scholarly journals The Study of the Scale through Space. Teaching Innovation Experience among Architecture Schools: Malaga, Seville and Palermo

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1354
Author(s):  
Susana Garcia-Bujalance ◽  
Manfredi Leone ◽  
Daniel Navas-Carrillo
Keyword(s):  
Educational Innovation ◽  
Landscape Design ◽  
Teaching Innovation ◽  
Territorial Planning ◽  
General Terms ◽  
Innovation Project ◽  
The Subject ◽  
The City ◽  
Academic Results

The educational innovation project object of this communication focuses on the scale problems that arise in the projects of territorial planning carried out in architecture schools, but also in the loss of the scale concept related to thought and drawing. The project involved collaboration among the Schools of Architecture of Malaga, Palermo and Seville with the aim of carrying out a practical exercise among the students of two subjects that, working on different scales, addressed similar concepts. In particular, following an PBL methodology based on collaborative projects, the planning of the N-340 road in the city of Nerja (Málaga) was carried out. Firstly, the territorial scale is addressed in the subject of Urbanism IV at the School of Architecture of Malaga, proposing the continuity of its development at the scale of landscape design in another place and with other designers of the course of Landscape Laboratory at the School of Architecture of Palermo. Besides, having verified that the academic results have been -in general terms- more satisfactory, the project has allowed consolidating the academic relationship between the three schools, which has translated into the development of complementary training actions.

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 Retroalimentación de los estudiantes sobre el uso de vídeos docentes como apoyo al estudio de la Termodinámica

2021 ◽  
Author(s):  
Ignacio Zabalza ◽  
Manuel Bailera ◽  
Belén Zalba ◽  
José María Marín ◽  
Begoña Peña ◽  
...  
Keyword(s):  
Thermal Engineering ◽  
Abstract Concepts ◽  
Teaching Innovation ◽  
Instructional Videos ◽  
Multimedia Resources ◽  
Level Of Satisfaction ◽  
Core Subject ◽  
Innovation Project ◽  
The Subject ◽  
High Level

Proper use of multimedia resources in higher education can actively involve students and lead them to deep learning. In the context of Thermal Engineering, and more specifically in the subject of Thermodynamics, the use of instructional videos is an essential tool to help overcome the students' usual difficulties with this subject. Thermodynamics is a core subject of different engineering degrees that includes several abstract concepts and is sometimes perceived by students as a complex subject.In order to tackle these difficulties and to improve the learning of this subject, this communication describes a teaching innovation project based on the use of videos as a tool to support teaching. The results obtained are analyzed through questionnaires aimed at obtaining feedback from the students. In general, students show a high level of satisfaction with the use of videos, evaluating favorably their usefulness in improving their learning.

scholarly journals Inclusión de la sostenibilidad en la formación inicial y continua del profesorado a través del cuento musicado TITLE: Including sustainability in Pre-Service and continuous Teachers’ training using musical storytelling

2019 ◽  
Vol 0 (16) ◽  
Author(s):  
Albano García Sánchez
Keyword(s):  
Evaluation System ◽  
Quantitative Research ◽  
Communicative Action ◽  
Educational Innovation ◽  
Specific Weight ◽  
First Year ◽  
Curricular Development ◽  
Innovation Project ◽  
The Subject ◽  
Original Story

El alumnado de la asignatura Didáctica de la Expresión Musical en Infantil de primer curso del Grado de Educación Infantil que se imparte en la Facultad de Ciencias de la Educación (Universidad de Córdoba) ha venido realizando durante los cursos 2010-2011/2016-2017 un trabajo interdisciplinar con un peso específico significativo dentro del sistema de evaluación. El cuento musicado, es decir, la simbiosis entre sonido, palabra y movimiento consiste en la dramatización de una historia original de libre elección como recurso para llevar a cabo una acción comunicativa. Gracias a ello, durante todo este tiempo han sido más de ochenta los trabajos grupales presentados por el alumnado, todos de contenido diverso. Partiendo de un estudio de tipo cuantitativo de las distintas temáticas propuestas, se pretende valorar en estos trabajos grupales hasta qué punto se han tenido en cuenta los principios de sostenibilidad, ya sean de carácter social, económico o medioambiental, y, por lo tanto, si existe una clara concienciación por parte del alumnado recién ingresado en la Universidad sobre la necesidad de un desarrollo curricular sostenible y, en caso afirmativo, cómo entienden el mismo. Asimismo, como propuesta de buenas prácticas, se describirá a modo de ejemplo una experiencia de cuento musicado en la que se ha tenido en cuenta la sostenibilidad curricular. Esta actividad fue realizada en el Centro de Formación del Profesorado “Luisa Revuelta” de Córdoba con docentes participantes de todos los niveles y especialidades como proyecto de innovación educativa.ABSTRACTFrom the school years of 2010-2011 to 2016-2017, students enrolled on the subject Didáctica de la Expresión Musical en Infantil taught in the first year of the degree on Early Childhood Education (Córdoba University) have been doing an interdisciplinary activity with a significant specific weight within the evaluation system of the subject: The tale with music. This is the symbiosis of sound, word and movement, consisting on the dramatization of an original story (freely chosen), seen as a resource to carry out a communicative action. Thanks to that, during all the referred period, there were more than eighty group work presented by the students, each one addressing diverse contents. Based on a quantitative research of the different topics proposed in those works, this paper aims to assess in what extent the principles of sustainability, faced in a social, economic or environmental perspective, have been taken into account, and, therefore, if there is a clear awareness on the part of the students recently admitted to the University about the need for a sustainable curricular development, as well as their understanding of its nature. Besides, as an example of good practices, an experience of a tale with music in which curricular sustainability has been taken into account will be described. The activity was created, as an educational innovation project, in the Teacher Training Center "Luisa Revuelta" of Córdoba, with the participation of teachers from all educational levels and specialties. 

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals El papel del alumnado en la propuesta y diseño de acciones docentes

2018 ◽  
pp. 1
Author(s):  
Fernando Castello-Sirvent ◽  
Vanessa Roger Monzó
Keyword(s):  
Public Relations ◽  
Learning Styles ◽  
Paired Comparison ◽  
Attendance Rate ◽  
Teaching Innovation ◽  
Effective Selection ◽  
Innovation Project ◽  
The Subject ◽  
Communication Sector ◽  
Selection Of

The ComunicArte16 Teaching Innovation Project is presented in this paper, in which 21 students participated. It was carried out in the academic course 2015-2016 in the subject Economical Structure of the Communication Sector of the degree in Communication and Public Relations of ESIC Business & Marketing School. ComunicArte16 aims to increase student participation through the proposal and design of their own teaching actions to be carried out in the classroom. From the 14 proposed actions, five teachers who are specialized in the subject were asked to reveal their preferences according to the objectives of the subject's curriculum. This process has been articulated on four axes: analyze, connect, experiment and create (ACEC), following the Felder-Silverman Learning Styles Model (FSLSM). For the selection of teaching actions of ComunicArte16 the Hierarchical Analytical Process (AHP) was followed and which, through the paired comparison of alternatives of self-excluding type, provided a weighted priority and resulted in the effective selection of 4 actions, one for each axis. The analysis of the results supports a high acceptance of ComunicArte16 among the students, increasing active participation in the classroom and improving their commitment through a higher attendance rate.

scholarly journals Use of technical computing systems in the context of engineering problems

2020 ◽  
Vol 7 (2) ◽  
pp. 84
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio ◽  
L.M. Valle-Falcones ◽  
C. Grima-Olmedo
Keyword(s):  
Problem Solving ◽  
Mechanical Systems ◽  
Positive Influence ◽  
Computing Systems ◽  
Teaching Innovation ◽  
Dynamic Mechanical ◽  
Ethical Commitment ◽  
Engineering Problems ◽  
Innovation Project ◽  
The Subject

<p>This paper presents a teaching innovation project based on applying technical computing systems as a resource to improve learning in the classroom and as a way of evaluating transversal competences (TC). By these means, students analyze complex kinematic and dynamic mechanical systems in the context of the subject Dynamics of Mechanical Systems of the Master’s Degree in Mechatronics Engineering at Universitat Politècnica de València (Spain). We have observed that the use of such tools improves the students learning on the contents of the subject, allows to acquire the transversal competence related to the analysis and problem solving, and enhances the ability to understand concepts intuitively. Furthermore, results clearly show a positive influence on the use of such tools for improving the professional and ethical commitment to the issues raised.</p>

scholarly journals Gamification experience in the subject of descriptive geometry for architecture

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Antonio Álvaro-Tordesillas ◽  
Marta Alonso-Rodríguez ◽  
Irene Poza-Casado ◽  
Noelia Galván-Desvaux
Keyword(s):  
Academic Performance ◽  
Professional Practice ◽  
Teaching Method ◽  
Point Of View ◽  
Withdrawal Rate ◽  
Descriptive Geometry ◽  
Teaching Innovation ◽  
New Methods ◽  
Innovation Project ◽  
The Subject

The hasty changes in the curricula that have occurred in recent years in the School of Architecture of XXX have generated some problems in the subject of Descriptive Geometry that have been added to others that had been ongoing for many years. A Teaching Innovation Project (TIP) seeks to provide a solution to the problems raised with new methods of teaching inside and outside the classroom and greater interaction between the students and the professor. This way, geometry is no longer something abstract, unrelated to the professional practice of the architect. Thereby, it is intended to structure a new subject that provides students not only with graphic and spatial techniques but also with teamwork, cooperation, training, sufficiency and autonomy resources that help them in the development of their future career. In order to carry out this new methodology for teaching, a course based on gamification has been designed, which allows the students to focus on the subject from a more playful point of view with the aim of motivating and involving them. Based on a three-year experience of comparative work between the traditional and the proposed systems, the conclusions obtained with regards to the withdrawal rate, academic performance and perception of the teaching method are presented in this paper. The incorporation of techniques based on games had a motivating effect on the students, who discovered a way of learning by playing what they previously perceived as a tedious subject.

scholarly journals Las constelaciones literarias como proyecto educativo para incentivar la lectura del género poético: “las cuatro galaxias de Góngora

2021 ◽  
Vol 12 (2) ◽  
pp. 1-27
Author(s):  
Andrea Ariño-Bizarro ◽  
Keyword(s):  
Educational Innovation ◽  
Reading Habit ◽  
Teaching Innovation ◽  
Pedagogical Intervention ◽  
Literary Education ◽  
Educational Initiatives ◽  
Innovation Project ◽  
Innovation Strategies ◽  
The Creation ◽  
Luis De Gongora

For some time now, many researchers have shared the conviction that the literary education of adolescents requires other pathways than those habitually travelled. With the intention of renewing educational initiatives, a pedagogical intervention proposal is presented based on the concept of “literary constellations” by Jover, 2007, on the teaching innovation strategies of gamification. In this context, an educational innovation project focused on promoting the reading habit, entitled “Góngora’s Four Galaxies: A Universe of Stars to be Discovered,” is presented. The aim of that proposal is to encourage reading of the poetic genre that consists in the creation of four reading itineraries from four poems by the baroque writer Luis de Góngora y Argote. The results obtained have been positive, thanks to this initiative. Not only do students improve their literary competence, but they also increase their interest in baroque poetry by relating it intertextually with diverse artistic productions and, above all, close to their contemporaneity.

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 ◽  
pp. 57 ◽  
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

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