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Educational guide | |||||||||||||||||||||||||||||||||||||||
IDENTIFYING DATA | 2024_25 | |||||||||||||||||||||||||||||||||||||||
Subject | INNOVATION IN TEACHING AND INTRODUCTION TO EDUCATIONAL RESEARCH (TECHNOLOGIES) | Code | 01011078 | |||||||||||||||||||||||||||||||||||||
Study programme |
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Descriptors | Credit. | Type | Year | Period | ||||||||||||||||||||||||||||||||||||
8 | Compulsory | First | First |
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Language |
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Prerequisites | ||||||||||||||||||||||||||||||||||||||||
Department | ING.ELECTR.DE SIST. Y AUTOMATI |
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Coordinador |
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dperl@unileon.es lpana@unileon.es fjvidg@unileon.es arode@unileon.es |
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Lecturers |
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Web | http://agora.unileon.es | |||||||||||||||||||||||||||||||||||||||
General description | ||||||||||||||||||||||||||||||||||||||||
Tribunales de Revisión |
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Competencies |
Type A | Code | Competences Specific |
Type B | Code | Competences Transversal |
B2314 | ||
B2316 | ||
B2317 | ||
B2318 | ||
B2319 | ||
Type C | Code | Competences Nuclear |
C1 | ||
C2 | ||
C3 | ||
C4 |
Learning aims |
Competences | |||
B2314 B2316 |
C1 |
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B2314 B2319 |
C4 |
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B2314 B2317 |
C2 |
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B2314 B2316 B2318 |
C1 C3 |
Contents |
Topic | Sub-topic |
Block 1 - Teaching innovation | Teaching innovation models and their application to each specialty. Critical analysis of good teaching practices and quality indicators. Teaching professional development. Evaluation of learning and teaching. |
Block 2.- Educational Research | Evaluation of programs. Design and development of research projects. The research teacher. |
Block 3.- Specific block. Tools | Content management. Network teaching. Virtual and Remote Laboratories as a teaching and research tool. Evaluation of the quality of scientific publications. Critical analysis of educational tools. Technological platforms for teaching support. Visual languages. |
Planning |
Methodologies :: Tests | |||||||||
Class hours | Hours outside the classroom | Total hours | |||||||
Presentations / expositions | 6 | 12 | 18 | ||||||
Debates | 6 | 22 | 28 | ||||||
Practicals using information and communication technologies (ICTs) in computer rooms | 18 | 10 | 28 | ||||||
Other methodologies | 6 | 15 | 21 | ||||||
Assignments | 5 | 10 | 15 | ||||||
Personal tuition | 6 | 6 | 12 | ||||||
Lecture | 16 | 34 | 50 | ||||||
Mixed tests | 8 | 20 | 28 | ||||||
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Description | |
Presentations / expositions | Students will make presentations and exhibitions in different parts of the course. |
Debates | Group discussions on contents |
Practicals using information and communication technologies (ICTs) in computer rooms | Management of interactive tools for information exchange. |
Other methodologies | Project work, in groups, to exercise concepts and methodologies. |
Assignments | Theoretical and/or practical developments, individually or in groups, of specific contents of the subject. |
Personal tuition | Personal monitoring and guidance of autonomous learning. |
Lecture | Presentations of the different contents, orientation of the learning itineraries and questions and practical or problematic situations. |
Personalized attention |
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Assessment |
Description | Qualification | ||
Lecture | Los siguientes porcentajes son solo de la parte específica (50%). Ver más información abajo. 10% |
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Presentations / expositions | 10% | ||
Debates | 10% | ||
Practicals using information and communication technologies (ICTs) in computer rooms | 10% | ||
Other methodologies | 20% | ||
Assignments | 10% | ||
Mixed tests | 30% | ||
Other comments and second call | |||
The course consists of three parts: Teaching innovation, initiation to research and specific part. In each of them, methodologies referred to in this teaching guide will be used. Each of the parts will be weighted for evaluation purposes according to the following criteria: Part 1: Teaching innovation (25%) Parts 1 and 2 will be evaluated as follows: Evaluation EDUCATIONAL RESEARCH (25%): ACTIVITY 1. Educational research article. Identification of educational problems. Review of research reports. 10 points ACTIVITY 2. Evaluative research. 15 points Evaluation INNOVATION IN TEACHING (25%): Activity: Innovation Project. 25 points SPECIFIC Evaluation (50%) (see Table above). In the application of the above table, when activities corresponding to any of the above mentioned evaluable aspects are NOT carried out; the percentage of these aspects will be distributed uniformly among the rest of the different concepts in order to complete 100% of the grade. For the evaluation of this part, the following criteria and modalities will be taken into account: In this subject will be evaluated, according to the procedure described above the third block (the specific), each of the content blocks separately and the final grade will be the average (weighted according to number of credits) of the grades obtained, provided that any of them does not have a grade lower than 4 points. In the 2nd call, and depending on the parts not passed, recovery activities and controls will be proposed, personalized, with sufficient time in advance. |
Sources of information |
Access to Recommended Bibliography in the Catalog ULE |
Basic | |
Bibliografía Bloques I y 2 Ainscow, M.; Hopkins, D.; Soutworth, G. y West, M. (2008). Hacia escuelas eficaces para todos. Manual para la formación de equipos docentes Madrid: Narcea. 2º ed. Blández, J. (1996). La Investigación-acción: un reto para el profesorado. Guía práctica para grupos de trabajo, seminarios y equipos de investigación. Zaragoza: INDE. Eirín Nemiña, R. García Ruso, H.Mª y Montero Mesa, L:(2009). Profesores principiantes e iniciación Profesional. Estudio exploratorio. Revista de currículum y formación del profesorado Vol, 13,1. 102-115. Latorre, A. (2003). La investigación-acción. Conocer y cambiar la práctica educativa. Barcelona: Graó. Marcelo, C. (2008). Evaluación de la calidad para programas completos de formación docente a través de estrategias de aprendizaje abierto y a distancia. Revista de Educación a Distacia (RED). Alo VII. Número monográfico VI. http://www.um.es/ead/red/M7/marcelo.pdf Marcelo, C. (2009) Los comienzos en la docencia: un profesorado con buenos principios. Profesorado. Revista de Curriculum y Formación del Profesorado, Vol. 13, No. 1, pp. 1-25. http://www.ugr.es/~recfpro/rev131ART1.pdf McMIllan, J. H., y Schumacher, S. (2008). Investigación Educativa. Pearson. Monereo, C. (Coord.) (2009). Pisa como excusa. Repensar la evaluación para cambiar la enseñanza. Barcelona: Graó. Pérez Serrano, G. (1994). Investigación cualitativa. Retos e interrogantes. I. Métodos. II. Técnicas y análisis de datos. Madrid: La Muralla. Rincón, D. y Rincón, B. (2000). Revisión y mejora de procesos educativos. Revista Interuniversitaria de Formación del Profesorado, nº 39, 51-73. Wood, P y Smith, J. (2017). Investigar en educación. Conceptos básicos y metodología para desarrollar proyectos de investigación. Narcea.
Páginas web Bloques I y II. Web Links To Participatory Action research Sites. http://www.goshen.edu/soan/soan96p.html Action Research Resources. https://www.scu.edu.au/about/academic-schools/ Guía Tesis con Investigación Acción (Bob Dick). https://www.scu.edu.au/about/academic-schools/ Es un portal de recursos para apoyar al profesorado que quiere innovar en su labor docente. Cuentas con Unidades Didácticas, software, pág. web, experiencias innovadoras que pueden ser de utilidad en tu área de conocimiento. https://educared.net/ Pág WEB del Instituto de Tecnologías Educativas de Ministerio de Educación que cuenta con diferentes recursos agrupados por los diferentes niveles educativos y sus asignaturas. http://ares.cnice.mec.es/nnee/profesorado.html Bibliografía y webgrafía Bloque 3 (específico) LIBROS: - Francisco Esquembre. "Creación de simulaciones interactivas en Java: aplicación a la enseñanza de la física", 2005, Pearson Educación, ISBN:84-205-4009-9 - Bolívar Raya, Juan Pedro. "Aprendizaje constructivista y simulaciones interactivas en la enseñanza de la física", 2007, ISBN:978-84-9745-081-2. - Isidro Calvo, Ekaitz Zulueta, Unai Gangoiti, Jose Lopez-Guede. "Laboratorios remotos y virtuales en enseñanzas técnicas y científicas", 2009, Ikastorratza: e-Revista de Didáctica. 3.- A. Alonso. "Sapiens3", 2019, Editorial Donbuk. ARTICULOS CIENTIFICOS: https://www.sciencedirect.com/science/article/abs/pii/S0360131516300677 https://dl.acm.org/doi/abs/10.1145/1132960.1132961 https://ieeexplore.ieee.org/document/993309/ WEBS: |
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