ABSTRACT
The pandemic situation is contributing to the redesign of training models, promoting new scenarios, or readjusting other pedagogical resources already known, which help to deal with the uncertainty and doubts that have arisen. This context raises new requirements and solutions in the approach of the face-to-face, online and mixed model. Adaptation of spaces, compliance with prevention measures, interaction with students, methodologies and especially, an assessment system, which helps to keep track of the subject, so that a more active attitude of the student and their commitment to this process, are of great value. From the reflection on the achievement of objectives, follow-up of the subject, and the auto- and peer-assessment, an experience of formative assessment is presented in two environments, online and face-to-face. Both are supported by a process of self-assessment and peer-assessment, which has allowed students to successfully face the subject of Artistic Expression I, in the Degree in Engineering in Industrial Design and Product Development at the University of Zaragoza (Spain). © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This paper seeks to identify the pedagogical resources used by kindergarten, primary and secondary teachers in Azores Islands. Additionally, an investigation will be made into how these resources are mobilized in teachers’ pedagogical practice, with the aim of understanding to what extent digital resources, particularly learning objects, are present in schools. For this purpose, a study was developed, which included a questionnaire survey conducted online, and sent to teachers in 2021/22. A total of 426 answers allowed us to conclude that the use of pedagogical resources is still far from the current and emerging need to mobilize digital resources, particularly learning objects, as a tool to enhance meaningful learning.