It is intended that the student is qualified to can make the diagnostic with solvency for the problems that can cause the soil on the rehabilitation work and propose safe, viable and suitable solutions to the architectural design within the rehabilitation project. For that, it is necessary the precise knowledge refered to the recognition of soils, the diagnosis of pathology linked to the ground and the basic and advanced techniques, what will be exposed in the classes of theory. At the time the student must know how to translate this knowledge into concrete techniques, for which they propose a series of practical classes and the accomplishment of a concrete work. This work should be related to the professional activity of the architect, within the specific content of this subject.
Two contingency plans have been designed.
A first scenario is proposed in which, due to the capacity of the classrooms or other types of reasons, it is not feasible to do face-to-face teaching in expository classes (master sessions), while interactive and workshop teaching, as they are smaller groups of students can continue to be taught in person.
In this situation, the only change foreseen affects the teaching methodology used in the master sessions that will be held in online format with the help of the Teams platform included in Office365.
There are no changes in the content of the subject, nor in the mechanisms of personalized attention to the student, nor in the evaluation criteria.
A second scenario is proposed in which, in the event of possible confinement, any type of classroom teaching is not feasible. In such case, the planned changes are as follows:
1. Modifications to us
No changes are made
* Teaching methodologies that are maintained
* Teaching methodologies that are modified
Master session, problem solving, workshop, diagrams, mixed test.
The impossibility of continuing to use both methodologies in face-to-face format requires the adoption of alternative strategies that facilitate learning regardless of possible contingencies related to the equipment and connection of the student body. Therefore, it is chosen to provide the necessary documentation through the Moodle platform to continue advancing in the training program, and the rest of the tasks are carried out with the help of the Teams platform included in Office365.
3. Mechanisms of personalized attention to or students
Moodle, virtual forum.
The forum remains open throughout the school period, with teachers responding to possible queries both during virtual sessions and during official tutoring hours.
Teams, virtual meetings and channels.
Communication channels (general and by groups) are kept open so that the student can make inquiries.
4. Modifications under evaluation
* Observations of assessment:
The indicated evaluation criteria are maintained.
5. Modifications of the bibliography or webgraphy
No changes are made
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.