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Methodological approach

The EDIA Project's OER use active, contextualized methodologies so that students can construct their own knowledge.

Project Based Learning (PBL)

Project Based Learning (PBL) is the main methodological approach included in the EDIA Project; thus, in each resource, students carry out an extensive research process in order to answer a complex question, solve a problem, or overcome a challenge.

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Flipped Classroom
The "flipped classroom" methodology aims to move the instructional or conceptual content outside of the classroom context in order to enrich and take advantage of classroom time with activities or tasks that develop higher-order thinking skills. This is achieved through the use of enhanced videos, infographics, etc. that the students work on prior to class, individually, allowing for their application to take place in class in a meaningful way. Webliography and Profiles for Reference on Social Media. Profiles on Twitter

(Text and references provided by Domingo Chica Pardo - @dchicapardo )

Cooperative Learning
"Cooperative learning is to undertake, for the purposes of teaching, work in teams of students of a small size so as to ensure the equal participation of all students and to maximize the level of interaction between them. The aim is for all team members to learn the educational content and for them to learn to work in a group and, likewise, to learn other values such as solidarity, respect for differences, teamwork, etc." (Pere Pujolàs)
Gamification

Gamification in education is a strategy that, when applied to the classroom, promotes motivation towards learning. 

The following general definition can act as a basis for us to understand gamification in education: “the application of gaming elements to non-recreational contexts.” This is a flexible definition, as it can be entirely adapted for each individual context, and it basically consists of taking advantage of gaming elements that favor the students' autonomy, effort, and development of talent. Giving real meaning to the curricular content and facilitating creative and critical exchanges between students fosters a learning environment that is ideal for developing skills and core competencies in order for learning to take place in today's classroom.

There is no single way to spark curiosity and, therefore, there is no single way to gamify. The students are an essential part of the experience, and meeting their needs through a safe learning environment that provides timely feedback has proven to be key for this type of learning to become memorable. Thus, this type of learning not only improves long-term retention –something which is useful and practical for real-world contexts– but it also greatly increases attention spans through the use of new elements that arouse students' interest in a particular subject matter.

We can speak of two types of motivation: intrinsic and extrinsic. Rewards are taken into account in terms of the need to cover, emotionally, “those connections” that trigger learning. The more superficial or external aspect (points, badges, etc.) feeds the process that was already undertaken through proper dialog – a dialog which will mark the process's development.

In conclusion, this is the awakening of a certain motivation to learn, wrapped up in doses of autonomy, reflection, effort, and excitement.

Links of Interest

Profiles on Twitter

(Text and references provided by Clara Cordero - )

Mobile learning
According to UNESCO, mobile learning, also called “m-learning,” offers modern support methods to the learning process by using mobile tools such as laptops and tablets, MP3 players, smart phones, and mobile phones. (Source: UNESCO) Resources: