Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0124
Milagros Huerta Gómez de Merodio, Manuel Alejandro Fernández Ruiz
- This last year, the teaching methodology has drastically changed, especially for those centres with entirely in-person education. One of the challenges that teachers have faced has been preparing online exams in which students could not copy the answers. Many teachers asked ourselves during lockdown how to evaluate students’ learning while preventing the solutions from being copied, provided that the exams were online. This paper explains how to solve part of this problem. To do so, an application that began to be developed in 2011 using Excel has retrieved. This app helps to generate plenty of similar problems/questions with different figures for the Moodle platform. The application has improved to offer it to the educational community so that it is easier to understand for users who are not computer literate. This paper provides a brief description of how it works and the results obtained after surveying teachers who have taken a course on it.
{"title":"FTP: FastTest PlugIn, aplicación para crear grandes bancos de preguntas de diferentes tipos para la plataforma Moodle - [FTP: FastTest PlugIn, aplication to create big question banks of different types for the Moodle platform]","authors":"Milagros Huerta Gómez de Merodio, Manuel Alejandro Fernández Ruiz","doi":"10.26754/cinaic.2021.0124","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0124","url":null,"abstract":"- This last year, the teaching methodology has drastically changed, especially for those centres with entirely in-person education. One of the challenges that teachers have faced has been preparing online exams in which students could not copy the answers. Many teachers asked ourselves during lockdown how to evaluate students’ learning while preventing the solutions from being copied, provided that the exams were online. This paper explains how to solve part of this problem. To do so, an application that began to be developed in 2011 using Excel has retrieved. This app helps to generate plenty of similar problems/questions with different figures for the Moodle platform. The application has improved to offer it to the educational community so that it is easier to understand for users who are not computer literate. This paper provides a brief description of how it works and the results obtained after surveying teachers who have taken a course on it.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"130822863","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: 10.26754/cinaic.2021.0086
Javier Calderon-Sanchez, P. E. Merino-Alonso
- In this article we present the methodology that has been applied to the course “Proyecto de Embarcaciones Rápidas y a Vela”, from the Naval Architecture degree at UPM. An approach based on Project Based Learning (PBL) is proposed, with three main objectives: that the students learn to develop the project of a fast craft or a sailing yacht; that they connect to the real industry problems; and last, to enhance their curiosity and motivation to the course content. The course is divided in two different topics and three modules: two of them are theoretical, and the third is practical. To evaluate the objectives proposed, we have carried out a survey, and some of the projects handled are analysed. The article is closed with conclusions and some proposals for future work.
-在本文中，我们介绍了应用于UPM造船学位课程“Proyecto de Embarcaciones Rápidas y a Vela”的方法。提出了一种基于项目的学习(PBL)方法，其主要目标有三个:学生学习开发快艇或帆船项目;它们与真正的行业问题相联系;最后，提高他们对课程内容的好奇心和积极性。课程分为两个不同的主题和三个模块:其中两个是理论的，第三个是实践的。为了评估建议的目标，我们进行了一项调查，并分析了一些处理过的项目。文章的最后是结论和对今后工作的一些建议。
{"title":"Aprendizaje basado en proyectos: aplicación a la asignatura “Proyecto de Embarcaciones Rápidas y a Vela” - [Project based learning: application to the course “Proyecto de Embarcaciones Rápidas y a Vela”]","authors":"Javier Calderon-Sanchez, P. E. Merino-Alonso","doi":"10.26754/cinaic.2021.0086","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0086","url":null,"abstract":"- In this article we present the methodology that has been applied to the course “Proyecto de Embarcaciones Rápidas y a Vela”, from the Naval Architecture degree at UPM. An approach based on Project Based Learning (PBL) is proposed, with three main objectives: that the students learn to develop the project of a fast craft or a sailing yacht; that they connect to the real industry problems; and last, to enhance their curiosity and motivation to the course content. The course is divided in two different topics and three modules: two of them are theoretical, and the third is practical. To evaluate the objectives proposed, we have carried out a survey, and some of the projects handled are analysed. The article is closed with conclusions and some proposals for future work.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"88 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":"133147670","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: 10.26754/cinaic.2021.0123
A. M. Martín-Nogueras, B. M. Bermejo-Gil, R. Díez-García, E. García-Astudillo, Inés Llamas-Ramos, N. Montes-Carrasco, Carlos Moreno-Pascual, Carmen Oreja-Sánchez, J. Orejuela-Rodríguez, F. Pérez-Robledo, J. Sánchez-González
. The Bachelor's Degree Final Project (BDFP) is a compulsory subject for undergraduate university students. Due to the different types of works and the lack of coordination mechanism, there is a disparity of criteria in the preparation-tutoring and evaluation-qualification of them. The aim of this work was to design an instrument that facilitates the elaboration, tutoring, and evaluation of the TFG in the Physiotherapy Bachelor´s degree at a spanish public university. A bank of six checklists was designed; a common one that included the rules of style, extension, and structure; and another five regarding each specific type of BDFP: research work, systematic bibliographic review, research projects, and professional work (clinical case or intervention protocol). A team of 11 university professors agreed and designed the sections and headings of each checklist. A final version was distributed during the second semester of 2021 among teachers and 4th-year students. It is remarkable that organized, checklists the preparation, and evaluation of the BDFP, assuring the most important task, consistency as well as minimizing mistakes. Furthermore, they are easily exportable tools to other universities and health sciences
{"title":"Listas de verificación para la elaboración, tutorización y evaluación de Trabajos Fin de Grado - [Bachelor's Degree Final Project Checklists for elaboration, tutoring, and evaluation]","authors":"A. M. Martín-Nogueras, B. M. Bermejo-Gil, R. Díez-García, E. García-Astudillo, Inés Llamas-Ramos, N. Montes-Carrasco, Carlos Moreno-Pascual, Carmen Oreja-Sánchez, J. Orejuela-Rodríguez, F. Pérez-Robledo, J. Sánchez-González","doi":"10.26754/cinaic.2021.0123","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0123","url":null,"abstract":". The Bachelor's Degree Final Project (BDFP) is a compulsory subject for undergraduate university students. Due to the different types of works and the lack of coordination mechanism, there is a disparity of criteria in the preparation-tutoring and evaluation-qualification of them. The aim of this work was to design an instrument that facilitates the elaboration, tutoring, and evaluation of the TFG in the Physiotherapy Bachelor´s degree at a spanish public university. A bank of six checklists was designed; a common one that included the rules of style, extension, and structure; and another five regarding each specific type of BDFP: research work, systematic bibliographic review, research projects, and professional work (clinical case or intervention protocol). A team of 11 university professors agreed and designed the sections and headings of each checklist. A final version was distributed during the second semester of 2021 among teachers and 4th-year students. It is remarkable that organized, checklists the preparation, and evaluation of the BDFP, assuring the most important task, consistency as well as minimizing mistakes. Furthermore, they are easily exportable tools to other universities and health sciences","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"42 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":"114799873","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: 10.26754/cinaic.2021.0066
Jordi Pérez González, Juan Manuel Bermúdez Lorenzo, Antonio Aguilera Martín
Within the framework of the Archeology degree course at the University of Barcelona, a series of practical activities are proposed to provide students with a series of techniques and knowledge that they can apply in future work and research. It was Antonio Aguilera, one of the original developers of the CEIPAC amphoric epigraphy database, who promoted its use as part of a hypothetical activity where university students were faced with the discovery of an inscription on ceramics in an archaeological excavation. This would allow them to know the management of the digital corpus essential to read and understand the Latin epigraphic texts where to find parallels related to the inscription. This concomitance would allow them to be able to date the archaeological strata, to know the type of product that reaches the excavation and what was the distribution of the food containers. Here the practice is transferred to the Roman Open Data portal (https://romanopendata.eu), an exploratory interface developed within the framework of the European EPNet project that allows geolocation of epigraphic searches on a map, consulting through the use of computational tools to be able to analyze epigraphic data on amphorae to members of the academic community, while promoting the principles and practices of Open Science in the context of Digital Humanities.
{"title":"Roman Open Data: una herramienta para la formación del alumnado universitario - [Roman Open Data: a tool for the academic training of university students]","authors":"Jordi Pérez González, Juan Manuel Bermúdez Lorenzo, Antonio Aguilera Martín","doi":"10.26754/cinaic.2021.0066","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0066","url":null,"abstract":"Within the framework of the Archeology degree course at the University of Barcelona, a series of practical activities are proposed to provide students with a series of techniques and knowledge that they can apply in future work and research. It was Antonio Aguilera, one of the original developers of the CEIPAC amphoric epigraphy database, who promoted its use as part of a hypothetical activity where university students were faced with the discovery of an inscription on ceramics in an archaeological excavation. This would allow them to know the management of the digital corpus essential to read and understand the Latin epigraphic texts where to find parallels related to the inscription. This concomitance would allow them to be able to date the archaeological strata, to know the type of product that reaches the excavation and what was the distribution of the food containers. Here the practice is transferred to the Roman Open Data portal (https://romanopendata.eu), an exploratory interface developed within the framework of the European EPNet project that allows geolocation of epigraphic searches on a map, consulting through the use of computational tools to be able to analyze epigraphic data on amphorae to members of the academic community, while promoting the principles and practices of Open Science in the context of Digital Humanities.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"122130361","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: 10.26754/cinaic.2021.0100
M. L. Sein-Echaluce, Á. Fidalgo-Blanco, F. García-Peñalvo
- One of the problems in the development of educational innovation is transferability; innovations in different subjects are not transferable. This is because the application of educational innovation is made locally. The target audience is the students of a subject. In other sectors, innovation is highly transferable because it is done for a whole sector of the target public when it is developed. In this research work, it is hypothesized that it is possible to design educational innovation globally for a whole sector of the target public. The case study was presented in the context of innovations that seek to improve the active participation of students. Through a survey, teachers from different educational settings (kindergarten, primary, secondary, vocational training, and university) chose the characteristics of passive students based on their own experience. The coincidence in the answers to the survey shows that the target public is global and has the same characteristics in different educational environments, so the innovations related to the passive habit of students are transferable between different contexts.
{"title":"Características del alumnado pasivo: una visión multidisciplinar - [Characterístics of passive students: a multidisciplinar overview]","authors":"M. L. Sein-Echaluce, Á. Fidalgo-Blanco, F. García-Peñalvo","doi":"10.26754/cinaic.2021.0100","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0100","url":null,"abstract":"- One of the problems in the development of educational innovation is transferability; innovations in different subjects are not transferable. This is because the application of educational innovation is made locally. The target audience is the students of a subject. In other sectors, innovation is highly transferable because it is done for a whole sector of the target public when it is developed. In this research work, it is hypothesized that it is possible to design educational innovation globally for a whole sector of the target public. The case study was presented in the context of innovations that seek to improve the active participation of students. Through a survey, teachers from different educational settings (kindergarten, primary, secondary, vocational training, and university) chose the characteristics of passive students based on their own experience. The coincidence in the answers to the survey shows that the target public is global and has the same characteristics in different educational environments, so the innovations related to the passive habit of students are transferable between different contexts.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"49 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":"127103898","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: 10.26754/cinaic.2021.0107
Álvaro Rojas, N. Aguayo, E. Castro-Navarro
- With the aim of promoting meaningful learning in first-year engineering students in a virtual learning environment, the Metropolitan Technological University implemented the problem-based learning methodology from a STEM approach (acronym in English for science, technology, engineering and mathematics). . The planning, development and evaluation was designed through the configuration of learning communities made up of teachers, assistants, and teaching support professionals. The strategy proved effective in terms of strengthening pedagogical competencies in teachers, the generation of an assessment instrument for learning, and the establishment of a feedback channel among peers.
{"title":"Propuesta de implementación en línea de la metodología aprendizaje basado en problemas-STEM: El rol de las comunidades de aprendizaje en ingeniería - [Proposal for online implementation of the STEM problem-based learning methodology: The role of engineering learning communities]","authors":"Álvaro Rojas, N. Aguayo, E. Castro-Navarro","doi":"10.26754/cinaic.2021.0107","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0107","url":null,"abstract":"- With the aim of promoting meaningful learning in first-year engineering students in a virtual learning environment, the Metropolitan Technological University implemented the problem-based learning methodology from a STEM approach (acronym in English for science, technology, engineering and mathematics). . The planning, development and evaluation was designed through the configuration of learning communities made up of teachers, assistants, and teaching support professionals. The strategy proved effective in terms of strengthening pedagogical competencies in teachers, the generation of an assessment instrument for learning, and the establishment of a feedback channel among peers.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"132386774","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: 10.26754/cinaic.2021.0043
Birgit Strotmann, Magdalena Custodio Espinar
{"title":"La codocencia reflexiva en la educación superior - [Reflective co-teaching in higher education]","authors":"Birgit Strotmann, Magdalena Custodio Espinar","doi":"10.26754/cinaic.2021.0043","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0043","url":null,"abstract":"","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"131235883","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: 10.26754/cinaic.2021.0095
José Luis Martín Núñéz, Juan Luis Bravo Ramos, Susana Sastre Merino, Iciar de Pablo Lerchundi, Arturo Caravantes Redondo, Mª Cristina Núñez del Río
- The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This effort has had an uneven development depending on the means that teachers and students have been able to count on and, above all, depending on the Teacher's Digital Didactic Competence (DDC). We present an experience, in a master's degree in secondary teacher training, carried out by professors who have this competence highly developed. This has led them to establish a hybrid didactic methodology that perfectly integrates students who attend the classroom with others who follow the classes online. The results indicate that this integration is possible as students at home could follow the classes without difficulty, performing the same tasks as those in the classroom, feeling part of the group, participating even to a greater extent than those in class and without hindering the general rhythm of the face-to-face class. Furthermore, students believe that this methodology can continue once the exceptionality of the pandemic has been overcome and that their equipment allows these experiences.
{"title":"La nueva normalidad en las aulas de Formación del profesorado de Enseñanza Secundaria - [The ‘New Normal’ in Secondary Education teacher training classrooms]","authors":"José Luis Martín Núñéz, Juan Luis Bravo Ramos, Susana Sastre Merino, Iciar de Pablo Lerchundi, Arturo Caravantes Redondo, Mª Cristina Núñez del Río","doi":"10.26754/cinaic.2021.0095","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0095","url":null,"abstract":"- The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This effort has had an uneven development depending on the means that teachers and students have been able to count on and, above all, depending on the Teacher's Digital Didactic Competence (DDC). We present an experience, in a master's degree in secondary teacher training, carried out by professors who have this competence highly developed. This has led them to establish a hybrid didactic methodology that perfectly integrates students who attend the classroom with others who follow the classes online. The results indicate that this integration is possible as students at home could follow the classes without difficulty, performing the same tasks as those in the classroom, feeling part of the group, participating even to a greater extent than those in class and without hindering the general rhythm of the face-to-face class. Furthermore, students believe that this methodology can continue once the exceptionality of the pandemic has been overcome and that their equipment allows these experiences.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"11 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":"131244800","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: 10.26754/cinaic.2021.0051
Rafael Herrero-Álvarez, C. León, G. Miranda, Eduardo Segredo, Órscar Socas, L. García, Yolanda Díaz
en los participantes de este proyecto en anteriores ediciones con presencialidad y con la nueva metodología que se describe. Abstract - This paper describes the methodology followed with the 'Piens@ Computacion@ULLmente' project to develop Computational Thinking skills considering children of KS2, 4th and KS3, 8th year in times of COVID-19, adapting classroom interventions and exercises to a telematic modality without presence. The proposal developed is based on two strands. On the one hand, educational video pills that allow an asynchronous implementation of the project, and on the other, synchronous interventions with students in the classroom using videoconferencing software. Finally, the results of a comparison studying the interest that this project has generated in the participants in previous editions face-to-face and with the new methodology that is described are presented.
所有的参与者都将他们的项目展示给了之前的专家们，他们通过con la nueva metodología que se describe来表达自己的观点。摘要-本文描述了“Piens@ Computacion@ULLmente”项目所采用的方法，该项目旨在培养2019冠状病毒病疫情期间KS2、4年级和KS3年级8年级学生的计算思维技能，使课堂干预和练习适应不在场的远程信息处理模式。提出的建议基于两个方面。一方面，教育视频药丸允许项目的异步实现，另一方面，使用视频会议软件与教室中的学生同步干预。最后，介绍了一项比较研究的结果，该结果研究了该项目在以前版本的参与者中产生的兴趣，面对面和所描述的新方法。
{"title":"Metodología para el desarrollo del pensamiento computacional en tiempos de COVID-19 - [Methodology for the development of Computational Thinking in times of COVID-19]","authors":"Rafael Herrero-Álvarez, C. León, G. Miranda, Eduardo Segredo, Órscar Socas, L. García, Yolanda Díaz","doi":"10.26754/cinaic.2021.0051","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0051","url":null,"abstract":"en los participantes de este proyecto en anteriores ediciones con presencialidad y con la nueva metodología que se describe. Abstract - This paper describes the methodology followed with the 'Piens@ Computacion@ULLmente' project to develop Computational Thinking skills considering children of KS2, 4th and KS3, 8th year in times of COVID-19, adapting classroom interventions and exercises to a telematic modality without presence. The proposal developed is based on two strands. On the one hand, educational video pills that allow an asynchronous implementation of the project, and on the other, synchronous interventions with students in the classroom using videoconferencing software. Finally, the results of a comparison studying the interest that this project has generated in the participants in previous editions face-to-face and with the new methodology that is described are presented.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"3 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113931470","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: 10.26754/cinaic.2021.0070
Kevin M. Santana-Hernández, Eligia González-Rodríguez, E. Rodríguez-Ponce
. The pandemic caused by COVID-19 has forced professors to review the traditional methodologies used with students to enable learning to progress. Collaborative learning organizes students into working groups to learn in a joint and coordinated way, allowing them to deepen their own learning as well as that of the other members of the group by helping each other. This working metod has been applied for several years in our subjects, but has had to be restructured due to the impossibility of going to the centres. These new learning strategies used is detailed below based on achieving optimal results in final evaluations and analyzing the results through a completely anonymous satisfaction survey of students of the Degree in Veterinary Medicine. The used methodologies also permit students with hearing disabilities to have access from beyond the classroom, through the use of streaming videos where it is possible to explain with no mask. In addition, it is possible to use subtitles to highlight the most important ideas when the image requires it. This will facilitate the teaching of presential-based subjects, in which lectures are traditionally the main part of the theoretical hours.
{"title":"Propuestas de enseñanza semipresencial basadas en el trabajo colaborativo - [Proposals for semi-attended teaching based on collaborative working]","authors":"Kevin M. Santana-Hernández, Eligia González-Rodríguez, E. Rodríguez-Ponce","doi":"10.26754/cinaic.2021.0070","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0070","url":null,"abstract":". The pandemic caused by COVID-19 has forced professors to review the traditional methodologies used with students to enable learning to progress. Collaborative learning organizes students into working groups to learn in a joint and coordinated way, allowing them to deepen their own learning as well as that of the other members of the group by helping each other. This working metod has been applied for several years in our subjects, but has had to be restructured due to the impossibility of going to the centres. These new learning strategies used is detailed below based on achieving optimal results in final evaluations and analyzing the results through a completely anonymous satisfaction survey of students of the Degree in Veterinary Medicine. The used methodologies also permit students with hearing disabilities to have access from beyond the classroom, through the use of streaming videos where it is possible to explain with no mask. In addition, it is possible to use subtitles to highlight the most important ideas when the image requires it. This will facilitate the teaching of presential-based subjects, in which lectures are traditionally the main part of the theoretical hours.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"60 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":"125091474","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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