scholarly journals BIM methodology in Building Engineering degree: workshop in Graphical Expression of Technologies subject = Metodología BIM en el grado de edificación: modelo de taller en la asignatura Expresión Gráfica de Tecnologías

2017 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Enrique Nieto ◽  
Daniel Antón ◽  
Fernando Rico ◽  
Juan José Moyano
Keyword(s):  
Architectural Design ◽  
Radical Change ◽  
University Teaching ◽  
Student Body ◽  
Technical Schools ◽  
The Subject ◽  
Integrator Model ◽  
The University ◽  
Building Engineering ◽  
The Way

The concept of BIM implies a radical change in the way of facing the architectural design and the life cycle process of the projects and the buildings. It is an efficient and open system of communication and cooperation between the different operators involved in the construction process and, therefore, it becomes in a suitable tool for its implementation in the Technical Schools of Engineering and Architecture. This paper defends the recognition of the BIM methodology as a collaborative and coordinated instrument for its application in the university teaching in degrees of this field of knowledge, so that the flow of interdisciplinary information is efficient. The experience of the implementation of this methodology in the Degree in Building is described. It is based on a workshop-integrator model in the subject called Graphic Expression of Technologies. Subsequently, educational enquiries derived from the innovation developed are collected, showing its benefits for the student body as regards learning, and also the limitations found. In conclusion, the outcomes obtained lead to continue supporting this technological integration. Finally, a series of recommendations for its improvement are provided, concerning the way to guide the students throughout the experience, and also related to the teaching organisation through the curriculum.ResumenEl concepto de BIM implica un cambio radical en la manera de afrontar el diseño arquitectónico y el proceso de ciclo de vida de los proyectos y de los edificios. Se trata de un sistema eficiente y abierto de comunicación y cooperación entre los distintos operadores que intervienen en el proceso constructivo y, por tanto, resulta ser una herramienta idónea para su implantación en las Escuelas Técnicas de Ingeniería y Arquitectura. Este artículo defiende el reconocimiento de la metodología BIM como instrumento de trabajo colaborativo y coordinado para su aplicación en la docencia universitaria en titulaciones de esta rama de conocimiento, a fin de que el flujo de información interdisciplinar sea eficiente. Se describe la experiencia de la implantación de esta metodología en el Grado de Edificación, a través de un modelo de taller-integrador en la asignatura de Expresión Gráfica de Tecnologías. Posteriormente, se recogen averiguaciones docentes derivadas de la innovación desarrollada, mostrando sus beneficios para el estudiantado a nivel de aprendizaje y las limitaciones halladas. Con todo, los resultados obtenidos llevan a seguir apostando por esta integración tecnológica. Finalmente, para la mejora de esta innovación, se aportan una serie de recomendaciones en lo relativo a la manera de guiar al alumnado en la experiencia y relacionadas con la organización de las enseñanzas a través de sus planes de estudios.

scholarly journals Implantación de metodología BIM en el Grado de Edificación. Modelo de taller-integrador en la asignatura de Expresión Gráfica de Tecnologías = Implementation of BIM methodology in the university Degree of Building. Model of workshop integrator in the subject of graphic expressions of technologies.

2017 ◽  
Vol 1 (3) ◽  
pp. 37 ◽  
Author(s):  
Enrique Nieto ◽  
Fernando Rico ◽  
Juán José Moyano ◽  
Pablo Díaz ◽  
Daniel Antón
Keyword(s):  
Architectural Design ◽  
Radical Change ◽  
Technical Schools ◽  
Building Model ◽  
The Subject ◽  
Integrator Model ◽  
University Degree ◽  
The University ◽  
Technological Integration ◽  
Life Cycle Process

ResumenEl concepto de BIM implica un cambio radical en la manera de afrontar el diseño arquitectónico y el proceso de ciclo de vida del proyecto y del edificio. Se trata de un sistema eficiente y abierto de comunicación y cooperación entre los distintos operadores del proceso constructivo y, por tanto, idóneo para su implantación en las Escuelas Técnicas de Ingeniería y Arquitectura. Esta comunicación defiende el reconocimiento de la metodología BIM como instrumento de trabajo colaborativo y coordinado para su aplicación en la docencia, a fin de que el flujo de información interdisciplinar sea eficiente. Se describe la experiencia de la implantación de esta metodología en el Grado de Edificación, a través de un modelo de taller-integrador en la asignatura de Expresión Gráfica de Tecnologías. Posteriormente, se recogen experiencias docentes derivadas de la innovación desarrollada, que llevan a seguir apostando por esta integración tecnológica, para cuya mejora se aportan finalmente una serie de recomendaciones.AbstractThe concept of BIM implies a radical change in the way of facing the architectural design and the life cycle process of the project and the building. It is an efficient and open system of communication and cooperation between the different operators within the construction process and, therefore, suitable for its implementation in the Technical Schools of Engineering and Architecture. This paper defends the recognition of the BIM methodology as a collaborative and coordinated tool for its application in teaching, so that the flow of interdisciplinary information is efficient. The experience of the implementation of this methodology in the Degree in Building is described, through a workshop-integrator model in the subject called Graphic Expression of Technologies. Subsequently, educational enquiries derived from the innovation developed are collected, which lead to continue supporting this technological integration. Finally, a series of recommendations for its improvement are provided.

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 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 Students with Learning Disabilities at University

2019 ◽  
Author(s):  
Sandra Zecchi
Keyword(s):  
Learning Disabilities ◽  
Learning Disorders ◽  
University Teaching ◽  
Students With Learning Disabilities ◽  
University Courses ◽  
The Subject ◽  
Educational Paths ◽  
Practical Experiences ◽  
The University ◽  
The Impact

Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses. 

scholarly journals RETOS DE ENSEÑAR HISTORIA EN EL CONTEXTO UNIVERSITARIO

2017 ◽  
Vol 2 (3) ◽  
pp. 23
Author(s):  
Gustavo Josué López Ramírez ◽  
Adolfo Luis Rojas Tur
Keyword(s):  
Higher Education ◽  
General Education ◽  
Spatial Dimension ◽  
Scientific Basis ◽  
Educación Superior ◽  
Educacion Superior ◽  
El Sistema ◽  
The Subject ◽  
The University ◽  
The Way

La Historia es una ciencia social y también una disciplina escolar, de ahí que sus principales problemas teóricos se reflejan en la manera de enseñar, lo que condiciona que las corrientes historiográficas influyan en la forma de concebir el curriculum de la asignatura. La teoría que sustenta a una determinada escuela histórica aporta su metodología, que redunda en el campo epistemológico, lo que supone cambios y afectaciones en los fundamentos científicos de la Historia y sus métodos. A la par, esa metodología de la ciencia llega de forma directa a la estructura didáctica de la asignatura, lo que tiene su explicación desde la relación de esta con la ciencia. En el contexto de la Educación Superior se suscita una interrogante de actualidad, ¿qué contenido histórico enseñar y aprender?, en tanto el estudiante ya ha transitado por el sistema de la educación general, en el que ha recibido diferentes contenidos históricos con diferentes niveles de gradación y corresponde a la universidad completar el ciclo de profundización en los contenidos históricos. En el artículo se reflexiona en torno a las problemáticas fundamentales que enfrenta la enseñanza de la Historia en el contexto universitario, desde la perspectiva de una Historia holística, multidimensional y pluricausal, protagonizada por actores individuales y colectivos, en una dimensión temporal y espacial específica.   PALABRAS CLAVE: Historia; enseñanza de la Historia; Educación Superior. CHALLENGES TO TEACH HISTORY IN THE UNIVERSITY CONTEXT ABSTRACT History is a social science and also a school discipline, hence its main theoretical problems are reflected in the way of teaching, which conditions the historiographical influence the way of conceiving the curriculum of the subject. The theory behind a particular historical school provides its methodology, resulting in the epistemological field, representing changes and effects on the scientific basis of history and its methods. At the same time, the methodology of science comes directly to the educational structure of the subject form, which can be explained from the relation of this science. In the context of the Higher Education questioningly current arises, what to teach and learn historical content ?, while the student has already gone through the general education system, which has received different historical content with different levels gradation and corresponds to the university to complete the cycle of deepening the historical contents. In the article it reflects on the fundamental issues facing the teaching of history in the university context, from the perspective of a holistic, multidimensional and pluricausal story featuring individual and collective actors in a specific temporal and spatial dimension. KEYWORDS: History; history teaching; Higher Education.

The Subject of Metaphysics and the Way of its Determination

1970 ◽  
Vol 6 (1) ◽  
pp. 239-242
Author(s):  
Jarosław Paszyński ◽  
Jacek Poznański
Keyword(s):  
Philosophical Tradition ◽  
Human Being ◽  
Pope John Paul Ii ◽  
John Paul Ii ◽  
The Subject ◽  
The University ◽  
Fides Et Ratio ◽  
Intellectual Climate ◽  
The Way

On the 11th of January, 2001 the Philosophical Circle of the University School of Philosophy and of Education Ignatianum in Cracow organised a philosophical symposium on: The subject of metaphysics and the way of its determination. This problem seems important nowadays, although it has been discussed throughout the whole philosophical tradition. Solutions concerning basic philosophical problems have their impact on the understanding of reality, first of all the human being and the culture created by him which is expressed in knowledge, morality, arts and religion. Reflection on the foundations of philosophy is especially important in the contemporary intellectual climate which is dominated by relativism and nihilism. This is demonstrated by Pope John Paul II in his encyclical Fides et Ratio, which also proposes the way of overcoming the crisis through the return to the philosophy of being, that is metaphysics. The guests invited to the symposium belong to the above-mentioned philosophical trend.

scholarly journals La relación entre las opiniones acerca de la docencia universitaria y la función tutorial del profesor en la universidad

2017 ◽  
Vol 28 (28) ◽  
pp. 139
Author(s):  
Ethel Trengove Thiele
Keyword(s):  
Teaching Strategies ◽  
Learning Objectives ◽  
University Teaching ◽  
Teaching Skills ◽  
Innovative Teaching ◽  
Professional Performance ◽  
Evaluation Procedures ◽  
The Subject ◽  
The University

RESUMEN Esta investigación pretende indagar en la opinión que tienen las estudiantes de 4° año de la carrera de Educación Diferencial, en cuanto al desempeño profesional de la investigadora en diferentes ámbitos de la docencia, tales como la organización y estructura de la asignatura, es decir, si se evidencia suficiente dominio teórico y conceptual del tema que se desarrolla en la programación; si presenta una actitud mediadora para generar los propios aprendizajes de los estudiantes. Complementario a lo anterior, indagar si las estrategias de enseñanza son pertinentes a los aprendizajes esperados. Por último, saber si los procedimientos evaluativos son pertinentes y se enfocan a los aprendizajes que han alcanzado los estudiantes, y cuál es la percepción en torno a la interacción y clima que se genera dentro de las propias clases, y más allá del aula. Todo esto, con la finalidad de relacionarlo con prácticas pedagógicas innovadoras, como lo es la función tutorial del docente universitario, detectando aquellos puntos valorados y los no tan valorados para proyectar mejoras en aquellos aspectos que así lo requieran.Palabras clave: Competencias docentes, organización curricular, estrategias de enseñanza, procedimientos de evaluación.Relationship between opinions about University teaching and the mentoring role of the University teacher ABSTRACT This research aims to researching opinions that Fourth-year students of Special Education have regarding to the professional performance of the researcher in different teaching fields such as organization and structure of a course, that is to say, whether there is evident sufficient theoretical and conceptual mastery of the subject, whether there is a mediating attitude to generate learning in students. Complementary to that, the paper is aimed to reviewing whether teaching strategies are relevant to the learning objectives. Finally, it seeks to know whether the evaluation procedures are relevant and focused on learning students have achieved, and what would be the perception around interactions and climates generated in the classroom and beyond. The objective is to create a relationship with innovative teaching practices, as the mentoring role of the University teacher, unveiling valued and not valued aspects in order to project improvements in those weak areas.Keywords: Teaching skills, curricular organization, teaching strategies, evaluation procedures and interactions between teacher and student.

scholarly journals University teaching in prison in the university penitentiary system of Sassari: practices, research and developments during the pandemic

2021 ◽  
Vol 21 (3) ◽  
pp. 69-87
Author(s):  
Luisa Pandolfi ◽  
Emmanuele Farris
Keyword(s):  
Field Research ◽  
Public Institutions ◽  
Point Of View ◽  
University Teaching ◽  
Organizational Impact ◽  
Allo Studio ◽  
The Subject ◽  
The Right ◽  
The University ◽  
The Impact

This paper derives from the activities of the University Penitentiary Center of the University of Sassari and aims to explore the impact of the Covid 19 pandemic on university teaching in prison. The subject of penitentiary university teaching is innovative and relevant for educational research and brings into play different skills, professionals, services and institutions. The theoretical framework describes how the right to study in prison is declined on a methodological level. The field research carried out in Sardinia has tried to give the student's voice in prison and the point of view of educators on the educational and organizational impact on university study paths during the pandemic; it is a voice that returns the complexity of a difficult moment, but which also offers useful ideas and stimuli for a more aware restart of the limits and challenges to be faced, as well as good practices to be developed, particularly at the interface between different public institutions as the University and the Penitentiary Administration are.   La didattica universitaria in carcere nell’ambito del Polo Universitario Penitenziario di Sassari: pratiche, ricerca e sviluppi ai tempi della pandemia.   Il presente contributo nasce nell’ambito dell’attività del Polo Universitario Penitenziario dell’Università di Sassari e si propone di esplorare l’impatto della pandemia da Covid 19 sulla didattica universitaria in carcere. Il tema della didattica universitaria penitenziaria è innovativo e rilevante per la ricerca educativa e chiama in gioco diverse competenze, professionalità, servizi e istituzioni. Il quadro teorico e normativo di riferimento traccia le coordinate in cui si inserisce il diritto allo studio in carcere e ne declina i significati e le implicazioni sul piano metodologico. La ricerca sul campo realizzata in Sardegna ha cercato di dar voce agli studenti detenuti e agli educatori in merito alle ricadute a livello educativo ed organizzativo sui percorsi di studio durante la pandemia; una voce che restituisce la complessità di un momento difficile, ma che offre anche spunti e stimoli utili per una ripartenza più consapevole dei limiti e delle sfide da affrontare, così come delle buone prassi da sviluppare soprattutto all’interfaccia tra istituzioni pubbliche, quali sono l’Università e l’Amministrazione Penitenziaria.

How to Exit the Conspiracy of Silence?

2011 ◽  
Vol 25 (1) ◽  
pp. 129-152 ◽  
Author(s):  
Joanna Tokarska-Bakir
Keyword(s):  
Everyday Life ◽  
Public Discourse ◽  
Qualitative Approach ◽  
Postwar Period ◽  
Conspiracy Of Silence ◽  
The Subject ◽  
The University ◽  
The Way ◽  
New Millennium

On the subject of the Polish-Jewish postwar relations, this paper deals with the pathology of public discourse known as the “conspiracies of silence” phenomenon (see Eviatar Zerubavel, The Elephant in the Room: Silence and Denial in Everyday Life , 2008). The concept in question may be applied to the Polish historic conditions. It helps to problematize the circumstances in which social conspiracies were accumulating around the Polish-Jewish relations in the postwar period so as to pave the way for analysis of the current difficulties in researching the title issues, particularly those that emerged while using a quantitative and qualitative approach to research Polish attitudes toward Jews. The resulting polemical analysis is made on the basis of a text by one of the most renowned Polish sociologists, Prof. Antoni Sułek. His lecture titled “Ordinary Poles Looking at Jews” was delivered at the University of Warsaw, Poland, on 17 December 2009, within the cycle “Ten Lectures for a New Millennium.” It summarises the Polish twenty-year poll-based researches of Poles’ attitudes towards Jews.

Collaborative Work Training in Higher Education

2011 ◽  
pp. 261-268 ◽  
Author(s):  
María Dolores Olvera-Lobo ◽  
Rosa María Castro-Prieto ◽  
Enrique Quero-Gervilla ◽  
Ricardo Muñoz-Martín ◽  
Eva Muñoz-Raya ◽  
...  
Keyword(s):  
New Technology ◽  
Collaborative Work ◽  
University Teaching ◽  
Market Place ◽  
Computer Tools ◽  
Work Training ◽  
Wide Range ◽  
Information And Communication ◽  
The Subject ◽  
The University

In recent years, the influence of information and communication technology (ICT) has transformed the professional practice of translation and, consequently, led to the introduction of new techniques, methods, and media in the university teaching environment. The new technology has made professional translators’ work easier but, in order to ensure translation studies graduates meet employers’ needs, ICT must occupy its rightful place in their training. The ever-demanding market expects would-be professionals to be able to access the subject matter of any text, use a wide range of computer tools proficiently, and be versatile enough to master all aspects of the translation process. Today, the market place for translation can justly be described as global, decentralized, specialized, dynamic, virtual, and demanding (Aulaint, 2005).

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