¿Un laboratorio en Ciencias Jurídicas? El laboratorio de justicia administrativa

Proyecto de aprendizaje de la jurisdicción contencioso-administrativa a través de una metodología inductiva combinada prestando especial atención al contacto directo con los órganos de la jurisdicción contencioso-administrativa y culminando para los alumnos seleccionados a través de un procedimiento de concurrencia competitiva con la visita al TS y al TC.This paper deals with a learning project regarding the contentious administrative jurisdiction through the application of a combined inductive methodology. It pays particular attention to the direct contact with the jurisdictional bodies in the mentioned field. The project finalises with a visit of shortlisted students (on the basis of a competitive procedure) to the Spanish Supreme Court and to the Constitutional Court

Propuesta de actividades complementarias al estudio del Derecho

La transformación de la enseñanza universitaria, encaminada a la obtención de un EEES, se manifiesta en dos aspectos principales: la necesaria participación de los alumnos en su proceso de aprendizaje y el logro de una formación integral. Con propósito de conseguir el primero de los objetivos, se prevé la realización de actividades adicionales a la clásica lección magistral, tales como el Seminario o el Prácticum. En este trabajo, además, se proponen variadas tareas susceptibles de desarrollo en las disciplinas jurídicas que pueden potenciar, junto a un mejor aprendizaje, la motivación de los alumnos. Asimismo, y en consonancia con el deseo de una formación más completa de los estudiantes, centrada también en la adquisición de habilidades y valores, se propone la realización de actividades de voluntariado. No obstante, se defiende que sólo deberán ser valoradas las labores asistenciales relacionadas con la materia objeto de estudio, debiéndose distinguir las tareas susceptibles de consideración académica de las que no lo son. Por último, se hace también referencia a la necesaria motivación de los profesores para el éxito de este nuevo sistema de educación, estímulo que podría impulsarse por medio de la valoración curricular del esfuerzo y tiempo dedicados a la labor docente.The transformation of university teaching, leading towards an European Higher Education Area, involves two main aspects: the participation of the students in their learning process and the achievement of a comprehensive education. In order to achieve the first objective, additional activities to the traditional lecture, such as seminars or the Practicum, are planned. This paper also proposes a variety of tasks to develop, that could improve the motivation of the students and a better learning. Also, volunteer activities, focused on the acquisition of skills and values, are proposed, in keeping with the desire for a more comprehensive training of the students. However, we think that only the activities related to the subject under study should have and academic consideration. Finally, the teacher’s motivation should be promoted through curricular assessment of the effort and time dedicated to teaching, in order to guarantee the success of this new education system

El aprendizaje basado en competencias aplicado al derecho procesal civil

La implantación del EEES precisa de un cambio en los planteamientos tradicionales de la enseñanza universitaria. A través de la evaluación basada en competencias, el aprendizaje se torna más dinámico y el alumno abandona la cómoda posición pasiva en que se había instalado. Su aplicación requiere, en primer lugar, determinar las competencias propias de la asignatura que se imparta. El siguiente paso consiste en fijar los criterios de evaluación –formativa- que se aplicarán. Además de evaluarse los conocimientos adquiridos, interesa tener en cuenta las actitudes y valores manifestados por el alumnado en el proceso de aprendizaje. La presente comunicación analiza, precisamente, la plasmación práctica de estos planteamientos teóricos a una asignatura jurídica concreta.The implementation of the ESHE requests a change in traditional approaches to university teaching. Through skills-based assessment, learning becomes more dynamic and the student leaves the passive position that had been assumed. Its implementation requires, first, determine the skills of the subjects taught. The next step is to determine the criteria for evaluation. In addition to evaluating the acquired knowledge, it’s important to evaluate the attitudes and values expressed by students in the learning process. This paper examines precisely the practical form of these theoretical approaches to a particular legal subject

Mapping the sustainable development goals into the EDINSOST sustainability map of bachelor engineering degrees

© 2019 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes,creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.This Research to Practice Work in Progress paper presents the work conducted on the use of the Sustainability Map of Bachelor Engineering Degrees (a tool developed by the EDINSOST project) to analyze how Sustainable Development Goals (SDGs) are developed in each Degree. Over recent years, there has been a growth in the importance of working sustainability based on the SDGs. To identify which learning objective of each SDG corresponds to each learning outcome of the EDINSOST Sustainability Map, a correspondence matrix has been defined. The matrix contains the learning outcomes of the EDINSOST Sustainability Map in its rows, and the 17 SDGs in the columns. The cells of the matrix contain the learning objectives of the SDGs that correspond to each learning outcome of the EDINSOST Sustainability Map. This work in progress presents the first results of the process of mapping the SDGs into the EDINSOST Sustainability Map of Engineering Bachelor Degrees. Early results show that some of the 169 learning objectives are not applicable to Engineering Degrees. Likewise, we have seen that learning objectives have been defined more for policy makers than for engineers, and therefore adaptation is not an easy task. However, the work done has helped us to verify that the EDINSOST Sustainability Map can help in the introduction of the SDGs into the curriculum.Peer ReviewedPostprint (author's final draft

A learning tool to develop sustainable projects

This paper presents a tool developed to help engineers to design and develop sustainable projects. The tool has been designed to introduce and evaluate the sustainability of engineering projects in general, but here we show its application to assess the final project of an engineering degree. This tool is a guide for students to introduce and estimate the sustainability of their projects, but it also helps teachers to assess them. The tool is based on the Socratic Methodology and consists of a matrix where each cell contains several questions that students must consider during the project development and which they must answer in their project report. A positive or negative mark is assigned to every cell, and the sum of all marks states the project sustainability. However, the result is not as simplistic as a final number, but a descriptive sustainability analysis where questions are answered and every mark justified. A pilot test with some students has obtained good results, but the first Final Degree Project using this methodology will be read in July 2016.Peer ReviewedPostprint (author's final draft

Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling

(1) Background: New migratory flows taking place in Europe and the USA are categorised by a huge arrival of unaccompanied foreign minors (UFM), requiring appropriate attention to schooling in order to guarantee their integration. In facing this situation, the various political and educational administrations of the European Union (EU) have promoted an action plan for schools. Despite this, it has been shown that schooling does not totally guarantee social integration, encouraging the development of a new social model to generate new ways of understanding the learning process. (2) Methods: The aim of the present study is to adapt and validate Bandura’s academic self-efficacy scale (2006) within a sample of UFM. This scale is composed of 18 items distributed according to three underlying constructs. (3) Results: The validation analysis consisted of an exploratory factorial analysis using principal component analysis with varimax rotation, followed by confirmatory factorial analysis using structural equations (root mean squared error of approximation (RMSEA) = 0.052; normalised fit index (NFI) = 0.90; incremental fit index (IFI) = 0.91; confirmatory fit index (CFI) = 0.91). Reliability and internal consistency of the instrument was also tested with values being higher than 0.7 for all dimensions. (4) Conclusions: The final instrument was reduced to 12 items which were grouped into three dimensions (effort, self-confidence and understanding). Finally, the conducted multi-group analysis showed a stronger relationship between understanding, self-confidence and effort within UFM who had resided in Spain for a longer time. This could be linked to the more prolonged schooling process received.National research project: "Modelos de aprendizaje para la intervencion educativa con MENAS. Herramientas eficaces para la integracion escolar y social" [Learning models for educational intervention with MENAS. Effective tools for school and social integra EDU2017-88641-R"Ministerio de Ciencia, Innovacion y Universidades. Gobierno de Espana" [Ministry of Science, Innovation and Universities. Spanish Government]"Unidad de Excelencia de la Universidad de Granada (UGR): Desigualdad, Derechos Humanos y Sostenibilidad (DEHUSO)" [Unit of Excellence of the University of Granada (UGR): Inequality, Human Rights and Sustainability

Estudio preliminar sobre el uso de Signal como aula virtual

Memoria ID-082. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2018-2019

¿Es la ética profesional un lujo del que podemos prescindir?

In today’s society where the recovery and education of values is being reclaimed, professional ethics is gaining an essential importance, and the education of future professionals is becoming one of the key questions. First of all, this project analyses the content of ethics based on Spanish universities where the Human Nutrition and Dietetics Undergraduate Degree is taught, as well as the content of ethics of dual undergraduate programmes. In second place, the results of an online survey have been analysed. This survey, carried out between 1 and 11 September 2014, included a question on professional ethics and, finally, the Spanish Code of Ethics for Dieticians and Nutritionists was used as an example to solve doubts that were raised regarding our profession related to the patronage of the industry. To conclude, it would be recommendable for the ethics/bioethics subject to be given in the fourth year of the undergraduate degree and for universities where there is a dual undergraduate programme to include content from both human nutrition and dietetics. We should promote the creation of our own ethical culture specifically for human nutrition and dietetics that starts at the university education stage and continues in training throughout the whole professional life.En una sociedad como la actual donde la recuperación y la educación en valores está siendo reivindicada, la ética profesional adquiere un protagonismo y una importancia fundamental y la formación de los futuros profesionales aparece como una de las cuestiones clave. En este trabajo se han analizado en primer lugar los contenidos de ética en las Universidades españolas donde se estudia el Grado en Nutrición Humana y Dietética y los contenidos de ética en las dobles titulaciones. En segundo lugar se han analizado los resultados de la encuesta online que se realizó entre el 1 y el 11 de septiembre de 2014 en donde se incluía una pregunta sobre ética profesional y, por último, se ha tomado el Código Deontológico de los Dietistas-Nutricionistas españoles como ejemplo para resolver algunas de las cuestiones que están surgiendo en nuestra profesión relacionadas con el patrocinio de la industria. En conclusión, sería recomendable que la asignatura de ética/bioética o deontología estuviera en 4º curso y que en las Universidades donde se imparte doble titulación se incluyan contenidos propios de nutrición humana y dietética. Debemos promover la creación de una cultura deontológica propia y específica de la nutrición humana y la dietética que empieza con la formación universitaria y continúa con la formación a lo largo de la vida profesional

Expectativas de los actuales alumnos de grado con relación al uso de las metodologías docentes participativas y el uso de las TIC para la mejora de la docencia universitaria: un análisis comparado

Partimos de un trabajo anterior (Fernández, Suárez y Villarejo, 2008) sobre las percepciones de los alumnos de licenciatura y diplomatura pertenecientes a dos universidades españolas, la metodología docente empleada así como su opinión sobre los posibles aspectos de mejora vinculados al uso de las Tecnologías de la Información y la Comunicación y sus expectativas para la futura convergencia en el Espacio Europeo de Educación Superior. Nuestro trabajo pretende establecer comparaciones entre las expectativas de los actuales alumnos de los diferentes Grados relacionados con el área de la gestión de empresas, y los resultados comparados de las mismas variables en los alumnos que cursaban licenciaturas y diplomaturas similares antes de la implantación de los planes de estudio de Grado conforme al EEES. Finalmente, proponemos un modelo que relaciona la utilización de metodologías docentes participativas, el apoyo institucional que reciben en el proceso de enseñanza-aprendizaje, y el uso de las TIC, como determinantes del grado de satisfacción del alumno y el desarrollo de competencias.In a previous paper (Fernández, Suárez & Villarejo, 2008) we analyze the students´ perceptions from two Spanish universities, about the educational methodology used as well as its opinion on the possible aspects of tie improvement to the use of the Information and Communication Technologies and for its expectations for the future convergence in the European Higher Education Area. Our work tries to establish comparisons between the expectations of the present students of the different Degrees related to the management and business area, and the results shown for the same variables in the students who attended similar studies before the implantation of the EHEA. On the other hand, we propose a model that relates the use of participating educational methodologies, the institutional support that receive in the education-learning process, and the use of the ICT, like determinants of the degree of satisfaction of the student and the development of competitions