sus ainabili y
A icle
E ec i eness o a Collabo a i e Pla o m o he Mas e y o
Compe encies in he Dis ance Lea ning Modali y du ing
COVID-19
Sa a Domínguez-Llo ia 1, Sa a Fe nández-Aguayo 2, José-An onio Ma ín-Ma ín3
and My iam Al a iñas-Villa e de 4,*
Ci a ion: Domínguez-Llo ia, S.;
Fe nández-Aguayo, S.; Ma ín-Ma ín,
J.-A.; Al a iñas-Villa e de, M.
E ec i eness o a Collabo a i e
Pla o m o he Mas e y o
Compe encies in he Dis ance
Lea ning Modali y du ing COVID-19.
Sus ainabili y 2021,13, 5854.
h ps://doi.o g/10.3390/su13115854
Academic Edi o :
Da id González-Gómez
Recei ed: 22 Ap il 2021
Accep ed: 21 May 2021
Published: 23 May 2021
Publishe ’s No e: MDPI s ays neu al
wi h ega d o ju isdic ional claims in
published maps and ins i u ional a il-
ia ions.
Copy igh : © 2021 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
This a icle is an open access a icle
dis ibu ed unde he e ms and
condi ions o he C ea i e Commons
A ibu ion (CC BY) license (h ps://
c ea i ecommons.o g/licenses/by/
4.0/).
1Depa men o Applied Didac ics, Uni e si y o San iago de Compos ela,
15782 San iago de Compos ela, Spain; [email p o ec ed]
2Depa men o Didac ics and School O ganiza ion, Uni e si y o Vigo, 36310 Pon e ed a, Spain;
[email p o ec ed]
3Depa men o Didac ics and School O ganiza ion, Uni e si y o G anada, 18071 G anada, Spain;
jma in@ug .es
4Depa men o Special Didac ics, Uni e si y o Vigo, 36310 Vigo, Spain
*Co espondence: [email p o ec ed]
Abs ac :
The need o adap o new lea ning scena ios due o he impac o COVID-19 on ou
educa ion sys em is undeniable. This ac means ha we mus adap eaching o non- ace- o- ace
scena ios in o de o adap he eaching p ocesses wi hou he s uden s losing he acquisi ion o
compe ences. The aim o his s udy is o e alua e he e ec i eness o a digi al applica ion o he
de elopmen o compe ences o p ima y educa ion unde g adua e s uden s in a non- ace- o- ace
eaching con ex de i ed om he pandemic h ough a se ice-lea ning p ojec . To achie e his
objec i e, a speci ic p og amme was designed using a collabo a i e pla o m. Nume ous ins umen s
we e used o assess he acquisi ion o basic, speci ic, gene al and ans e sal compe ences. On a
quan i a i e le el, he Teamwo ks Skills Ques ionnai e and an e alua ion ub ic we e used, and on a
quali a i e le el, a s uden ield dia y, a su ey o measu e sa is ac ion and an obse a ional eco d
we e used. The main esul s show ha a e he implemen a ion o he use o he pla o m, bo h
he le el o compe ence o he s uden s and hei sa is ac ion wi h he p ojec we e e y high and
ha he impac on hei aining was e y posi i e. Among he main conclusions, we highligh ha
he use o his ype o pla o m allows s uden s o acqui e compe ences in non-class oom con ex s.
On he o he hand, we conclude ha aining in he use o digi al ools in ini ial eache aining is
necessa y o good p o essional pe o mance. On he o he hand, his expe ience allowed u u e
eache s o ealise he need o mas e new echnologies in o de o be able o adap o he new needs
ha di e en educa ional scena ios pose in he in o ma ion socie y.
Keywo ds:
eaching skills; e ec i eness; dis ance lea ning; COVID-19; collabo a i e pla o m; ITC;
eache aining; se ice lea ning
1. In oduc ion
The global pandemic caused by COVID-19 has changed he s a egies ha ha e been
adi ionally used in eaching-lea ning p ocesses owa ds online o hyb id eaching o ma s
in uni e si ies a ound he wo ld. The need o acili a e s uden s’ mas e y o he compe-
ences desc ibed in hei espec i e uni e si y deg ees has o ced eaching s a o use ools
ha gua an ee he acquisi ion o hese compe ences, which in u n acili a e employabili y
and enable hem o espond o he needs hey will encoun e in he wo kplace [1,2].
The de elopmen o compe ences in uni e si y s uden s is one o he basic objec i es
o he uni e si y, since i is he e ha highly quali ied p o essionals a e ained o sol e he
p oblems ha socie y poses o hem [
3
]. López-Ruiz [
4
] s a es ha s uden s’ compe ency-
based lea ning acili a es he de elopmen o bo h p o essional and pe sonal skills.
Sus ainabili y 2021,13, 5854. h ps://doi.o g/10.3390/su13115854 h ps://www.mdpi.com/jou nal/sus ainabili y
Sus ainabili y 2021,13, 5854 2 o 14
In he case o eache aining, i is necessa y o espond o he new si ua ion by
enabling s uden s o acqui e compe ences by inc easing hei mo i a ion and esponsibili y
in he eaching-lea ning p ocess. Implemen ing p ojec s ha enable he mas e y o compe-
ences makes i necessa y o c ea e inno a i e en i onmen s ha a ou he employabili y
o g adua es and, he e o e, he socioeconomic de elopmen o a coun y [
5
]. Villa and
Poble e [
6
] a i m ha aining mus b ing oge he aspec s ha a e in line wi h oday’s
eali y: lexibili y, mobili y and ans e abili y. The need o ain in compe ences pu s he
s uden in a posi ion o coope a e, communica e, make decisions, c ea e and inno a e.
These compe ences make he eache a e sa ile and lexible p o essional wi h he capaci y
o con inuous adap a ion o he socio-occupa ional en i onmen [
7
]. Along he same lines,
Ga cía-Peñal o e al. [
8
] a i m ha a mo e pa icipa i e and collabo a i e me hodological
con ex is necessa y o gua an ee he acquisi ion o ans e sal compe ences and ha hese
a e no a ec ed by non-p esence.
In addi ion, he need o adequa e digi al compe ence o educa o s has been c i ical
o a oid dis up ions in he eaching-lea ning p ocesses esul ing om he COVID-19
pandemic [9].
Nume ous s udies [
10
,
11
] ha e add essed his demand o p ospec i e eache s in
acul ies o educa ion, as well as he demand o ac i e eache s h ough p o essional
de elopmen p og ammes. COVID-19 has a guably emphasised he impo ance o eache
p o essional de elopmen o online and blended lea ning [12].
The e o e, he adap a ion o he use o new echnologies in he cu en con ex is
undeniable and a me hodological change is needed on he pa o he eache o inco po a e
he use o new echnologies in he class oom [13].
The au ho s o [
14
] s a e ha digi al ans o ma ion implies changes ha allows o
new ope a ional and educa ional models ha ans o m he ope a ions, s a egic di ec ions
and alue o ins i u ions. Janssen and Bodeme [
15
] asse ha ICTs a ou collabo a i e
knowledge cons uc ion, whe e s uden s shape obus p ocesses o meaning ul lea ning
h ough he exchange o in o ma ion and ag eemen s among pee s.
Fu he mo e, we mus bea in mind ha lea ning h ough mobile de ices acili a es
he cons uc ion o knowledge, he esolu ion o lea ning p oblems and he de elopmen
o di e se skills o abili ies in an au onomous and ubiqui ous way [
16
,
17
], a i ming
ha echnological and digi al de elopmen has become a medium ha in luences he
cons uc ion and in e p e a ion o he eali y ha su ounds us. Apps a e in ui i e, use ul
and simple esou ces o lea ning. Villalonga and Ma a-Lazo [
18
] p aise applica ions o
mobile de ices ha acili a e ools, ac i i ies and sou ces o in o ma ion ha a e used in
e e yday li e o he pu pose o lea ning. This is wha hey call “lea ning”, and hey ame
hese apps in wha hey call a pe sonal lea ning en i onmen (PLE).
Fo his eason, we conside , along wi h he au ho s o [
19
], ha a change in he way o
eaching ha adap s o he new eali y is undamen al, and speci ically, in o de o de elop
he possibili y o es ablishing digi al compe ence in s uden s, he inco po a ion o mobile
de ices in class oom ac i i ies is necessa y.
When echnology is combined wi h an ac i e me hodology such as se ice lea ning
(SL), he ad an ages o s uden s end o be g ea e . SL enables he dual pu pose o uni e -
si y educa ion: aining o wo k and aining o ac i e ci izenship [
20
]. S uden s lea n and
de elop ac i e pa icipa ion in p o iding se ices and sol ing communi y p oblems [21].
We belie e ha his me hodology allows eache s o op imise s uden s’ academic
pe o mance, imp o e hei social compe ences and ci ic skills, p omo e hei eedom o
o ganise hei s udies and hei esponsibili y o hem and ein o ce he social dimension
o he uni e si y [22–25].
SL b ings s uden s, eache s and he communi y oge he , so ha all become eaching
esou ces and p oblem sol e s. I enhances academic and eal-wo ld lea ning, ins illing in
s uden s a sense o ci ic engagemen and esponsibili y [26].
Nume ous esea ch s udies suppo he indings ha ac i e pa icipa ion in se ice-
lea ning p ojec s clea ly enhances lea ning acquisi ion in a meaning ul and las ing
way [27–30].
Sus ainabili y 2021,13, 5854 3 o 14
Bea ing hese p emises in mind, he aim o his s udy is o e alua e he e ec i eness o
a digi al applica ion o he de elopmen o compe ences, in a con ex o dis ance lea ning
due o he pandemic de i ed om COVID-19, h ough a se ice-lea ning p ojec .
P oblem S a emen
Compe ences linked o he mas e y o skills in eal en i onmen s a e i al o he
employabili y o u u e uni e si y s uden s [
31
]. As a consequence o he si ua ion esul ing
om he COVID-19 pandemic, a la ge pa o uni e si y s uden s has seen hei eaching
ac i i y ans e ed o he non-class oom con ex . This con ex is mainly de imen al o he
mas e y o ans e sal compe ences such as adap abili y, eamwo k o e lec i e/c i ical
and c ea i e p oblem sol ing, which a e essen ial o he aining o u u e eache s.
In esponse o his si ua ion, an expe ience has been p oposed o achie e he mas e y o
compe ences wi h s uden s om he Uni e si y o San iago de Compos ela in he bachelo ’s
deg ee in p ima y educa ion wi h a men ion in music educa ion.
The main objec i e o he expe ience is o ind ou he deg ee o de elopmen o he
compe ences o he subjec “P ocesses and didac ic p ojec s in music educa ion” h ough
he use o he digi al applica ion MIRO.
Fo his pu pose, a esea ch ques ion was es ablished:
RQ1: Does a collabo a i e applica ion enable s uden s o achie e adequa e mas e y
o compe ences?
2. Ma e ials and Me hods
The p oblem unde s udy was app oached om an e hnog aphically o ien ed case
s udy me hodology, om a socioc i ical pe spec i e, using mixed p ocedu es. In ecen
yea s, he case s udy has inc easingly been used as a mixed me hod app oach, combining
bo h quan i a i e and quali a i e p ocedu es [32,33]. The speci ic ins umen s used in he
esea ch a e desc ibed in he p og amme e alua ion.
2.1. Desc ip ion o he MIRO App
Fo he selec ion o he applica ion, he cha ac e is ics and needs o he p og ammed
ac i i ies we e aken in o accoun . A e a esea ch p ocess, i was decided o selec he
MIRO applica ion as i had all he necessa y cha ac e is ics o ca y ou he p ojec in a ully
elema ic way, inco po a ing nume ous unc ionali ies. We also conside ed he impo ance
o s uden s acqui ing bo h digi al and collabo a i e skills ha would allow hem o join
a new no mali y ha will ne e be he same as in he p e-pandemic e a in he class oom,
inco po a ing ools ha would allow hem o wo k i ually.
Among he mos ou s anding ea u es, we can commen ha his applica ion allowed
eache s o mode a e unlimi ed g oups. I also made i possible o keep a e y de ailed
eco d o ime and s uden in e ac ion. The de elopmen o he boa ds made i possible o
obse e he p ocess o con en c ea ion in a s ep-by-s ep manne , no one ocused on he
inal p oduc . As a con ibu ion o he s uden s, we obse ed ha i had a e y in e ac i e
and in ui i e in e ace and a se ies o buil -in ools such as he possibili y o adding all
kinds o ex e nal esou ces, o ing and communica ion sys ems wi hin he applica ion
i sel , such as ideocon e encing and cha o ca y ou hei in e ac ions.
2.2. Pa icipan s
This p ojec was implemen ed in he i s semes e o he academic yea 2020/21. The
pa icipan s o he p ojec we e 21 s uden s wi h an a e age age o 24 yea s.
All s uden s s udy a he Facul y o Educa ion Sciences a he Uni e si y o San iago
de Compos ela. O e all, 76.2% o he pa icipan s we e women while 23.8% we e men. The
collabo a i e wo k was ca ied ou o a se ice-lea ning p ojec in he subjec “P ocesses
and p ojec s in music educa ion”. This p ojec was ca ied ou con inuously since 2018,
and because o he COVID-19 pandemic, i needed o be es uc u ed o adap o he needs
o social dis ancing.
Sus ainabili y 2021,13, 5854 4 o 14
2.3. Ins umen s
The Teamwo ks Skills Ques ionnai e (TSQ) was used o assess he acquisi ion o
ans e sal and speci ic skills. This ques ionnai e has six ac o s o measu ing eamwo k
skills habi s: coo dina ion, decision making, leade ship, in e pe sonal skills, adap abil-
i y and communica ion [
34
]. This ques ionnai e is a ool o indi ec measu emen o
ans e sal eamwo k compe encies and has al eady been used in a ious con ex s [
34
,
35
].
Addi ionally, o he e alua ion o compe ence acquisi ion, an ad hoc e alua ion
ub ic was implemen ed ha allowed us o assess speci ic, basic, gene al and ans e sal
compe ences. The ub ic is made up o 16 i ems ha a e ela ed o he compe ences and
each i em has 4 achie emen indica o s o i s assessmen . Speci ically, ou i ems assess
he speci ic compe ences, i e i ems ocus on he assessmen o he gene al compe ences,
ou i ems we e de eloped o he assessmen o he basic compe ences and he emaining
h ee i ems assess he ans e sal compe ences.
To de e mine s uden sa is ac ion, an ad hoc su ey was ca ied ou o ind ou hei
opinion abou he expe ience, pe cep ions and sugges ions [
36
], consis ing o 16 ques ions.
The i s wo ques ions asked he gende and age o he pa icipan s, and he emaining
ques ions we e di ided in o six Like - ype ques ions (1–5), i e yes/no ques ions and
h ee open ques ions.
The acquisi ion o gene al and ans e sal compe ences was assessed by means o an
indi idual ield dia y kep by he s uden s. In his dia y, each s uden eco ded his/he
wo k p ocess, he di icul ies encoun e ed, he way o esol ing hem, p oposals o im-
p o emen and a pe sonal assessmen o his/he wo k p ocess.
In addi ion, he eache eco ded he gene al assessmen o he ac i i y in he obse -
a ional egis e acco ding o di e en pa ame e s such as compliance wi h deadlines,
he numbe o c i ical inciden s occu ing du ing he p ocess and he quali y o he wo k
ca ied ou . All o his made i possible o moni o he acquisi ion o he compe ences ha
we e o be acqui ed.
Table 1shows he ela ionship be ween he ins umen s used, hei objec i e and he
p opo ion hey ep esen ed in he s uden s’ ma ks.
Table 1. Da a collec ion ins umen s.
Ins umen Objec i e Weigh ing
E alua ion Rub ic To assess he acquisi ion o speci ic, basic, gene al and
ans e sal compe ences. 60%
S uden ield dia y To assess he acquisi ion o gene al and ans e sal
compe ences. 25%
Obse a ional egis e Reco ding c i ical inciden s. 0%
Teamwo ks Skills
Ques ionnai e
De e mine he deg ee o imp o emen in he acquisi ion
o speci ic and ans e sal compe ences o s uden s. 15%
Sa is ac ion Su ey To ind ou he le el o s uden sa is ac ion wi h he
p og amme. 0%
2.4. P ocedu e
Be o e da a collec ion, he esea ch p ocess was explained o he s uden s, and hey all
signed he in o med consen o m. The e hical s anda ds ecognised by he Decla a ion o
Helsinki (Hong Kong e ision, Sep embe 1989) and in acco dance wi h cu en Spanish
legal egula ions go e ning esea ch we e ollowed in he de elopmen o his esea ch.
Da a analysis was pe o med using he SPSS 25.0 s a is ical package (IBM Co p.,
A monk, NY, USA) and Mic oso Excel 2019. To de e mine whe he he e a e di e ences
be ween he esul s be o e and a e he p og amme, he Wilcoxon non-pa ame ic es was
used gi en he size o he sample.
To es ablish he di e en ca ego ies o analysis, he ecommenda ions o K ippen-
do [
37
] we e ollowed, s a ing wi h he de e mina ion o he uni s o analysis, he
educ ion o he da a, e i ica ion o he ep esen a i eness and analysis o he da a o
Sus ainabili y 2021,13, 5854 5 o 14
es ablish common pa e ns among he esul s p o ided by all he ins umen s. The e o e,
he ca ego ies we e designed a pos e io i on he basis o he esul s ound.
The esea ch was ca ied ou in ou s ages, which a e desc ibed below:
S age 1. In he i s week, a mul idisciplina y mee ing was held in o de o c ea e he
wo king g oups made up o s uden s. A o al o 7 wo king g oups we e o ganised, each
consis ing o 3 membe s.
The aim was o all he s uden s o in e ac in a mul idisciplina y way, p oducing
music didac ic ideos in collabo a ion wi h he o ches a o he Uni e si y o San iago
de Compos ela. The aim o he ideos was o p oduce music educa ion didac ic ma e ial
in an open access audio- isual o ma o he educa ional communi y. All he ideos
included a documen o complemen a y ac i i ies ha could be downloaded o comple e
he educa ional expe ience.
All s uden s we e p esen ed wi h he e alua ion ub ic a ailable on he i ual campus,
which de e mined he de ailed g ading. This ub ic accoun ed o 60% o he inal ma k.
S age 2. In he second week, hey we e p o ided wi h a lis o compose s, he ideos
eco ded by he uni e si y o ches a and he didac ic con en s o be de eloped. The
di e en g oups had he possibili y o selec ing wo o hem. In o de o ca y ou he
p ojec , a planning schedule was es ablished wi h a ime able showing he scope o he
wo k, he da es on which i was o be deli e ed, he collabo a i e ool o be used and
he eaching schedule p io o deli e y. The ime able, phases and ac i i ies a e de ailed
in Figu e 1.
Sus ainabili y 2021, 13, x FOR PEER REVIEW 7 o 15
Figu e 1. Timeline, asks and phases o wo k.
T aining in he use and handling o he MIRO ool was ca ied ou h ough ideo
u o ials made ad hoc, which we e a ailable o s uden s on he i ual campus o he sub-
jec . Each phase was p esen ed wi h a ideo u o ial. The ac i i ies we e designed in such
a way ha i is no possible o mo e on o he nex phase wi hou elabo a ing on he p e-
ious one. A collabo a i e panel was de eloped in he same way o all g oups and phase
1 was de eloped so ha hey could see he possibili ies o he pla o m. Fo he ollowing
phases, only he ask was p o ided, and i was he esponsibili y o each g oup o elabo-
a e he panel o i s de elopmen .
Each phase equi es a highe le el o collabo a ion om he eam in o de o be ca -
ied ou co ec ly. In phase 1 he wo k is indi idual; each membe o he g oup does he
same sea ch o in o ma ion and pu s i on he boa d. F om his ac i i y onwa ds, he
deg ee o collabo a ion g adually inc eases. The ac i i ies in each phase a e desc ibed in
Table 3 below.
Table 3. P og amme.
S age 1: Resea ch and Fieldwo k
Desc ip ion
Ac i i y 1: Resea ch. Each s uden has o p o ide in o ma ion in he co -
esponding panel on ou o he ollowing s a emen s acco ding o he
piece o be analysed:
Wha do I know be o e I s a ?
Compose
Family o ins umen s
Majo mode—mino mode
Type o hy hm
Basso con inuo
Conce o G osso
Figu e 1. Timeline, asks and phases o wo k.
S age 3. Be ween he hi d and wel h week, he collabo a i e wo k asks began, he
de elopmen o which was suppo ed by he collabo a i e pla o m MIRO, o acili a e he
sha ing o in o ma ion, he elabo a ion o didac ic con en and decision-making skills.
S age 4. In he hi een h week, he ma ks we e published and he g oup was gi en
he op ion o checking he e o s hey ob ained in each sec ion o he e alua ion ub ic
a ailable om he beginning o he ac i i y.
Finally, in he inal week, he o al and public p esen a ion o he p ojec ook place.
Fo his, he s uden s had be ween 10 and 15 min o hei p esen a ion.
Sus ainabili y 2021,13, 5854 6 o 14
2.5. P og amme
The main objec i e o he esea ch expe ience was he de elopmen o he compe ences
o he subjec “Teaching p ocesses and p ojec s in music educa ion” h ough he use o
he digi al applica ion MIRO. In addi ion, speci ic, gene al and basic compe ences o he
eaching deg ee we e included, as can be seen in Table 2.
Table 2. Rela ionship be ween objec i es and compe ences.
Type o Compe ence Compe ences Objec i e
Speci ic
S53. De elop and assess cu iculum con en using app op ia e eaching
esou ces and p omo e he co esponding compe ences in lea ne s.
S54. Unde s and he p inciples ha con ibu e o cul u al, pe sonal and
social educa ion h ough he a s.
S55. Know he school cu iculum o a s educa ion, in i s plas ic,
audio- isual and musical aspec s.
S56. Acqui e esou ces o p omo e li elong pa icipa ion in musical and
plas ic ac i i ies inside and ou side school.
Implemen cu icula
con en in he a ea o
musical exp ession
didac ics.
Gene al
G2. Design, plan and e alua e eaching and lea ning p ocesses, bo h
indi idually and in collabo a ion wi h o he eache s and p o essionals a
he cen e.
G5. P omo e coexis ence in he class oom and ou side i , sol e p oblems o
discipline and con ibu e o he peace ul esolu ion o con lic s. Encou age
and alue e o , pe se e ance and pe sonal discipline in s uden s.
G11. Know and apply in o ma ion and communica ion echnologies in he
class oom. Selec i ely disce n audio- isual in o ma ion ha con ibu es o
lea ning, ci ic educa ion and cul u al weal h.
Design and implemen
se ice-lea ning p ojec s as
u u e eache s.
Basic
B.4 S uden s a e able o con ey in o ma ion, ideas, p oblems and solu ions
o bo h specialis and non-specialis audiences.
B.5 S uden s de elop hose lea ning skills necessa y o unde ake u he
s udy wi h a high deg ee o au onomy.
Encou age s uden
au onomy in p oblem
sol ing, as well as
collabo a i e wo k.
T ans e sal
T.1 Teamwo k and au onomy in p oblem sol ing.
T.2 Handling educa ional and communica ion echnologies.
T.3 Ins umen al knowledge o in o ma ion and communica ion
echnologies.
Encou age
mul idisciplina y wo k
wi h he ela ion o
con en s om o he a eas.
In o de o achie e hese goals, di e en ac i i ies common o he whole subjec we e
ca ied ou wi h he aim o de eloping a social p ojec h ough he se ice-lea ning me hod-
ology and he use o di e en echnologies such as he collabo a i e pla o m MIRO.
The p og amme was de eloped in ou phases. Figu e 1shows wha was wo ked on
in each phase and he ime ame.
T aining in he use and handling o he MIRO ool was ca ied ou h ough ideo
u o ials made ad hoc, which we e a ailable o s uden s on he i ual campus o he
subjec . Each phase was p esen ed wi h a ideo u o ial. The ac i i ies we e designed in
such a way ha i is no possible o mo e on o he nex phase wi hou elabo a ing on he
p e ious one. A collabo a i e panel was de eloped in he same way o all g oups and
phase 1 was de eloped so ha hey could see he possibili ies o he pla o m. Fo he
ollowing phases, only he ask was p o ided, and i was he esponsibili y o each g oup
o elabo a e he panel o i s de elopmen .
Each phase equi es a highe le el o collabo a ion om he eam in o de o be ca ied
ou co ec ly. In phase 1 he wo k is indi idual; each membe o he g oup does he
same sea ch o in o ma ion and pu s i on he boa d. F om his ac i i y onwa ds, he
deg ee o collabo a ion g adually inc eases. The ac i i ies in each phase a e desc ibed in
Table 3below.
Sus ainabili y 2021,13, 5854 7 o 14
Table 3. P og amme.
S age 1: Resea ch and Fieldwo k
Desc ip ion
Ac i i y 1: Resea ch. Each s uden has o p o ide in o ma ion in he
co esponding panel on ou o he ollowing s a emen s acco ding o he
piece o be analysed:
Wha do I know be o e I s a ?
Compose
Family o ins umen s
Majo mode—mino mode
Type o hy hm
Basso con inuo
Conce o G osso
Ac i i y 2: O ganise: Each s uden o ganises all he in o ma ion collec ed
by all he membe s o he g oup on he co esponding panel.
Timing 1 week
Deg ee Collabo a ion
None. They con ain in o ma ion, bu each s uden wo ks indi idually.
S age 2: B ains o ming and Selec ion o Ideas
Desc ip ion
In his ac i i y hey choose he didac ic esou ce hey a e going o
elabo a e. To do so, hey ha e o c ea e di e en panels o e lec he
ollowing asks. All o hem ha e o be de eloped in he collabo a i e
app:
Sha ing/b ains o ming o choose wha o do as a didac ic e-cou se.
Selec ion p ocess and ools used o do i .
Selec ed idea.
An a ea whe e o pu new in o ma ion abou he piece i he need a ises
du ing he p ocess.
Timing 1 week
Deg ee Collabo a ion
I inc eases. Th ough he app hey ha e o b ains o m ideas and choose
one. I is manda o y ha e e yone pa icipa es o he same ex en .
S age 3: Designing C ea i e Lea ning Resou ces
Desc ip ion
In his s age, he didac ic esou ce is designed and he wo k schedule is
d awn up. Each g oup p epa es he necessa y panels o e lec he
necessa y asks in he gene al panel. The minimum asks o be e lec ed
a e:
Design o he didac ic esou ce.
Wo k schedule o he design: imes and wo kload o each one.
Timing 1 week
Deg ee Collabo a ion
Augmen . The eam has o be able o ag ee on di e en ideas and
complex p ocesses h ough he ools o e ed by he collabo a i e app
(cha , o ing, commen s, e c.).
S age 4: C ea ion o C ea i e Lea ning Resou ces
Desc ip ion
In he las s age, he g oup elabo a es he didac ic esou ce designed
oge he wi h he o ches a.
In he collabo a i e panel hey should e lec , using he mos app op ia e
panels, on he p ocess o c ea ing he esou ces: how i has been done,
di icul ies, solu ions, changes, e c.
I is impo an o poin ou ha his is an online esou ce, so asks ha
need o be p in ed ou should be a oided.
Timing 2 weeks
Deg ee Collabo a ion
Augmen . The g oup has o sol e p oblems, make decisions and
elabo a e he didac ic esou ce in a collabo a i e way wi hou a di ision
o asks.
2.6. E alua ion Techniques and Ins umen s
The e alua ion ca ied ou was s uc u ed acco ding o [
38
] and was di ided in o
ini ial, p ocess and inal s ages.
Sus ainabili y 2021,13, 5854 8 o 14
The ini ial e alua ion allowed us o know he ini ial s a e o he g oup and was ca ied
ou be o e he implemen a ion o he p og amme. The p ocess e alua ion was ca ied
ou du ing he p og amme and he in o ma ion ga he ed allowed us o make decisions
du ing he p ocess. The inal e alua ion was ca ied ou a he end o he p og amme and
allowed us o know i he objec i es o he p og amme we e achie ed. Table 4de ails he
ins umen s used in each ype o e alua ion.
Table 4. Types and ins umen s o assessmen .
E alua ion Ins umen Who Does I
Ini ial Teamwo ks Skills Ques ionnai e S uden s
P ocess Field dia y S uden s
Obse a ional Regis e Teache
Final
E alua ion Rub ic Teache
Teamwo ks Skills Ques ionnai e S uden s
Sa is ac ion Su ey S uden s
In addi ion, h ee ypes o moni o ing ac i i ies we e ca ied ou o moni o each
g oup’s p og amme and eco ded in he ield dia y:
1. P esen a ion o he ac i i ies o each phase wi hin he s ipula ed ime.
2.
In he in e ac i e classes ia ideocon e ence, s uden s could consul any doub s,
p oblems and inciden s hey conside ed app op ia e. The eache ad ised hem and
ga e hem he necessa y eedback so ha hey could con inue o de elop he p ojec
and consolida e hei lea ning.
3.
Weekly classes by ideocon e ence o blended lea ning. On a weekly basis, in he
in e ac i e class oom classes, he di icul ies o g oup wo k, join o ganisa ion and
he p epa a ion and p esen a ion o he inal p ojec we e wo ked on.
3. Resul s
The main esul s a e g ouped in o ca ego ies o analysis below o ease
o in e p e a ion.
3.1. Le el o Mas e y o Compe ences
The da a ob ained e eal an imp o emen in he mas e y o he compe ences, ob aining
an a e age ma k o 8.83 ou o 10. This ma k was ob ained om he a e age o h ee
ins umen s desc ibe in Table 5. In he e alua ion ub ic, he a e age ma k o he g oup
was 8.5 (10), while he a e ages o he p ojec esolu ion ub ic and he s uden ’s ield
dia y bo h eached 9 (10).
Table 5.
A e age, minimum and maximum ma ks showing he le el o imp o emen in compe ences.
Ins umen s A e age Ma k Min. Ma k Max. Ma k
E alua ion Rub ic 8.5 6.5 9.5
S uden ield dia y 9 8.5 9.5
To al 8.75 (No able)
The le el o compe ences acqui ed by he s uden s was e y high in wo es s: he
e alua ion ub ic and he ield dia y. The es s ca ied ou o measu e hese compe ences
we e he e alua ion ub ic wi h an a e age ma k o
x
= 8.5 (min 6.5 and max: 9.5) and he
s uden s’ ield dia y wi h an a e age ma k o x = 9 (min 8.5 and max: 9.5).
In o de o check he e ec i eness o he use o he MIRO applica ion o he mas e y
o ans e sal compe ences, we ca ied ou an analysis o ela ed samples. As we can
see, al hough he e we e no signi ican di e ences, he means in he pos - es o all he
compe ences assessed we e highe . In ac , he minimum sco e was highe in all skills
excep in pe sonal skills ela ed o lis ening, espec and ole ance, empa hy, leade ship and
p oblem sol ing (Table 6). Howe e , only decision making was signi ican (
p- alue = 0.002
).
Sus ainabili y 2021,13, 5854 9 o 14
The eason why he di e ence is no signi ican may be because he sample was e y
low and he le el o compe ence o he s uden s was al eady e y high be o e s a ing
he expe ience.
Table 6. Wilcoxon es , N= 21.
Compe ences A e age
P e
A e age
Pos Min P e Min Pos Max P e Max
Pos Sig
Adap abili y 15.22 15.88 9.00 13 20 20 0.726
Coo dina ion 14.11 15.33 9.00 12 20 20 0.514
Decisions 18.00 21.73 10.00 16 23 24 0.002
Leade ship 17.11 19.44 9.00 13 26 27 0.342
Skills 22.55 21.77 18.00 16 24 24 0.588
Communica ion
23.44 24.55 14.00 20 28 28 0.674
3.2. S uden Sa is ac ion
The esul s ob ained in he sa is ac ion su ey a e desc ibed below, g ouped acco ding
o he ype o answe . In o al, 100% o he s uden s s a ed ha he p ojec allowed hem o
wo k collabo a i ely and ha he app acili a ed g oup collabo a ion and imp o ed hei
digi al compe ence. Fu he mo e, he whole g oup said ha a e his p ojec hey ealised
he need and impo ance o aining in lea ning and knowledge echnology (LKT) ools,
bo h on a pe sonal le el and as pa o eache aining. Sa is ac ion wi h he p og amme
was e y high.
Wi h ega d o he Like - ype esponses, six ques ions we e asked wi h answe s
anging om 1 o 5, wi h 1 being nega i e o e y li le and 5 being posi i e o e y much.
Figu e 2shows he da a ob ained.
The o e all assessmen o he p ojec , as can be seen in ques ion 1, was posi i e o
100% o he s uden s. As o he in o ma ion and explana ions ecei ed o be able o
ca y ou he p ojec , 78% o he pa icipan s indica ed e y posi i e, and he emaining
22% posi i e, as can be seen in ques ion 2. In ques ion 3, he app used o collabo a i e
de elopmen was a ed as e y posi i e by 78% and posi i e by 22%, while he emaining
22% we e in be ween. Ques ion 5 shows ha 78% o he pa icipan s el e y good and
com o able doing he p ojec and he emaining 22% said ha hey el good. Finally,
ques ion 6 shows ha 55.5% o he s uden s say ha he app acili a ed collabo a i e wo k,
while 44.5% o he sample ga e a neu al answe .
