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J.C. Santamarta1, M.P. Arraiza Bermudez-Cañete2, J.V. López2, F. Ioras3

1Universidad de La Laguna (SPAIN)
2Universidad Politécnica de Madrid (SPAIN)
3Buckinghamshire New University (UNITED KINGDOM)
The educational model in higher education has changed in the last 10 years, common strategies and methods of teaching are replaced by digital techniques that enable a better understanding of complex issues that can be treated in a Master Degree in Engineering or Sciences. These techniques also provided on-line learning with minimal presence of the teacher who acts as an intermediary between information and the student. The tools used range from the documentation repository, with no interaction with the student, which would be the 1.0 environment, to information platforms with more interaction, like forums, interactive multimedia, simulations and finally the teacher's blog. Finally, the OCW (Open Course Ware) for self-learning should be the last step of the documentation generated for conventional courses, reviewed and revised every year. In the dynamic environments of teaching, the teacher must act as a dynamizer and direct the independent and critical learning of the students, and should also select appropriate strategies, depending on the subject, which can be more profitable. All this technology is available to make this 2.0 stage, a reality now, and it should be adopted by public colleges and universities so that they can survive in a changing world. In this paper we analyze teaching experiences in implementing these concepts in technical education programs in two universities (Masters), La Laguna (ULL) in Tenerife and UPM in Madrid, both in Spain. This work has been funded by the Education, Audiovisual and Culture Executive Agency (EACEA), as an Erasmus Multilateral Project through project number 517629-LLP-1-2011-UK-ERASMUS-EMCR.