5 research outputs found

    Píldoras Educativas para la Elaboración del Trabajo Final de Grado en Estudios Ingleses (Lengua y Lingüística).

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    Este proyecto plantea elaborar un módulo, estructurado en píldoras educativas (o mini-videos didácticos), para dar una visión general a los estudiantes del último curso de grado de cómo abordar la escritura del TFG

    Desarrollo de estrategias discursivas de posicionamiento en los trabajos científicos universitarios (TFGs, TFMs, TDs, y AC): Análisis de los géneros discursivos, propuestas para la formación y elaboración de píldoras educativas

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    El presente proyecto reúne a docentes e investigadoras de dos grupos de investigación UCM consolidados del Departamento de Estudios Ingleses, “Discurso y comunicación en lengua inglesa: estudios de lingüística cognitiva y funcional” (DISCOM-COGFUNC) (930160) y “Lingüística funcional (ingles-español) y sus aplicaciones (FUNCAP)”, que imparten asignaturas afines. Todas las integrantes del equipo han formado parte al menos de uno de los dos proyectos de innovación previos, Innova-2015-188 e Innova-2016-123, sobre Objetos de Aprendizaje Reutilizable (OARs), como son las píldoras educativas, dando así muestra de una continuidad del trabajo en la innovación educativa en el campo de la docencia de lengua y lingüística inglesas. Los objetivos generales propuestos en la solicitud del proyecto han sido la formación de estudiantes y profesores en el uso y desarrollo de estrategias discursivas de posicionamiento en: (a) los trabajos científicos universitarios (TFGs, TFMs, TDs), y (b) los artículos de investigación de los docentes. Se trataba de llevar a cabo el análisis de estos géneros discursivos, realizar propuestas para la formación en el uso de estrategias discursivas, y elaborar materiales y píldoras educativas adecuadas a cada contexto de aprendizaje

    La gamificación del aula universitaria: jugar para aprender

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    Esta memoria resume los objetivos y resultados del proyecto de innovación docente nº 57, de título "La gamificación del aula universitaria: jugar para aprender". La gamificación es una técnica didáctica por medio de la cual se introducen elementos propios del juego en contextos que, en principio, no se conciben como juegos. Más concretamente, el proyecto se ha centrado en la implementación de las herramientas Edpuzzle, Kahoot, Mentimeter, Padlet, Quizlet y Socrative. Los resultados demuestran que estas herramientas contribuyen a mejorar no sólo el interés y motivación de los alumnos sino también su trabajo colaborativo y adquisión de contenidos

    BHPR research: qualitative1. Complex reasoning determines patients' perception of outcome following foot surgery in rheumatoid arhtritis

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    Background: Foot surgery is common in patients with RA but research into surgical outcomes is limited and conceptually flawed as current outcome measures lack face validity: to date no one has asked patients what is important to them. This study aimed to determine which factors are important to patients when evaluating the success of foot surgery in RA Methods: Semi structured interviews of RA patients who had undergone foot surgery were conducted and transcribed verbatim. Thematic analysis of interviews was conducted to explore issues that were important to patients. Results: 11 RA patients (9 ♂, mean age 59, dis dur = 22yrs, mean of 3 yrs post op) with mixed experiences of foot surgery were interviewed. Patients interpreted outcome in respect to a multitude of factors, frequently positive change in one aspect contrasted with negative opinions about another. Overall, four major themes emerged. Function: Functional ability & participation in valued activities were very important to patients. Walking ability was a key concern but patients interpreted levels of activity in light of other aspects of their disease, reflecting on change in functional ability more than overall level. Positive feelings of improved mobility were often moderated by negative self perception ("I mean, I still walk like a waddling duck”). Appearance: Appearance was important to almost all patients but perhaps the most complex theme of all. Physical appearance, foot shape, and footwear were closely interlinked, yet patients saw these as distinct separate concepts. Patients need to legitimize these feelings was clear and they frequently entered into a defensive repertoire ("it's not cosmetic surgery; it's something that's more important than that, you know?”). Clinician opinion: Surgeons' post operative evaluation of the procedure was very influential. The impact of this appraisal continued to affect patients' lasting impression irrespective of how the outcome compared to their initial goals ("when he'd done it ... he said that hasn't worked as good as he'd wanted to ... but the pain has gone”). Pain: Whilst pain was important to almost all patients, it appeared to be less important than the other themes. Pain was predominately raised when it influenced other themes, such as function; many still felt the need to legitimize their foot pain in order for health professionals to take it seriously ("in the end I went to my GP because it had happened a few times and I went to an orthopaedic surgeon who was quite dismissive of it, it was like what are you complaining about”). Conclusions: Patients interpret the outcome of foot surgery using a multitude of interrelated factors, particularly functional ability, appearance and surgeons' appraisal of the procedure. While pain was often noted, this appeared less important than other factors in the overall outcome of the surgery. Future research into foot surgery should incorporate the complexity of how patients determine their outcome Disclosure statement: All authors have declared no conflicts of interes
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