Keywords
Innovación educativa; Desarrollo Sostenible; Aprendizaje Basado en Proyectos; Mesas redondas sectoriales., .Educational innovation; Sustainable Development; Project-Based Learning; Sectorial roundtables.
Sustainable development. Inmersion and gamification
Abstract
El artículo describe la transformación de una asignatura de un máster en Ingeniería Industrial mediante la implementación de aprendizaje basado en proyectos (ABP), con evaluaciones tanto formativas (EF) como sumativas (ES). La asignatura transformada, "Desarrollo Sostenible", cubre tres temas clave:
Cambio climático y transición sostenible.
Sostenibilidad y negocios.
Economía circular.
La innovación educativa combina clases magistrales con actividades ABP en el aula y una actividad final grupal de evaluación junto con pruebas tradicionales. La actividad propuesta simula mesas redondas sectoriales convocadas para adaptar una directiva europea de economía circular, donde diferentes sectores económicos deben desarrollar estrategias y llegar a propuestas legislativas sostenibles y equitativas. Los estudiantes trabajan en equipos representando distintos sectores, asumiendo roles específicos (coordinador, portavoz, etc.), y realizan entregables que reciben retroalimentación para la EF.
En la sesión final, los sectores negocian en un espacio colaborativo, buscando acuerdos comunes con moderación del docente. Esta sesión culmina en presentaciones de cada grupo y una evaluación conjunta que contribuye a la ES.
Los resultados muestran que el trabajo en grupos cooperativos con roles definidos fomenta la interacción y la responsabilidad individual. La sesión final promueve el intercambio de opiniones y la cooperación entre sectores. Indicadores como la asistencia (que subió de 85% a 97%) y las notas finales (de 6.5 a 9.5 sobre 10) confirman la efectividad de este enfoque. En conclusión, se recomienda incluir actividades ABP, ya que mejoran la participación, el aprendizaje y la evaluación.
The article describes the transformation of a master’s course in Industrial Engineering through the implementation of Project-Based Learning (PBL) with both formative assessment (FA) and summative assessment (SA). The transformed course, “Sustainable Development,” covers three key topics: Climate change and sustainable transition. Sustainability and business. Circular economy. The educational innovation combines lectures with PBL activities in the classroom as content is developed, along with a final group activity for assessment and traditional written tests. The proposed activity simulates sectoral roundtables convened by a government to adapt a European Circular Economy Directive, where different economic sectors must develop strategies and reach fair and sustainable legislative proposals. Students work in teams representing various sectors, taking on specific roles (coordinator, spokesperson, etc.), and produce deliverables that receive feedback for FA. In the final session, sectors negotiate in a collaborative space, seeking common agreements under the teacher’s moderation. This session concludes with presentations from each group and a joint participation grade that contributes to the SA. Results show that cooperative group work with defined roles enhances interaction and individual responsibility. The final session encourages opinion exchange and collaboration across sectors. Indicators like attendance (increasing from 85% to 97%) and final exam scores (rising from 6.5 to 9.5 out of 10) confirm the effectiveness of this approach. In conclusion, PBL activities are recommended, as they improve participation, learning, and assessment outcomes.
The article describes the transformation of a master’s course in Industrial Engineering through the implementation of Project-Based Learning (PBL) with both formative assessment (FA) and summative assessment (SA). The transformed course, “Sustainable Development,” covers three key topics: Climate change and sustainable transition. Sustainability and business. Circular economy. The educational innovation combines lectures with PBL activities in the classroom as content is developed, along with a final group activity for assessment and traditional written tests. The proposed activity simulates sectoral roundtables convened by a government to adapt a European Circular Economy Directive, where different economic sectors must develop strategies and reach fair and sustainable legislative proposals. Students work in teams representing various sectors, taking on specific roles (coordinator, spokesperson, etc.), and produce deliverables that receive feedback for FA. In the final session, sectors negotiate in a collaborative space, seeking common agreements under the teacher’s moderation. This session concludes with presentations from each group and a joint participation grade that contributes to the SA. Results show that cooperative group work with defined roles enhances interaction and individual responsibility. The final session encourages opinion exchange and collaboration across sectors. Indicators like attendance (increasing from 85% to 97%) and final exam scores (rising from 6.5 to 9.5 out of 10) confirm the effectiveness of this approach. In conclusion, PBL activities are recommended, as they improve participation, learning, and assessment outcomes.
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