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

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/47806
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dc.contributorIngeniería del Terreno y sus Estructuras (InTerEs)es
dc.contributor.authorTomás, Roberto-
dc.contributor.authorCano, Miguel-
dc.contributor.authorSantamarta Cerezal, Juan Carlos-
dc.contributor.authorHernández Gutiérrez, Luis E.-
dc.contributor.otherUniversidad de Alicante. Departamento de Ingeniería Civiles
dc.date.accessioned2015-06-25T12:31:43Z-
dc.date.available2015-06-25T12:31:43Z-
dc.date.issued2015-06-02-
dc.identifier.citationProcedia - Social and Behavioral Sciences. 2015, 191: 1644-1649. doi:10.1016/j.sbspro.2015.04.477es
dc.identifier.issn1877-0428-
dc.identifier.urihttp://hdl.handle.net/10045/47806-
dc.description.abstractSoil 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.es
dc.description.sponsorshipThis 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.es
dc.languageenges
dc.publisherElsevieres
dc.rights© 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/).es
dc.subjectGradul learninges
dc.subjectMicroblogginges
dc.subjectEstimationses
dc.subjectICTes
dc.subject.otherIngeniería del Terrenoes
dc.titleNew Approaches for Teaching Soil and Rock Mechanics Using Information and Communication Technologieses
dc.typeinfo:eu-repo/semantics/articlees
dc.peerreviewedsies
dc.identifier.doi10.1016/j.sbspro.2015.04.477-
dc.relation.publisherversionhttp://dx.doi.org/10.1016/j.sbspro.2015.04.477es
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
Appears in Collections:INV - INTERES - Artículos de Revistas

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