Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente最新文献

{"title":"Empty Coruña? Un dispositivo académico transdisciplinar sobre la problemática urbana. Reflexiones desde los estudios de Economía y Administración de Empresas","authors":"Fernando Bruna, Fernando deLlano-Paz, Ángeles Longarela-Ares, Anxo Calvo-Silvosa","doi":"10.17979/SPUDC.9788497497121.319","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.319","url":null,"abstract":"espanolEl curso de verano Empty Coruna nace como resultado de la labor desarrollada por el equipo de trabajo con el mismo nombre formado por un grupo de docentes de distintas facultades de la Universidade da Coruna. A traves de esta propuesta se trato de construir un corpus teorico inedito, a la vez que una hoja de ruta para trabajo futuro. La universidad se acerco a la ciudad para tratar de entender y cuestionar el modelo economico que ha llevado a una situacion de “gente sin casas, y casas sin gente”. Conceptualmente, la mayor innovacion del curso ha sido su caracter transdisciplinar, para analizar una problematica local con perspectiva global. Metodologicamente, destaca que el aula se traslado a espacios urbanos al aire libre, como actores pasivos del analisis, asi como el enfoque activo y participativo de ensenanza-aprendizaje. Esta experiencia proporciona herramientas para repensar la docencia tradicional en el ambito de la Facultad de Economia y Empresa. EnglishThe summer course Empty Coruna appears as the results from the work of a team with the same name formed by professors from several faculties at the Universidade da Coruna. The project tried to build an unprecedented analytical corpus and a roadmap for future work. The University gets closer to the city to try to understand and challenge the economic model that led to a situation of “houses without people and people without houses”. Conceptually, the main innovation of the course was its transdisciplinary approach, to analyse a local problem with global perspective. Methodologically, it is noteworthy that the classroom travelled to urban spaces outdoors, considered as passive actors of the analysis, as well as the active and participatory teaching-learning approach. This experience provides tools to rethink the traditional way of teaching within the Faculty of Economics and Business.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129627285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Empty Coruña?” Un dispositivo académico transdisciplinar para a abordaxe, dende unha perspectiva dos dereitos, da problemática urbana trala crise financeira","authors":"Plácido Lizancos, Estefanía Calo, Sonia Rodríguez Beltrán","doi":"10.17979/spudc.9788497497121.345","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.345","url":null,"abstract":"galegoO curso de veran “Empty Coruna? inhabited processes: mid crisis urban transformation” nace como unha experiencia educativa con orientacion transdisciplinar. Busca analizar e investigar os efectos da crise financeira no espazo da cidade da Coruna desde diferentes perspectivas e actividades para acadar unha vision integradora da situacion. Neste artigo presentamos as diferentes motivacions teoricas e as cuestions practicas que se desenvolveron nun curso que pretende acercar a academia as necesidades contemporaneas da nosa sociedade EnglishSummer course “Empty Coruna? inhabited processes: mid crisis urban transformation” is born as an educational experience with transdisciplinary orientation. It looks for to analyze and research the effects of the financial crisis in the space of the city of A Coruna from different perspectives and activities to achieve an integrative vision of the situation. In this article we present the various theoretical motivations and the practical questions that were developed in a course adressed to land academia on contemporary social issues.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120956495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Educación Matemática a prol da responsabilidade social universitaria","authors":"María Cristina Naya Riveiro, María Elena Segade Pampín, Carlos Soneira Calvo","doi":"10.17979/spudc.9788497497121.375","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.375","url":null,"abstract":"galegoPresentase unha iniciativa de Aprendizaxe e Servizo desenvolvida durante o curso 2017-2018 na materia Educacion Matematica I do 1o. curso do Grao en Educacion Primaria. Consta de varias componentes: unha refirese a formacion academica dos estudantes, que ponen en practica os contidos teoricos da materia impartidos nas clases universitarias. Outra e o fomento da igualdade de oportunidades en canto a educacion de colectivos de rapaces e rapazas en situacion potencial de exclusion social. E a ultima concretase no xerme dunha rede ampla de colaboracion entre a Universidade da Coruna e distintas entidades que actuan en ambitos diversos. A traves de diversas actividades co eixo vertebrador da Educacion Matematica, se intenta cumprir as demandas das entidades receptoras do servizo, incidindo na responsabilidade social universitaria e intentando mellorar de forma efectiva as condicions sociais da contorna na que se insire a universidade. Os resultados obtidos son entre outros a mellora da formacion dos estudantes como futuros docentes, conecendo e resolvendo as dificultades que implica o caracter inherentemente cambiante das situacions reais e as necesidades especificas de cada colectivo. A nivel social, xulgamos que os resultados para os colectivos destinatarios foron favorables, dado que as distintas entidades avaliaron a experiencia positivamente. EnglishIn this work we expose a Service-Learning activity that was developed in the academic year 2017-2018 in the subject Mathematics Education I of the Primary Education Degree. It consists of several components: one refers to the academic training of the students, who put into practice the theoretical contents of the subject taught in the university classes. Another is the promotion of equal opportunities in terms of the education of communities in risk of social exclusion. The last one is to increase the collaboration network between the University of A Coruna and different entities that act in diverse fields. Through some activities related to Mathematics Education, it is tried to fulfill the demands of the entities receiving the service, focusing on the university social responsibility trying to effectively improve the social conditions of the environment in which the university is inserted. Some results obtained are the improvement of the students' training as future teachers, knowing and solving the difficulties implied by the inherently changing nature of the real situations and the specific needs of each group. Also, we judge that the results for the communities of the service were positive, given that the different entities evaluated the experience positively.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126828818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Activación” e “dixitalización” nas aulas de Matemáticas Financeiras: A revolución de construír o proceso de aprender","authors":"Fernando deLlano-Paz, Paulino Martínez Fernández","doi":"10.17979/spudc.9788497497121.189","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.189","url":null,"abstract":"galegoO nivel de atencion e de asimilacion dos conceptos da materia Analise das Operacions Financeiras impartida na Facultade de Economia e Empresa da UDC non son satisfactorios. A proposta reside nun cambio metodoloxico a traves da combinacion da aula invertida, da aprendizaxe baseada en proxectos (ABPy) e o traballo cooperativo. Buscase unha maior asimilacion da materia a traves do desenvolvemento de habilidades metacognitivas derivadas das estratexias das metodoloxias activas propostas. O cuadrimestre dividirase en duas partes: Nas primeiras catro semanas do curso o docente explica e propon exercicios sobre os conceptos basicos da materia (capital financeiro, tipos de xuro, leis de capitalizacion e desconto, concepto de renda e prestamo). Pretendese provocar a participacion activa, motivada e critica na aula a traves do emprego de accions publicitarias (anuncios). Nas seguintes dez semanas procedese a crear cinco grupos cooperativos. Estes deben: (1) afondar nos conceptos teorico-practicos da materia, (2) elaborar un mapa conceptual e exercicios dixitais, ademais de (3) crear un video didactico da materia. Cada grupo vai subindo os materias creados ao google classroom, o que permite o control de actividade. A avaliacion establecese por competencias. ?O cambio? Radical, apaixoante e motivador. EnglishThe level of attention and assimilation of the concepts of the subject “Financial Operations Analysis” taught at Faculty of Economics and Business (UDC) are not satisfactory. The proposal is based on a methodological change through the combination of the inverted classroom, project-based learning (ABPy) and cooperative groups. A greater assimilation of the subject is sought through the development of metacognitive skills derived from the strategies of the proposed active methodologies. The semester will be divided in two parts: In the first four weeks of the course the teacher explains and proposes exercises on the basic concepts of the subject (financial capital, interest rates, laws of capitalization and discount, concept of income and loan). It is intended to provoke active motivated and critical participation in the classroom through the use of advertising actions (announcements). In the following ten weeks five cooperative groups are created. These should: (1) deepen in the theoretical and practical concepts of the subject, (2) elaborate a conceptual map and digital exercises, as well as (3) create a didactic video of the subject. Each group is raising the subjects created on google classroom, which allows the control of activity. The evaluation is established by competencies. The change? Radical, exciting and motivating...","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127715686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utilización de screencasts para un aprendizaje activo","authors":"María Isabel González Siso, M. Fernandez","doi":"10.17979/spudc.9788497497121.015","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.015","url":null,"abstract":"espanolLa presente innovacion consistio en la elaboracion por los estudiantes de screencasts, es decir, videos cortos en los que se graba parte o la totalidad de la pantalla del ordenador, acompanados por audios con las explicaciones correspondientes, acerca de temas propuestos por los profesores de la materia. Se recomendo el formato PechaKucha: 20 diapositivas de 20 segundos cada una. Al finalizar la experiencia, los estudiantes respondieron un cuestionario en la plataforma de teleensenanza Moodle. De las respuestas obtenidas destacamos: la mayoria necesito menos de 2 horas para la elaboracion del screencast; solo el 5% habia utilizado antes este recurso; a todos los estudiantes la elaboracion del screencast les ayudo a sintetizar los contenidos del tema; al 95% les ayudo a preparar la presentacion oral; solo el 10% opto por tener a su disposicion los screencasts elaborados por sus companeros para el estudio, prefiriendo resumenes de los temas; el 80% opino que 20 segundos por diapositiva era poco tiempo para desarrollar los contenidos; al 58% le gustaria disponer de los temas impartidos por los profesores en formato video; el 90% asistiria igualmente a las clases presenciales aun disponiendo de los videos, si bien la mitad con menor frecuencia. EnglishThe present innovation consisted of the preparation by the students of screencasts, i.e. short videos recording the computer screen (full or partial) with the corresponding explanations in audio, about themes proposed by the professors. The PechaKucha format was suggested: 20 slides of 20 seconds each one. At the end of the experience, the students answered a questionnaire in Moodle. From the responses obtained we outline: the majority needed less than 2 hours to record the screencast; only 5% had used this resource previously; all the students considered the screencast usefull to synthesize the contents of the theme; 95% considered it usefull to prepare the oral presentation; only 10% chose the screencasts made by their colleagues to study the themes, being summaries the preferred option; 80% thought that 20 seconds per slide was insufficient time to develop the contents; 58% would appreciate to have available the lectures taught by the professors in video format; 90% would continue assisting to presential master classes, although half less often.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132134599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Los proyectos prácticos de la Cátedra Inditex-UDC de Sostenibilidad como experiencia innovadora en el ámbito de la educación para la sostenibilidad","authors":"Vanessa Mato Santiso, Marta Rey-García, Noelia Salido Andrés, Obdulia Taboadela","doi":"10.17979/spudc.9788497497121.359","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.359","url":null,"abstract":"espanolLa Catedra Inditex-UDC de Sostenibilidad nace como un espacio de reflexion -formacion, investigacion y divulgacion- en el ambito de la sostenibilidad, la responsabilidad e innovacion social. El objetivo de esta comunicacion es analizar los proyectos practicos de esta catedra en colaboracion con entidades como metodologia de innovacion educativa y transferencia de conocimiento, basada en el aprendizaje colaborativo entre seis actores diferentes: la direccion academica, los alumnos, los representantes de las entidades colaboradoras, el tutor metodologico, los antiguos alumnos que mentorizan los proyectos y los miembros del tribunal. Para ello, se hace especial hincapie en los retos que supone su desarrollo, se detallan las acciones de mejora continua adoptadas y se evaluan tanto los resultados de aprendizaje como los resultados de implantacion de las recomendaciones de los alumnos en las entidades colaboradoras. Hasta el momento, estos proyectos en colaboracion se traducen en un modelo exitoso de aprendizaje para los alumnos, y en transferencia de conocimiento a las entidades colaboradoras, que obtienen ideas y recomendaciones innovadoras para resolver necesidades reales e inmediatas. EnglishThe Inditex-UDC Chair of Sustainability emerged as a space for reflection -training, research and dissemination- in the field of sustainability, responsibility and social innovation. The objective of this communication is to analyze the projects of this chair in collaboration with entities as educational innovation and knowledge transfer methodology, based on the collaborative learning among six different actors: Academic Direction, students, representatives of the collaborating entities, the methodological tutor, alumni who mentor the projects and the members of the Academic Tribunal. Along these lines, the challenges encountered in its development are highlighted, the continuous improvement actions adopted are detailed, and the results of the learning and results of the implementation of recommendations from students on the collaborating entities are evaluated. So far, these collaborative projects translate into a successful learning model for students, and knowledge transfer to collaborating entities, which obtain innovative ideas and recommendations to solve real and immediate needs.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131369062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiencia de creación del MOOC “Música para el siglo XXI: aportaciones del software libre a la educación musical”","authors":"Rocío Chao-Fernández, Abraham Felpeto Guerrero, Rubén Vázquez-Sánchez","doi":"10.17979/spudc.9788497497121.025","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.025","url":null,"abstract":"espanolCon motivo de la I convocatoria para la elaboracion de MOOCS de la Universidade da Coruna y dada la ausencia de cursos especificos relacionados con musica y TIC dentro de las plataformas mas importantes de MOOCS, desde el grupo de innovacion educativa metodologica a traves de las TIC (IMETIC), y en colaboracion con la Universidad de Cadiz, se decide elaborar un Mooc centrado en el software libre y la educacion musical. En la presente comunicacion abordamos la experiencia de preparacion de este MOOC centrandonos en la explicacion de como ha sido el proceso de elaboracion del mismo, desde la planificacion y seleccion de los modulos que componen el curso hasta el proceso de decision de los tipos de material audiovisual necesario para el mismo, explicando como hemos realizado las grabaciones, y los diferentes materiales de apoyo. Una vez generados todos los materiales didacticos, se expone el flujo de trabajo necesario para la publicacion de dichos contenidos en la plataforma Mooc escogida a tal efecto, en este caso MiriadaX. EnglishOn the ocassion of the I call for the development of MOOC courses organized by University of A Coruna and given the absence of specific courses related with music and ICT withing the most important MOOC platforms, teachers from IMETIC group in collaboration with University of Cadiz decided to develop a MOOC course focused on open-source and music education. Through the present communication we address the experience of the creation of this MOOC, focusing on the explanation about how the course was prepaired, from the planning and selection of the modules that make up the course up to the decision about the kind of audiovisal materials neccesary for it, going through the explanation about how we made the recordings as well as other support materials. Once all the didactic materials have been generated, we explain how was the workflow followed in order to publish all the contents in the MOOC platform chosen for this purpose, in this case MiriadaX.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132182710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Una experiencia en el laboratorio de ciencias para el alumnado del grado de Educación Infantil","authors":"Carles Dulsat Ortiz","doi":"10.17979/SPUDC.9788497497121.213","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.213","url":null,"abstract":"espanolLa experiencia que se describe parte de los resultados iniciales del alumnado de esta materia y su relacion con las ciencias naturales. Se identifico al inicio del curso cual era la relacion del alumnado con las ciencias de la naturaleza para al final del curso academico averiguar como, desde una propuesta mas participativa, se mejora ese grado de aceptacion de los conceptos cientificos y su interes por las ciencias de la naturaleza. La propuesta en el laboratorio fue pedir a cada uno de los pequenos grupos de trabajo la exposicion de tres experimentos cientificos junto a la informacion cientifica que explica cada uno de ellos. Esta propuesta considera entre otras cuestiones los intereses del alumnado en una materia que para muchos de ellos resulta compleja en la comprension de sus conceptos. El buscar la informacion, el preparar, explicar y exponer los experimentos hace que algunos de esos conceptos se acerquen a su comprension. Esta propuesta contribuye a la reflexion critica en la busqueda de informacion y en la aplicacion de conceptos una vez iniciados en los mecanismos con las que aproximarse a las ciencias naturales. EnglishThe experience described is based on the initial results of the students of this subject and their relationship with the natural sciences. It was identified at the beginning of the course which was the relation of the students with the natural sciences for the end of the academic year to find out how, from a more participative proposal, that degree of acceptance of the scientific concepts and their interest in the sciences of nature. The proposal in the laboratory was to ask each of the small working groups to present three scientific experiments together with the scientific information that each of them explains. This proposal considers among other issues the interests of students in a subject that for many of them is complex in understanding their concepts. The search for information, preparing, explaining and exposing the experiments makes some of these concepts closer to their understanding. This proposal contributes to critical reflection in the search for information and in the application of concepts once initiated in the mechanisms with which to approach the natural sciences.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121887178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A pedagoxía narrativa como elemento de avaliación da aprendizaxe clínica no grao de Enfermaría","authors":"M. Fernández, Emma Rodríguez Maseda, Carla Freijomil Vázquez, Sara Fernández-Basanta","doi":"10.17979/SPUDC.9788497497121.255","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.255","url":null,"abstract":"galegoNa materia de Practicum do Grao de Enfermeria empregase a pedagoxia narrativa, que consiste en que os estudantes elaboran 3 entradas de un diario reflexivo sobre as experiencias de aprendizaxe no entorno clinico. Durante o curso 2017/2018, un grupo de profesoras de esta materia tenen o obxectivo de identificar elementos que os estudantes experimentan como relevantes nas suas entradas no diario reflexivo no relativo a sua aprendizaxe clinica no momento do Practicum. Empregouse unha analise cualitativa do discurso das tres entradas no diario reflexivo de 20 estudantes. As categorias de significado que emerxeron foron: “experiencias aprendizaxe negativas”, “experiencias aprendizaxe positivas” e “querer aprender versus aprender sen querer”. Concluimos que as narrativas das experiencias dos estudantes informanos sobre aspectos que condicionan a sua aprendizaxe, e que nos trasladamos a unha mellora do proceso de aprendizaxe e da avaliacion, mediante a comparativa das competencias a adquirir e executar respecto as dificultades de aprendizaxe encontradas. EnglishNarrative pedagogy is used in the subject of Practicum of Nursing Degree. Students write 3 entries of a reflective diary about the experiences of learning in clinical setting. During the year 2017/2018, a group of Practicum teachers had the aim of identifying elements that students experience as relevant in their reflective diary entries in relation to their clinical learning. A qualitative analysis of the speech of the entries in the reflective diary of 20 students was carried out. The categories that emerged were: \"negative learning experiences\", \"positive learning experiences\" and \"wanting to learn versus learning without learning\". We conclude that the narratives of the students' experiences inform about aspects that affect their learning. These results allow to improve the process of learning and evaluation, when comparing the competences to acquire and execute with respect to the learning difficulties encountered.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121087904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gamificación e interactividade nas aulas da UDC","authors":"Laura Nieto Riveiro, Betania Groba González, Javier Pereira Loureiro, Thais Pousada García","doi":"10.17979/spudc.9788497497121.071","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.071","url":null,"abstract":"galegoEste traballo xestouse no Grupo de Innovacion Educativa “Gamificacion e interactividade nas aulas” da Universidade da Coruna. Como principal obxectivo planeouse determinar o potencial da creacion de contidos interactivos dentro das presentacions de diferentes materias mediante tecnoloxias coma os clickers on-line e ferramentas de gamificacion para captar a atencion do alumnado. A comunicacion presenta os resultados do emprego das enquisas online e en tempo real, a traves de diversas aplicacions, coma AnswerGarden, Kahoot e Mentimeter. A metodoloxia interactiva aplicouse en materias do Grao en Terapia Ocupacional e na Universidade Senior da Universidade da Coruna. Os participantes activos incluen aos propios docentes, estudantes xoves (entre 19 e 25 anos) e persoas maiores de 50 anos (Universidade Senior). Os estudantes de 2o e 3o de Terapia Ocupacional (n=105) participaron nas enquisas (media de 6 consultas online por materia). Na Universidade Senior, 30 estudantes reflectiron as suas percepcions sobre diferentes tematicas como saude, benestar e envecellemento e manifestaron os conecementos acadados sobre o uso das TIC. Nesta primeira experiencia, comprobouse que a gamificacion pode ser aplicada nos contornos universitarios con diferentes grupos de estudantes. A participacion e visualizacion dos resultados producese en tempo real, ofrecendo unha retroalimentacion inmediata e contribuindo a aprendizaxe de contidos especificos. EnglishThe present work was created by Group of Educative Innovation “Gamification and interactivity in classrooms” of Universidade da Coruna. The main proposal was to determine the potential derivate from the creation of interactive contains on presentation of few subjects through technologies. One example of that is the use of clickers online and tools for gamification to get the attention from students. The paper presents the results from the use of online and on time enquires through diverse applications, like AnswerGarden, Kahoot and Mentimeter. The interactive methodology was applied in subjects of Degree in Occupational Therapy and of Senior University. The active participants were the own teachers, young students (19 – 25 years old) and people with more than 50 years (Senior University). The students from 2 and 3 course of Occupational Therapy (n=105) participated on enquires (main of 6 consults by subject). In Senior University, 30 students reflected their perceptions about different subjects, as health, wellbeing and aging, and exposed their own knowledge about ICT. In that first experience, authors checked that gamification can be applied along universities contexts with different groups of students. The participation and display of results occur in real time, offering an immediate feedback and contributing to the knowledge of specific contains.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"1200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125984929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}