Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0082
A. García-Holgado, F. García-Peñalvo, Roberto Therón, A. Vázquez-Ingelmo, Adriana Gamazo, C. González-González, R. M. Gil Iranzo, Ismar Frango Silveira, Marc Alier Forment
A number of ethical implications related to the impact that such development may have on human and social values must be taken into account when undertaking any software development. In this sense, according to the ACM/IEEE-CS Computer Science Curriculum 2013, graduates must be able to recognise the social, legal, ethical and cultural issues inherent to the discipline of computer science. This work describes a teaching innovation experience whose objective is to incorporate the ethical aspects related to software development in the Degree in Computer Engineering through a SPOC (Small Private Open Course). For this purpose, a set of online talks have been carried out around the SPOC's topics, in order to create a set of video pills at the end of the course.
{"title":"Experiencia piloto para incorporar la ética informática de forma transversal en el Grado de Ingeniería Informática - [Pilot experience to mainstream computer ethics in the Computer Science Degree]","authors":"A. García-Holgado, F. García-Peñalvo, Roberto Therón, A. Vázquez-Ingelmo, Adriana Gamazo, C. González-González, R. M. Gil Iranzo, Ismar Frango Silveira, Marc Alier Forment","doi":"10.26754/cinaic.2021.0082","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0082","url":null,"abstract":"A number of ethical implications related to the impact that such development may have on human and social values must be taken into account when undertaking any software development. In this sense, according to the ACM/IEEE-CS Computer Science Curriculum 2013, graduates must be able to recognise the social, legal, ethical and cultural issues inherent to the discipline of computer science. This work describes a teaching innovation experience whose objective is to incorporate the ethical aspects related to software development in the Degree in Computer Engineering through a SPOC (Small Private Open Course). For this purpose, a set of online talks have been carried out around the SPOC's topics, in order to create a set of video pills at the end of the course.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"357 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":"115859199","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.2021.0126
Miguel Ángel Montañés Del Rio, Vanessa Rodríguez Cornejo, Margarita Ruiz Rodríguez
- The objective of this work is to highlight the adaptation process, as a consequence forced by COVID-19, from face-to-face teaching to online teaching in a subject of the Degree in Business Administration and Management at the University of Cádiz (in hereinafter UCA). Thus, the performance of the students will be compared with this new teaching model, with the one that had been achieved in the traditional teaching model. For this, the tools used both for the development of the classes online through the Virtual Campus, and for the evaluation of the subject will be analyzed. And the returns obtained by the students enrolled in the 2018/2019 academic year, taught through traditional teaching, and those enrolled during the 2019/2020 academic year will be compared.
{"title":"Cambios en el rendimiento del alumno universitario de la docencia tradicional a la docencia remota de emergencia - [Changes in the performance of university students from traditional teaching to emergency remote teaching]","authors":"Miguel Ángel Montañés Del Rio, Vanessa Rodríguez Cornejo, Margarita Ruiz Rodríguez","doi":"10.26754/cinaic.2021.0126","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0126","url":null,"abstract":"- The objective of this work is to highlight the adaptation process, as a consequence forced by COVID-19, from face-to-face teaching to online teaching in a subject of the Degree in Business Administration and Management at the University of Cádiz (in hereinafter UCA). Thus, the performance of the students will be compared with this new teaching model, with the one that had been achieved in the traditional teaching model. For this, the tools used both for the development of the classes online through the Virtual Campus, and for the evaluation of the subject will be analyzed. And the returns obtained by the students enrolled in the 2018/2019 academic year, taught through traditional teaching, and those enrolled during the 2019/2020 academic year will be compared.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"67 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":"115113827","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.2021.0028
A. Erro-Garcés, Celia Hernández Palaceto
- Digital transformation is affecting the allocation of human resources; indeed, the rate of digitalization is likely to be rapid and profound. Digital skills are required to succeed in this growing virtual context. The aim of this research is to explore competencies in the digital global context through an international experiment jointly conducted at Veracruzana University (Mexico) and the Public University of Navarre (Spain). In this paper, we report test scores of three groups of students located at both universities and attended a semi-presential course supported by the platform Moodle. The course was based on the Industry 4.0 and digital transformation. Students were required to work in international teams through virtual communication and collaborative tools. In so doing, the researchers defined a global context of work—itself reinforced by technologies that simulate the digital cross-cultural workplace. The main findings were that digital competencies—while necessary—did not appear to be sufficient for moving towards a digital workplace. Additionally, the research identified the most developed competencies (decision-making and cognitive development) and those that need to be strengthened (digital competencies). From a practical perspective, the international experiment engendered a collaborative learning scenario that could be implemented on a broad scale.
{"title":"Las competencias en la digitalización: experimento en el entorno de un curso internacional - [Competencies in digitalization: An experiment in an international course]","authors":"A. Erro-Garcés, Celia Hernández Palaceto","doi":"10.26754/cinaic.2021.0028","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0028","url":null,"abstract":"- Digital transformation is affecting the allocation of human resources; indeed, the rate of digitalization is likely to be rapid and profound. Digital skills are required to succeed in this growing virtual context. The aim of this research is to explore competencies in the digital global context through an international experiment jointly conducted at Veracruzana University (Mexico) and the Public University of Navarre (Spain). In this paper, we report test scores of three groups of students located at both universities and attended a semi-presential course supported by the platform Moodle. The course was based on the Industry 4.0 and digital transformation. Students were required to work in international teams through virtual communication and collaborative tools. In so doing, the researchers defined a global context of work—itself reinforced by technologies that simulate the digital cross-cultural workplace. The main findings were that digital competencies—while necessary—did not appear to be sufficient for moving towards a digital workplace. Additionally, the research identified the most developed competencies (decision-making and cognitive development) and those that need to be strengthened (digital competencies). From a practical perspective, the international experiment engendered a collaborative learning scenario that could be implemented on a broad scale.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115646572","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.2021.0110
M. Maldonado, Víctor Sotomayor
- In the last years, mathematics has been applied in a large number of job sectors, and therefore its significance is growing exponentially. However, many students present certain levels of anxiety towards mathematics, and so it is difficult for them not only to study this subject, but also to apply it to different areas for which they are a fundamental tool. With the aim of trying to reduce these attitudes and behaviors, a series of teaching experiences have been proposed that involve university students in the first academic courses of both the Bachelor's Degree in Business Administration and Management (ADE) and the Bachelor's Degree in Engineering and Business Management (IGE) of the University Center EDEM. Concretely, math leveling courses have been implemented, a Team Teaching experience; and finally, an activity of type Project Based Learning (PBL). In this paper, we present these experiences and the math anxiety post evaluation through an anonymous survey, in which the Fennema-Sherman scale has been used together with the Auzmendi motivation and confidence subscales, in order to analyse the anxiety levels after implementing different strategies.
{"title":"Análisis de la ansiedad matemática en futuros emprendedores - [Analysis of math anxiety in future entrepreneurs]","authors":"M. Maldonado, Víctor Sotomayor","doi":"10.26754/cinaic.2021.0110","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0110","url":null,"abstract":"- In the last years, mathematics has been applied in a large number of job sectors, and therefore its significance is growing exponentially. However, many students present certain levels of anxiety towards mathematics, and so it is difficult for them not only to study this subject, but also to apply it to different areas for which they are a fundamental tool. With the aim of trying to reduce these attitudes and behaviors, a series of teaching experiences have been proposed that involve university students in the first academic courses of both the Bachelor's Degree in Business Administration and Management (ADE) and the Bachelor's Degree in Engineering and Business Management (IGE) of the University Center EDEM. Concretely, math leveling courses have been implemented, a Team Teaching experience; and finally, an activity of type Project Based Learning (PBL). In this paper, we present these experiences and the math anxiety post evaluation through an anonymous survey, in which the Fennema-Sherman scale has been used together with the Auzmendi motivation and confidence subscales, in order to analyse the anxiety levels after implementing different strategies.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"123354549","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.2021.0117
Maritza Nava Mendoza, Araceli Huerta Chúa, Silverio Pérez Cáceres, Elba María Méndez Casanova
This work presents the advances of an Educational Intervention Project in its diagnostic phase that led to the determination of digital competences for research in university students; It is based on the Research-Action methodology and is based on constructivism, focused on the focus of competencies. The group for the study were students of the fourth semester of a public university. The following instruments were applied: Learning styles test, Study conditions test and an instrument made up of 43 questions that revealed the level of mastery over digital skills that students require to improve in research. Given that 83% of the students do not use indexed databases to search for reliable sources of information, 66% do not consider themselves suitable to consult virtual libraries and 67% do not consult articles and scientific journals when researching; From these results, the competences to be developed were determined: search and selection of scientific texts. Derived from the qualitative evaluation, it was determined that Project-Based Learning, using virtual learning environments, would be the guideline to design the implementation in the Intervention Project.
{"title":"Un diagnóstico para desarrollar competencias digitales para la investigación en la virtualidad - [A diagnosis to develop digital skills for research in virtuality]","authors":"Maritza Nava Mendoza, Araceli Huerta Chúa, Silverio Pérez Cáceres, Elba María Méndez Casanova","doi":"10.26754/cinaic.2021.0117","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0117","url":null,"abstract":"This work presents the advances of an Educational Intervention Project in its diagnostic phase that led to the determination of digital competences for research in university students; It is based on the Research-Action methodology and is based on constructivism, focused on the focus of competencies. The group for the study were students of the fourth semester of a public university. The following instruments were applied: Learning styles test, Study conditions test and an instrument made up of 43 questions that revealed the level of mastery over digital skills that students require to improve in research. Given that 83% of the students do not use indexed databases to search for reliable sources of information, 66% do not consider themselves suitable to consult virtual libraries and 67% do not consult articles and scientific journals when researching; From these results, the competences to be developed were determined: search and selection of scientific texts. Derived from the qualitative evaluation, it was determined that Project-Based Learning, using virtual learning environments, would be the guideline to design the implementation in the Intervention Project.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","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":"127625855","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.2021.0072
María José Suárez López, David García Menéndez, Antonio José Gutiérrez Trashorras, Ana María Blanco Marigorta, Alejandro Ramos Martín
- The health crisis, due to the emergence of Covid-Sars-2, has forced to change both teaching and assessment methodology in record time. This paper presents the design and implementation of an assessment methodology, compatible with the virtual platforms of two Spanish universities, using open-source tools. With this methodology, the exams are generated automatically and randomly, guaranteeing a secure and fair assessment, promoting continuous learning and, if necessary, the non-presential modality. It has been applied to technical courses related with Thermodynamics and Heat Transfer at University of Oviedo and at University of Las Palmas de Gran Canaria. The satisfaction degree of students with this new approach has been evaluated using a SEEQ questionnaire. The results show that the satisfaction degree reached an average of 3.5/5 at two universities. Furthermore, 45.8 % of the students taking the exams obtained an average mark in the continuous assessment higher than 6/10.
{"title":"Metodología de evaluación no presencial segura con herramientas de código abierto - [Secure and non-presential assessment methodology with open source tools]","authors":"María José Suárez López, David García Menéndez, Antonio José Gutiérrez Trashorras, Ana María Blanco Marigorta, Alejandro Ramos Martín","doi":"10.26754/cinaic.2021.0072","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0072","url":null,"abstract":"- The health crisis, due to the emergence of Covid-Sars-2, has forced to change both teaching and assessment methodology in record time. This paper presents the design and implementation of an assessment methodology, compatible with the virtual platforms of two Spanish universities, using open-source tools. With this methodology, the exams are generated automatically and randomly, guaranteeing a secure and fair assessment, promoting continuous learning and, if necessary, the non-presential modality. It has been applied to technical courses related with Thermodynamics and Heat Transfer at University of Oviedo and at University of Las Palmas de Gran Canaria. The satisfaction degree of students with this new approach has been evaluated using a SEEQ questionnaire. The results show that the satisfaction degree reached an average of 3.5/5 at two universities. Furthermore, 45.8 % of the students taking the exams obtained an average mark in the continuous assessment higher than 6/10.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"65 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":"128614420","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.2021.0014
Silvia Nathalia Núñez Rueda, Luis Alejandro Palacio García
- To societies is essential to form a culture of savings to manage their budgets in a responsible way, since a social group that does not know how to plan its income and expenses cannot improve its social well-being. In this context, Economic and Financial Education EFE- is an option to train citizens responsible for their decisions, since irresponsible financial behavior implies the appearance of debts, in adults and young people. For Colombia, the results of students' knowledge of EFE issues are negative. Among the countries evaluated in the PISA 2018 test, the country ranked 58 out of 79. Therefore, was made a diagnosis with a sample of 1,016 high school seniors from 13 educational institutions in Santander, to learn about their economic and financial skills and knowledge. In addition, 13 focus groups were held with teachers to learn about the didactic planning of these institutions in the teaching of EFE. From the results, weaknesses are evidenced in the didactic planning on EFE issues in most of the institutions, which translates into some deficiencies in the economic and financial skills and knowledge of the students.
{"title":"Conocimientos económicos y financieros de los estudiantes de último grado de secundaria en Santander, Colombia - [Economic and financial knowledge of high school seniors in Santander, Colombia]","authors":"Silvia Nathalia Núñez Rueda, Luis Alejandro Palacio García","doi":"10.26754/cinaic.2021.0014","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0014","url":null,"abstract":"- To societies is essential to form a culture of savings to manage their budgets in a responsible way, since a social group that does not know how to plan its income and expenses cannot improve its social well-being. In this context, Economic and Financial Education EFE- is an option to train citizens responsible for their decisions, since irresponsible financial behavior implies the appearance of debts, in adults and young people. For Colombia, the results of students' knowledge of EFE issues are negative. Among the countries evaluated in the PISA 2018 test, the country ranked 58 out of 79. Therefore, was made a diagnosis with a sample of 1,016 high school seniors from 13 educational institutions in Santander, to learn about their economic and financial skills and knowledge. In addition, 13 focus groups were held with teachers to learn about the didactic planning of these institutions in the teaching of EFE. From the results, weaknesses are evidenced in the didactic planning on EFE issues in most of the institutions, which translates into some deficiencies in the economic and financial skills and knowledge of the students.","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":"130004031","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.2021.0048
David Villanueva Valentín-Gamazo, Nelson Tuesta Durango, Mario Alberto Alvarado Lorenzo, Mª Isabel Mansilla Blanco, Mª Cruz Rey de las Moras
- University education in the knowledge branches of Engineering and Architecture, has usually been based on the system of assignments and projects as a practical dynamic of training and assessment in many subjects. With the EHEA arrival, the search for new complementary systems more focused on learning than on teaching or, in other words, on the student than on the teacher, boosted the commitment to the methodology known as Project Based Learning (PBL), oriented to the development of technical skills in contexts similar to those produced in professional environments. In general, these pedagogical scenarios are built on the basis of theoretical models inspired by real cases to a greater or lesser extent. This paper analyzes the method implemented since the 2017-2018 academic year to innovate in the compulsory subject of Rehabilitation, Restoration and Pathology of the Technical Architecture Degree at the European University Miguel de Cervantes, when the PBL applied in case studies of existing historic buildings; providing students with heritage constructions to visit, recognize, measure, diagnose, draw, rehabilitate, restore, etc., and allowing their immersion in situations that introduce them to their future work practice reality.
-工程和建筑知识分支的大学教育通常以作业和项目系统为基础，作为许多学科的实际动态培训和评估。随着EHEA的到来，寻找新的补充系统更注重学习而不是教学，换句话说，更注重学生而不是教师，促进了对称为基于项目的学习(PBL)方法的承诺，该方法以在类似于专业环境中产生的环境中开发技术技能为导向。一般来说，这些教学场景或多或少都是建立在受实际案例启发的理论模型的基础上的。本文分析了2017-2018学年以来，欧洲塞万提斯大学(Miguel de Cervantes)技术建筑学位必修科目“修复、修复和病理学”的创新方法，并将PBL应用于现有历史建筑的案例研究;为学生提供文物建筑参观、识别、测量、诊断、绘制、修复、修复等，并让学生沉浸在将他们引入未来工作实践现实的情境中。
{"title":"Aprendizaje basado en proyectos con edificaciones históricas: inmersión en entornos reales de formación para el Grado en Arquitectura Técnica - [Project-based learning with historic buildings: immersion in real training environments for the Degree in Technical Architecture]","authors":"David Villanueva Valentín-Gamazo, Nelson Tuesta Durango, Mario Alberto Alvarado Lorenzo, Mª Isabel Mansilla Blanco, Mª Cruz Rey de las Moras","doi":"10.26754/cinaic.2021.0048","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0048","url":null,"abstract":"- University education in the knowledge branches of Engineering and Architecture, has usually been based on the system of assignments and projects as a practical dynamic of training and assessment in many subjects. With the EHEA arrival, the search for new complementary systems more focused on learning than on teaching or, in other words, on the student than on the teacher, boosted the commitment to the methodology known as Project Based Learning (PBL), oriented to the development of technical skills in contexts similar to those produced in professional environments. In general, these pedagogical scenarios are built on the basis of theoretical models inspired by real cases to a greater or lesser extent. This paper analyzes the method implemented since the 2017-2018 academic year to innovate in the compulsory subject of Rehabilitation, Restoration and Pathology of the Technical Architecture Degree at the European University Miguel de Cervantes, when the PBL applied in case studies of existing historic buildings; providing students with heritage constructions to visit, recognize, measure, diagnose, draw, rehabilitate, restore, etc., and allowing their immersion in situations that introduce them to their future work practice reality.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"30 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":"126524418","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.2021.0078
Pedro M. Hernández-Castellano, Roberto E. Araña-Suárez, María Dolores Marrero-Alemán, C. J. Sánchez-Morales
- This work presents the evolution of an interactive teaching material oriented towards the system of geometric product specifications, ISO GPS. The Educational Innovation Group Ingeniería de Fabricación of the University of Las Palmas de Gran Canaria has sought to provide a higher level of adaptivity to this material by implementing it directly on the Moodle platform. The contents have been reorganized into several blocks to improve their progressivity, making it necessary to pass basic concepts questionnaires to progress towards new contents. New resources have also been incorporated, such as interactive problem-solving videos and a graphic simulator for displaying the tolerances. Methodologies have been used with the active and collaborative participation of students, both for the development and evaluation of this new teaching material. The results obtained show that the improvements introduced have had a positive impact on student learning and it has also been shown to be a very suitable tool for use in a hybrid education modality in which face-to-face teaching and telematics are integrated.
-这项工作展示了面向几何产品规格系统(ISO GPS)的交互式教材的演变。大加那利岛拉斯帕尔马斯大学的教育创新小组Ingeniería de Fabricación试图通过直接在Moodle平台上实现该材料，为其提供更高水平的适应性。为了提高内容的递进性，我们将内容重新组织成几个块，因此需要通过基本概念问卷来推进新内容。还纳入了新的资源，例如交互式解决问题的视频和显示公差的图形模拟器。在学生积极和合作的参与下，使用了各种方法来开发和评估这种新教材。所获得的结果表明，所引入的改进对学生的学习产生了积极的影响，并且它也被证明是一种非常适合用于混合教育模式的工具，在这种模式中，面对面教学和远程信息处理相结合。
{"title":"Modificación de un material didáctico interactivo en la búsqueda de un aprendizaje más adaptativo - [Modification of an interactive didactic material in search of a more adaptive learning]","authors":"Pedro M. Hernández-Castellano, Roberto E. Araña-Suárez, María Dolores Marrero-Alemán, C. J. Sánchez-Morales","doi":"10.26754/cinaic.2021.0078","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0078","url":null,"abstract":"- This work presents the evolution of an interactive teaching material oriented towards the system of geometric product specifications, ISO GPS. The Educational Innovation Group Ingeniería de Fabricación of the University of Las Palmas de Gran Canaria has sought to provide a higher level of adaptivity to this material by implementing it directly on the Moodle platform. The contents have been reorganized into several blocks to improve their progressivity, making it necessary to pass basic concepts questionnaires to progress towards new contents. New resources have also been incorporated, such as interactive problem-solving videos and a graphic simulator for displaying the tolerances. Methodologies have been used with the active and collaborative participation of students, both for the development and evaluation of this new teaching material. The results obtained show that the improvements introduced have had a positive impact on student learning and it has also been shown to be a very suitable tool for use in a hybrid education modality in which face-to-face teaching and telematics are integrated.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"106 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":"134582336","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.2021.0088
Irene Zapata Martínez, María de la O Moreno Balboa, Alfonso Higueras Lara, María Dolores Vivas Urías
- In this communication we present the teaching innovation project 3D-Project, in which the students of the Degree in Biomedicine and the Degree of Engineering in Industrial Design and Product Development of the Alfonso X el Sabio University, collaborate in an interdisciplinary way in the design and prototyping of anatomical models in three dimensions to facilitate understanding of neuroanatomy. The methodologies used were: learning by doing, project-based learning and the double diamond design and innovation methodology. All of them are focused on promoting motivation and student-centered learning. Rubrics were used to evaluate their performance, and for both hetero-evaluation and co-evaluation between teams. A quasi-experimental study has been carried out to evaluate the student's learning experience using a quantitative methodology. The results indicate that the methodology used promotes participation, autonomous learning, self-regulation of learning and student motivation, encouraging the teaching team to continue developing interdisciplinary projects and investigating their impact on the improvement of learning.
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