Universitat Internacional de Catalunya
Innovation and Resources English
Other languages of instruction: English, Spanish,
Teaching staff
Yolanda Scott, English specialization, email: yscott@uic.es
Introduction
The subject Innovation and Resources intends to offer the basic elements so that the student can become familiar with the fundamental concepts of educational innovation, such as the characteristics and typologies of innovation, recommended methodologies and possible uses of technology.
Pre-course requirements
C1 level, according to CEFR, in the specialization language.
Objectives
- To know the fundamental concepts of educational innovation.
- To apply innovative teaching proposals in the area of specialization.
- To design innovative educational projects.
Competences/Learning outcomes of the degree programme
- CE3.- To plan the resolution of educational situations that affect students with different skills and different rhythms of learning; to design proposals based on the acquisition of intellectual and emotional skills and aptitudes.
- CE14.- To apply innovative teaching proposals, critically analysing the performance of teaching, good practice and guidance using quality indicators in the field of the specialization.
- CT3.- Show ethical and responsible behaviours as a citizen and as a professional.
- CT5.- To identify strategies to promote gender equality, fairness and respect for human rights.
- CG1.- To form reflexive and critical, responsible, ethical and respectful judgments on the various protagonists of the educational community (family, school and society).
- CG2.- To analyse and synthesize information obtained from various sources in order to solve problems or conflictive situations, to identify and define the significant elements that constitute a problem to resolve it effectively and with criteria.
- CG6.- To incorporate and use Information and Communication Technologies in various fields effectively and responsibly.
- CB6.- To possess and comprehend knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a context of research.
- CB06 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB08 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
- CE03 - Plan the resolution of educational situations that affect students with different abilities and different learning rates; develop proposals based on the acquisition of intellectual and emotional skills and abilities
- CE04 - Identify the regulations and institutional organization of the educational system and quality improvement models applicable to schools
- CE11 - Identify issues related to language contact and second language acquisition processes
- CE12 - Identify the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge around the respective teaching and learning processes
- CE13 - Specify the curriculum to be implemented in a teaching center by participating in its collective planning; develop and apply both group and personalized didactic methodologies, adapted to the diversity of students
- CE14 - Apply innovative teaching proposals, critically analyzing the performance of teaching, good practices and guidance using quality indicators in the field of specialization studied
- CE15 - Apply basic educational research and evaluation methodologies and techniques and be able to design and develop research, innovation and evaluation projects
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
- CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
- CG05 - Organize and plan different types of activities, events and situations
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
- CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels
Learning outcomes of the subject
RA1.- Applies innovative teaching proposals in the area of the specialization, that promote autonomous learning in current intercultural and plurilingual educational contexts.
RA5.- Demonstrates critical thinking and the ability to define and resolve problems.
RA6.- Demonstrates skills in designing and developing innovative educational projects, aswell as those related to research and assessment.
Syllabus
- Educational innovation at regional, national and international level: modalities for training and secondary education experiences.
- Materials for the development of communicative competences.
- Materials for attention to diversity and for promoting cross-curricular and intercultural practice.
- Integration of training in Audiovisual Materials and ICT in the teaching-learning process.
- Innovative educational projects: models, Secondary education experiences, design and self-assessment practices.
Teaching and learning activities
Online
Teaching methodologies:
- Online theoretical/demonstrative classes
- Project based learning
Training activities:
- Online master classes
- Online practical classes
- Virtual forums and debates
- Individual study and work
- Group work
- Online tutorials
Evaluation systems and criteria
Online
Assessment of this subject is continuous and the activities are carried out in small groups during the sessions. Therefore, class attendance is necessary for positive assessment results.
English specialization:
- Creation of didactic materials - 25%
- Innovative project - 30%
- Debate forum - 25%
- Multiple choice exam - 20%
To successfully pass the subject, it is necessary to achieve a minimum passmark (5) on all activities that form part of the assessment.
The tasks must be presented for assessment in English. Work submitted past the deadline will not be accepted. Tasks assessed with serious language errors will be considered Uncorrected; they can be re-submitted in 2nd call but the maximum grade will be the passmark (5).
The exam is carried out with proctoring software which needs to be downloaded before the test. You will find information concerning this in the classroom and the teacher will explain it during the first day of class.
1st call deadline: 26 January
2nd call deadline: 10 June
Other considerations:
Linguistic quality will count for 20% of the mark of assessed tasks.
Points will be lost for language errors: 1 point for a serious error and 0'25 for a minor error.
Bibliography and resources
Camps, A. (2012). Intervención, innovación e investigación. Una relación necesaria para las didácticas. Enunciación, 17(2), 161-168.
Daza Navarro, M., Morón-Monge, H., & Daza Navarro, P. (2020). El trabajo por proyectos en educación secundaria obligatoria: ‘Tres Visiones, Tres Generaciones’. Revista Andina de Educación, 3(2), 32-40.
d'Ensenyament, D. (2017). Marc de la innovació pedagògica a Catalunya.
Echeita, G. & Jury, C. (2007). Evaluación Sistemática de un Proyecto de Innovación para Atender a la Diversidad del Alumnado en la Educación Secundaria Obligatoria “Aula Cooperativa Multinivel”. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 5(3), 1-10.
Estéban-Guitart, M., Iglesias, E., González-Patiño, J., & González-Ceballos, I. (2020). La personalización educativa en tiempos de cambio e innovación educativa. Un ejemplo ilustrativo. Aula Abierta, 49(4), 395-402.
Gil López, A.J., Antelm Lanzat, A.M., & Cacheiro González, M.L. (2018). Análisis de la capacidad de innovación escolar desde la perspectiva del profesorado de educación secundaria. La escuela como organización que aprende. Educar, 54(2), 449-468.
Hernández Ortega, J. & Rovira-Collado, J. (2020). Diseño de proyectos transmedia para la Educación Literaria en el aula de Educación Secundaria. RESED. Revista de Estudios Socioeducativos, 8, 80-94.
Motteram, G. (2013). Innovations in Learning Technologies for English Language Teaching. (Innovations in English Language Teaching). British Council.
Pérez Albo, M.J. & Gutiérrez Lacalle, A. (2020). Proyectos globalizados. Cómo articular la innovación en Educación Secundaria. Tendencias Pedagógicas, 36, 187-199.
Pila Martínez, J.C., Andagoya Pazmiño, W.G., & Fuertes Fuertes, M.E. (2020). El Profesorado: Un factor clave en la Innovación Educativa. Educare, 24(2), 212-232.
Real Martínez, S., Ramírez Fernández, S., Bermúdez Martínez, M., & Pino Rodríguez, A.M. (2020). Las metodologías empleadas en la innovación educativa. Aula de Encuentro, 22(1), 57-80.