ANALOGUE-DIGITAL TEACHING: APPLICATION OF NEW TECHNOLOGIES TO LEARNING AND CONTINUOUS EVALUATION IN TECHNICAL SUBJECTS IN ENGINEERING AND ARCHITECTURE HIGHER EDUCATION
Teaching technical subjects on Architecture and Engineering has been developed traditionally using lecture and master class methodology. During them, the professor presented the content using the resolution of practical problems as a complement for theoretical reasoning.
This sessions were generally support by an analogic resource: the blackboard. In recent years, despite the introduction of new technologies in the classroom, this methodology has become more static. In most cases, the explanations have been supported only by slides created with the assistance of computer programs, making into minority the use of the blackboard. This has produced the generalization of “death by PowerPoint” phaenomenon. With regard to evaluation systems, there have been no substantial changes between these two different teaching methods despite the widespread implementation of competency-based learning system introduced by European Higher Education Area (EHEA) since 1999. Learning of students continues being verified by the realization of a final exam about the theoretical and practical contents of the subject.
This paper presents a teaching methodology focused on encouraging active student participation both during the course of the class and outside. The application of learning for information and communications technology (ICT) makes its essential basis. Simultaneously, a continuous evaluation system capable of maintaining the attention on the subject has been implemented. The static attendance combined with traditional evaluation systems by a final exam produces an accumulation of information by the student revised and learned just to pass the final exam. This scheme has been changed getting a higher motivation of students to the continuous learning process. This system has been applied since the 2012/2013 academic year in technical subjects of Bachelor in Architecture in the Universities of Malaga and Seville through an Educational Innovation Project financed by University of Malaga.
Results obtained by this experience show an increasing involvement of the student during the course of the classes as well as a better engagement during the whole semester. In addition the using of this methodology has had a positive impact on the pass rate of subjects being involved.