University of Murcia (SPAIN)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Pages: 2941-2948
ISBN: 978-84-695-3491-5
ISSN: 2340-1117
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
The different types of competences - specific to the subject, specific to the degree, cross-curricular- are crucial elements in the degrees adapted to the European Higher Education Area (EHEA). Mechanisms by means of which promoting both specific to the degree and specific to the subject competences are usually well defined. However, the means to acquire cross-curricular competences are more difficult due to the fact that they are neither knowledge nor skills belonging to a given subject.

In the course of Computer Studies Applied to Translation in the University of Murcia, skills of collaborative tools management, documentation tasks and information searching must be acquired as cross-curricular competences. To contribute to the acquisition of these skills and to foster self-learning, we have developed an experience in which, based on the use of collaborative tools, students will design, evaluate and share video-tutorials on some theoretical or practical subject issues proposed by the teachers.

In this paper we present how this experience has been orchestrated through collaborative tools and social networking Google +. Thus, this experience was developed as follows: the teachers proposed a number of specific theoretical or practical issues. Then, students chose one of those issues and, made ​​an explanatory video about that issue. Afterwards those video were shared among all the students and teachers along with a evaluation pool. Each student also had to watch the other students' videos and then fill in the respective evaluation pool that contained questions about the structure of the presentation, the language used, content correctness, and clarity of presentation.

In the paper we present some aspects of this experience: results of the evaluation pool, rating of the videos on Google + and a comparative analysis of the assessment made by both students and teachers.

As a result, we can highlight several issues. First, students have chosen videos of practical contents rather than theoretical ones. Second, the videos satisfy widely the minimum established criteria. Third, students have given higher scores than the teachers in specific criteria. On the contrary, the students' overall score on Google + is similar to teachers.

As a conclusion, we can mention that, on the one hand, they have acquired the cross-curricular competences previously mentioned and, on the other hand, students can choose the best tutorials which will help them to study and develop the work required in the subject.
Self-learning, cross-curricular competences, collaboration tools, video-tutorials.