.131","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.131","url":null,"abstract":"espanolDesarrollamos un marco conceptual que permite que los alumnos desarrollen las competencias especificas en el ambito de la disciplina de Direccion Estrategica y Politicas de Empresa. Para ello, y utilizando como punto de partida las competencias establecidas en el plan de estudios de grado en Direccion y Administracion de Empresas de la Universidad de A Coruna, se presenta un esquema de la dinamica del proceso de ensenanza-aprendizaje que, incorporando aspectos del contexto educativo y de la propia motivacion del estudiante, permite una planificacion de tareas orientada al desarrollo de competencias. El resultado de esta experiencia ha permitido documentar el analisis y formulacion estrategica de 135 empresas-caso, implicando a los estudiantes en la solucion de problemas de su entorno empresarial, objetivo clave de la disciplina de Direccion Estrategica y Politica Empresarial I. EnglishWe develop a conceptual framework that allows students to develop specific competencies in the field of Strategic Management and Company Policies. To do this, and using as a starting point the competences established in the degree program in Business Administration and Management of the University of A Coruna, we present a diagram of the dynamics of the teaching-learning process, including aspects of the educational context and the student's own motivation. The final goal of this framework is to allow a better planning of tasks focused on the development of students competences. This experience has allowed to understand the strategic analysis and business formulation of 135 companies-case, involving students in the solution of problems of their business environment, which is a key objective of the discipline of Strategic Management and Business Policy I.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"642 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":"123965136","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.9788497497121.269
María Montserrat Muriano Rodríguez, Estefanía Mosquera-Castro
galego“Palabras que moven o mundo” e un proxecto interdisciplinar levado a cabo no curso 2017/2018 no marco de tres materias do Mestrado Universitario en Profesorado de Educacion Secundaria Obrigatoria e Bacharelato, Formacion Profesional e Ensinanza de Idiomas en que participou o alumnado do modulo especifico de Linguas e Literaturas galega e castela. Asenta na vindicacion do habitat e gravita arredor de tres elementos sobre os que queremos reformular a practica docente: o espazo publico, o uso da palabra escrita por parte de quen transita por este e a poesia, desde a conviccion de que existe unha retroalimentacion positiva entre todos eles. Asi, a sua implementacion contribuiu a facer mais habitabeis os espazos intervidos e estes actuaron, asemade, como resortes de visibilidade para o xenero poetico e fomentaron a lectura fora dos espazos en que esta constitue unha practica excesivamente ritualizada, promovendo a formacion do alumnado en metodoloxias activas e ampliando a sua concepcion de literatura e dos espazos en que debe proxectarse. Outrosi, a potencialidade transformadora do proxecto favoreceu tamen que o alumnado se decatase da importancia do espazo publico como ambito de dialogo e reflexion social e da dimension das artes como xeradoras de pensamento critico. English“Words to Rock the World” is an interdisciplinary project carried out during the 2017/2018 academic year in the context of three subjects belonging to the Master’s Degree in Teacher Training (University of A Coruna) and involving students from the module on Language and Literature in Galician and Spanish. Grounded on a particular interest in space, the project is organized around three elements and their potential intersections: public spaces, the use of the written word by those who inhabit such spaces, and (the vindication of) poetry. Its implementation has contributed to making the featured spaces more habitable, while adding visibility to the poetic genre and promoting the act of reading poetry in broader – and less ritualised – contexts and spaces. This, in turn, has served to train students in various methodologies of active learning as well as to widen their approach to literature, both in itself and in relation to the spaces in which it is usually consumed. In addition, the transforming potential of this project has also helped students to apprehend the importance of public spaces as sites of dialogue and social reflection, while reinforcing the potential of various artistic manifestations to engender critical thinking.
galego "Palabras que moven o mundo" e un proxecto interdisciplinar levado a cabo no curso 2017/2018 no marco de tres materias do Profesrado Universitario en Educacion Secundaria Obrigatoria e Bacharelato, Formacion Profesional e Ensinanza de Idiomas en que participou o alumnado do modulo especifico de Linguas e Literaturas galega e castela。我们希望改革教师实践的三个要素是：公共空间、教师对书面语言的使用以及诗歌，因为我们相信他们之间存在着积极的反向作用。因此，诗歌的实施有助于使人们更加习惯于使用诗歌空间，而这些空间则成为诗歌的可见性，并促进了在诗歌空间中的阅读，这构成了一种极具仪式感的实践、促进校友在活动方法上的发展，扩大他们对文学和他们应该学习的领域的认识。此外，近距离教学的变革潜力还有助于学生认识到公共空间作为对话和社会反思空间的重要性，以及艺术作为批判性思想的窗口的重要性。英语 "Words to Rock the World "是2017/2018学年在教师培训硕士学位（阿科鲁纳大学）三个科目背景下开展的一个跨学科项目，涉及加利西亚语和西班牙语语言文学模块的学生。该项目以对空间的特殊兴趣为基础，围绕三个要素及其潜在的交叉点展开：公共空间、居住在这些空间的人对文字的使用以及（对）诗歌的平反。该项目的实施有助于使特色空间更适合居住，同时增加了诗歌体裁的能见度，并促进了在更广阔的--不那么仪式化的--环境和空间中阅读诗歌的行为。这反过来又对学生进行了各种主动学习方法的培训，并拓宽了他们对文学的认识，既包括文学本身，也包括文学与通常消费文学的空间的关系。此外，这个项目的变革潜力还帮助学生认识到公共空间作为对话和社会反思场所的重要性，同时加强了各种艺术表现形式促进批判性思维的潜力。
{"title":"“Palabras que moven o mundo”: o ensino da literatura máis aló das aulas universitarias","authors":"María Montserrat Muriano Rodríguez, Estefanía Mosquera-Castro","doi":"10.17979/spudc.9788497497121.269","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.269","url":null,"abstract":"galego“Palabras que moven o mundo” e un proxecto interdisciplinar levado a cabo no curso 2017/2018 no marco de tres materias do Mestrado Universitario en Profesorado de Educacion Secundaria Obrigatoria e Bacharelato, Formacion Profesional e Ensinanza de Idiomas en que participou o alumnado do modulo especifico de Linguas e Literaturas galega e castela. Asenta na vindicacion do habitat e gravita arredor de tres elementos sobre os que queremos reformular a practica docente: o espazo publico, o uso da palabra escrita por parte de quen transita por este e a poesia, desde a conviccion de que existe unha retroalimentacion positiva entre todos eles. Asi, a sua implementacion contribuiu a facer mais habitabeis os espazos intervidos e estes actuaron, asemade, como resortes de visibilidade para o xenero poetico e fomentaron a lectura fora dos espazos en que esta constitue unha practica excesivamente ritualizada, promovendo a formacion do alumnado en metodoloxias activas e ampliando a sua concepcion de literatura e dos espazos en que debe proxectarse. Outrosi, a potencialidade transformadora do proxecto favoreceu tamen que o alumnado se decatase da importancia do espazo publico como ambito de dialogo e reflexion social e da dimension das artes como xeradoras de pensamento critico. English“Words to Rock the World” is an interdisciplinary project carried out during the 2017/2018 academic year in the context of three subjects belonging to the Master’s Degree in Teacher Training (University of A Coruna) and involving students from the module on Language and Literature in Galician and Spanish. Grounded on a particular interest in space, the project is organized around three elements and their potential intersections: public spaces, the use of the written word by those who inhabit such spaces, and (the vindication of) poetry. Its implementation has contributed to making the featured spaces more habitable, while adding visibility to the poetic genre and promoting the act of reading poetry in broader – and less ritualised – contexts and spaces. This, in turn, has served to train students in various methodologies of active learning as well as to widen their approach to literature, both in itself and in relation to the spaces in which it is usually consumed. In addition, the transforming potential of this project has also helped students to apprehend the importance of public spaces as sites of dialogue and social reflection, while reinforcing the potential of various artistic manifestations to engender critical thinking.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"3 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":"130587652","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.9788497497121.415
María J. Servia
galegoOs proxectos de Aprendizaxe-Servizo (ApS) poden resultar atractivos para estudantes e profesores polas multiples oportunidades que ofrecen para a mellora na formacion en contidos e a adquisicion de competencias transversais. Poren, tamen esixen unha planificacion moi coidadosa e un seguimento exhaustivo, o que fai que o numero de alumnos que xeralmente poden participar nestas actividades sexa reducido. Co obxectivo de ampliar a oferta de prazas para participar en ApS, na actualidade ofrecense dous proxectos diferentes na materia de Etoloxia (cuarto curso do Grao en Bioloxia da Universidade da Coruna). O primeiro faise en colaboracion coa Asociacion Protectora de animais Gatocan, e ten como obxectivo promover a adopcion de animais e reducir o seu abandono mediante a publicacion de artigos no boletin electronico da asociacion. O segundo faise en colaboracion co Concello de Oleiros e ten como obxectivo a divulgacion e formacion do publico sobre os problemas relacionados cunha especie invasora. Asi, nesta comunicacion destacanse os aspectos mais criticos relacionados coa planificacion, seguimento e resultados das ApS, asi como outras cuestions derivadas de posibles desequilibrios entre os proxectos. EnglishLearning-Service Projects (LSP) may be attractive both for students and teachers because of the multiple opportunities they offer to help students achieve transversal competencies. However, LSP activities demand detailed planning and thorough monitoring, thus limiting the maximum number of students that can participate in those projects. With the aim of increasing the number of students that can enrol for LSP, at present two different projects are offered for the subject of Ethology (fourth course of Grade in Biology at the University of A Coruna). The first project entails collaboration with the Animal Protection Association Gatocan, and the objective of the service is to promote pet adoption and reduce abandonment through the publication of articles in the electronic journal of the association. The second project involves science dissemination and education of the inhabitants of the Council of Oleiros on the problems associated to an invasive species. Thus, in this communication critical aspects are highlighted for the planning, monitoring and results of LSP projects, as well as other questions derived from potential disequilibria between projects.
{"title":"Da utopía á realidade: A implementación de varias actividades de Aprendizaxe-Servizo nunha mesma materia","authors":"María J. Servia","doi":"10.17979/spudc.9788497497121.415","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.415","url":null,"abstract":"galegoOs proxectos de Aprendizaxe-Servizo (ApS) poden resultar atractivos para estudantes e profesores polas multiples oportunidades que ofrecen para a mellora na formacion en contidos e a adquisicion de competencias transversais. Poren, tamen esixen unha planificacion moi coidadosa e un seguimento exhaustivo, o que fai que o numero de alumnos que xeralmente poden participar nestas actividades sexa reducido. Co obxectivo de ampliar a oferta de prazas para participar en ApS, na actualidade ofrecense dous proxectos diferentes na materia de Etoloxia (cuarto curso do Grao en Bioloxia da Universidade da Coruna). O primeiro faise en colaboracion coa Asociacion Protectora de animais Gatocan, e ten como obxectivo promover a adopcion de animais e reducir o seu abandono mediante a publicacion de artigos no boletin electronico da asociacion. O segundo faise en colaboracion co Concello de Oleiros e ten como obxectivo a divulgacion e formacion do publico sobre os problemas relacionados cunha especie invasora. Asi, nesta comunicacion destacanse os aspectos mais criticos relacionados coa planificacion, seguimento e resultados das ApS, asi como outras cuestions derivadas de posibles desequilibrios entre os proxectos. EnglishLearning-Service Projects (LSP) may be attractive both for students and teachers because of the multiple opportunities they offer to help students achieve transversal competencies. However, LSP activities demand detailed planning and thorough monitoring, thus limiting the maximum number of students that can participate in those projects. With the aim of increasing the number of students that can enrol for LSP, at present two different projects are offered for the subject of Ethology (fourth course of Grade in Biology at the University of A Coruna). The first project entails collaboration with the Animal Protection Association Gatocan, and the objective of the service is to promote pet adoption and reduce abandonment through the publication of articles in the electronic journal of the association. The second project involves science dissemination and education of the inhabitants of the Council of Oleiros on the problems associated to an invasive species. Thus, in this communication critical aspects are highlighted for the planning, monitoring and results of LSP projects, as well as other questions derived from potential disequilibria between projects.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"111 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":"114543740","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：