scholarly journals Peer-review to promote learning and collaboration between students of “Energy in Buildings” = Evaluación por pares para incentivar el aprendizaje y colaboración entre estudiantes de “Energía en la Edificación”

2020 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Alberto Sánchez González
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
Real Life ◽  
Educational Innovation ◽  
Lessons Learned ◽  
Innovation Project ◽  
Virtual Platform ◽  
Learning And Collaboration ◽  
Carlos Iii ◽  
Innovación Docente

AbstractIn educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings”. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers. A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.ResumenEn entornos educativos, la evaluación por pares se define como el proceso de considerar el nivel, valor y calidad o éxito de los resultados de aprendizaje por parte de los propios compañeros (i.e. pares o iguales). En el marco de un proyecto de innovación docente de la Universidad Carlos III de Madrid (UC3M), la evaluación por pares se ha implementado durante dos años en la asignatura ”Energía en la Edificación”. En ella, los estudiantes desarrollan de forma individual su propio proyecto, fundamentalmente basado en herramientas informáticas, y aplican los conocimientos y destrezas que adquieren a lo largo del curso. El objetivo de la revisión por pares en esta asignatura es incrementar, no tanto las calificaciones de los alumnos, sino más bien los resultados de aprendizaje. El entorno de clase resultante permite además una transición más suave hacia la realidad profesional y el desarrollo de habilidades interpersonales con futuros compañeros de trabajo. Se utilizó un sistema de gestión de aprendizaje: Aula Global, plataforma virtual para estudiantes de la UC3M, la cual se basa en Moodle. La evaluación por pares se habilitó mediante la actividad de taller en la plataforma Moodle. Para guiar la evaluación por parte de los estudiantes, se generaron plantillas de rúbrica en la propia plataforma virtual. Este trabajo presenta las lecciones aprendidas durante el último año de aplicación de la revisión por pares en la asignatura de “Energía en la Edificación”.

scholarly journals Peer assessment between students of energy in buildings to enhance learning and collaboration

2021 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Alberto Sánchez González
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
Real Life ◽  
Educational Innovation ◽  
Lessons Learned ◽  
Classroom Setting ◽  
Innovation Project ◽  
Virtual Platform ◽  
Learning And Collaboration ◽  
Carlos Iii

In educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers.A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.

scholarly journals Measuring Experiential Learning: An Approach Based on Lessons Learned Mapping

2019 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Marco Bertoni ◽  
Alessandro Bertoni
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Real Life ◽  
Lessons Learned ◽  
Learning Activities ◽  
Value Innovation ◽  
Innovation Projects ◽  
Innovation Project ◽  
Definition Of

Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.

Thesaurus and Graphipedia Tools Development at the Manufacturing Engineering Subjects of the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 85-90
Author(s):  
Lorenzo Sevilla ◽  
M.J. Martín ◽  
F. Martín ◽  
C. Bermudo ◽  
F.J. Trujillo
Keyword(s):  
Information And Communication Technologies ◽  
Educational Innovation ◽  
Teaching Resources ◽  
Innovation Project ◽  
Information And Communication ◽  
Ict Tools ◽  
Specific Teaching ◽  
Manufacturing Engineering ◽  
Virtual Platform ◽  
The University

The purpose of this work is to analyze the methodology developed in the Educational Innovation Project PIE13-025 implementation. The methodology aims to promote the ICT tools (Information and Communication Technologies) use by means of the Campus Virtual platform. The subjects set in which the methodology is applied belongs to the Area of “Manufacturing Engineering”, being all of them taught in the majority of the technical degrees within University of Malaga and Andalusia Tech. When the distinguishing characteristics of these contents have been identified, two specific teaching resources have been considered to be the best of the Manufacturing Engineering: “Thesaurus” and “Graphipedia”. Both can be developed using the Campus Virtual tools and other external applications.

scholarly journals Análisis de la motivación del estudiante de educación superior participante en una propuesta de evaluación formativa

2019 ◽  
pp. 53-58
Author(s):  
M. Campos-Mesa ◽  
G. González-Campos ◽  
C. Castañeda-Vázquez
Keyword(s):  
Formative Assessment ◽  
Educational Innovation ◽  
Educational Practice ◽  
Teaching Innovation ◽  
General Process ◽  
Innovation Project ◽  
Innovación Educativa ◽  
Educación Primaria ◽  
Academic Year ◽  
Innovación Docente

El objetivo del presente trabajo consiste en analizar la influencia de una innovación educativa basada en la evaluación formativa, sobre la motivación del alumnado universitario hacia una asignatura del Grado de Educación Primaria. Para ello, 91 estudiantes de la Universidad de Sevilla participaron en un proyecto de innovación docente durante el curso 2018-2019, donde se aplicó un proceso general de evaluación formativa, así como otros recursos didácticos y tecnológicos, como el uso de la gamificación y mandos interactivos de respuesta, entre otros. Al finalizar la intervención el alumnado respondió el Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM II) para analizar, entre otras variables, la motivación del alumnado. Los datos obtenidos dejan entrever altos niveles de motivación, tanto intrínseca como extrínseca, lo que supone una valoración positiva para considerar esta innovación como una buena práctica educativa y seguir trabajando en esta línea. The main aim of this study is to analyze the influence of an educational innovation based on formative assessment, on the motivation of university students towards a subject of the Degree in Primary Education. To this end, 91 students from University of Seville participated in a teaching innovation project during the 2018-2019 academic year, where a general process of formative assessment as well as other didactic and technological resources were applied, such as use of gamification and interactive response commands, among others. At the end of the intervention students answered the Spanish version of Motivated Strategies for Learning Questionnaire (CEAM II) in order to analyze, among other variables, students' motivation. The findings show high levels of motivation, both intrinsic and extrinsic. Therefore, the data obtained suggest this experience can be considered as a good educational practice and they encourage us to continue working in this line.

scholarly journals Visitando a Mary Shelley. Diálogos didácticos entre ciencia y literatura. Visiting Mary Shelley. Educational dialogues between science and literature

2020 ◽  
Vol 29 ◽  
pp. 75-88
Author(s):  
Antonio Martín Ezpeleta ◽  
Yolanda Echegoyen Sanz
Keyword(s):  
Early Childhood ◽  
Primary Education ◽  
Mary Shelley ◽  
Educational Innovation ◽  
The Novel ◽  
Science And Literature ◽  
Learning Materials ◽  
Innovation Project ◽  
Educación Primaria ◽  
Innovación Docente

Enmarcado en un proyecto de innovación docente relacionado con la integración de las ciencias y las letras destinado a alumnos de los Grados de Maestro en Educación Primaria e Infantil, este trabajo presenta una experiencia educativa basada en la novela mítica Frankenstein, de la creadorainglesa Mary Shelley (1818). La elección de la obra viene motivada por la efeméride de su publicación, pero especialmente por la fortuna de poder asistir a la exposición “Frankenstein o el moderno Prometeo. Diálogos entre ciencia y literatura”, comisariada por Pedro Ruiz-Castell en la Universitat de València. Esta motivó una secuencia didáctica llevada a cabo por más deun centenar de maestros en formación que tenía por objetivo principal el desarrollo de estrategias de mediación cultural a partir del diseño de materiales didácticos para niños, con la peculiaridad de que estos integraban aspectos relacionados con las ciencias y la literatura. This work presents an educationalexperience based on the novel Frankensteinby Mary Shelley (1818) with alumni of the degrees in early childhood educationand primary education, as part of an educational innovation project related to the integration of sciences and arts. The novel was selected because of the ephemeris of its publication, but also because there was an exposition entitled “Frankenstein or the modern Prometheus. Dialogues between science and literature”, directed by Pedro Ruiz-Castell atthe University of Valencia. This lead to a learning unit carried out by more than one hundred pre-service teachers with the main goal of developing cultural mediation strategies based on the design of learning materials for children integrating science and literature.

scholarly journals Plan de orientación universitaria para los estudiantes de nuevo ingreso. Programación de acciones y elaboración de materiales//University orientation plan for new students. Programming of actions and development of materials

2018 ◽  
Vol 29 (2) ◽  
pp. 41
Author(s):  
Manuel Lizalde Gil ◽  
Óscar Casanova López ◽  
Rosa María Serrano Pastor ◽  
Elena Escolano Pérez
Keyword(s):  
Positive Impact ◽  
Educational Innovation ◽  
Discussion Groups ◽  
School Year ◽  
Innovation Project ◽  
New Students ◽  
Strongly Agree ◽  
Almost All ◽  
Academic Year ◽  
Innovación Docente

RESUMENEl objetivo de este trabajo, que forma parte de un proyecto de innovación docente más amplio, fue diseñar un plan concreto de orientación universitaria dirigido a los estudiantes de nuevo ingreso en la universidad. Se partió de las necesidades del alumnado, detectadas previamente en otro estudio, y a través de pequeños grupos de trabajo cooperativo y grupos de discusión formados por tutores, mentores y expertos en orientación se realizó la programación de las diferentes acciones de orientación y su distribución temporal para un curso escolar. Posteriormente se desarrollaron diseños concretos de propuestas de intervención para cada una de las sesiones de orientación, con materiales que sirviesen de guía y ejemplo para la acción orientadora de tutores y mentores. Tras la aplicación del programa en un curso académico se procedió a la evaluación de las acciones de orientación y de los materiales diseñados. Un 69.5% de estudiantes, un 88.9% de mentores y un 83.3% de tutores están de acuerdo o muy de acuerdo en que las actividades programadas resultaron útiles. En cuanto a los materiales, un 57.2% de estudiantes y prácticamente la totalidad de mentores y tutores están de acuerdo o muy de acuerdo en que fueron útiles. Los resultados confirman el impacto positivo del proyecto, que además podría ser transferible a otros centros. ABSTRACTThe objective of this work, which is part of a wider educational innovation project, was to design a concrete plan for university orientation aimed at new students entering university. Based on the needs of the students, previously identified in another study, and through small cooperative work groups and discussion groups of tutors, mentors and guidance experts, the different guidance actions were programmed and distributed over a school year. Subsequently, concrete intervention designs were developed for each of the orientation sessions, with materials that served as a guide and example for the guiding action of tutors and mentors. Following the implementation of the programme in an academic year, the orientation actions and the materials designed were evaluated. 69.5% of students, 88.9% of mentors and 83.3% of tutors agreed or strongly agreed that the activities planned were useful. In terms of materials, 57.2% of students and almost all mentors and tutors agree or strongly agree that they were useful. The results confirm the positive impact of the project, which could also be transferred to other centres.

Political Science Research in the Middle East and North Africa

2018 ◽  
Keyword(s):  
Middle East ◽  
Research Methods ◽  
North Africa ◽  
Quantitative Research ◽  
Real Life ◽  
Field Research ◽  
Science Research ◽  
Lessons Learned ◽  
Conducting Research ◽  
Personal Accounts

Based on personal accounts of their experiences conducting qualitative and quantitative research in the countries of the Middle East and North Africa, the contributors to this volume share the real-life obstacles they have encountered in applying research methods in practice and the possible solutions to overcome them. The volume is an important companion book to more standard methods books, which focus on the “how to” of methods but are often devoid of any real discussion of the practicalities, challenges, and common mistakes of fieldwork. The volume is divided into three parts, highlighting the challenges of (1) specific contexts, including conducting research in areas of violence; (2) a range of research methods, including interviewing, process-tracing, ethnography, experimental research, and the use of online media; and (3) the ethics of field research. In sharing their lessons learned, the contributors raise issues of concern to both junior and experienced researchers, particularly those of the Global South but also to those researching the Global North.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Neural alignment predicts learning outcomes in students taking an introduction to computer science course

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Meir Meshulam ◽  
Liat Hasenfratz ◽  
Hanna Hillman ◽  
Yun-Fei Liu ◽  
Mai Nguyen ◽  
...  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Brain Activity ◽  
Activity Patterns ◽  
Real Life ◽  
Final Exam ◽  
Neural Representations ◽  
Real Life Setting ◽  
The Right ◽  
Mri Study

AbstractDespite major advances in measuring human brain activity during and after educational experiences, it is unclear how learners internalize new content, especially in real-life and online settings. In this work, we introduce a neural approach to predicting and assessing learning outcomes in a real-life setting. Our approach hinges on the idea that successful learning involves forming the right set of neural representations, which are captured in canonical activity patterns shared across individuals. Specifically, we hypothesized that learning is mirrored in neural alignment: the degree to which an individual learner’s neural representations match those of experts, as well as those of other learners. We tested this hypothesis in a longitudinal functional MRI study that regularly scanned college students enrolled in an introduction to computer science course. We additionally scanned graduate student experts in computer science. We show that alignment among students successfully predicts overall performance in a final exam. Furthermore, within individual students, we find better learning outcomes for concepts that evoke better alignment with experts and with other students, revealing neural patterns associated with specific learned concepts in individuals.

scholarly journals Ocean I3. Pedagogical Innovation for Sustainability

2021 ◽  
Vol 11 (8) ◽  
pp. 396
Author(s):  
Itziar Rekalde-Rodríguez ◽  
Julieta Barrenechea ◽  
Yannick Hernandez
Keyword(s):  
Collaborative Work ◽  
Educational Innovation ◽  
Pedagogical Innovation ◽  
The Sustainable Development ◽  
The People ◽  
Master's Thesis ◽  
Innovation Project ◽  
Development Goals ◽  
Field Notes ◽  
Capstone Projects

Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master’s thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time.

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