IMPORTANCE OF THE HORIZONTAL AND TRANSVERSAL COORDINATION: COORDINATION EXAMPLES

The adaptation to the European Space of Higher Education has meant a deep change in the university education, in many aspects such as the degree organization, the contents and the teaching methodologies.

The overall objective of this work is to show the coordination on a Bachelor’s Degree in Sound and Image in Telecommunications and Master’s Degree in Telecommunication Engineering at the Polytechnic School of the University of Alicante. Both degrees are in accordance with the provisions of various ministerial orders establishing the requirements for verification of official university degrees that qualify for the practice of certain professions in Spain. To the Bachelor, the skills associated with the profession of Telecommunications Engineering, specializing in sound and image are defined, based on the skills covered by CIN/352/2009 order of 9 February (BOE of 20 February 2009). On the other hand, in the case of the Master, the skills associated with the profession of Telecommunications Engineering are defined, based on skills contained in the CIN/355/2009 order of 9 February (BOE of 20 February 2009).

Studies of previous knowledge have been carried out before entering the qualifications, evaluation of the learning time for every type of activity in every subject (attendance time and not attendance time), I change methodologies, criteria of evaluation, evaluation for competences, and evaluation of transverse competences between others.

The implantation of the Degrees: Bachelor and of Master, needs of a continuous evaluation and review from the point of view of its specific contents, planning, evaluation, etc. In order to improve the process of education - learning associated with every subject of individual form, and between subjects and qualifications.

During these years a process of horizontal coordination was carried out, ie course to course. With the launch of all courses of degree, coordination branched horizontal coordination and cross-coordination, the latter between courses and subjects.

The objectives of these coordination are, among others:
(i) linking teacher of the subjects of each course, and among them,
(ii) coordination of both degrees, Bachelor and Master,
(iii) indicate the relationships and dependencies between subjects and organize a file of recommendations between subjects, courses and degrees (Bachelor and Master);
(iv) planning schedules, methodologies, and agendas of the subjects of the two degrees;
(v) coordinating the ongoing assessment of all subjects in each semester and course; and
(vi) improving the organization of teaching, in terms of content, continuous assessment and semester per course.

Coordination results revert to the principal axis system of teaching learning students. Each course guides the subjects with the results obtained are suited.

This work, in general, is the compilation of various teacher research projects, involving the coordinating teachers of all subjects of the two degrees (Bachelor: 39 subjects and Master: 17 subjects) in each academic year and transversal projects in subjects related to electronic, acoustics, signal processing and communications, as well as the direction of departments and degrees.

To achieve the expected goals we have developed face and virtual meetings, where we found an interesting environment for collaboration. With this procedure the can detect problems and propose solutions that took place throughout each academic year in a more immediate an optimal way.