scholarly journals DADA TEAMS: an innovarive teaching experience

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Severo Cardone ◽  
Daniela Dato ◽  
Michelina Di Pumpo ◽  
Alfonso Filippone ◽  
Filomena Paoletti ◽  
...  
Keyword(s):  
Learning Environments ◽  
Driving Force ◽  
Talent Development ◽  
Teaching Experience ◽  
Two Dimensions ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Working Groups ◽  
Educational Paths ◽  
The University

Reading the needs of students, in the modern-day reality, requires teacher to intervene with innovative teaching methodologies, able to integrate the two dimensions (analog and digital) of teaching and to promote talents. With these aims the comprehensive institute “Foscolo-Gabelli” in Foggia, formerly DADA school, signatory of a memorandum of understanding with the University of Foggia has included the DADA Teams in the Three-Year Plan of the Training Offer. They are cooperative working groups, carried out in curricular time. Within the DADA Teams, students are supported in learning by multimedia tools and learn to learn through transversal educational paths, discovering their talents passions and attitudes. This study aims to document the experimentation contextualizing it in the panorama of research on the interactions between teaching and talent development, where the use of flexible and “open” technologies and learning environments can be a driving force for change.

scholarly journals Professor Leslie Rowsell Moore 1912–2003

2004 ◽  
Vol 23 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Edwin Spinner ◽  
Bernard Owens ◽  
Patricia Lunn
Keyword(s):  
Driving Force ◽  
Geological Society ◽  
Breathing Space ◽  
Market Town ◽  
Working Groups ◽  
The University ◽  
The Way

Abstract. Professor Leslie Moore, a former Sorby Professor and Head of the Department of Geology in the University of Sheffield, died on the 13 November 2003 at the age of 91 years. He was the driving force in the establishment of the Micropalaeontological Society.In 1968, during a period when the Geological Society, London was trying to co-ordinate the activities of all Specialist Working Groups in Britain, Leslie Moore was approached by the President of the Society with the request to assess the potential for establishing a Group to cater for the needs of micropalaeontologists. He consulted widely on the issue, not only within the micropalaeontological community but also with industry and other interested societies, only to find no over-whelming enthusiasm for the proposal. He was, however, impressed by the commitment within all branches of the science for the need for a greater degree of organization and identity and proposed the establishment of an autonomous body to meet those needs. It also provided the necessary ‘breathing space’ for the significance of the Geological Society proposals to be considered in full. The British Micropalaeontological Group was born in 1970 and Leslie Moore served as its first Chairman. During his tenure it became obvious that the way forward was to formalize the structure and, in due course, it emerged as the British Micropalaeontological Society.Leslie was born on June 23, 1912, the son of a miner in the Somerset Coalfield and he grew up in the small mining and market town of Midsomer . . .

scholarly journals Outside the classroom: the participatory design workshop on Healthy City, Mixco, Guatemala.

2018 ◽  
Author(s):  
Francesca Giofre' ◽  
Mario Raúl Ramírez de León
Keyword(s):  
Professional Practice ◽  
Participatory Design ◽  
Local Community ◽  
Teaching Experience ◽  
Healthy City ◽  
Innovative Teaching ◽  
Design Skills ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

The paper describes an innovative teaching experience held at the Faculty of Architecture the University of San Carlos of Guatemala as part of the  Professional Practice Program (EPS). 20 students and 9 professors, coordinated by 4 professors, carried out a workshop on the theme of Healthy City (HC) in the Municipality of Mixco, with the support of the same. Through active learning, a ‘deprivatization’ of the teaching activity and a participatory confrontation activity through interviews and questionnaires with citizens and stakeholders, the students and professors worked in 4 groups for seven days creating a community of practice. The results took the form of project proposals aimed at urban regeneration, in accordance with the principles of the HC, presented to the local community and to the Municipality of Mixco. The experience can be repeated in its methodology and has been positively evaluated by all the participants in terms of: acquisition of competences for dialogue with citizens and stakeholders for the identification of needs, increase in design skills and group work, as well as real service in the territory. The future urban planners and architects have also played a new role as mediators of participatory processes and facilitators.

scholarly journals Estudio cuantitativo sobre el uso docente de herramientas teleformativas en el ámbito de la programación y bases de datos

2010 ◽  
pp. a133
Author(s):  
Pablo César Muñoz Carril ◽  
Mercedes González Sanmamed
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Teaching Experience ◽  
Learning Systems ◽  
E Learning ◽  
Inferential Analysis ◽  
The University ◽  
Entornos Virtuales

El artículo que presentamos muestra los resultados más significativos obtenidos en un estudio cuantitativo tipo "survey", desarrollado con docentes de la Universidad de A Coruña que utilizaban sistemas teleformativos como suplemento a sus clases presenciales. Uno de los objetivos clave de dicha investigación se centraba en conocer cuál era el nivel de aplicación y uso que el profesorado universitario realizaba respecto a herramientas tele-educativas pertenecientes al área de programación y bases de datos. Los análisis inferenciales realizados determinaron que existían variables de tipo profesional (como la "experiencia docente utilizando entornos virtuales" y la "categoría administrativa") que influían de forma significativa en el nivel de aplicación y uso que mostraba el profesorado en el área de programación y bases de datos bajo contextos teleformativos.  AbstractThis article shows most relevant results obtained in a survey developed with professors from the University of A who use e-learning systems to complement their lecture classes. The main objective of the research was to identify how much the professors used telematic applications and tools in the programming area and databases at the e-learning environments. The inferential analysis performed showed that there are certain variables (such as "teaching experience using virtual environments" and "administrative category"), which significantly influenced the level of application and use that showed teachers in the programming area and databases at the e-learning environments.

scholarly journals Transmedia Storytelling and Teaching Experience in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Josefina Sánchez-Martínez ◽  
Sergio Albaladejo-Ortega
Keyword(s):  
Higher Education ◽  
Teaching Experience ◽  
Project Based Learning ◽  
Innovative Teaching ◽  
Collaborative Processes ◽  
Catholic University ◽  
Fertile Ground ◽  
Original Contribution ◽  
The University ◽  
Contemporary Education

The present paper analyzes an innovative teaching experience, Transmedia Narrative, in the field of Higher Education. This experience based on the Project-Based Learning (PBL) method and collaborative processes, that has a solid constructivist framework, is proposed as a fertile ground for creative experimentation and the production of interesting pieces and exemplary transmediation strategies. The innovative teaching project was conducted between 2013 and 2017 at the Faculty of Communication, Catholic University of Murcia (Spain). Part of the results at this project were presented at the ‘International Conference on Communication in the profession and the university of today: contents, research, innovation and teaching’ (CUICIID) in 2014, in order to make the premier disclosure of preliminary data and test the design of the project. So far, the project created works in progress of immense professional and academic value. Results of this project are not only relevant, but also provide a significant and original contribution to the international literature related to contemporary education.

Second Life as a Tool for Engaging Students Across the Curriculum

2010 ◽  
pp. 378-392 ◽  
Author(s):  
Kathryn E. Stevens ◽  
S.E. Kruck ◽  
Jeremy Hawkins ◽  
Suzanne C. Baker
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Museum Studies ◽  
Virtual Space ◽  
Teaching Tool ◽  
Education Students ◽  
Innovative Teaching ◽  
The University

Second Life (SL) is a virtual world that possesses great potential as an innovative teaching tool. SL not only allows users to meet, interact, and collaborate in a virtual space, but also to create their own learning environments. This chapter explores how virtual worlds such as Second Life can be used to enhance the overall educational experience of both traditional and distance education students. We describe applications of SL to teaching diverse classes in art history and museum studies, business, and psychology, and to community building across the university. In general, our experiences with using SL have been positive, and our students report enjoying the creativity and flexibility of SL as well as the opportunity for social interaction in the virtual world. We provide recommendations to those considering the use of SL.

scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

Development of Competitive Skills in Future Mechanical Engineers

2010 ◽  
Author(s):  
F. Jorge Lino ◽  
Teresa P. Duarte
Keyword(s):  
Teaching Method ◽  
Scientific Article ◽  
Good Tool ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Continuous Evaluation ◽  
University Courses ◽  
Scientific Report ◽  
The Web ◽  
Innovative Teaching Method

Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.

scholarly journals Universidad en tiempos de Covid-19: tecnologías que acortan distancias

2021 ◽  
Vol 9 (18) ◽  
pp. 91-97
Author(s):  
Gloria María Pérez Montero
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Learning Environments ◽  
Self Management ◽  
Educational Context ◽  
Communication Course ◽  
The World ◽  
Teaching Learning ◽  
The University ◽  
Epidemiological Situation

The presence in the world of the pandemic known as Covid-19 has brought with it challenges and challenges in all areas, but especially in the educational context. The University of Granma responds to the intention of promoting the use of technologies in the improvement of Higher Education and in current times has had to enhance this aspect due to the need for social distancing. This work presents some of the alternatives that have been adopted in the House of Higher Studies and how young people have assimilated them, based on the experiences obtained in the teaching of the Communication course, which belongs to the Sociocultural Management for Development career from the Faculty of Economic and Social Sciences. The epidemiological situation has not prevented the training of comprehensive and competent professionals, on the contrary, it has enabled students to achieve self-management of knowledge and meaningful learning, using virtual teaching- learning environments.

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