Abstract:

In order to find better ways to generate learning, applicable to postgraduate courses at the Universidad Politécnica de Madrid, new methodologies and activities were sought, supported by other studies, to generate tools to improve the level of analysis and understanding of the studied subjects.

With the information found, it was decided to put into practice some of these tools, which were mainly based on the change of the teaching structure and the realization of activities, a situation that marked the great difference in relation to previous years. These ideas were based on those developed by the "Flipped Classroom" methodology, and "Collaborative Learning". In addition, self-evaluation, peer evaluation, and tools such as the rubric and the videographic record were used.

The development of these concepts and activities fostered a space of improved participation, where the change in dynamics allowed to generate more didactic environments, a positive and necessary situation to achieve the improvements looked for in learning.

The implementation of this study was carried out during the development of the subject "Commercialization and Value of Innovation", taught within the Master in Technological Innovation in Building of the Superior Technical School of Building of Madrid, during the period 2017/2018, and that finally allowed us to know, in an empirical way, some effects this type of changes and activities can generate within the classrooms, showing an effective increase in participation, commitment, reflection and understanding of the subjects addressed, as well as a good reception by of the participants.

Keywords:

Flipped classroom, collaborative learning, self-evaluation, rubric.