Zurich, 3-4 December 2010 ERES Education Seminar AUDIO

Transcripción

Zurich, 3-4 December 2010
ERES Education Seminar
AUDIO-VISUAL
TECHNIQUES APPLIED
TO
THE
TEACHING
DISCIPLINE OF REAL
ESTATE APPRAISAL
S Spairani,
S.
S i
i J.
J R
Roca
Zurich, 3-4 12 2010
AUDIO-VISUAL TECHNIQUES APPLIED TO THE
TEACHING DISCIPLINE OF REAL ESTATE APPRAISAL
“Whatever yyou tell me,, I will forget
g it,, whatever you
y teach me,,
I will remember it, whatever you involve me in, I will learn it”
S. Spairani, J. Roca
Introduction
Zurich, 3-4 12 2010
Interactive experience
p
of the Audio-Visual techniques
q
applied to the learning of Real Estate appraisal.
Main objective
The students, despite not having previous experience in
valuation reports,
reports must have achieved by the end of the course
a level of knowledge that allows them to write a property
valuation report, although not very complex, and all this through
the making of a supposed technical visit to their homes (using
audio-visual techniques for that purpose, including pictures,
plans graphic and descriptive enquiries,
plans,
enquiries an optional video and
the consequent explanation in the lecture theatre during their
expositions).
Methodology
Zurich, 3-4 12 2010
Interactive experience
p
of the Audio-Visual techniques
q
applied to the learning of Real Estate appraisal.
Secondary objectives
We have established five levels of work in the quest to establish
the development of a Real Estate appraisal report:
Level one. Analysis of the preliminary data taken and compilation
of other information.
L
Level
l two.
t
T h i l visit
Technical
i it tto th
the property
t (th
(the students
t d t own house
h
in this case).
Level three. First draft of the report.
p
Level four. Video and slide show in the lecture theatre and
discussion of the results obtained.
Level five.
five Submission of the final report
report.
Methodology
Zurich, 3-4 12 2010
Level one. Analysis of the preliminary data taken and
compilation of other information.
Situation plan
S
Source:
Student
St d t A.
A Goicochea
G i
h
Descriptive and graphic enquire
S
Source:
St d t A.
Student
A Goicochea
G i
h
Methodology
Zurich, 3-4 12 2010
Level one. Analysis of the preliminary data taken and
compilation of other information.
Property aerial photo (situation)
S
Source:
Student
St d t A.Goicochea
AG i
h
Part of the Land Registry Office
o at o
Information
Source: Student A. Goicochea
Definitive rating Certificate
S
Source:
St d t A.Goicochea
Student
AG i
h
Methodology
Zurich, 3-4 12 2010
Level one. Compilation of other information.
Data collection for the writing of the report
Source: Student Fº Garcia
Methodology
Zurich, 3-4 12 2010
Level two. Technical visit to the property
Property sketch plan
S
Source:
Student
St d t A.
A Goicochea
G i
h
Pictures from the inside of the property
S
Soruce:
Student
St d t A.
A Goicochea
G i
h
Methodology
Zurich, 3-4 12 2010
Level two. Technical visit to the property
Video example
S
Source:
Author’s
A th ’ own
Methodology
Zurich, 3-4 12 2010
Level three. First draft of the report.
p
Source: Student J.M Zapata
Methodology
Zurich, 3-4 12 2010
Level four. Video and slide show in the lecture theatre
and discussion of the results obtained.
Control samples for comparison
Source: Student M
Mª P. García
Control samples for comparison
Source: Alumno J.G Caballero
Methodology
Zurich, 3-4 12 2010
Level five. Submission of the final report.
Cover of the report
Source: Student A. Goicochea
Cover of the report
Source: Student J. M Alegría
Cover of the report
Source: Student M
MªP,
P, Soto
Methodology
Zurich, 3-4 12 2010
Conclusion of the analysis of the prelimary information
and data compilation.
The students have been able to write more accurate reports and
in a more professional way.
way The students have learnt to look for
the information required, not only what to look for, but also
where to look for it (p
(providing
g a number on resources to that
end) in order to achieve the practical development of a Real
Estate appraisal report.
The videos shown by the students and commented by the
lecturer, have proved the students have acquired a more
dynamic, more communicative learning process, as well as
developing their organizational skills.
Conclusions
Zurich, 3-4 12 2010
Conclusion of the analysis of the prelimary information
and data compilation.
With the revision of the continous work carried out from the first
step the students realize that they knew more than they
step,
expected and that they are able to undertake a report that is
useful and valid. At most, theyy have onlyy to complete
p
or reorder
some parts of their reports. The students also develop their
public performances with the expositions and they also improve
their knowledge of multimedia programs such as “Power
Power Point
Point”.
The student have considered this to be a satisfactory
experience, taking it as a first contact with what will probably be
their future careers.
Conclusions
Zurich, 3-4 12 2010
1.Alonso, C. M. (1992). Estilos de Aprendizaje. Análisis y
Diagnóstico en Estudiantes Universitarios. Madrid: Editorial de la
U i
Universidad
id d C
Complutense
l t
d
de M
Madrid.
d id T
Tesis
i d
doctoral
t l en 2
volúmenes.
9. Miguel Diaz, M. (2006). Metodología de enseñanza y aprendizaje
para el desarrollo de competencias. Orientaciones para el
profesorado
f
d universitario
i
it i ante
t ell espacio
i europeo d
de educación
d
ió
superior. Madrid: Alianza Editorial.
2.Allwright, R.L. (1984). “The importance of interaction in classroom
language learning”. Applied Linguistics. 5(2), 156-171
10. Morell, T (2.004b). La interacción en la clase magistral. Alicante:
Servicio de publicaciones de la Universidad de Alicante.
3. Carbone, E. (1998). Teaching Large Classes: Tools and
Strategies. Thousand OasksCalifornia: Sage Publications.
11. Northcott, J. (2001). “Towards an ethnography of the MBA
classroom: a consideration of the role of interactive lecturing styles
within the context of one MBA programme” English for Specific
Purposes 20, 15-37
4. Cooper, P & Richards, J.C.(1999). Communication for the
Classroom Teacher
Teacher. Boston: Allyn & Bacon.
Bacon
5. Day, C. (2006). Pasión por enseñar. La identidad personal y
profesional del docente y sus valores. Madrid: Narcea.
6. Hernández,
6
Hernández P.
P (1989): Diseñar y enseñar.
enseñar Teoría y técnicas de la
programación y del proyecto docente. Madrid. Narcea. ICE de la
Universidad de la Laguna.
7. Lopez, F. (2005). Metodología participativa en la enseñanza
universitaria. Madrid. Narcea.
8. Martínez, M., y Carrasco, S. (2006). Propuestas para el cambio
docente en la Universidad. Barcelona: Octaedro-ICE.
12. Spairani, S; ¿Cómo podemos fomentar la participación en
nuestras clases universitarias?. Cómo el alumno utiliza al máximo el
material didáctico facilitado por el profesor. Alicante: Servicio de
publicaciones de la Universidad de Alicante.
13. Suárez Arroyo, B. (2005): “La formación en competencias: un
desafío para la educación superior del futuro”.
http:/www.uco.es/organización/eees/documentos/normas
documentos/ otros/La%20en%20competencias%20MEC.pdf
14. Torre, J., Gil, E. (2004). Hacia una enseñanza universitaria
centrada en el aprendizaje. Madrid: Universidad Pontifica de
Comillas.
References
Zurich, 3-4 December 2010
Th k for
Thanks
f your attention
tt ti
AUDIO-VISUAL
AUDIO
VISUAL TECHNIQUES APPLIED TO THE TEACHING
DISCIPLINE OF REAL ESTATE APPRAISAL
For any enquiry, please contact Silvia Spairani Berrio ([email protected])

Zurich, 3-4 December 2010 ERES Education Seminar AUDIO

Transcripción

Documentos relacionados

After all, it is abroad

english - Kunsthaus Zürich