This book uncovers the crucial issues in learning technologies in this digital transformation moment, specifically within the COVID-19 umbrella effects. Remote learning, educational technologies, or distance learning are usually used topics by teachers, students, and researchers because the educational context should be transformed and even reinvented itself drastically. Technologies have been used more intensively in the last year than during the last decade. However, what is the effect of these "new" technologies on the teaching and learning methodologies? Are teachers and students fully digital competent to integrate these technologies in their teaching and learning activities? In this book, the authors claim to go forward that the online teaching conception to replicate the face-to-face teaching through a camera. They propose adapting the active methodologies to the online or hybrid context, which is a challenge that must be corroborated with rigorous educational research.
Author(s): Francisco José García-Peñalvo, María Luisa Sein-Echaluce, Ángel Fidalgo-Blanco
Series: Lecture Notes in Educational Technology
Publisher: Springer
Year: 2022
Language: English
Pages: 218
City: Cham
Acknowledgments
Contents
1 Introduction
References
2 Improving the Motivation of First-Year Undergraduate Students Through Transversal Activities and Teamwork
2.1 Introduction
2.2 Context
2.2.1 Motivation
2.2.2 Teamwork Competence
2.2.3 Assessment
2.3 Project Description. Methodology
2.3.1 Pill1: Sagrada Familia Schools. Historical Context
2.3.2 Pill1: Sagrada Familia Schools. Work and Aims of the Practice
2.3.3 Pill 2: 22@, from the Plaza “Les Glories” to the Sea. Historical Context
2.3.4 Pill 2: 22@, from the Plaza “Les Glories” to the Sea. Practical Task
2.4 Results
2.5 Conclusions
References
3 Conceptualizing a Teacher Training for Identifying STEAM-Lab Spaces to Address Diversity Gaps
3.1 Introduction
3.2 Context
3.2.1 The Project
3.2.2 The Teacher Training in COVID Times
3.3 Design of the Teacher Training
3.3.1 Temporal Design
3.3.2 Phase 1. Introduction and Conceptualization
3.3.3 Phase 2: Training Pills
3.3.4 Phase 3. Implementation
3.4 Assessment of the Training
3.5 Conclusions
References
4 Mentoring High Ability University Students: An Experience with Computer Science Undergraduates
4.1 Introduction
4.2 Theoretical Framework
4.3 Description of the Experience
4.4 Results
4.5 Discussion
4.6 Conclusions
References
5 Challenge-Based Learning: Inter-University Implementation in Animal Breeding
5.1 Introduction
5.2 Context
5.3 Description
5.4 Results
5.5 Conclusions
References
6 The Use of New Technologies Applied to the Project-Based Learning Method in an International Context: VII Virtual Intensive Programme on the Future of Banking and Finance
6.1 Introduction
6.2 The IP: Origin and Evolution
6.3 Collaborative Work in a Multicultural Environment: The Project-Based Learning Method
6.4 How is the Program Organized?
6.4.1 Pre IP-Phase
6.4.2 The Virtual IP-Event
6.5 New Technologies Applied to the Virtual IP
6.5.1 Preparatory Phase: WhatsApp and MS Teams
6.5.2 The Virtual Meeting
6.6 Results of the Online IP
6.7 Summary and Looking to the Future
References
7 Historical Architectural Heritage as a Generator of Real Immersive Educational Environments for Project-Based Learning
7.1 Introduction
7.1.1 Academic Perspective: Learning the Technique of Architecture
7.1.2 Professional Perspective: Using Professional Architecture Technique
7.1.3 Immersion in a Real Training Environment: Learning Through an Existing Building
7.2 From the Construction Project to the Academic Project: PBL in Historic Buildings
7.2.1 Learning Space
7.2.2 Objectives
7.2.3 Groups and Organization
7.2.4 Project Phases
7.2.5 Assessment and Outcomes
7.3 Lessons from the Project Process: Previous Recognition, Integral Knowledge, and Intervention Techniques
7.3.1 Work and Project I. Previous Recognition
7.3.2 Work and Project II. Integral Knowledge
7.3.3 Work and Project III. Intervention Techniques
7.4 Results
7.5 Conclusions
References
8 Evaluating the Adaptation of a Secondary Teacher Training Programme: A Case in the Time of Pandemic
8.1 Introduction
8.2 Initial Training for Secondary-School Teachers and Some Shortcomings Detected
8.3 Acquiring New Skills: The Emergency Programme
8.3.1 Digital Teaching Skills Development
8.3.2 Communication Skills Development
8.4 Perception of the Trainee Teachers
8.4.1 Information Gathering
8.4.2 Perception of Digital Teaching Tools Development
8.4.3 Perception of Communication Skills Development
8.5 Conclusions
References
9 Error-Controlled Exercise Training and Its Impact on Learning
9.1 Introduction
9.2 Context
9.3 Description
9.4 Results
9.4.1 Satisfaction Surveys
9.5 Discussion
9.6 Conclusions
References
10 Programme for the Prevention of Musculoskeletal and Psychosocial Disorders in Professional Training
10.1 Introduction
10.2 Materials and Method
10.3 Results
10.4 Discussion and Conclusions
References
11 Teaching Physics to First-Year University Students with the Flipped Classroom
11.1 Introduction
11.2 Case of Study
11.3 The Flipped Classroom for Physics Teaching
11.4 Results
11.4.1 Teaching with the Flipped Classroom Over the Academic Term 2021–2022
11.4.2 Teaching Kinematics of the Rigid Solid Within Other Contexts
11.5 Final Remarks
References
12 Global Indicators for Measuring the Learning of the Active Students
12.1 Introduction
12.2 Model
12.3 Context
12.4 Results
12.5 Conclusions
References
