Sustainable development, immersion and gamification
Date
2024-10-01Author
Estado
info:eu-repo/semantics/publishedVersionMetadata
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. Educational innovation and new teaching methodologies in Engineering are becoming commonplace and an incipient way of modifying
the student learning and assessment model. In this case, the transformation of a university master's degree subject is proposed through
the implementation of the methodology of Project-Based Learning
(PBL) summative assessment (SA) and formative assessment (FA).
The subject to transformation, Sustainable Development, is transversal for the master's degree in Industrial Engineering and deals with
three fundamental topics:
a) Climate change and sustainable transition.
b) Sustainability and business.
c) Circular Economy.
The innovation combines the master class with PBL carried out in the
classroom as the contents are developed, and a final group activity
that serves as an evaluation and the traditional written tests.
The proposed activity is a meeting of sectoral roundtables convened
by a government to transpose the new European Circular Economy
Directive. Different economic sectors must seek, separately and together, strategies beneficial to each sector, obtain a common position
and reach fair and sustainable legislative proposals. In this way, the
three main blocks of the subject (a), (b) and (c) are covered.
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A distinction is made between regular classroom sessions and a joint
final session for decision-making. The students are divided into different groups for classroom sessions, each corresponding to an economic or productive sector. Within each sector, each student assumes
the role of coordinator, secretary, documentalist or spokesperson. In
these sessions, each group must elaborate on its individual position
and consult between sectors if there are dependencies, always supervised by the teacher. Deliverables are extracted from these sessions
at the end of these sessions, from which feedback is provided and
serves as FA.
The final joint session aims to negotiate between sectors to seek common agreements and proposals. It takes place in a special collaborative space that allows you to work in large groups and present in an
immersive room. Each sector presents its proposals, a negotiation
moderated by the teacher begins, and final agreements are sought
and reached. From this session, the individual presentations of each
group and a joint participation note that serves the SA are extracted
as deliverables.
As a result of this experience, it is observed that, in PBL sessions, the
work in cooperative groups with differentiated roles enhances the interaction promotion between the groups, generating a positive interdependence but with individual responsibility. As for the final joint
session, the promoter interaction is favoured in terms of the exchange
of opinions and strategies, reciprocal help and stimulation of efforts
and positive interdependence with respect to the external rival.
As objective indicators to evaluate the effectiveness of PBL expertise,
we use class attendance and final exam scores. By including these activities, attendance at 100% of the sessions goes from 85% in previous
years (20/21 and 21/22) to 97% in the years of study (22/23 and 23/24).
As for the grade on the final exam, in previous years, the average was
around 6.5/10. After this experience, it shifts to 9.5/10.
In conclusion, it is recommended to include this type of activity both
in class and in the assessment. Students rate it very positively, explore
and learn about new ways of learning, and the assessment improves
objectively.
Sustainable development, immersion and gamification
Tipo de Actividad
Capítulos en librosPalabras Clave
.Educational innovation; Sustainable Development; Project-Based Learning; Sectorial roundtables.