The university is 30 years old. Discover its past and present. Help build its future.
14 February 2017
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Teaching is concentrated in the faculties and schools, and the departments deal with research, which is also conducted by institutes and chairs, at the same time responsible for knowledge promotion.
The general objective of the project is to establish a frame of reference to facilitate the learning, development and evaluation of the general competences in the bachelor's degree studies of the Faculty of Education and Psychology.
This objective is to have a working framework, set in a real-life context and adjusted to each bachelor's degree, which defines the values, concepts, strategies, instruments and criteria that must serve as a reference to plan the training in, learning and evaluation of the general competencies in the bachelor's degrees of the FEP. Likewise, the framework must be open in nature so that it can be adapted to specific formats and varied paces depending on the characteristics and dynamics of each bachelor's degree.
The idea underpinning the framework is the need to focus the process of learning the general competences on the student, or in other words, an approach that allows teaching staff to be able to guide and accompany the process of self-awareness and progressive self-regulation of the learning of these competences undertaken by the student, in accordance with the model of learning advocated by the EEES (European Union, 2015).
The universities must contribute to the education and development of a committed, technically competent and professionally ethical citizenship, and it is nowadays indispensable that this is done from a gender perspective. For a quality university education, educational innovation is very important and, as pointed out by Bartual et al. (2018), there are two fundamental reasons for this. The first is that educational innovation generates a dynamic of ongoing improvement in the methodologies, strategies and educational instruments used that facilitates the attainment of excellence in learning. The second reason is that it strengthens the practice of reflection that plays an important role in the training of critical thinking and in the values characteristic of responsible citizenship. In this context, the gender perspective is indispensable.
The general objective of the project is focused on making an in-depth diagnosis of the incorporation of the gender perspective in the faculty’s bachelor's degree and master's studies, and on identifying and establishing effective strategies by means of correctly incorporating the gender perspective.
The aim behind the project is to promote the CBL methodology in several bachelor's- and master’s-degree studies at the Faculty of Education and Psychology (FEP), for the purposes of transforming and innovating the university education-learning teaching systems and thereby generating resources and tools for applying and assessing educational challenges, collaborating with other educational players, incorporating aspects of sustainability, the gender perspective and family diversity in the challenges, disseminating their results and encouraging other FEP teaching staff to join this group.
Educational Innovation Group Challenge-based learning
APR and Co-creation day event 23/11/2022
GID CBL YouTube channel
Co-creation and Challenge based learning (CBL))
Co-creation&Challenge Based Learning (CBL)
The aim of the Educational Innovation Group (GID) Narratives in Social Education is to incorporate the voices of people who are users of the support provided by the social educators in the training of future professionals. Re-directing socio-educational actions to place the person at the centre requires listening to the voices of users, their worries, the difficulties they come across, and the type of support they want. Among the actions of the GID, the optional course named Expertise and Social Transformation stands out, where 15 students on the bachelor's degree share a subject with 11 visiting students (users of services), a working group with professionals and a working group with service users, to help draft written and audiovisual material for training that includes the testimonies of services users and professionals.
Educational Innovation Group Narratives in Social Education
From when the pilot mentoring plan was introduced in the academic year 2015-2016 until the present day, the SiC Plan (Support and Cohesion between Peers Plan) has attained a high level of maturity. It is based on a process of evaluation, reflection and continuous improvement, so the purpose of the innovation project is to contribute to attaining a high level of excellence and efficiency. The project aims to achieve three objectives: 1) define a system of evaluation indicators for the mentoring plan using the Delphi method, based on the values of the MAP psychology model; 2) compile audiovisual and interactive materials for the study plan of the mentor students; and 3) create a web page to raise the profile and awareness of the content of the mentoring plan of the bachelor's degree in psychology.
Educational Innovation Group Psychology Studies Mentoring at the UdG
The project of designing an academic model of psychology (MAP) is aimed at describing, developing and evaluating an academic model specifically for the bachelor's degree in psychology, based on five pillars of innovation: (1) to facilitate the development and integration of personal and professional competences; (2) to generate assets for the people and the community; (3) to advance scientific knowledge in the area of psychology; (4) to accompany and provide people with support; and (5) to coordinate actions and optimise resources. Within the framework of the Programme to Promote Educational Innovation and the Improvement of Quality in Teaching, there is the objective of producing audiovisual and interactive materials to promote the development of the key competences defined in the MAP (area 1), in addition to support materials for the students and the teaching staff for the subjects to do with health and welfare and with a socio-professional orientation (area 4).
GID’s “Knowledge of the environment: interdisciplinary approach (CMAI)” is linked to the Department of Subject-Specific Education and has as a general objective the improvement of the initial training of primary-school teachers, by means of coordination among different areas, with the aim of impacting on professional practice. To this end, we work to revise, reorder and prioritise the contents and the methodologies of each of the didactic areas of the experimental sciences and the didactics of the social sciences; looking for points of connection between the two areas, with the aim of drafting proposals to work on “knowledge of the environment” within primary education in an interdisciplinary and sustainable way; revising the specialist area of Scientific and Environmental Education, with the aim of refocusing it on E-STEM and to look for synergies with other areas of the department and entities of the territory.
The educational innovation project DICAV is a joint learning proposal among 3 compulsory subjects of 6 credits each (Direction and Management of Centres and Educational Projects; Design, Development and Innovation of the Curriculum; Evaluation of Centres, Programmes and Professionals ) from the third year of the degree in pedagogy, the aim of which is for students to carry out real-life applicable, practical work in groups that consists in the creation of a socio-educational project set in the context of the province of Girona, wherein they can reflect in a practical way on their learnings in both these three subjects and those they have taken in previous academic years. The main objective of this project is to raise the profile of and make the studies in pedagogy at the UdG more transferable to the social and educational context of the territory of Girona, and to become an opportunity for learning and joint evaluation for both the student and the teaching staff.
The following project aims to identify, reflect on, transform and convey the collective self-knowledge of the university’s students, teaching staff and administrative and service staff, through awareness and activeness in eliminating gender and male violence. The goal is to bring visibility to and analyse violent situations, processes and effects that are produced among the people involved. And to find out the keys for acting on the social framework or structure that enables their production and reproduction while helping to prevent and stop direct forms of violence on the individual or individuals. That way we will be able to detect situations where the violence arises in the form of stigmatisation, normalisation, naturalisation, pathology. The work methodology will be participatory and within the framework of several subjects, bachelor's theses, master’s theses, as well as other diverse university activities, carried out by teams of students and teaching staff from six different studies: Law-Criminology; Psychology; Social Work; Audiovisual Communication; Nursing and Sociocultural Gender Studies at the University of Girona and the Universitat Autònoma de Barcelona.
The materials produced are in written, podcast and audiovisual formats:
CATALOGUE OF MATERIALS https://drive.google.com/file/d/1ubIVm8k3MxtJX8ZnB_RdQKrK-2BS_iV9/view?usp=sharing
PROJECT’S GUIDE https://drive.google.com/file/d/18aQpxYutv8EhKjZ1VQ0Mg2zthPpviavm/view?usp=sharing
FEMINISMO E INTERSECCIONALIDAD EN LA UNIVERSIDAD (2023)
MASCULINIDADES HEGEMÓNICAS EN LA UNIVERSIDAD (2023)
The purpose of the project is to contribute to the improvement of the competence of working in teams in bachelor's degree and master’s studies at the UdG. To this end, a web page called AVATREQ has been developed, which contains: a) a training guide addressed at teaching staff to improve students’ training in working in teams, b) computer graphics about key elements of working in teams, addressed at students, and c) self-assessment and peer evaluation of working in teams (individual and group), linked to moodle, and which incorporates a generated report informing of the aspects the students need to improve. The project also has the objective of studying the impact of training in working in teams on the different bachelor's degrees at the UdG, based on a longitudinal study.
The Universitats 360 project . Distributed and connected educational learning ecosystems promoted by the Faculty of Education and Psychology, with support from and in collaboration with the Faculty of Medicine, the Faculty of Nursing, the Faculty of Law and the Polytechnic School at the University of Girona, are essentially aimed at identifying, promoting and disseminating teaching-learning experiences in higher education that represent a link to, an extension of and collaboration with the most immediate surroundings. The aim, therefore, is to foster processes of co-design and co-teaching among university-surroundings and learning-service, based on interdisciplinary projects, in real/reflexive practical situations, among other strategies and actions that involve the establishment of links and collaborations between different spaces, times and social, educational and community agents-actors.
The overall aim is to foster learning experiences that make more sense and have a personal and social value-impact to overcome the existing disconnection between the university institute and its surroundings to which it must commit and work jointly with for a better personal and community life.
We will be presenting 12 video shorts below of the various teaching-learning experiences carried out within the framework of the project entitled “Universities 360. Distributed and connected learning educational ecosystems” funded by the University of Girona under competitive call from the Programme for Promoting Teaching Innovation and Improving Teaching Quality. UdG21 model.
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