scholarly journals Aprendizaje-Servicio, integrando una metodología docente activa en la responsabilidad social universitaria. Experiencia piloto en asignaturas de microbiología

2019 ◽  
pp. 115-124
Author(s):  
Noemí López-Ejeda ◽  
Cristina Díaz ◽  
Ana Fernández ◽  
Natalia Ferreras ◽  
Marcos González ◽  
...  
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Teaching Strategy ◽  
University Education ◽  
Teaching Methodology ◽  
Teaching Innovation ◽  
Vulnerable Families ◽  
The Social ◽  
Innovation Project ◽  
Multidisciplinary Teamwork

Resumen El Aprendizaje-Servicio (ApS) es un método de enseñanza que persigue la adquisición por los alumnos de conocimientos y competencias propias de su titulación mediante la realización de un servicio a la comunidad. La Comisión de Sostenibilidad de la Conferencia de Rectores (CRUE) propone su institucionalización como estrategia docente dentro del marco de Responsabilidad Social Universitaria. Con este objetivo se ha desarrollado el Proyecto de Innovación Docente “Microbiología y Salud Pública: enseñando a prevenir las enfermedades infecciosas a población desfavorecida” con alumnos de las asignaturas del área de microbiología clínica (2017-2018). En este trabajo se presentan dos de las actividades desarrolladas con la asociación Solidarios para el Desarrollo (atención a presidiarios) y la asociación Krecer (atención a adolescentes de familias vulnerables). A través del visionado de películas comerciales en las que aparece alguna enfermedad infecciosa, se debate el modo de contagio, los síntomas, o las posibles maneras de prevenir la enfermedad. Los resultados del proyecto se evaluaron mediante encuestas específicamente diseñadas para cada grupo implicado (alumnos, coordinadores de organizaciones y beneficiarios de la actividad). Los alumnos, además de reforzar conocimientos curriculares, adquirieron competencias transversales tales como coordinación, trabajo en equipo multidisciplinar, exposición en público, divulgación adaptada al grupo etario y social y el desarrollo de conciencia social. Organizaciones y beneficiarios destacaron el valor social del acompañamiento y la formación en salud pública, así como la actitud, dedicación y compromiso de los alumnos. Todos los implicados creen relevante incluir actividades ApS en las enseñanzas universitarias si bien los alumnos entienden que la participación debería ser voluntaria. Abstract Service-Learning (S-L) is a teaching methodology that pursues the acquisition of knowledge and skills by students specific to their degree by performing a service to the community. The Sustainability Commission of the Conference of Rectors (CRUE) proposes its institutionalization as a teaching strategy within the framework of University Social Responsibility. With this aim in mind, the Teaching Innovation Project entitled “Microbiology and Public Health: Teaching to prevent infectious diseases to disfavoured population” was carried out with students taking subjects in the area of clinical microbiology (2017-2018). This paper presents two of the activities developed with the Solidarios association (care for inmates) and the Krecer association (care for teenagers of vulnerable families). After watching commercial films in which an infectious disease appears, the means of contagion, the symptoms, or the possible ways of preventing the disease are discussed. The project’s results were evaluated through surveys specifically designed for each group involved (students, coordinators of organizations and beneficiaries of the activity). The students, in addition to reinforcing curricular knowledge, acquired transversal competences such as coordination, multidisciplinary teamwork, public speaking, divulgation adapted to specific social groups and ages, and the development of social consciousness. Organizations and beneficiaries highlighted the social value of accompaniment and of broadening knowledge in public health, as well as the attitude, dedication and commitment of the students. All those involved believe that it is important to include S-L activities in university education, although students consider that participation should be voluntary

scholarly journals Hybrid team based learning-personalised education for teaching epidemiology in public health degrees

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Ha ◽  
B Kemp ◽  
M Wallace
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Academic Success ◽  
Failure Rate ◽  
Teaching Strategy ◽  
Weighted Average ◽  
University Education ◽  
Average Score ◽  
Team Based Learning ◽  
The Subject

Abstract Background University education in Australia and internationally involves teaching diverse students: in terms of age, life experience, previous degrees completed, and level of English competency. In Australia the Bachelors of Public Health (BPH) at The University of Wollongong, epidemiology is a core subject. It aims to equip students with the knowledge and skills needed to design, critique and interpret studies that investigate why different populations experience different health outcomes. A student-centred learning strategy; Hybrid Team Based Learning and Personalised Education teaching strategy (HTBL-PE) was created to maximise academic success. Each phase has a distinct purpose based on learning theories (e.g. TBL, Bloom's taxonomy and Vygotsky). HTBL-PE aims to systematically build students abilities; strengthen self-confidence and belief, by teaching the way students learn and harnessing the capabilities of the team to strengthen the individual. Objectives HTBL-PE was evaluated in spring 2019 in the BPH, where their experiences at the beginning and end of semester were measured. Results In total 73 out of 84 enrolled students provided data at both time-points (87%). At the end of the semester, the vast majority of students indicated their interest in epidemiology had increased (93%), critical thinking had improved (92%), and confidence as independent learners had increased (86%). Outcomes did not differ significantly by gender or across learning styles. More than two thirds of students had already applied learnings from this subject in other settings (67%). Students' final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Average scores for the subject were > 84/100 with a < 0.5% failure rate. Conclusions HTBL-PE has positive learning outcomes; low failure rates, increased confidence in learning and themselves, increased interest in epidemiology and high overall scores in the subject. Key messages An effective new innovative teaching strategy resulted in a subject average score > 84/100 and <0.5% failure rate. The vast majority of students reported increased confidence as independent lifelong learners, critical thinking, confidence in epidemiology (knowledge, skills, and attitudes) and themselves.

Intergenerational service-learning, sustainability, and university social responsibility: A pilot study

2021 ◽  
Vol 16 (1) ◽  
pp. 73-85
Author(s):  
Asier Arcos - Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Pilot Study ◽  
Service Learning ◽  
Social Responsibility ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

The Role of the Practitioner

2018 ◽  
Author(s):  
Annette Johnson ◽  
Cassandra McKay-Jackson ◽  
Giesela Grumbach
Keyword(s):  
Service Learning ◽  
Social Problems ◽  
Teaching Strategy ◽  
School Based ◽  
Service Project ◽  
The Social ◽  
Service Projects ◽  
Personal Action ◽  
Action Process ◽  
Critical Components

To help students develop a meaningful critical service program and project, the school- based practitioner must first have an understanding of critical service learning (CSL).Before starting a CSL project, the practitioner is encouraged to review the discussion in Chapter 1 regarding the differences between CSL and service learning. In addition, the practitioner must be willing to address his or her role from the following perspectives: CSL in relation to the redistribution of power; the ability to use insight as a practitioner to help students understand the critical components of service learning; a willingness to move from the traditional adult power position in the relationship to one that recognizes student voice in creating the program/ project; the ability to be introspective of political and societal influences; and, finally, the willingness to move from the practitioner role to that of a facilitator. When using a CSL approach, practitioners must help students understand how service can make a difference in either changing or perpetuating systems of inequality. O’Grady (2000) reminded us to go beyond individual problems to redress social policies that work to maintain dominant structures. In other words, unless we change systems that maintain inequality, our own efforts may perpetuate a cycle of dependence. We understand that students are not going to solve all of the social ills that exist in their com¬munities; however, CSL is an opportunity to increase their awareness of the advocacy–change–action process. The CSL approach fosters critical consciousness, allowing students to combine action and reflection in the group or classroom to examine both the historical precedents of the social problems addressed in their service projects and the impact of their personal action/ inaction in maintaining and transforming those problems (Mitchell, 2008). This analysis allows students to connect their own lives to the lives of those whom the service project addresses. In addition, a CSL approach allows students to become aware of systemic and institutionalized inequalities. The reflection dynamic of a CSL pedagogy (teaching strategy) encourages contem¬plation on both personal and institutional contributions to social problems and measures that may lead to social change (Marullo, 1999; Rice & Pollack, 2000).

scholarly journals Student´s Perceptions of Blended Learning at University

Comunicar ◽  
2009 ◽  
Vol 17 (33) ◽  
pp. 165-174 ◽  
Author(s):  
Francisco Javier Hinojo-Lucena ◽  
Inmaculada Aznar-Díaz ◽  
María Pilar Cáceres-Reche
Keyword(s):  
Blended Learning ◽  
Educational Psychology ◽  
Virtual Space ◽  
Teaching Methodology ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Part Time ◽  
Educational Sciences ◽  
The University ◽  
Innovación Docente

This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.). Este trabajo describe las principales aportaciones presentadas por el alumnado, con motivo de la puesta en práctica de un proyecto de innovación docente (2005) en la Universidad de Córdoba, centrado en el desarrollo de una metodología docente semipresencial (blended learning) me diante un entorno virtual en la titulación de Psicopedagogía. También se recogen los resultados más significativos del mismo proyecto implementado posteriormente en la Facultad de Ciencias de la Educación de la Universidad de Granada. La reflexión acerca de las fortalezas y debilidades manifestadas por los destinatarios directos del proceso de convergencia europeo, como son los estudiantes, permitirá la mejora de la reestructuración de una enseñanza acorde con las necesidades formativas de todos los agentes educativos implicados directa o indirectamente en este momento de cambio (profesorado, alumnado, autoridades educativas, etc.).

scholarly journals Intergenerational service-learning, Sustainability and University social responsibility

2020 ◽  
Vol 15 (6) ◽  
pp. 1629-1641
Author(s):  
Asier Arcos Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Responsibility ◽  
Environmental Sustainability ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

scholarly journals Ciudades de Lectores: Innovación docente a través de una metodología que incorpora los espacios del lector en la literatura contemporánea para la iniciación al proyecto arquitectónico = Cities of readers: A teaching innovation methodology that assimilates the reader spaces in the contemporary literature for the initiation to the architectural project

2018 ◽  
Vol 2 (2) ◽  
pp. 9
Author(s):  
Francisco Javier Castellano Pulido ◽  
Tomás García Piriz ◽  
Ana Gallego Cuiñas ◽  
Gracia Morales Ortiz
Keyword(s):  
American Literature ◽  
Urban Space ◽  
Teaching Strategy ◽  
Contemporary Literature ◽  
Real Life ◽  
Teaching Methodology ◽  
Spanish American ◽  
Teaching Innovation ◽  
The City ◽  
Innovación Docente

Resumen La experiencia que aquí se presenta es resultado de la aplicación de una metodología de enseñanza y aprendizaje interdisciplinar (literatura hispanoamericana y arquitectura), transversal (combinando distintos conocimientos de áreas disímiles con elementos cotidianos y de interés social) y plural, con un anclaje real. Para ello, se ensayan operaciones de lectura, búsqueda, observación, elección, interpretación y realización de un proyecto de arquitectura a partir de la lectura de 22 relatos donde el protagonista es un lector. Desde la descripción de las cualidades espaciales del contexto de cada personaje por parte de alumnos de literatura es posible establecer una serie de perfiles urbanos que pueden ser encontrados en distintas ciudades. El conocimiento del espacio psicológico o “metafórico” de cada lector, en cambio, permite elaborar una serie de perfiles personales y cualidades espaciales “internas” que pueden ser generadas por alumnos de arquitectura en los lugares encontrados. A través de propuestas de intervención se persigue mejorar las condiciones para la práctica de la lectura en la ciudad o se induce a vivir la experiencia psico-ambiental de cada lector en el lugar elegido. Esta estrategia docente permite superar algunos prejuicios del alumnado de los primeros cursos de arquitectura, ampliando de forma constatable el concepto previo de espacio para construir un pensamiento más rico sobre la realidad observada, una lectura personal y proyectada hacia las múltiples potencialidades del espacio urbano de la actualidad. Abstract The experience here presented comes from the application of an interdisciplinary teaching methodology (Spanish-American literature and architecture). It is also transversal (combining different knowledge of several areas with quotidian and social interest elements) and plural, linked to real-life. To this end, a process of searching, observing, choosing, interpreting and making an architecture project was developed from the reading of 22 stories whose main character was a reader. From the literature students’ descriptions about the spatial qualities context of each character, a series of urban profiles found in different cities can be established. The knowledge of the psychological or "metaphorical" space of each reader, on the other hand, allows developing a series of personal profiles and "inner" spatial qualities that can be generated by students of architecture in the places found. Using proposals of intervention, the students will be able to improve the conditions for the practice of reading in the city or to induce the psycho-environmental experience to be lived by each reader in the chosen place. This teaching strategy allows us to overcome some of the students’ inherent prejudices during their first years of the architecture degree. It expands as well the previous concept of space in order to build a richer thinking about the observed reality and a personal reading, projected towards the multiple potentialities of the current urban space.

scholarly journals Health education and teaching innovation at the university: Experience with students of social sciences

2018 ◽  
Vol 48 ◽  
pp. 01069
Author(s):  
Encarnación Pedrero-García
Keyword(s):  
Health Education ◽  
Teaching Staff ◽  
Teaching Innovation ◽  
The Social ◽  
Innovation Project ◽  
Education Degree ◽  
Spss Software ◽  
University Experience ◽  
The University

The objective of this paper is to show how health education can be introduced transversally in the university to improve the quality of life of students. Through a teaching innovation project, we have incorporated a meeting point to educate and inform about health education, involving 180 students from the social education degree at the Pablo de Olavide University (Seville, Spain). The methodology followed is quantitative using an ex professo script and analyzing the data with the SPSS software in order to measure the satisfaction degree of student with respect to 5 variables: usefulness, methodology, organization and resources, teaching staff and general satisfaction. The results show that the majority of students are satisfied with the inclusion of health education related topics.

Cases of social innovations implemented in the public health sector

2020 ◽  
Vol 16 (9) ◽  
pp. 1600-1621
Author(s):  
E.V. Molchanova
Keyword(s):  
Public Health ◽  
Systems Approach ◽  
Health Sector ◽  
Demographic Challenges ◽  
Disability Adjusted Life ◽  
The Social ◽  
Social Innovations ◽  
Demographic Processes ◽  
Disease Study ◽  
Disability Adjusted Life Year

Subject. The article discusses medical and demographic processes in Russia and Finland. Objectives. I evaluate cases of social innovations implemented for the preservation and strengthening of public health in Finland under the auspices of The Global Burden of Disease Study. Methods. Methodologically, the study relies upon the ideology of the GDB Project, which rests on the DALY (the Disability Adjusted Life Year). Results. I analyzed the morbidity and mortality rates, DALY in Russia and Finland, determined what mainly triggers the risk (environmental, behavioral, metabolic) fueling some public health degradation. The article provides the insight into the efficiency of some social innovations implemented in Finland and suggests what should be done to outline medical and demographic programs in Russia. Conclusions and Relevance. The medical and demographic situation in Russia requires new tools to find innovative solutions for the social policy and, inter alia, the use of the GBD technique, which proved to be effective. Referring to evidence from Finland, demographic challenges in Russian can be handled through a systems approach, i.e. socio-economic actions, improvement of the healthcare and social security, wellness propaganda.

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