Flipped classrooms and active learning.
In several courses for which I am responsible (e.g., Navigation, second-year Bachelor's programme), I implement flipped-classroom approaches based on contextualised problem solving. Students are required to apply theoretical knowledge to analyse and solve authentic problems drawn from a variety of applied settings, including physical activity and sport, aeronautics, and the automotive sector. This approach encourages the active mobilisation of knowledge while strengthening students' analytical, critical thinking, and decision-making skills, in line with the objectives of competency-based education.
Project-based learning and the development of transferable skills.
I also make extensive use of project-based learning, particularly within the interdisciplinary Master's courses that I coordinate. Students work collaboratively on projects covering the full project-development process, from the initial design phase to the production of structured deliverables. These activities simultaneously mobilise disciplinary knowledge, methodological expertise, organisational abilities, and interpersonal skills, all of which are essential components of competency-based education.
Strengthening interdisciplinarity.
I seek to reinforce the connections between different areas of knowledge in order to facilitate students' integrated understanding. For example, my undergraduate course about Perception explicitly connects concepts from neurophysiology, motor learning, psychology, and practical applications in physical activity and sport. This integrative approach helps students move beyond viewing disciplines as isolated domains towards a genuinely interdisciplinary understanding of human movement and behaviour.
Development of interactive digital learning resources.
I developed a wide range of interactive online learning materials using the AMETICE learning management platform. These include progressive learning pathways integrating interactive audiovisual content, adaptive quizzes supporting continuous formative assessment, self-assessment tools, and structured H5P learning modules that could ultimately be expanded into MOOC-format resources within the framework of the University's next strategic plan. These online learning modules support personalised and progressive knowledge acquisition, and their underlying instructional design could readily be adapted for deployment across other faculties within the University.