https://hdl.handle.net/10259/9333 2026-04-21T09:08:29Z https://hdl.handle.net/10259/9876 Responsabilidad Social Universitaria: el caso de las universidades españolas. Herramientas para su comunicación González Alcántara, Oscar J.; Fontaneda González, Ignacio; Camino López, Miguel Ángel Año tras año, la Responsabilidad Social Universitaria (RSU) gana importancia en las Universidades. Se presenta un estudio de revisión de la situación de las universidades españolas que hacen RSU en 2020 y su evolución temporal a lo largo de 10 años. Primero se revisa el concepto de RSU y se plantea una definición para, seguidamente, realizar un estudio exploratorio en motores de búsqueda, directorios y sitios web de universidades que analiza tipología, grupos de interés o la estructura organizativa para gestionar la RSU, además de mostrar cómo se lleva a cabo su comunicación y las memorias de Responsabilidad Social publicadas.; Year after year, University Social Responsibility (USR) is gaining importance in universities. A study is presented to review the situation of Spanish universities that carry out USR in 2020 and its evolution over 10 years. Firstly, the concept of USR is reviewed and a definition is proposed, followed by an exploratory study in search engines, directories and university websites that analysis typology, stakeholders or the organizational structure to manage USR, as well as showing how communication and published reports of Social Responsibility are carried out. 2022-11-01T00:00:00Z https://hdl.handle.net/10259/9874 Kahoot!: gamificación eficaz, sencilla y fácil en la educación superior: aplicación práctica en un Grado de Ingeniería González Alcántara, Oscar J.; Fontaneda González, Ignacio; Camino López, Miguel Ángel El Espacio Europeo de Educación Superior (EEES) establece que el aprendizaje debe estar centrado en el estudiante. Partiendo de este enunciado, el artículo explica cómo la gamificación puede ser una técnica pedagógica que propicie el ansiado cambio en la docencia universitaria hacia donde marca el EEES. Este trabajo presenta el diseño de una metodología de gamificación sencilla y fácil de implementar en un Grado de Ingeniería utilizando Kahoot! como herramienta y su evolución a lo largo de tres cursos académicos. Los resultados indican que los alumnos ven más atractiva la asignatura, aumenta el seguimiento y mejoran sus resultados académicos.; The European Higher Education Area (EHEA) establishes that learning must be student-centered. Based on this statement, the article explains how gamification can be a pedagogical technique that can provide the desired change in university teaching towards the EHEA patterns. This paper presents the design of a simple and easy to implement gamification methodology in an Engineering Degree using Kahoot! as a tool and its evolution over three academic years. The results indicate that the students find the subject more attractive, its follow-up increases and their academic results improve. 2022-12-01T00:00:00Z https://hdl.handle.net/10259/9870 Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program Revilla Cuesta, Víctor; Hurtado Alonso, Nerea; Fontaneda González, Ignacio; Skaf Revenga, Marta; Ortega López, Vanesa Introduction: Engineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards. Methods: In this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher. Results: From a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience. Discussion: The results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable. 2024-05-01T00:00:00Z https://hdl.handle.net/10259/9869 Construction Accidents in Spain: Implications for an Aging Workforce Fontaneda González, Ignacio; Camino López, Miguel Ángel; González Alcántara, Oscar J.; Greiner, Birgit A. Construction workers are getting older. In the European Union, the percentage of workers over 50 grew from 24.7% in 2011 to 31.5% in 2018, in Spain from 20.4% to 31.2%. Objective. Identify trends and detailed patterns of accidents of older construction workers compared to other age groups. Data and Method. We analyzed construction accidents in Spain from 2011 to 2018 (N = 455,491). The number of accidents and lost working days (LWD) were broken down by occupation, seniority, company size, temporal variables (weekday, hour), trigger, and body part injured and compared for different age groups. Results. Although older worker had fewer accidents, the consequences of accidents were more serious. Those over 50 years had 84% more lost working days (LWD) than those under 24 years, 48% more than those between 25 and 39 years, and 21% more than those between 40 and 49 years. (1) Occupation: the percentage of accidents grew with age for supervisors, lorry drivers, and bricklayers. (2) Seniority: the least experienced (less than 6 months) and the most experienced (more than 6 years) had the most LWD. (3) Company size: there are 24.5% of accidents in companies of less than four workers. (4) Trigger: older workers suffered more falls, both from height and at the same level. (5) Time: the percentage of accidents in those over 50 was higher on Thursdays and Fridays, in the afternoons from 4 to 7 p.m., and after four hours of work. (6) Injury: this shows the longest absences for shoulder injuries for those over 50 years, with an average of 70 LWD. 2022-06-01T00:00:00Z