Abstract:

This paper is the result of a collection of experiences of the Technical University of Madrid (UPM) who is progressively redesigning some courses from being classroom learning to blended learning or even entirely distance learning with the use of Learning Objects. A Learning Object (LO) can be defined as an independent structure that contains objectives, learning activities to achieve these objectives, and also a method of self-evaluation. A LO is developed with the use of information and communication technologies (ICT) that give this object different characteristics such us reusability (not only by the author, but also by other teachers from other universities), interactivity, accessibility and validity for a certain period of time. The use of LO allows to progressively achieve the curriculum objectives and the easily reconfiguration of a course or part of a course according to the instructor’s requirements.

The originality of this work is due to the variety of course material, not only because of its subjects, but in other aspects of great practical importance such as the number of students attending the courses, their engineering background and level, …, which make up a heterogeneous scenario that contribute to the value of their experience. The objective is to improve the learning process and to include new information and communication technologies into education and evaluation.

This paper describes how this redesign has been carried out and how it has been implemented in the different subjects involved in the experience. Furthermore, changes that have been introduced after analyzing the first results and feedback between subjects are also described.

After redesigning the subjects and once the courses have been given under this new format, the task of assessment of the teaching methodology has been tackled. For this purpose, a set of questionnaires has been jointly developed by the teachers, and the students have answered them following a fixed schedule. This assessment process involves previous knowledge of students, prospects about the subject, questionnaires that deal with the course of the classes (critical events) and final questionnaires that analyze whether the goals and prospects have been attained.

Finally, results of success rate are shown on those subjects that have used the new methodology, at least, during one academic year.

This way, differences between subjects have been analyzed deeply. Positive and negative aspects of the approach used in each one and students perception of this methodological change are other aspects that have been assessed.

This process provides an appropriate framework for sharing experiences and ideas between teachers of different subjects and Engineering Schools of the University. This synergy makes his progress easier. Furthermore, teaching tools are analyzed in order to determine which ones can be extrapolated to other subjects and which ones cannot, because of their different approach and characteristics (academic year in the syllabus, theoretical or practical nature, number of students, etc).

Keywords:

learning objects, e-learning, b-learning, assessment.