{"id":18118,"date":"2020-08-31T17:06:00","date_gmt":"2020-08-31T17:06:00","guid":{"rendered":"https:\/\/urosassociats.com\/nuevas-tecnicas-en-docencia-universitaria\/"},"modified":"2023-01-24T08:51:46","modified_gmt":"2023-01-24T08:51:46","slug":"nuevas-tecnicas-en-docencia-universitaria","status":"publish","type":"post","link":"https:\/\/uros.explotacionweb.es\/ca\/nuevas-tecnicas-en-docencia-universitaria\/","title":{"rendered":"Noves t\u00e8cniques en doc\u00e8ncia universit\u00e0ria"},"content":{"rendered":"\n<p>La societat actual est\u00e0 immersa en un proc\u00e9s de canvi constant, sobre\ntot a nivell social i tecnol\u00f2gic; i com a part de la societat, no hi ha dubte que\nen l&#8217; ensenyament superior ha d&#8217; integrar tots aquests canvis.<\/p>\n\n<p>Actualment s&#8217;estan posant en\nentredit les metodologies cl\u00e0ssiques (classe magistral) provocat una crisi en\nels sistemes de formaci\u00f3 (1).  <\/p>\n\n<p>  A m\u00e9s, les noves Tecnologies de\nla Informaci\u00f3 i la Comunicaci\u00f3 o TICs s&#8217;han convertit en una eina\nfonamental en la societat del coneixement, amb elles qualsevol persona i en\nqualsevol moment pot interactuar a trav\u00e9s d&#8217;internet, per tant, la nostra\ncom a professor universitari \u00e9s saber integrar aquestes tecnologies en\nbenefici de l&#8217; aprenentatge.<\/p>\n\n<p>El nostre fi \u00faltim com a professional\ndocent hauria de ser acompanyar l&#8217; alumnat en el seu proc\u00e9s d&#8217; aprenentatge,\nselecci\u00f3 de la informaci\u00f3 i filtratge d&#8217; aquesta perqu\u00e8 sigui adequada per a\nla seva formaci\u00f3 (2) i deixar de ser mers transmissors de la informaci\u00f3.<\/p>\n\n<p>Hem de\nvetllar perqu\u00e8 la universitat sigui una &#8220;instituci\u00f3 d&#8217;aprenentatge&#8221; davant la\nidea m\u00e9s general de veure-la com una &#8220;instituci\u00f3 d&#8217;ensenyament&#8221;.  <\/p>\n\n<p><\/p>\n\n<figure class=\"wp-block-image size-large\"><img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"684\" src=\"https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-1024x684.jpg\" alt=\"\" class=\"wp-image-15159\" srcset=\"https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-1024x684.jpg 1024w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-300x200.jpg 300w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-768x513.jpg 768w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-1536x1026.jpg 1536w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-2048x1368.jpg 2048w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-580x387.jpg 580w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-860x575.jpg 860w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-1160x775.jpg 1160w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-1320x882.jpg 1320w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-289738-1-600x401.jpg 600w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<p class=\"has-medium-font-size\"> <\/p>\n\n<p class=\"has-medium-font-size\">Quins s\u00f3n els principals <strong>RECURSOS METODOL\u00d2GICS<\/strong> descrits fins al moment?<\/p>\n\n<p><\/p>\n\n<ul class=\"wp-block-list\"><li>La <strong>classe magistral <\/strong>\u00e9s l&#8217; escenari en el qual un professor transmet el coneixement en una aula a tot el grup d&#8217; alumnes.<\/li><\/ul>\n<ul class=\"wp-block-list\"><li>El <strong>m\u00e8tode del cas<\/strong> consisteix en el proc\u00e9s de soluci\u00f3 de casos cl\u00ednics propis de la professi\u00f3. S\u00f3n activitats grupals que es resolen amb la participaci\u00f3 activa del professor despr\u00e9s de la deliberaci\u00f3 dels estudiants.<\/li><li><strong> L&#8217;Aprenentatge Basat en Projectes (ABP)<\/strong>. Permet als alumnes adquirir coneixements i compet\u00e8ncies a trav\u00e9s de l&#8217; elaboraci\u00f3 de projectes que donin resposta a problemes de la vida real. A partir d&#8217;un problema concret i real, aquesta metodologia garanteix processos d&#8217;aprenentatge m\u00e9s did\u00e0ctics, efica\u00e7os i pr\u00e0ctics, i permet a l&#8217;estudiant desenvolupar compet\u00e8ncies complexes com el pensament cr\u00edtic, la comunicaci\u00f3, la col\u00b7laboraci\u00f3 i la resoluci\u00f3 de problemes. El professor exerceix de tutor que facilita el proc\u00e9s d&#8217;aprenentatge a partir de les seves capacitats metacognitives (3).<\/li><\/ul>\n<ul class=\"wp-block-list\"><li>El <strong>laboratori d&#8217; habilitats<\/strong> \u00e9s una \u00e0rea en la qual l&#8217; estudiant pot desenvolupar b\u00e0sicament habilitats de comunicaci\u00f3 i exploraci\u00f3 f\u00edsica en base a maniquins i robots simuladors de malalties reals. Es realitzen en grups redu\u00efts.<\/li><li><strong>Flipped Classroom (Aula Invertida)<\/strong>. En aquest model pedag\u00f2gic, els elements tradicionals de la lli\u00e7\u00f3 impartida pel professor s&#8217; inverteixen. Els materials educatius s\u00f3n estudiats pels alumnes a casa i, despr\u00e9s, es treballen a l&#8217;aula (4). L&#8217;objectiu: optimitzar el temps a classe per al desenvolupament de processos cognitius de m\u00e9s complexitat que afavoreixin un aprenentatge significatiu (5).<\/li><li><strong>Aprenentatge Cooperatiu<\/strong>. \u00c9s el conjunt de procediments d&#8217;ensenyament que parteixen de l&#8217;organitzaci\u00f3 de la classe en petits grups on l&#8217;alumnat treballa conjuntament, de forma coordinada entre si, per resoldre tasques acad\u00e8miques i aprofundir en el seu propi aprenentatge (6,7). Aquesta metodologia est\u00e0 fonamentada en les idees de la teoria constructivista de l&#8217; aprenentatge.<\/li><li><strong>Gamificaci\u00f3<\/strong>. Es tracta de la integraci\u00f3 de mec\u00e0niques i din\u00e0miques de joc i videojocs en entorns no l\u00fadics, per tal de potenciar la motivaci\u00f3, la concentraci\u00f3, l&#8217; esfor\u00e7, i altres valors positius comuns a tots els jocs.  <br\/>El concepte va sorgir a partir de l&#8217;any 2008 en el <a href=\"https:\/\/es.wikipedia.org\/wiki\/Empresa\">m\u00f3n empresarial<\/a> (8). No obstant aix\u00f2, s&#8217;ha convertit en una <a href=\"https:\/\/es.wikipedia.org\/wiki\/Tendencia\">tend\u00e8ncia<\/a> que ha anat augmentant la seva popularitat i l&#8217;estudi de la seva aplicaci\u00f3 s&#8217;ha expandit a altres \u00e0mbits (9).<\/li><li><strong>Design Thinking (Pensament de Disseny)<\/strong>. Neix de la pr\u00e0ctica dels dissenyadors i el seu m\u00e8tode per resoldre problemes: Descomponen un problema, el divideixen en parts m\u00e9s petites, les analitzen, pensen sense l\u00edmits al costat d&#8217;altres membres de l&#8217;equip per trobar la soluci\u00f3 adequada. Aplicat a l&#8217;educaci\u00f3, aquest model permet identificar amb m\u00e9s exactitud els problemes individuals de cada alumne, generar idees, resoldre problemes creativament i ampliar l&#8217;horitz\u00f3 en termes de solucions (10, 11).<\/li><li><strong>Aprenentatge Basat en el Pensament (Thinking Based Learning)<\/strong>. Ensenyar-los a contextualitzar, analitzar, relacionar, argumentar, convertir informaci\u00f3 en coneixement i desenvolupar destreses del pensament m\u00e9s enll\u00e0 de la memoritzaci\u00f3.  <strong>L&#8217;objectiu, per tant, no \u00e9s nom\u00e9s que els estudiants adquireixin els coneixements del temari, sin\u00f3 que tamb\u00e9 desenvolupin destreses i habilitats relacionades amb el pensament <\/strong>i puguin posar-les en pr\u00e0ctica en el futur de forma aut\u00f2noma, per a qualsevol altre tema, concepte o repte (12).<strong> <\/strong><\/li><\/ul>\n<p><\/p>\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"731\" src=\"https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-1024x731.jpg\" alt=\"\" class=\"wp-image-15160\" srcset=\"https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-1024x731.jpg 1024w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-300x214.jpg 300w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-768x548.jpg 768w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-1536x1097.jpg 1536w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-2048x1462.jpg 2048w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-580x414.jpg 580w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-860x614.jpg 860w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-1160x828.jpg 1160w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-1320x943.jpg 1320w, https:\/\/uros.explotacionweb.es\/wp-content\/uploads\/2020\/08\/pexels-pixabay-207691-600x428.jpg 600w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<p><\/p>\n\n<p>\n          <strong>L&#8217; aplicaci\u00f3 de les noves metodologies docents emergents en l&#8217; ensenyament universitari afavoreix l&#8217; aprenentatge i sedimentaci\u00f3 de coneixements, alhora que probablement afavoreix la perdurabilitat a mitj\u00e0 i llarg termini. assistida per robot<\/strong>\n        <\/p>\n\n<p><strong>Hauria d&#8217; existir per tant, una necessitat\nurgent de reinventar la pr\u00e0ctica docent i les metodologies d&#8217; ensenyament,<\/strong> per adaptar-les als nous contextos i\ngarantir aix\u00ed, aprenentatges significatius. <strong>Els alumnes han de ser els\nprotagonistes d&#8217;un sistema<\/strong> que a poc a poc est\u00e0 superant el tradicional paradigma\non el professor \u00e9s el centre del coneixement.<\/p>\n\n<p>Les noves metodologies\nd&#8217;ensenyament s\u00f3n un fet i estan canviant els entorns educatius en tot el\nm\u00f3n. Han estat creats pels mateixos docents i \u00e9s imperatiu considerar-los\ni seguir formulant noves propostes que apostin a la renovaci\u00f3 i millora de\nels processos educatius actuals, tamb\u00e9 en l&#8217; \u00e0mbit universitari.<\/p>\n\n<p><strong>Bego\u00f1a Juaneda<\/strong> <strong>Castell<\/strong><\/p>\n\n<p>\n          <em>Professora Universitat Internacional de Catalunya<\/em>\n        <\/p>\n\n<p>\n          <em>Coordinadora d&#8217; Urologia a la Universitat Internacional de Catalunya<\/em>\n        <\/p>\n\n<p>\n          <em>CPT Pr\u00e0ctica Quir\u00fargica Hospital Universitari de Granollers-UIC<\/em>\n        <\/p>\n\n<p>\n          <strong>REFER\u00c8NCIES BIBLIOGR\u00c0FIQUES<\/strong>\n        <\/p>\n\n<ol class=\"wp-block-list\"><li>Corell, A., Sanz D\u00edez, L., Gallego Lama, V., Garc\u00eda\nVergara, A., Rubia Avi, B., Arag\u00f3 Basc, J.C., &#8230; Carde\u00f1oso Payo, V. (2015).\nProjecte &#8220;Saber, Estendre&#8221;. Realitzaci\u00f3 de p\u00edndoles de coneixement en la\nUniversitat de Valladolid. L&#8217; aparici\u00f3 noves metodologies did\u00e0ctiques\nemergents estan provocant un moviment de plaques tect\u00f2niques en els fonaments\neducatius.<\/li><li>  Salinas, J.\n(Novembre de 2004). Innovaci\u00f3 docent i \u00fas de les TIC en l&#8217; ensenyament\nuniversit\u00e0ria. Obtingut de <a href=\"http:\/\/www.uoc.edu\/rusc\/dt\/esp\/salinas1104.pdf\">http:\/\/www.uoc.edu\/rusc\/dt\/esp\/salinas1104.pdf<\/a><\/li><li>JJ Solaz-Portol\u00e9s, VS L\u00f3pez (2011). Aprenentatge basat\nen problemes en Educaci\u00f3 Superior: una metodologia necess\u00e0ria en la formaci\u00f3\ndel professorat. Revista did\u00e0ctica de les ci\u00e8ncies experimentals i socials.\nUnivesitat de Val\u00e8ncia.<\/li><li>  Jonathan Bergman, Aaron Sams (2016). Dona-li la\nTornada a la teva classe. Biblioteca Innovaci\u00f3 educativa. Edicions SM.<\/li><li>Prieto Mart\u00edn, Alfredo (2017). <em>Flipped Learning. <\/em> <em>Aplicar el Model Aprenentatge Invers<\/em>. Narcea.<\/li><li>  Panitz, T., i Panitz, P., (1998). Encouraging the Use of Collaborative Learning in Higher Education. En\nJ.J. Forest (ed.) Issues Facing International Education, Juny, 1998, NY, NY:\nGarland Publishing<\/li><li>Johnson, D. W i R. Johnson (1989): Cooperation and\nCompetition: Theory and Research, Edina, Minnesota, Interaction Book Company.<\/li><li>Deterding, Sebastian, <em>et al.<\/em> (2011). <a href=\"http:\/\/gamification-research.org\/wp-content\/uploads\/2011\/04\/02-Deterding-Khaled-Nacke-Dixon.pdf\">\n  <em>Gamification: Toward a Definition<\/em>\n<\/a>.\nConsultat el 15 de febrer de 2014. \u00abGamification is the use of game\ndesign elements in non-game contexts.\u00bb Trad: \u00abLa ludificaci\u00f3 \u00e9s l&#8217;\u00fas dels elements del\njoc en contextos no l\u00fadics\u00bb.<\/li><li>Romero Sand\u00ed, Hairol; Rojas Ram\u00edrez, Elvin (agost de\n2013). <a href=\"http:\/\/www.laccei.org\/LACCEI2013-Cancun\/RefereedPapers\/RP118.pdf\">\n  <em>La Gamificaci\u00f3 com a participant en el desenvolupament del\nB-learning<\/em>\n<\/a>. Consultat el 15 de febrer de 2014. \u00abEs pot aconseguir que les persones s&#8217;involucrin,\nmotivin, concentrin i s&#8217;esforcin a participar en activitats que abans es\npodrien classificar d&#8217;avorrides i que amb la gamificaci\u00f3 poden convertir-se en\ncreatives i innovadores\u00bb.<\/li><li>Razzouk, R. and Shute, V. (2012)\n&#8220;What Is Design Thinking and Why Is It Important?&#8221; <em>Review of Educational Research<\/em>, 82, 330\u2013348<\/li><li>  Bower, M. (2017) <em>Design of\nTechnology-Enhanced Learning<\/em>, Chapter 6: &#8220;Design Thinking and\nLearning Design&#8221;. Emerald Publishing, UK.<\/li><\/ol>\n<p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nSchwartz, B. M., &amp; Gurung, R. A. R. (Eds.). (2012). Evidence-based\nteaching for higher education. Washington, DC, US: American Psychological\nAssociation.  <a href=\"https:\/\/psycnet.apa.org\/doi\/10.1037\/13745-000\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/dx.doi.org\/10.1037\/13745-000<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La societat actual est\u00e0 immersa en un proc\u00e9s de canvi constant, sobre tot a nivell social i tecnol\u00f2gic; i com a part de la societat, no hi ha dubte que en l&#8217; ensenyament superior ha d&#8217; integrar tots aquests canvis. Actualment s&#8217;estan posant en entredit les metodologies cl\u00e0ssiques (classe magistral) provocat una crisi en els&#8230;<\/p>\n","protected":false},"author":9,"featured_media":17177,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"image","meta":{"footnotes":""},"categories":[300],"tags":[301,302,303,304],"class_list":["post-18118","post","type-post","status-publish","format-image","has-post-thumbnail","hentry","category-docencia","tag-docencia","tag-tecnicas-de-aprendizaje-ca","tag-tecnologia-ca","tag-universidad-ca","post_format-post-format-image"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Noves t\u00e8cniques en doc\u00e8ncia universit\u00e0ria &#8211; Uros Associats<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Noves t\u00e8cniques en doc\u00e8ncia universit\u00e0ria &#8211; Uros Associats\" \/>\n<meta property=\"og:description\" content=\"La societat actual est\u00e0 immersa en un proc\u00e9s de canvi constant, sobre tot a nivell social i tecnol\u00f2gic; i com a part de la societat, no hi ha dubte que en l&#8217; ensenyament superior ha d&#8217; integrar tots aquests canvis. 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