Abstract:

Higher Education in Europe is changing in the last years. The Bologna declaration and the definition of the European Higher Education Area (EHEA) have brought a change not only in organizational aspects but in the global vision of teaching. Learning-focused education constitutes a completely different framework in comparison to the classical teaching-focused one, and teachers need to learn how to deal with it. In the new scenario, students have to give a step forward and take an active and independent attitude towards his learning process. Reflection processes and critical thoughts are essential tools for them to achieve a higher autonomy. The implantation of the European Credit Transfer System (ECTS) implies considering (and evaluating) the time dedicated to learning as a whole, including face to face classes but also the time students dedicate on their own. This extraordinary change in the teaching-learning process requires the development of new methodologies in order to success in the achievement of the new objectives.

In this communication, a contribution to the change of methodology of the teaching-learning process in degrees of Engineering in line with the EHEA is shown. In particular, the subject Materials Science and Engineering of the Engineering of Industrial Design and Product Development of the University of Cádiz (Spain) is considered. A number of problems related to the case study teaching method have been designed, activities to stimulate critical thoughts have been developed and continuous evaluation has been introduced. Lectures have been reduced and team work has appeared as an alternative. Practical activities have been modified as well, with the aim to boost the student autonomy. Results of putting this new methodology into practice is discussed.

Keywords:

Education, EHEA, new methodologies.