¿Cómo afrontar el trabajo fin de grado? Un problema o una oportunidad para culminar con el desarrollo de las competenciasHow deal the grade work? A problem or an opportunity to complete the development of skills ResumenEste trabajo pretende dar claridad a uno de los grandes retos con los que se encuentra en la actualidad la Universidad; diseñar, desarrollar y evaluar los Trabajos Fin de Grado. Con el objetivo de adentrar al lector en el tema, se muestra la información que en torno a este tema se pone a disposición en la red sobre 27 Grados de 22 Universidades españolas, y 5 reglamentos que regulan este tema. A continuación, se ofrece una propuesta de acción donde se recogen indicaciones para abordar esta labor desde una mirada videográfica (de proceso) y otra fotográ-fica (de producto). Palabras clave: Universidad, Competencias, Trabajo Fin de Grado. AbstractIn this moment the University has a great challenge; design, develop and evaluate Final Grade Work, and this paper aims to give clarity about this issue. In order to introduce the reader into this topic, we show the information found on the net about this topic in 27 degrees of 22 Spanish universities, and 5 normatives. Then, we present a proposal for action which includes guidelines to work from a videographic look (like a process) and another photographic (like a product) the Final Grade Work.
Digital society is here, and it came to stay. One of our daily lives where information and communication technologies have the most significant impact is education. This systematic review analyzes the presence that technology, robotics specifically, has had on our educational system in recent years. Some keywords have been chosen, and screening has been carried out in the three most extensive databases about didactic and education: Education Resources Information Center, Scopus, and Web of Science chosen for being the most relevant in education sciences. Although among the most remarkable results, it was found that robotics is used as an individual skill developing tool. Its benefits as a teamwork promoting tool are not yet widely applied.
Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master’s thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time.
La tutoría del Trabajo de Fin de Grado (TFG) no puede dejarse al azar de lo que vaya aconteciendo en el día a día, sino que precisa de una planificación y un contenido que haga posible que cada estudiante sea consciente del proceso que está siguiendo y de los aprendizajes que va adquiriendo. El objetivo del artículo es, por una parte, presentar el modelo de tutoría grupal que se desarrolla en la Facultad de Educación de Bilbao (UPV/ EHU) desde 2013/14, en el que se hace hincapié en los hitos e instrumentos de evaluación formativa en el proceso de tutorización y, por otra parte, analizar la opinión y las valoraciones que el alumnado y profesorado vierten en relación al proceso e instrumentos. Los resultados nos desvelan que: 1) la tutoría del TFG requiere de contextos formativos en los<br />que se genere conocimiento y reflexión, o dicho de otra manera; tiempos, espacios, tareas e instrumentos que permitan a los y las estudiantes de manera individual y/o grupal construir conocimiento de manera pautada y registrada en el tiempo y, 2) el uso de la evaluación formativa en este entramado, potencia la reflexión y el desarrollo de competencias.
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