Abstract:

In recent years, with the Bologna Process implementation it has been necessary a significant change on the traditional learning models, forcing to make a review on the way of learning and on the topics and contents of the subjects. There is a new vision of the whole educational system defined learner-centred and not teacher-centred. For that reason, it is necessary that the teachers rethink their own practice, construct new classroom roles and expectations about student outcomes, and teach in ways they have never taught before - and probably never experienced as students.
The aim of this work is to share the processes carried out to change the subject of “Environmental Technology” in the Grade in Mechanical Engineering at Defense University Center (University of Vigo). The teachers want to improve the students’ learning process including new strategies. Such strategies are based on the consideration of different learning styles, such as cooperative learning or active learning, and on the incorporation of a dynamic of work with webquest, project based learning, etc. Moreover, the students have to prepare mandatory project team assignments in groups. Finally, different modalities of assessment of the strategies, such as peer tutoring, rubrics or questionnaires, are carried out.

Keywords:

Bologna process, learning process, peer tutoring, webquest.