Universidad de Monterrey (MEXICO)
About this paper:
Appears in: EDULEARN09 Proceedings
Publication year: 2009
Pages: 2056-2063
ISBN: 978-84-612-9801-3
ISSN: 2340-1117
Conference name: 1st International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2009
Location: Barcelona ,Spain
Beginning in Autumn 2008 semester and consistent with a society where the use of information and communication technologies (ICTs) is a successful linkage between the labor market and the competent professional development, Psychology Department Director decided to incorporate in the final formative process the use of learning system WebCT. In order to accomplish this and based on the collegiate papers generated by the PEF-LPS Academy related to guidelines to execute projects with scientific excellence and research quality, that is, applied research (intervention programs) and basic research (experimental and descriptive, quantitative and qualitative investigation) and the criteria to assess them, a blended course was designed as a complement to the normal classes.
The Final Assessment Project (PEF, its acronym in Spanish) is an indispensible requirement for qualification at Universidad de Monterrey. The PEF, besides being approved by a beneficiary institution, must be evaluated by expert professors in the area, and by the career director.
The innovation consisted in the creation of a virtual enriched learning and tutoring environment to promote the development of professional skills. The students may self-monitor their performance, by solving problems in real situations with collaborative work using technology systematically and efficiently to work out authentic learning products.
In addition, counselors can provide follow up to questions, proposals and agreements.
Results of collaborative virtual work have been:
Equity in the educational process. The students are placed in equal circumstances in order to be tutored and assessed with the same academic requirements.
Systematic assessment with the consequent reduction in the time invested to calculate the score, as the valuation scale is both qualitative and quantitative and is predetermined in the rubric tool and the teachers only have to choose the corresponding option that fulfills each criterion.
Creation of virtual learning and investigative communities to produce knowledge as the students play an active role in their final educational process in a holistic and integral way.
Boosting the requirements of authentic learning, working in the development of professional skills and values related to the overall work culture. Integral education is driven by centering the focus of learning in practice.
Development of skills for learning throughout life, enabling the subsequent search of training and continued education.
education, competency based education, final assessment project, innovation.