University of the Basque Country (SPAIN)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Pages: 6251-6255
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
The new EHEA configuration implicates a new approach to qualifications and their study plans and introducing some changes in how teaching is understood.
The Bilbao University Teacher Training School chose a modular structure that strengthens the interdisciplinary aspect and cooperative work. All subjects corresponding to the same term make up a module, so that each subject will have its own academic field but it will surrender a credit to carrying out an Interdisciplinary Module Task (IMT). These credits will be supervised by the teaching team (group of teachers that are lecturing the students in this term) that will design and evaluate the interdisciplinary work to be done by the student.

In the first year of the Infant Education qualification, it was agreed to use Problem Based Learning (PBL) methodology to develop the IMT. This tackles different problems and their possible solutions, a report will be written following the accepted steps in this methodology and a teaching-learning proposal will be designed for the Early Years classroom, part of which will be presented to the rest of the students and teachers involved in the module.

Framework and design of the innovation
In this experiment (2nd term, module 2), the teaching team for the module is made up of 14 teachers working with 3 groups (160 students). This involves articulating an interdisciplinary task coordinated between the 5 subjects making up the module. To do this, different aspects to be taken into account were agreed upon: methodology (PBL with cooperative groups of 5-9 students), topic to be worked on (the role of the infant educator in consumption situations), scenarios, calendar, skills, objectives and evaluation criteria. These decisions, agreed on by the teaching team, were included in the Student Guide, handed out at the start of the term.

Three weeks were set aside to carry out the IMT in the classroom.

In the first week, the student groups chose the scenario, sized up the problem and agreed on the work schedule; also each tutor, in addition to guiding their own group, had the option to look in greater depth at the contents of their own subject.
The teachers' work was coordinated through the Moodle platform, including materials such as agreements, IMT guide, complementary documentation and class lists; forums were opened for information exchange.
During the 2nd week, interviews were held with the groups to monitor the task and the organisation of the final presentations. Along with these 2 weeks, a minimum of 3 tutorials were held to deal with any possible queries and reorganise the later phases.
The 3rd week was dedicated to the final representations. One of the criteria for these representations was working from the use of artistic discourses that conciliate modalities not usually used jointly, ways of communicating/expressing yourself that integrate thinking, emotion and action.

The scheme has turned out to be highly positive. Implication from students and teachers has been satisfactory, the average qualification score has been high (average of excellent) and the advantages of this methodology have been recognised despite the work load it imposes.
Education, Interdisciplinary, Innovation.