|
Type A
|
Code |
Competences Specific |
| |
Common |
| |
AC2 |
Dominar las herramientas y procedimentos para la planificación, organización y gestión de los procesos de e-learning. |
| |
AC3 |
Diseñar y desarrollar programas y proyectos de innovación y de investigación en el ámbito del e-learning. |
| |
AC6 |
Incorporar estrategias y recursos de gestión del conocimiento en los desarrollos de innovación e investigación en e-learning. |
| |
AC7 |
Gestionar y utilizar la información en el desarrollo de proyectos. |
| |
AC12 |
Elaborar propuestas innovadoras en proyectos de e-learning. |
| |
AC13 |
Desplegar procesos individuales y colectivos de gestión del conocimiento en actividades y procesos de e-learning. |
|
Type B
|
Code |
Competences Transversal |
| |
Common |
| |
BC3 |
Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación. |
| |
BC8 |
Gestionar proyectos técnicos y de investigación o innovación. |
|
Type C
|
Code |
Competences Nuclear |
| |
Common |
| |
CC3 |
Be able to manage information and knowledge |
| |
CC5 |
Comprometerse con la ética y la responsabilidad social como ciudadano y como profesional. |
| Objectives |
Competences |
| 1. Identificar els components del procés d'innovació educativa en relació al context organitzatiu i al model docent. |
AC2
AC6
AC7
|
BC3
|
CC3
|
| 2. Desenvolupar, a partir de l'anàlisi de models i experiències d'innovació educativa, propostes adaptades als requeriments de la docència virtual. |
AC3
AC13
|
BC8
|
CC5
|
| 3. Integrar els principis de la millora contínua en totes les propostes d'innovació educativa i per mitjà de l'ús de les TIC. |
AC12
|
BC3
|
|
| Topic |
Sub-topic |
| 1. Innovation: concept and models in education. |
1.1. Why innovate and its impact on an organization
1.2. What is innovation? Innovation and evaluation.
1.3. Innovate in education. Structure and development.
|
| 2. Innovation and ICT |
2.1. The challenge of innovating in education with the use of ICT.
2.2. Role and methodological changes that occur in e-learning contexts.
2.3 The challenge of AI in relation to education |
| 3. Methodologies for educational innovation in e-learning contexts |
3.1. Method of Application of Educational Innovation
3.2. Design Thinking
3.3 Other methodologies... |
| 4. Transferència de la innovació educativa |
4.1. Experiències de referència en innovació educativa |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours |
Hours outside the classroom |
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| |
| Problem solving, exercises |
|
2 |
9 |
11 |
| Assignments |
|
1 |
5 |
6 |
| Lecture |
|
10 |
0 |
10 |
| Forums of debate |
|
1 |
5 |
6 |
| Previous study |
|
1 |
3 |
4 |
| IT-based practicals |
|
1 |
22 |
23 |
| Integrated methodologies |
|
1 |
5 |
6 |
| |
| Personal attention |
|
8 |
0 |
8 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Activitats encaminades a prendre contacte i recollir informació dels alumnes i presentació de l’assignatura. |
| Problem solving, exercises |
Treball conjunt entre l’alumne i el professor per poder dissenyar i desenvolupar la concreció d’aquest. |
| Assignments |
Treballs que realitza l'alumne. |
| Lecture |
Exposició dels continguts de l'assignatura. |
| Forums of debate |
Activitat, a través de les TIC, on es debaten temes d'actualitat relacionats amb l'àmbit professional. |
| Previous study |
Cerca, lectura i treball de documentació, proposta de solució d'exercicis a realitzar en el laboratori per part de l'alumne. |
| IT-based practicals |
Aplicar, a nivell pràctic, la teoria d'un àmbit de coneixement en un context determinat. Simulacions a través de les TIC.
|
| Integrated methodologies |
Aprenentatge basat en problemes, Treball per projectes, Portfoli docent, etc.
|
| Personal attention |
Anàlisi i resolució de dubtes de l'alumne amb reunions personales i/o en grup. |
|
|
|
Description |
It is the time that each teacher has reserved to attend to and resolve students' doubts and pursues the following objectives: - Assist, monitor and guide the student at a professional level. - Exchange information, opinion and knowledge. - Facilitating feedback between teacher and student about the subject's work. - Monitor the understanding of concepts and content and clarify doubts. - Advising on the search for information. The attention schedule will be agreed with the student and will be developed online. Contact: luis.marques@urv.cat |
|
| |
Description |
Weight |
| Problem solving, exercises |
Defensa pública del projecte. |
25% |
| Assignments |
Delivery of the project report with its theoretical and documentary basis. |
65% |
| Others |
Participació en els fòrums i debats de l'assignatura |
10% |
| |
|
Other comments and second exam session |
|
As part of the continuous assessment, in those cases in which the student completes a second delivery of an assessable activity suspended or not presented, this will be carried out within 45 days after the end of the subject, on the date to be determined by the teacher, only in those cases in which the student makes contact expressly to request it within the ordinary teaching period of the subject. Once this period has ended, it will be understood that the student withdraws and will not be entitled to this second chance. It is reminded that students must respect the criterion of absolute linguistic correctness in all their assessment tests (and also teaching-learning tests and that failure to do so may be a direct reason for suspension. On the other hand , any circumstance of plagiarism on the part of the student may lead to the direct suspension of the subject, without the possibility of recourse to the second call. Finally, it is suggested to the student to consult the specific planning hosted in the Moodle of the course subject |
| Basic |
López-Pérez, M.V.Email Author, Pérez-López, M.C.Email Author, Rodríguez-Ariza, L., Blended learning in higher education: Students' perceptions and their relation to outcomes, ,
Martín-Blas, T.Email Author, Serrano-Fernández, A., The role of new technologies in the learning process: Moodle as a teaching tool in Physics, ,
Sawyer, R.K.Email Author, Educating for innovation, ,
Mota, R. and Scott, D., Education for Innovation and Independent Learning, ,
OECD, The OECD Handbook for Innovative Learning Environments, ,
OECD, Measuring Innovation in Education 2019, ,
Hidalgo, A.; Albors, J., Innovation management techniques and tools: a review from theory and practice, ,
Huesig, S; Endres, H., Exploring the digital innovation process: The role of functionality for the adoption of innovation management software by innovation managers, ,
Bocken, N.; Strupeit, L.; Whalen, K.; Nußholz, J. A, A Review and Evaluation of Circular Business Model Innovation Tools, ,
Roll I, Wylie R, Evolution and Revolution in Artificial Intelligence in Education., , 2016
Khemani D., Artificial Intelligence: The Big Picture, , 2020
Chen L, Chen P, Lin Z., Artificial Intelligence in Education: A Review., ,
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| Complementary |
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| |
| Other comments |
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Les activitats que es presentin fora de termini, oa partir de les correccions dels professors, es consideraran activitats presentades a segona convocatòria.
Per optar a l'avaluació continuada, a partir de les diferents activitats amb pes a la nota, s'haurà de lliurar i aprovar cadascuna. |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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