Universidad Politécnica de Valencia (SPAIN)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Pages: 4790-4796
ISBN: 978-84-615-5563-5
ISSN: 2340-1079
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
The subject Architectural Restoration is given during the fifth year of the studies of the School of Architecture of the Curricula Plan of 2002 and only during the academic year 2013-12014 will be taught within the Bologna-adapted Curricula Plan of 2010. This means that we could define the present situation of the subject as a pre-Bologna state. Nevertheless, the change in the pedagogic mentality towards a teaching-learning methodology is not to arrive suddenly, but requires a long reflection, a gradual adaptation, some experiences and essays of test/mistake that need time to be done. For these reasons, in order to adapt to the credits ECTS, the professors of the subject and authors of this text have decided to establish some innovations that may reduce the load of autonomous student work in order to adjust it to the number of previewed credits for the new Curricula Plan. For example, these are activities that students make within the classroom directly related to the development of the “Practical work” that the students, gathered in groups, implement during the academic year. Particularly, five activities of this type are previewed to be developed in situ during teaching hours with an average length of 30 minutes within the subject of Architectural Restoration. These first activities are directly connected with the explained contents and methods explained during the professor’s lessons of the same day. They are the immediate application of the professor’s explanation to the building the students have selected to develop their practical work. Through these activities, students plan, reflect and go always further in their own practical work, saving time of their autonomous work at home. These exercises made in the classroom help to obtain an individual and practical application of all the five methods guaranteeing an adequate and personalized learning level for every student.