Teaching GuideTerm
Faculty of Educational Studies
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Grao en Educación Social
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  Research Methods
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Identifying Data 2020/21
Subject (*) Research Methods Code 652G03019
Study programme
Grao en Educación Social
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
Second Basic training 6
Language
Galician
Teaching method Hybrid
Prerequisites
Department Didácticas Específicas e Métodos de Investigación e Diagnóstico en Educación
Coordinador
Arias Rodriguez, Maria Alicia
E-mail
alicia.arias.rodriguez@udc.es
Lecturers
Arias Rodriguez, Maria Alicia
E-mail
alicia.arias.rodriguez@udc.es
Web http://https://www.udc.es/es/centros_departamentos_servizos/departamentos/departamento/?codigo=D162
General description The socio-educational reality of the social educator is complex, diverse and difficult to analyse, describe and interpret, which is why it is necessary for them to acquire a series of skills throughout their academic training that will allow them to develop their subsequent professional activity. For this reason, the learning and application of diverse research methodologies, which are planned in this area, will allow the educator/social worker to select the most adequate one to solve the problems that he/she will find in his/her next job. Without forgetting that the social educator within his/her work environment will have to investigate in order to be able to approach possible solutions that improve the context in which his/her work activity is carried out. 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 one is the most adequate to solve the problem he/she faces. The aim is not to establish a priority or an order of importance among the various modes of research, but rather it is the research problem that will determine the choice of one methodology or another, making it more valid for this type of problem. The development of research aims, in addition to solving existing problems in the social context, 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 quality guarantees and, above all, to be able to anticipate the problems and needs of the field.
Contingency plan Contingency plan (adapted from addendum Covid19): 1. Modifications to the contents: no changes will be made 2. Teaching methodologies that are maintained: -Mastery session - Internships through ICT - Problem solving - Documentary source analysis - Obradoiro - Collaborative learning - Mixed Test - Personalized attention Teaching methodologies that are modified: no changes will be made 3. Mechanisms for personalized attention to students: -Email: Daily. Used to make queries, request virtual meetings to resolve doubts and monitor the work being done. - Moodle: Daily. According to the needs of the student. They have "thematic forums associated to the modules" of the subject, to formulate the necessary consultations. There are also "specific activity forums", through which the development of theoretical contents of the subject are put into practice. - Teams: A) weekly session in a large interactive group (as in interactive classes) for the advancement of the contents and of the knowledge cards and tests in the time slot assigned to the subject not calendar of classes approved by the Faculty Board. B) From 1 to 2 weekly sessions (or more depending on the demand of the students) in a small group (5 people) for follow-up and support in the realization of the guided cards. This dynamic allows for a standardized and adjusted follow-up of the learning needs of the students to develop the subject. 4. Modifications in the evaluation: no changes will be made Comments: a) The presence of the students will only be controlled in the interactive classes of the subject through the realization of the knowledge tests that will be done at the end of each session. The students will be considered as being present whenever 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 (part texts and part analysis). Students may present proof of absence from class, as long as they are doctors, working doctors, hospital staff, etc., but they must be approved (they cannot, for example, request a doctor's appointment, etc.). The main resource used to control student attendance will be the Moodle, where knowledge tests will be carried out. b) Non-attendance students can follow the subject through Moodle, although they will not be able to participate in the knowledge tests nor will they be called by TEAMS for the interactive classes. A student will be considered as a non-attending student if, due to a new confinement situation, he/she has chosen that option (on the first day of class) or has already passed the three absences in total (or in any part of the subject); in this last option, students will automatically pass the modality. The evaluation of this student body will be maintained as stated in the Teaching Guide, in the specific section on "observations". c) The evaluation will be entirely through Moodle, with the differences presented in the teaching guide between face-to-face and non- face-to-face students. d) The lectures will continue under the non-presential modality. A Power Point with the recorded voice of the explanation will be presented one week in advance to the student in Moodle (the exposition classes will be on Mondays from 9 to 10:30) or through a stream video (the link will appear in Moodle). e) The interactive classes will move to the non-presential mode, maintaining the format of working groups that had been specified in the hybrid mode. The work groups will be created by TEAMS, which will be the means through which the cards and the knowledge test will be followed by the teachers (these classes will always be in the schedule approved by the Xunta de Faculty). f) The evaluation of the subject will be, in all possible modalities, virtual (due to health circumstances) and the same weighting of the grades will be maintained, regardless of the teaching modality. It will be as follows: the mixed test will be done by Moodle (on the date and time approved by the Xunta de Facultad for the January or July exam); the knowledge tests will be within each interactive class (in this case, at the end of the interactive class by TEAMS). The tests will not be enabled until the interactive classes begin each interactive group (each interactive group will have a different knowledge test); the cards to be taken will be presented in two documents and will be posted in Moodle on the date established by the teachers on the first day of the class. It is important to remember that the student must take each of the tests to pass the course, and must take the mixed test and the knowledge tests (the qualification of these tests is always conditioned to the delivery of the documents of the Moodle practices). Non-attendance students will have to take the mixed test only (see the assessment section of the teaching guide). g) Individual and virtual afternoon-evening tutorials. Students will have to request an appointment with the teaching staff via e-mail. VERY IMPORTANT, THE TUTORIALS WILL ALWAYS BE WITHIN THE TIMETABLE PRESENTED BY THE TEACHER GIVING THE MATERIAL. 5. Modifications to the bibliography or webgraphy: no changes will be made. All the working materials are already available in digital form in Moodle.
(*)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.
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