1 University of Almería (SPAIN)
2 University of Cuayaquil (ECUADOR)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 8631-8635
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2138
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
This paper presents, from the point of view of learning, the results obtained in a subject that is taught following the philosophy of project-based learning. Each academic year, all the students of the teaching group develop, in a controlled manner in time and in procedure, a novel project (all students work in parallel on the same project), following a strict protocol based on the resolution of small issues, analysis , and adoption of the best solution achieved, with the idea of ​​continuing to implement the project based on the best solution found. With this methodology (an iterative process of issues definition, proposals implementation, in-classroom presentation of the proposals, and adoption of the best proposal), the students develop their ability skills to solve problems, work in groups, increase their critical sense, speak in public, and get an idea of ​​the way of working with which they will find in many companies, especially in those related to technology (which are the basic objectives of the subject). In addition, thanks to the continuous evaluation process, the students know their performance in the subject as they are studying it, which significantly increases the percentage of success. The obtained results compare objectively different academic parameters such as the number of students enrolled or the ratio of students who pass, before and after this new form of learning, showing a positive tendency. Students drop the classes rarely and the polling feedbacks show that their participation in class has been increased.
Project-based learning, collaborative development.