scholarly journals Aula invertida con enfoque multidisciplinar = Flipped classroom with a multidisciplinary approach

2020 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
César Porras Amores ◽  
David Caballol Bartolomé ◽  
Monica Morales Segura ◽  
Alejandra Vidales Barriguete
Keyword(s):  
Flipped Classroom ◽  
Multidisciplinary Approach ◽  
Educational Innovation ◽  
Student Surveys ◽  
Education Group ◽  
El Alto ◽  
Innovación Educativa ◽  
The Subject ◽  
Strongly Agree ◽  
Building Engineering

En la Escuela Técnica Superior de Edificación de la Universidad Politécnica de Madrid, el profesorado ha detectado varios problemas que están relacionados con el aprendizaje del alumnado, entre otros nos encontramos con, el abandono de los estudios, el alto absentismo y la elevada compartimentación de los conocimientos. En muchas ocasiones los conocimientos adquiridos por los estudiantes en una asignatura concreta, no se aplican más allá de dicha asignatura o semestre. Con el fin de dar solución a los problemas anteriormente mencionados, varios docentes de distintas disciplinas han preparado cooperativamente varias asignaturas mediante el modelo de enseñanza de Aula Invertida. Tras aplicar la metodología de aula invertida propuesta en este trabajo y realizar encuestas al alumnado, se ha observado que en general los estudiantes están contentos con la técnica empleada. En concreto, del total de los encuestados se obtuvieron los siguientes porcentajes: el 3,5% muy en desacuerdo; el 8% en desacuerdo; el 21,5% no sabe; el 48% de acuerdo y el 19% muy de acuerdo. Por otro lado, a pesar de que el alumnado encuestado acepta la metodología empleada existe un 31% de estudiantes que no se muestra favorable a que sea ampliada a otras asignaturas. El trabajo realizado se enclava dentro del proyecto de innovación educativa “Conocimiento Transversal a través de Aula Invertida” realizado por varios integrantes del Grupo de Innovación Educativa UPM “Actitud Constructiva”.AbstractIn the School of Building Engineering of the Universidad Politécnica de Madrid (UPM), lectures have identified several problems that are related to student learning. Among others we can highlight the abandonment of studies, the high absenteeism, and the high compartmentalization of knowledge. There are many situations in which the knowledge acquired by students in a specific subject is only applied to pass the subject and it is forgotten at the end of the semester. In order to solve the issues, a group of lectures from different disciplines have cooperatively prepared some subjects through the Flipped Classroom model. After applying the flipped classroom methodology proposed in this work and conducting student surveys, it has been observed that in general the students are happy with the method used. Specifically, the following percentages were obtained from the total of the respondents: 3.5% strongly disagree; 8% disagree; 21.5% do not know; 48% agree and 19% strongly agree. On the other hand, even though the surveyed students accept the methodology used, there are 31% of students who are not in favor of it being extended to other subjects. The work included in this paper were developed by several members of the “Actitud Constructiva” UPM Innovative Education Group. The work has been supported by the “Transversal Knowledge through flipped classroom” educational innovation.

scholarly journals El Flashmob como propuesta de innovación educativa en expresión corporal y danza (Flashmob as a proposal for educational innovation in body expression and dance)

Retos ◽  
2015 ◽  
pp. 126-128
Author(s):  
Tamara Rial Rebullido ◽  
Camilo Villanueva Lameiro
Keyword(s):  
Educational Innovation ◽  
Practical Experience ◽  
Student Interaction ◽  
Student Body ◽  
Project Approach ◽  
Suitable Alternative ◽  
Innovación Educativa ◽  
The Subject ◽  
The University ◽  
Body Expression

El presente artículo tiene como objetivo describir una propuesta de innovación educativa de la asignatura Expresión Corporal y Danza del Grado en Ciencias de la Actividad Física y del Deporte de la Universidad de Vigo, basada en el Método de Proyectos de una danza multitudinaria sorpresa conocida como Flashmob. Se presenta la propuesta y experiencia práctica para adquirir los contenidos de danzas popularizadas y proceso de creación coreográfica. La implementación del programa ha obtenido resultados satisfactorios en la interacción profesorado-alumnado y favoreció la motivación hacia los contenidos del alumnado. Se concluye que el proceso de creación asi como la puesta en práctica de danzas multitudinarias instántaneas, es una alternativa adecuada en la adquisición de competencias de la materia expresión corporal y danza.Abstract. This article has as objective to describe a proposal for educational innovation of the subject Body Expression and Dance of the degree in Sciences of Physical Activity and Sport at the University of Vigo, based on the project approach s in a multitudinous surprise dance known as Flashmob. The proposal and practical experience is presented to acquire the contents of dances popularized and choreographic mounting process. The implementation of the program has been successful in the faculty-student interaction and favored the motivation toward the contents of the student body. It is concluded that the process of creation as well as the implementation of dances multitudinous snapshots, is a suitable alternative in the acquisition of competencies for the field body expression and dance.

scholarly journals Origen y trayectoria del equipo docente para la Enseñanza Multidisciplinar Biosanitaria (IKAsasun)

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Teresa Morera Herreras ◽  
María Torrecilla Sesma ◽  
Elena Eraso Barrio ◽  
Elena Sevillano Peña ◽  
Laura Sáenz-Del Burgo Martínez ◽  
...  
Keyword(s):  
Multidisciplinary Approach ◽  
Basque Country ◽  
Educational Innovation ◽  
Teaching Staff ◽  
Multidisciplinary Teams ◽  
Innovación Educativa ◽  
Teaching Team ◽  
The University ◽  
Nutrition And Dietetics ◽  
Pais Vasco

El objetivo de este trabajo es dar a conocer el origen y la trayectoria del equipo docente estructurado IKAsasun (edIKDit-18-2, equipo docente para la Enseñanza Multidisciplinar Biosanitaria). El equipo está compuesto por personal docente investigador adscrito a los Campus de Leioa (Facultad de Medicina y Enfermería) y de Vitoria-Gasteiz (Facultad de Farmacia) de la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU). La docencia que se imparte comprende a distintas disciplinas de Grados mayoritariamente relacionados con las Ciencias de la Salud (Enfermería, Farmacia, Fisioterapia, Medicina, Nutrición Humana y Dietética, Odontología, Ciencia y Tecnología de los Alimentos y Ciencias Ambientales). Desde el inicio de la andadura como equipo docente en el año 2015, el grupo ha participado en dos Proyectos de Innovación Educativa (PIE) subvencionados por la UPV/EHU (PIE nº 40 y nº 96). Estos proyectos están dirigidos a ayudar al alumnado a desarrollar, de una manera eficaz, las competencias específicas y transversales propias de cada Grado y a conseguir que se involucren en su propio aprendizaje. En ambos proyectos se ha incidido en la  importancia de trabajar en equipos multidisciplinares, apostando por la utilización de metodologías de aprendizaje activo. En el primero de ellos (PIE nº 40; 2015-2017), se planteó la participación activa del alumnado en la resolución de casos clínicos complejos que requieren un abordaje multidisciplinar para garantizar la asistencia integral al paciente. En el segundo proyecto (PIE nº 96; 2018-2020), se llevó a cabo un abordaje multidisciplinar de temas relacionados con la salud biomédica y científica desde distintos Grados, y posterior divulgación enfocada a diferentes sectores de la sociedad. Los resultados obtenidos tras el desarrollo de ambos proyectos han sido muy alentadores, y alumnado, profesorado y personas externas colaboradoras han valorado muy positivamente la experiencia, que ha quedado reflejada en varias publicaciones y comunicaciones a congresos. The aim of this work is to provide an insight into the origin and background of the IKAsasun structured teaching team (edIKDit-18-2, teaching team for  Multidisciplinary Biosanitary Education). Team is formed by an interdisciplinary group of teachers and researchers that belongs to the Campuses of Leioa (Faculty of Medicine and Nursing) and Vitoria-Gasteiz (Faculty of Pharmacy) of the University of the Basque Country (UPV/EHU). The teaching activity of the group covers different disciplines of the Degrees mostly  related to Health Sciences (Nursing, Pharmacy, Physiotherapy, Medicine, Human Nutrition and Dietetics, Dentistry, Environmental Sciences and Food Sciences and Technology). Since the beginning of the journey as a teaching team in 2015, the group has participated in two educational innovation projects (PIE) funded by the UPV/EHU (PIE no. 40 and 96) aimed at helping students to effectively develop the specific and transversal competences of each degree, and to get them involved in their own learning. Theseprojects have emphasized the importance of working in multidisciplinary teams, promoting the implementation of active learning methodologies. In the first project (2015-2017), we proposed the resolution of complex clinical cases that require a multidisciplinary approach to ensure integral patient care. In the second one (2018-2020), we proposed a multidisciplinary approach to issues related to biomedical and scientific health from different Degrees, and their subsequent dissemination focusing on different sectors of society. The results obtained after the development of both projects have been very encouraging and both students, teaching staff and external collaborators have valued the experience very positively, which has been reflected in several publications and communications to conferences.

scholarly journals Diseño Arquitectónico de una Edificación Conectada con la Naturaleza: Un Proyecto Innovador de Educación y Aprendizaje = Architectural Design of a Building Connected with Nature: An Innovative Project of Education and Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Carmen García Sánchez
Keyword(s):  
Flipped Classroom ◽  
Architectural Design ◽  
Design Thinking ◽  
Fine Arts ◽  
Good Practice ◽  
Educational Innovation ◽  
Architecture Education ◽  
Problem Solving Skills ◽  
Conflict Problem ◽  
Innovación Educativa

Este artículo analiza y revela las claves de una propuesta de proyecto de innovación educativa, ideada y planeada por mí para ser desarrollada, como profesora e investigadora postdoctoral, en la Escuela de Arquitectura integrada en la Royal Danish Academy of Fine Arts de Copenhague (KADK), en el Instituto de Arquitectura y Diseño (IAD). El proyecto, donde el aula se concibe como un laboratorio de arquitectura lugar de encuentro entre las asignaturas de Diseño Arquitectónico y Construcción de Edificios, integra una variedad de metodologías educativas innovadoras: Gamificación, Aula Invertida (Flipped Classroom), Aprendizaje Basado en Retos, Pensamiento de Diseño (Design Thinking), Inteligencia Colectiva, etc… A través de él, los estudiantes de arquitectura son capaces de mejorar su creatividad y adquirir diversos conocimientos, fortalezas y habilidades complementarias, entre ellas: La creación de un espacio privado, la reflexión sobre la idea de habitar; la exploración del diseño arquitectónico conectado con la naturaleza; nociones acerca de diseño sostenible y reciclaje; la progresión de su pensamiento crítico y creativo; el desarrollo de sus habilidades de comunicación gráfica, escrita y oral; la activación de su pensamiento independiente y original; y la mejora de sus habilidades de liderazgo y organización, co-diseño, gestión del tiempo, habilidades de resolución de conflictos/problemas y toma de decisiones. El artículo ofrece recursos para la buena práctica e implementación de la innovación educativa, y, por lo tanto, para facilitar la innovación a nivel del aula. Facilita herramientas para superar los desafíos que enfrentan los modelos de aprendizaje innovadores en la educación de Arquitectura. Pero sobre todo tiene como objetivo fomentar la innovación en la educación del diseño arquitectónico al empoderar e inspirar a los profesores y otros miembros del personal educativo para que utilicen métodos de enseñanza innovadora, mientras comparten su mejor praxis y experiencia con sus colegas.AbstractThis article analyzes and reveals the keys to an educational innovation project proposal, conceived and planned by me to be developed, as a professor and postdoctoral researcher, at the Integrated School of Architecture at the Royal Danish Academy of Fine Arts in Copenhagen (KADK) , at the Institute of Architecture and Design (IAD). The project, where the classroom is conceived as an architecture laboratory, a meeting place between the subjects of Architectural Design and Building Construction, integrates a variety of innovative educational methodologies: Gamification, Flipped Classroom, Challenge-Based Learning, Thinking of Design (Design Thinking), Collective Intelligence, etc ... Through it, architecture students are able to improve their creativity and acquire various knowledge, strengths and complementary skills, including: The creation of a private space, reflection on the idea of inhabiting; the exploration of architectural design connected with nature; notions about sustainable design and recycling; the progression of your critical and creative thinking; the development of your graphic, written and oral communication skills; the activation of your independent and original thinking; and improving your leadership and organization skills, co-design, time management, conflict / problem solving skills, and decision making. The article offers resources for good practice and implementation of educational innovation, and therefore to facilitate innovation at the classroom level. It provides tools to overcome the challenges faced by innovative learning models in Architecture education. But above all it aims to foster innovation in architectural design education by empowering and inspiring teachers and other educational staff to use innovative teaching methods, while sharing their best practice and experience with their colleagues

scholarly journals Revisión de la Metodología para la Mejora de la Enseñanza Universitaria = Review of the Methodology for the Improvement of University Teaching

2021 ◽  
Vol 5 (2) ◽  
pp. 15
Author(s):  
Jorge García-Sánchez-Torija ◽  
Jesús García-Herrero ◽  
Cesar Bedoya-Frutos
Keyword(s):  
Learning Process ◽  
Educational Innovation ◽  
The Other ◽  
University Teaching ◽  
Organizational Issues ◽  
Challenge Based Learning ◽  
Innovación Educativa ◽  
The Subject ◽  
Excessive Number

El presente trabajo pretende indagar qué aspectos de la metodología del aprendizaje basado en retos resultan mejor valorados por parte de los alumnos y qué aspectos son susceptibles de mejora. Para ello se realiza una encuesta abierta. Se detecta que valoran especialmente la cercanía del planteamiento de la asignatura con la realidad profesional y el acompañamiento de los alumnos a lo largo del proceso de aprendizaje. La mitad considera que la carga de trabajo es adecuada, mientras que la otra mitad la considera excesiva. El resto de los aspectos mejor valorados son el enfoque de la asignatura y la innovación educativa. Las características y habilidades de los profesores reciben una valoración media; son peor valorados la coordinación con otras asignaturas, los recursos facilitados, las cuestiones organizativas y el excesivo número de alumnos en clase. Se concluye que la opinión de los alumnos es una ayuda inestimable para evaluar la metodología utilizadaAbstractThe present work aims to investigate which aspects of the challenge-based learning methodology are best valued by students and which aspects are susceptible to improvement. For this, an open survey is carried out. It is detected that they especially value the closeness of the approach to the subject with the professional reality and the accompaniment of the students throughout the learning process. Half consider the workload adequate, while the other half consider it excessive. The rest of the best valued aspects are the focus of the subject and educational innovation. The characteristics and abilities of the teachers receive an average evaluation; Coordination with other subjects, the resources provided, organizational issues and the excessive number of students in class are less valued. It is concluded that the opinion of the students is an invaluable help to evaluate the methodology used.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals IMPLEMENTACIÓN DE METODOLOGÍAS COOPERATIVAS EN LA DOCENCIA UNIVERSITARIA: EXPERIENCIAS EN LA FACULTAD DE EDUCACIÓN Y DEPORTE DE VITORIA-GASTEIZ

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ainhoa Gómez Pintado ◽  
Vanesa Rojo Robas ◽  
Ana Zuazagoitia Rey-Baltar
Keyword(s):  
Basque Country ◽  
Educational Innovation ◽  
Teaching Objectives ◽  
El Sistema ◽  
Innovation Project ◽  
Innovación Educativa ◽  
Faculty Of Education ◽  
The University ◽  
Pais Vasco ◽  
Selection Of

Resumen:Actualmente es visible la necesidad de una renovación metodológica, de reformar el sistema educativo centrado en la enseñanza del profesor, para conseguir un modelo centrado en el aprendizaje activo del alumnado. Para realizar esta difícil transición metodológica numerosos estudios apuestan por el uso de las metodologías activas. Este trabajo, inscrito en el marco de un Proyecto de Innovación Educativa de la Universidad del País Vasco (UPV/EHU), tiene como objetivo determinar la efectividad y validez de varias de estas técnicas cooperativas, implementadas en distintas materias, cursos y especialidades en la Facultad de Educación y Deporte de Vitoria-Gasteiz, partiendo del análisis de las valoraciones que sobre ellas ha realizado el alumnado. Los resultados, recogidos a través de cuestionarios, apuntan a una excelente aceptación de las técnicas empleadas por parte del alumnado; constatando su efectividad en el desarrollo del aprendizaje activo y cooperativo y confirmando la importancia de la selección de cada técnica en función de los objetivos docentes, así como su modificación y adecuación a estos y al grupo o asignatura en el que se implementa. Abstract:Currently is visible the need for a methodological renewal, that is, the need for a reform of the education system focused on teacher education, for a model focused on active learning of students. To perform this difficult methodological transition, numerous studies opt for the use of active methodologies. This work, written in the framework of an Educational Innovation Project of the University of the Basque Country (UPV/EHU), aims to determine the effectiveness and validity of several cooperative techniques, implemented in different subjects, courses and specialties in the Faculty of Education and Sports of Vitoria-Gasteiz, starting from the analysis of the assessments about the techniques made by students. The results, collected through questionnaires, point to an excellent acceptance of the techniques used by the students; confirming its effectiveness in the development of active and cooperative learning, and confirming the importance of the selection of each technique according to the teaching objectives, as well as its modification and adaptation to these and to the group or subject in which it was implemented.

Assessing the Pilot Implementation of Flipped Classroom Methodology in the Concrete and Steel Structures Subject of Architecture Undergraduate Studies

2019 ◽  
pp. 55-76 ◽  
Author(s):  
Carles Campanyà ◽  
David Fonseca ◽  
Nuria Martí ◽  
Daniel Amo ◽  
David Simón
Keyword(s):  
Flipped Classroom ◽  
Steel Structures ◽  
Logical Reasoning ◽  
Building Structures ◽  
Deep Knowledge ◽  
Undergraduate Studies ◽  
Core Subject ◽  
The Subject ◽  
Pilot Implementation

This work is focused in implementing and assessing a flipped classroom model in the concrete and steel structures subject, a core subject within architecture undergraduate studies. Even though current legislation in Spain settle architects as the last responsible of building structures, most architects delegate these processes in professional studios specialized in structures. Being the most common way of proceeding in architectural studios, it is not uncommon among architects to think that a deep knowledge in structures is not necessary, especially regarding calculations development. In this framework, concrete and steel structures is a subject with high logical reasoning component using mathematics, and this knowledge is considered by most of the students as difficult to acquire. With the aim of increasing students' motivation in the subject contents and improving students' acquisition of competences a new teaching proposal using flipped classroom method has been designed, implemented, and analyzed.

The Appropriation of Wiki in a Higher Blended Learning Course

2010 ◽  
pp. 208-230
Author(s):  
Beatriz Fainholc
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Educational Innovation ◽  
Student Comprehension ◽  
The Subject ◽  
University Course ◽  
The University ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter introduces the description of wiki appropriation. It considers the tool inclusion in an online educational innovation, supported in student and group-centered learning approach, to improve the quality of the blended learning offered. It states that the university course of educational technology, through wiki application as an appropriated methodology, beyond its consideration as a Web 2.0 tool, gives the opportunity to enhance the student protagonism into the deepening of the conceptual field of the subject by a collaborative knowledge construction. The evidence shows that the application worth to develop the learning strategies towards the student comprehension and its social skills in universities contexts. The results shows that the transformation of reactive attitudes into creative ones is a long process of change mediated by emotions and metacognitive work. Both facilitate a change of the students’ focus, perspectives, and mentalities, understandable by the help of collective learning, among diverse variables.

scholarly journals Improving the standard of care for patients with spondyloarthritis-related immune inflammatory conditions: results of a Delphi study and proposal for early detection

2020 ◽  
Vol 11 ◽  
pp. 204062232090429 ◽  
Author(s):  
Pablo Coto ◽  
Sabino Riestra ◽  
Paloma Rozas ◽  
Ana Señaris ◽  
Rubén Queiro
Keyword(s):  
Delphi Study ◽  
Multidisciplinary Approach ◽  
Inflammatory Diseases ◽  
Early Recognition ◽  
Standard Of Care ◽  
Point Of View ◽  
Ordinal Scale ◽  
Multidisciplinary Management ◽  
Simple Tool ◽  
Strongly Agree

Background: Our objective was to provide consensus recommendations on the optimal management of the immune-mediated inflammatory diseases (IMIDs) seen in patients with spondyloarthritis (SpA) using a multidisciplinary approach, and to develop a simple tool to help earlier recognition and referral of coexisting IMIDs in patients who already have one type of IMID. Methods: A total of 28 experts in the multidisciplinary management of the SpA-associated IMIDs assessed two questionnaires: one with statements focused on the multidisciplinary management of IMIDs, and a second questionnaire focused on questions useful for early recognition and referral. Panelists assessed the statements with a 9-point ordinal scale (1 = strongly disagree, 9 = strongly agree) using a modified Delphi methodology. Results: Consensus was reached on 72 out of the 82 statements (87.8%). Panelists agreed that the multidisciplinary approach to IMIDs is not sufficiently developed. The creation of multidisciplinary IMID units might be necessary. These units might focus primarily on patients with two or more coexisting IMIDs, or on IMIDs that are especially complex from a diagnostic or therapeutic point of view. Specialists who attend to patients with IMIDs should perform a screening for other coexisting IMIDs. A simple tool to help earlier recognition and referral of coexisting IMIDs is proposed. Conclusions: There is a need to improve care for patients with SpA-associated IMIDs. We provide expert recommendations to guide the adoption of a multidisciplinary approach for these cases, and a simple tool that may be useful for earlier recognition of coexisting IMIDs.

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