Abstract:

A good definition of collective intelligence is one given by the experts of the Centre for Collective Intelligence of MIT that defines it as “groups of individuals who do things collectively in an intelligent way”. This definition fits perfectly into the objectives of the subject of Physics in the Degree in Engineering of Construction, where the aim is to prepare students able to resolve problems related to the exercising the profession through efficient information search with a help of classmates.

Collaborative learning consists of an open and flexible methodology that permits to adapt to new formats of the XXI century encouraging the use of ICTs in the classroom. All this related with Physics in the Degree in Engineering of Construction aims at the search for alternative solutions of stated problems and the inclusion of simulation tools and calculation software for the solution of teaching practices.

The use of collective intelligence systems enhances the necessity to share the information and create innovative solutions. Thus, the creation of networks, educational platforms, on-line notes, video tutorials…etc., improves the quality of the subjects and helps new students to approve first year subjects where the dropout rate are so high in the Degree in Engineering of Construction. It is not about uploading notes as in well-known tool Moodle, but about instilling working values in the students so the generated information can be useful for them in the future, for their training as graduates and for improving teaching process for future courses.

The subjects of Physical Mechanics and Physics of Facilities that are given within the program of the Degree in Engineering of Construction at the Higher Technical School of Construction have one of the highest failure rate in the first course. For this reason, the teachers endeavor year after year to improve these results and to make the subject more attractive for the first year students. In spite of this, adjusted schedules, overcrowded classes, lack of recourses in the laboratory and high teaching load are some of the inconveniences that hinder the proper impartation of the subjects as it is not always possible to perform all the problems and exercises required for an exam during the class time. The inclusion of active methodologies such as collaborative learning, where the teacher act as a guide during the process of teaching-learning, orienting students and providing tools so that the knowledge is gained through individual effort of the student and collective work with the classmates, is crucial for improving the quality of university educational system and for getting better academic results.

This research shows the results derived from the application of the collaborative methodology that increases student’s motivation and personal autonomy, with the advantage of encouraging the learning among the equals and eliminating the refusal to ask in the classroom in the first years of the university. Moreover, it includes the guidelines for competency assessment in the university, giving examples of rubrics and opening way to possible interdisciplinary works. The paper also includes numerous digital recourses and platforms where the information can be shared, including a temporalization and a guide of good practice that can be useful for future teachers in integration of this methodology in university classrooms.

Keywords:

Collaborative learning, physics, new technologies, social networks.