Abstract:

Introduction:
The importance of significative learning in higher education is a matter of particular concern. The aim is to overcoming the master classes for more experiential classes than help students to internalizing competencies, knowledge and skills.

The experience of a third-year subject of Pedagogy is presented, based on student-centered learning.

Methodology:
The course is organized in face-to-face sessions and virtual work. The evaluation is organize on 4 ways:
a) exam;
b) group work;
c) face-to-face practices and
d) participation; in each task, the student is the protagonist

a) Exam: in the face-to-face sessions two hours a week, are devoted to the key concepts, where explanations are combined with activities. Students, after each session, can ask possible exam questions
b) Group work: a key element of this subject is conflict management. Students must raise a case that can be mediated and record a video by performing the proposed mediation. This video is accompanied by an educational guide
c) Practices: Two biweekly hours are scheduled and the group is divided in two subgroups. During the first hour, activities related to the key concepts are carried out, while the second hour is dedicated to holding discussion groups on the main conflicts. A learning dossier is prepared with reflections from each discussion group.
d) Participation: students can participate either essentially, for example, being the coordinators of the discussion groups or virtually, through the participation of the specific forums on each topic

Conclusions:
The evaluations of the students are highly satisfactory, in addition, they are specific to their learning.

Keywords:

Higher education, significant learning, innovation.