Incorporación del Aprendizaje Basado en Proyectos en las Titulaciones de Grado del Campus de Alcoy de la Universitat Politècnica de València

Sanchís, Raquel; Mula, Josefa; Cantó, Begoña; Torregrosa, J. I.

doi:10.4995/inred2020.2020.12030

Cited by 9 publications

(7 citation statements)

References 5 publications

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“…The Escuela Politècnica Superior de Alcoy (EPSA) proposed an educational innovation and improvement project since 2019. It is focused on developing of strategies to implement project-based learning (PBL) in some subjects of the degree [18]. The goal is the fixing of some subjects, which will be the germ to reach the total implementation of the PBLs techniques in the future of the bachelor's degree.…”

Section: Bachelor Thesis 12mentioning

confidence: 99%

Sustainable Development Goals Integrated in Project-Based Learning in the Mechanical Engineering Degree

Sánchez¹,

Sanchís²

2021

INTED2021 Proceedings

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The Sustainable Development Goals (SDGs) are an action plan to reach a better and more sustainable future for everybody. This is the main reason why universities have to make a special effort to instil in students the importance of the SDGs as well as promote actions addressed to the end poverty, the protection of the planet and the improvement of lives and prospects of everyone in any place. In light of this, one of the methodologies that currently is very used by universities is Project-Based Learning (PBL). This methodology promotes active teaching in which students are the main actors. With this methodology students solve challenging situations, raise questions, and try to answer them using their knowledge, means, resources, research, reflection in an active and collaborative way. It is not a new methodology, but it is unquestionable that in the last years it has been implemented in a generalized way in comparison with other educational trends. The objective of this paper is to define a learning approach based on PBL to achieve and enhance students' knowledge about SDGs. In addition, the paper also shows an illustrative example of a PBL model applied to some of the 17 SGDs that can be the basis for other teachers to apply the PBL methodology to develop students' capacity to achieve SGDs in other subjects and/or degrees.

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Section: Bachelor Thesis 12mentioning

confidence: 99%

Sustainable Development Goals Integrated in Project-Based Learning in the Mechanical Engineering Degree

Sánchez¹,

Sanchís²

2021

INTED2021 Proceedings

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“…Although only subjects from the last courses were initially planned to participate in the EIIP, at the end, subjects from all the courses (depending on the PBL model) participate what enriches the continuity of active learning throughout the entire grade. More information about the structure of each PBL model may be found in [14].…”

Section: Computer Engineeringmentioning

confidence: 99%

Project-Based Learning in Financials Advice

Vicedo¹,

Benito²,

Montava-Jordà³

et al. 2021

EDULEARN Proceedings

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The efficient use of the economic resources of companies, both large enterprises and SMEs, as well as the different means to obtain these resources, are critical aspects. For this reason, the new generation of students of degrees such as Business Administration and Management should know in depth the different types of banking entities, the main asset and liability operations of banking entities and the existing risk, as well as the main challenges of the banking sector for the following years. In the same way, a profound comprehension about the stock market and the simulation models to analyse different financial situations are aspects highly valued by companies.Based on this, learning requirements arise to seek active methodologies that allow students to acquire the knowledge and key competencies that companies currently require. Among these methodologies, we would like to highlight the Project-based Learning (PBL) through which the teaching-learning process is carried out through the development of a project that tries to give an answer to a real problem. Through PBL, students develop a high degree of autonomy and responsibility, since they are responsible for planning, structuring the work and preparing the project to solve a specific problem or situation. The lecturers' work in this methodology is to guide and support students throughout all the process of project development.Therefore, this article defines a PBL model to satisfy the current needs of the market in terms of financials advice. The PBL model involves two subjects: (i) Banking and Stock Market and (ii) Advanced financial simulation techniques taught in the Degree of Business Administration and Management in the

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“…One of the parts of the subject used the active methodology of PBL. This is due to the fact that the subject participates in a innovation and educational improvement project promoted by UPV whose main objective is to incorporate the PBL methodology collaboratively among different subjects of the last courses of different bachelor degrees [5]. The Campus of Alcoy of UPV has 5 bachelor degrees that have participated in this innovation.…”

Section: Pbl Innovation and Educational Improvement Projectmentioning

confidence: 99%

Project-Based Learning Applied in the Pandemic Scenario. Case Study: Fluid-Mechanical Engineering

Sánchez¹,

Jiménez²,

Sanchís³

2021

ICERI2021 Proceedings

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The pandemic situation due to SARS-Cov-2 obligates to adapt the learning processes in different academic levels. Universitat Politècnica de València (Spain) had to deal with this challenge, where the learning process changed from a face-to-face way to a non-face learning model when the confinement began in March 2020. This caused the need to adapt the teaching process, methods and materials from in-person classes to virtual ones. This contribution shows the adaptation process to face the problems caused by the pandemic and related to the non-face-to-face education through an example in a case study, particularly in the subject called Fluid-Mechanics Engineering. This subject is taught in the third year of the mechanical engineering degree at the Universitat Politècnica de Valencia (Campus of Alcoy). The students enrolled in this subject followed two different teaching procedures and the present research shows how the planning of the subject was adapted when the pandemic situation arose, the different activities developed to adjust to this new context as well as the perception of the students about such an adaptation through the development of an online survey.

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Incorporación del Aprendizaje Basado en Proyectos en las Titulaciones de Grado del Campus de Alcoy de la Universitat Politècnica de València

Cited by 9 publications

References 5 publications

Sustainable Development Goals Integrated in Project-Based Learning in the Mechanical Engineering Degree

Sustainable Development Goals Integrated in Project-Based Learning in the Mechanical Engineering Degree

Project-Based Learning in Financials Advice

Project-Based Learning Applied in the Pandemic Scenario. Case Study: Fluid-Mechanical Engineering

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