New Approaches for Teaching Soil and Rock Mechanics Using Information and Communication Technologies

Empreu sempre aquest identificador per citar o enllaçar aquest ítem http://hdl.handle.net/10045/47806
Información del item - Informació de l'item - Item information
Títol: New Approaches for Teaching Soil and Rock Mechanics Using Information and Communication Technologies
Autors: Tomás, Roberto | Cano, Miguel | Santamarta Cerezal, Juan Carlos | Hernández Gutiérrez, Luis E.
Grups d'investigació o GITE: Ingeniería del Terreno y sus Estructuras (InTerEs)
Centre, Departament o Servei: Universidad de Alicante. Departamento de Ingeniería Civil
Paraules clau: Gradul learning | Microblogging | Estimations | ICT
Àrees de coneixement: Ingeniería del Terreno
Data de publicació: 2-de juny-2015
Editor: Elsevier
Citació bibliogràfica: Procedia - Social and Behavioral Sciences. 2015, 191: 1644-1649. doi:10.1016/j.sbspro.2015.04.477
Resum: Soil and rock mechanics are disciplines with a strong conceptual and methodological basis. Initially, when engineering students study these subjects, they have to understand new theoretical phenomena, which are explained through mathematical and/or physical laws (e.g. consolidation process, water flow through a porous media). In addition to the study of these phenomena, students have to learn how to carry out estimations of soil and rock parameters in laboratories according to standard tests. Nowadays, information and communication technologies (ICTs) provide a unique opportunity to improve the learning process of students studying the aforementioned subjects. In this paper, we describe our experience of the incorporation of ICTs into the classical teaching-learning process of soil and rock mechanics and explain in detail how we have successfully developed various initiatives which, in summary, are: (a) implementation of an online social networking and microblogging service (using Twitter) for gradually sending key concepts to students throughout the semester (gradual learning); (b) detailed online virtual laboratory tests for a delocalized development of lab practices (self-learning); (c) integration of different complementary learning resources (e.g. videos, free software, technical regulations, etc.) using an open webpage. The complementary use to the classical teaching-learning process of these ICT resources has been highly satisfactory for students, who have positively evaluated this new approach.
Patrocinadors: This work has been developed in the framework of the RECLAND Project. It has been funded by the European Union under Lifelong Learning Programme, Erasmus Programme: Erasmus Multilateral Projects, 526746-LLP-1-2012-1-ES-ERASMUS-EMCR, MSc Programme in Climate Change and Restoration of Degraded Land.
URI: http://hdl.handle.net/10045/47806
ISSN: 1877-0428
DOI: 10.1016/j.sbspro.2015.04.477
Idioma: eng
Tipus: info:eu-repo/semantics/article
Drets: © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Revisió científica: si
Versió de l'editor: http://dx.doi.org/10.1016/j.sbspro.2015.04.477
Apareix a la col·lecció: INV - INTERES - Artículos de Revistas

Arxius per aquest ítem:
Arxius per aquest ítem:
Arxiu Descripció Tamany Format  
Thumbnail2015_Tomas_etal_Procedia.pdf690,91 kBAdobe PDFObrir Vista prèvia


Aquest ítem està subjecte a una llicència de Creative Commons Llicència Creative Commons Creative Commons