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Keywords = ANECA

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8 pages, 170 KiB  
Proceeding Paper
Cómo Entrenar tu Dragón: A European Credit Transfer System Module to Develop Critical Artificial Intelligence Literacy in a PGCERT Programme for New Higher Education Lecturers
by Mari Cruz García Vallejo
Proceedings 2025, 114(1), 2; https://doi.org/10.3390/proceedings2025114002 - 19 Feb 2025
Cited by 1 | Viewed by 378
Abstract
This paper summarizes the findings and main conclusions from the first presentation of the module “CETD23: Cómo entrenar a tu dragón: la inteligencia artificial generativa como herramienta para mejorar el aprendizaje en entornos online e híbridos”. This is an optional module accredited through [...] Read more.
This paper summarizes the findings and main conclusions from the first presentation of the module “CETD23: Cómo entrenar a tu dragón: la inteligencia artificial generativa como herramienta para mejorar el aprendizaje en entornos online e híbridos”. This is an optional module accredited through the ECTS (European Credit Transfer System) and delivered as part of the “Plan de Formación de Docencia y Personal Investigador 2021–2025” of the Universidad de Las Palmas de Gran Canaria (ULPGC). The Plan de Formación is a development programme offered by Spanish universities to new and existing teaching staff, aimed at improving the quality of their teaching practises in line with Aneca’s Docencia regulations (like the PGCERT and PGCAPT programmes in the UK). The aim of module CETD23 is to explore the use of Generative AI (GenAI) to enhance learning and teaching and to build the AI literacy of ULPGC’s teaching staff. The module received high student satisfaction, with an average score of 4.84 on the Likert Scale, and achieved a 100% completion rate for the final summative project. The final conclusions highlight the need for universities to establish reglamentos (policies and guidance) on how to use GenAI to enhance learning and assessment, as well as to involve students as equal partners in the design and assessment of methods that use AI. Full article
26 pages, 1052 KiB  
Review
Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences
by Nieves Martin-Alguacil, Luis Avedillo, Ruben Mota-Blanco and Miguel Gallego-Agundez
Educ. Sci. 2024, 14(11), 1179; https://doi.org/10.3390/educsci14111179 - 29 Oct 2024
Cited by 5 | Viewed by 7158
Abstract
This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have [...] Read more.
This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have confidence that the outcomes achieved through these teaching approaches will not be adversely impacted by the quality assessment system of surveys. The university should adopt a teaching quality assessment framework that differentiates between the instructor’s efficiency and the effectiveness of teaching methods. Students need to recognize the significance of developing critical thinking skills over rote memorization throughout their academic journey and understand the importance of this for their future professional development. Suggestions are also made for improving teamwork in traditional classrooms, which typically follow standard teaching methods. Full article
(This article belongs to the Section Curriculum and Instruction)
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12 pages, 756 KiB  
Article
Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education
by Enrique Rosales-Asensio, Carlos Sierra, Clara Pérez-Molina, Jesús Romero-Mayoral and Antonio Colmenar-Santos
Sustainability 2021, 13(18), 10437; https://doi.org/10.3390/su131810437 - 18 Sep 2021
Cited by 3 | Viewed by 2667
Abstract
This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in [...] Read more.
This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback. Full article
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