Congresos. Editorial UPV

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Congresos realizados en la UPV publicados por la Editorial Universitat Politècnica de València.

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Browsing Congresos. Editorial UPV by UPV Entity "Centro Avanzado de Microbiología de Alimentos"

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    Desarrollo del binomio ODS-Competencias transversales en la docencia universitaria: una visión integral dentro de la UPV
    (Editorial Universitat Politècnica de València, 2021-02-04T10:50:58Z) Guillén Guillamón, Ignacio Enrique; Moreno Ramón, Héctor; Jiménez Belenguer, Ana Isabel; Cabedo Fabrés, Marta; Ferrando Bataller, Miguel; Calvet Sanz, Salvador; Ibañez Asensio, Sara; Dpto. de Producción Vegetal; Dpto. de Física Aplicada; Escuela Técnica Superior de Ingeniería de Telecomunicación; Dpto. de Ciencia Animal; Dpto. de Biotecnología; Dpto. de Comunicaciones; Escuela Técnica Superior de Arquitectura; Instituto Universitario de Telecomunicación y Aplicaciones Multimedia; Centro Valenciano de Estudios sobre el Riego; Centro Avanzado de Microbiología de Alimentos; Centro de Tecnologías Físicas: Acústica, Materiales y Astrofísica; Instituto Universitario de Ciencia y Tecnología Animal; Escuela Técnica Superior de Ingeniería Agronómica y del Medio Natural
    [ES] En la actualidad, las Universidades Españolas están involucradas en la implantación de los Objetivos de Desarrollo Sostenible promulgados por las Naciones Unidades como parte de la Agenda 2030. En estas Instituciones, la implantación de estos objetivos no se debe limitar a la propia Institución, sino que como formadores de ciudadanos se debe de transmitir un enfoque global e integrador. El proyecto de innovación “Integración de los ODS en las CT UPV mediante estrategias de gamificación” desarrollado por el grupo de innovación docente de la UPV GRIPAU propone la integración del desarrollo de los ODS en la docencia de asignaturas mediante las actividades que desarrollan las CT UPV. En el proyecto intervienen 7 asignaturas de diferentes titulaciones de la UPV. Este trabajo muestra las experiencias en cada asignatura a modo de casos de estudio. En cada caso se describen las actividades específicas desarrolladas para integrar el trabajo en CT con los ODS. Los resultados obtenidos indican que las actividades desarrolladas mejoran la propiocepción de los alumnos en los ODS.
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    Evaluación de Competencias Transversales en un entorno 3.0: Lessons (Sakai)
    (Editorial Universitat Politècnica de València, 2017-07-18) Moreno Ramón, Héctor; Ibañez Asensio, Sara; Guillén Guillamón, Ignacio Enrique; Ferrando Bataller, Miguel; Calvet Sanz, Salvador; Cabedo Fabrés, Marta; Jiménez Belenguer, Ana Isabel; Martínez García, Alfonso; Dpto. de Producción Vegetal; Dpto. de Física Aplicada; Escuela Técnica Superior de Ingeniería de Telecomunicación; Dpto. de Ciencia Animal; Dpto. de Biotecnología; Dpto. de Comunicaciones; Escuela Técnica Superior de Arquitectura; Instituto Universitario de Telecomunicación y Aplicaciones Multimedia; Centro Valenciano de Estudios sobre el Riego; Centro Avanzado de Microbiología de Alimentos; Centro de Tecnologías Físicas: Acústica, Materiales y Astrofísica; Instituto Universitario de Ciencia y Tecnología Animal; Escuela Técnica Superior de Ingeniería Agronómica y del Medio Natural
    [EN] Transversal skills have led to restructuring subjects, methodology and materials in Higher Education. The Universitat Politècnica of Valencia (UPV) has begun to apply and assess these skills in their degrees where the students are the center of the learning process. Faced with these problems, the following study aims to facilitate and test the assessment of tranversal skills in the UPV through an advanced tool (Lessons) that has been developed by Sakai, and it is available to the entire university community within the PoliformaT platform. This tool allows not only the evaluation of skills in a traditional way (student-teacher), but also establishes an environment based on the philosophy of web 3.0 where 3 types of learning interactions are produced (student-teacher, teacher-student and Studentstudent). In addition, it allows to redirect the students according to theis knowledge and allows self-evaluation before the activity development. The experience was carried out on 730 students who belong to 11 subjetcs in different degrees/master/doctorate courses. Outcomes registered in Lessons expressed that more than 80% of them believe that they should be selfassessed at the beginning. In this sense, more than 70% of the students express that they have achieved the transversal skill, although this outcomes contrast with the teachers' evaluation, which reduce the level of skill achievement.
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    Lessons as a tool to combine flip teaching and transversal skills at the UPV: A pilot experience in soil genesis subjects
    (Editorial Universitat Politècnica de València, 2019-05-07) Moreno Ramón, Héctor; Ibañez Asensio, Sara; Martínez García, Alfonso; Guillén Guillamón, Ignacio Enrique; Cabedo Fabrés, Marta; Jiménez Belenguer, Ana Isabel; Calvet Sanz, Salvador; Ferrando Bataller, Miguel; Dpto. de Producción Vegetal; Dpto. de Física Aplicada; Escuela Técnica Superior de Ingeniería de Telecomunicación; Dpto. de Ciencia Animal; Dpto. de Biotecnología; Dpto. de Comunicaciones; Escuela Técnica Superior de Arquitectura; Instituto Universitario de Telecomunicación y Aplicaciones Multimedia; Centro Valenciano de Estudios sobre el Riego; Centro Avanzado de Microbiología de Alimentos; Centro de Tecnologías Físicas: Acústica, Materiales y Astrofísica; Instituto Universitario de Ciencia y Tecnología Animal; Escuela Técnica Superior de Ingeniería Agronómica y del Medio Natural
    [EN] The potential offered by technologies is a reality that must be addressed and used in the Higher Education environments. Professors must be able to integrate technologies into their sessions and facilitate the work of the skill acquisition. The main objectives of this work are: i) to take advantage of the Lessons tool (PoliformaT) to evaluate the acquisition of transversal competences and, ii) to compare if the use of flip teaching improves its acquisition. In the subject of "Geology, Soil science and Climatology" (Degrees in Agri-Food Engineering and Forestry Engineering), an experience was developed during two academic courses in a population of 169 students on average each year. Through Lessons, a template was designed for the student to work, sequentially and based on their knowledge, a specific activity of soil science. In the activity, the student had to face a practical assumption with 4 options to consider as a response. According to its response the specific skills and critical thinking skill would be evaluated. The first year the students had to carry out the activity autonomously in PoliformaT, but in the second year, flip teaching was applied in the same activity. In that occasion; students had to watch online material and subsequently work on the specific concepts in class. Finally, they had to solve independently the practical case in Lessons, where they were evaluated and feedback was provided. The combination of "skill assessment and flip teaching" promoted that in the second year, 66% of the students acquired an adequate level of critical thinking skill. However, although the first year, 65% of the students also acquired it, it has been detected that in the second year there was an increase of 7% of students that passed from good to excellent acquisition level.
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    Recursos on-line sobre experiencias innovadoras en competencias transversales para profesores y alumnos
    (Editorial Universitat Politècnica de València, 2016-07-19) Calvet Sanz, Salvador; Moreno Ramón, Héctor; Ibañez Asensio, Sara; Jiménez Belenguer, Ana Isabel; Guillén Guillamón, Ignacio Enrique; Cabedo Fabrés, Marta; Martínez García, Alfonso; Ferrando Bataller, Miguel; Dpto. de Producción Vegetal; Dpto. de Física Aplicada; Escuela Técnica Superior de Ingeniería de Telecomunicación; Dpto. de Ciencia Animal; Dpto. de Biotecnología; Dpto. de Comunicaciones; Escuela Técnica Superior de Arquitectura; Instituto Universitario de Telecomunicación y Aplicaciones Multimedia; Centro Valenciano de Estudios sobre el Riego; Centro Avanzado de Microbiología de Alimentos; Centro de Tecnologías Físicas: Acústica, Materiales y Astrofísica; Instituto Universitario de Ciencia y Tecnología Animal; Escuela Técnica Superior de Ingeniería Agronómica y del Medio Natural
    [EN] One of the most relevant threats that teachers face when developing core skills in higher education is how to do it in the real situation of their classes. This may result in demotivation of teachers to achieve this challenge. At this moment, an important training task is necessary for both teachers and students, particularly regarding how to develop and evaluate these skills. The general objective of this work is to contribute to the development of core skills to the real situation of grades. This contribution is achieved by collecting and selecting electronic resources, which will be classified and structured according to the core skill they contribute to. Other information such as target audience (students, teachers or both) was also collected. Results show a wide quantitative and qualitative divergence among resources corresponding to different skills. This work has a multidisciplinary character, and the objective is not an exhaustive collection of materials, but establishing a more effective organization system of resources for teachers