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

{"title":"Da Facultade de Economía e Empresa (UDC) á práctica profesional: o TFG baseado en ABPy como ponte académica-formativa “experiencial”","authors":"Fernando deLlano-Paz, Paulino Martínez Fernández","doi":"10.17979/SPUDC.9788497497121.199","DOIUrl":"https://doi.org/10.17979/SPUDC.9788497497121.199","url":null,"abstract":"galegoA proposta dun Traballo de Fin de Grao e unha responsabilidade para o docente que o oferta, por canto neste deben integrarse e desenvolverse os contidos formativos do Grao, xunto coas competencias e habilidades adquiridas. Sen embargo a responsabilidade e compartida, xa que e a/o estudante quen debe demostrar a sua capacitacion en competencias propias do saber das disciplinas estudadas. Neste contexto os autores proponen o emprego da metodoloxia da “Aprendizaxe Baseada en Proxectos (ABPy)” como a mais acaida para desenvolver o TFG titulado Analise de produtos bancarios dende unha perspectiva financeira e ofertado na Facultade de Economia e Empresa (UDC) para un grupo maximo de 4 estudantes no curso 2017-18. O problema dinamizador e propio do mundo real e da practica profesional dun egresado do Grao en ADE/Economia: analizar o impacto que ten no custo para o cliente dunha entidade financeira os cambios nas variables que afectan ao mesmo dentro do contexto da transparencia das operacions e proteccion da clientela. Os resultados acadados son moi satisfactorios tanto para o alumnado como para os docentes. A metodoloxia e a acaida para este TFG, co que se ofrece unha entrada titorizada na practica profesional financeira. EnglishThe proposal of a Final Degree Project is a responsibility for the teacher, because in this Project offered the Degree's training content must be integrated and developed, together with the skills and abilities acquired. Nevertheless the responsibility is shared, since it is the student who must demonstrate their qualification in own competitions of the knowledge of subjects studied. In this context, the authors propose the use of the methodology of \"Project Based Learning (ABPy)\" as the most appropriate to develop the TFG entitled Analysis of banking products from a financial perspective and offered at the Faculty of Economics and Business (UDC) for a maximum of 4 students group during 2017-18 academic year. The dynamizing problem is based on one of the profesional current practice of a graduate of the Degree in ADE / Economics: analyzing the impact of different changes managed by a financial institution on the variables that affect the cost for the client within the context of transparency of operations and customer protection The results achieved are very satisfactory both for students and for teachers. The methodology is appropriate for this TFG, which offers a tutored entry in professional financial practice.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"21 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":"123915531","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":"Kahoot! y Challenge, recursos online para las asignaturas de “Lengua española” y “Lengua inglesa” en los grados de Traducción y Comunicación Intercultural, Publicidad y Relaciones Públicas y Turismo","authors":"Ana Montoya Reyes, Sarah Moss, Blanca Riestra","doi":"10.17979/spudc.9788497497121.057","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.057","url":null,"abstract":"espanolBlanca Riestra propone la utilizacion del Kahoot! para fomentar la motivacion en las asignaturas de “Lengua espanola I” en el primer curso del grado de Traduccion y Comunicacion Intercultural y “Lengua y Comunicacion” en primero curso del grado de Publicidad y Relaciones publicas. Mediante esta herramienta de gamificacion se establece un metodo pedagogico novedoso que complementa con exito la retencion de conceptos teoricos arduos como son todos aquellos relacionados con la linguistica, incrementando el interes del alumnado. En este mismo espiritu de gamificacion e introduccion de las TIC en las aulas, Sarah Moss y Ana Montoya proponen un reto (challenge) para los estudiantes de “Idioma moderno: ingles” en primer curso del grado de Turismo y para el programa de simultaneidad del grado de Turismo y Ciencias Empresariales. Se busca que los estudiantes tengan que demostrar y aplicar, al final del cuatrimestre, todos los conocimientos adquiridos a lo largo de los cuatro temas que conforman el curso y que los combinen para superar el reto propuesto por el profesor al comenzar el cuatrimestre. El objetivo es mantener la atencion del estudiante desde el primer momento y que vean que los contenidos no son unidades independientes, sino que se complementan y se aplican finalmente en un contexto real. EnglishBlanca Riestra proposes the use of Kahoot! to boost motivation in ‘Spanish Language I’, a subject taught in year one of the Degree in Translation and Intercultural Communication, and ‘Language and Communication’, taught in year one of the Degree in Advertising and Public Relation. This gamification tool forms the basis of an innovative teaching method that effectively consolidates complex theoretical linguistic concepts, whilst at the same time stimulating and retaining students’ interest. In line with the notion of gamification and the application of ICTs in the classroom, Sarah Moss and Ana Montoya have created a challenge for the students of English for specific purposes within the subject taught in year one of the Degree in Tourism and the simultaneous degree programme for Tourism and Business Science. The objective is that by the end of the teaching period, students are able to demonstrate the acquisition and application of the skills and knowledge acquired through the four modules that comprise the subject by completing the challenge. A second objective is to retain students’ interest and attention throughout the course, highlighting the transversal, interdisciplinary nature of the subject and the possibility of applying the contents to real contexts.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"64 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":"123589025","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 de flipped classroom aplicada a la docencia del Dibujo de Arquitectura","authors":"Eduardo Alfonso Caridad Yáñez, Paula Fernández-Gago Longueira, Carlos Mantiñán Campos","doi":"10.17979/spudc.9788497497121.149","DOIUrl":"https://doi.org/10.17979/spudc.9788497497121.149","url":null,"abstract":"espanolLa asignatura de Dibujo de Arquitectura agrupa la docencia del dibujo arquitectonico y del dibujo a mano alzada con el fin de introducir lo antes posible al alumnado en ambas vertientes del dibujo. La estructuracion de la docencia de grado establecida por la UDC se ha demostrado ineficaz, despues de varios anos de aplicacion, dadas las particularidades de cada una de las docencias, que ademas son impartidas con distintas metodologias. En el curso 2016-2017 se decide que para conseguir una mayor homogeneidad en los resultados entre los distintos subgrupos lo ideal seria una estructura en modulos de dos horas para cada metodologia, incluyendo la teoria necesaria para cada una en su modulo correspondiente. Esa nueva estructura obligo a buscar alternativas para integrar adecuadamente las docencias expositiva e interactiva dentro de los nuevos margenes temporales de dos horas. Durante el curso 2017-2018, para dar solucion a la integracion pretendida, el profesorado encargado de la docencia de dibujo arquitectonico constituyo un GIE con el objetivo citado, decidiendo impartir los contenidos teoricos correspondientes segun el metodo de “flipped classroom” o clase invertida. En esta comunicacion explicamos la experiencia. EnglishThe subject of Drawing in Architecture, groups together the teaching of the architectural technical drawing and freehand drawing practice, with the purpose of introducing the students as soon as possible in both aspects of the architectural drawing. The organization of teaching in the Degree in Architecture established by the UDC, turned out to be ineffective after several years of application, given the special features of each part of the subject, which are also taught under different methodologies. In the 2016-2017 academic year, we decided that in order to achieve greater homogeneity in the results within the different subgroups, it would be interesting a two-hour module structure for each methodology, including the time required to teach the theoretical contents for each one. This new structure compelled us to look for alternatives to properly integrate the theoretical and practical teaching within the available two-hour schedule. During the past course 2017-2018, teachers responsible for the Supervised Projects methodology, constituted an Innovative Educational Work Group, with the previous aim, deciding to teach the corresponding theoretical contents according to the instructional strategy of flipped classroom. In this paper we explain the experience.","PeriodicalId":325834,"journal":{"name":"Contextos universitarios trasnformadores. Construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente","volume":"82 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":"123381915","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}