Abstract:

Given the situation experienced during confinement due to the COVID19 virus, teachers found themselves in the need to teach part or all of the program of our face-to-face subjects online. In the last two years we have been recovering face-to-face teaching, but without abandoning the mechanics of developing materials that can be used in a non-face-to-face way to complement our teaching and promote the autonomous learning of students.

The aim is to develop support material that allows the student's autonomous learning in subjects related to optics and optometry. This material would be applied in both blended and non-face-to-face activities. We intend to implement material as a support tool for face-to-face teaching, which can be used autonomously by the student during classes and outside the usual teaching hours (detailed explanation of content that is usually difficult to understand, planning of extra activities...). On the other hand, we also intend to design material so that the student can carry out problem/computer/laboratory practices remotely (videos, scripts, software...).

We have proposed this teaching experience in two phases. The first phase is based on the coordination of the group of teachers to carry out the design of the necessary materials (presentations, videos, spreadsheets, software...). Sharing allows teachers to receive feedback from the rest of our classmates, so that we can enrich our proposal with the application of techniques and resources that have probably been tested in other subjects. The aim is to guide the support material to be used autonomously by the student of various subjects (face-to-face, semi-face-to-face and/or non-face-to-face). In addition, it is intended to develop use, opinion and satisfaction questionnaires for students, also collecting the students' preference for the type of teaching and methodology received. In the second phase we intend to apply two teaching methodologies based on the two types of materials designed. Meth1: the students of the subjects involved will receive teaching in part of the practical sessions in person and will also work during part of the schedule as if it were not in person, using the designed support materials. Meth2: support materials must be used by students outside of face-to-face class hours. In both cases, the objective is for the student to work autonomously, using the corresponding materials designed for blended or online teaching. In the first phase, the aim is to carry out the coordination between the teaching staff of the subjects and the preparation of the materials necessary for teaching, as well as the satisfaction questionnaires. In the second phase of this experience (according to the calendar of each subject involved), the aim is to collect the necessary data to evaluate it, in a systematized and scientific way, in the form of student surveys. Furthermore, teachers will assess, comparing the results obtained in the evaluation tests of these activities with those of previous courses, whether the use of the online material has made it easier for the student to carry out the proposed activities. They will also assess whether the understanding of the concepts and procedures has improved, as well as the time allocated to their completion.

We hope that the experience acquired, both by teachers and students, will allow us to design materials that can enrich the teaching experience and facilitate the autonomous learning of the student.

Keywords:

Blended teaching, online teaching, support materials, autonomous learning.