Abstract
The research conducted in this study was applied to multidisciplinary groups of Higher Education belonging to different degrees using the methodology proposed by the Design Sprint (DS) tool for the achievement of different challenges/objectives in a very short time. The methodology used is an adaptation of the one proposed by the DS, carried out in five non-consecutive stages/sessions focused on students of the first two years of different degrees of the CEU San Pablo University. The students, in general, have valued very positively the collaborative work in small groups, the time management and the administration of work under stress. The abandonment of the different challenges was set at 32%. A high level of commitment has been appreciated among the students to reach the proposed challenges, however, the work of the mentors as guides, becomes essential in the first courses of the different degrees in a general way. The application of the SD methodology provides students with an increase in their performance, in their ability to work in teams and to adapt in the best possible way to the demands of a society that is increasingly demanding new technologies. Students have increased their ability to reflect, transform and innovate in the different objectives/challenges/projects demanded by the new circumstances and social strategies. The support of good mentors, critics and specialists in the different areas to be addressed is necessary to offer students a better learning experience.
Highlights
The European Higher Education Area has meant the incorporation of generic competencies to the learning objectives of the new degrees of Spanish universities, but the forms of communication have changed dizzyingly in the last decade, which has been helped by the health situation due to the pandemic we are experiencing, triggering the different forms of communication in basic tools for all agents of society
We think of learning styles as cognitive, affective and physiological traits that serve as relatively stable indicators of how learners perceive interactions and respond to their learning environments, which is why studies are needed to determine how the introduction of different tools may affect these styles (Mullarkey & Hevner, 2020)
As for the number of dropouts, i.e. students who did not achieve the challenge for different reasons, the number of female students was 36 and the number of male students 19, representing 30.51% and 16.10% of students
Summary
The European Higher Education Area has meant the incorporation of generic competencies to the learning objectives of the new degrees of Spanish universities, but the forms of communication have changed dizzyingly in the last decade, which has been helped by the health situation due to the pandemic we are experiencing, triggering the different forms of communication in basic tools for all agents of society. The scenario has changed greatly affecting the academic and teaching scenario (Alaszewski, 2006; Morales 2020; Villafuerte et al, 2020; Feyen, 2020). The pedagogical design for the formation and evaluation of teamwork competence must take into account the factors that influence and improve the effectiveness of teams (Long, 2020). We think of learning styles as cognitive, affective and physiological traits that serve as relatively stable indicators of how learners perceive interactions and respond to their learning environments, which is why studies are needed to determine how the introduction of different tools may affect these styles (Mullarkey & Hevner, 2020)
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