About this paper

Appears in:
Pages: 4759-4763
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1271

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

SUBJECT DESIGN THROUGH AN EXPERIENCE METHODOLOGY. GATHER GOOD PRACTICES TOWARDS A BETTER TEACHING

Many times, we focus all our efforts on: how to improve a certain lecture? What technique should I use? Should it be a master class? Should it be a teamwork activity? However, we usually pay less attention to the overall teaching methodology for the entire course.

To facilitate the design of a whole course we can understand the learning process as a pathway that the student will follow. In this pathway, the teacher designs the activities and chooses the techniques to reach the different learning objectives. The contents, skills and outcomes will be acquired by the students through that itinerary. Therefore, it is an experience methodology based on process.

General recommendations and basic values for a correct methodology can be:
i) the teaching-learning process should be perceived as positive. Both, students and teachers should enjoy lessons and course development. Ideally, lessons and activities should be a desired moment for both;
(ii) the teaching-learning process requires an effort, and this should be clear from the beginning. The positive approach makes us look at the course as an opportunity, so finally the effort is worthy;
(iii) it should meet the objectives of the course. At the end of the process, both students and teacher should feel they reach all the objectives, or even more, of the course;
(iv) it can be changed along the course. Contents, activities, timetable and assessment can be modified if it is necessary. The teacher can correct or adjust any part of the process to reach a better result. Students’ opinion is useful, therefore, they should be heard and their proposals should be appreciated what makes them more involved in the process.
(v) it should consider the learning style of the students. Contents, activities and assessment should be adapted to their learning style.
(vi) the contents and/or activities of the course can be synchronous or asynchronous and can be also inside or outside of the classroom, and the process should be adapted to each of them.
(vii) assessment should be chosen according the learning objectives, the contents and methodology of the course
(viii) In addition, the process should consider the previous knowledge of the students, the other subjects and be integrated with the general aim of the program and the institution.

A more specific considerations and characteristics of this methodology can be: (i) tutoring should be present along all the process. The teacher should guide the student through the designed pathway to achieve the goals of the course and. Information flow should occur at many different levels and directions (teacher - student, student - teacher and among the students). (ii) the techniques are not the aim, they are a tools of the process. No teaching technique should be considered good or bad by itself. Blended learning should be encourage. Digital and non-digital tools can be used depending on the purpose of the activity (iii) outcome based education should be considered and techniques should be selected to encourage student involvement in their own learning, including critical thinking, problem solving, knowledge of contemporary isues and any other outcome selected by the program or institution.

This approach to a methodology as an experience-pathway methodology tries to gather and structure good teaching practices and to emphasize the process, itinerary, tutoring, teaching techniques combination and student active participation.
@InProceedings{MERLE2017SUB,
author = {Merl{\'{e}}, H. and Ferriol, M. and D{\'{i}}ez, M.J. and Esteras, C. and Pic{\'{o}}, B. and Peir{\'{o}}, R. and Cebolla-Cornejo, J. and P{\'{e}}rez-de-Castro, A.M. and Leiva-Brondo, M.},
title = {SUBJECT DESIGN THROUGH AN EXPERIENCE METHODOLOGY. GATHER GOOD PRACTICES TOWARDS A BETTER TEACHING},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1271},
url = {http://dx.doi.org/10.21125/iceri.2017.1271},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {4759-4763}}
TY - CONF
AU - H. Merlé AU - M. Ferriol AU - M.J. Díez AU - C. Esteras AU - B. Picó AU - R. Peiró AU - J. Cebolla-Cornejo AU - A.M. Pérez-de-Castro AU - M. Leiva-Brondo
TI - SUBJECT DESIGN THROUGH AN EXPERIENCE METHODOLOGY. GATHER GOOD PRACTICES TOWARDS A BETTER TEACHING
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1271
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 4759
EP - 4763
ER -
H. Merlé, M. Ferriol, M.J. Díez, C. Esteras, B. Picó, R. Peiró, J. Cebolla-Cornejo, A.M. Pérez-de-Castro, M. Leiva-Brondo (2017) SUBJECT DESIGN THROUGH AN EXPERIENCE METHODOLOGY. GATHER GOOD PRACTICES TOWARDS A BETTER TEACHING, ICERI2017 Proceedings, pp. 4759-4763.
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