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Descripción
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| The use of active learning methodologies, such as cooperative learning and project based learning, is more and more widespread across Spain. Project based learning is especially suitable in engineering studies. However, planning a whole subject using Project Based Learning is not an easy task. In this work, we present a methodology which helps the teacher to plan and to organize the learning activities that will guide the development of the project and will facilitate the achievement of the objectives defined along the course. This method helps to determine which methodology is the most appropriate for each task of the project and establishes a relation between the work to carry out in each task and the learning activities required to complete it. Some learning activities are, for instance, study, reflection, debate or testing. The method has been applied to three single courses (subjects) developed in a term with different characteristics: different academic year and different university. These experiences have allowed us to value the benefits and lacks of the method. As a benefit, it is worth emphasizing the help it means for the teacher when it comes to choosing learning methodologies. As a lack, it can be mentioned that the method only considers constructive projects at the beginning. Finally, we can conclude that the result has been satisfactory, although it has been necessary to adjust the method in some aspects. | |
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Internacional
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Si |
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Nombre congreso
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2nd International Research Symposium on PBL'09 |
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Tipo de participación
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960 |
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Lugar del congreso
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Melbourne (Australia) |
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Revisores
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Si |
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ISBN o ISSN
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978-1-86272-688-8 |
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DOI
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Fecha inicio congreso
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03/12/2009 |
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Fecha fin congreso
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04/12/2009 |
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Desde la página
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0 |
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Hasta la página
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0 |
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Título de las actas
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2nd International Research Symposium on PBL'09 |