Distopía apocalíptica como método de innovación docente
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Alicia Trelles-Villanueva [1] ; Miguel Ángel Sánchez de la Nieta [1] ; Irene Donate Laffitte [1] ; Julio Pulido Zaragoza [1] ; Ernesto Villar-Cirujano [1]
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[1] Universidad Villanueva
Universidad Villanueva
Madrid, España
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- Localización: Experiencias educativas en el aula: Innovación e investigación / coord. por Gianluca Amatori, Maria Buccolo, Carolina Lorenzo Álvarez, 2024, ISBN 978-84-1070-756-6, págs. 167-175
- Idioma: español
- Enlaces
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Resumen
This project aimed to enable students to put themselves in the shoes of a journalist in a news-crisis situation, both in press offices and newsrooms, in the face of an imminent solar storm and the consequent blackout that would leave the planet without electricity. This methodology of a dystopian case, based on a role-playing game, also includes collaborative work, so highly valued in all professional fields. Thus, the three pillars of this innovative teaching project are the role-playing game, collaborative learning and the apocalyptic dystopia. In addition, the students were given a questionnaire about the journalistic profession before the experiment and the same one afterwards to assess the learning and skills acquired. The first approximations of the results obtained indicate that some of the objectives set were indeed achieved and the students recognise the value of the experience, as formative and as a learning experience that they might not otherwise have acquired.