The socio-educational reality of the educator / social is complex, diverse and difficult to analyze, describe and interpret, so it is necessary that throughout their academic training, they acquire a series of competences that allow them to develop their subsequent professional activity. . For this circumstance, the learning and application of various research methodologies, which are planned in this matter, will allow the educator in the future to select the most appropriate one to solve the problems that will be encountered in their next work environment. Without forgetting that the social educator within their work environment will have to investigate in order to come up with possible solutions that improve the context in which their work activity takes place. The diversity of epistemological conceptions applicable to different social situations will be a source of information for the social researcher, allowing them to determine which is the most appropriate to solve the problem they are facing. It is not intended to establish a priority or an order of importance among the various modes of research, but it is the research problem that will determine the choice of one methodology or another, making it more valid for this type of problem. All this has not felt if we do not ask ourselves and answer the question: what we want to achieve. There are many instruments that we can use to obtain data and, by link, it is necessary to have knowledge of the wide range of possibilities. A good / good professional will be one who knows how to choose, in each circumstance, the techniques and instruments that best adapt to the situation. Therefore, it is necessary to deepen the knowledge and mastery of the different tools that we have at our disposal. Thus, in this matter, the main techniques and instruments that can be applied to the socio-educational field will be analyzed, indicating their fundamental characteristics, the advantages and disadvantages they present and the most appropriate circumstances or moments to put them into practice.
Contingency plan
Contingency plan (example adapted from Addendum Covid19)
1. Modifications in the contents: No changes will be made
2. Methodologies
Teaching methodologies that are maintained:
-Master class
- Internships through ICT
- Case Studies - Problem Solving
- Documentary source analysis
- Workshop
- Collaborative learning
- Mixed Test
- Personalized attention
Teaching methodologies that change: 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 students. 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 the interactive classes) to advance in the contents and cards and to carry out the knowledge tests in the time slot assigned to the non-calendar subject 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 (up to 6 people), for the follow-up and support in the realization of the guided cards. This dynamic allows for a standardized follow up, adjusted to the learning needs of the students in order 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 tests of knowledge that will be done at the end of each session. The students will be considered as being present whenever they attend the interactive classes; it is only possible to miss three times (without justification) but never more than twice in each of the parts of the subject (technical and analysis parts). Students can present proof of absence from class, provided that 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, but they will not be able to participate in the knowledge tests nor will they be summoned by TEAMS for the interactive classes. A non-attendance student is considered to be one who, given a new situation of confinement, up to that moment had chosen that option (on the first day of class) or who had already passed the three absences in total (or in some of the parts of the subject); in this last option, the students would automatically pass to this 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 students in Moodle (the exposition classes will be from 9-10.30h), or through a Stream video (the link will be in Moodle).
e) The interactive classes will change to the non-presence mode, maintaining the format of working groups that are 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 Faculty Board).
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 Faculty Board for the January and July exams); 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 start of the interactive classes of each interactive group will have a different knowledge test); the cards that are made will be presented in two documents that will be posted in Moodle on the dates set by the teachers on the first day of class. It should be remembered that students must take each of the forms of evaluation in order to pass the subject; that is to say,
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(*)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
