Universitat Politècnica de València (SPAIN)
About this paper:
Appears in: EDULEARN20 Proceedings
Publication year: 2020
Pages: 5149-5156
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.1340
Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference
ESPAI OBERT is a pilot experiment to improve team-based collaborative learning that aims to promote transversal knowledge through developing skills and attitudes for effective performance of functions in work environments. To achieve this objective, the participants of the simulated work experience are organized into work teams and must respond to a challenge in the form of an open and contextualized problem, which requires learning and a functional use of knowledge.

The challenge is to propose an artistic space in an uncultivated field of the Valencian Orchard (This practice is part of the framework of the Cooperation and Development Project [P]Horta Oberta. Meeting place of participation for sustainable alternatives, selected by the Programme of activities of solidarity and social participation (GLOCAL 2020) of the Universitat Politècnica de València (UPV)). Specifically, the activity is motivated by the participation of the proposals in the ideas competition Espai Obert. Sustainable ephemeral spaces, which aims to encourage creativity in the context of the ephemeral from an artistic perspective.

The six-week experience is tested on a small group of students coming from the Higher Technical School of Architecture (ETSA) and the Faculty of Fine Arts (FBBAA). These students are either enrolled in the subject of Architectural Composition, 4th Degree in Fundamentals of Architecture (ETSA) or Project Methodology, 3rd Degree Fine Arts (FBBAA). The participating collective are structured into multidisciplinary teams.

The methodologically used for this experiment is Direct Instruction (Rosenshine, 1979; Kirschner, Sweller and Clark, 2006), a common practice based on two learning approaches: Experiential Learning and Inquiry Learning (Paper, 1980) along with the Project-Based Learning Method (Kilpatrick, 1918). Techniques such as the Whirlwind of Ideas, will be used in the initial phase while Structured Debate will be used in the final phase. Cooperative learning will be tested throughout the process using techniques such as Spontaneous Mentoring (Slavin et al.,1986).

In consideration of this active six-week experience, the expected results, which is expected to motivate the repetition of the action and/or its improvement, are:
1. An improvement of teamwork skills (Hmelo-Silver, 2004),
2. Easy acquisition of flexible and contextualized knowledge (Chu, Tze and Chow, 2011),
3. Promotion of critical thinking and self-regulation skills (Dochy et al., 2003; Hmelo-Silver et al. 2007),
4. Encouragement positive interdependence between students (Satorre et. Al, 2007) and
5. Improve motivation to learn to learn (Fernandez et al., 2006; Patall, Cooper and Robinson, 2008).
Multidisciplinary learning, cooperative learning, architecture, fine arts, ephemeral installation, Valencian orchard.