Universidad de Cantabria (SPAIN)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 5312-5314
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
The entrance of Spanish University System in the European Higher Education Area (EHEA) has brought with it a number of changes and challenges for teachers. These include the establishment of a common credit system that allows comparison between qualifications and promote student mobility. Adapting Spanish credits' systems to the European Credit Transfer System (ECTS) has revolutionized both teachers and students as the system passes to count every credit hours taught by the teacher in hours of student work. The change in the definition in the workload has been significant. It has gone from a measure on the teaching load of a teacher evaluation unit volume of student work. This change also results in a change in the angle of vision of our education system going from teaching focus to student-learning focus. Also, among its EHEA objectives arises the challenge of ensuring quality in higher education with comparable criteria and methodologies. Given these challenges, we believe collaboration among different disciplines is necessary when defining and implementing new teaching methods or approaches, and their subsequent evaluation and verification of students’ results. Hence the idea of designing a study, starting from the Faculty of Education, in order to discuss these requirements in relation to assessment and methodological aspects in different degrees. This paper presents the initial stages of planning and design of the study developed in several degrees from the University of Cantabria.
EHEA, ECTS, interdisciplinary cooperation.