Abstract:

From the perspective of teaching-learning model according to the European Higher Education Area (EHEA), and based on a more autonomous learning by students, the idea of a teaching innovation project that will generate educational resources for the subject "Assessment and Correction of Environmental Impacts." Specifically, this work arises from the need of providing study material adapted primarily to those students with special difficulties to attend face-to-face classes, usually for work reasons, and that need to have the flexibility and methodologically appropriate teaching resources to enable them some guarantee of success without a mode of classroom study. In addition, this material would be available to the rest of students that are able to attend classes in an ordinary manner, greatly facilitating their learning.

According to this approach, there have been the following:
• Creation of educational materials related to the theoretical aspects of the subject. In addition to adapt and develop the content for the different thematic blocks, teaching resources have created using the facilities offered by the multimedia platform (forums, chats, email, …). So, students participate in different activities that have been scheduled.
• Creation of a tutorial that let the students, step by step, guide in the preparation of their own environmental impact assessment, fundamental to overcoming the practical part of the course.
• Preparation and scanning of the indicators (around 100) needed to solve different practical cases raised.
• Establishment and solution of different practical cases related activities and projects of interest that have potential environmental impact, adapted to the different degree courses currently in.
• Making the necessary arrangements for the use of Impro4 software to be used in the development of the practical part of the course.
• Conduct a satisfaction questionnaire to determine the usefulness of the materials made available to the students.

Through this survey of students opinions it has been possible to develop a short reflective report on the positive aspects or those weak points that could be improved.

As for the survey it can be concluded that 100% of students said they were adequately informed of the objectives and methodological criteria, at the same way everyone agreed that the content taught were useful both for training and for conducting environmental impact assessments. 90% of students surveyed reported that the tutorial was a great help. Finally, we should mention that no student indicated the worst option among all asked in the survey.

Keywords:

Environmental impact assessment, Repository, Tutorial, e-learning.