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This paper proposes several actvites that encourage self-learning in engineering courses. For each actvity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifcally, this work describes and implements fve actvites, which are: questonnaires, conceptual maps, videos, jigsaw and projects. These actvites are applied in seven diferent knowledge felds and are conducted individually or in group depending on the nature of the subject and of the actvity. Furthermore, this paper shows how the same actvity can be applied in subjects of diferent years and how the implementaton level changes, depending on the course in which it is conducted. The actvites proposed have been introduced in engineering courses, but they can also be applied in any other knowledge feld. Finally, the paper proposes four rubrics to assess three of the proposed actvites (videos, jigsaw and project), being two of them for the project actvity.



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