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A causa de la falta d'interès i motivació detectat en l'alumnat de 2n de l'ESO mentre es cursaven les pràctiques del màster de secundària especialitat en tecnologia, s'arriba a la conclusió que un canvi en la metodologia a aplicar dins de l'aula, podria ser positiu per donar un nou aire i fer créixer aquest interès per aprendre amb una dinàmica positiva i motivadora. Per raons com aquestes, es desenvoluparà un estudi comparatiu per valorar si l'aplicació de noves metodologies en el desenvolupament de les classes augmenta la motivació i interès pels continguts de tecnologia a 2n de l'ESO. Es realitzarà un grup d'estudi i un grup de control a dues classes de 2n de l'ESO. A una de les classes s'adaptarà la unitat didàctica, a partir d'ara UD, i s'aplicaran les noves metodologies i a l'altra no es duran a terme canvis del que es feia anteriorment. Durant el procés s'obtindran les dades d'ambdós cursos de l'ESO per tal de poder extreure conclusions. En cas que el resultat sigui satisfactori aquests tipus de metodologies podran reutilitzar-se en futures ocasions per aquest curs i matèria.

This study aims to develop a network design to meet the connection and interaction needs of students during the online learning process. The research and development method used in this research is divided into four stages, namely needs analysis, design, formative evaluation and revision. The results of the formative evaluation showed the learning design developed has a validity value of 90 out of a maximum score of 115 with a very valid category. This showed the design has good integrity and is feasible to be applied in online learning in higher education. The design also received a practicality value of 83 from a maximum of 165 in the very practical category, and the students gave a positive perception because they thought that the design could be easily followed in their online learning. The effectiveness test also shows that the network design is very effective for student work in online learning. This is evidenced by the difference in the average score of student work in the group using the learning network design and those using content-based and collaborative design. Furthermore, there were significant differences between those that used the network design and those that used the content-based design. However, there was no significant difference in student work results between the group using the network design and those using collaborative.

The initial formation of teachers at the moment requires to be transformed to adapt it to the social new necessities. In the article it is approached the design, application and evaluation of the Based Learning in Challenges (APR) and the implementation of processes co-creatives, with the purpose of preparing the students so that they think about challenges that will confront in their professional future, so that they can approach any thematic one educational treating her as a challenge to overcome and implying other educational agents. The above-mentioned led to design the application of the challenges and to transform the evaluation systems. At methodological level, the boarding of the challenges was conceived in different phases, from how they choose them, the composition of the work teams, its development and its public presentation. As for the evaluation system transformations were introduced in the exams when substituting them for other instruments, such as evaluation rubrics as much for the faculty as for the students or a DAFO, with the objective of impacting in the critical and reflexive formation. The results and conclusions, were centered in different remote and in relationship the acquired experience from 2017 in which 639 students have participated, developing 198 challenges related with different thematic. La formación inicial de maestros actualmente requiere ser transformada para adecuarla a las nuevas necesidades sociales. En el artículo se aborda el diseño, aplicación y evaluación del Aprendizaje Basado en Retos (ABR) y la implementación de procesos cocreativos, con la finalidad de preparar a los estudiantes para que se planteen desafíos que deberán afrontar en su futuro profesional, de manera que puedan abordar cualquier temática educativa tratándola como un reto a superar e implicando a otros agentes educativos. Lo anterior condujo a diseñar la aplicación de los retos y a transformar los sistemas de evaluación. A nivel metodológico, se concibió el abordaje de los retos en distintas fases, desde cómo los eligen, la composición de los equipos de trabajo, su desarrollo y su presentación pública. En cuanto al sistema de evaluación se introdujeron transformaciones en los exámenes al sustituirlos por otros instrumentos, tales como rúbricas de evaluación tanto para el profesorado como para los estudiantes o una DAFO, con el objetivo de incidir en la formación crítica y reflexiva. Los resultados y conclusiones, se centraron en distintos apartados y en relación la experiencia adquirida desde 2017 en la que han participado 639 estudiantes, desarrollando 198 retos relacionados con distintas temáticas

This paper presents a collaborative learning activity for courses in engineering degrees or master’s programs that cover the subject and skills of sustainability, social compromise, and ethics for engineering. The activity consists of performing a multidisciplinary analysis of a case of study, which presents a technology or innovation, to detect and debate possible issues and solutions. This learning activity is based on the PESTLE methodology that is used to analyze the political, economic, social, technological, legal, and environmental aspects of a technology or innovation. The PESTLE analysis is implemented using the jigsaw collaborative learning technique. This learning activity can be completed in two sessions of two hours. To validate its usefulness, the learning activity was applied for two semesters in a study on two courses: one in Informatics Engineering Degree and the other one in the Master Degree of Sustainability at the Universitat Politècnica de Catalunya, with very good results. This research was funded by EU within the framework of the Erasmus+ Programme, Project Tech4Edu4, Grant Agreement no. 2020-1-HR01-KA203-07777.

This article reports on a study which analysed the dialogue among students working in small groups. The main aim of the analysis was to identify types of interaction through the analysis of student-student talk. The study also examined the association between types of interaction and correctness of the answers provided by the students to the task. Results suggest that “dialogic interaction”, as a type of action based on the use of validity claims (including conjectures, reasoning and proof) within the dialogue, is associated with correctness, since participants must justify their answers drawing on validity claims that are susceptible of being verifiable by all participants in the group. The findings provide evidence to advance our knowledge about what is it about dialogic interaction that promotes learning, opening up new avenues for teachers to improve their practice within the classroom.

Estudio de los nuevos materiales e introducción de estos dentro de la sociedad con un kit de aprendizaje para las escuelas, en el ciclo superior de primaria, para fabricar un bioplástico con agar-agar y llevar a cabo actividades con todo el producto relacionadas con el aprendizaje, la sostenibilidad y la metodología de trabajo cooperativo. Amb el següent treball es vol poder aconseguir introduir de manera accessible econòmicament, els nous materials dintre de la societat a partir d’un producte quotidià. A partir d’un estudi dels nous materials es va posar especial interès a uns quants per poder representar diferents propostes de disseny. Els materials en els quals s’ha centrat aquesta part del treball han sigut; el Miceli (conglomerat de Miceli, fongs), la Calgina (Calcium Alginate Spirulina, bioplàstic base natural), bioplàstic + wax (amb cera), bioplàstic + activated charcoal (carbó actiu), woodoo (fusta translúcida) i plaques Perovskite (cèl·lules solars). Dintre de les diferents propostes es va escollir el kit d’aprenentatge, ja que aquest no només dóna la importància de fabricar un kit d’experiments d’autoaprenentatge, sinó que també permet donar un altre punt de vista sobre els bioplàstics naturals a noves generacions i, sobretot, la visibilitat de la possibilitat d’un altre món molt més sostenible. En aquest punt, s’ha aplicat la metodologia d’ecodisseny, donant el valor més important a la reutilització o retorn del producte a la natura, com a compost o biodegradable. Llavors, es tracta d’un kit per al cicle superior de primària, per aprendre sobre els nous materials sostenibles amb una metodologia de treball cooperatiu. Amb el qual es fabrica un bioplàstic de base agar-agar, en un motlle de vidre i suro, i un embalatge de Miceli, que protegeix. On les instruccions d’ús són de paper amb llavors, plantable per tant, i l’adhesiu subjectaria és biodegradable. Compren moltes activitats per tal que els alumnes puguin treball de forma més dinàmica les competències bàsiques de primària. Com també es motiva al docent a crear noves activitats amb aquest. Des d’un primer punt es va donar expectatives de poder construir un objecte amb l’embalatge, que és de Miceli, junt amb la fabricació del plàstic. Però posant en marxa la metodologia cooperativa i la poca facilitat de producció del miceli, s’ha optat per a fer una estructura molt més simple i que els alumnes puguin elaborar figures a partir de la seva imaginació. Finalment el que es va poder comprovar és que la implementació dels materials nous són complicats d’implantar a la vida quotidiana, ja que alguns estan guiats per l’atzar de les condicions tècniques i falta molta investigació, sobretot en el procés de fabricació, que provoquen un augment considerable de cost. Però sí que és possible. With the following work, we want to be able to bring new materials into society in an affordable way, from an everyday product. From a study of the new materials, a few were given special interest to represent different design proposals. The materials on which this part of the work has focused have been; Mycelium (mycelium's conglomerate, fungi), Calgina (Calcium Alginate Spirulina, natural bioplastic base), bioplastic + wax (wax), bioplastic + activated charcoal (active carbon), woodoo (translucent wood), and Perovskite (solar cells). Within the different proposals, the learning kit was chosen, as it not only gives the importance of making a self-learning experiment kit, but also allows for a different view of natural bioplastics to new generations and, above all, the visibility of the possibility of another, much more sustainable world. At this point, the methodology of ecodesign has been applied, giving the most important value to the reuse or return of the product to nature, as a compound or biodegradable. It is then a kit for the upper primary cycle, to learn about new sustainable materials with a cooperative working methodology. It manufactures a agaragar-based bioplastic, in a glass and cork mold, and a mycelium packaging, which it protects. Where the use instructions are of paper with seeds, plantable therefore, and the subjective adhesive is biodegradable. They purchase many activities so that pupils can work more dynamically on basic primary skills. The teachers are also encouraged to create new activities with it. From the first point, expectations were given of being able to build an object with the packaging, which is made by mycelium, along with the manufacture of plastic. However, by putting into place the cooperative methodology and the poor production facility of the mycelium, it has chosen to make a much simpler structure and to enable pupils to make figures from their imagination. Finally, the implementation of new materials was found to be difficult to implement in everyday life, as some are guided by the randomness of technical conditions and lack much research, especially in the manufacturing process, which causes a considerable increase in cost. But it is possible.

An approach to technical and professional learning that recognizes and makes use of the social and material contexts of participants as well as the contexts of technical and professional content in the learning environment can be seen to cater to the ‘21st century skills’ that are ‘needed most’, according to the World Economic Forum (Soffel, 2016) at this time of great change (Schwab & Malleret, 2020). Such an approach will be presented here: drawing primarily on epistemic fluency (Markauskaite and Goodyear 2017), but also scientific autobiography (Goetz, 2019), ethics (Gardner, 2019), critical pedagogy (Freire, 2005), hermeneutics (Ricoeur, 1991), and a work of conceptual art (Micu, 2014). The approach is connected to technical and professional communication by its focus on the relational skills that facilitate and enrich work conducted in multiple contexts. It is distilled into three categories that present the epistemic tasks and tools that can be applied as backgrounding to learning environments. These categories are: creative relational skills, conscientious direction, and dialogic curiosity. Practical application is then illustrated through three examples of TAPP collaborations.

This mixed-methods study aims to explore the assessment strategies and tools teachers use to assess student learning in Virtual exchange (VE) in foreign/second language for specific purposes (FLSP) courses at tertiary level. The quantitative data were collected by means of a purpose-designed questionnaire that focused on assessment tools teachers used in order to give feedback to students involved in a VE project. The questionnaire data was supplemented with oral interviews with language teachers from diverse cultural backgrounds and aimed at eliciting more in-depth information about the planning of the assessment process, the form of assessment (e.g. summative or formative) and feedback provision. The results indicate that the teachers tend to perceive assessment as a formative process and apply assessment tools that focus on both content and language components, and encourage reflective practice and collaboration.

As the demand for healthcare workers fluent in foreign languages continues to grow, so does the necessity for successful educational programs that produce providers with the appropriate language skills and cultural humility to serve the target population. Given the interdisciplinary nature of teaching languages for specific purposes, we propose a model of collaboration between experts in the different fields involved to train well-rounded professionals. In the particular case of languages for healthcare, professionals in both the medical and language learning fields should combine their expertise to offer students a well-integrated training that builds on their medical education at the same time that it provides them with meaningful opportunities to practice and develop their language and culture skills. While this paper focuses on Spanish, the main points discussed in it can be applied to teaching any language in the healthcare setting.

Amb l'aparició de noves tecnologies, la forma d'ensenyar dels professors i la forma d'aprendre dels alumnes està canviant. De la pissarra amb guix a les pissarres digitals, del paper a l'ordinador, dels diccionaris a internet, tot sembla evolucionar cap a les eines digitals. Cada vegada tenim més mitjans per poder ensenyar, però també més dificultats per fer-ho degut a la falta d'atenció i motivació de part de l'alumnat. Sigui treballant en grup, a partir de projectes, amb activitats gamificades o utilitzant altres metodologies, en aquest treball de recerca s'indaga sobre recursos que facilitin el bon ambient i aprenentatge a l'aula. En la primera part del treball s'ha realitzat un recull de diverses metodologies considerades interessants a nivell de participació de l'alumnat: treball col·laboratiu, gamificació i aprenentatge significatiu. Valorant aquelles que permeten diversificar per donar resposta a la diversitat d'aula. En la segona part del treball s'han analitzat els resultats de la utilització d'aquestes noves metodologies, considerant factors com l'atenció en les explicacions o indicacions, les intervencions dels alumnes i la constància en el treball. Al llarg de dos trimestres es comparen algunes sessions on s'utilitzen diferents metodologies. Al primer trimestre es compta amb una metodologia més tradicional, basada en la realització d'activitats d'un llibre digital. Al segon trimestre es realitzen algunes sessions utilitzant metodologies de treball grupal i activ

espanolEn la actualidad, buena parte de la comunidad universitaria coincide con la afirmacion de que “Aprender no es un juego, pero se aprende jugando”. Es innegable que las actuales generaciones de estudiantes universitarios han crecido rodeados de la ludificacion aplicada a actividades de lo mas dispares y, por tanto, han desarrollado la predisposicion al juego, puesto que este proporciona placer y felicidad, asi como las habilidades necesarias para participar en el, competitividad, actitud resolutiva, espiritu de equipo y muchas mas. Con esta perspectiva en mente y con el objetivo de remarcar los conceptos mas importantes que se han impartido durante el curso, el equipo de profesores de la asignatura Bases para la Tecnica del primer curso de arquitectura en la Escuela Tecnica Superior de Arquitectura de Barcelona (Universitat Politecnica de Catalunya), hemos desarrollado un juego basado en la tecnica del Escape Room. Este articulo describe la metodologia llevada a cabo en las pruebas realizadas durante 3 cuatrimestres por mas de 500 alumnos, analiza los resultados en cuanto al cumplimiento de los objetivos didacticos planteados y plantea una reflexion sobre los limites de la ludificacion aplicada a la ensenanza de la arquitectura. EnglishCurrently, a great part of the university community agrees with the statement that “Learning is not a game, but you learn by playing”. It is undeniable that current generations of university students have grown up surrounded by the gamification applied to activities of the more disparate and, as a consequence, have developed the predisposition to the game, since it provides pleasure and happiness, as well as the skills necessary to participate in it, competitiveness, decisive attitude, team spirit and many more. With this perspective in mind and with the aim of highlighting the most important concepts that have been taught during the course, the team of professors of the subject “Basis for Technique” of the first course in the Barcelona School of Arquitecture (Polytechnic University of Catalonia), we have developed a game based in the Escape Room technique. This article describes the methodology of the tests carried out for more than 500 students during 3 courses, analyzes the results regarding the fulfillment of the proposed didactics objectives and proposes a reflection on the limits of the gamification applied to the teaching of architecture.

Due to its high failure rate, Introductory Programming has become a main concern. One of the main issues is the incapability of slow-paced students to cope up with given programming materials. This paper proposes a learning technique which utilizes pair programming to help slow-paced students on Introductory Programming; each slow-paced student is paired with a fast-paced student and the latter is encouraged to teach the former as a part of grading system. An evaluation regarding that technique has been conducted on three undergraduate classes from an Indonesian university for the second semester of 2018. According to the evaluation, the use of pair programming may help both slow-paced and fast-paced students. Nevertheless, it may not significantly affect individual academic performance.

The main purpose of this study was to design and validate a scale to assess the teamwork competency of undergraduate students (TCS, Teamwork Competency Scale). The research instrument designed and subjected to validation has nine specific dimensions: Collective effectiveness, learning orientation, group goal setting, planning and coordination, communication, conflict management, problem solving, performance monitoring and supportive behaviour. The instrument was validated using a sample of 802 first-year students at a university in Chile. The method of partial least squares (PLS) was used within a structural equation modelling (SEM) framework for statistical analysis. The results show that the TCS is a valid and reliable research instrument for the assessment of teamwork competency in undergraduate students

This article draws on Trans-Atlantic and Pacific Project (TAPP) collaborations (e.g., [Arnó, 14] [Vandepitte, 16]) to show how students in already-existing technical communication classes can join other classes in realistic transnational projects through ICT and thereby acquire and enhance various types of transversal competences necessary to students’ future performance in a globalized workplace.

Acompanha: Tarefas de aprendizagem profissional: a colaboração na construção do conhecimento matemático. O presente relatório de pesquisa foi desenvolvido em um projeto de formação continuada em Matemática, da Universidade Tecnológica Federal do Paraná (UTFPR) – Londrina, destinado a professoras dos anos iniciais do Ensino Fundamental. Ao longo do ano de 2019, foram oito encontros presenciais envolvendo professores formadores, professoras dos anos iniciais do Ensino Fundamental e estudantes de mestrado. O processo formativo Formação Continuada em Matemática para Docentes dos Anos Iniciais do Ensino Fundamental buscou desenvolver um trabalho colaborativo na perspectiva do Estudo de Aula. Foram realizados dois ciclos de Estudo de Aula, sendo cada ciclo composto pelo planejamento de uma aula, desenvolvimento dessa aula por uma das professoras participantes do grupo e, por fim, pela análise conjunta da aula. A metodologia de investigação é qualitativa e interpretativa, com observação participante no processo formativo e no planejamento coletivo de uma aula. Nesse contexto, a pesquisa teve como objetivos analisar aspectos de trabalho colaborativo manifestados durante um encontro de planejamento coletivo de uma aula, em um processo formativo com professoras que ensinam Matemática nos anos iniciais do Ensino Fundamental, e identificar que componentes do processo formativo possivelmente favoreceram a manifestação desses aspectos de trabalho colaborativo. Com base em referenciais teóricos que caracterizam o trabalho colaborativo, as análises foram realizadas considerando os seguintes aspectos da colaboração: negociação, diálogo, divergência de ideias, confiança, partilha de experiências, reflexão e mutualidade. Os dados da pesquisa foram produzidos a partir de produções escritas das professoras participantes e gravações em áudio e em vídeo do quarto encontro presencial do processo formativo, um encontro destinado ao planejamento coletivo de uma aula. Nesse dia, estavam presentes dois professores formadores, dez professoras dos anos iniciais do Ensino Fundamental e duas estudantes de mestrado. As análises foram divididas em cinco episódios considerados relevantes por indicarem manifestações dos aspectos da colaboração. Todos os aspectos mencionados emergiram nas análises, sendo predominante o diálogo, que permeou todos os episódios analisados. A partilha de experiência foi percebida em menor intensidade. Com relação aos componentes do processo formativo, as análises apontam a tarefa matemática, as intervenções dos professores formadores, a participação ativa de algumas professoras e a abordagem de ensino adotada como aquelas que favoreceram a manifestação desses aspectos de trabalho colaborativo. As conclusões indicam que o planejamento de aula é um momento propício para o trabalho colaborativo e que pode trazer benefícios tanto para o desenvolvimento profissional do professor que desenvolverá a aula como para os demais que participam desse momento. This research report was developed in a project of continuing education in Mathematics, of the Federal Technological University of Paraná (UTFPR) - Londrina, aimed at teachers from the early years of elementary school. Throughout 2019, there were eight face-to-face meetings involving teacher trainers, teachers from the early years of elementary school and master's students. The formative process Continuing Education in Mathematics for Teachers of the Early Years of Elementary School sought to develop a collaborative work from the perspective of Lesson Study. Two classes of Lesson Study were performed, each cycle consisting of the planning of a lesson, development of this lesson by one of the teachers participating in the group and, finally, by the joint analysis of the lesson. The research methodology is qualitative and interpretative, with participant observation in the formative process and in the collective planning of a lesson. In this context, the research aimed to analyze aspects of collaborative work manifested during a collective planning meeting of a lesson, in a formative process with teachers who teach Mathematics in the early years of elementary school, and to identify which components of the formative process possibly favored the manifestation of these aspects of collaborative work. Based on theoretical references that characterize collaborative work, the analyses were performed considering the following aspects of collaboration: negotiation, dialogue, divergence of ideas, trust, sharing of experiences, reflection and mutuality. The research data were produced from written productions of the participating teachers and audio and video recordings of the fourth face-to-face meeting of the formative process, a meeting aimed at the collective planning of a lesson. On that day, two teacher-trainers were present, ten teachers from the early years of elementary school and two master's students. The analyses were divided into five episodes considered relevant because they indicated manifestations of the aspects of the collaboration. All aspects mentioned emerged in the analyses, and dialogue was predominant, which permeated all episodes analyzed. The sharing of experience was perceived in lower intensity. Regarding the components of the formative process, the analyses point to the mathematical task, the interventions of the training teachers, the active participation of some teachers and the teaching approach adopted as those that favored the manifestation of these aspects of collaborative work. The conclusions indicate that lesson planning is a propitious time for collaborative work and that it can bring benefits both to the professional development of the teacher who will develop the lesson and to the other who participate in this moment.

© 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes,creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. To present technical content clearly and effectively for global users of English, engineering students need to learn how. About the case: Technical communication classes in Spain and the US engaged in an international telecollaborative project between cross-cultural virtual teams in which students in Spain developed oral presentations that were then peer-reviewed by counterparts in the US Situating the case: Research on international professional communication and, more specifically, virtual exchange is rapidly growing to explore how instructors can help students gain key competencies such as audience awareness, intercultural sensitivity, and an understanding of English as a lingua franca. Approach/methods: As part of the Trans-Atlantic & Pacific Project network, this project focused on spoken communication. Data were analyzed from feedback forms used by US students to evaluate oral presentations, and on prelearning and postlearning reports completed by students in Spain, as well as from class discussions accompanying the project. Results/discussion: Through reflections on pragmatic strategies that facilitate exchange and collaboration in English as a lingua franca, the engineering students became more fully aware of the importance of rhetorical and linguistic factors that affect meaning-making for engineers internationally. Conclusion: Results suggest that students who participate in transnational virtual exchange projects integrate their desire to acquire knowledge with an awareness of the importance of sharing knowledge through mindful and inclusive communication practices. Technical and engineering communication instructors from different countries can heighten their students’ audience awareness, and cultural and language sensitivities through such projects

This short paper begins with a brief overview of the expansion of the field of virtual exchange. It then focuses on a recent European policy experiment which sought to expand the scope of the well known Erasmus+ mobility programme through the Erasmus+ Virtual Exchange pilot project. Both the challenges and the opportunities that this project provided from a research perspective are highlighted as well as some of the relevant findings, in particular those related to the themes of the conference such as the preparation of future graduates for multicultural work and study environments.

Working in a multidisciplinary collaborative project through virtual exchange encompasses many advantages as well as some disadvantages. One of the many problems that might occur in virtual cooperation settings was identified as cultural mismatches, listed by Chase, Macfadyen, Reeder, and Roche (2002) into nine categories. Some of these mismatches were found during the Trans-Atlantic Pacific Project1 (TAPP), a collaborative and active learning bidirectional platform, where students from Portuguese and North American universities have been cooperating for several years to enhance their technical and linguistic competences whilst developing intercultural skills. By bringing together future Translators and Technical Writers into a multicultural simulated setting, students are given the opportunity to learn from each other and interact via technology-mediated communication. Yet, this endeavour revealed to be extremely demanding mostly due to cultural misunderstandings that occurred during virtual communication exchanges. Accordingly, a cultural mediation intervention plan was developed and implemented by the authors as a strategy to overcome these problems and strengthen virtual teamwork interaction. This plan was designed to raise cultural awareness of the self and the other and was divided into 4 separate phases: 1) the cultural awareness initial stage, followed by 2) peer-to-peer exchange of the pre-learning questionnaires, 3) the completion of the Cultural Self-Awareness Questionnaire, concluding with 4) the analysis of the results and discussion in class. This study addresses the Cultural Self-Awareness Questionnaire. The results and outcomes of this questionnaire are analysed and discussed and new avenues for research will be presented and proposed.

This paper investigates the ways in which argumentation is dealt with in English and Italian by comparing and contrasting a comparable/parallel corpus of texts on genetically modified organisms (GMOs). Pragmatic discourse strategies are explored in a comparable corpus of GMO texts written by US students and in translations Italian students made as part of a virtual exchange or tele-collaboration project. The project involved students in a US university writing argumentative texts on GMOs and students at an Italian university translating them. Corpus data suggest that – faced with unfamiliar, culturally different arguments about GMOs in US texts – trainee translators had to address issues concerning pragmatics and had to use a cultural filter (House 2006) to produce translations that read like target language originals and met target language expectations.

En aquest article es presenta una investigació-acció per determinar quines activitats i estratègies són eficaces per tal que els alumnes de segon cicle d’Educació Infantil desenvolupin habilitats musicals i alhora, adquireixin habilitats per treballar cooperativament. Per tal de dur a terme la investigació s’ha dissenyat una proposta pràctica amb els alumnes de P4-P5 de l’escola Eiximenis i seguidament, s’han valorat i analitzat les dades obtingudes. Durant el desenvolupament de la investigació, s’ha pogut corroborar que les activitats i estratègies han sigut útils per potenciar l’aprenentatge cooperatiu i l’adquisició de les habilitats de sensibilització musical This final dissertation will show, through an action-research methodology, which activities and strategies are efficient for students in the second cycle of Early Childhood Education to develop musical skills and at the same time, acquire skills to work cooperatively. In order to carry out the research, a practical proposal with P4 and P5 students of Eiximenis school was designed. Afterwards the obtained data was evaluated and analyzed. Throughout the research, it has been possible to prove that the activities and strategies had been useful to enhance cooperative learning and the acquisition of musical abilities

Translators and technical communicators increasingly perform their work as part of global virtual teams (GVTs). To prepare students for developing critical understanding for such work, instructors can assign readings, asking students to reflect on the importance of building trust (Crisp & Jarvenpaa, 2013), cultural intelligence (Li, Rau, Li, & Maedche, 2017), and strategies for managing multicultural teams (Behfar, Kern, & Brett, 2006). More important for developing critical understanding, however, is the experience of managing a “real” Global Virtual Team (GVT). Research questions for this work include the following: How does attention to and work with international translators influence critical understanding for managing GVTs? and How does situatedness influence critical understanding of the many requirements and factors in a translation project? This article provides a brief theoretical background to the project and then details our redesign of the standard collaborative formats of the Trans-Atlantic & Pacific Project (TAPP) and associated assignments to focus on student development of critical understanding for managing GVTs. We include identification of themes from a subset of literature relevant to student practice in managing a translation team; description of the TAPP redesign in which University of Minnesota (UMN) students serve as project managers of teams of University of Trieste (UT) students practicing translation; and a brief summary of results from deployments of this model during 2019 and 2020. We conclude with emphasis on the need to redesign the TAPP format to meet evolving learning needs of students.

El món educatiu ha experiment un avanç significatiu en quant a metodologies docents. Des de fa uns anys, la docència està activament implicada en educar els estudiantes des d'un punt de vista acadèmic i d'aprenentatge competencial. La necessitat d'adaptar el model educatiu a les demandes de la societat actual, obliga a continuar investigant noves maneres de fer les coses. En aquest treball s'estudia apropar la Formació Professional en el Cicles d'Edificació i Obra Civil al terreny professional, escollint l'aprenentatge cooperatiu a l'exterior de l'aula com a metodologia d'ensenyament. El disseny, la posada en pràctica i l'avaluació d'una activitat d'ensenyament-aprenentatge basada en aquestes premisses, aporta conclusions que ajuden a complir amb l'objectiu d'apropar la FP a un context més proper a la realitat. El mundo educativo ha experimentado un avance significativo en cuanto a metodologías docentes. Desde hace unos años, la docencia está activamente implicada en educar a los estudiantes desde un punto de vista académico y también de aprendizaje competencial. La necesidad de adaptar el modelo educativo a las demandas de la sociedad actual, obliga a continuar investigando nuevas formas de hacer las cosas. En este trabajo se estudia acercar la Formación Profesional en los Ciclos de Edificación y Obra Civil al terreno profesional, escogiendo el aprendizaje cooperativo en el exterior del aula como metodología de enseñanza. El diseño, la puesta en práctica y la evaluación de una actividad de enseñanza-aprendizaje basada en estas premisas, aporta conclusiones que ayudan a cumplir con el objetivo de acercar la FP a un contexto más próximo a la realidad. Education has experienced a significant advance regarding to teaching methodologies. For a few years, teaching has been actively involved in educating students from academic and competency learning point of view. The need to adapt the educational model to the demands of today's society, forces us to continue investigating new ways of doing things. In this work, it’s studied to approach Vocational Training in the Building and Civil Works Cycles to professional field, choosing cooperative outdoor learning as a teaching methodology. The design, implementation and evaluation of a teaching-learning activity based on these points, provides conclusions that help meet the objective of approach VET to reality.

This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the Trans-Atlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like projects. The projects aim to finetune the language and professional skills and, also, to enhance the trans-cultural awareness of four classes of students in Italy, Greece and the USA. The tasks include translation of published materials by students in Italy and Greece, followed by review and editing of the translations by students in the USA. The materials comprise articles on science and technology from magazines and on international or Italian/Greek current affairs from the local press, with the aim of translating them accurately and appropriately for a readership of American English speakers. The collaborative projects lead students to various linguistic and intercultural gains and can be used as a tool to promote realistic international professional communication by effectively preparing students for workplace collaborations of this type.

Which role does a translation project play in a student virtual exchange network? The answer to this question describes the various functions that translation exercises may perform in different types of virtual TAPP collaborative projects (e.g. Mousten, Maylath, Vandepitte & Humbley 2010; Mousten, Vandepitte, Arnó & Maylath 2018). Variables affecting the roles of these exercises will be highlighted, such as the degree of multidisciplinarity (Vandepitte et al. 2015), specialization (Tzoannopoulou & Maylath 2018), the knowledge domain to which the topic belongs (Isohella 2018), as well as the intercultural, communicative, and professional skill levels already obtained by the students involved (e.g. Verzella 2017). Other factors that affect the role of translation exercises are the translation mode involved (Vandepitte & Bergeson prep.), the use of technological tools (Hammer & Maylath 2014; Sorensen, Hammer & Maylath 2015) and the degree of internationalization that students experience in the remainder of their programme (Arnó-Macià et al. 2019).

The objective of the session is to establish a collaborative dynamic that allow the participant to work in a CO-THINKING and CO-CREATION dynamics. We want to share and develop ideas, concepts, keywords, projects (finished, in progress and/or maybe in an initial state) in order to establish a CONCEPTUAL MAP that relates in an initial and dynamic Eco-System, the main approaches, techniques, systems or methodologies that can improve the processes in progress of the attendance. This paper resumes the conceptualization of the session as well as the main results and relations established, with potential interest in further educational projects and researches.

This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students&rsquo, motivation, academic performance, students&rsquo, relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student&rsquo, s perceptions on the CL dimensions provided first, positive students&rsquo, perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.

Group Development (GD) is an important variable when researching and evaluating what makes teams successful. We analyzed the psychometric properties of the originally Spanish GD questionnaire with German participants. 501 team members and 104 team leaders, 18 to 65 years old, from a German research organization answered an online survey composed of the GD questionnaire and items related to other group processes of democracy, mutual trust, team spirit, and interest in the team’s tasks. Results confirmed the unidimensional factor structure of the translated Spanish version for the German GD construct. Internal consistency, convergent and discriminant validity were good. The German GD correlated as expected to other constructs, and it showed concurrent validity with respect to the team members’ motivation and interest in team tasks (r = .79, p

En el present treball de fi de màster és recull la justificació pedagògica d'un projecte ABP multidisciplinari orientat al curs de quart d'ESO. Inicialment, hi ha l'anàlisi de les teories més importants de l'aprenentatge (Conductisme, Cognitivisme i Constructivisme). Com a docent, veure els diferents punts de vista de com aprenem i com el cervell assimila els conceptes ens dona una base científica que ens ajuda a preparar les sessions i treballs futurs per els nostres alumnes. Seguint la filosofia del constructivisme, es fa recerca de diferents metodologies d'aprenentatge actiu i es proposa un projecte (ABP) multidisciplinari. Per fer l'elecció de l'objecte a construir s'ha fet una cerca dins dels continguts curriculars de cada assignatura de quart d'ESO. Treballar en un projecte multidisciplinari en un institut implica crear nous vincles entre docents i alumnes, per altra banda és reforça el pensament en que totes les assignatures son importants per assolir-lo. Per poder dur a terme aquest projecte multidisciplinari cada docent haurà de preparar la seva programació didàctica i l'avaluació del projecte per part de la seva assignatura. Per tant, en el TFM s'explicarà en trets generals les parts de les assignatures que es poden incloure i en el meu cas, com a docent de tecnologia incloure amb més profunditat la programació didàctica, les diferents parts del projecte ABP i l'avaluació.

La motivació és un dels aspectes més fonamentals a l'aula que garanteix la implicació i compromís de l'alumnat en el seu propi procés d'aprenentatge. Quan un alumne desenvolupa una actitud adequada per aprendre, activa les conductes necessàries per assolir un objectiu d'aprenentatge i descobrir progressivament allò que l'interessa. Conseqüentment, resulta fonamental assegurar aquesta motivació per tal de mantenir implicat a l'alumnat en el seu propi procés d'aprenentatge. Existeixen diversos factors que influencien en la motivació tals com l'entorn acadèmic, les relacions entre companys, la predisposició del professor o el tipus de metodologia utilitzades. El present treball tracta d'estudiar els beneficis en quant a motivació i millora dels resultats acadèmics en l'alumnat mitjançant l'ús de l'Aprenentatge Cooperatiu com a estratègia metodològica concreta aplicada a l'aula de primer del Cicle Formatiu de Producció Agroecològica. Motivation is one of the most fundamental aspects that ensures the involvement and commitment of students in their own learning process. When a student develops an appropriate attitude to learn, he activates the behaviours necessary to reach a learning point and discover what he wants to learn. Consequently, it is essential to ensure this motivation to keep students involved in their own learning process. There are several factors that influence motivation such as the academic environment, relationships between colleagues, teacher predisposition or learning methodology used. The present work studies the benefits in terms of motivation and academic results by using Cooperative Learning as a specific methodological strategy applied in the first grade of Vocational Education and Training Agroecological Production

RESUMEN: El siguiente proyecto de investigación tiene como objetivo analizar la contribución de una secuencia didáctica diseñada a partir de las fases de la teoría ACODESA, para el aprendizaje del componente numérico. Debido al bajo desempeño de las pruebas Saber, Avancemos y a las dificultades que se presentan con la comprensión de los números enteros en el aula de clase, se tiene la necesidad de diseñar una estrategia didáctica enfocada en el aprendizaje de suma y resta de los números enteros que implemente una serie de juegos que permita superar estas debilidades presentes mediante su innovadores aplicaciones , las actividades lúdicas son adaptaciones de juegos que tienen materiales tradicionales para los estudiantes como son: El parques, el lanzamiento de dados, cartas de póker, escaleras y lecturas, cada juego se relaciona con una de las fases de la metodología ACODESA las cuales fortalecen el trabajo colaborativo, la autorreflexión y evidencian un proceso metaconigtivo en los estudiantes. Los resultados de la implementación de esta propuesta se analizaron bajo la metodología de investigación cualitativa fenomenológica, tomando una muestra selectiva de quince estudiantes de sexto grado, está permite describir las experiencias, considerar las reflexiones, así como el identificar las estrategias de solución y los aprendizajes en el componente numérico-variacional, y de esta manera lograr en los estudiantes buenos resultados en las pruebas (externas e internas) y su proceso académico.

Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona, Curs: 2018-2019, Tutor: Pere Ignasi Poy Baena, El present treball conté una proposta d’intervenció docent innovadora per millorar la comprensió i l’expressió escrites del vers des de la cooperació al segon curs de l’educació secundària obligatòria. El projecte parteix de l’experiència durant el Pràcticum I i II al centre educatiu Súnion i, més concretament, dels seminaris de llengua catalana i literatura. Les tres seqüències didàctiques neixen amb la voluntat de fundar clubs de literatura catalana a aquest nivell educatiu de secundària per promoure una metodologia més cooperativa durant les hores de seminari; fomentar el treball conjunt de la lectura i l’escriptura; acostar la versificació a l’alumnat i acabar amb la idea de l’hermetisme i la incomprensió que tradicionalment acompanya aquest tipus d’expressió; i fomentar espais on compartir els propis pensaments i sentiments a través de la producció textual.

The new models of teaching and learning have their focus on technology, especially on issues related to ubiquity. The impact of ICT in education generates new learning opportunities: the mobile or ubiquitous, which open new doors to technological environments that allow students to learn at any time and place, providing, in addition, tools that give the possibility to perform collaborative work and learning. The integration of a ubiquitous virtual teaching and learning environment with collaborative work forms the Ubiquitous Computer Supported Collaborative Learning model. What has been mentioned before allowed us to understand the importance of making a specification of this model that provides the possibility of using a tool for professional use in the Software Engineering during the teaching and learning processes, including the specific activities of evaluation and monitoring of works. These tools, called Computer-Aided Software Engineering, must be an active part of the uCSCL model. This integration, forms the model proposed in our work, called uCASE-CL. A prototype of the implementation of the model was developed, which we have called UAI Case. This solution is a proposal to cover the need to have tools that can be used in the teaching of the SE, and which allow the student to acquire and strengthen the academic learning.

Se presenta una comunicación sobre la Autoevaluación en proyectos de Ingeniería. Es un proyecto piloto iniciado el curso 2017-18 y que ha tenido su continuación en este curso 2018-19. El objetivo es que los alumnos de Expresión Gráfica se autoevalúen. La investigación se ha realizado con una encuesta completada por 355 alumnos (135 el primer curso y 220 el segundo) después de haber completado y presentado un proyecto de Expresión Gráfica que engloba todos los contenidos y competencias que se adquieren a lo largo de la asignatura. Deberán valorar sus aprendizajes de diferentes competencias de la Expresión Gráfica como son: la representación de piezas, la acotación, los cortes y secciones y el conocimiento de geometría 3D, así como valorar el trabajo de equipo y una valoración global de la asignatura. Como conclusión se confirma que si los proyectos están seguidos y tutorizados, la autoevaluación es una herramienta que refuerza su autoconocimiento y ayuda a la autocrítica. Todavía no ha sido una evaluación vinculante, pero ayuda a llegar a una valoración más consensuada entre docente y alumno.

Thesis (PhD(Building))--University of South Australia, 2019. Includes bibliographical references (pages 260-289) Building Information Modelling or Management (BIM) is a collaborative, digitally-enabled way of working that the construction industry is in the process of adopting widely. However, the current shortage of professionals trained in collaborative working (utilising BIM) remains a barrier to the full adoption of BIM and collaborative working practices in the industry. Universities have been at the forefront in research and development of the new technologies underpinning BIM, but continue to educate students of the Architecture, Engineering, and Construction (AEC) disciplines in silos, despite pressure from industry to change. Students from each discipline typically do not get the chance to work with students of the others until after graduation. This thesis proposes a framework (named the IMAC Framework) that can be used to support this renewal, as well as to aid benchmarking of existing curricula, whether that is within an individual course or wholesale program renewal. The framework was developed taking into account the existing accreditation criteria of the various AEC professional bodies operating in Australia.

In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed.

L'estudi mostra la viabilitat d'implementar un programa formatiu innovador basat en la generació d'impacte social. Esdevé una possible proposta de pràctica docent operativa a escala universitària capaç d'unir la societat, la Universitat Politècnica de Catalunya i els seus estudiants en un únic entorn de treball col·laboratiu digital. L'objectiu és la resolució, a través de l'enginyeria, de les problemàtiques socials locals i globals. Els fenòmens mundials estan guanyant complexitat i interdependència els quals estan generant un únic escenari global on convergeixen problemàtiques sistèmiques en l'esfera econòmica, política, social i ambiental. En aquest context global és necessària una reflexió sobre el paper de l'enginyeria així com de les institucions d'educació superior responsables del seu ensenyament. Les necessitats globals i les tendències de la formació en l'àmbit de les enginyeries estan determinant nous paradigmes i models d'ensenyament universitari. La Universitat Politècnica de Catalunya presenta pràctiques docents modèliques les quals han servit d'inspiració per a la generació de la proposta formativa objecte d'estudi. La metodologia aplicada per a la generació de la proposta del programa es basa en una primera fase de creació d'una proposta de valor a partir d'un estudi bibliogràfic de les tendències docents i de les necessitats globals combinada amb una segona fase de validació de la proposta a través d'un enfocament específicament orientat al client. El resultat de l'estudi mostra la viabilitat probable d'implementar el programa formatiu així com el gran impacte quant a innovació docent, transferència tecnològica i generació de riquesa social i econòmica que pot arribar a generar de forma exitosa en cas d'implementar-se

This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive.

Part II: Faculty Perspectives, This article describes the use of a digital learning platform to facilitate group supervision of students completing their capstone projects for a Masters in Leadership program. To address the problem of social and academic isolation experienced by students in traditional one-on-one supervision, the authors sought ways to use the digital learning platform Moodle to provide a supportive and collaborative learning environment, similar to what students experienced earlier in the program. Following a pilot demonstration period of two years, 35 students and 5 supervisors were surveyed and engaged in focus group discussion to obtain their assessment and feedback on the benefits and challenges apparent in the use of the digital learning platform to provide group supervision to these students. Students noted many positive benefits in support of a collaborative learning environment using the digital platform, while some supervisors were more mixed in their assessment of this supervision approach. Some faculty were adamant that the group supervision digital platform saved them time and helped them be more consistent and focused with students. Other faculty were concerned about the difficulties inherent in using the technology effectively. Results are discussed in light of relevant literature.

Dialogic argument activities have been shown to facilitate the development of argumentative writing in young adolescents. The present study investigates the extent to which collaborative writing has a further facilitative effect, serving as a bridge between the dialogic and individual writing contexts. Over the course of one school year, a total of 54 students in two low-performing 7th grade classes participated in a twice-weekly dialogic argument curriculum of known effectiveness that included various kinds of dialogic activities addressing a sequence of four topics an individual essay as the culminating activity for each of the topics. In a quasi-experimental design, one class was randomly chosen as an experimental group and the other as a comparison group. The participation of the two classes in the curriculum was identical except that in one class students had an additional activity toward the end of each 15-session topic unit, during which they were asked to collaborate with a classmate who held the opposing view on the topic and produce a jointly written essay. The comparison group also wrote an interim essay but did so individually rather than collaboratively. Compared to students who only wrote individually, collaborative writers performed better on their subsequent final individual essays on the topic. They anticipated the arguments of the other side better, and countered them using an integrative argumentation structure more often. Further, they repeated ideas less often and had more unique idea units in their essays. To explore the collaborative processes possibly underlying the differences between the groups, analyses of digital voice recordings from the collaborative writing activity were examined. In addition, the transfer of ideas from the collaborative to subsequent individual essays was examined. The recordings of verbal dialogue between the pair engaged in collaborative essay writing show an increase over the year in metacognitive dialogue pertaining to their task. Furthermore, in their subsequent individually-written essays, students utilized and built on ideas presented by their partner. Most notable was inclusion in the individual essay of arguments and evidence supporting the opposing partner’s position, particularly when the ideas presented supported the opposite side of the argument. Both of these developments support the view that collaborative writing aids in the development of an argumentative mindset that transforms inter-individual dialogue into intra-individual reflection.

Although converging evidence indicates that argumentive thinking and writing are best promoted by collaboration with others, it is still unclear which instructional approaches exert most benefits. The present study builds on the success of using a dialogic approach to develop argumentation skills in middle school students. The key component of the approach used here is the creation of an adversarial classroom setting in which students engage deeply in dialogic argumentation, which is viewed here as a process involving two or more individuals who hold opposing views. In dialogic argumentation, the focus of students’ attention will tend to center on the discursive goals of strengthening their own positions and weakening the position of the opponents. These goals of discourse ensure that students not only exercise supporting their claims with reasons and evidence but also practice making and responding to critiques, which is said to promote students’ mastery of the argument-counterargument-rebuttal structure. While the literature describes compelling advantages of dialogic approaches, it also reports valid concerns. A main concern is that during dialogic argumentation arguers have diverging goals of advancing their own positions, which may prevent the integration of opposing arguments. In an attempt to explore whether this disadvantage can be minimized, the present study examines whether the addition of a collaborative writing activity, as a form of peer argumentation that draws students’ attention towards a converging goal, to the dialogic curriculum provides students a further degree of support in developing their argumentive writing skills. It is hypothesized that collaborative writing would serve as a bridge between dialogic and individual argumentation by changing the focus of students’ attention from the adversarial to the collaborative dimensions of argumentation. To examine this hypothesis, two classes of sixth grade students participated in a month-long intervention that promoted deep engagement in dialogic argumentation on a series of challenging topics. Groups differed only with respect to participation in collaborative writing. Analysis of individual essays on the final intervention topic indicates that students who participated in collaborative writing showed gains relative to students who didn’t in coordinating evidence with claims, specifically in drawing on evidence to make claims that are inconsistent as well as consistent with their favored positions. On a transfer topic, students in the collaborative writing condition continued to surpass students in the individual writing condition; however, the gains were restricted to drawing on evidence to make claims that are consistent with the students’ favored positions. The results support the claim that the combination of adversarial and collaborative forms of peer argumentation in classroom instruction is a promising path for developing middle school students’ argumentive writing skills. Theoretical and practical implications are discussed.

El present treball es planteja com a objectius: - Justificar la necessitat d'integrar la competència transversal "Aprenentatge cooperatiu" dins de l'àmbit transversal Personal i Social del Currículum d'ESO. - Desenvolupar la competència transversal "Aprenentatge cooperatiu" en una estructura que permetria la seva integració en el marc del Decret 187/2015. - Dissenyar una proposta pedagògica La metodologia que s'ha dut a terme per justificar la necessitat d'integració de la competència transversal "aprenentatge cooperatiu" en el Decret 187/2015 parteix de l'anàlisi de diversos àmbits. D'aquesta anàlisi es conclou una tendència, un pronòstic que justifica la necessitat de desenvolupar les habilitats socials, interpersonals i cooperatives, el desenvolupament de les quals, la recerca sobre l'aprenentatge cooperatiu ha demostrat la seva eficàcia. Per tant, es justifica la necessitat d'una eina d'aprenentatge transversal i eficaç per tal d'assolir unes necessitats sol·licitades per diversos àmbits. En relació al segon objectiu del present treball, s'ha pogut desenvolupar aquesta competència donant com a resultat una eina que permet el seu desplegament en els centres educatius, de manera transversal a tots el àmbits i matèries. I per últim s'ha pogut fer un disseny d'una proposta pedagògica que cobreix, com a mínim una matèria comuna de cada àmbit del currículum i un curs d'ESO, amb la finalitat d'exemplificar el desplegament de la competència en l'aula.

Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom.

La enseñanza en un primer curso de estudios universitarios es un desafío a todos los niveles, que se ha visto amplificado desde la llegada a la universidad de las generaciones nacidas bajo la omnipresencia de la tecnología y las redes sociales. Como respuesta, el equipo de profesores de la asignatura Bases para la Técnica, troncal de primer curso de Arquitectura Superior de Barcelona, ha aplicado diversos métodos “Agile” de trabajo en equipo y de Aprendizaje Cooperativo Informal durante los cursos 2015-16 y 2016-17. Esta comunicación describe y analiza el grado de complejidad y de efectividad de dichos métodos o técnicas docentes aplicadas durante las clases taller, que perseguían, tanto captar la atención y el interés de los alumnos, como enfatizar los conceptos clave explicados durante las clases teóricas, mejorando así la comprensión global. University first year teaching is a challenge at all levels, that has been magnified since the arrival at university of students generation born under the ubiquity of new technologies and social networks. In response to this situation, the teachers team of Basis for Architecture Technique, compulsory subject of first year studies in the Architecture Faculty of Barcelona, has applied Agile methods and Informal Cooperative Learning to the practical classes of the academic years from 2015 to 2017. This communication describes and analyses the complexity and effectiveness of these teaching and learning activities, whose main objectives were to get the students attenttion and engagement and to enhance the key concepts explained during theorical classes, with the result of improving global understanding.

Durante cuatro cursos (de 2013 a 2017) se desarrolló en la Universidad de Granada el Proyecto de Innovación Docente titulado "Interdisciplinariedad y trabajo cooperativo entre alumnos de distintos títulos de grado: estudio de la Arquitectura, el Derecho y la Historia del Arte del patrimonio local de Granada a través de la fotografía tridimensional". En él intervinieron más de trescientos alumnos, así como una veintena de profesores procedentes de seis grados de dicha universidad. Utilizando como herramienta de trabajo la fotografía estereoscópica, y como objeto de estudio elementos del patrimonio arquitectónico de la ciudad de Granada, esta actividad permitió la experimentación con metodologías docentes innovadoras en Arquitectura, específicamente en las áreas de conocimiento implicadas: Composición Arquitectónica y Expresión Gráfica Arquitectónica. Metodologías como el trabajo cooperativo en equipos interdisciplinares de diferentes Grados, el desarrollo de actividades fuera del aula guiadas por los propios alumnos o la evaluación "por pares" de la actividad realizada. The project entitled "Interdisciplinary and cooperative work among students of different degrees: Architecture, Law and History of Art. Study of Granada's local heritage through three-dimensional photography" was developed within the University of Granada during four courses (from 2013 to 2017). More than three hundred students took part in it, as well as nearly twenty professors from six degrees of that university. This activity used stereoscopic photography as a working tool, and some elements of the architectural heritage of the city of Granada as object of study. This combination allowed the experimentation with innovative teaching methodologies in Architecture, specifically in the areas of knowledge involved: Architectural Composition and Graphic Expression in Architecture. Methodologies such as cooperative work in interdisciplinary teams of different degrees, the development of activities outside the classroom guided by the students, or the peer-evaluation of the activity.

Presento una doble innovación docente en el contenido y también en su metodología.Un experimento ensayado en el contexto del Senior Research Studio in Architecture de la Universidad de Calgary durante el curso 2016-17 cuyo marco teórico, la estética evolutiva de la arquitectura, considera a la arquitectura un comportamiento característico de la etología humana. Tras la ocupación y balizado in situ de un emplazamiento periurbano, los estudiantes desarrollan sus proyectos en tres niveles, el individual (una vivienda con taller)el grupal (de los recintos delimitados en la ocupación) y el proyecto colectivo de un barrio funcional. La presentación de resultados provisionales (iteraciones) cada pocas semanas permite comprobar en una maqueta de trabajo del emplazamiento, cómo afloran las emociones arquitectónicas básicas de la especie humana a medida que se articulan los intereses individuales con los de grupo, y los de cada grupo con los de curso. I here introduce a double teaching innovation, in its content and also in its methodology. An experiment rehearsed in the context of the Senior Research Studio in Architecture at the University of Calgary during the 2016-17 academic year, whose theoretical framework, the Evolutionary Aesthetics of Architecture, considers that architecture is a typical behavior of the human ethology. After the claim of a periurban site, the students develop their designs in three nested levels. The individual level (a dwelling with a workshop) the group level (within the claimed enclosures) and the collective design of a functional neighborhood. The submission of interim outcomes every few weeks (iterations) enable us to verify on a working model of the site, how the basic architectural emotions of the human species arise as the individual interests get articulated with those of the group and, in their turn, also the group interests get articulated with those of the studio.

Acompanha: Sequência didática: ligações químicas O presente trabalho objetivou investigar as concepções alternativas dos alunos de Ensino Médio que usam como referência os livros do Plano Nacional do Livro Didático de Química - PNLD, vigentes no ano de 2016, abordando a temática de ligações químicas, através de uma prática educacional por oficinas e trabalho em equipe. Os resultados desta avaliação orientaram a tabulação dos dados, que foram confrontados com um teste aplicado após o ensino e aprendizagem usando os livros didáticos. A intervenção foi realizada em quatro turmas de Ensino Médio que apresentavam estudantes interseriados e no mesmo nível de conhecimento. Cada turma recebeu um livro vigente do PNLD 2016 durante o bimestre, para estudos sobre as ligações químicas. Verificou-se que os alunos apresentaram confusões entre ligação iônica e covalente, estabilidade das substâncias na formação do octeto, dificuldades na visualização tridimensional das moléculas, observação sobre os eventos do nível observável microscópico e dificuldades na representação das ligações químicas. Concluiu-se também, que os alunos apresentam dificuldades na identificação dos íons formados pelos átomos quando a ligação iônica acontece. Pelos resultados obtidos, percebeu-se que, nos quatro livros do PNLD aplicados no ensino e aprendizagem deste conteúdo químico, os alunos obtiveram resultados significativos de aprendizagem, porém todas as turmas apresentaram concepções alternativas, após os estudos realizados através dos livros. Por fim, com a realização deste trabalho, foi disponibilizada uma sequência didática, apresentando aulas, definindo um procedimento encadeado de passos para tornar mais eficiente o processo de aprendizado dos alunos e pretendendo contribuir com a reflexão e o trabalho dos docentes no Ensino de Química. The present research aimed to investigate the alternative concepts of High School students who use as reference for his/her studies books of the 2016’s NPDB (National Plan for Chemistry workbooks) approaching the theme of ‘chemical bounding’ through a workshop educational practice and group work. The results of this evaluation guided the tabulation of data, which were faced with a test applied after teaching and learning using textbooks. The intervention was conducted in four high school classes that presented interserial students and the same level of knowledge. Each class received a current book from NPDB 2016 during the Bimaster, for studies on chemical bonds. It was found that the students presented confusion between ionic and covalent bonding, stability of the substances in the formation of the octet, difficulties in the three-dimensional visualization of molecules, observation about the events of the microscopic observable level and difficulties in the representation of the chemical bonds. It was also concluded that students have difficulties identifying the ions formed by the atoms when the ionic connection happens. By the results obtained, it was noted that in the four books of the NPDB applied in the teaching and learning of this chemical content, students obtained significant learning results, but all the classes presented alternate concepts after the studies conducted through the books. Finally, with the realization of this work, a didactic sequence was made available, presenting lessons, defining a procedurechained steps to make the pupils ' learning process more efficient and intend to contribute to the reflection and work of teachers in chemistry teaching.

Ponència presentada a la sessió 3 El artículo tiene como objetivo cuestionar aspectos participativos, didácticos y espaciales por medio de un análisis comparativo entre dos estudios de caso, ambos llevados a cabo entre el año 2015 y 2016. Uno realizado en Brasil en la asignatura Proyecto 4, del curso de Diseño del Departamento de Arquitectura y Urbanismo de la Universidade Federal do Ceará y el otro en España, dentro del programa Elkartoki, proyecto experimental desarrollado en la Ikastola San Nikolas de Getxo por Tipi Studio. En el primero, la programación de la asignatura se hace conjuntamente, con valores de igualdad, entre profesores y alumnos con el objetivo común de relacionar diseño y espacio público a partir de tres temas: sistemas, dinámica y complejidad. Las relaciones entre educación, participación y espacio no son predecibles y son definidas a lo largo del proceso en cuatro etapas: 1) metaproyecto; 2) proyecto; 3) realización; 4) reflexión. En el segundo, son los profesionales relacionados a la arquitectura y diseño los que proponen repensar el espacio pedagógico, a través de un programa participativo donde los alumnos, como principales usuarios, se apropian del patio de la escuela en tres etapas: 1) entender el espacio; 2) imaginar el espacio; 3) transformar el espacio. En el primero la ciudad se convierte en la escuela, cuando los alumnos deciden en el desarrollo de la asignatura intervenir en la plaza cerca de la universidad. En el segundo, el sentido de espacio público viene a la escuela, cuando el patio gana el significado práctico de lo que pertenece a todos, incluso para transformarlo. En común, los dos estudios de caso se apropian del espacio como lenguaje, herramienta educativa, objeto de estudio, laboratorio, ambiente de aprendizaje y transformación, con énfasis en el proceso, que es donde el aprendizaje se da de forma dinámica, creativa y participativa.

In Experiment 1, I conducted a functional analysis of student rate of learning with and without a peer-yoked contingency for 12 students in Kindergarten through 2nd grade in order to determine if they had conditioned reinforcement for collaboration. Using an ABAB reversal design, I compared rate of learning as measured by learn units to criterion under two conditions: (A) rotated learn units between 2 peers with a peer-yoked contingency game board (collaborative reinforcement), and (B) rotated learn units between 2 peers without a peer-yoked contingency game board (individual reinforcement). In these conditions, 2 students sat side by side and learn units were delivered in a rotated fashion. A peer-yoked contingency game board in which two characters competed to reach the top and access a predetermined backup reinforcer was present in the (A) condition only. The participants were yoked together on a “team,” and if they emitted a correct response, their character moved up on the game board. Seven of twelve participants learned faster in the collaborative reinforcement condition, suggesting that they each had reinforcement for collaboration with a peer. These data demonstrated how yoked contingencies can be utilized to increase rate of learning in the classroom when reinforcement for collaboration is present. The other participants learned slower in the collaborative reinforcement condition, suggesting that reinforcement for collaboration was not present for these participants. Additionally, participants who demonstrated reinforcement for collaboration emitted higher levels of vocal verbal operants when yoked with a peer than the participants who did not demonstrate reinforcement for collaboration. In Experiment 2, the participants who did not demonstrate reinforcement for collaboration were placed into a collaborative intervention, in order to determine if this potential developmental cusp could be established. In a delayed multiple probe design across dyads, four participants engaged in peer tutoring with a confederate peer, and a yoked contingency game board was utilized to reinforce their effective collaboration. Following this intervention, all four participants demonstrated a faster rate of learning when yoked with a peer, as well as increased levels of vocal verbal operants with their peers. These findings suggest that an intervention that specifically targets reinforcement for collaboration through a peer-yoked contingency may be effective in inducing reinforcement for collaboration. The educational significance and implications of this potential developmental cusp are discussed.

En el present article es procedeix a una revisió de diferents elements relacionats amb el treball en grup que aconsegueixen que aquesta metodologia sigui beneficiosa per l'aprenentatge dels estudiants universitaris. En aquest sentit, es dur a terme una revisió de la literatura sobre el tema, alhora que es presenten els resultats d'una recerca quantitativa basada en les dades d'una enquesta obtingudes durant el 2010 sobre un total aproximat de 1000 estudiants de quatre universitats públiques de l'Àrea Metropolitana de Barcelona. Es realitzen anàlisis per mostrar la incidència en el funcionament del treball en grup de cada un dels indicadors que conformen la piràmide de necessitats de Maslow, adaptada al món universitari per Prescott i Simpson [(]2004). Els resultats mostren com és necessari arribar a certs llindars de qualitat en la implementació d'aquesta metodologia, per tal que aporti aspectes beneficiosos als estudiants universitaris implicats. La reforma de Bolonya [(]1999), tal i com ha estat implementada no ha aconseguit arribar, en algunes titulacions, a aquest llindar mínim de qualitat.

Una de las consecuencias que se ha observado tras más dos décadas de uso de herramientas digitales avanzadas en arquitectura es una tendencia a homogenizar y aplanar a través de sus protocolos de procesamiento de datos, los matices y diversidad de los inputs de los participantes en un proceso creativo. Esta homogenización se manifiesta tradicionalmente en los modos cooperativos de trabajar, en los que todos los participantes tienen que ir en una misma dirección siguiendo una misma consigna. Los modos de trabajo colaborativos sin embargo no tienen por que seguir este modelo, y de hecho pueden incorporar disensión dentro de ellos mismos como una manera de reconocer la pluralidad que de intereses que existe por ejemplo cuando se trabaja en ámbitos como el espacio público. Basado en dos experienciass de talleres de construcción colaborativa que utilizaron técnicas de fabricación digital, la siguiente comunicación discute modelos de subversión de esos procesos homogenizadores como parte de un aprendizaje en el que trabajar colaborativamente no significa el tener que doblegarse a una línea principal de actuación. After more than two decades in the use advanced digital tools in architecture, one of the witnessed consequences has been the tendency these tools has to homogenize and flatten through their data processing protocols the nuances and diversity of participants’ inputs into the creative process. This homogenization is traditionally manifested in cooperative ways of working, in which all participants have to folow the same direction according to a same goal. Collaborative ways of working, however, do not have to follow this model, and can actually incorporate dissent within themselves as a way of recognizing the plurality of interests existing when working in realms such as the public space. Based on two experiences of collaborative construction workshops that used digital fabrication techniques, the following paper discusses models of subversion of these homogenizing processes as part of a learning process in which working collaboratively does not mean to submit a main line of action.