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 TV SERIES OF CRIMINAL INVESTIGATION IN CHEMISTRY TEACHING THROUGH OF RESEARCH AND LUDIC EXPERIMENTATION

2019 ◽  
Vol 16 (32) ◽  
pp. 919-929
Author(s):  
J. V. GOMES ◽  
F. V. DA SILVA ◽  
D. F. M. DO CARMO ◽  
P. J. S. MAIA
Keyword(s):  
Forensic Science ◽  
Learning Strategy ◽  
Teaching Method ◽  
Criminal Investigation ◽  
Problem Situation ◽  
Previous Knowledge ◽  
Chemistry Teaching ◽  
New Methods ◽  
The Subject ◽  
Teaching Learning

Conventional methods employed to teach chemistry imply a lot of memorization and very little contextualization, i.e., they fail to connect chemistry concepts to students’ everyday lives, which causes them to lose motivation and interest in learning the subject. In order to change this scenario, new methods have been proposed for the teaching of chemistry, such as playful experimentation, to foster contextualization of content and integration with content from other subjects. This study has aimed to evaluate student learning of chemistry concepts by means of experimentation associated to forensic science. To this end, first, students’ previous knowledge of the content was assessed by means of a questionnaire prior to the intervention. Then, they were given a problem-situation, a fictitious crime, which they had to solve. The results indicate that the teaching method under investigation is an effective teaching-learning strategy capable of contextualizing and adapting chemistry concepts to students’ cultural background, since TV crime series have become hugely popular among teenagers.

scholarly journals Aprender mirando: la fotografía como método docente / Learning by Looking: Photography as a Teaching Method

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Antonia Salvador Benítez ◽  
María Olivera Zaldua ◽  
Juan Miguel Sánchez Vigil
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
New Method ◽  
Learning Method ◽  
Teaching Innovation ◽  
Its Analysis ◽  
Innovation Projects ◽  
Prior Investigation ◽  
The Subject ◽  
Innovación Docente

ABSTRACTBased on the “Imaginando I” and “Imaginando II” Teaching Innovation Projects, developed in the Documentary Sciences Faculty of the Complutense University of Madrid in 2012 and 2013 with excellent results, an open and universal learning method is proposed with the production and analysis of photographs, that can be applied to all the subject matters and areas of knowledge. The use of a picture in teaching, as well as its analysis (reading and interpretation) is a task pending university study. For this reason, we propose, following prior investigation, the application of a new method which would facilitate the involvement of students in the learning process at the same time that an image bank would be created which could be easily accessed and used in teaching.RESUMENBasándonos en los proyectos de Innovación Docente “Imaginando I” e “Imaginando II”, desarrollados en la Facultad de Ciencias de la Documentación de la Universidad Complutense de Madrid en los años 2012 y 2013 con un resultado excelente, se propone un método de aprendizaje abierto y con carácter universal desde la generación y el análisis de la fotografía aplicable en todas las disciplinas y áreas de conocimiento. El uso de la imagen en la docencia, así como su análisis (lectura e interpretación) es una tarea pendiente de los estudios universitarios. Es por ello que, derivado de una investigación previa, proponemos la aplicación de un nuevo método que facilite la implicación de los alumnos en el proceso de aprendizaje, y al mismo tiempo la creación de bancos de imágenes de acceso libre utilizables en la enseñanza.

Towards a New Descriptive Geometry. A Teaching Innovation Project to the Architecture

2017 ◽  
pp. 3-12
Author(s):  
Antonio Álvaro Tordesillas ◽  
Noelia Galván Desvaux ◽  
Marta Alonso Rodríguez
Keyword(s):  
Descriptive Geometry ◽  
Teaching Innovation ◽  
Innovation Project

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 B-SMART: A university-industry teaching innovation project

2019 ◽  
Author(s):  
Dolors Gil-Doménech ◽  
Jasmina Berbegal-Mirabent ◽  
Marta Mas-Machuca
Keyword(s):  
Design Thinking ◽  
Teaching Method ◽  
Daily Practice ◽  
Teaching Innovation ◽  
Theoretical Concepts ◽  
Collaborative Environment ◽  
Innovation Project ◽  
The University ◽  
Start Ups ◽  
University Industry

The present work aims at presenting a teaching innovation project, the B-SMART, which has been implemented at UIC Barcelona in the academic year 2018/19. Conceived as a project to respond to social demands, the B-SMART project aims at creating a collaborative environment and at strengthening the ties between companies (mainly targeted to SMEs, start-ups and NGOs) and the university. To do so, students work on real challenges or projects posed by companies. This approach helps students to better understand the theoretical concepts taught in class as well as to boost soft skills that will be required in their daily practice. In turn, companies gain access to new talent (students), fresh ideas, and the knowledge and infrastructures available at the university. In this study we explain the project and pay special attention to the first two projects solved through the B-SMART project. We use design thinking as the teaching method. Preliminary results show that both students and companies benefit from this experience.

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 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 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.

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