Abstract:

The development of ICT is causing a revolution in today´s society. In the wave of this ICT development, the educational systems are affected; for example the UPV uses SAKAY to support the learning processes of our students. At the beginning teachers have the freedom of using this system or just follow the classical tools.
One another point to take into account is related to the situation of our subjects, due to the Bologna process our subjects are facing an internal revolution, for us the process changes from a focus on the teaching process to a focus on the learning process. In this context same of us decide to have a slow transit from one point to the other.
We focus on the subject “Creación y Gestion de Empresas Informaticas” (creating and managing ICT companies), with same special situations like the diversity of our students (different careers).
The more traditional process starts with offering the information to the students, readings and classes where the teacher talk about the items in the subject, following this step, in practical classes students are asked to follow a fixed process to experience a concrete situation. Then students must study and analyse their experiences and then they are evaluated with an exam. We don’t believe subjects can follow this process exactly but it was a typical model. The problem is that rote learning is compatible with this situation, while usually, the higher education requires a more meaningful learning.
In the transit to a new model we structure the subject based on same traditional test, cases based on films, problem based learning and active learning. In this paper we discuss these methods, the way we implement them with the support of ICT and the results obtained.

Keywords:

ICT, SAKAY, active learning, films to learn, problem base learning.