Abstract:

At present, proposals for new methods to improve the quality of teaching in Higher Education are progressively increasing. The innovative methodologies are combined with the application of assistive technologies that facilitate the participation of students, seeking a more attractive and motivating learning. Despite not having found the ideal combination, the trend of the teaching methodologies is based on the involvement of students in their own learning process by collecting the information necessary to acquire knowledge of the subject, while the teachers act as moderators. The purpose of the teaching/learning process is for students to acquire the knowledge, skills and goals set. For that purpose, tools must be used rationally and coherently and not in a routinely or inopportunely way, creating, at times, false expectations of learning

The objective of this work was to design an innovative teaching strategy to improve knowledge and overcome the difficulties that the university student presents in personal or group learning. The proposed teaching innovation method establishes a protocol for the students, based on the updating of some transversal competences (comprehension, deduction, relation of contents, oral and written expression), which allows the student to achieve a better learning of the subjects. Learning through the development of competencies is related to a deeper, more effective, lasting learning, capable of being better transmitted to others and that, on the other hand, can be extrapolated to professional situations for the problem solving and decision making, in the near future.

To reach this objective, pilot experiences have been carried out with a total of 34 students from 3 Food Science subjects of different degrees. Several ‘dynamic-tasks’ have been proposed with specific goals to developed by the students and supervised by the members of the teaching team, which have been delivered in video-clip format. The teachers responsible for each subject explained to the students the objective of the project, specifying in detail the teaching strategy and how they should apply it to be effective. Five ‘dynamic tasks’ were proposed related to 5 questions taught in the program focused on more complex concepts or that require a more in-depth study for an adequate understanding of the matter. Once assimilated by the student, they made a script for each dynamic task in the form of a dialogue, which was supervised by the members of the project. From these corrected scripts, the students recorded the video-clips, which were creatively set and delivered to the teachers of each subject. The stages in which the student is involved until the development of the video-clip allow knowing the quality and depth of the contents learned from the assigned 'dynamic tasks', considering it an adequate learning tool (video-based learning, VBL). Subsequently, the teacher held tutoring sessions with the students to improve the understanding of the information received, solve possible doubts and evaluate the knowledge acquired by the student in the learning process.

To evaluate the applied dynamic-teaching strategy, a questionnaire was made to the students who were implicated directly in the project. Students felt they were protagonists of their own learning and positively valued the participation in this innovation project, motivating teachers to continue including this type of activity as a new learning and understanding tool for university students

Keywords:

Video-clip-based learning, transversal competences, Higher Education, dynamic-tasks.