Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0085
Susana Romero Yesa, M. Aláez, A. García-Olalla, M. Segú
- Quality teaching is a fundamental concern in universities. The accreditation of teaching staff through quality assurance agencies responds to this commitment. At the University of Deusto, this accreditation is structured on three levels: the accreditation of teaching planning, the accreditation of its implementation and the accreditation in the review and improvement from a collegiality approach. In this paper we focus on the second one. The teaching staff must go through an accreditation assessment by preparing a teaching portfolio. The Teaching Innovation Unit offers workshops in which school coordinators accompany teachers in the preparation of their portfolios. In addition to this face-to-face training, teachers need accessible and up-to-date support documentation. In response to this need, through a teaching innovation project, a Didactic Virtual Unit (DVU) has been developed on the institutional Moodle platform to support face-to-face training. A template has been created and a variety of resources have been included, such as presentations, videos, forums and examples of each of the pieces of evidence to be presented. The results have been very satisfactory in relation to the fulfilment of the established objectives and impact indicators.
{"title":"Preparing an electronic portfolio for teaching development through a Virtual Teaching Unit","authors":"Susana Romero Yesa, M. Aláez, A. García-Olalla, M. Segú","doi":"10.26754/cinaic.2021.0085","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0085","url":null,"abstract":"- Quality teaching is a fundamental concern in universities. The accreditation of teaching staff through quality assurance agencies responds to this commitment. At the University of Deusto, this accreditation is structured on three levels: the accreditation of teaching planning, the accreditation of its implementation and the accreditation in the review and improvement from a collegiality approach. In this paper we focus on the second one. The teaching staff must go through an accreditation assessment by preparing a teaching portfolio. The Teaching Innovation Unit offers workshops in which school coordinators accompany teachers in the preparation of their portfolios. In addition to this face-to-face training, teachers need accessible and up-to-date support documentation. In response to this need, through a teaching innovation project, a Didactic Virtual Unit (DVU) has been developed on the institutional Moodle platform to support face-to-face training. A template has been created and a variety of resources have been included, such as presentations, videos, forums and examples of each of the pieces of evidence to be presented. The results have been very satisfactory in relation to the fulfilment of the established objectives and impact indicators.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"114 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":"134009787","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.2021.0097
Carlos del Blanco Alegre, Ana Isabel Calvo Gordaliza, Roberto Fraile Laiz
- This work deals with the current state of the art of tools applicable to the laboratory practices in the university subjects of Physics. The situation caused by the SARS-CoV-2 coronavirus has triggered the number of companies that develop virtual laboratories and the development of multiple tools, free or not, applicable to online practices. A description of the main tools available in included. In addition, the results of the same practice carried out online and on-site on Stokes's law are compared. It has been observed that both modes presented similar academic results, with a shorter duration and a lower associated cost for online practice. Finally, a reflection on the future application of 3D virtual practices and their joint use with on-site practices is included.
{"title":"Laboratorios virtuales aplicados a la Física universitaria: situación actual y perspectivas futuras - [Virtual laboratories applied to university Physics: current situation and future scenarios]","authors":"Carlos del Blanco Alegre, Ana Isabel Calvo Gordaliza, Roberto Fraile Laiz","doi":"10.26754/cinaic.2021.0097","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0097","url":null,"abstract":"- This work deals with the current state of the art of tools applicable to the laboratory practices in the university subjects of Physics. The situation caused by the SARS-CoV-2 coronavirus has triggered the number of companies that develop virtual laboratories and the development of multiple tools, free or not, applicable to online practices. A description of the main tools available in included. In addition, the results of the same practice carried out online and on-site on Stokes's law are compared. It has been observed that both modes presented similar academic results, with a shorter duration and a lower associated cost for online practice. Finally, a reflection on the future application of 3D virtual practices and their joint use with on-site practices is included.","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":"121830828","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.2021.0018
Aintzane Etxebarria, Aitor Iglesias, Urtza Garay
- This work presents the teaching project "YouTuber lehiaketa" (YouTuber contest), carried out at the Faculty of Education of Bilbao. This project has been developed in the field of digital communication and education using RICTs, Relation, Information and Communication Technologies, and has aimed to promote the use of a minority language such as Basque among its students and thus be able to develop oral communication skills. Students from three different subjects have participated in an active, dynamic, plural and cooperative way. The results obtained show that the digital tool YouTube has served to increase the use of the Basque language among the people who have participated in this project.
{"title":"El fenómeno youtuber y el uso de la lengua vasca en el ámbito educativo - [The youtuber phenomenon and the use of the basque language in education]","authors":"Aintzane Etxebarria, Aitor Iglesias, Urtza Garay","doi":"10.26754/cinaic.2021.0018","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0018","url":null,"abstract":"- This work presents the teaching project \"YouTuber lehiaketa\" (YouTuber contest), carried out at the Faculty of Education of Bilbao. This project has been developed in the field of digital communication and education using RICTs, Relation, Information and Communication Technologies, and has aimed to promote the use of a minority language such as Basque among its students and thus be able to develop oral communication skills. Students from three different subjects have participated in an active, dynamic, plural and cooperative way. The results obtained show that the digital tool YouTube has served to increase the use of the Basque language among the people who have participated in this project.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"127924938","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.2021.0055
A. P. Pérez-Fortes, J. Gálvez, E. Reyes, A. Enfedaque
- During the 2020/2021 academic year, the laboratory classes of the Construction Materials I subject of the Civil and Territorial Engineering degree of the Civil Engineering School at the Technical University of Madrid have been restarted. These classes, of a voluntary nature, have been taught in the three groups of the subject. The results of the experience have been contrasted with the data for the 2018/2019 academic year, due to the exceptional nature of the 2019/2020 academic year, affected by the COVID 19 pandemic situation. In addition, a voluntary survey has been carried out among the participants of the laboratory classes to find out their motivation for attending these classes and their impressions of them. 70% of the students enrolled in the course during the 2020/2021 academic year have voluntarily attended the laboratory classes and carried out the required work with the intention of being able to raise their scores. However, during the development of the classes, their interest increased, which has resulted in an increase in the participation of the students in the continuous assessment modality of the subject, also decreasing the abandonment of this modality during this course in relation to the 2018/2019 academic year.
{"title":"Importancia de las clases de laboratorio en la motivación de los alumnos de la asignatura Materiales Construcción - [Importance of laboratory classes in motivating students in the Construction Materials course]","authors":"A. P. Pérez-Fortes, J. Gálvez, E. Reyes, A. Enfedaque","doi":"10.26754/cinaic.2021.0055","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0055","url":null,"abstract":"- During the 2020/2021 academic year, the laboratory classes of the Construction Materials I subject of the Civil and Territorial Engineering degree of the Civil Engineering School at the Technical University of Madrid have been restarted. These classes, of a voluntary nature, have been taught in the three groups of the subject. The results of the experience have been contrasted with the data for the 2018/2019 academic year, due to the exceptional nature of the 2019/2020 academic year, affected by the COVID 19 pandemic situation. In addition, a voluntary survey has been carried out among the participants of the laboratory classes to find out their motivation for attending these classes and their impressions of them. 70% of the students enrolled in the course during the 2020/2021 academic year have voluntarily attended the laboratory classes and carried out the required work with the intention of being able to raise their scores. However, during the development of the classes, their interest increased, which has resulted in an increase in the participation of the students in the continuous assessment modality of the subject, also decreasing the abandonment of this modality during this course in relation to the 2018/2019 academic year.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"15 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120913340","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.2021.0118
Leticia Fernández Nicolás, Araceli Huerta Chúa, María de los Ángeles Silva Mar, Marcela Mastachi Pérez
This article presents the assessment of the socio-emotional skills of preschool students in areas of attention for their intervention in the educational field through cooperative learning, as part of the professional training of the Master in Learning Management of the Veracruzana University, region Poza Rica-Tuxpan. The participants are made up of 18 preschool students between 4 and 5 years old from a kindergarten in the city of Poza Ria, Veracruz, Mexico. The analysis carried out with the use of tools such as interviews with teachers, surveys with parents and a questionnaire that explores socio-emotional skills from the observable behaviors of students, with 43 items categorized in four dimensions: ability to relate, communication, expression of emotions and self-affirmation; revealed that students who present conflict in these areas negatively affect the group and school well-being, coupled with the imminent crisis due to the Covid19 pandemic, which implies a challenge to promote socio-emotional development through digital tools, which in turn It instead infers a strong social and academic critique of traditional teaching-learning practices.
{"title":"Aprendizaje cooperativo: condiciones para la intervención socioemocional en alumnos de preescolar - [Cooperative learning: conditions for socio-emotional intervention in preschool students]","authors":"Leticia Fernández Nicolás, Araceli Huerta Chúa, María de los Ángeles Silva Mar, Marcela Mastachi Pérez","doi":"10.26754/cinaic.2021.0118","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0118","url":null,"abstract":"This article presents the assessment of the socio-emotional skills of preschool students in areas of attention for their intervention in the educational field through cooperative learning, as part of the professional training of the Master in Learning Management of the Veracruzana University, region Poza Rica-Tuxpan. The participants are made up of 18 preschool students between 4 and 5 years old from a kindergarten in the city of Poza Ria, Veracruz, Mexico. The analysis carried out with the use of tools such as interviews with teachers, surveys with parents and a questionnaire that explores socio-emotional skills from the observable behaviors of students, with 43 items categorized in four dimensions: ability to relate, communication, expression of emotions and self-affirmation; revealed that students who present conflict in these areas negatively affect the group and school well-being, coupled with the imminent crisis due to the Covid19 pandemic, which implies a challenge to promote socio-emotional development through digital tools, which in turn It instead infers a strong social and academic critique of traditional teaching-learning practices.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"34 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":"124322148","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.2021.0054
D. Amo, David Fonseca, Bernat Rovirosa, Xavier Canaleta, Eduard de Torres Gómez, J. Navarro, X. Solé
- Chatbots are auxiliary programs that help navigate through the different menus of computer solutions, find information, solve doubts, or put in contact with the person who can solve those not considered in their algorithm. Integrated into a virtual learning environment they present both opportunities and problems. On the one hand, new functionalities are added to the aforementioned, such as supporting student learning by locating pending tasks, streamlining the academic management of teachers such as consulting students at risk of dropping out, or facilitating the administration of the platform, as a quick enabler or disabler of settings using the chatbot as a command line. On the other hand, these solutions are run on third-party servers, generating serious privacy and security problems in terms of personal data. In this work, a chatbot is proposed in the form of a plugin for Moodle which, for now, (1) allows solving classic problems such as the "scroll of death" and limitations in the search engine, (2) runs locally to protect and ensure ethical standards and legal privacy, identity, security and confidentiality of data, personal data and metadata, (3) record interactions, and (4) is open source.
{"title":"Un chatbot privado y seguro en Moodle para facilitar procesos de enseñanza-aprendizaje y administración - [A private and secure chatbot in Moodle to facilitate teaching-learning and administration processes]","authors":"D. Amo, David Fonseca, Bernat Rovirosa, Xavier Canaleta, Eduard de Torres Gómez, J. Navarro, X. Solé","doi":"10.26754/cinaic.2021.0054","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0054","url":null,"abstract":"- Chatbots are auxiliary programs that help navigate through the different menus of computer solutions, find information, solve doubts, or put in contact with the person who can solve those not considered in their algorithm. Integrated into a virtual learning environment they present both opportunities and problems. On the one hand, new functionalities are added to the aforementioned, such as supporting student learning by locating pending tasks, streamlining the academic management of teachers such as consulting students at risk of dropping out, or facilitating the administration of the platform, as a quick enabler or disabler of settings using the chatbot as a command line. On the other hand, these solutions are run on third-party servers, generating serious privacy and security problems in terms of personal data. In this work, a chatbot is proposed in the form of a plugin for Moodle which, for now, (1) allows solving classic problems such as the \"scroll of death\" and limitations in the search engine, (2) runs locally to protect and ensure ethical standards and legal privacy, identity, security and confidentiality of data, personal data and metadata, (3) record interactions, and (4) is open source.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"158 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":"124490870","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.2021.0012
Marly Cordones Garcia
profesionales, en las que la adquisición de competencias está dirigidas al empleo, llamando la atención la disposición a aprender cuanto más jóvenes eran los participantes. Abstract- We intended to know if the students who took part in the programme for the prevention of MED would be willing to improve posture and would have the right attitude towards the promotion of preventive habits regarding posture, in contrast to those who did not participate in the programme. The intervention consisted of the creation of a specific posture and emotional behaviour programme which would be applied later. It was delivered through a series of continuous activities to seven vocational training centres throughout Spain. It was implemented over a two- year period for some groups of students and teachers of different vocational training courses and different levels. The assessment tool was an ad-hoc questionnaire, in which different work scenarios and everyday situations susceptible to posture risk and psychosocial risk were considered. The results showed that there is evidence that the implementation of the programme has modified posture habits and attitude in most of the participants. The preventive culture, so necessary, requires adequate training in the first phases of professional training in which acquisition of skills is aimed at employment. It is striking the greater willingness to learn in the younger participants.
专业人士，例如adquisición de competencias est dirigidas al empleo, llamando la atención la disposición和aprender cuanto más jóvenes，以及其他参与者。摘要:我们想知道参加MED预防计划的学生是否愿意改善姿势，并对促进姿势预防习惯有正确的态度，与那些没有参加计划的学生相比。干预包括创建一个特定的姿势和情绪行为程序，这些程序将在稍后应用。通过一系列持续不断的活动，向西班牙各地的七个职业培训中心提供了培训。该项目在两年多的时间里对不同职业培训课程和不同水平的一些学生和教师群体进行了实施。评估工具是一份特别的问卷，其中考虑了不同的工作场景和易受姿势风险和社会心理风险影响的日常情况。结果表明，有证据表明，该计划的实施改变了大多数参与者的姿势习惯和态度。预防性文化是如此必要，需要在专业培训的第一阶段进行充分的培训，在这一阶段，获得技能的目的是为了就业。令人惊讶的是，年轻参与者的学习意愿更强。
{"title":"Programa para la prevención de trastornos musculoesqueléticos y psicosociales en Formación Profesional - [Musculoskeletal and Psychosocial Disorders Prevention Programme InProfessional Training]","authors":"Marly Cordones Garcia","doi":"10.26754/cinaic.2021.0012","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0012","url":null,"abstract":"profesionales, en las que la adquisición de competencias está dirigidas al empleo, llamando la atención la disposición a aprender cuanto más jóvenes eran los participantes. Abstract- We intended to know if the students who took part in the programme for the prevention of MED would be willing to improve posture and would have the right attitude towards the promotion of preventive habits regarding posture, in contrast to those who did not participate in the programme. The intervention consisted of the creation of a specific posture and emotional behaviour programme which would be applied later. It was delivered through a series of continuous activities to seven vocational training centres throughout Spain. It was implemented over a two- year period for some groups of students and teachers of different vocational training courses and different levels. The assessment tool was an ad-hoc questionnaire, in which different work scenarios and everyday situations susceptible to posture risk and psychosocial risk were considered. The results showed that there is evidence that the implementation of the programme has modified posture habits and attitude in most of the participants. The preventive culture, so necessary, requires adequate training in the first phases of professional training in which acquisition of skills is aimed at employment. It is striking the greater willingness to learn in the younger participants.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"25 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":"124028727","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.2021.0013
Ricardo Bernárdez Vilaboa, José María Ruiz Ruiz, Nuria Garzón Jiménez, Manuel Sillero Quintana, Gema Bartolomé Bartolomé, Antonio Boiso Calero, José Andrés Calvo Ayala, José Luis Cebrián Lafuente, Pilar Huerta-Zavala, Gema Martínez Florentín, Daniel Mon López, F. Prieto Garrido
- Virtual digital elements allow us to save time and can facilitate communication and coordination of students with their teachers, both in pandemic and normal conditions and normal conditions. For this purpose, a new tool was generated based on a spreadsheet, with instant online update, to record the student's annotations in the practices of the subject of Optometry II of the Faculty of Optics and Optometry of the Complutense University of Madrid. The main objective was to increase the efficiency of the practical classes through the application of innovative open educational resources, implementing virtual teaching methodologies to reduce direct contact between the participants in the face-to-face classes. This work methodology allowed to recover 50% of the time to carry out the practical activities of the students.
{"title":"La clase práctica interactiva como herramienta para optimizar la coordinación de los grupos en asignaturas prácticas del ámbito universitario - [The interactive practical class as a tool to optimize the coordination of groups in practical subjects in the university environment]","authors":"Ricardo Bernárdez Vilaboa, José María Ruiz Ruiz, Nuria Garzón Jiménez, Manuel Sillero Quintana, Gema Bartolomé Bartolomé, Antonio Boiso Calero, José Andrés Calvo Ayala, José Luis Cebrián Lafuente, Pilar Huerta-Zavala, Gema Martínez Florentín, Daniel Mon López, F. Prieto Garrido","doi":"10.26754/cinaic.2021.0013","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0013","url":null,"abstract":"- Virtual digital elements allow us to save time and can facilitate communication and coordination of students with their teachers, both in pandemic and normal conditions and normal conditions. For this purpose, a new tool was generated based on a spreadsheet, with instant online update, to record the student's annotations in the practices of the subject of Optometry II of the Faculty of Optics and Optometry of the Complutense University of Madrid. The main objective was to increase the efficiency of the practical classes through the application of innovative open educational resources, implementing virtual teaching methodologies to reduce direct contact between the participants in the face-to-face classes. This work methodology allowed to recover 50% of the time to carry out the practical activities of the students.","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":"128381276","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.2021.0093
Silverio Alarcon, Emilio Pindado
- This experience arose at the beginning of the 2020-21 academic year, when detecting the need to strengthen human relationships after months of confinement by COVID-19. This circumstance was used to motivate the students in their learning process. Specifically, the objective was to learn and to apply social research techniques facing problems in real and close situations, in which students could develop empathic relationships. Based on theoretical knowledge on qualitative research, 57 students, enrolled in a Market Research course, were asked to carry out in-depth interviews with their grandparents to deal with the problems that arose during the confinement period, with special reference to habitability issues.. Thirty transcripts were obtained and used to carry out the work of the subject. The results show that the experience has been enriching for the students insofar as it has allowed to apply the methods of the subject program to real cases, close, and with social interest. More generally, it is proposed to promote contact with the students' grandparents, given their proximity and their knowledge, to promote the involvement of university education in the Sustainable Development Goals.
{"title":"Conectando con nuestros abuelos para mejorar la educación formal - [Connecting with our grandparents to improve formal education]","authors":"Silverio Alarcon, Emilio Pindado","doi":"10.26754/cinaic.2021.0093","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0093","url":null,"abstract":"- This experience arose at the beginning of the 2020-21 academic year, when detecting the need to strengthen human relationships after months of confinement by COVID-19. This circumstance was used to motivate the students in their learning process. Specifically, the objective was to learn and to apply social research techniques facing problems in real and close situations, in which students could develop empathic relationships. Based on theoretical knowledge on qualitative research, 57 students, enrolled in a Market Research course, were asked to carry out in-depth interviews with their grandparents to deal with the problems that arose during the confinement period, with special reference to habitability issues.. Thirty transcripts were obtained and used to carry out the work of the subject. The results show that the experience has been enriching for the students insofar as it has allowed to apply the methods of the subject program to real cases, close, and with social interest. More generally, it is proposed to promote contact with the students' grandparents, given their proximity and their knowledge, to promote the involvement of university education in the Sustainable Development Goals.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"75 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":"127208383","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.2021.0026
S. Lorente, Jordi Fauquet, D. Redolar, Genís Prat-Ortega, A. Pardo, Albert Bonillo
{"title":"El aprendizaje cooperativo mejora el rendimiento académico - [The cooperative learning improves the academic performance]","authors":"S. Lorente, Jordi Fauquet, D. Redolar, Genís Prat-Ortega, A. Pardo, Albert Bonillo","doi":"10.26754/cinaic.2021.0026","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0026","url":null,"abstract":"","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"56 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":"114584233","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：