Past and present: teaching innovation and financial crises in Spain 1850-2014

Authors

  • Joaquim Cuevas Casaña Universitat de València
  • Alfonso Díez Minguela Universitat de València
  • Mª Ángeles Pons Brias Universitat de València

DOI:

https://doi.org/10.1344/RIDU2015.7.4

Keywords:

Teaching innovation, Financial crises, EHEA, ICTs.

Abstract

The goal of this article is twofold. On the one hand, we evaluate the pros and cons of the Information and Communication Technologies (ICTs) in the teaching of economic history. For this, we first describe some of the initiatives launched by the Economic History Group at the Universitat de València. On the other hand, we explain how did we combine distinct teaching approaches to stimulate the student’s motivation, teamwork, and learner autonomy. In doing so, we present a practical exercise on a hotly debated topic: Financial Crises in Spain, 1850-2014.

References

[1] Arroyo, F., García, A., Luengo, C., Mahillo, A., Manzano, P. (2012) Plan de Acción Tutorial en la Escuela Universitaria de Informática de la Universidad Politécnica de Madrid. Revista d’Innovació Docent Universitària, 4, pp. 18-25.

[2] Betrán, C., Pons, M. A. (2013) Qué son las crisis financieras y cómo ocurrieron en España, en Martín Aceña, P., Martínez Ruiz, E., Pons, M. A. (eds.) Las Crisis Financieras en la España Contemporánea, 1850-2012, (pp. 17-52). Crítica, Barcelona.

[3] Martín Patiño, J. M. (2003) Cómo Aprender con Internet. Fundación Encuentro, Madrid.

[4] Palafox, J. (ed.) (2014) Los Tiempos Cambian: Historia de la Economía. Tirant Humanidades, Valencia.

[5] Palomar, M. J (2007) Ventajas e inconvenientes del uso de las TICs en la docencia. Revista de Innovación y Experiencias educativas, Diciembre, pp. 1-8.

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Published

2014-12-22

Issue

2015: Núm. 7

Section

Articles

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