Search

Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona. Curs: 2022-2023. Tutor: Joan Albert Ros Torres, [cat] Aquesta proposta d’innovació didàctica consisteix en una programació de còmic per a tota la secundària en les matèries de Educació Plàstica, Visual i Audiovisual, i Expressió Artística. Es considera que la seva presència és necessària degut a la seva implicació cultural com a art en la contemporaneïtat i donats tots els beneficis i avantatges que pot comportar per a l’educació. S’analitza també la seva situació social i els conflictes que se’n deriven de la seva posició com a art popular, i es remarca la necessitat de trencar amb tots els estigmes que giren al seu voltant. La proposta didàctica planteja donar una formació d’aquesta disciplina artística als estudiants per tal d’aportar uns referents paradigmàtics, unes eines expressives valuoses (tant visuals com escrites) i un bagatge bàsic de la cultura que els envolta. Les metodologies considerades òptimes per a les activitats proposades són l’aprenentatge basat en projectes, un enfocament dialògic i transdisciplinari, una connexió amb els interessos dels estudiants, i el propi còmic com a metodologia.

Treballs Finals de Grau de Mestre d'Educació Primària, Facultat d'Educació, Universitat de Barcelona, Curs: 2022-2023, Tutora: Mònica Barrieras, [cat] El present Treball Final de Grau reflexiona sobre el potencial de la poesia com a eina interdisciplinar en una aula de primària. Mitjançant la proposta d'innovació que l'acompanya, pretén ser un model de recerca pedagògica que serveixi de referent a l'hora de plantejar-se treballar la poesia des de diferents àrees del currículum de forma interdisciplinar i amb una metodologia innovadora. La poesia és un gènere literari amb moltes possibilitats didàctiques a l'aula, no només dins la seva àrea tradicional, sinó com a instrument interdisciplinar. A més, és un valuós recurs per al desenvolupament de la creativitat i l’equilibri emocional, cosa que la converteix en pedra angular de recerca de noves propostes metodològiques. D’altra banda, l'escola ofereix un marc d'aprenentatge amb una realitat molt heterogènia, cosa que la converteix en l'escenari idoni per experimentar i posar en pràctica les propostes metodològiques sorgides d'una visió interdisciplinària de la poesia. El context d’escola triat fa possible establir una relació directa entre ella i l'entorn, la qual cosa la converteix en un mitjà pedagògic ideal, per ser pròxim i concret. L'especial vincle que crea entre el mestre i el seu grup permet realitzar un major cúmul d'innovacions a l’aula, tant en l’àmbit personal com en l’àmbit didàctic. Les activitats seleccionades proposen un ampli ventall de diferents possibilitats i estratègies metodològiques, on l’alumne passa a ser el protagonista dels seus aprenentatges. I els diferents instruments d’avaluació i el treball cooperatiu ajudaran a assolir els aprenentatges de manera significativa., [eng] This Final Degree Thesis reflects on the potential of poetry as an interdisciplinary tool in a primary school classroom. Through the innovation proposal that accompanies it, it aims to be a model of pedagogical research that serves as a point of reference when thinking about working on poetry from different areas of the curriculum in an interdisciplinary way and with an innovative methodology. Poetry is a literary genre with many didactic possibilities in the classroom, not only within its traditional area, but as an interdisciplinary instrument. In addition, it is a valuable resource for the development of creativity and emotional balance, which makes it a cornerstone of research for new methodological proposals. On the other hand, the school offers a learning framework with a very heterogeneous reality, which makes it the ideal setting to experiment and put into practice the methodological proposals arising from an interdisciplinary vision of poetry. The chosen school context makes it possible to establish a direct relationship between it and the environment, which makes it an ideal pedagogical medium, to be close and concrete. The special bond it creates between the teacher and his group allows for a greater cluster of innovations in the classroom, both in the personal and the didactic spheres. The selected activities offer a wide range of different possibilities and methodological strategies, where the student becomes the protagonist of their learning. And the different assessment instruments and cooperative work will help to achieve learning in a significant way.

Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona. Curs: 2022-2023. Tutora: Fàtima López, [cat] En aquest treball es fa una anàlisi de la impartició a l’assignatura Història del Món Contemporani de primer de Batxillerat Humanístic-Social d’una seqüència didàctica de l’època de la Guerra Freda a partir de la interpretació d’obres d’art del període en qüestió amb l’objectiu de promoure entre l’alumnat un aprenentatge interdisciplinari i significatiu. A partir de l’elaboració d’aquesta seqüència didàctica, es crea un model per poder la aplicar a altres episodis de la història i, amb adaptacions, a altres matèries d’Història de qualsevol altra curs de l’educació secundària., [eng] In this work, an analysis is conducted on the implementation of a didactic sequence in the subject Contemporary World History of the first year of the Humanities-Social Batxillerat. The sequence related to the Cold War era and based on the interpretation of artworks from that period, with the purpose of promoting interdisciplinary and meaningful learning among students. Through the development of this didactic sequence, a model is created to be applied to other historical episodes and, with adaptations, to other History subjects in any other grade level of secondary education.

Spatial abilities are an important, and often overlooked, component of Science, Technology, Engineering and Mathematics (STEM) education with skills like spatial visualisation and mental rotation being important for technical professions such as engineering. Individual differences in spatial abilities have been reported throughout the years. Factors such as being female or having a low-socioeconomic status are linked with lower spatial abilities level. Spatial abilities training interventions have proven to be effective, with some showing improvements, not only in spatial abilities level, but also in the success and retention of students enrolled on STEM degree programmes, especially for women. In todays’ technological society, STEM outreach activities are a common method to promote STEM for children, showing them role models in the area, and improving their self-efficacy, sense of belonging and motivation to follow careers in STEM. At the same time, the underrepresentation seen in the area (e.g., women; LGBTQ+ community; ethnic minorities; and other marginalised groups) needs to be addressed in order to enhance the inclusive environment of these fields. This concept paper discusses review work in relation to underrepresented groups and how future spatial abilities studies should consider integrating the knowledge from past spatial abilities studies into STEM outreach activities. This integration can make spatial training available to more people, revealing itself to be a useful tool in helping diminish underrepresentation in STEM.

Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting. Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6 th-10 th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants' reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting.

Challenge-based learning (CBL) seeks to help students acquire skills necessary for collaborative real-world problem solving. It generally favours self-learning, in which students should seek out their own role in a problem-solving environment and choose their own set of skills to develop which are relevant to the challenge. However students from traditional degree programmes may enter with an expectation that their disciplinary expertise will count and be valued in the context of a project, but face a situation that the problem chosen by a group or the dynamics of a group render their expertise less relevant. In survey-based studies of two CBL modules, we explore the relationship between the roles students play and their levels of motivation. We find no evidence that the lack of a disciplinary role strongly affects student motivation. Rather the data suggests that if a CBL environment is properly framed around selfdevelopment and multiple potential learning goals students can relax any commitments or expectations related to their expertise, and take on different roles. This is good news for the CBL aims and goals. That said students do have a tendency to revert to disciplinary roles over the course of projects and are against their disciplinary roles being excluded when they are clearly relevant. Instructors can potentially avoid problems by having students evaluate their role choices against desired project outcomes.

El artículo se estructura en tres partes: se revisa el cambio de paradigma que supone la competencia matemática; se describen las aportaciones educativas de las competencias de sostenibilidad, y se aportan ejemplos de actividades, estrategias y recursos para avanzar hacia el diseño, la implementación y la evaluación de actividades matemáticas competenciales en conexión con la sostenibilidad

We explore connections between mathematics and engineering through statistics in primary education with the design and implementation of a STEAM activity. For that, we theoretically sca%old STEAM education, the connections between mathematics and engineering through statistics. Second, we describe the design and implementation of a STEAM activity with 23 Spanish students aged 10-11. ,is activity comprises three phases: 1) beginning: draw an engineer; 2) development: statistical investigative cycle about students' drawings; and 3) closure: dialogue around engineering. We concluded the investigative cycle promotes critical thinking around the conceptions and stereotypes about engineering. In this sense, STEAM education allows opening paths toward early engineering at school and in connection with mathematics Se exploran las conexiones entre la matemática y la ingeniería a través de la estadística en educación primaria mediante el diseño e implementación de una actividad STEAM. Para ello, en la primera parte se fundamenta teóricamente la educación STEAM, las conexiones entre las matemáticas y la ingeniería a través de la estadística. En la segunda parte, se describe el diseño e implementación de una actividad STEAM con 23 estudiantes españoles de 10-11 años. Esta actividad contempla tres fases: 1) inicio: dibujo de una persona que hace ingeniería; 2) desarrollo: ciclo de investigación estadística a partir de los dibujos de los estudiantes; y 3) cierre: diálogo en torno a la ingeniería. Se concluye que el ciclo investigativo promueve el pensamiento crítico en torno a las concepciones y estereotipos acerca de la ingeniería. De este modo, la educación STEAM permite abrir caminos hacia la ingeniería temprana en el contexto escolar y en conexión con las matemáticas

Collaborative problem solving (CPS) has been widely used in both industry and in schools over at least the last twenty years. The Industry Hothousing variant of CPS in its adult format is an intensive, time-constrained workshop based process designed to build mutual trust between customers and industry experts in order to synergically develop creative solutions together. Its potential use in schools raises two important questions: Firstly, what degree of structure and support is required to unleash student creativity and enhance learning - as in industry or does the student need more structured methods including explicitly being taught collaborative problem solving skills? Secondly, is CPS an enrichment activity taking up additional teacher time or is it potentially cross-curricular and thus of wider benefit to teachers and students? The Hothousing CPS process for students is based on an intensive series of workshops based on trust including face-to-face and on-line collaboration supported by a facilitator. It is student-driven and addresses an open-ended challenge such as ? "How do I get my friends to LOVE STEAM?" or ?Design the optimal solution to the city?s traffic problem.? or "How do I raise my friends? interest toward learning?". Three case studies are introduced. From these it was found that student-led intensive collaboration within a trusted framework drives creativity, and is a good opportunity to experience real life challenges. Positive benefits to students and teachers are technology skills development, personal learning and thinking skills (PLTS) and enhanced perception of self and STEAM, and this benefit is cross curricular providing qualitative and efficiency gains. This study has received support from the Erasmus+ Programme of the European Union [2020-1-ES01-KA201-082102 (STEAM Education for Teaching Professionalism) Key Action 2].

Challenge-based learning gains popularity in engineering education for allowing students to transcend academic and disciplinary boundaries and to fully engage in real-world problems, but it is largely underexplored how to improve specific designs of such educational practices to promote interdisciplinary learning experiences and competencies. This paper describes two studies that together in two steps make up an evidence-based redesign of a challenged-based course featuring group-work projects in an undergraduate program combining engineering with liberal arts and sciences. A first study based on observation and interviews collects different and varying learning experiences throughout students’ learning activities. The results showed that interdisciplinary experiences are constructed in complex dynamics between students’ disciplinary identity formation and the interdisciplinary and collaborative course configuration. Such dynamics may result in positive learning experiences (engagement and interdisciplinary enrichment) as well as negative ones (disengagement and frustration). Especially regarding the discrepancy between common experiences across the three phases of tackling the challenge (mapping, mitigating, integrating), representatives of parties important for the course were invited to a roundtable session in a second study to discuss and reflect on the first study’s findings and what they can mean for the course design. Understandings achieved in the session are used as input for upcoming course redesign towards a more desirably organized challenge-based learning. The two-step approach towards redesign is an example of involving researchers and students in evidence-based educational redesign, exemplifying the value of naturalistic research and educational co-creation in understanding and optimizing students’ learning experience to achieve fruitful challenge-based learning.

The Environmental education navigates students towards environmentally friendly life style and securing a quality of life. The implementation of cross-section topics, including the Environmental education, into science classes, is possible through a variety of techniques. One of the least used methods is a real school experiment. The following paper presents the experiment, by which we simulate the combustion of PVC and observe the impact of combustion products on plants via UV-Vis spectrophotometry optical method. This method is suitable for qualification and analysis of vegetable pigments, i.e. chlorophylls, carotenoids, and anthocyanins. The experiment is integrated into the Techniques and Didactics of School Chemistry Experiments as a part of master degree course, which prepares students for the Chemistry teaching profession. The introduced experiment enables pedagogues to integrate the environmental education into teaching process and develop mathematical and science literacy of students in the Chemistry education.

International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13–14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes.

Comunicació de congrés presentada a: 'VII Congreso Internacional Sobre la Enseñanza de la Educación Física y el Deporte Escolar', celebrat a Ceuta, el 3-6 de Novembre de 2009 El objeto de estudio parte de un proceso de investigación acción (McKernan, 1999 y Eliot, 1993), el cual estamos llevando a cabo desde hace dos cursos, en el marco del plan piloto para la adaptación de los estudios de la UdG al Espacio Europeo de Educación Superior (EEES). La justificación se enmarca en la demanda del Espacio Europea de Educación Superior, mediante el desarrollo de una educación basada en competencias con el objetivo de partir de una información que responda a unas necesidades reales basadas del Proyecto Tunning. Esta aportación se refleja en una asignatura de libre elección de nueva incorporación. Esta propuesta, da un énfasis especial en la interacción entre los dos estudios: educación y enfermería. La cooperación interdisciplinar nos ha permitido compartir, interactuar y dialogar de forma crítica para poder seguir avanzando en nuestra propuesta. Estamos plenamente convencidos que la Educación Física bien dosificada, la alimentación cualitativamente equilibrada y unas condiciones higiénicas correctas en un entorno favorable, son pilares de una buena educación para la salud

En este artículo presentamos una propuesta pedagógica interdisciplinar que se inscribe en el módulo Educación a través de la plástica, la música y la educación física: proyecto interdisciplinar de los grados de Educación Infantil y Primaria de la Universidad Ramon Llull. La actividad nuclear de este módulo es una performance: una acción artística como resultado de un proceso creativo interdisciplinar, tutorizado por tres docentes de las áreas de educación física, educación musical y educación visual y plástica. Los objetivos del artículo consisten en describir este proceso creativo, incidiendo en las fases del aprendizaje interdisciplinar, la codocencia, el aprendizaje cooperativo y la evaluación formativa, y reflexionar sobre los resultados obtenidos y las condiciones para su implementación. Entre las conclusiones, destacamos la contribución del proyecto interdisciplinar a la formación personal y profesional de los futuros maestros y maestras, el reto que supone para los estudiantes la integración interdisciplinar en un proceso creativo y la importancia de la codocencia en un equipo multidisciplinar para favorecer la síntesis entre contenidos y lenguajes expresivos. Finalmente, se demuestra que el proyecto reúne todas las condiciones del aprendizaje cooperativo que se ven fortalecidas por la inclusión de un sistema de evaluación formativa basada en rúbricas consensuadas con el alumnado y tutorías. In this article we present an interdisciplinary pedagogical proposal that is part of the module Education through visual arts, music and physical education: interdisciplinary project of the Early Childhood and Primary Education degrees of Ramon Llull University. The nuclear activity of this module is a performance: an artistic action, a result of an interdisciplinary creative process, supervised by three teachers from the departments of physical education, music education, and visual arts education. The objectives of the article are to describe this creative process, focusing on the phases of interdisciplinary learning, co-teaching, cooperative learning, and formative evaluation; and to reflect on the results obtained and the conditions for its implementation. Among the conclusions, we highlight the contribution of the interdisciplinary project to the personal and professional training of future teachers, the interdisciplinary integration in a creative process as a challenge for students, and the importance of co-teaching in a multidisciplinary team to promote synthesis between contents and expressive languages. Finally, it is shown that the project meets all the conditions of cooperative learning, strengthened by the inclusion of a formative evaluation system based on agreed-upon rubrics with the students and tutorials. Key words: interdisciplinarity, creative process, coteaching, cooperative learning, formative assessment.

Ethnomathematics, STEAM Education, and the Globalized Approach are articulated to analyze mathematical connections in daily practices. For this, the networking strategies were considered (understand the theoretical approaches; contrast-compare; coordinate-combine; synthesize-local integration). In the coordination and comparison, the complementarities between the approaches were evidenced and based on these, an empirical phenomenon was analyzed on the connections in daily practices carried out by five artisans who worked in the elaboration of kites, cabinets, masks, and drawers, agriculture, and masonry. From the integration strategy, three results were identified: (i) intra-disciplinary connections, which make it possible to present mathematics as an integrated whole, rather than as a set of isolated knowledge; (ii) interdisciplinary connections, between knowledge from different disciplines that feed into each other; and (iii) connections between the mathematics practiced by cultural groups with institutionalised mathematics that are, at the same time, globalized because they relate mathematics to the socio-cultural context

Resumen basado en el de la publicación Resumen en inglés Se parte del análisis y seguimiento del proyecto interdisciplinar realizado con los alumnos de sexto de primaria durante el curso 2015-2016 en una escuela. Se plantea qué ideas previas tienen sobre la Edad Media los alumnos y si éstas pueden modificarse a lo largo de un curso. Los resultados obtenidos sirven para concluir cómo el proyecto interdisciplinar realizado con los alumnos de esta etapa de ciclo superior hizo mejorar o ampliar sus ideas iniciales sobre este período y el monasterio de Sant Pere de Casserres ESP

El presente artículo presenta una experiencia llevada a cabo por el profesorado del tercer curso del grado de Educación Infantil de la Universidad Ramon Llull de Barcelona (España). Una propuesta de intervención multidisciplinar, en la que se unen dos módulos: uno de arte (educación musical, corporal, visual y plástica) y otro de ciencias (matemáticas, y ciencias experimentales y sociales). La intervención parte de una idea generadora –el libro Alicia en el País de las Maravillas – que permite establecer conexiones entre los contenidos de los módulos, conlleva experiencias de codocencia, trabajos multidisciplinarios y evaluación compartida. El objetivo del estudio es conocer la percepción del profesorado participante sobre los cambios en los componentes didácticos que comporta la experiencia. Para la recogida de datos se realizaron entrevistas semiestructuradas en tres momentos del proceso y un grupo de discusión al final. El análisis de datos muestra que la experiencia ha sido rica en cuanto a la propuesta multidisciplinar, la docencia compartida y el crecimiento de la competencia creativa, el trabajo cooperativo y la capacidad de liderazgo de los estudiantes. Las debilidades se centran en la evaluación y en las dificultades para disponer de tiempo y espacios adecuados para preparar e implementar la propuesta. This article presents an experience carried out by the faculty of the third year of the Infant Education degree at the Ramon Llull University in Barcelona (Spain). A proposal for multidisciplinary intervention that joins two modules: one for arts (musical, corporal, visual, and plastic education) and another for sciences (mathematics, and experimental and social sciences). The intervention stems from a generating idea—the book “Alice in Wonderland”—which allows for connections between the contents of the modules, involves co-teaching, multidisciplinary work, and shared evaluation experiences. The aim of the study is to get to know the perception of the participating faculty about the changes in the didactic components involved in the experience. For data collection, semi-structured interviews were carried out at three moments of the process and a discussion group at the end. The analysis of the data shows that the experience has been rich in terms of the multidisciplinary approach, shared teaching, growth of creative competence, the student s cooperative work and leadership capacity. Weaknesses reside in the assessment process and difficulties finding adequate time and space to prepare and implement the proposal. O presente artigo apresenta uma experiência realizada pelos professores do terceiro ano do curso de graduação de Educação Infantil da Universidade Ramon Llull de Barcelona (Espanha). Uma proposta de intervenção multidisciplinar, em que se unem dois módulos: um de arte (educação musical, corporal, visual e plástica) e outro de ciências (matemáticas, e ciências experimentais e sociais). A intervenção parte de uma ideia geradora –o livro Alícia no País das Maravilhas – que permite estabelecer conexões entre os conteúdos dos módulos, acarreta experiências de docência compartilhada, trabalhos multidisciplinares e avaliação compartilhada. O objetivo do estudo é conhecer a percepção dos professores participantes sobre as mudanças dos componentes didáticos que a experiência comporta. Para o levantamento de dados, realizaram-se entrevistas semiestruturadas em três momentos do processo e um grupo de discussão ao final. A análise de dados mostra que a experiência tem sido enriquecedora em termos de proposta multidisciplinar, de docência compartilhada e de crescimento da competência criativa, o trabalho cooperativo e a capacidade de liderança dos estudantes. As fraquezas centram-se na avaliação e nas dificuldades para dispor de tempo e espaços adequados para preparar e implementar a proposta.

Projecte: 2015PID/UB017, Estos documentos resumen en un póster los resultados obtenidos en el proyecto de innovación 2015PID/UB017 realizado durante tres cursos (2015-2018) para conseguir integrar conceptos de Fisiología, Bioquímica y Biofísica mediante la realización de trabajo cooperativo para las tres materias, de forma que los conceptos básicos cubren significado en un contexto real y significativo para su futura práctica profesional.

Archaeological and experimental archaeology methods explore and apply research techniques, methods and procedures from a variety of disciplines from the Natural to the Social Sciences, to understand human behaviour and its relationship with the natural environment. All these aspects are precious tools for the teaching-learning process. An experience conducted during the 2012-2013 academic year at the CEP (Catalonia, Spain) allowed us to share archaeological and experimental methods with pupils and teachers of the ZER GuiCiVerVi Primary School. This school involvement took place in parallel with a larger research project in Experimental Archaeology about Iron Age Iberian civilisation. Based on the spirit of this work, we carried out another project at the University of Lleida. In this case, it was put into practice in the framework of the Faculty of Education, in which the students participated in a programme similar to one of a primary school. This work was supported by the RecerCaixa - Obra Social "la Caixa" under Grant 2011ACUP00230; AGAUR - Generalitat de Catalunya under Grant 2014ARMIF00043; Language Institute of the University of Lleida (2016 call).

El dia 22 de febrer de 2017 es va realitzar la V Jornada d'Innovació Docent Trans@net, que amb el títol De fils conductors a Trans@net. Repensem la innovació docent al Grau de Treball Social, va tenir com a objectiu reflexionar col·lectivament sobre l'experiència d'innovació docent del grup i els reptes en relació a la qualitat i la innovació docent al Grau de Treball Social de la Universitat de Barcelona. A continuació es presenta de manera resumida els principals continguts i resultats de la jornada amb l’objectiu de difondre i compartir la experiència del grup i animar a altres professors del grau de treball social i d’altres titulacions a innovar i millora la qualitat de la seva docència., Programa de Millora i Innovació Docent del Vicerectorat de Política Docent i Lingüística de la Universitat de Barcelona. Grup d'Innovació docent consolidat (GINDOC-UB/126)

Con la expresión latina Deus ex Machina se reconocía, en el antiguo teatro, una figura que causaba una cierta insatisfacción. En lo hodierno, las Escuelas de Arquitectura mantienen un inmovilismo en su rol de formadores. La exploración de los límites de la arquitectura implica no sólo la capacidad de generar metáforas a partir de otros campos de conocimiento, sino de articular la disolución de los saberes para poder reinsertar una demanda cultural y diferenciada en la acción arquitectónica que no se muestran claramente en los planes docentes. En virtud de convenios académicos entre la ETSA-US (España) y el IAU-USP (Brasil), relatamos algunas experiencias de grado y postgrado, acciones de carácter transdisciplinar que han producido una estrategia formativa cuyos resultados estamos empezando a evaluar. Las experiencias con códigos de mutabilidad en procesos arquitectónicos a partir de las técnicas evolutivas en aeronáutica, el empleo de mapeados multiescalares, las aperturas a modos de entender la ciudad desde la fascinación con el inconsciente y el sueño, serían algunos de los ejemplos que hemos puesto en marcha. With the Latin expression Deus ex Machina, a figure in the old theater was recognized as causing some kind of dissatisfaction. In the present day, Schools of Architecture maintain an immobility in their role of formators. Exploring the limits of architecture implies not only the ability to generate metaphors from other fields of knowledge, but also to articulate the dissolution of knowledge in order to reinsert a cultural and differentiated demand for architectural action that is not clearly shown in the teaching plans. Under academic agreements between the ETSA-US (Spain) and the IAU-USP (Brazil), we report some undergraduate and postgraduate experiences, actions of a transdisciplinary nature that have produced a formative strategy whose results we are beginning to evaluate. The experiences with codes of mutability in architectural processes based on evolutionary techniques in aeronautics, the use of multiscalar mappings, openings to understand the city from the fascination with the unconscious and the dream, would be some of the examples we have put on going.

We present a Project of Teaching Innovation, the Workshop of International Competition for Students of Architecture and Theatre, which was attended by 15 students from the schools of architecture and theater. The proposal arose by the need of sharing experiences between us and between our respective students to transcend the physical space of our respective classrooms, explore the possibility of sharing learning between different disciplines, the opportunity that actions of this type could suppose to our students and incorporate simulations of everyday reality in learning systems as a mechanism to stimulate the own creativity and the engagement with the learning. The PID has been a learning experience and shared training, the possibility of taking contact with reality, involving her in the creative processes and an approach to a few ways of doing that are not easy in the traditional classroom. Presentamos un Proyecto de Innovación Docente, el Taller de Concurso Internacional para Estudiantes de Arquitectura y Teatro, en el que han participado 15 estudiantes de las Escuelas de Arquitectura y de Teatro. La propuesta surgió ante la necesidad de compartir experiencias entre nosotros y entre nuestros respectivos estudiantes, de trascender el espacio físico de nuestras respectivas aulas, de explorar la posibilidad de compartir aprendizajes entre diferentes disciplinas, de la oportunidad que organizar acciones de este tipo podría suponer para nuestros estudiantes y de incorporar simulaciones de la realidad cotidiana en los sistemas de aprendizaje como mecanismo de estimular la propia creatividad y el compromiso con el aprendizaje. El PID ha supuesto una experiencia de aprendizaje y formación compartida, la posibilidad de tomar contacto con la realidad, de implicar a ésta en los procesos creativos y un acercamiento a unos modos de hacer que no resultan fáciles en el aula tradicional.

Els alumnes de primer curs de Podologia acostumen a accedir al Grau per vies diverses i un gran nombre no ha estudiat el Batxillerat Científic. Aquesta diversitat es tradueix en un alumnat heterogeni a l’aula, tant pel que fa als seus coneixements previs com pel seu interès en les matèries bàsiques que es treballen en l’assignatura Bioquímica i Biofísica. En conseqüència, el professorat repetidament havia posat de manifest que era difícil dur a terme les classes a un bon ritme i acabar el programa, ja que mentre uns alumnes es desmotivaven per no poder seguir les classes, d’altres s’avorrien. Amb la finalitat d’homogeneïtzar els coneixements de l’alumnat i afavorir-ne la transmissió transversal, durant el curs 2015-2016 vam incloure diverses sessions amb la metodologia docent d’aprenentatge entre iguals. Les sessions eren de caràcter voluntari i consistien en què alguns alumnes amb un nivell inicial de coneixements alt (determinat en una prova de nivell realitzada el primer dia de classe) tutoritzaven a companys amb un nivell més baix. Com a resultat d’aquesta experiència, si bé el professorat no va percebre millores substancials en el desenvolupament de les classes, sí que es va observar una menor incidència de suspesos entre els alumnes que havien estat tutoritzats.