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[ES] Dentro del proyecto de innovación y mejora educativa “Aplicando estrategias STEAM-Science, Technology, Engineering, Arts and Maths-en las áreas de Ciencias Sociales y Arte”, proponemos en nuestras asignaturas un enfoque integrador de distintos objetivos de aprendizaje. En ellos establecemos vínculos entre las diversas competencias STEAM -ciencia, tecnología, ingeniería, arte y matemáticas-como elemento común en las aulas, potenciando la formación tecnológica, que resulta motivadora para el alumnado y acerca la docencia a la sociedad actual. Participamos en este proyecto profesores de dos departamentosde la Universitat Politècnica de València: Conservación y Restauración de Bienes Culturalesy Organización de Empresas, generando sinergias que implementen las competencias STEAM. El presente artículo realiza un análisis de un experiencia docente fuera del aula, en el Museu de Belles Artsde València. En ella se han empleado herramientas que incluyenel uso dela tecnologíacon la que están familiarizados, a través deBYOD -Bring Your Own Device-, el uso de la fotografía como herramienta docente, la libertad de tiempos y espacios en el mismo museo, a través de DIY -Do it Yourself-, el trabajo cooperativo en equipo, el aprendizaje por pares, la integración de la teoría en la práctica, el pensamiento flexible y la capacidad de análisis con una práctica que trata de motivar, con el empleo de la gamificación. Tras la toma de datos, se emplea el debate como herramienta metodológica integradora de resultados. Analizaremos los tiempos empleados en el museo y en el procesado de la práctica propuesta, además de la conveniencia de esta tipología de prácticas, según la experiencia del alumnado., [EN] STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.

[EN] A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication., [ES] Presentamos una Student Led Conference planificada y organizada por estudiantes de enfermería matriculados en dos asignaturas optativas (Abordaje Interdisciplinar al Anciano y Ancianidad y Dependencia). Los estudiantes también participaron activamente en el congreso, presentando comunicaciones orales (como parte de la evaluación de la asignatura), o moderando una mesa redonda. Los resultados muestran un incremento significativo del nivel de liderazgo en los estudiantes que organizaron el congreso, así como un alto nivel de satisfacción en los participantes en el mismo. Este método docente innovador, puede ser de interés y aplicado en numerosos ámbitos, ya que es necesario implementar metodologías que ayuden a desarrollar competencias como liderazgo y comunicación.

[EN] A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication., [ES] Presentamos una Student Led Conference planificada y organizada por estudiantes de enfermería matriculados en dos asignaturas optativas (Abordaje Interdisciplinar al Anciano y Ancianidad y Dependencia). Los estudiantes también participaron activamente en el congreso, presentando comunicaciones orales (como parte de la evaluación de la asignatura), o moderando una mesa redonda. Los resultados muestran un incremento significativo del nivel de liderazgo en los estudiantes que organizaron el congreso, así como un alto nivel de satisfacción en los participantes en el mismo. Este método docente innovador, puede ser de interés y aplicado en numerosos ámbitos, ya que es necesario implementar metodologías que ayuden a desarrollar competencias como liderazgo y comunicación.

[EN] A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication., [ES] Presentamos una Student Led Conference planificada y organizada por estudiantes de enfermería matriculados en dos asignaturas optativas (Abordaje Interdisciplinar al Anciano y Ancianidad y Dependencia). Los estudiantes también participaron activamente en el congreso, presentando comunicaciones orales (como parte de la evaluación de la asignatura), o moderando una mesa redonda. Los resultados muestran un incremento significativo del nivel de liderazgo en los estudiantes que organizaron el congreso, así como un alto nivel de satisfacción en los participantes en el mismo. Este método docente innovador, puede ser de interés y aplicado en numerosos ámbitos, ya que es necesario implementar metodologías que ayuden a desarrollar competencias como liderazgo y comunicación.

[ES] Dentro del proyecto de innovación y mejora educativa “Aplicando estrategias STEAM-Science, Technology, Engineering, Arts and Maths-en las áreas de Ciencias Sociales y Arte”, proponemos en nuestras asignaturas un enfoque integrador de distintos objetivos de aprendizaje. En ellos establecemos vínculos entre las diversas competencias STEAM -ciencia, tecnología, ingeniería, arte y matemáticas-como elemento común en las aulas, potenciando la formación tecnológica, que resulta motivadora para el alumnado y acerca la docencia a la sociedad actual. Participamos en este proyecto profesores de dos departamentosde la Universitat Politècnica de València: Conservación y Restauración de Bienes Culturalesy Organización de Empresas, generando sinergias que implementen las competencias STEAM. El presente artículo realiza un análisis de un experiencia docente fuera del aula, en el Museu de Belles Artsde València. En ella se han empleado herramientas que incluyenel uso dela tecnologíacon la que están familiarizados, a través deBYOD -Bring Your Own Device-, el uso de la fotografía como herramienta docente, la libertad de tiempos y espacios en el mismo museo, a través de DIY -Do it Yourself-, el trabajo cooperativo en equipo, el aprendizaje por pares, la integración de la teoría en la práctica, el pensamiento flexible y la capacidad de análisis con una práctica que trata de motivar, con el empleo de la gamificación. Tras la toma de datos, se emplea el debate como herramienta metodológica integradora de resultados. Analizaremos los tiempos empleados en el museo y en el procesado de la práctica propuesta, además de la conveniencia de esta tipología de prácticas, según la experiencia del alumnado., [EN] STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.

[ES] Dentro del proyecto de innovación y mejora educativa “Aplicando estrategias STEAM-Science, Technology, Engineering, Arts and Maths-en las áreas de Ciencias Sociales y Arte”, proponemos en nuestras asignaturas un enfoque integrador de distintos objetivos de aprendizaje. En ellos establecemos vínculos entre las diversas competencias STEAM -ciencia, tecnología, ingeniería, arte y matemáticas-como elemento común en las aulas, potenciando la formación tecnológica, que resulta motivadora para el alumnado y acerca la docencia a la sociedad actual. Participamos en este proyecto profesores de dos departamentosde la Universitat Politècnica de València: Conservación y Restauración de Bienes Culturalesy Organización de Empresas, generando sinergias que implementen las competencias STEAM. El presente artículo realiza un análisis de un experiencia docente fuera del aula, en el Museu de Belles Artsde València. En ella se han empleado herramientas que incluyenel uso dela tecnologíacon la que están familiarizados, a través deBYOD -Bring Your Own Device-, el uso de la fotografía como herramienta docente, la libertad de tiempos y espacios en el mismo museo, a través de DIY -Do it Yourself-, el trabajo cooperativo en equipo, el aprendizaje por pares, la integración de la teoría en la práctica, el pensamiento flexible y la capacidad de análisis con una práctica que trata de motivar, con el empleo de la gamificación. Tras la toma de datos, se emplea el debate como herramienta metodológica integradora de resultados. Analizaremos los tiempos empleados en el museo y en el procesado de la práctica propuesta, además de la conveniencia de esta tipología de prácticas, según la experiencia del alumnado., [EN] STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.

[EN] A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication., [ES] Presentamos una Student Led Conference planificada y organizada por estudiantes de enfermería matriculados en dos asignaturas optativas (Abordaje Interdisciplinar al Anciano y Ancianidad y Dependencia). Los estudiantes también participaron activamente en el congreso, presentando comunicaciones orales (como parte de la evaluación de la asignatura), o moderando una mesa redonda. Los resultados muestran un incremento significativo del nivel de liderazgo en los estudiantes que organizaron el congreso, así como un alto nivel de satisfacción en los participantes en el mismo. Este método docente innovador, puede ser de interés y aplicado en numerosos ámbitos, ya que es necesario implementar metodologías que ayuden a desarrollar competencias como liderazgo y comunicación.

[ES] En el año 2025 el mundo estará incluso más sobrepoblado, los medios de transporte habituales congestionaran la ciudad. El medio ambiente y la contaminación son un problema global, así que la sostenibilidad responsable y la innovación en el sector de movilidad son la clave para un futuro mejorado. Nuestra misión es mejorar la vida del futuro con transporte sostenible, autónomo y bajo demanda. URBINN aspira a crear un mundo más habitable y con más sostenibilidad responsable gracias a nuestras innovaciones técnicas en movilidad. URBINN desarrolla el primer prototipo para continuar con las innovaciones del ¿Alley Hoop¿. Nuestro objetivo es mejorar la vida urbana de billones de personas para 2025. Ofrecemos soluciones de transporte responsable sostenible. Aplicable para el transporte de personas y para el reparto de paquetes., [EN] In the year 2025 the world will be ever more crowded, ordinary transportation devices will congest the city. The environment and pollution is a worldwide problem, so smart sustainability and innovation in the mobility sector are the key to a bright, improved future. Our mission is to improve life of the future with sustainable, autonomous, on-demand transportation devices. URBINN aims to make the world more livable and more smart sustainable with our technical innovations in mobility. URBINN develops the first prototype to continue the innovation development of the Alley Hoop. Our goal is to improve the life of billions of people in the urban environment in 2025. We offer smart sustainable, specific transportation solutions. Suitable for people transportation and package delivery systems.

[ES] En el año 2025 el mundo estará incluso más sobrepoblado, los medios de transporte habituales congestionaran la ciudad. El medio ambiente y la contaminación son un problema global, así que la sostenibilidad responsable y la innovación en el sector de movilidad son la clave para un futuro mejorado. Nuestra misión es mejorar la vida del futuro con transporte sostenible, autónomo y bajo demanda. URBINN aspira a crear un mundo más habitable y con más sostenibilidad responsable gracias a nuestras innovaciones técnicas en movilidad. URBINN desarrolla el primer prototipo para continuar con las innovaciones del ¿Alley Hoop¿. Nuestro objetivo es mejorar la vida urbana de billones de personas para 2025. Ofrecemos soluciones de transporte responsable sostenible. Aplicable para el transporte de personas y para el reparto de paquetes., [EN] In the year 2025 the world will be ever more crowded, ordinary transportation devices will congest the city. The environment and pollution is a worldwide problem, so smart sustainability and innovation in the mobility sector are the key to a bright, improved future. Our mission is to improve life of the future with sustainable, autonomous, on-demand transportation devices. URBINN aims to make the world more livable and more smart sustainable with our technical innovations in mobility. URBINN develops the first prototype to continue the innovation development of the Alley Hoop. Our goal is to improve the life of billions of people in the urban environment in 2025. We offer smart sustainable, specific transportation solutions. Suitable for people transportation and package delivery systems.

[ES] En el año 2025 el mundo estará incluso más sobrepoblado, los medios de transporte habituales congestionaran la ciudad. El medio ambiente y la contaminación son un problema global, así que la sostenibilidad responsable y la innovación en el sector de movilidad son la clave para un futuro mejorado. Nuestra misión es mejorar la vida del futuro con transporte sostenible, autónomo y bajo demanda. URBINN aspira a crear un mundo más habitable y con más sostenibilidad responsable gracias a nuestras innovaciones técnicas en movilidad. URBINN desarrolla el primer prototipo para continuar con las innovaciones del ¿Alley Hoop¿. Nuestro objetivo es mejorar la vida urbana de billones de personas para 2025. Ofrecemos soluciones de transporte responsable sostenible. Aplicable para el transporte de personas y para el reparto de paquetes., [EN] In the year 2025 the world will be ever more crowded, ordinary transportation devices will congest the city. The environment and pollution is a worldwide problem, so smart sustainability and innovation in the mobility sector are the key to a bright, improved future. Our mission is to improve life of the future with sustainable, autonomous, on-demand transportation devices. URBINN aims to make the world more livable and more smart sustainable with our technical innovations in mobility. URBINN develops the first prototype to continue the innovation development of the Alley Hoop. Our goal is to improve the life of billions of people in the urban environment in 2025. We offer smart sustainable, specific transportation solutions. Suitable for people transportation and package delivery systems.

[ES] En el año 2025 el mundo estará incluso más sobrepoblado, los medios de transporte habituales congestionaran la ciudad. El medio ambiente y la contaminación son un problema global, así que la sostenibilidad responsable y la innovación en el sector de movilidad son la clave para un futuro mejorado. Nuestra misión es mejorar la vida del futuro con transporte sostenible, autónomo y bajo demanda. URBINN aspira a crear un mundo más habitable y con más sostenibilidad responsable gracias a nuestras innovaciones técnicas en movilidad. URBINN desarrolla el primer prototipo para continuar con las innovaciones del ¿Alley Hoop¿. Nuestro objetivo es mejorar la vida urbana de billones de personas para 2025. Ofrecemos soluciones de transporte responsable sostenible. Aplicable para el transporte de personas y para el reparto de paquetes., [EN] In the year 2025 the world will be ever more crowded, ordinary transportation devices will congest the city. The environment and pollution is a worldwide problem, so smart sustainability and innovation in the mobility sector are the key to a bright, improved future. Our mission is to improve life of the future with sustainable, autonomous, on-demand transportation devices. URBINN aims to make the world more livable and more smart sustainable with our technical innovations in mobility. URBINN develops the first prototype to continue the innovation development of the Alley Hoop. Our goal is to improve the life of billions of people in the urban environment in 2025. We offer smart sustainable, specific transportation solutions. Suitable for people transportation and package delivery systems.

[EN] The educational innovation described in this paper has been applied during the 1st practical session of the subject Electrical Machines (2nd course of Electrical Engineering Degree). With this educational innovation, students can introduce the obtained results via on-line using a Google Sheet, since the end of the practical session until a few days before the test. The evaluation is made by this test. In this way, they can observe the results of their colleagues and compare them with their own results, so they are able to detect and correct possible mistakes before the test in an autonomous way by a peer-to-peer comparison. This methodology helps students to also develop abilities like team work or critical thinking. The analysis of the marks obtained this course using Google Sheet tool shows they have substantially improved (the number of passing students has increased up to 28%). Moreover, the survey answered by the students reflects that their rate of satisfaction is very high too (98%). This results show that the use and acceptance of this new tool has been satisfactory verified., [ES] La innovación educativa descrita en este artículo se ha aplicado en la sesión práctica 1 de la asignatura Máquinas Eléctricas (2º curso del Grado en Ingeniería Eléctrica). Esta innovación educativa ha consistido en utilizar la herramienta hoja de cálculo Google, para que los estudiantes puedan introducir vía on-line los resultados obtenidos, desde que acaban la práctica hasta unos pocos días antes del examen test, que es la forma en la que se evalúa la práctica. Pueden visualizar así los resultados de sus compañeros y compañeras y compararlos con los suyos, por lo que son capaces de detectar de forma autónoma y por comparación entre pares si han cometido algún error, pudiendo subsanarlo antes de realizar el test. Esto les permite desarrollar adicionalmente el trabajo en equipo y el pensamiento crítico. El análisis de las calificaciones obtenidas este curso al utilizar la hoja de cálculo muestra que estas han mejorado sustancialmente (el número de aprobados/as se ha incrementado en un 28%). Además, la encuesta realizada al alumnado también muestra que su grado de satisfacción al aplicar esta nueva herramienta es muy alto (98%). Se comprueba así que el funcionamiento y la aceptación de esta nueva herramienta ha sido totalmente satisfactorio.

[EN] Since 2010, many engineering Bachelors and Masters courses in the European Higher Education Area have been re-designed in terms of contents and methodology, among other reasons as consequence of the Bologna Declaration. From a visual aspect, blackboard-based teaching moved to projected transparencies and later on to computer-assisted presentations. Although the resources have changed, the global didactic approach has remained relatively similar. In many cases, the teacher still has a central standpoint in the teaching and learning process. Such an approach is perhaps not the best to face student weaknesses such as the lack of concentration, motivation and critical skills. In order to better face this problem, three different collaborative learning methods have been adopted in the master subject Advanced solar thermal technologies taught at the Universitat Politècnica de València (Spain). The teaching methods which have been employed involve enquiry-based activities, business games and a solar cooker competition. This paper describes firstly the different active learning methods and secondly, it presents a discussion on the results of a survey which was answered by 23 out of the 29 students of the subject. The results indicate that students appreciate very positively the introduction of the three active-learning strategies. In overall, the solar cooker competition has revealed to be the most effective of the three strategies with respect to the assimilation of concepts (83% agreement), to the exchange of opinions (87%), to the increase of learning (higher personal motivation, 78%), and the development of critical thinking (74%). Nevertheless, the business games or the enquiry-based activities also stand out individually for different reasons and in general, can be applied more easily in other subjects. For this reason, in a final stage, a methodology-planning is suggested for engineering studies, combining the benefits and limitations of each of the different te

[EN] Cooperative learning, based on problem solving, through the design of mobile conceptual maps, provides clarity, helping to make the ideas visible, tangible and sequential. Mobile cards allow more efficient system models to be obtained by allowing repetition with greater fluency. On the other hand, group work with the use of mobile notes results in a richer systemic model, because it synthesizes different points of view, fusing mental models, and facilitating the task of understanding and solving complex problems in a cooperative, creative and innovative way., [ES] El aprendizaje cooperativo, basado en la resolución de problemas, mediante el diseño de mapas conceptuales móviles, proporciona claridad, ayudando a hacer las ideas visibles, tangibles y secuenciales. Las tarjetas móviles, permiten obtener modelos de sistemas más eficaces, al permitir la reiteración con mayor fluidez. Por otro lado el trabajo en grupo con el empleo de notas móviles da como resultado un modelo sistémico más rico, porque sintetiza diferentes puntos de vista, fusionando modelos mentales, y facilitando la tarea de entender y resolver problemas complejos de forma cooperativa, creativa e innovadora.

[EN] Cooperative learning, based on problem solving, through the design of mobile conceptual maps, provides clarity, helping to make the ideas visible, tangible and sequential. Mobile cards allow more efficient system models to be obtained by allowing repetition with greater fluency. On the other hand, group work with the use of mobile notes results in a richer systemic model, because it synthesizes different points of view, fusing mental models, and facilitating the task of understanding and solving complex problems in a cooperative, creative and innovative way., [ES] El aprendizaje cooperativo, basado en la resolución de problemas, mediante el diseño de mapas conceptuales móviles, proporciona claridad, ayudando a hacer las ideas visibles, tangibles y secuenciales. Las tarjetas móviles, permiten obtener modelos de sistemas más eficaces, al permitir la reiteración con mayor fluidez. Por otro lado el trabajo en grupo con el empleo de notas móviles da como resultado un modelo sistémico más rico, porque sintetiza diferentes puntos de vista, fusionando modelos mentales, y facilitando la tarea de entender y resolver problemas complejos de forma cooperativa, creativa e innovadora.

[EN] The educational innovation described in this paper has been applied during the 1st practical session of the subject Electrical Machines (2nd course of Electrical Engineering Degree). With this educational innovation, students can introduce the obtained results via on-line using a Google Sheet, since the end of the practical session until a few days before the test. The evaluation is made by this test. In this way, they can observe the results of their colleagues and compare them with their own results, so they are able to detect and correct possible mistakes before the test in an autonomous way by a peer-to-peer comparison. This methodology helps students to also develop abilities like team work or critical thinking. The analysis of the marks obtained this course using Google Sheet tool shows they have substantially improved (the number of passing students has increased up to 28%). Moreover, the survey answered by the students reflects that their rate of satisfaction is very high too (98%). This results show that the use and acceptance of this new tool has been satisfactory verified., [ES] La innovación educativa descrita en este artículo se ha aplicado en la sesión práctica 1 de la asignatura Máquinas Eléctricas (2º curso del Grado en Ingeniería Eléctrica). Esta innovación educativa ha consistido en utilizar la herramienta hoja de cálculo Google, para que los estudiantes puedan introducir vía on-line los resultados obtenidos, desde que acaban la práctica hasta unos pocos días antes del examen test, que es la forma en la que se evalúa la práctica. Pueden visualizar así los resultados de sus compañeros y compañeras y compararlos con los suyos, por lo que son capaces de detectar de forma autónoma y por comparación entre pares si han cometido algún error, pudiendo subsanarlo antes de realizar el test. Esto les permite desarrollar adicionalmente el trabajo en equipo y el pensamiento crítico. El análisis de las calificaciones obtenidas este curso al utilizar la hoja de cálculo muestra que estas han mejorado sustancialmente (el número de aprobados/as se ha incrementado en un 28%). Además, la encuesta realizada al alumnado también muestra que su grado de satisfacción al aplicar esta nueva herramienta es muy alto (98%). Se comprueba así que el funcionamiento y la aceptación de esta nueva herramienta ha sido totalmente satisfactorio.

[EN] Cooperative learning, based on problem solving, through the design of mobile conceptual maps, provides clarity, helping to make the ideas visible, tangible and sequential. Mobile cards allow more efficient system models to be obtained by allowing repetition with greater fluency. On the other hand, group work with the use of mobile notes results in a richer systemic model, because it synthesizes different points of view, fusing mental models, and facilitating the task of understanding and solving complex problems in a cooperative, creative and innovative way., [ES] El aprendizaje cooperativo, basado en la resolución de problemas, mediante el diseño de mapas conceptuales móviles, proporciona claridad, ayudando a hacer las ideas visibles, tangibles y secuenciales. Las tarjetas móviles, permiten obtener modelos de sistemas más eficaces, al permitir la reiteración con mayor fluidez. Por otro lado el trabajo en grupo con el empleo de notas móviles da como resultado un modelo sistémico más rico, porque sintetiza diferentes puntos de vista, fusionando modelos mentales, y facilitando la tarea de entender y resolver problemas complejos de forma cooperativa, creativa e innovadora.

[EN] The educational innovation described in this paper has been applied during the 1st practical session of the subject Electrical Machines (2nd course of Electrical Engineering Degree). With this educational innovation, students can introduce the obtained results via on-line using a Google Sheet, since the end of the practical session until a few days before the test. The evaluation is made by this test. In this way, they can observe the results of their colleagues and compare them with their own results, so they are able to detect and correct possible mistakes before the test in an autonomous way by a peer-to-peer comparison. This methodology helps students to also develop abilities like team work or critical thinking. The analysis of the marks obtained this course using Google Sheet tool shows they have substantially improved (the number of passing students has increased up to 28%). Moreover, the survey answered by the students reflects that their rate of satisfaction is very high too (98%). This results show that the use and acceptance of this new tool has been satisfactory verified., [ES] La innovación educativa descrita en este artículo se ha aplicado en la sesión práctica 1 de la asignatura Máquinas Eléctricas (2º curso del Grado en Ingeniería Eléctrica). Esta innovación educativa ha consistido en utilizar la herramienta hoja de cálculo Google, para que los estudiantes puedan introducir vía on-line los resultados obtenidos, desde que acaban la práctica hasta unos pocos días antes del examen test, que es la forma en la que se evalúa la práctica. Pueden visualizar así los resultados de sus compañeros y compañeras y compararlos con los suyos, por lo que son capaces de detectar de forma autónoma y por comparación entre pares si han cometido algún error, pudiendo subsanarlo antes de realizar el test. Esto les permite desarrollar adicionalmente el trabajo en equipo y el pensamiento crítico. El análisis de las calificaciones obtenidas este curso al utilizar la hoja de cálculo muestra que estas han mejorado sustancialmente (el número de aprobados/as se ha incrementado en un 28%). Además, la encuesta realizada al alumnado también muestra que su grado de satisfacción al aplicar esta nueva herramienta es muy alto (98%). Se comprueba así que el funcionamiento y la aceptación de esta nueva herramienta ha sido totalmente satisfactorio.

[EN] Cooperative learning, based on problem solving, through the design of mobile conceptual maps, provides clarity, helping to make the ideas visible, tangible and sequential. Mobile cards allow more efficient system models to be obtained by allowing repetition with greater fluency. On the other hand, group work with the use of mobile notes results in a richer systemic model, because it synthesizes different points of view, fusing mental models, and facilitating the task of understanding and solving complex problems in a cooperative, creative and innovative way., [ES] El aprendizaje cooperativo, basado en la resolución de problemas, mediante el diseño de mapas conceptuales móviles, proporciona claridad, ayudando a hacer las ideas visibles, tangibles y secuenciales. Las tarjetas móviles, permiten obtener modelos de sistemas más eficaces, al permitir la reiteración con mayor fluidez. Por otro lado el trabajo en grupo con el empleo de notas móviles da como resultado un modelo sistémico más rico, porque sintetiza diferentes puntos de vista, fusionando modelos mentales, y facilitando la tarea de entender y resolver problemas complejos de forma cooperativa, creativa e innovadora.

[EN] Cooperative learning, based on problem solving, through the design of mobile conceptual maps, provides clarity, helping to make the ideas visible, tangible and sequential. Mobile cards allow more efficient system models to be obtained by allowing repetition with greater fluency. On the other hand, group work with the use of mobile notes results in a richer systemic model, because it synthesizes different points of view, fusing mental models, and facilitating the task of understanding and solving complex problems in a cooperative, creative and innovative way., [ES] El aprendizaje cooperativo, basado en la resolución de problemas, mediante el diseño de mapas conceptuales móviles, proporciona claridad, ayudando a hacer las ideas visibles, tangibles y secuenciales. Las tarjetas móviles, permiten obtener modelos de sistemas más eficaces, al permitir la reiteración con mayor fluidez. Por otro lado el trabajo en grupo con el empleo de notas móviles da como resultado un modelo sistémico más rico, porque sintetiza diferentes puntos de vista, fusionando modelos mentales, y facilitando la tarea de entender y resolver problemas complejos de forma cooperativa, creativa e innovadora.

[EN] The educational innovation described in this paper has been applied during the 1st practical session of the subject Electrical Machines (2nd course of Electrical Engineering Degree). With this educational innovation, students can introduce the obtained results via on-line using a Google Sheet, since the end of the practical session until a few days before the test. The evaluation is made by this test. In this way, they can observe the results of their colleagues and compare them with their own results, so they are able to detect and correct possible mistakes before the test in an autonomous way by a peer-to-peer comparison. This methodology helps students to also develop abilities like team work or critical thinking. The analysis of the marks obtained this course using Google Sheet tool shows they have substantially improved (the number of passing students has increased up to 28%). Moreover, the survey answered by the students reflects that their rate of satisfaction is very high too (98%). This results show that the use and acceptance of this new tool has been satisfactory verified., [ES] La innovación educativa descrita en este artículo se ha aplicado en la sesión práctica 1 de la asignatura Máquinas Eléctricas (2º curso del Grado en Ingeniería Eléctrica). Esta innovación educativa ha consistido en utilizar la herramienta hoja de cálculo Google, para que los estudiantes puedan introducir vía on-line los resultados obtenidos, desde que acaban la práctica hasta unos pocos días antes del examen test, que es la forma en la que se evalúa la práctica. Pueden visualizar así los resultados de sus compañeros y compañeras y compararlos con los suyos, por lo que son capaces de detectar de forma autónoma y por comparación entre pares si han cometido algún error, pudiendo subsanarlo antes de realizar el test. Esto les permite desarrollar adicionalmente el trabajo en equipo y el pensamiento crítico. El análisis de las calificaciones obtenidas este curso al utilizar la hoja de cálculo muestra que estas han mejorado sustancialmente (el número de aprobados/as se ha incrementado en un 28%). Además, la encuesta realizada al alumnado también muestra que su grado de satisfacción al aplicar esta nueva herramienta es muy alto (98%). Se comprueba así que el funcionamiento y la aceptación de esta nueva herramienta ha sido totalmente satisfactorio.

[EN] Since 2010, many engineering Bachelors and Masters courses in the European Higher Education Area have been re-designed in terms of contents and methodology, among other reasons as consequence of the Bologna Declaration. From a visual aspect, blackboard-based teaching moved to projected transparencies and later on to computer-assisted presentations. Although the resources have changed, the global didactic approach has remained relatively similar. In many cases, the teacher still has a central standpoint in the teaching and learning process. Such an approach is perhaps not the best to face student weaknesses such as the lack of concentration, motivation and critical skills. In order to better face this problem, three different collaborative learning methods have been adopted in the master subject Advanced solar thermal technologies taught at the Universitat Politècnica de València (Spain). The teaching methods which have been employed involve enquiry-based activities, business games and a solar cooker competition. This paper describes firstly the different active learning methods and secondly, it presents a discussion on the results of a survey which was answered by 23 out of the 29 students of the subject. The results indicate that students appreciate very positively the introduction of the three active-learning strategies. In overall, the solar cooker competition has revealed to be the most effective of the three strategies with respect to the assimilation of concepts (83% agreement), to the exchange of opinions (87%), to the increase of learning (higher personal motivation, 78%), and the development of critical thinking (74%). Nevertheless, the business games or the enquiry-based activities also stand out individually for different reasons and in general, can be applied more easily in other subjects. For this reason, in a final stage, a methodology-planning is suggested for engineering studies, combining the benefits and limitations of each of the different te

[EN] Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.

[EN] The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.

[EN] Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.

[EN] The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.

[EN] The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.

[EN] Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.

[EN] The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.

[EN] The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.

[EN] Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.

[ES] En este trabajo final de grafo (TFG) se implementa una aplicación multiplataforma para uso docente, donde se pretende recoger información relacionada con el trabajo en equipo. Mediante esta aplicación, el profesorado puede crear prácticas o trabajos donde, posteriormente, el alumnado valorará mediante una encuesta la satisfacción con su grupo de trabajo y sobre cada uno de sus integrantes. De esta manera, el profesor puede conocer la compenetración de los integrantes del equipo, así como la comunicación o si el reparto de tareas es equitativo. Para desarrollar dicha aplicación se ha utilizado el framework (o entorno de trabajo) Ionic, el cuál te permite crear un único código y obtener una aplicación en distintas plataformas, ya sea móvil (Android, IOS, Windows Phone…) o web. En cuanto a la base de datos, se ha utilizado la plataforma de Google, llamada Firebase, ya que te proporciona una infraestructura multiplataforma, análisis sobre tu aplicación y escalabilidad de forma sencilla y rápida., [EN] In this Final Degree Project, a teaching use multiplatform application is implemented, where it is intended to collect team work information. Through this application, the faculty can create practices or works where, afterwards, students will assess his/her satisfaction with their work group and with each of its members through a survey. This way, the teacher is able to know team’s rapport, just like communication or if the division of tasks is equitable. To develop this application, it has been used Ionic framework, which allows you to create a unique code and obtain an application in different platforms, either mobile phone (Android, IOS, Windows Phone…) or web. Regarding to the database, it has been used Google’s platform, called Firebase, which provides you a multiplatform infrastructure, application analytics and scalability in an easy and quickly way.

[ES] En este trabajo final de grafo (TFG) se implementa una aplicación multiplataforma para uso docente, donde se pretende recoger información relacionada con el trabajo en equipo. Mediante esta aplicación, el profesorado puede crear prácticas o trabajos donde, posteriormente, el alumnado valorará mediante una encuesta la satisfacción con su grupo de trabajo y sobre cada uno de sus integrantes. De esta manera, el profesor puede conocer la compenetración de los integrantes del equipo, así como la comunicación o si el reparto de tareas es equitativo. Para desarrollar dicha aplicación se ha utilizado el framework (o entorno de trabajo) Ionic, el cuál te permite crear un único código y obtener una aplicación en distintas plataformas, ya sea móvil (Android, IOS, Windows Phone…) o web. En cuanto a la base de datos, se ha utilizado la plataforma de Google, llamada Firebase, ya que te proporciona una infraestructura multiplataforma, análisis sobre tu aplicación y escalabilidad de forma sencilla y rápida., [EN] In this Final Degree Project, a teaching use multiplatform application is implemented, where it is intended to collect team work information. Through this application, the faculty can create practices or works where, afterwards, students will assess his/her satisfaction with their work group and with each of its members through a survey. This way, the teacher is able to know team’s rapport, just like communication or if the division of tasks is equitable. To develop this application, it has been used Ionic framework, which allows you to create a unique code and obtain an application in different platforms, either mobile phone (Android, IOS, Windows Phone…) or web. Regarding to the database, it has been used Google’s platform, called Firebase, which provides you a multiplatform infrastructure, application analytics and scalability in an easy and quickly way.

[EN] Peer assessment is a form of collaborative learning in which the students evaluate learning products of other students. In this paper we present the results of the analysis of the assessment between students of oral presentations. A group of students solves a problem, writes a document with the resolution and makes an oral presentation in class for the rest of the students. Another group assesses both, the written document and the oral presentation. To help students to do the assessments two rubrics are provided along with other guidance documents which help in writing scientific documents and performing oral presentations. Regarding the oral communication, the rubric evaluates 5 factors. The result of the students¿ evaluation is compared with the simultaneous evaluation of two professors. When making a comparison of the global assessment between professors and students we find significant differences. However, when the factor ¿use of auxiliary resources¿ is removed these differences disappear, since that factor introduces dispersion difficult to be justified. In addition, the assessment performed by students with and without the help of a rubric is compared. In this case we do not find significant differences.

[EN] The Bachelor’s Degree in Agrifood and Rural Engineering at Universitat Jaume I of Castelló has implemented in the second academic year a multidisciplinary project using a Project-Based Learning as the teaching method. Its final purpose is the acquisition of skills that should help the students to cope with their future career. This teaching-learning system has been used for three consecutive years since the degree was firstly implemented. Once a particular farm is assigned, the students are organized in groups and must fulfill their assigned tasks in a collaborative manner with the final goal of developing a project on that farm including viable improvements of the exploitation, taking into account the issues related to the different subjects involved. This work presents the results obtained along the three years, analyzed from two different points of view: student satisfaction and learning outcomes. Besides, the proposals for impro, [ES] El grado de Ingeniería Agroalimentaria y del Medio Rural de la Universitat Jaume I de Castelló viene aplicando, en su segundo curso, un proyecto multidisciplinar utilizando el Aprendizaje Basado en Proyectos como recurso docente y pretende que los estudiantes adquieran competencias que les ayuden a enfrentarse a su futuro profesional. Este sistema de enseñanza-aprendizaje se ha llevado a cabo durante los tres cursos que está implantado el grado. Una vez asignado un tipo de explotación agrícola concreta y utilizando las herramientas del trabajo en equipo, los estudiantes deben ser capaces de desarrollar un proyecto sobre la explotación con propuestas de mejora que sean factibles y que abarquen aspectos relacionados con las diferentes disciplinas implicadas, aplicando los conocimientos adquiridos en éstas. El presente trabajo incluye los resultados obtenidos durante los tres años del proyecto desde dos puntos de vista importantes: la satisfacción del estudiante y los resultados de aprend

[EN] The Bachelor’s Degree in Agrifood and Rural Engineering at Universitat Jaume I of Castelló has implemented in the second academic year a multidisciplinary project using a Project-Based Learning as the teaching method. Its final purpose is the acquisition of skills that should help the students to cope with their future career. This teaching-learning system has been used for three consecutive years since the degree was firstly implemented. Once a particular farm is assigned, the students are organized in groups and must fulfill their assigned tasks in a collaborative manner with the final goal of developing a project on that farm including viable improvements of the exploitation, taking into account the issues related to the different subjects involved. This work presents the results obtained along the three years, analyzed from two different points of view: student satisfaction and learning outcomes. Besides, the proposals for impro, [ES] El grado de Ingeniería Agroalimentaria y del Medio Rural de la Universitat Jaume I de Castelló viene aplicando, en su segundo curso, un proyecto multidisciplinar utilizando el Aprendizaje Basado en Proyectos como recurso docente y pretende que los estudiantes adquieran competencias que les ayuden a enfrentarse a su futuro profesional. Este sistema de enseñanza-aprendizaje se ha llevado a cabo durante los tres cursos que está implantado el grado. Una vez asignado un tipo de explotación agrícola concreta y utilizando las herramientas del trabajo en equipo, los estudiantes deben ser capaces de desarrollar un proyecto sobre la explotación con propuestas de mejora que sean factibles y que abarquen aspectos relacionados con las diferentes disciplinas implicadas, aplicando los conocimientos adquiridos en éstas. El presente trabajo incluye los resultados obtenidos durante los tres años del proyecto desde dos puntos de vista importantes: la satisfacción del estudiante y los resultados de aprend

[EN] The Bachelor’s Degree in Agrifood and Rural Engineering at Universitat Jaume I of Castelló has implemented in the second academic year a multidisciplinary project using a Project-Based Learning as the teaching method. Its final purpose is the acquisition of skills that should help the students to cope with their future career. This teaching-learning system has been used for three consecutive years since the degree was firstly implemented. Once a particular farm is assigned, the students are organized in groups and must fulfill their assigned tasks in a collaborative manner with the final goal of developing a project on that farm including viable improvements of the exploitation, taking into account the issues related to the different subjects involved. This work presents the results obtained along the three years, analyzed from two different points of view: student satisfaction and learning outcomes. Besides, the proposals for impro, [ES] El grado de Ingeniería Agroalimentaria y del Medio Rural de la Universitat Jaume I de Castelló viene aplicando, en su segundo curso, un proyecto multidisciplinar utilizando el Aprendizaje Basado en Proyectos como recurso docente y pretende que los estudiantes adquieran competencias que les ayuden a enfrentarse a su futuro profesional. Este sistema de enseñanza-aprendizaje se ha llevado a cabo durante los tres cursos que está implantado el grado. Una vez asignado un tipo de explotación agrícola concreta y utilizando las herramientas del trabajo en equipo, los estudiantes deben ser capaces de desarrollar un proyecto sobre la explotación con propuestas de mejora que sean factibles y que abarquen aspectos relacionados con las diferentes disciplinas implicadas, aplicando los conocimientos adquiridos en éstas. El presente trabajo incluye los resultados obtenidos durante los tres años del proyecto desde dos puntos de vista importantes: la satisfacción del estudiante y los resultados de aprend

[EN] The Bachelor’s Degree in Agrifood and Rural Engineering at Universitat Jaume I of Castelló has implemented in the second academic year a multidisciplinary project using a Project-Based Learning as the teaching method. Its final purpose is the acquisition of skills that should help the students to cope with their future career. This teaching-learning system has been used for three consecutive years since the degree was firstly implemented. Once a particular farm is assigned, the students are organized in groups and must fulfill their assigned tasks in a collaborative manner with the final goal of developing a project on that farm including viable improvements of the exploitation, taking into account the issues related to the different subjects involved. This work presents the results obtained along the three years, analyzed from two different points of view: student satisfaction and learning outcomes. Besides, the proposals for impro, [ES] El grado de Ingeniería Agroalimentaria y del Medio Rural de la Universitat Jaume I de Castelló viene aplicando, en su segundo curso, un proyecto multidisciplinar utilizando el Aprendizaje Basado en Proyectos como recurso docente y pretende que los estudiantes adquieran competencias que les ayuden a enfrentarse a su futuro profesional. Este sistema de enseñanza-aprendizaje se ha llevado a cabo durante los tres cursos que está implantado el grado. Una vez asignado un tipo de explotación agrícola concreta y utilizando las herramientas del trabajo en equipo, los estudiantes deben ser capaces de desarrollar un proyecto sobre la explotación con propuestas de mejora que sean factibles y que abarquen aspectos relacionados con las diferentes disciplinas implicadas, aplicando los conocimientos adquiridos en éstas. El presente trabajo incluye los resultados obtenidos durante los tres años del proyecto desde dos puntos de vista importantes: la satisfacción del estudiante y los resultados de aprend

[EN] The Bachelor’s Degree in Agrifood and Rural Engineering at Universitat Jaume I of Castelló has implemented in the second academic year a multidisciplinary project using a Project-Based Learning as the teaching method. Its final purpose is the acquisition of skills that should help the students to cope with their future career. This teaching-learning system has been used for three consecutive years since the degree was firstly implemented. Once a particular farm is assigned, the students are organized in groups and must fulfill their assigned tasks in a collaborative manner with the final goal of developing a project on that farm including viable improvements of the exploitation, taking into account the issues related to the different subjects involved. This work presents the results obtained along the three years, analyzed from two different points of view: student satisfaction and learning outcomes. Besides, the proposals for impro, [ES] El grado de Ingeniería Agroalimentaria y del Medio Rural de la Universitat Jaume I de Castelló viene aplicando, en su segundo curso, un proyecto multidisciplinar utilizando el Aprendizaje Basado en Proyectos como recurso docente y pretende que los estudiantes adquieran competencias que les ayuden a enfrentarse a su futuro profesional. Este sistema de enseñanza-aprendizaje se ha llevado a cabo durante los tres cursos que está implantado el grado. Una vez asignado un tipo de explotación agrícola concreta y utilizando las herramientas del trabajo en equipo, los estudiantes deben ser capaces de desarrollar un proyecto sobre la explotación con propuestas de mejora que sean factibles y que abarquen aspectos relacionados con las diferentes disciplinas implicadas, aplicando los conocimientos adquiridos en éstas. El presente trabajo incluye los resultados obtenidos durante los tres años del proyecto desde dos puntos de vista importantes: la satisfacción del estudiante y los resultados de aprend

[ES] Uno de los objetivos del proyecto “Desarrollo de la herramienta eCompetentis para la evaluación de competencias transversales” (EA2009‐0040) financiado por el Ministerio de Educación y Ciencia, fue elaborar un portal web (http://www.ecompetentis.es) que pretende ser una plataforma de apoyo a los docentes universitarios españoles. Su uso puede ayudarles a desarrollar competencias genéricas en sus actividades docentes y a evaluar a sus estudiantes. Respecto a competencias genéricas, en el portal se ofrecen: instrumentos de evaluación, proyectos de innovación e investigación, experiencias de éxito y otras utilidades.A día de hoy, el portal incluye instrumentos para la evaluación de las competencias genéricas “trabajo en equipo” y “resolución de problemas”. Pero eCompetentis se ha planteado como un espacio colaborativo, y en breve, dispondrá de otros instrumentos, proyectos y experiencias de compañeros que han manifestado su interés en participar., [EN] One of the aims of the project "Development of eCompetentis tool for assessing generic competences" (EA2009‐0040) funded by the Ministry of Education and Science, was to develop a website (http://www.ecompetentis.es) which has been conceived to be a support framework for Spanish professors. This framework could help them develop generic competences regarding their teaching activities and assess their students. As far as generic competences is concerned, this website offers: assessing tools, innovation and investigation projects and successful experiences, among other tools.At present, the website included tools for the assessment of the generic competences “teamwork” and “problem solving”. However, eCompetentis has been presented as a collaboration space and would soon provide some other tools, projects and experiences of colleagues who are interested in participating.

[ES] Uno de los objetivos del proyecto “Desarrollo de la herramienta eCompetentis para la evaluación de competencias transversales” (EA2009‐0040) financiado por el Ministerio de Educación y Ciencia, fue elaborar un portal web (http://www.ecompetentis.es) que pretende ser una plataforma de apoyo a los docentes universitarios españoles. Su uso puede ayudarles a desarrollar competencias genéricas en sus actividades docentes y a evaluar a sus estudiantes. Respecto a competencias genéricas, en el portal se ofrecen: instrumentos de evaluación, proyectos de innovación e investigación, experiencias de éxito y otras utilidades.A día de hoy, el portal incluye instrumentos para la evaluación de las competencias genéricas “trabajo en equipo” y “resolución de problemas”. Pero eCompetentis se ha planteado como un espacio colaborativo, y en breve, dispondrá de otros instrumentos, proyectos y experiencias de compañeros que han manifestado su interés en participar., [EN] One of the aims of the project "Development of eCompetentis tool for assessing generic competences" (EA2009‐0040) funded by the Ministry of Education and Science, was to develop a website (http://www.ecompetentis.es) which has been conceived to be a support framework for Spanish professors. This framework could help them develop generic competences regarding their teaching activities and assess their students. As far as generic competences is concerned, this website offers: assessing tools, innovation and investigation projects and successful experiences, among other tools.At present, the website included tools for the assessment of the generic competences “teamwork” and “problem solving”. However, eCompetentis has been presented as a collaboration space and would soon provide some other tools, projects and experiences of colleagues who are interested in participating.

[ES] Uno de los objetivos del proyecto “Desarrollo de la herramienta eCompetentis para la evaluación de competencias transversales” (EA2009‐0040) financiado por el Ministerio de Educación y Ciencia, fue elaborar un portal web (http://www.ecompetentis.es) que pretende ser una plataforma de apoyo a los docentes universitarios españoles. Su uso puede ayudarles a desarrollar competencias genéricas en sus actividades docentes y a evaluar a sus estudiantes. Respecto a competencias genéricas, en el portal se ofrecen: instrumentos de evaluación, proyectos de innovación e investigación, experiencias de éxito y otras utilidades.A día de hoy, el portal incluye instrumentos para la evaluación de las competencias genéricas “trabajo en equipo” y “resolución de problemas”. Pero eCompetentis se ha planteado como un espacio colaborativo, y en breve, dispondrá de otros instrumentos, proyectos y experiencias de compañeros que han manifestado su interés en participar., [EN] One of the aims of the project "Development of eCompetentis tool for assessing generic competences" (EA2009‐0040) funded by the Ministry of Education and Science, was to develop a website (http://www.ecompetentis.es) which has been conceived to be a support framework for Spanish professors. This framework could help them develop generic competences regarding their teaching activities and assess their students. As far as generic competences is concerned, this website offers: assessing tools, innovation and investigation projects and successful experiences, among other tools.At present, the website included tools for the assessment of the generic competences “teamwork” and “problem solving”. However, eCompetentis has been presented as a collaboration space and would soon provide some other tools, projects and experiences of colleagues who are interested in participating.

[ES] Uno de los objetivos del proyecto “Desarrollo de la herramienta eCompetentis para la evaluación de competencias transversales” (EA2009‐0040) financiado por el Ministerio de Educación y Ciencia, fue elaborar un portal web (http://www.ecompetentis.es) que pretende ser una plataforma de apoyo a los docentes universitarios españoles. Su uso puede ayudarles a desarrollar competencias genéricas en sus actividades docentes y a evaluar a sus estudiantes. Respecto a competencias genéricas, en el portal se ofrecen: instrumentos de evaluación, proyectos de innovación e investigación, experiencias de éxito y otras utilidades.A día de hoy, el portal incluye instrumentos para la evaluación de las competencias genéricas “trabajo en equipo” y “resolución de problemas”. Pero eCompetentis se ha planteado como un espacio colaborativo, y en breve, dispondrá de otros instrumentos, proyectos y experiencias de compañeros que han manifestado su interés en participar., [EN] One of the aims of the project "Development of eCompetentis tool for assessing generic competences" (EA2009‐0040) funded by the Ministry of Education and Science, was to develop a website (http://www.ecompetentis.es) which has been conceived to be a support framework for Spanish professors. This framework could help them develop generic competences regarding their teaching activities and assess their students. As far as generic competences is concerned, this website offers: assessing tools, innovation and investigation projects and successful experiences, among other tools.At present, the website included tools for the assessment of the generic competences “teamwork” and “problem solving”. However, eCompetentis has been presented as a collaboration space and would soon provide some other tools, projects and experiences of colleagues who are interested in participating.