aprendizaje basado en proyectos

El presente artículo se articula en base a una experiencia didáctica realizada en dos ocasiones con grupos de alumnos lusófonos de nivel Avanzado. Se trata de un Proyecto realizado en varias sesiones de clase y elaborada a partir de la programación establecida para el curso y teniendo en cuenta las posibilidades de explotación del manual escogido para el mismo. Se ha querido compartir en la revista RedELE por los positivos resultados obtenidos de los alumnos al evaluar los resultados, y así compartir la experiencia con el resto de la comunidad docente. Para ello, además, se enmarca la propuesta en un breve contexto teórico en base a...

Mi pasaporte de español adoptivo. Gamificación de los contenidos socioculturales de un curso de ELE en inmersión para adolescentes

José Ramón Rodríguez Martín (2015)

redELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: gamificación

Resumen:

El presente artículo es el resultado del proyecto final del Experto en la Enseñanza de ELE a Niños y Adolescentes (Universidad de Barcelona, 2015) realizado bajo la dirección de Vicenta González. En él, se propone gamificar el proceso de enseñanzaaprendizaje a alumnos adolescentes que realizan un curso de español en inmersión de dos semanas. Específicamente, los objetivos de enseñanza que se pretenden gamificar son los relacionados con los hábitos y comportamientos socioculturales. Planteamos aprovechar el potencial pedagógico de dicho contexto de inmersión lingüística y cultural sumado a la gamificación que pretende...

Team dynamics and conflict resolution: Integrating generative AI in project-based learning to support student performance

Enas Aref (2024)

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Tipo: capítulo

Metodología: propuesta didáctica

Temas: inteligencia artificial

Resumen:

When working in interdisciplinary or multidisciplinary group projects, students run into different types of conflicts. These conflicts often hinder their work progress and negatively affect their learning experience, which impedes achieving course learning outcomes. Equipping students with the knowledge to strategically work together in a collaborative team, understanding how conflicts arise and the proper techniques to resolve them, is key in supporting diversity, inclusion, and student learning. The instructor developed a teaching module covering research-based information and techniques to help students...

Tareas y proyectos en clase

Sonsoles Fernández (2001)

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Tipo: libro

Temas: enfoque por tareas

Resumen:

Colección de tareas y proyectos desarrollados para la clase de español, con la fundamentación mínima necesaria y el detalle de la secuencia de trabajo de cada propuesta.

Teaching AI competencies: Experiences from coaching interdisciplinary teams to develop AI prototypes

Aidin Azamnouri, Dominik Hörauf, Brigitte Schönberger (2026)

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Tipo: artículo

Metodología: experiencia práctica

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) is changing and revolutionizing today’s economy and work life. A basic understanding of this technology is beneficial for even non-technical roles, highlighting the interdisciplinary nature of AI and its diverse applications. However, it is difficult to create significant, practically relevant learning experiences related to AI for students of different backgrounds, especially for students outside of computer science programs. To tackle this problem, we designed and evaluated an interdisciplinary, project-based course combined with creativity methods, where students from diverse study programs worked on an everyday challenge and tried to build AI prototypes to...

Analyzing K-12 AI education: A large language model study of classroom instruction on learning theories, pedagogy, tools, and AI literacy

Di Wu, Meng Chen, Xu Chen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

There is growing recognition among researchers and stakeholders about the significant impact of artificial intelligence (AI) technology on classroom instruction. As a crucial element in developing AI literacy, AI education in K-12 schools is increasingly gaining attention. However, most existing research on K-12 AI education relies on experiential methodologies and suffers from a lack of quantitative analysis based on extensive classroom data, hindering a comprehensive depiction of AI education's current state at these educational levels. To address this gap, this article employs the advanced semantic understanding capabilities of large language models (LLMs) to create an intelligent...

Enhancing AI literacy course satisfaction through empowerment in AI problem-solving and ethical awareness: Development and validation of an AI project-based learning scale

Jinyu Zhu, Siu-Cheung Kong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The use of the project-based learning (PBL) approach in developing AI literacy is widely adopted. However, student satisfaction with AI literacy courses has not been thoroughly explored. This study addresses this gap by examining the associations between students’ perceived PBL, empowerment in using AI for problem-solving, AI ethical awareness, and satisfaction with AI literacy courses. A total of 1,027 secondary and university students from 102 secondary schools and a university in Hong Kong participated in an AI literacy course, among whom 446 provided complete data for the structural equation modelling (SEM) analysis. We developed a context-grounded scale to measure students’ perceptions...

Tailoring AI agents for early learning: The Creative Project Approach

Weipeng Yang, Hui Li, John Chi-Kin Lee (2025)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

This paper explores the integration of AI agents within the Project Approach in early childhood education (ECE) to enhance children's creative learning in the digital age. Addressing the current lack of guidance in this area, the paper conceptualizes how AI agents can be specifically tailored to foster creativity in young learners. Drawing upon theoretical foundations and empirical evidence, it proposes a “Creative Project Approach” that integrates generative AI and robotics in ECE. A pedagogical framework is developed, consisting of five key steps: (1) identifying learning needs, (2) facilitating child-robot interaction with teacher guidance, (3) situating AI and robot use in various...

In the AI era: A project-based digital storytelling framework for art and design education

Tian Yali, Tang Mengxiao, Li Gengrui (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The ascent of generative artificial intelligence (AI) challenges art and design education to reaffirm the value of human creativity. This study proposes and examines a pedagogical response: a project-based learning (PBL) model with digital storytelling (DS) at its core, designed to cultivate the emotional, cultural, and narrative capacities that AI lacks. Conducted through an embedded case study of the 15-week “Creative Shanzhou” project with 426 Chinese undergraduate students, the research implemented a theoretically-grounded PBL-DS framework. Digital storytelling served as the primary methodology for students to translate local cultural heritage into emotionally resonant, multimodal...

Predictive capability of foundational concepts tests for problem-solving using machine learning concepts: Evaluating project-based learning courses in artificial intelligence literacy education

Siu-Cheung Kong, Chunyu Hou (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In the artificial intelligence (AI) era, secondary and university students should be able to apply AI for problem-solving. This study designed and evaluated an AI literacy programme to enhance understanding of machine learning concepts. It also examined how the conceptual understanding from two foundational courses (Courses 1 and 2) affected students' application of these concepts in the subsequent two project-based learning courses (Courses 3 and 4). The regression analysis of data from 566, 566, 470, and 196 student participants enrolled on Courses 1, 2, 3, and 4, respectively, revealed that the post-course concept tests for Courses 1 and 2 accounted for 19.9 % of the variance in the...