Abstract:

During this last decade we have attended to different ways of implementing the European Higher Education Area in the set of Spanish public and private universities. In this communication we discuss how different innovative teaching methodologies have been implemented taking advantage of the extension and implementation of new technologies. We could say that the real implementation of the EHEA in the different faculties of our country has depended on four fundamental aspects; Firstly, the investment in equipment (modification of classrooms, enabling of computer rooms, availability of consumables, etc.). Secondly, clearly and unequivocally of the will of the corresponding academic body, the Department, and the will of the teaching staff. Third, the trade-off between research incentives, clearly defined and measurable, and the incentives for teaching innovation, less defined and recognized. Lastly, and specifically in multi-group teaching, in the departmental decision of whether all students have to be trained and evaluated equally in terms of content and competences (restriction on academic freedom) or, on the contrary, Different students can be trained and evaluated in different ways with respect to content and competences of a given discipline, depending on the group in which they study (absolute freedom of chair).

In a second part of the communication, we explain how, with a coordination effort, homogeneity can be maintained in the student's training process, taking into account their personal specificities and, applying new technologies, implementing a continuous training-assessment model in line with the parameters of application of the EHEA. Thus, in the case of the subject of Economic and Business Statistics II of the Degree in Economics of the University of Barcelona, ​​we monitor the training of between 400 and 450 students applying the following combinations of teaching methodologies: Just in time teaching, in which the Student has instantaneous information of their training-evaluation process, the following activities are carried out: work with video exercises to guarantee the homogeneity in the notation and interpretation of results of all the students independently of the teaching group; questionnaires in class via Socrative, to promote the process of continued study, class attendance and specifically work on the foundations of the discipline. Third, two computer practices where each student has a specific database and a specific statement and, as a result, has to obtain specific results. Another type of methodology that we use is the Flipped Classroom, whose main objective is to promote autonomous learning, the observation of other types of notations and other ways of understanding the statistics explored in the classroom and the group work so that they learn some of the others empowering pear-to-pear learning. Finally, a methodology that we consider to be particularly important from the point of view of coordination is the master class, which allows us to be a meeting point, a guide for those students that are less proactive and that brings together all the aspects included in the different activities that have been based on other learning methodologies.

Keywords:

Active Learning, Teaching Innovation, Large Teaching Groups, Flipped Classroom.