Zehargaituz: gure esperientzia “iraunkortasunaeta gizarte-erantzukizuna” zeharkako gaitasun bezala lantzenmetodologia aktibo eta kolaboratiboak erabiliz

  1. O. Martinez 1
  2. J. Miranda 1
  3. V. Navarro 1
  4. I. Etaio 1
  5. I. Hernandez 1
  6. I. Larretxi 1
  7. M. Bustamante 1
  8. A. Lasa 1
  9. E. Simon 1
  10. I. Txurruka 1
  11. D. Rada 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Livre:
Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen

Éditorial: Servicio Editorial = Argitalpen Zerbitzua ; Universidad del País Vasco = Euskal Herriko Unibertsitatea

ISBN: 978-84-1319-033-4

Année de publication: 2019

Pages: 659-665

Congreso: Congreso EuroSoTL (3. 2019. Bilbao)

Type: Communication dans un congrès

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Résumé

Our work on cross-curricular skill (CCS) development started with an Innovative EducationProject (IEP) in 2009/11, when students from 7 subjects of Human Nutrition and Dietetics (HND), FoodScience and Technology (FST) and Pharmacy worked actively-cooperatively to face the challenge of givingtalks about healthy diet in different social areas (schools, elderly centers...). This activity improved student´s learning and helped them develop CCSs, in a moment in which those skills were not specificallyaddressed in the teaching plans.Keeping up this path about CCS, our group identified the FYD as a course in which these competencesare especially relevant. In a new IEP (2012/14) we designed an active-cooperative methodology,through MoodleTIC, in which students from HND, FST and Environmental Sciences carried outtheir FYD. Ten lecturers and thirty students from the faculty took part. The development of CCS wasachieved during the realization of the FYD, highlighting those aspects related to arguing, critical opinionor oral communication. The methodology improved student´s learning, they evaluated it very positivelyand recommended it for future.Gradually, the team focused on issues of sustainability and social responsibility (sided with Universitypolitics regarding social responsibility). We detected the need to address this as a CCS in the degreeand the complexity it implied. Thus, in an expertise-IEP (2015/17), we launched a strategy to promotethe teaching-learning of students around sustainability and social responsibility. Eight subjects ofHND, 10 lecturers and more than 100 students took part. Sustainability and social responsibility wereaddressed as a CCS, working by a cooperative and dynamic perspective through active methodologies.We defined the competence, designed the activities, as well as the criteria and tools for their evaluation(lecturers) and self-evaluation (students).Our current and future work line focuses on the development of sustainability and social responsibilityas a CCS in an active, cooperative, coordinated and progressive way throughout the universitydegree. Our next challenge is to follow the trajectory of new students from the first year to the end ofthe degree, seeking to improve our methodology to achieve the global development of the competencein the degree.

La source de données: Dialnet