DSpace Colección :https://hdl.handle.net/11000/4502024-03-28T17:46:10Z2024-03-28T17:46:10ZMetodologías activas de innovación docente en la realización de los TFGSerrano Segarra, Maríahttps://hdl.handle.net/11000/317312024-03-19T08:24:44Z2024-03-13T08:49:25ZTítulo : Metodologías activas de innovación docente en la realización de los TFG
Autor : Serrano Segarra, María
Resumen : Presentamos una reflexión sobre la conveniencia de la introducción de nuevos métodos docentes en la realización de los TFG que se identifiquen con las modificaciones del modelo educativo propuesto por el Espacio Europeo de Educación Superior y en consonancia con las últimas tendencias, desafíos y desarrollos tecnológicos contenidos en el informe Horizon 2017 para Educación Superior. El proyecto que emprendemos persigue la realización de un TFG actualizado e innovador adecuado a las competencias educativas universitarias del siglo XXI. Este trabajo pretende la utilización de metodologías activas y dinámicas en la realización del TFG basadas en promover la creatividad e iniciativa del estudiante, favorecer enfoques de aprendizaje activo y más profundo, establecer nuevos espacios de aprendizaje, mejorar la competencia digital, adquirir una visión responsable del aprendizaje servicio, poner en práctica el aprendizaje colaborativo, repensar los roles de los docentes, etc. Todo ello bajo el escenario empresarial en el ámbito del Derecho Mercantil. El estudiante adquiere una nueva percepción en la realización del TFG de forma que éste se convierte en una oportunidad para avanzar en la adquisición de nuevas competencias que facilitan sus habilidades profesionales y sociales.; This paper aims to provide a reflection about the desirability of the introduction of new teaching methods in the process production of the Degree Final Projects. A real revolution of the university need real modifications proposed by the European Higher education Área. We propose to introduce these new teaching methods in the DFP providing a new active learning that will be in line with the lastest trends, challenges constatándose una mejora de las prácticas académicas universitarias y un aprendizaje de mayor eficacia en la realización del TFG.
Las propuestas que presentamos:
a. Suponen un cambio actitudinal por parte del estudiante potenciando su motivación, implicación y responsabilidad en la realización del TFG.
b. Ofrecen la posibilidad de adquirir nuevas habilidades para el desarrollo de las competencias propuestas: destaca la capacidad de comunicación e interacción con agentes empresariales.
c. Fortalecen el trabajo autónomo del estudiante y le posibilitan un avance idóneo para el logro de resultados pretendidos gracias a los nuevos recursos ofrecidos.
d. Desarrollan un trabajo emocional que enriquece el trabajo académico tradicional dotándolo de una importancia y valor añadidos por la gran labor social que realiza el estudiante.
e. Constatan la necesidad de trasladar la innovación docente a los TFGs, es conveniente introducir cambios y mejoras metodológicas en la ejecución de dichos trabajos.2024-03-13T08:49:25ZThe urgent transformation of the discipline of commercial law during covid-19 lockdownSerrano Segarra, Maríahttps://hdl.handle.net/11000/317262024-03-19T08:24:44Z2024-03-12T09:31:21ZTítulo : The urgent transformation of the discipline of commercial law during covid-19 lockdown
Autor : Serrano Segarra, María
Resumen : We present a reflection on the university experience in relation to online teaching of the subject of
Business Law during the general lockdown of the Spanish population in the context of the state of
emergency decreed by the Spanish government due to the health crisis caused by Covid-19.
Specifically, this paper focuses on detailing the circumstances of the urgent transformation that the
subject of commercial law underwent when the pandemic broke out in Spain last March 2020, coinciding
with the second semester of the 2019/2020 academic year. The University was quick to react to the
state of emergency caused by Covid-19, accepting the new reality of working online and reacting
immediately. It provided teachers with the necessary technological tools to meet these new online
needs, which enabled them to take on the new teaching challenges that were arising along with the
urgent transformation of educational needs in the university environment. The rapid adaptation of
syllabuses to help them adjust to the new reality posed by the educational system was only a prelude
to a new stage of crisis that teaching staff and students would be faced with throughout the three months
of lockdown, accompanied by great uncertainty. The efficient use of new technological resources was
the mechanism that made it possible to adapt to a new and urgent virtual scenario that required the
implementation of new academic practices in university education in the face of the unprecedented
situation of a global health crisis.2024-03-12T09:31:21ZEl aprendizaje basado en problemas como estrategia metodológica para la enseñanzaSerrano Segarra, Maríahttps://hdl.handle.net/11000/317242024-03-19T08:24:44Z2024-03-12T09:28:58ZTítulo : El aprendizaje basado en problemas como estrategia metodológica para la enseñanza
Autor : Serrano Segarra, María
Resumen : INTRODUCCIÓN: El mundo empresarial requiere graduados en Derecho que posean competencias profesionales en la solución de problemas relativos al funcionamiento de las organizaciones empresariales. OBJETIVOS: El objetivo que pretende este trabajo es presentar una reflexión sobre la conveniencia y ventajas que supone el replantear la METODOLOGÍA actual de aprendizaje analizando la conveniencia del uso y los beneficios académicos que comporta la incorporación del método docente Problem-Based Learning (PBL) o Aprendizaje Basado en Problemas (ABP). METODOLOGÍA: La materia relativa al Derecho Mercantil, integrante del Grado en Derecho cuya docencia imparto, es reveladora de una ineficacia en la Metodología utilizada para lograr la adquisición de dichas competencias por parte del alumnado. La clásica transmisión teórica de conocimientos por el profesor sobre los diferentes aspectos de la legislación mercantil se muestra insuficiente para que los estudiantes sean capaces de solucionar en un futuro cercano y con éxito la problemática legal que envuelve a la realidad empresarial en sus distintas manifestaciones. RESULTADOS: Se constata en esta disciplina la necesidad de un cambio en el rol del profesor y la conveniencia de la adopción de un papel mas activo por parte del estudiante en la construcción del conocimiento para poder dar solución a los problemas reales. CONCLUSIONES: El Aprendizaje Basado en Problemas (ABP) se revela, a través del estudio realizado, como un método de enseñanza válido y eficaz para la resolución de problemas reales, adquisición de nuevas habilidades cooperativas y mayor responsabilidad del alumnado.2024-03-12T09:28:58ZProblem-based learning: an effective teaching
strategy to improve learning outcomes in commercial
lawSerrano Segarra, Maríahttps://hdl.handle.net/11000/315682024-03-19T08:24:44Z2024-02-28T09:38:58ZTítulo : Problem-based learning: an effective teaching
strategy to improve learning outcomes in commercial
law
Autor : Serrano Segarra, María
Resumen : The convergence process towards the European Higher Education Area involves using new teaching
methods that enable students to acquire the values, abilities, skills and competences required in the
professional world. Today, the business world requires law graduates to be professionally competent in
solving legal problems related to business organizations. In this context, this paper aims to reflect on
reassessing the traditional learning methodology used in Commercial Law, and to analyze the
usefulness and academic benefits that the inclusion of the Problem-Based Learning (PBL) teaching
method could offer students. PBL is an instructional method whereby students learn through facilitated
problem solving; where solving complex problems are central to students’ learning. Students collaborate
in groups to identify what they need to learn so that in a coherent, integrated and focused way they can
solve a well-formed problem that does not have only one correct answer. The strategy involves selfdirected
learning so students can apply their acquired knowledge to the problem and demonstrate what
they have learned to teachers. For this strategy to be effective, everyone changes their role: teachers
do not provide knowledge, they only act as facilitators in the learning process, teaching effective
problem-solving skills to active students with new motivations to learn.
This study analyzes the various advantages that PBL has over the conventional and age-old routine
teaching methods and looks at how it promotes the development of different skills and improves
professional competences. PBL can provide future law graduates with the prior experience required,
thereby overcoming the lack of synergy between the University and the business world.2024-02-28T09:38:58ZNew teaching methods in the production process of
the degree final project in higher educationSerrano Segarra, Maríahttps://hdl.handle.net/11000/315672024-03-19T08:24:44Z2024-02-28T09:37:46ZTítulo : New teaching methods in the production process of
the degree final project in higher education
Autor : Serrano Segarra, María
Resumen : This paper aims to reflect on the suitability of introducing new teaching methods in the production
process of the Degree Final Project in Higher Education. If the university wants to really revolutionize
education, then the current modifications proposed by the European Higher Education Area need to
become a reality.
We propose these new teaching methods be introduced in the DFP, providing a new active learning in
the area of Commercial Law. To do so, we will use the latest trends, new challenges in technology and
more effective learning strategies.
We expect to present students with new tasks using some active and dynamic methodologies that will
promote their creativity and initiative. It will be necessary for them to improve their digital skills and
traditional teaching roles will be reconsidered. This will be achieved by students assuming a new
responsibility in the DFP production process because it will also include a social service. So, new
agents will be involved in the teaching-learning process and together they will benefit as a whole. An
alternative learning is offered to improve knowledge about Commercial Law.2024-02-28T09:37:46ZNew heritage practices: the conservation of intangible cultural heritage from the spanish university sceneSerrano Segarra, Maríahttps://hdl.handle.net/11000/315612024-03-19T08:24:44Z2024-02-27T09:29:57ZTítulo : New heritage practices: the conservation of intangible cultural heritage from the spanish university scene
Autor : Serrano Segarra, María
Resumen : From the 1980s to the present day, the Spanish University has been the subject of a profound debate motivated by the changes that we have experienced in a short period of time and which continue to transform our current society. The turn of the century has also brought about a new vision of what the University will be in the future, together with the raising of new questions. The Misteri d'Elx Chair, since its creation, has tried to integrate itself into the society of Elche, promoting its economic and industrial activity and participating actively in its social and cultural life. This interest has led the University to concern itself with one of the most representative cultural manifestations of the city and worthy of recognition as a World Heritage Site, the Festa or Misteri d'Elx.
The Misteri d'Elx Chair develops its activities through a wide range of training, research and dissemination of the Misteri d'Elx. Through other university formulas, other Spanish assets that are also recognised as intangible cultural heritage by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) are also protected2024-02-27T09:29:57ZCross-institution collaborations for a final year projectSerrano Segarra, Maríahttps://hdl.handle.net/11000/315602024-03-19T08:24:44Z2024-02-27T09:18:51ZTítulo : Cross-institution collaborations for a final year project
Autor : Serrano Segarra, María
Resumen : We present a paper on teaching innovation which aims to put into practice some of the trends from the
NMC Horizon Report 2018, Higher Education Edition. To be exact, we have carried out an academic
initiative for the “Final Year Project” (FYP) corresponding to the subject of “Commercial Law” from the
Law Degree.
This has been done through the collaboration between two institutions - the University Miguel
Hernández (UMH) and the University Science Park - and by putting into practice one of the key trends
for accelerating the use of technology in higher education. In this sense, the completion of the FYP
has involved the use of the educational resources available to the student through access to a
paradigmatic start-up from the Science Park. A study has been carried out about this start-up in the
framework of a Project on teaching innovation corresponding to the “University Educational Innovation
Program, UMH” 2018-1019, titled “Corporate Social Responsibility: an analysis of regulations and a
study of practices, strategies and management systems that contribute to achieving social, economic
and environmental improvements”. The FYP carried out redesigns a new learning space for students,
providing them with an authentic learning experience through new teaching methodologies. In
addition, it conclusively demonstrates the benefits for both students and businesses and involves a
transference of knowledge between the University and the business world.2024-02-27T09:18:51Z