About this paper

Appears in:
Pages: 4483-4489
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

IMPLEMENTING LAMS AS A VALID LEARNING AND ASSESSMENT TOOL TO DEVELOP ANALYTIC AND SYNTHETIC THINKING: A CASE STUDY IN CHEMISTRY

Student-centered learning (SCL) has emerged as an alternative approach in Higher Education within a new curricular reform focused in the development of learning outcomes as a fundamental basis for life-long learning (LLL). This new scenario has forced to the adoption of new learning strategies where assessment tools need to be adjusted according to the current model of instruction. In addition of knowledge, assessment of intellectual, professional and generic skills are mandatory to assess at this moment, as well as support student involvement in assessment process, through promoting feedback, which conduct to a more formative approach. The recent technological possibilities have influenced the way to afford these issues, providing computer-based applications that reinforce the learning process. In this sense, the adoption of an educational platform provides an optimal environment in the designing and managing of mechanisms for the acquisition of key competences or skills by learners.
The article presents the use of a computer-based technology in order to develop and assess analytic and synthetic thinking, one of the most valued learning outcomes in science degrees. The study was conducted in a freshman chemistry course, and outlines the design of a contextualized lesson, created by LAMS (Learning Activity Management System) the well-known open-source educational platform, which was readily incorporated in classroom instruction through their integration in the recognized Learning Management System (LMS) Moodle. The use of LAMS has offered the opportunity to monitor students’ performance and to provide adequate feedback in different assessment points established along the sequence. Interestingly, the series of tasks described provides a standardized template which can be stored, adjusted or re-used for future educational purposes. According the collected results, studied skills were significantly enhanced by learners along with a high level of acceptance and satisfaction with the process.
@InProceedings{GARCESOSADO2012IMP,
author = {Garces Osado, A. and S{\'{a}}nchez-Barba Merlo, L.F. and Honrado D{\'{i}}az del Campo, M.},
title = {IMPLEMENTING LAMS AS A VALID LEARNING AND ASSESSMENT TOOL TO DEVELOP ANALYTIC AND SYNTHETIC THINKING: A CASE STUDY IN CHEMISTRY},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {4483-4489}}
TY - CONF
AU - A. Garces Osado AU - L.F. Sánchez-Barba Merlo AU - M. Honrado Díaz del Campo
TI - IMPLEMENTING LAMS AS A VALID LEARNING AND ASSESSMENT TOOL TO DEVELOP ANALYTIC AND SYNTHETIC THINKING: A CASE STUDY IN CHEMISTRY
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 4483
EP - 4489
ER -
A. Garces Osado, L.F. Sánchez-Barba Merlo, M. Honrado Díaz del Campo (2012) IMPLEMENTING LAMS AS A VALID LEARNING AND ASSESSMENT TOOL TO DEVELOP ANALYTIC AND SYNTHETIC THINKING: A CASE STUDY IN CHEMISTRY, EDULEARN12 Proceedings, pp. 4483-4489.
User:
Pass: