About this paper

Appears in:
Pages: 6441-6447
Publication year: 2020
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.1382

Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference

BM-LEARNING EXPERIENCE IN CARRYING OUT FINAL DEGREE PROJECTS

L. Hojas Hojas, E.M. García Del Toro

Universidad Politécnica de Madrid, ETS Ingeniería Civil (SPAIN)
The revolution that is taking place in the media and learning techniques in higher education is dizzying.

The COVID-19 pandemic has caused the teaching methodologies considered by many teachers to be experimental methods, in a few months, have been integrated into the regular activities of teachers.

The concept b-learning, (blended learning) has been introduced in a disruptive way at all educational levels and in particular in university education, and associated with it m-learning techniques have appeared.

The different level of equipment for students and teachers, the quality of communications and the widespread access to mobile phones have created the most extensive and developed collaboration network that we have had to date.

In many subjects the COVID-19 pandemic has caused a revolution in teaching.

In this work we want to show the adaptations that we have introduced in the way of developing an educational innovation project entitled "Design and Participation in Engineering" (UPM IE1920: 5803) highlighting the activities carried out in the two areas indicated b-learning and m- learning.

Perhaps the most significant of b-learning techniques has been the paradigm shift.

The student has focused the training process and has replaced the training offer model, carried out by the teacher, through the master class and laboratories for the on-demand model, which the student performs when encountering problems in understanding the concepts or in carrying out activities.

On the other hand, within the m-learning techniques, the massive use of social networks and educational applications has been implemented, which has made communications and training processes more open.

These work techniques have fostered student participation and the perception that training is a very valuable asset for them. Perhaps for teachers it has meant a very high increase in workload and especially the feeling that the workday never ends.
@InProceedings{HOJASHOJAS2020BML,
author = {Hojas Hojas, L. and Garc{\'{i}}a Del Toro, E.M.},
title = {BM-LEARNING EXPERIENCE IN CARRYING OUT FINAL DEGREE PROJECTS},
series = {13th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2020 Proceedings},
isbn = {978-84-09-24232-0},
issn = {2340-1095},
doi = {10.21125/iceri.2020.1382},
url = {http://dx.doi.org/10.21125/iceri.2020.1382},
publisher = {IATED},
location = {Online Conference},
month = {9-10 November, 2020},
year = {2020},
pages = {6441-6447}}
TY - CONF
AU - L. Hojas Hojas AU - E.M. García Del Toro
TI - BM-LEARNING EXPERIENCE IN CARRYING OUT FINAL DEGREE PROJECTS
SN - 978-84-09-24232-0/2340-1095
DO - 10.21125/iceri.2020.1382
PY - 2020
Y1 - 9-10 November, 2020
CI - Online Conference
JO - 13th annual International Conference of Education, Research and Innovation
JA - ICERI2020 Proceedings
SP - 6441
EP - 6447
ER -
L. Hojas Hojas, E.M. García Del Toro (2020) BM-LEARNING EXPERIENCE IN CARRYING OUT FINAL DEGREE PROJECTS, ICERI2020 Proceedings, pp. 6441-6447.
User:
Pass: