Person:
Martín Calvarro, Luisa

First Name

Luisa

Last Name

Martín Calvarro

URI

https://hdl.handle.net/20.500.14352/74391

Affiliation

Universidad Complutense de Madrid

Faculty / Institute

Ciencias Biológicas

Department

Genética, Fisiología y Microbiología

Area

Fisiología Vegetal

Identifiers

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Now showing 1 - 10 of 23

UCM-MACB 2.0: A Complutense University Virtual Herbarium Project
(Proceedings of EDULEARN 2011 Conference, Proceedings of EDULEARN11 Conference (International Conference on Education and New Learning Technologies), 2011) Ávalos García, Adolfo; Barrera Martínez, Ildefonso; Gabriel y Galán Moris, José María; Gallardo García, Tomás; Gómez Garay, Aranzazu; Hernández, José María; Lahoz Beltrá, Rafael; López González-Nieto, Pilar; Marcos Samaniego, Nieves; Martín Calvarro, Luisa; García Moreno, Ana; Oliván Martínez, Gisela; Pérez-Urria Carril, Elena; Pintos López, Beatriz
UCM-MACB 2.0 is the name of a project leaded by a multidisciplinary team composed by university professors, students and collaborators as well as national and foreign visiting professors and researchers under the European Area of Higher Education. This is an e-learning project oriented to training and teaching being available to the general public, students and professionals from different areas on the basis of the plant biology, plant popular uses and their applications. At present, the initial steps of the project have received the financial support of Vicerrectorado de Calidad y Desarrollo, Complutense University of Madrid (PIMCD 3/2010). The target of the project is the developing and configuration of a computer system implementing a virtual herbarium based on plant species from the MACB herbarium (Faculty of Biology, Complutense University of Madrid, Spain). The system also will includes a web page and an IT application (as a client-servant application) to transfer herbarium information to the potential interested community. MACB herbarium sheets will be associated with a set of databases containing the following information: taxonomic information, geographic distribution, specimen photographs, links to external online resources such as educational, scientific and other databases containing freely available molecular data (genomics, proteomics, metabolomics), for instance, GenBank or GenomeNet, PDB , InterPro, Enzyme, Prosite, Pir, TrEMBL, EMBL-Bank, Swiss-prot or NCBI taxonomic data as Taxonomy Browser, GBIF, Species 2000, or Tree of Life, etc. It is important to note that auxiliary information (geographical, ecophysiological, genomics, etc) is one of the main distinguishing features of UCM-MACB 2.0. Furthermore, plant images are enriched with information in multimedia format (MP3 voice) to make available UCM-MACB 2.0 to visually impaired users. In this sense, we plan to cooperate with the Office for the Integration of Persons with Disabilities at the Complutense University of Madrid. Thus, one of the main contributions of this project is that we extend the classical idea of herbarium enriching the usual botanical information with multimedia elements, opening the definition of ‘herbarium sheet’ to new educational and scientific possibilities.
Gastronomic botany and molecular gastronomy
(Proceedings of ICERI 2011 Conference, ICERI2011 proceedings : IV International Conference of Education, Research and Innovation, celebrated 14-16 november 2011 in Madrid, 2011) Pérez-Urría Carril, Elena; Gómez Garay, María Aranzazu; Ávalos García, Adolfo; Martín Calvarro, Luisa; Pintos López, Beatriz; Saco Sierra, María Dolores; Martín Gómez, María Soledad; Pérez Alonso, María José; Puelles Gallo, María; Pala Paul, Jesús; Cifuentes Cuencas, Blanca María; Llamas Ramos, José Eugenio
Complutense University of Madrid through the "Vicerrectorado de Calidad" develops projects to innovate and improve teaching quality. Among these projects is "Gastronomic Botany and Molecular Gastronomy" which aims to develop new materials and tools for the Virtual Campus and consequently offer new possibilities for teaching and training. Also this project organize and structure a new teaching matter for post-graduate education that will be an example of approach, relationship and cooperation between university and industry in the context of post-graduate learning and life-long learning. The project focuses on the idea that for most people, plants, algae and fungi are a group of organisms for which there are very different perceptions associated with different interests that make up what may be called areas of specialization in Plant Biology. The "plant world" extends their knowledge to different fields, including horticulture, food science, food, medicine, nutrition, natural products, drug industry or economic and social areas. There are three aspects around which is organized a body of knowledge related to gastronomy and "plant world": 1) Gastronomic Botany: use of plants, algae and fungi in food, 2) Nutrition and Health: Bioactive principles of functional foods, nutrigenomics 3) Economic Botany: social, economic and health aspects related to the plant products market. Gastronomy is a cultural object changing over time depending mainly on several factors: 1) raw material for food, 2) knowledge about the properties of some of these substances, 3) methods and techniques for the use of these materials. On the other hand, in recent years has been expanding and using the term "molecular gastronomy" to refer changes in processing food. Also all these aspects are related to two important questions: food safety and advances in functional foods and nutrigenomics.
Project number: 43
PROYECTA: Emprendimiento en Bioeconomía (Máster en Biología Vegetal Aplicada)
(2015) Pérez-Urría Carril, Elena; Ávalos García, Adolfo; Gómez Garay, María Aranzazu; Lahoz Beltra, Rafael; Martín Calvarro, Luisa; Martín Gómez, María Soledad; Pintos López, Beatriz; Puelles Gallo, María; Saco Sierra, María Dolores
PROYECTA se plantea como Proyecto de Innovación y Mejora de la Calidad Docente, dentro del programa de apoyo a grupos innovadores, para consolidar y mejorar acciones en el ámbito del Máster Universitario en Biología Vegetal Aplicada y para crear contenidos y desarrollar iniciativas que favorecen y potencian el emprendimiento y la inserción laboral de los estudiantes. PROYECTA se consolida y continua su curso desarrollando sus objetivos en el ámbito de la Universidad Complutense de Madrid.
Project number: 101
FIVELAB: Laboratorio virtual de Fisiología Vegetal a través de la plataforma MOODLE
(2021) Ávalos García, Adolfo; Cifuentes Cuencas, Blanca; Gómez-Garay, Arancha; Martín Calvarro, Luisa; Pintos López, Beatriz; Roda Ghisleri, Lucía; Sánchez Ballesta, M.Teresa; Solís González, M. Teresa; Astudillo Calderón, Sergio; Alonso Valenzuela, Raquel
FiVeLab es un proyecto de innovación docente que incorpora el laboratorio virtual como herramienta básica para el aprendizaje online. Se propone la virtualización de las prácticas de Fisiología Vegetal en Moodle mediante vídeos, códigos QR y gamificación con Socrative. El objetivo fundamental de FiVeLab se enmarca en la modernización de las técnicas pedagógicas y adquisición de competencias digitales por parte del profesorado universitario de la unidad docente de Fisiología Vegetal y supone la consolidación de los recursos educativos virtuales en la metodología de enseñanza de un laboratorio de Fisiología Vegetal dentro de los estudios de Grado de la Facultad de Biología de la UCM. La plataforma virtual utilizada es el entorno Moodle que ofrece herramientas que nos permitirán virtualizar las prácticas de laboratorio de Fisiología Vegetal mediante la edición de vídeos, manuales y guion de prácticas con códigos QR que permiten redirigir al alumno a los distintos vídeos elaborados y cuestionarios de autoevaluación referidos a estas prácticas.
Project number: 198
FIVEGAME: Mobile-learning como herramienta de aprendizaje en la asignatura de Fisiología Vegetal
(2020) Solís González, María Teresa; Pintos López, Beatriz; Martín Calvarro, Luisa; Esteban Carrasco, Alberto; Alonso Valenzuela, Raquel; Pérez-Urria Carril, Elena; Avalos García, Adolfo; Cifuentes Cuencas, Blanca María
Es un proyecto original de innovación y mejora de la calidad de la docencia que incorpora la herramienta de gamificación Socrative en las clases de Fisiología Vegetal para fomentar el interés del alumnado con un aprendizaje lúdico y divertido.
CICLOBIOMA: Proyecto Aprendizaje-Servicio Universidad Complutense de Madrid
(2020) Perez-Urria Carril, Elena; Pintos López, Beatriz; Alonso Valenzuela, Raquel; Avalos García, Adolfo; Cifuentes Cuencas, Blanca; Gómez Garay, Aranzazu; Marquina Díaz, Domingo; Martín Calvarro, Luisa; Martín Gómez, Soledad; Solís González, M. Teresa; Santos de la Sen, Antonio; Torres Muñoz, Margarita; Astudillo Calderón, Sergio; Alzahrani, Sabah
CICLOBIOMA es un Proyecto de Aprendizaje-Servicio de la Universidad Complutense de Madrid en el marco de la “Convocatoria Proyectos Aprendizaje-Servicio Complutense 2019” y del Convenio suscrito entre la Universidad Complutense de Madrid y el Ayuntamiento de Madrid de 4 de julio de 2017 para impulsar proyectos basados en el aprendizaje-servicio. CICLOBIOMA consiste en el planteamiento y el desarrollo experimental de soluciones a problemas científicos con enorme proyección y calado social, que se enmarcan en los Objetivos del Desarrollo Sostenible (ODS 11 y 12) y que tienen como meta reducir el impacto ambiental negativo de las ciudades mediante el aprovechamiento de residuos agroalimentarios para la producción de biomateriales y para la obtención de compuestos de alto valor en diferentes industrias.
Biological activity in metal-contaminated calcareous agricultural soils: the role of the organic matter composition and the particle size distribution
(Environmental Science and Pollution Research, 2014) Martín Calvarro, Luisa; Santiago Martín, Ana De; Quirós Gómez, Javier; González Huecas, Concepción; Quintana Nieto, José Ramón; Vázquez, Antonio; López Lafuente, Antonio Leovigildo; Rodríguez Fernández, Teresa M.; Ramírez Vera, Rosalía
Organic matter (OM) plays a key role in microbial response to soil metal contamination, yet little is known about how the composition of the OM affects this response in Mediterranean calcareous agricultural soils. A set of Mediterranean soils, with different contents and compositions of OM and carbonate and fine mineral fractions, was spiked with a mixture of Cd, Cu, Pb, and Zn and incubated for 12 months for aging. Microbial (Biolog Ecoplates) and enzyme activities (dehydrogenase, DHA; β-galactosidase, BGAL; phosphatase, PHOS; and urease, URE) were assessed and related to metal availability and soil physicochemical parameters. All enzyme activities decreased significantly with metal contamination: 36–68 % (DHA), 24–85 % (BGAL), 22–72 % (PHOS), and 14–84 % (URE) inhibitions. Similarly, catabolic activity was negatively affected, especially phenol catabolism (∼86 % compared to 25–55% inhibition for the rest of the substrates). Catabolic and DHA activities were negatively correlated with ethylenediaminetetraacetic acid (EDTA)-extractable Cd and Pb, but positively with CaCl2, NaNO3, and DTPA-extractable Cu and Zn. Soluble OM (water- and hot-water-soluble organic C) was positively related to enzyme and catabolic activities. Recalcitrant OM and fine mineral fractions were positively related to BGAL and PHOS. Conversely, catabolic activity was negatively related to clay and positively to silt and labile OM. Results indicate that the microbial response to metal contamination is highly affected by texture and OM composition.
Problem-based learning and the use of new learning-teaching methodology
(Proceedings of INTED 2010 Conference, 2010) Ávalos García, Adolfo; Martín Calvarro, Luisa; Pintos López , Beatriz; Pérez-Urria Carril, Elena
The introduction of new methodologies of teaching-learning in the Spanish University system is a revolution since it supposes to think in a new university, new methods, new role for the students and the faculty staff, material and personnel resources, really, a new University based on the quality of teaching, the learning and the continuous formation. The reform that supposes the European convergence has made in the recent years necessary to adapt the subjects to ECTS system for which the pilot groups and courses have been an extraordinarily valuable element, an indispensable work to reach the organization and the structure of the new Degree Studies and, on the other hand, to try the new methodologies of education and learning. Until now, , the knowledge transmission in the Spanish Universities has been based essentially on the mere exhibition of conceptual contents, having been the work of the student very limited to copy notes, to memorise data and concepts and to reproduce them in written examinations. The new concept of the university studies introduces new practices of quality in teaching that transfer the attention to the process of learning of the student who determine the activity of the teacher changing his role in the process. Therefore, the teacher becomes guide and support of a learning process that necessarily must motivate, foment the work and the self-training, all this related to the reasoning thought and to the professional reality. We understand that implementing the new educational methodology that grants an active paper to the student and a director role, as guide and adviser, to the teacher, implies the use of information and communication technologies that make Virtual Campus UCM an essential tool that it comprises inseparable of the methodology. In our educational work we granted some students works a new dimension in Virtual Campus UCM incorporating them to a web page and, on the other hand, we followed the line of active participation of the students and old students through the presentation of seminaries. Finally, we develope the learning-based problems using two types of cases: 1) cases presented by specialists to be analyzed by the students and used by the teacher as guide to reach objectives of knowledge, 2) cases presented/displayed to the students after its resolution applying principles and procedures.
Learning in the laboratory: experiences in an hybrid between the expository and the inquiry laboratories
(Proceedings of INTED2013 Conference, In Proceedings of INTED2013 Conference, 2013) Gómez Garay, Aranzazu; Pérez-Urria Carril, Elena; Martín Calvarro, Luisa; Ávalos García, Adolfo; Pintos López, Beatriz
There are distinct styles of laboratory instructions in chemistry education which can be applied to biology: expository, inquiry, discovery, and more recently, problem-based. This work is focused in a hybrid type between the expository and the inquiry laboratories. The process consists of two phases: - First, learners were trained in an expository laboratory. All the students at the first course participate in this training. Within this learning environment, the instructor defines the topic,relates it to previous work, and directs students’ action. - Later some students voluntarily participate in the inquiry laboratory. Inquiry-based activities are inductive. They have an undetermined outcome and require the learners to generate their own procedures. They are more student-centred, contain less direction, and give the student more responsibility for determining procedural options than the traditional format. The aims (as general statements of what the teacher intends to achieve), and the objectives (as specific statements of what the students should be able to accomplish as a result of being taught in the laboratory) of this “hybrid” laboratory were analyzed and discussed.
EstuPlan: Methodology for the development of creativity in the resolution of scientific and social problems
(5th International Conference on Higher Education Advances (HEAd’19), 2019) Astudillo Calderón, Sergio; de Diez de la Torre, Laura; García Companys, Marina; Ortega Pérez, Nora; Rodriguez Martínez, Victor; Awad Alzahrani, Sabah; Alonso Valenzuela, Raquel; Ávalos García, Adolfo; Cifuentes Cuencas, Blanca María; Esteban Carrasco, Alberto; Gómez Garay, Aranzazu; Martín Calvarro, Luisa; Martín Gómez, María Soledad; Pérez-Urría Carril, Elena; Pintos López, Beatriz; Solís González, María Teresa; Torres Muñoz, Margarita
Creative thinking is necessary to generate novel ideas and solve problems. "EstuPlan" is a methodology in which knowledge and creativity converge for the resolution of scientific problems with social projection. It is a training programme that integrates teachers, laboratory technicians and PhD students, master and undergraduate students which form working groups for the development of projects. Projects have a broad and essential scope and projection in terms of environmental problems, sustainable use of natural resources, food, health, biotechnology or biomedicine. The results show the success of this significant learning methodology using tools to develop creativity in responding to scientific and social demand for problem-solving to transfer academic knowledge to different professional environments. Bioplastics, Second Life of Coffee, LimBio, Algae oils, Ecomers, Caring for the life of your crop and Hate to Deforestate are currently being developed.