Abstract:

The adaptation of European universities to the European Higher Education Area (EHEA) entails not only the modification of curricular programmes and the names and durations of degrees but also the incorporation of new teaching strategies aimed at ensuring students acquire transversal skills and aptitudes and to increase student protagonism in the teaching-learning process. This work describes the strategies employed to implement the European Credit Transfer System (ECTS) in the 'Safety in Robotics and Automation' course on the Automation and Electronic Engineering Degree. These strategies include: the use of e-learning tools (http://www3.uco.es/moodle/); the modification of assessment systems; the implementation of on-line and collective tutorials; and detailed planning of students’ workloads. In addition, a comparative study between the results of applying these new educational strategies opposite to the obtained ones with the traditional methods is described.


Methodology
Two survey were carried out to students: the first one was a weekly survey about the time that the students had spent in the proposed activities, which were the feedback to consider the annual time; the second one was general survey about the course executed at the end of it and question about usefulness subject and the activities were asked.

Keywords:

software engineering education, software project, computer-assisted education, ects, tic's.