Trends on active learning methods and emerging learning technologies / / Francisco José García-Peñalvo, María Luisa Sein-Echaluce, Ángel Fidalgo-Blanco, editors

• Record Nr.: UNINA9910633929103321
• Pubbl/distr/stampa: Cham, Switzerland : , : Springer, , [2022]; ©2022
• ISBN: 981-19-7431-4
• Descrizione fisica: 1 online resource (219 pages)
• Collana: Lecture notes in educational technology
• Disciplina: 371.39
• Soggetti: Active learning; Educational technology; Aprenentatge actiu; Tecnologia educativa; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- 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.