Zurich, 3-4 December 2010 ERES Education Seminar AUDIO-VISUAL TECHNIQUES APPLIED DISCIPLINE OF REAL

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1 Zurich, 3-4 December 2010 AUDIO-VISUAL TECHNIQUES APPLIED TO THE TEACHING DISCIPLINE OF REAL ESTATE APPRAISAL S. Spairani, i J. Roca

2 Whatever you tell me, I will forget it, whatever you teach me, I will remember it, whatever you involve me in, I will learn it Introduction

3 Interactive experience of the Audio-Visual techniques applied to the learning of Real Estate appraisal. Main objective The students, despite not having previous experience in valuation 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, an optional video and the consequent explanation in the lecture theatre during their expositions).

4 Interactive experience of the Audio-Visual techniques 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. Level two. Technical visit it to the property (the students t own house in this case). Level three. First draft of the report. Level four. Video and slide show in the lecture theatre and discussion of the results obtained. Level five. Submission of the final report.

5 Level one. Analysis of the preliminary data taken and compilation of other information. Situation plan Source: Student t A. Goicochea Descriptive and graphic enquire Source: Student t A. Goicochea

6 Level one. Analysis of the preliminary data taken and compilation of other information. Property aerial photo (situation) Source: Student t A.Goicochea Part of the Land Registry Office Information o Source: Student A. Goicochea Definitive rating Certificate Source: Student t A.Goicochea

7 Level one. Compilation of other information. Data collection for the writing of the report Source: Student Fº Garcia

8 Level two. Technical visit to the property Property sketch plan Source: Student t A. Goicochea Pictures from the inside of the property Soruce: Student t A. Goicochea

9 Level two. Technical visit to the property Video example Source: Author s own

10 Level three. First draft of the report. Source: Student J.M Zapata

11 Level four. Video and slide show in the lecture theatre and discussion of the results obtained. Control samples for comparison Source: Student Mª P. García Control samples for comparison Source: Alumno J.G Caballero

12 Level five. Submission of the final report. Cover of the report Cover of the report Cover of the report Source: Student A. Goicochea Source: Student J. M Alegría Source: Student MªP, Soto

13 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. The students have learnt to look for the information required, not only what to look for, but also where to look for it (providing 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

14 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 expected and that they are able to undertake a report that is useful and valid. At most, they have only to complete 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 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

15 1.Alonso, C. M. (1992). Estilos de Aprendizaje. Análisis y Diagnóstico en Estudiantes Universitarios. Madrid: Editorial de la Universidad id d Complutense de Madrid. Tesis doctoral en 2 volúmenes. 2.Allwright, R.L. (1984). The importance of interaction in classroom language learning. Applied Linguistics. 5(2), Carbone, E. (1998). Teaching Large Classes: Tools and Strategies. Thousand OasksCalifornia: Sage Publications. 4. Cooper, P & Richards, J.C.(1999). Communication for the Classroom Teacher. Boston: Allyn & Bacon. 5. Day, C. (2006). Pasión por enseñar. La identidad personal y profesional del docente y sus valores. Madrid: Narcea. 6. Hernández, P. (1989): Diseñar y 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. 9. Miguel Diaz, M. (2006). Metodología de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario it i ante el espacio europeo de educación superior. Madrid: Alianza Editorial. 10. Morell, T (2.004b). La interacción en la clase magistral. Alicante: Servicio de publicaciones de la Universidad de Alicante. 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, 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. 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

16 Zurich, 3-4 December 2010 Thanks for your attention ti TEACHING DISCIPLINE OF REAL ESTATE APPRAISAL For any enquiry, please contact Silvia Spairani Berrio

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