Situated learning in the instructional laboratoriesof the fluid mechanics area of the engineering studiesdefinition of the problem and design of the solution

  1. I. Peñalva 1
  2. G.A. Esteban 1
  3. N. Alegría 1
  4. A. Peña 1
  5. J.M. Blanco 1
  6. U. Izquierdo 1
  7. C. Olondo 1
  8. C. Olondo 1
  9. P. Serras 1
  10. A. Abelairas 1
  11. I. Bidaguren 1
  12. I. Montoya 1
  13. J.M. Acarregui 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

Libro:
Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen

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

ISBN: 978-84-1319-033-4

Año de publicación: 2019

Páginas: 828-832

Congreso: Congreso EuroSoTL (3. 2019. Bilbao)

Tipo: Aportación congreso

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Resumen

In order to achieve a significant situated learning through the instructional laboratories of thesubjects in the area of Fluid Mechanics of the bachelor and master studies in Industrial Engineering ofthe Faculty of Engineering in Bilbao, the educational innovation project FLUID-IBL was born in 2018.This project intends to develop and establish an effective methodology and the corresponding teachinginstruments aligned with the “inquiry based learning” approach where the students learn from theirown experience by investigating in a collaborative way.In the framework of this educational innovation, some deficiencies affecting the teaching-learningprocess in the practical tasks of the instructional laboratory have been detected and analyzed: (i) thestudent body develops tasks without being aware of the objective of the research or the principle that isbeing checked; (ii) the oral and written communication is inadequate with typical signs of plagiarism;(iii) the cooperative work is not carried out properly; and (iv) the faculty is diverse and generalguidelines in methodology and evaluation are not always fulfilled.In order to figure out the problem, during 2018, 5 tasks have been developed to analyze andtransform the teaching procedures: (T1) evaluation of the marks obtained by the students as thebasis of the methodology; (T2) discussion and evaluation of the current teaching methodologyamong the faculty; (T3) evaluation of the teaching procedures by the ex-student body by means ofinterviews and surveys; (T4) detailed and agreed definition of a new formative, progressive andcompetency-based assessment; and (T5) planning of the existing evaluation instruments and creationof new ones. In accordance with this analysis, implementation of some proposals and measures and thecorresponding analysis of the results will take place during 2019. Firstly, the new evaluation resourcesand methodological innovations will be applied (T6). Then, the obtained impact in the learning processof the student body will be quantified by comparing results before and after the implementation of theactions (T7).This piece of work presents the results of the first 5 tasks that have already been carried out andshows the actuation plan for the last 2 ongoing tasks.

Fuente de los datos: Dialnet