EVALUATION OF THE MATERIALS COURSE IN THE NEW ECTS PROGRAMME. COMPARISON OF ROMANIA AND SPAIN EXPERIENCE
1 Universidad Politecnica de Valencia (SPAIN)
2 University of Oradea (ROMANIA)
3 Univerisity of Transilvania din Brasov (ROMANIA)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
Abstract:An increasing number of new learning techniques is being used and implemented in the new studies ECTS. The student's educational development has moved from teaching to learn. Teaching techniques used as cooperative work, in which techniques are working in formal and informal small groups. Cooperative learning requires a division of tasks among the group. For example, the professor poses a problem and indicates what to do each group member, each being responsible for the solution of one part of the problem. Cooperative learning is the instructional use of small groups where students work together to maximize their own learning and that of others. The collaborative approach requires further prepared to work with groups of students. Applications of learning techniques based on the case. The Case Method (CM), also called analysis or case studies as learning technique originated at the University of Harvard (about 1914), so that law students in learning the laws, will face real situations and had to take decisions, assess performance, make judgments founded, and so on. Problem-based learning (PBL) is one of the methods of teaching - learning that has taken root in most higher-education institutions in recent years. The project-based learning group is characterized by the Professors and students do group work on real issues that they have been selected according to their interests. Project-Based Learning involves forming teams of people with different profiles, disciplinary areas, professions, languages and cultures working together to carry out projects to solve real problems. These differences offer great opportunities for learning and prepare students for work in an environment and a diverse and global economy. For the results of work by a team under the Project-Based Learning to be successful, it requires a defined instructional design, definition of roles and fundamentals of design projects.
Techniques have been applied to assessment as: Written examination: It May be applied to closed book or open book. Questions should be designed to ensure transfer of skills to similar problems or issues.
Practical exam: They are used to ensure that students are able to apply skills learned during the course. Concept maps: Students represent their knowledge and cognitive growth through the creation of logical relationships between concepts and their graphical representation.
Co-assessment: The student receives an evaluation categories guide who helps in the process of evaluating your partner.
Evaluation of the Guardian: guardian feedback regarding the way in which he participated with group. Be given by the group or by an external observer Oral presentation: The ABP provides students an opportunity to practice their communication skills.
Report writing: It Allows students to practice communicating in writing
Objective structured clinical examination (OSCE): Objective Structured Clinical Examination
Portfolio: Collection of student work that reflects the history of their efforts; how is their evolution, reporting processes, their blogs, their designs, the result of their work. There are several types, from those who are led by the tutor to those who are led by the student. They are a tool for learning. The unusual weight to each section is given in the subject of "Materials" on distinct aspects of learning in Spain Romania, and system has been studied in this work.
Keywords: ECTS evaluation, PBL, CM.