The socio-educational reality of the social educator is complex, diverse and difficult to analyse, describe and interpret, which is why it is necessary, throughout their academic training, to acquire a series of competences that will enable them to develop their subsequent professional activity. For this reason, the learning and application of different research methodologies, which are planned in this subject, will allow the social educator in the future to select the most appropriate one to solve the problems that he/she will encounter in his/her next working environment. Without forgetting that the social educator in his/her field of work will have to investigate in order to find possible solutions to improve the context in which he/she will develop his/her work activity. The diversity of epistemological conceptions applicable to the different social situations will be a source of information for the social researcher, allowing him/her to determine which is the most adequate to solve the problem he/she is facing. It is not intended to establish a priority or an order of importance between the various modes of research, but rather it is the research problem that will determine the choice of one methodology or another, making it the most valid for this type of problem. In addition to solving existing problems in the social context, the development of research aims to be a source of information and training for the professionals in charge of developing their activity in this field of work, allowing them to intervene with more guarantees of quality and, above all, to be able to anticipate the problems and needs of the field.
Contingency plan
Plan de continxencia (adapted from addenda Covid19):
1. Modifications to the content: no changes will be made.
2. Teaching methodologies that are maintained: - Lectures - Practices through ICT - Case studies - Problem solving - Analysis of documentary sources - Workshop - Collaborative learning - Mixed testing - Personalised attention Teaching methodologies that are modified: no changes will be made.
3. Mechanisms of personalised attention to students:
E-mail: To be used to make specific queries that do not require synchronous monitoring to be resolved.
- Virtual Campus: Used to give students access to the material, provide them with relevant information and to request synchronous tutorials to resolve queries and follow up on tutored work.
In addition to the synchronous and asynchronous tutorials, students have a consultation forum in which both teachers and students themselves can create new forums associated with the modules or specific activities, to make queries whose response is useful to the student body as a whole.
- Teams:
A) weekly session in large interactive group (as in interactive classes) for the advancement of the content, worksheets and tests of knowledge in the time slot assigned to the subject in the class calendar approved by the Faculty Board.
B) From 1 to 2 sessions per week (or more at the student's request) in small groups (up to 4 people) to monitor and support the completion of the guided worksheets.
This dynamic allows for a standardised and adjusted follow-up of the student's learning needs in order to develop the subject.
4. Modifications in the evaluation: no changes will be made.
Observations:
a) A presencialidade dos/as estudantes só controlase nas clases interactivas da materia a través da realización das probas de coñecemento que se farán ao final de cada sesión, sendo imprescindible que o alumnado a realice e entregue estando presente na aula.
Students will be considered present as long as they attend the interactive classes; they can only be absent three times (without justification), but never more than twice in each of the parts of the subject (technical part and analysis part). Students may present excuses for missing class, as long as they are medical, work, hospitalisation, etc., but they must be approved (they cannot be, for example, a request for a doctor's appointment, etc.). The main resource that will be used to control the student's attendance will be the Virtual Campus, where the tests of knowledge will be carried out, as well as some other virtual means for the registration of attendance (e.g. Forms).
b) Non-attending students can follow the course through the Virtual Campus, although they will not be able to take part in the tests of knowledge nor will they be called by TEAMS for the interactive classes. Non-attending students will be considered those who, given a new situation of confinement, have chosen this option (in the first week of class) or have already exceeded three absences in total (or two in any of the parts of the subject); in the latter option, students will automatically pass to this modality. Manterase a avaliación deste alumnado tal e como se recolle na Guía Docente, no apartado específico de "observacioness".
c) The assessment will be entirely through the Virtual Campus, with the differences presented in the teaching guide between students present or not present.
d) The expository classes will continue under the non-attendance modality. A Power Point with a recorded voice of the explanation or through a stream video (the link will appear on the Virtual Campus) will be presented to the students one week in advance on the Virtual Campus (the expository classes will be from 9 to 10:00).
e) The interactive classes will move to the non-attendance modality, maintaining the format of work groups that will be specified in the hybrid modality. The work groups will be created by TEAMS, which will be the medium through which the monitoring of the worksheets and the knowledge test will be carried out by the teachers (these classes will always be in the timetable approved by the Faculty Board).
f) The assessment of the subject will be, in all possible modalities, virtual (due to health circumstances) and will maintain the same weighting of qualifications, regardless of the teaching modality. It will be as follows: the mixed test will be carried out by Virtual Campus (on the date and time approved by the Xunta de Facultade for the exam of the call of autumn or July); the tests of knowledge will be within each interactive class (in this case, at the end of the interactive class by TEAMS). The tests will not be available until the interactive classes begin for each interactive group (each interactive group will have a different knowledge test); the cards that are made will be presented in two documents and will be uploaded to the Virtual Campus on the date established by the teachers on the first day of the class. It is worth mentioning that students who are present in class must take each of the assessment forms in order to pass the subject, i.e., they must take the mixed test and the knowledge tests (the qualification of these tests is always conditioned by the delivery of the practice documents on the Virtual Campus). Non-present students will only have to take the mixed test (see the evaluation section of the teaching guide).
g) The tutorials of the subject will be individual (except in the case of tutorials on the work dossiers) and virtual. Students must request an appointment with the teacher via the Virtual Campus, in the link provided for this purpose. IMPORTANTLY, THE TUTORIALS WILL ALWAYS BE WITHIN THE TIMETABLE PRESENTED BY THE TEACHER WHO TEACHES THE SUBJECT.
5. Modifications of the bibliography or webgraphy: no changes will be made. All the work materials are already available in the way indicated in the Virtual Campus.
(*)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.
Subjects
