Abstract:

The establishment of the European Higher Education Area (EHEA) is trying to change the modalities of learning from lecture to teaching methods based on new Learning and Knowledge Technologies (LKT). The use of LKT in education can easily develop key aspects of the EHEA, such as transparency and quality in learning, global assessment of student work and finally and perhaps most important, student autonomy. Thus, the Professor becomes a guide for students to facilitate their use of resources and tools they need to explore and develop new knowledge and skills among which are the new information technologies. Therefore, the Professor of today must be involved in the design and development of new content and distribution process, including virtual teaching platforms.

Up to now, the model of teaching has been applied to the group and not to the person, applying the same content for all, the same explanations for all and the same evaluations for all. This fact has been produced mainly by the lack of material and human resources. However,we are all different, so our way of learning has different ways of performing. From this point of view, teaching, especially didactics, should be structured according to the individual characteristics of each student, taking into account personal interests and motivations, individual learning processes and the continuous and individualized monitoring of each student in order to maximize student’s potential. This is the true attention to diversity. The transformation required by the university clashes with the lack of resources, but the introduction of LKTs makes it possible to advance in this way. The use of the Classroom Response Systems (CRS) allows to know in real time the level of the students and if they need any help from the Professor. Therefore, it allows developing an individualized education oriented to know what each student fails in so the Professor can influence their learning through different actions to get the student to understand all the contents and acquire all the competences of the course and thus improve their results. In addition, it also allows exceptional students who exceed the average and once understood all the contents can get bored in class, proposing new challenges that allow them to develop their full potential.

The Professor will follow up on the students' responses to identify the individual weaknesses with the aim of carrying out various interventions that lead to an improvement of the student's learning and performance.

In order to try to implement EHEA by improving students' attention and performance using LKTs, we developed the present project that aims to facilitate a mechanism for continuous assessment and increase student motivation, while not to overloading the Professors and at a very low economic cost. This tool also helps to invigorate the teaching against the passivity imposed by the traditional lecture. Our model allows all students to participate, while the current model only allows a few to be selected by the Professor to participate in the class. The methodology used was intended to increase the autonomy of the students in such a way that they will be able to build their knowledge in a future without the Professor. With the design of this methodology that implements the use of LKT by students we attempted to provide a framework for the participation, motivation and improved performance of students in their learning process

Keywords:

Clicker, Continuous Assessment, EHEA, LKT.