Abstract:

Technological advances mean that writing by hand is becoming less and less frequent, also at universities. However, handwritten items such as short sentences and keywords continue to play a major role in clarifying and transmitting basic ideas. The use of sticky notes is an excellent way to shape the relationships between ideas, using panels and posters with hubs and branches extending from the central topic to other ideas.

In fact, the practice explained below, based on the combined use of paper and three different didactic resources (brainstorming, mind mapping and story creation) aims to encourage critical analysis among postgraduate students, especially in the subject of Theory and History of Conservation within the Master’s in Conservation of Architectural Heritage at the Higher Technical School of Architecture of the Polytechnic University of Valencia.

This has been made possible through collaborative classroom work examining the theories of the different masters in the discipline, spanning over a century, with various contributions from different sources. This practice, which truly refines intertwined concepts, is based on theoretical texts on selected points of reference carried out outside the classroom. Groups are later formed in class to discuss these, extracting, summarizing, putting into order and connecting the main theories of the different authors.

Keywords:

Groupwork, theory-practice relationship, flip teaching, postgraduate.