Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | FB | 1 | A |
2500261 Education Studies | FB | 1 | A |
2500797 Early Childhood Education | FB | 1 | A |
2500798 Primary Education | FB | 1 | A |
The Catalan language is used in the subject, except for group 71, in which English is the working language.
At least basic level of Digital Competence is expected.
Subject of approach to the educational fact from the perspective of the communicative phenomena and those of the interaction present in all educational reality. It is one of the four subjects that make up the shared basic education of the Faculty that prepares basic and functional competences that any education professional needs.
The subject has a clearly practical and applied aspect and that is why teaching is designed with a very high percentage of seminars with small groups of students.
General training objectives:
Develop social, emotional and teamwork skills.
Develop competences to take advantage of Digital technologies at the service of learning and education
Key contents:
Theories of communication applied to education in an inclusive school model.
Relevant aspects of communication in educational processes
Observation and analysis of group dynamics. Your own role in the group.
Teamwork and participation for group development. Active listening.
The group as an educational resource.
The emotional world Emotional expression, understanding and regulation.
Support system in mourning times and empowerment with resilience.
Educational emotional development and the influence of attributional styles.
Digital technologies as a resource and strategy in teaching-learning process. The development of digital competence and teachers' digital competence as a core for its integration in educational contexts.
Creation of diverse products (hipertext, audiovisual, icons, 3D...) their dissemination and communication. Websites and their use as a place for expressing through multimedia and audiovisual. A place for communication and sharing virtual interactive experiences. Promoting social behaviours based on collaboration and exchange of information. Behavioural rules and ethics: safety and reliable uses.
The acquisition of cognitive skills to search, select, analyse, understand and recreate information. Communicate and interact with other in a collaborative way. Website as a universal library. Users as proactive actors and creators.
The large group sessions are lectures given by the teachers on the basic and complementary topics. It is developed with the entire class group.
Seminars in small groups are work spaces (with 1/3 of the large group) where through various activities (case study, material analysis, group dynamics, problem solving, visual material creation, information design for network, etc.) is deepened in the contents of the subject. On other occasions, practical activities are carried out using technological means, complementary materials, etc. Use active methodologies: for example, working for projects and / or promoting collaborative learning.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Present in large group | 10 | 0.4 | |
Seminars in small groups | 45 | 1.8 | |
Type: Supervised | |||
Tutorials and follow-up activities proposed both face-to-face and virtually | 50 | 2 | |
Type: Autonomous | |||
Self-employed individual and group work | 45 | 1.8 |
The assessment will consist of the program of each group, and for each seminar. During the assessment process, rubrics, checklists and other instruments might be applied to ensure the continuous monitoring of the activities.
There is a reassessment date for those who have suspended any of the activities with more than 3.5. If the student does not bring enough assessment evidences, the final grade will be "not assessed".
In order to pass the subject, it will be necessary to demonstrate that the competences worked have been developed, both in the section of CEG, as in the TAC section. Therefore, both parts must be passed with a minimum score of 5 in each.
Attendance to supervised activities is mandatory to achieve the objectives of the subject. In order to be evaluated, at least 80% of all classes in each field must have attended (80% attendance to TAC; 80% attendance to CEG).
The copying or plagiarism of material, both in the case of works and in the case of exams, constitute a crime that will be sanctioned with zero to the activity and will not be entitled to re-evaluate it. In the case of recidivism, the entire subject will be suspended. Let's remember that a "copy" is considered a work that reproduces all or most of the work of one or more partners. "Plagiarism" is the fact of presenting all or part of an author's text as its own, without mentioning the sources, whether on paper or in digital format. You can see the documentation of the UAB on "plagiarism" at: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
To pass this subject, the student must show, in the activities proposed, good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide.
Assessment Dates:
An evaluation date the last week of each seminar, defined in the schedule. Class practices and continous assessment evidences through the year (define in each subject plan delivered at the beginning of the academic year).
A re-evaluation for those students who failed with more than 3.5 in the first evaluation, to be developed inthe last two weeks of the semester, depending on the seminar (A, B, C).
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Creation of a product or a project in group (TAC) | 25% | 0 | 0 | 2, 7, 3, 4 |
Individual oral or written test (CEG) | 25% | 0 | 0 | 6, 8 |
Individual portfolio in a Blog format (TAC) | 25% | 0 | 0 | 1, 2, 7, 4, 8 |
Reflective papers in group (CEG) | 25% | 0 | 0 | 3, 6, 5, 8 |
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Bellow you can find the software expected to use, among other that, depending on the learning needs, could be included.
Apps Web 2.0 (Kahoot, Symbaloo, Padlet, Youtube...)
Audacity
Blogger
Canva
Classroom
CMAP Tools
Genial.ly
Google Drive
OpenShot
Mblock
Microsoft Office
Microsoft Teams
Notebookcast
Photoshop
Powtoon
Scratch
TinkerCAD