creación de relatos digitales no lineales como herramienta intercultural en el ámbito de la filología francesa

Este artículo aborda la importancia de la gamificación como forma de innovación docente en contextos universitarios, concretamente en la docencia de lengua y literatura francesas, para nuestro alumnado nativo digital. La creación de serious games pueden incentivarlo, generando una participación activa en la materia y mejores resultados académicos. Concretamente, la creación de ficciones interactivas basadas en hipertextos a través de una herramienta bastante novedosa llamada Twine, nos ha llevado a realizar talleres en clase de TICE en el Grado de LML de la UV con asombrosos resultados. Vamos a analizarlos y a ofrecer ejemplos didácticos para implementar esta herramienta en el aula en contextos académicos. This article focuses on the importance of gamification as a form of innovative teaching method in French Philology for our digital native students. The creation of serious games can encourage them, generating active participation and better academic results. In the context of TICE class in the UV LML Degree, we did workshops during the last two years for the creation of interactive fictions based on hypertexts with a tool called Twine. We are going to analyze the amazing results and give some didactic examples to implement this tool in the university classroom. Cet article porte sur l'importance de la gamification en tant que méthode d'enseignement innovante en philologie française pour nos étudiants natifs du numérique. La création de serious games peut les encourager, générer une participation active et de meilleurs résultats scolaires. Dans le cadre de la classe TICE de LML à l’UV, nous avons réalisé des ateliers au cours des deux dernières années pour la création de fictions interactives basées sur des hypertextes avec un outil appelé Twine. Nous allons analyser les étonnants résultats obtenus et donner quelques exemples didactiques pour implémenter cet outil dans la formation universitaire.

Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

El desarrollo del liderazgo a través de un congreso organizado por estudiantes. Estudio pre-post intervención

A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication.