France wanted to be the world centre of science and culture at the time of the Universal World Exhibition in 1900 and therefore welcomed several international congresses to Paris that year, including the VIII International Geological Congress. Some of the participants and organisers of this meeting are described and the participants and contributions are analysed by country. Topics in physical geography, tectonics and mineral deposits attracted particular attention. The main Congress themes are described and details of the numerous field excursions are also provided. No major scientific advances occurred as a result of the Congress but it provided the opportunity for valuable exchanges of information and ideas and impetus to several fields.

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Resumen-Cuando los profesores se involucran en Innovación docente en asignaturas desarrolladas en evaluación continua, con actividades semanales diferentes, puede acabar habiendo por un lado muchos recursos (videos, libros, apuntes digitales, audios, etc), y por otro varias herramientas generalmente informáticas (Moodle, Telegram, Kahoot, foros, etc). Esto produce que muchas veces los alumnos no las presten atención al encontrarse saturados. Este fenómeno puede ser mayor en las asignaturas que procuran acumular conocimiento de profesores y alumnos (neuroasignaturas). Para evitar este abandono se procura diseñan herramientas aglutinadoras. En este estudio se presentan dos. El primero es una web para acceso a los videos docentes ordenados, que evita que aparezcan videos no docentes que distraigan al alumno, y el segundo es una app para dispositivos móviles, a través de la cual se puede acceder a todos los recursos y herramientas de la asignatura. Los resultados son alentadores, pues los alumnos atienden mejor al ser más fácil estar pendiente de todos los recursos y herramientas a la vez accediendo a ellos desde un mismo lugar gracias a la concentración de los mismos.

The CDIO Initiative (Conceive, Design, Implement, Operate), successfully adopted in those engineering disciplines where the final result is the design and engineering of an innovative product, had not achieved such penetration, however, in other areas such as mining, metallurgy, or civil engineering where conception, design, and implementation do not result in a product, but in a complex process or system (e.g., mining extraction). Since 2015, financed with funds from the European Union, different projects have been developed to implement this methodology in these areas, which have continued later with the universities' own funds. The objective of this work is to show one of these projects of the educational innovation group "Innovatio Educativa Tertio Millenio" of the Technical University of Madrid during the past academic years 2019-2020 and 2020-2021, working with two specific techniques such as active learning and design thinking. By making students solve real problems and come up with realistic solutions, they worked on key competencies and could experiment without fear of failure.