Abstract:

The coordination of activities is one of the most important points in the implementation of the new methodologies of the European Higher Education Area (EHEA), hence the need for its implementation and monitoring in the new degrees. Lectures must therefore establish a learning sequence based on the contents and competences that make up the syllabus of the subjects. In addition, the lectures must ensure that the education provided responds to the curricular forecasts so that students achieve the objectives and competencies corresponding to each degree. In addition, the lectures must coordinate and sequence the logical learning of the subjects that are being taught so that the contents of these subjects are not repeated, also not generating learning gaps. This problem is amplified when the subjects taught are very related to each other and share enough teaching content. This work proposes a coordination and sequencing of logical learning so that the content of the subjects Machinery and Manufacturing; Calculation, Design and Testing of Machines; and Advanced Machinery Design are not repeated further that neither exist learning gap. In this way it is achieved that the students who study Degree and Master of Industrial Engineering can acquire a greater knowledge in the design of machines as well as a better acquisition of the specific and general competences. The methodology that has been applied in this case consists of analyzing the contents of the related subjects to detect if there are learning gaps or unnecessary duplications and, if necessary, eliminate them by modifying the programs of the subjects in the future. The experience acquired in the application of this methodology has been very positive since it has been guaranteed that the specific and transversal competences have been adequately developed, as well as ensuring that the time sequence of the subjects in the curriculum is the ideal one.

Keywords:

Learning gaps, Duplicate teaching content, Sequencing of logical learning.