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Type A
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Code |
Competences Specific | | | CE5 |
Elaborating, planning and managing R+D+I projects in the national and international ambits and using well-known tools in the field to search for information, handle data and transfer knowledge. |
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Type B
|
Code |
Competences Transversal | | | CT1 |
Become sufficiently independent to work on research projects and scientific or technological collaborations within their thematic area. |
| | CT2 |
Forming opinions on the basis of the efficient management and use of information. |
| | CT5 |
Communicate complex ideas effectively to all sorts of audiences. |
| | CT6 |
Develop abilities to manage their professional career. |
| | CT7 |
Apply ethical principles and social responsibility as a citizen and a professional. |
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Type C
|
Code |
Competences Nuclear |
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Type A
|
Code |
Learning outcomes |
| | CE5 |
Understand and use scientific and technical databases and sources of information from the University and the wider world.
Acquire the basic skills needed to write scientific articles in English.
Acquire the basic skills needed to carry out scientific and technical presentations in English
Acquire the skills need to critically analyse scientific articles.
Understand the rules governing funding competitions for national and international research projects and acquire basic skills for developing and submitting proposals to these competitions.
Understand the safety measures governing research work in laboratories and pilot plants.
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Type B
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Code |
Learning outcomes |
| | CT1 |
The student plans and carries out the project in an autonomous, organized and scientific fashion.
The student can produce documents that are scientific in both structure and content.
The student can present and defend their work (in front of an examination panel in the case of the Master’s thesis).
| | | CT2 |
Master the tools for managing their own identity and activities in a digital environment.
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge.
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects.
Produce information with tools and formats appropriate to the communicative situation and with complete honesty.
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer.
| | | CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions.
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas.
Draw up texts that are appropriate to the communicative situation, consistent and persuasive.
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation.
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas.
Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience.
| | | CT6 |
Raise their professional self-awareness.
Develop a professional attitude.
Analyse the professional environment of their speciality.
Design specific professional tracks.
| | | CT7 |
Be aware of gender and other inequalities in their student and/or professional activity.
Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity.
Be able to give arguments based on social values and make proposals for the improvement of the community.
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise.
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Type C
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Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Knowledge and technology transfer |
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2. Basic tools for research
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3. Data processing and analysis
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4. Information and resources
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| 5. Conferences and seminars |
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
0 |
0 |
0 |
| Webconferencing |
|
4 |
0 |
4 |
| Webinairs |
|
4 |
0 |
4 |
| Webcasting |
|
0 |
5 |
5 |
| Self-monitoring activities |
|
0 |
10 |
10 |
| Problem solving, exercises |
|
0 |
15 |
15 |
| Forums of debate |
|
0 |
10 |
10 |
| Practical cases/ case studies |
|
0 |
8 |
8 |
| Assignments |
|
0 |
20 |
20 |
| Reading written documents and graphs |
|
0 |
36 |
36 |
| Personal attention |
|
1 |
1 |
2 |
| |
| Validation tests |
|
0.5 |
0 |
0.5 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
|
| Webconferencing |
Presentation of subject contents and/or activities presentation through webconference. This activity requires synchronous presence of students and faculty. Its development allows different degrees of interactivity depending on the intended objectives. This activity can be recorded at the time of its development to facilitate subsequent consultation. |
| Webinairs |
Lectures, roundtables and presentations focused on specific topics carried out by professionals in the field, to deepen knowledge of certain subjects through webconference or other tools. Its development allows different degrees of interactivity depending on the intended objectives. This activity can be recorded to facilitate its later consultation. |
| Webcasting |
Presentation of subject contents in previously recorded video format. This activity does not require synchronous presence of students and teachers and does not allow interactivity directly. However, it can be used to propose asynchronous interactive activities such as a forum. |
| Self-monitoring activities |
Activities proposed to the student, with a minimum weight, which serve so that the student can self-regulate their learning. |
| Problem solving, exercises |
Analysis and resolution of a problem or concrete practical exercise related to the topic of the subject. This activity has a more limited scope and a smaller extension than the assignments. |
| Forums of debate |
Activities in which, individually or in groups, the participants argue and confront ideas on a specific topic, by using asynchronous tools such as the Virtual Campus Forum.
|
| Practical cases/ case studies |
Statement of a situation (real or simulated) in which the student must work to give a solution to the topic, solve a series of specific questions or make a global reflection. |
| Assignments |
Exercises carried out by the student based on material and references provided by the teaching staff. This activity has a greater scope and extension than problem solving. |
| Reading written documents and graphs |
Reading and working of documentation published in different formats, with the aim of facilitating the development of competences with more theoretical nature and acquire the knowledge necessary for the development of practical activities. |
| Personal attention |
|
|
Description |
|
This guidance is carried out by the teacher of each subject with the students enrolled in the same. The purpose of this guidance is to plan, guide, dynamise, monitor and evaluate the student's learning process, taking into account their profile interests, needs, previous knowledge, etc.) and the characteristics / requirements of the context ( EEES, academic / professional profile, social-labor demand, etc.).
The actions that will be carried out are the following:
- Welcome to the subject
- Weekly dynamism
- News and events
- Resolution of academic doubts
- Retroaction with the correction of activities
- Abandonment of the subject
- End of the subject
The development of these actions will be carried out with the support of the tools offered by the Virtual Campus Moodle, within the virtual classroom of each subject. So that the best orientation and possible follow-up is offered considering the face-to-face or virtual modality of each subject.
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Methodologies |
Competences
|
Description |
Weight |
|
|
|
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| Self-monitoring activities |
|
Activities proposed to the student, with a minimum weight, that serve to enable the student to self-regulate their learning. It can be repeated as many times as you want and for the final evaluation it will be considered the highest mark achieved |
5% |
| Problem solving, exercises |
|
Formulation, analysis, resolution and debate of a problem or exercise, related to the theme of the subject.
|
30% |
| Forums of debate |
|
The participation and activity of the student will be valued. |
5% |
| Practical cases/ case studies |
|
Statement of a situation (real or simulated) in which the student has to work to give a solution to the topic, solve a series of specific questions or make a global reflection. |
30% |
| Assignments |
|
Exercises done by the student from materials and references provided by the faculty or as a result of laboratory practices. This activity has a greater scope and extension than problem solving.
|
30% |
| Validation tests |
|
The validation tests will consist of individual webconferences in which the teacher will ask questions about the activities carried out. |
0% |
| Others |
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Other comments and second exam session |
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| Basic |
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| Complementary |
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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