In this article, we present an integrated instructive methodological approach. We begin with a set of proposals for educational innovation oriented towards active learning that have been tested separately and implemented for various subjects in courses of different levels. The approach integrates the following elements: (1) the dynamic generation of digital content by students and their integration into shared knowledge bases of the subjects involved; (2) the systematic use of quality content, mainly in video format, distributed through online platforms as support for flipped classrooms; (3) peer evaluation to support the development of reflective and selfcritical capacities; and (4) systematic collaboration with students and professors from other universities to develop the enumerated activities. The methodology has been tested in a variety of subjects, thanks to its flexibility. In all experienced cases, it has been shown that it is feasible for students to generate enough valuable and reusable content. In addition, students have expressed high levels of satisfaction with the implementation of the proposal.
Video is a medium increasingly used in education. The styles of videos produced for academic purposes have been studied in the literature based mainly on those initially designed by instructors for use in MOOCs. In this work, we define a novel taxonomy of academic video design styles based on the videos produced by students. We have defined 10 different styles after reviewing 105 student-generated videos over 5 years. These types of videos reflect the tastes of students when making a video, which do not necessarily coincide with those of instructors. Based on our classification, a comparative analysis was done between the types of videos developed by instructors and by students, and significant differences were found. The style most commonly used by instructors is similar to the presentation slides while students' videos are based on the integration of videos and images they search for on the Internet.
The knowledge acquired during the execution of projects developed in organizations is captured and published in the form of lessons learned with the objective of being able to apply them in subsequent projects. Effectively reused lessons have an impact on projects, for example, by increasing their quality and reducing their execution time. In an educational context, these lessons can be integrated into project-based learning experiences. Lessons are content generated by students for students, in the same or subsequent courses, who could benefit from reading them. We have applied, for four consecutive academic years, a specific cycle of lessons learned management in a course where project-based learning is carried out using a blog developed with Blogger as a platform for publishing and open access to these lessons. We have analysed student opinions about reading, detecting, and generating lessons as well as the profiles of students most likely to detect and generate lessons. A total of 162 students who developed 154 lessons are included in the study. A statistical analysis is performed to evaluate lessons learned generation. The results indicate that lessons learned generated by peers are useful for learning and have a strong influence on the outcomes of their work. The activity of generating new lessons is difficult and moderately satisfying. Finally, the profile of a student who creates quality lessons corresponds to someone brilliant, whose work is valued both by their teammates and themselves, and who is also attentive to the activities carried out in the course. The implications of this work are that lesson generation is well suited to project-based learning and that students generate an interesting number of quality lessons with the instructor's support and encouragement.
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