Pub Date : 1900-01-01DOI: 10.17979/SPUDC.9788497497121.199
Fernando deLlano-Paz, Paulino Martínez Fernández
galegoA proposta dun Traballo de Fin de Grao e unha responsabilidade para o docente que o oferta, por canto neste deben integrarse e desenvolverse os contidos formativos do Grao, xunto coas competencias e habilidades adquiridas. Sen embargo a responsabilidade e compartida, xa que e a/o estudante quen debe demostrar a sua capacitacion en competencias propias do saber das disciplinas estudadas. Neste contexto os autores proponen o emprego da metodoloxia da “Aprendizaxe Baseada en Proxectos (ABPy)” como a mais acaida para desenvolver o TFG titulado Analise de produtos bancarios dende unha perspectiva financeira e ofertado na Facultade de Economia e Empresa (UDC) para un grupo maximo de 4 estudantes no curso 2017-18. O problema dinamizador e propio do mundo real e da practica profesional dun egresado do Grao en ADE/Economia: analizar o impacto que ten no custo para o cliente dunha entidade financeira os cambios nas variables que afectan ao mesmo dentro do contexto da transparencia das operacions e proteccion da clientela. Os resultados acadados son moi satisfactorios tanto para o alumnado como para os docentes. A metodoloxia e a acaida para este TFG, co que se ofrece unha entrada titorizada na practica profesional financeira. EnglishThe proposal of a Final Degree Project is a responsibility for the teacher, because in this Project offered the Degree's training content must be integrated and developed, together with the skills and abilities acquired. Nevertheless the responsibility is shared, since it is the student who must demonstrate their qualification in own competitions of the knowledge of subjects studied. In this context, the authors propose the use of the methodology of "Project Based Learning (ABPy)" as the most appropriate to develop the TFG entitled Analysis of banking products from a financial perspective and offered at the Faculty of Economics and Business (UDC) for a maximum of 4 students group during 2017-18 academic year. The dynamizing problem is based on one of the profesional current practice of a graduate of the Degree in ADE / Economics: analyzing the impact of different changes managed by a financial institution on the variables that affect the cost for the client within the context of transparency of operations and customer protection The results achieved are very satisfactory both for students and for teachers. The methodology is appropriate for this TFG, which offers a tutored entry in professional financial practice.
{"title":"Da Facultade de Economía e Empresa (UDC) á práctica profesional: o TFG baseado en ABPy como ponte académica-formativa “experiencial”","authors":"Fernando deLlano-Paz, Paulino Martínez Fernández","doi":"10.17979/SPUDC.9788497497121.199","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.199","url":null,"abstract":"galegoA proposta dun Traballo de Fin de Grao e unha responsabilidade para o docente que o oferta, por canto neste deben integrarse e desenvolverse os contidos formativos do Grao, xunto coas competencias e habilidades adquiridas. Sen embargo a responsabilidade e compartida, xa que e a/o estudante quen debe demostrar a sua capacitacion en competencias propias do saber das disciplinas estudadas. Neste contexto os autores proponen o emprego da metodoloxia da “Aprendizaxe Baseada en Proxectos (ABPy)” como a mais acaida para desenvolver o TFG titulado Analise de produtos bancarios dende unha perspectiva financeira e ofertado na Facultade de Economia e Empresa (UDC) para un grupo maximo de 4 estudantes no curso 2017-18. O problema dinamizador e propio do mundo real e da practica profesional dun egresado do Grao en ADE/Economia: analizar o impacto que ten no custo para o cliente dunha entidade financeira os cambios nas variables que afectan ao mesmo dentro do contexto da transparencia das operacions e proteccion da clientela. Os resultados acadados son moi satisfactorios tanto para o alumnado como para os docentes. A metodoloxia e a acaida para este TFG, co que se ofrece unha entrada titorizada na practica profesional financeira. EnglishThe proposal of a Final Degree Project is a responsibility for the teacher, because in this Project offered the Degree's training content must be integrated and developed, together with the skills and abilities acquired. Nevertheless the responsibility is shared, since it is the student who must demonstrate their qualification in own competitions of the knowledge of subjects studied. In this context, the authors propose the use of the methodology of \"Project Based Learning (ABPy)\" as the most appropriate to develop the TFG entitled Analysis of banking products from a financial perspective and offered at the Faculty of Economics and Business (UDC) for a maximum of 4 students group during 2017-18 academic year. The dynamizing problem is based on one of the profesional current practice of a graduate of the Degree in ADE / Economics: analyzing the impact of different changes managed by a financial institution on the variables that affect the cost for the client within the context of transparency of operations and customer protection The results achieved are very satisfactory both for students and for teachers. The methodology is appropriate for this TFG, which offers a tutored entry in professional financial practice.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"21 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":"123915531","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.9788497497121.057
Ana Montoya Reyes, Sarah Moss, Blanca Riestra
espanolBlanca Riestra propone la utilizacion del Kahoot! para fomentar la motivacion en las asignaturas de “Lengua espanola I” en el primer curso del grado de Traduccion y Comunicacion Intercultural y “Lengua y Comunicacion” en primero curso del grado de Publicidad y Relaciones publicas. Mediante esta herramienta de gamificacion se establece un metodo pedagogico novedoso que complementa con exito la retencion de conceptos teoricos arduos como son todos aquellos relacionados con la linguistica, incrementando el interes del alumnado. En este mismo espiritu de gamificacion e introduccion de las TIC en las aulas, Sarah Moss y Ana Montoya proponen un reto (challenge) para los estudiantes de “Idioma moderno: ingles” en primer curso del grado de Turismo y para el programa de simultaneidad del grado de Turismo y Ciencias Empresariales. Se busca que los estudiantes tengan que demostrar y aplicar, al final del cuatrimestre, todos los conocimientos adquiridos a lo largo de los cuatro temas que conforman el curso y que los combinen para superar el reto propuesto por el profesor al comenzar el cuatrimestre. El objetivo es mantener la atencion del estudiante desde el primer momento y que vean que los contenidos no son unidades independientes, sino que se complementan y se aplican finalmente en un contexto real. EnglishBlanca Riestra proposes the use of Kahoot! to boost motivation in ‘Spanish Language I’, a subject taught in year one of the Degree in Translation and Intercultural Communication, and ‘Language and Communication’, taught in year one of the Degree in Advertising and Public Relation. This gamification tool forms the basis of an innovative teaching method that effectively consolidates complex theoretical linguistic concepts, whilst at the same time stimulating and retaining students’ interest. In line with the notion of gamification and the application of ICTs in the classroom, Sarah Moss and Ana Montoya have created a challenge for the students of English for specific purposes within the subject taught in year one of the Degree in Tourism and the simultaneous degree programme for Tourism and Business Science. The objective is that by the end of the teaching period, students are able to demonstrate the acquisition and application of the skills and knowledge acquired through the four modules that comprise the subject by completing the challenge. A second objective is to retain students’ interest and attention throughout the course, highlighting the transversal, interdisciplinary nature of the subject and the possibility of applying the contents to real contexts.
espanolBlanca Riestra建议使用Kahoot!在翻译和跨文化交流学位的第一学年和广告和公共关系学位的第一学年，培养“西班牙语I”和“语言和交流”的动机。通过这个游戏化工具，建立了一种新的教学方法，成功地补充了保留困难的理论概念，如所有与语言学相关的概念，增加了学生的兴趣。就在这个精神gamificacion简介和信通技术在课堂,Sarah Moss和安娜蒙托亚提出挑战(challenge)的学生在第一年的“现代语言:英语程度和旅游的识别程度并发科学和旅游企业。在学期结束时，学生必须展示和应用构成课程的四个主题所获得的所有知识，并将它们结合起来，以克服教师在学期开始时提出的挑战。目的是从一开始就保持学生的注意力，让他们看到内容不是独立的单元，而是相互补充，最终应用于真实的环境。EnglishBlanca Riestra建议使用Kahoot!to boost motivation in‘[Language I, a subject相对in one of the Degree in英文and年间通信,与‘Language and Communication,相对in one of the Degree in年广告公司和公共格外令人不安。因此gamification tool forms of an innovative基础教学方法,有效consolidates complex理论linguistic概念,目前at the same time stimulating和retaining students’利益。In line with the notion of gamification and the application of ICTs In the课堂,莎拉Moss和安妮·蒙托亚have created a challenge for the students of English for具体目的within the subject相对In one of the Degree In Tourism and the simultaneous年Degree方案for Tourism and Business科学。目标是，到教学结束时，学生能够通过完成挑战，展示通过包括主题在内的四个模块所获得的技能和知识的获取和应用。第二个目标是在整个课程中保持学生的兴趣和注意力，强调学科的横向、跨学科性质以及将内容应用于实际情况的可能性。
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Pub Date : 1900-01-01DOI: 10.17979/spudc.9788497497121.149
Eduardo Alfonso Caridad Yáñez, Paula Fernández-Gago Longueira, Carlos Mantiñán Campos
espanolLa asignatura de Dibujo de Arquitectura agrupa la docencia del dibujo arquitectonico y del dibujo a mano alzada con el fin de introducir lo antes posible al alumnado en ambas vertientes del dibujo. La estructuracion de la docencia de grado establecida por la UDC se ha demostrado ineficaz, despues de varios anos de aplicacion, dadas las particularidades de cada una de las docencias, que ademas son impartidas con distintas metodologias. En el curso 2016-2017 se decide que para conseguir una mayor homogeneidad en los resultados entre los distintos subgrupos lo ideal seria una estructura en modulos de dos horas para cada metodologia, incluyendo la teoria necesaria para cada una en su modulo correspondiente. Esa nueva estructura obligo a buscar alternativas para integrar adecuadamente las docencias expositiva e interactiva dentro de los nuevos margenes temporales de dos horas. Durante el curso 2017-2018, para dar solucion a la integracion pretendida, el profesorado encargado de la docencia de dibujo arquitectonico constituyo un GIE con el objetivo citado, decidiendo impartir los contenidos teoricos correspondientes segun el metodo de “flipped classroom” o clase invertida. En esta comunicacion explicamos la experiencia. EnglishThe subject of Drawing in Architecture, groups together the teaching of the architectural technical drawing and freehand drawing practice, with the purpose of introducing the students as soon as possible in both aspects of the architectural drawing. The organization of teaching in the Degree in Architecture established by the UDC, turned out to be ineffective after several years of application, given the special features of each part of the subject, which are also taught under different methodologies. In the 2016-2017 academic year, we decided that in order to achieve greater homogeneity in the results within the different subgroups, it would be interesting a two-hour module structure for each methodology, including the time required to teach the theoretical contents for each one. This new structure compelled us to look for alternatives to properly integrate the theoretical and practical teaching within the available two-hour schedule. During the past course 2017-2018, teachers responsible for the Supervised Projects methodology, constituted an Innovative Educational Work Group, with the previous aim, deciding to teach the corresponding theoretical contents according to the instructional strategy of flipped classroom. In this paper we explain the experience.
西班牙建筑绘画课程将建筑绘画和手绘的教学结合在一起，以便尽快向学生介绍绘画的两个方面。UDC建立的学位教学结构经过多年的应用，已被证明是无效的，考虑到每一门课程的特殊性，也采用不同的教学方法。在2016-2017年的课程中，决定为了在不同的子组之间实现更大的结果同质性，理想的是每个方法的两个小时模块结构，包括每个相应模块所需的理论。这种新的结构迫使我们寻找替代方案，在新的两个小时的时间范围内适当地整合展览和互动内容。在2017-2018年的课程中，为了解决预期的整合，负责建筑绘图教学的教师根据上述目标组成了一个GIE，决定按照“翻转课堂”或倒置课堂的方法教授相应的理论内容。在这次交流中，我们解释了这次经历。英语建筑绘图的主题，小组一起教授建筑技术绘图和手绘实践，目的是尽快向学生介绍建筑绘图的两个方面。由于该学科各部分的特殊特点，该学科各部分也采用不同的方法进行教学，UDC所建立的架构教学组织经过数年的应用后已不再有效。在2016-2017学年，我们决定，为了在不同的子组内实现更大的结果同质性，每个方法都应该有两个小时的模块结构，包括每个方法教授理论内容所需的时间。这个新的结构迫使我们寻找替代方案，将理论教学与实际教学适当地结合在现有的两小时课程表中。在2017-2018年的历届课程中，负责监督项目方法的教师组成了一个创新教育工作组，与以前的aim一起，决定根据翻转课堂的教学策略教授相应的理论内容。In this paper we explain the experience。
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