scholarly journals Improving transversal competences by using wikis in collaborative work

2017 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Marta Guinau ◽  
Elisabet Playà ◽  
Meritxell Aulinas ◽  
Laura Rosell ◽  
Lluís Rivero
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Collaborative Work ◽  
Monitoring And Evaluation ◽  
First Year ◽  
Work Time ◽  
Teaching Innovation ◽  
The Earth ◽  
Innovation Project ◽  
The Individual

Work on transversal competences in university degrees is a teaching line entirely established since the implementation of the European Credit Transfer System (ECTS). Nevertheless, undergraduate students present shortcomings in the development of some of these competences, especially on collaborative work, time management, oral and writing expression, and on the use of information resources.This paper presents a virtual tool and associated guidelines to enhance the information management during the development of collaborative works, and to facilitate the information availability among the students. Moreover, this tool and the guideline improve the individual monitoring and evaluation of the contributions of the students to the work.The proposal presented in this work belongs to a teaching innovation project carried out in the Earth Sciences Faculty of the Universitat de Barcelona, and implemented in the subjects General Geology (first-year in the Engineering Geology degree, 6 ECTS) and Geochemistry (third-year course in the Geology degree, 9 ECTS). 

scholarly journals Tres pilares para el aprendizaje significativo. Experiencia multidisciplinar en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada = Three pillars for significant learning. Multidisciplinary experience in the Escuela Técnica Superior de Ingeniería de Edificación of the University of Granada

2018 ◽  
Vol 2 (3) ◽  
pp. 65
Author(s):  
Jose Antonio Méndez Serrano ◽  
Lucía Comino Mateos ◽  
Francisca García Rodríguez ◽  
Emilio Gómez Cobos
Keyword(s):  
Personal Growth ◽  
Time Management ◽  
Albert Einstein ◽  
Teaching Innovation ◽  
Coaching Process ◽  
Innovation Project ◽  
Toma De Decisiones ◽  
The Individual ◽  
The University ◽  
Building Engineering

ResumenEl aprendizaje es experiencia, todo lo demás es información. (Albert Einstein). En nuestras escuelas, ¿informamos o creamos experiencias? ¿Cómo vieron la luz los grandes inventos y las teorías que hoy usamos en nuestro día a día? ¿Cuáles son las diferencias y similitudes entre los inventores y nuestros alumnos? ¿La docencia que yo realizo en el aula inspira a mis estudiantes a ser unos apasionados de lo que están haciendo, motivados por lo que van a descubrir y la utilidad que va tener para ellos, en su ámbito personal, profesional y, para la sociedad? Este artículo describe la experiencia y los resultados del Proyecto de Innovación Docente desarrollado en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada. Los procesos metodológicos aplicados para mejorar la docencia, los resultados académicos y el crecimiento personal de cada participante. Se ha basado en tres iniciativas clave: a) Docencia coordinada basada en proyectos entre las cinco asignaturas del semestre. Se ajustan cronogramas y se usa un único modelo arquitectónico como objeto práctico para todas las asignaturas, se complementa la evaluación individual de los estudiantes con una defensa oral ante los profesores de las asignaturas. b) Adaptación de las clases, basada en la neuroeducación, para evocar la curiosidad, la atención y la memorización. c) Talleres formativos y proceso individual de coaching. En los primeros se desarrolla el aprendizaje cooperativo entre iguales, (interdependencia positiva), gestión del tiempo, formas de ser en el aula, el arte de emocionar en público, toma de decisiones y gestión de conflictos. En el segundo, proceso de acompañamiento realizado por un coach acreditado, por el cual mediante preguntas reveladoras y dinámicas, al estilo de la mayéutica socrática, el estudiante potencia sus virtudes y habilidades e identifica creencias limitantes, transformándolas para crear resultados diferentes.AbstractLearning is experience, all else is information. (Albert Einstein). In our schools, do we inform or create experiences? How did the great inventions and the theories that we use in our day to day life come to light? What are the differences and similarities between the inventors and our students? Does The teaching that I carry out in the classroom inspires my students to be passionate about what they are doing, motivated by what they will discover and the utility that it will have for them, in their personal and professional environment and, for society? This article describes the experience and results of the Teaching Innovation Project developed at the School of Building Engineering at the University of Granada. The methodological processes applied to improve teaching, academic results and personal growth of each participant. It has been based on three key initiatives: a) Coordinated teaching based on projects among the five subjects of the semester. Schedules are adjusted and a single architectural model is used as a practical object for all subjects, the individual assessment of the students is complemented with an oral defense before the subject teachers. b) Adaptation of classes, based on neuroeducation, to evoke curiosity, attention and memorization. c) Training workshops and individual coaching process. In The first of them, cooperative learning among equals (positive interdependence), time management, ways of being in classroom, the art of thrilling in public, decision making and conflict management are developed. In the second, a process of accompanying conducted by an accredited coach, through revealing and dynamic questions, in the style of Socratic maieutic, the student strengthens their virtues and abilities and identifies limiting beliefs, transforming them to create different results.

scholarly journals Using Wikipedia as a classroom tool — a translation experience

2018 ◽  
Author(s):  
Robert Martínez Carrasco
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Experience ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Reverse Translation ◽  
Innovation Project ◽  
European Higher Education

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.

scholarly journals No Campus Life for Us: Personal Reflections of First-Year Students at a Malaysian University

2021 ◽  
Vol 9 (6) ◽  
pp. 144-158
Author(s):  
Ireena Nasiha Ibnu ◽  
Wan Hartini Wan Zainodin ◽  
Faizah Din
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Time Management ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
Narrative Study ◽  
Qualitative Technique ◽  
Personal Reflections ◽  
Study Offer

The purpose of this qualitative study was to look into the online learning experiences of first-year communication and media students. The study was conducted by gathering 45 written reflection papers from first-year undergraduate students covering their opinions, challenges, and feelings about online learning. NVivo 12 was used to analyse the contents of these reflection papers. The findings of this reflective narrative study offer valuable insights into how first-year communication and media students perceive online learning classes in higher education, the challenges of working with new virtual classmates, the adjustment and role as student and daughters at home, as well as their mental health and emotional feelings towards online learning. Students learned vital lessons about time management, environmental awareness and independence as a result of these experiences. Students experienced anxiety and were demotivated as a result of the lack of face-to-face interaction and effective self-introduction with new peers. Most importantly, they were dissatisfied because they had lost out on the experiences of living on campus during their first year of study. Furthermore, this research looked into another component of the qualitative technique, which is a reflective method to study the first-year students’ experiences with online learning in a Malaysian public university, an insight that can be useful for both lecturers and students.

scholarly journals Relationship between Learning Motivation and Reflection in Undergraduate Students

2018 ◽  
Vol 23 (6) ◽  
pp. 97-106 ◽  
Author(s):  
T.S. Tikhomirova ◽  
N.V. Kochetkov
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
First Year Students ◽  
Individual Level ◽  
Motivation For Learning ◽  
Second Year ◽  
The Individual ◽  
The University ◽  
The Relationship

This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

Undergraduate students' ownership of musical learning: obstacles and options in one-to-one teaching

2013 ◽  
Vol 30 (2) ◽  
pp. 277-295 ◽  
Author(s):  
Karin Johansson
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Collaborative Work ◽  
Real Life ◽  
Collective Levels ◽  
One To One ◽  
The Individual ◽  
Academic Year ◽  
Made In

This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and ‘real-life’ practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the ‘conservatoire tradition’ may be seen as holding potential for development and expansion.

scholarly journals Innovación Docente: Laboratorio de Territorios en Transformación (LAB-TT) = Teaching Innovation: Territories under Transformation Laboratory (LAB-TT)

2017 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Carmen Moreno Álvarez ◽  
Juan Domingo Santos
Keyword(s):  
Teaching Experience ◽  
Point Of View ◽  
Graphic Representation ◽  
Teaching Innovation ◽  
Innovation Project ◽  
The Individual ◽  
Laboratory Experiences ◽  
Analytical Tools ◽  
Transformation Processes ◽  
Innovación Docente

ResumenBajo el  título “Laboratorio de Territorios en Transformación.  Experiencias y procesos en el  paisaje”, se desarrolla desde el año 2011 un Proyecto de Innovación Docente en la Escuela Técnica Superior de Arquitectura de Granada que propone trabajar desde diferentes perspectivas sobre la arquitectura y los paisajes que afectan al individuo y su hábitat, utilizando instrumentos de análisis y diversos métodos de registro gráfico y aproximación.Entre sus objetivos, esta experiencia docente pretende desarrollar un trabajo de representación del territorio incluyendo aspectos físicos y geográficos en relación con la memoria, la simbología y la toponimia de los lugares, que son cartografiados desde una perspectiva cultural amplia. La representación gráfica es un instrumento de registro valioso y una forma de conocimiento del territorio que contiene  la  experiencia personal y colectiva, así como la interpretación que el individuo hace del espacio que habita.Este proyecto plantea una serie de iniciativas con las que explorar en la cartografía oculta de los lugares desde aspectos asociados a la memoria del paisaje, a los procesos de cambio y a sus identidades. Cada material gráfico es un nuevo mapa del territorio que permite cartografiar el lugar a través de experiencias vinculadas con él. No es sólo un dibujo, es el resultado de una elección capaz de abstraer o clasificar contenidos. Responde a una representación del espacio mediante signos como forma de aproximación y conocimiento.AbstractSince 2011, a Teaching Innovation Project known as "Territories under Transformation Laboratory. Experiences and process in landscape", has been underway at the Granada Architecture School. This project proposes working on the architectures and the landscapes that affect the individual from various perspectives by using analytical tools as well as different methods of approximation and graphic recording.The aim of this teaching experience, among others, is to carry out the task representing territories by including physical and geographical aspects that have to do with the memory, meaning and toponymy of places, all of which are mapped from a broad cultural point of view. Graphic representation is a valuable recording tool and it provides knowledge of the territory under consideration. It includes personal and collective experiences as well as interpretations of the space that the individual inhabits.This project lays out a series of initiatives in order to navigate the hidden cartographies of places, ranging from aspects that have to do with the memory of their landscapes to their transformation processes and their identities. Each graphic representation is a new cartography of the territory that allows for the mapping of the place through experiences connected to it. It is not only a drawing, it is the result of a series of choices that abstractly consider and classify content. These maps respond to a representation of space through signs as a way of approximation and knowledge.

BepiColombo – Status and first Results from Activities during Cruise and the Earth flyby

2020 ◽  
Author(s):  
Johannes Benkhoff ◽  
Joe Zender ◽  
Go Murakami
Keyword(s):  
State Of The Art ◽  
European Space Agency ◽  
Terrestrial Planet ◽  
First Year ◽  
Joint Project ◽  
The Earth ◽  
Space Agency ◽  
First Results ◽  
French Guyana ◽  
The Individual

<p>Mercury is a mysterious planet in many ways very different from what scientist were expecting. BepiColombo was launched on 20 October 2018 the BepiColombo from the European spaceport in French Guyana and is now on route to Mercury to unveil Mercury’s secrets. BepiColombo with its state of the art and very comprehensive payload will perform measurements to increase our knowledge on the fundamental questions about Mercury’s evolution, composition, interior, magnetosphere, and exosphere. BepiColombo is a joint project between the European Space Agency (ESA) and the Japanese Aerospace Exploration Agency (JAXA) and consists of two orbiters, the Mercury Planetary Orbiter (MPO) and the Mercury Magnetospheric Orbiter (Mio). </p><p>The BepiColombo spacecraft is during its 7-year long journey to the innermost terrestrial planet in a so-called ‘stacked’ configuration: The Mio and the MPO are connected to each other, and stacked on-top of the Mercury Transfer Module (MTM). Only in late 2025, the ‘stack’ configuration is abandoned and the individual elements spacecraft are brought in to their final Mercury orbit: 480x1500km for MPO, and 590x11640km for Mio. The foreseen orbits of the MPO and Mio will allow close encounters of the two spacecraft throughout the mission. The mission has been named in honor of Giuseppe (Bepi) Colombo (1920–1984), who was a brilliant Italian mathematician, who made many significant contributions to planetary research and celestial mechanics.</p><p>On its way BepiColombo has several opportunities for scientific observations - during the cruise into the inner solar system and during nine flybys (one at Earth, two at Venus and six at Mercury). However, since the spacecraft is in a stacked configuration during the flybys only some of the   instruments on both spacecraft will perform scientific observations. In early April of 2020 BepiColombo will flyby Earth and later in October the first Venus flyby will follow.</p><p>A status of the mission and instruments and first results of measurements taken during the Earth flyby and the first year in cruise will be given.</p>

scholarly journals INVESTIGATING DIFFERENCES BETWEEN INSTRUCTOR EXPECTATION AND STUDENT WORKLOAD IN UNDERGRADUATE ENGINEERING

2020 ◽  
Author(s):  
Sarah Wentling ◽  
Chirag Variawa
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Engineering Students ◽  
Relevant Information ◽  
First Year ◽  
Specific Class ◽  
First Year Students ◽  
Program Coordinators ◽  
Average Student ◽  
Do So

For the past two years at the University of X, first-year engineering undergraduate students have been asked to fill out workload questionnaires. These questionnaires were sent to random samples of the first-year class weekly, where they were prompted to answer questions regarding how much time they devoted outside of the classroom to each particular class. Workload data for 2018 and 2019 showed upward of 30 hours of work outside of the classroom, after the first few weeks of classes once major assignments and examinations began. Evidence in the literature [1,2] suggests that university students face a shortage of time, specifically with first-year students lacking the essential time management skills to be efficient.  In the present study, we aim to find a correlation between how long the first-year engineering students spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on their course that week, given what assessments are in that week.  Through analyzing multiple courses, we expect to find a relationship that would suggest whether the hours students spend on assignments is less than, equal to, or greater than what instructors expect for first-year engineering students at University of X to spend. The outcome of this analysis would be beneficial to understand the workloads as perceived by professors and experienced by first-year engineering students. Furthermore, it can highlight potential misjudging of difficulty of each course and assignment, helping instructors to update their expectations and propose fair deadlines and grades for assessments. It can also assist program coordinators to distribute major assessments better towards a steadier and more manageable workload for the students. The students can also benefit from the findings to understand their time commitments.  

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