Resumen de Self-made Psychology of Groups bilingual glossary: A participative computer-based methodology
- español
En los contextos de aprendizaje universitario el aprendizaje de nuevos términos resulta fundamental para distinguir al profesional del profano. Se expone el diseño y presentación de una actividad de clase enmarcada en la gamificación con el propósito de elaborar un glosario de términos de la asignatura, que es cursada en la línea de docencia en inglés. Una muestra de 146 estudiantes de primero ubicados en tres hordas distintas, participaron en una tarea propuesta colectiva en la docencia de primer curso en Psychology of Groups, del Grado en Psicología. Cada estudiante tuvo que buscar 5 términos y luego subir en grupo 24 de ellos al programa-tipo “Pasapalabra” diseñado en formato Scratch. El glosario final contó con 306 entradas que quedan en constante renovación a través del blog de la asignatura. Se muestran ejemplos de la producción obtenida tras la experiencia pedagógica, así como datos de su eficacia pedagógica y propuesta de mejora
- English
Learning the jargon of a discipline is commonplace in University course assessments. As future professionals, we must distinguish ourselves from the nonprofessional by using technical words and scientific terms link to the field. When it comes to foster discipline-related terminology learnings in tertiary students, teaching initiatives are welcome if they soften this process, mainly tedious and time-consuming. This study informs about an innovative procedure to teach new technical words in order to build a self-made bilingual glossary in the Psychology of Groups course/discipline. So far, we have not encounter clear-cut glossary nor dictionary of Psychology of Groups. Throughout the academic course, a total of 146 University fresh(fe-)male CLIL students took active part in the process of selecting, defining, contextualizing, and designing a discipline glossary. Each student was asked to locate 5 terms related to the discipline and to design the glossary entries after class selection. Multivoting procedure and nominal group technique were being used to select glossary entries, which were late shown in a series of computer-based game programmes with Scratch in a “pass the word” format. A shortlist of 306 entries from the initial pool finally enabled the construction of 10 “pass the word” games that, considering their launch at the Internet, would certainly ease any on-line student learning process on the matter in a fun way. Nevertheless, the value of the glossary rests greater on the building process than on the final didactic materials
