Innovative learning and teaching methodology in electronic technology area: A case of study in computer science university degrees

Inno a i e Lea ning and Teaching Me hodology in Elec onic Technology A ea A Case o S udy in Compu e Science Uni e si y Deg ees M. C. Rome o C. Baena I. M. Gómez M. P. Pa a F. Si ianes M. Valencia mc ome[email p o ec ed] [email p o ec ed] [email protected] [email p o ec ed].es si ia[email p o ec ed] manolo[email p o ec ed] Elec onic Technology Depa men Compu e Science Enginee ing School Uni e si y o Se ille A da. Reina Me cedes s/n 41012 Se ille (Spain) Abs ac —This pape desc ibes an expe ience ha has been ca ied ou by se e al p o esso s in di e en subjec s. Ou expe ience is amed wi hin he Fi s Plan in Teaching o he Uni e si y o Se ille. All in ol ed subjec s belong o he elec onic echnology a ea and om h ee Compu e Science deg ees. We p opose o use, in a combined way, some lea ning echniques: coope a i e lea ning as complemen o adi ional lea ning, ole-playing echnique and jigsaw echnique. We ha e conside ed a base me hodology bu in each subjec a a ian o i has been accomplished. We ha e used se e al e alua ion echniques, such as ecip ocal e alua ion, elec onic po olio and check lis s. Applying ou me hodology helps us o de ec lea ning p oblems be o e he e m ends. Also, in une wi h he amewo k o he Eu opean Highe Educa ion A ea (EHEA), ou me hology gi es a boos o de elop ans e sal compe ences as impo an as wo k (o s udy) managemen , empa hy and unde s anding o o he membe s in a wo kg oup, con lic esolu ion, capaci y o make decisions as well as coo dina e and communica e wi h o he membe s in a wo kg oup and also wi h he p o esso . Keywo ds-componen ; Inno a i e educa ion, e alua ion echniques, coope a i e lea ning, ole-playing, ecip ocal e alua ion, elec onic po olio. I. INTRODUCTION. BACKGROUND The expe ience desc ibed in his a icle is pa o a p ojec g an ed by he Uni e si y o Se ille’s Fi s Sel - unded Teaching Scheme. This p ojec ocuses on aspec s ela ed o he implemen a ion o he ole-playing echnique combined wi h coope a i e wo k. The asks ca ied ou unde his p ojec seek imp o emen in he lea ning p ocess o s uden s. The p ojec has been implemen ed in all h ee Compu e deg ees a he Uni e si y o Se ille: • Enginee ing in Compu e Science (ECS, 5 yea s) • Technical Enginee ing in Compu e Sys ems (TECS, 3 yea s) • Technical Enginee ing in Compu e Managemen (TECM, 3 yea s) The expe ience desc ibed in his a icle is a summa y o wha was implemen ed du ing he academic yea 2008 / 2009 in class oom g oups lis ed in TABLE I. The Fi s -yea cou ses a e all compulso y, while he hi d and i h-yea subjec s o s udy a e op ional. TABLE I. SUBJECTS OF STUDY INVOLVED IN THE PROJECT Subjec s o s udy Deg ee Yea Class- oom g oup Nº o s uden s Teache Compu e S uc u e and Technology II TECM 1º 2 87 M.C. Rome o Compu e S uc u e TECS 1º 1, 2 and 3 240 I.M. Gómez & M.P. Pa a Compu e S uc u e ECS 1º 1 and 2 150 C. Baena & M. Valencia Pe iphe al and In e aces TECS 3º All 120 F. Si ianes Ad anced Digi al Sys ems ECS 5º All 20 M. Valencia The con en o his pape is a anged as ollows. In he nex sec ion we ou line he mo i a ions o ou wo k. In sec ion III we iden i y ou main goals and, in sec ion IV, he me hodology ollowed o he execu ion o he wo k, which p esen s a ia ions in he di e en subjec s o s udy. In Sec ion V, we discuss b ie ly some o he esul s ob ained and, in sec ion VI, we inish by s a ing he main conclusions. 1217 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN II. MOTIVATIONS T adi ionally, exposi i e lec u es ha e been he mos common in uni e si y class ooms p omo ing, in mos cases, indi idual s uden lea ning. Wi h he implemen a ion o he EHEA [4], he Technical College o Enginee ing and Compu e Science a Uni e si y o Se ille joined in 2003 a pilo adap a ion p ojec , which, o e ime, has inco po a ed mos o he subjec s augh a he Technical College. Ou depa men has ac i ely pa icipa ed in his pilo expe ience om he beginning and du ing subsequen cou ses, inco po a ing in o hei cou ses di e en ongoing e alua ion mechanisms in line wi h he new Eu opean amewo k ([7], [8], [9] and [10]). In ou e o o imp o e s uden lea ning, du ing he las academic yea (2007/2008) we s a ed an isola ed expe ience in g oup wo k and in he cu en academic yea (2008/2009) we ha e implemen ed he p ojec en i led "Implemen a ion o he ole-playing lea ning echnique in g oups om di e en compu e science deg ees and cou ses”. Fu he mo e, in some o he g oups, he ole-playing echnique was combined wi h coope a i e lea ning ac i i ies. In he ole-playing echnique o ole exchange [7] s uden s adop a ole and a e encou aged o hink, ac and make decisions as hei cha ac e s would. This echnique p omo es c ea i i y, eamwo k, eading and o al and w i en communica ion. This is a e y e sa ile echnique ha can be applied in i ually all a eas o knowledge and enables he simula ion o eal-li e si ua ions. Mo eo e , as J. B. Cuseo no ed in [3], coope a i e wo k p o ides some ad an ages compa ed wi h adi ional lea ning, such as: • P omo ing he ac i e in ol emen o s uden s du ing he lea ning p ocess, • Gi ing impo ance o he in e ac ion o g oup membe s as a ool o inc ease he le el o lea ning (g oup and indi idual), • Reducing d opou a es in class ooms, • P omo ing c i ical hinking, • Inc easing s uden sa is ac ion in wha hey lea n and how hey lea n i and p omo ing mo e posi i e a i udes owa ds he subjec o s udy, • Achie ing be e academic pe o mance in science and echnical a eas, and • P epa ing s uden s o he wo kplace. In ou p ojec we p opose o combine bo h echniques aking he bes o each app oach. III. OBJETIVES Ou wo k ocuses on imp o ing he lea ning p ocess o s uden s s udying subjec s ela ed o Elec onic Technology wi hin Compu e Science, al hough wha is desc ibed in his a icle could be applicable o any o he ma e . In his pape we p opose i s applica ion o i e subjec s o s udy including: • Compu e S uc u e and Technology II (TECM), Compu e S uc u e (TECS) and Compu e S uc u e (ECS): all h ee a e compulso y subjec s o i s yea s uden s and ha e e y simila con en . They a e cou ses on compu e design and applica ions –o Digi al Sys ems in gene al– a RT (Regis e T ans e ) le el, and by c ea ing a b idge be ween ha dwa e and so wa e, hey de elop p og ams a he machine-ins uc ion le el (assembly). • Pe iphe als and In e aces (TECS) is a hi d-yea elec i e subjec ha aims o p o ide s uden s wi h knowledge abou speci ica ions and echnical li e a u e on pe iphe als p o ided by manu ac u e s o equipmen and p og ams; o sol e p oblems wi h pe iphe als and in e aces ound in an in o ma ion sys em, applica ion o ne wo k and o design and implemen a con ol so wa e o d i e o con ol pe iphe als. • Ad anced Digi al Sys ems (ECS) is a i h-g ade subjec also op ional ha deals wi h he ealiza ion o digi al sys ems wi h high speed and powe consump ion pe o mance using ad anced in eg a ion echnologies and high-densi y p og ammable ci cui s (FPGA: Field P og ammable Ga e A ays). As men ioned be o e, in o de o achie e his imp o emen in he lea ning p ocess wo di e en echniques ha e been join ly applied: ole-playing and coope a i e lea ning. They ha e no been applied exac ly in he same way in all g oups, as we will explain below. On he one hand, by applying he ole-playing echnique we a emp o p omo e empa hy and unde s anding o o he s, since all s uden s pe o m all de ined oles and a e able o pu hemsel es in hei pee s’ shoes. Pu ing i in o p ac ice con inuously du ing he academic yea , s uden s will be able o ecognize, in hemsel es and in hei pee s, hei capabili ies, a i udes, alues, and in some cases, o cha ac e ize hei conduc and ha o hei classma es. In addi ion, i encou ages s uden s o accep o he s, esol ing con lic s and de eloping esponsible decision-making skills. Fu he mo e, when combined wi h collabo a i e wo k, he de elopmen o abili ies ela ed o he i e ing edien s o coope a i e lea ning is encou age [6]: posi i e in e dependence, indi idual accoun abili y, ace o- ace in e ac ion among he pee g oup, in e pe sonal and g oup skills (such as coo dina ion and communica ion) and g oup e lec ion. All hese abili ies can be conside ed wi hin he ans e sal skills pu o h by he EHEA and i s p ac ice enables s uden s o en e he wo k o ce wi h some backg ound in hese skills. As we will see below, in some class oom g oups he ul ima e goal has been o each coope a i e g oup o de elop, by he end o he eaching pe iod, an elec onic po olio ha showcases he wo k de eloped by ha g oup du ing he en i e 1218 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN cou se and, mo eo e , i has p o ed a use ul ool o e alua ing he wo k o he g oup. IV. METHODOLOGY Fi s o all, i mus be no ed ha he ac i i ies de eloped o his p ojec we e p oposed o s uden s as elec i e asks as pa o con inuous assessmen . Then, a he beginning o he e m, s uden s will decide whe he o no hey wan o pe o m hem. A his poin an immedia e ques ion a ises: wha do s uden s who choose no o pe o m hese asks do when g oup sha ing akes place in he class oom? In ou case, ha ime may be used o s udy he subjec o esol e any ques ion ha he eache can p opose. I he s uden chooses o pe o m hese ac i i ies, we ask hem o make ce ain commi men s, such as con inuing wi h he ac i i ies h oughou he semes e , o he wise he o she would lea e he g oup s anded, and a ending class oom lessons, a leas on he days scheduled o g oup sha ing ( hey a e p o ided wi h a calenda ). To ca y ou his p ojec each eache di ided he subjec o each in as many sec ions as he di e en asks p og ammed in he cou se. Ob iously, he di ision o he subjec depends on he subjec syllabus and how he eache wan s o schedule each ac i i y du ing he semes e . In ou case, al hough he basis o he me hodology was common, each eache applied i sligh ly di e en ly in each subjec , which shows ha , albei gene al, his me hodology can be ailo ed in mul iple cases. A de ailed explana ion on wha has been applied in each cou se will be p o ided in he nex sec ions. A. Me hodology basis S uden s a e assigned o h ee- o ou -membe base g oups1, ensu ing ha he numbe o s uden s ma ches he numbe o oles de ined. The numbe o oles should ma ch he numbe o sec ions in which he eache has decided o di ide he subjec syllabus o he con inuous assessmen . Thus, each s uden pe o ms all he oles on a o a ing basis and he o al numbe o ac i i ies ca ied ou by he g oup also ma ches ha numbe . Se e al s a egies a e possible o he selec ion o base g oups. Fo example, in one o he s a egies applied in ou case s uden s can choose a pa ne and he eache is he one who a anges he en i e g oup in pai s. In his way, he o ma ion o g oups o iends is a oided and i p omo es s uden s o s i e o wo k wi h pee s whom hey do no know, which is a si ua ion simila o he one hey will mos likely ace as hey en e he wo kplace. Each g oup should do as many ac i i ies as he numbe o sec ions in which he eache has di ided he subjec syllabus and each s uden has a di e en ole in each ask. The ac i i y s a emen o each coope a i e ask pe o med by he g oups is made public h ough he e-lea ning pla o m (WebCT in ou case) o in he class oom. I includes all he oles and hei desc ip ions. Each g oup membe may decide he ini ial ole assignmen . 1 Base g oups las o he en i e cou se. In some cou ses, each g oup should de elop an elec onic po olio which will include he wo k o each sec ion, bo h he indi idual wo k o each g oup membe and ha o he g oup. Po olios a e handed in upon comple ion o each sec ion o a ask, so ha eache s can analyze lea ning ends and de ec any anomalies, which is wha eache s usually call “concep ailu es”. E o explana ions a e p o ided o he g oup, no o indi idual s uden s, so i i is a common e o , no only will he s uden who made he mis ake lea n, bu also he es o his o he eamma es. In he p o o ype p ojec each ask is also di ided in o ou pa s: • Pa I: Wo k Planning. Each g oup should come o an ag eemen and es ablish a ask calenda . When he ac i i y is inished, each g oup should hand in a documen showing he o iginally planned p og amming and he eal one, wi h a b ie analysis explaining he di e ence be ween hem, ei he in a pape documen o uploading he documen o he elec onic po olio. • Pa II: Assimila ion o undamen al concep s. Fo his pa he ollowing mus be p og ammed: – Indi idual eading o he ele an subjec ou side he class oom and each g oup membe will independen ly de elop: o S uden 1: a concep map ela ing he key concep o he ele an subjec o all a eas s udied in his subjec . o S uden 2: en h ee-choice, mul iple-choice ques ions (a, b and c) on he app op ia e opic. o S uden 3: a glossa y o he i een key e ms o he ele an subjec . o S uden 4: A wo-page (maximum) summa y o he mos impo an aspec s o he opic. – Expe s mee ing o discuss he documen a ion p oduced using he puzzle echnique (o jigsaw) [5]. – Base g oup mee ing so each s uden can explain his/he assignmen o hei classma es. – Homewo k: co ec ions, amendmen s and assignmen s should be included in he po olio o pape documen . – Submission o po olio o pape documen o he eache . The idea is ha s uden s lea n o sol e any p oblems and ques ions p oposed by he eache on he subjec o s udy, using he puzzle me hod, and ha any g oup membe unde s ands how he concep map is cons uc ed, is capable o sol ing he mul iple choice ques ions, de ines any glossa y e m and conside s whe he he summa y o he subjec p epa ed by hei colleague is adequa e o no . • Pa III: P ac ical applica ions o concep s. Lea ning o selec he mos impo an aspec s o he subjec , o w i e a s a emen co ec ly and o sol e i in he mos app op ia e way. 1219 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN TABLE II. ROLE ASSIGNMENT S uden Role De eloped Skills S uden 1 PROPOSER Teache ha p oposes a es s a emen on he ele an ma e . The abili y o analyze wha in o ma ion is he mos impo an o he subjec augh ; he abili y o e ec i ely sea ch o in o ma ion o p epa e he s a emen ; implemen a ion o he knowledge acqui ed in Pa II, since he s a emen should be easible o he S uden ; sel - assessmen capabili y; and mo i a ion o p opose inno a i e and challenging s a emen s. S uden 2 REVISER and EDITOR Teache ha : • e iews he p oposed s a emen • co ec s he exams • e iews exams wi h s uden s once hey a e co ec ed C i ical abili y, and pu ing in o p ac ice he knowledge acqui ed in Pa II. The abili y o assess he wo k done by someone else and o ake esponsibili y o ha assessmen . The abili y o se objec i e co ec ness c i e ia. De eloping communica ion skills when jus i ying g ades o s uden s du ing he e iew pe iod wi h he ma king c i e ia se in ad ance. S uden 3 (*) STUDENT S uden es ed on sol ing his s a emen in he ime speci ied by he p opose . The abili y o cope wi h a p oblem on you own in a bounded ime and he mo i a ion o ein o ce he knowledge acqui ed in class and he wo k o Pa II. S uden 4 (*) (**) STUDENT S uden es ed on sol ing his s a emen in he ime speci ied by he p opose . The abili y o cope wi h a p oblem on you own in a bounded ime and he mo i a ion o ein o ce he knowledge acqui ed in class and he wo k o Pa II. (*) S uden s 3 and 4 should esol e he p oblem indi idually. (**) When ou -membe g oups a e no easible, he S uden 4 ole disappea s. Table II shows he ini ial ole assignmen , aking u ns wi h each ac i i y, and he a ious skills ha a e de eloped o each one. A e his phase, each s uden mus p epa e he documen a ion o he g oup wo k associa ed wi h hei ole. The documen a ion o he en i e g oup is included in he po olio o in a pape documen and deli e ed o he eache o e iew. • Pa IV - Mini-con e ence: Lea ning o apply he skill o syn hesis, o pe o m o al p esen a ions and p epa e isual documen a ion in he shape o a pos e . The g oup should p epa e a pos e on he p ac ical applica ion o Pa III and gi e a i e-minu e o al p esen a ion using he pos e . The eache in-si u will choose who will pe o m he p esen a ion, he eby e alua ing he whole g oup. When using he elec onic po olio o assessmen , he pos e will be included in he same elec onic o ma . B. Va ia ions in he di e en subjec s The in o ma ion ela ed o he implemen a ion o he p ojec o each o he subjec s in ol ed is shown in TABLE III and TABLE IV. 1220 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN TABLE III. SUMMARY OF THE METHODOLOGY APPLIED IN ALL THE SUBJECTS INVOLVED IN THE PROJECT (I) Subjec o s udy To al no. o asks du ing he cou se (***) Topics add essed Pedagogical echniques applied E alua ion CST2(TECM) – G oup 2 4 – Analysis and Design o Digi al Sys ems – Design o a simple compu e – Semiconduc o memo y – Case s udy: he MC68000 mic op ocesso – Role-playing – Coope a i e Wo k – Puzzle Technique (jigsaw) Two indi idual pa ial es s, wi h wo pa s each, co esponding o he di ision o he syllabus, sco ed om 0 o 10. In addi ion, s uden s can ea n up o 1 ex a poin o he coope a i e wo k by applying: - he sel /pee e alua ion using ub ics, - he concep map e alua ion - he e alua ion he pos e o al p esen a ion, - The po olio e alua ion. This addi ional poin is added o he a e age sco e o he pa ial- es . Pa s o he base p ojec : All CS (TECS) – G oup 1 3 – Analysis and Design – o Digi al Sys ems – Design o a simple compu e – Case s udy: he MC68000 mic op ocesso Role-playing 1 ex a-poin maximum will be added o he inal sco e o he pa ial es . Pa s o he base p ojec : - Pa III CS (TECS) – G oup 2 3 – Analysis and Design o Digi al Sys ems – Design o a simple compu e – Case s udy: he MC68000 mic op ocesso Role-playing A o al o one ex a poin will be added o he inal sco e o he pa ial es . Pa s o he base p ojec : - Pa III CS (TECS) – G oup 3 4 – Analysis and Design o Digi al Sys ems – Design o a simple compu e – Case s udy: he MC68000 mic op ocesso Role-playing A o al o one ex a poin will be added o he sco e ob ained in con inuous assessmen , which consis s o wo es s: Tes 1: he SD-DC assignmen s sco e will be added. Tes 2: he 68000 assignmen s sco e will be added. Pa s o he base p ojec : - Pa III CS (II) – G oup 1 1 – Design o a simple compu e Role-playing A o al o wo ex a poin s will be added o he (CS) es sco e. This es will ca y 33% weigh age on he inal sco e, so his assignmen is wo h 0.67 poin s. Pa s o he base p ojec : – Pa I – Pa II – Pa III CS (II) – G oup 2 1 – Design o a simple compu e Role-playing A o al o wo ex a poin s will be added o he (CS) es sco e. This es will ca y 33% weigh age on he inal sco e, so his assignmen is wo h 0.67 poin s. Pa s o he base p ojec : – Pa I – Pa II – Pa III 1221 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN TABLE IV. SUMMARY OF THE METHODOLOGY APPLIED IN ALL THE SUBJECTS INVOLVED IN THE PROJECT (II) Subjec o s udy To al no. o asks du ing he cou se (***) Topics add essed Pedagogical echniques applied E alua ion PI 3 – Cha ac e iza ion o pe iphe als and in e aces – S a ing he de elopmen en i onmen . – D i e implemen a ion o pe iphe al con ol h ough i s in e ace Role-playing Two indi idual pa ial es s, wi h wo pa s each, co esponding o he di ision o he syllabus, sco ed om 0 o 10. The wo k g oup s uden s who, a e he indi idualized assessmen o he assignmen s, pass he es s, need no si he pa ial es s o pass he cou se. Pa s o he base p ojec : – Pa I – Pa II – Pa III – Pe sonalized assessmen on he wo k done ADS 3 – Tempo al cha ac e iza ion – A i hme ic ci cui s – Synch oniza ion – Role-playing – Deba es I will accoun o 25% o he inal ma k o he con inuous assessmen . 25% o heo e ical es s, and 50% lab p ojec assignmen . Pa s o he base p ojec : – Pa I – Pa II – Pa III TABLE V. QUANTITATIVE RESULTS FOR THE INVOLVED SUBJECTS V. RESULTS By analyzing he numbe o s uden s who ook a es and did hei assignmen s (column 4 a TABLE V) and he numbe o s uden s who passed and did hei assignmen s (column 6 a TABLE V), we can ge ha , on a e age, 80% o s uden s who use his me hodology pass he subjec in con inuous assessmen o in e m-end examina ions. On he con a y, i we analyze he numbe o s uden s who ook a es and did NOT do hei assignmen s (column 5 a TABLE V) and he numbe o s uden s who passed and did NOT do hei assignmen s (column 7 a TABLE V) we obse e ha , on a e age, among he s uden s who ook he es bu did no use his me hodology, 54% ailed. We see ha he e is a signi ican de ia ion in he numbe o s uden s who use his me hodology in he di e en subjec s 1222 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN and g oups. We belie e ha his di e ence may be due o se e al easons: • In some subjec s he me hodology has no been implemen ed om he beginning o he semes e , he e o e he e is no con inui y in he implemen a ion o hese me hods and hei execu ion is la e, when he s uden has al eady los mo i a ion in he subjec . • In some subjec s a pa ial applica ion o he me hodology has been ca ied ou (only Role-playing - Pa III - is applied, bu no he es ) and, cu iously enough, he “passed” pe cen ages ob ained a e lowe (67%, 40 % and 67% o TECS g oups 1, 2 and 3, espec i ely, and 86%, 100%, 93%, 93%, 100% o CST g oup 2, CS g oups 1 and 2, he IP g oup and ADS g oup, espec i ely). We mus also ake in o accoun some peculia i ies: • In CS (II), each base g oup aced all h ee oles simul aneously: each g oup wi h espec o hei pee s had o assume he ole o he eache , e ise -edi o and s uden . • In CS (II), pa icipa ion was planned o he hi d lesson o he e m, which is e alua ed in Tes 2 o he h ee he subjec has. A his s age o he e m, d opping he cou se eached he usual high pe cen age in he las ou academic yea s. • In CS (II) g oup 1, he appa en "comple e success" in e ms o pa icipan s is due, a leas in pa , o he ac ha he pe cen age o olun ee s was low and he pa icipan s we e he bes s uden s ( hose who excel in any sys em). • In ADS he 3 pa icipa ing s uden s ep esen ed he o al numbe o s uden s in he cou se. The o he 9 en olled s uden s ne e a ended class o submi ed any assignmen . VI. CONCLUSIONS F om an educa ional poin o iew, he implemen a ion o his educa ional ini ia i e has en ailed: • The s udy and expe imen a ion wi h me hodologies whose applica ion is no usual in he cou ses augh . • The ca ying ou o a me hodological change aimed a lea ning and assessing he ans e sal skills ha complemen he assimila ion o cou se con en . The me hodology allows o u he assess subjec -speci ic skills. • P omo ing he use o ac i e lea ning me hodologies. • The analysis and p omo ion o di e en ways o g oup wo k. • The design o p ac ical eaching ac i i ies. • The design and implemen a ion o new assessmen sys ems. Ha ing implemen ed his me hodology, we can s a e ha : • I is undeniable ha in ca ying ou his expe ience ime and e o was spen o o ganize he ac i i ies, coo dina e he wo k g oups and e iew he s uden s’ ongoing assignmen s, which is added o he egula eaching ac i i y. Howe e , he ollowing posi i e aspec s can be no ed: – Easy and quick de ec ion o weaknesses in he (indi idual o collec i e) lea ning o subjec s so ha special a en ion can be paid o hem in class oom lessons. – S uden s become mo e in ol ed in he subjec , know and ea hei classma es wi h mo e amilia i y, and classes a e mo e in e ac i e, which will ha e posi i e implica ions in he lea ning expe ience. – In gene al, by using hese echniques, s uden s’ g ades a e highe han hey usually a e, p o ided hey a e applied h oughou he cou se and in a con inuous ashion. Fo example, o CST(2) g oup 2 he pe cen age o s uden s who passed he cou se in he i s - e m exam o he academic yea 2007/2008 was 33%, while ha o he academic yea 2008/2009 was 70%. • The main di icul ies encoun e ed we e: – The high numbe o s uden s. The cou ses in ol ed in he p ojec ha e an a e age o 77 o icially en olled s uden s pe class. Al hough he d opou a e is high, e en om he beginning o he cou se, an a e age o 55 s uden s o en emain in class. So, in some cases, as we ha e seen, i in ol es a la ge numbe o wo king g oups pe eache . Wi h such a numbe o s uden s / g oups, we ind ha : o G oup managemen is complex, especially du ing he i s h ee weeks o he cou se. I is unde s ood ha i is jus a ma e o expe ience in he applica ion o hese echniques. o The applica ion o he puzzle echnique in he class oom is di icul o wo easons: i s , he eache canno cope wi h he moni o ing o he p og ess o he expe mee ings and, secondly, he ac i i y is e y noisy. The i s p oblem could be sol ed h ough he collabo a ion o s uden in e ns o assis in managing he wo k o g oups du ing he g oup sha ing sessions, and he second disad an age begins o disappea as s uden s become accus omed o his way o wo king. o Na owing which pa s o he syllabus can be se aside o coope a i e ac i i ies and which pa s a e no is a complex ask. The con en o hese cou ses is dense and i is no i ial o disce n wha is accesso y. • Explaining he new me hod. The eache mus de o e class oom ime o explain how he new me hod wo ks and wha he p ocedu e o be ollowed by s uden s is. Tha ime is sub ac ed om he eaching o he subjec , 1223 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN bu we hink i is no was ed ime because he s uden ’s achie ed unde s anding o he ma e ial is deepe . • Fi s -yea s uden s a e mo e con used by he many changes, so we conside i mo e app op ia e o apply hese echniques in second e m subjec s. Finally, no e ha some o he ac o s used o assessmen (and a ing) o each s uden in each base g oup we e: • Rule compliance: deadlines, submission o epo s and main aining base g oup mee ings. • The in o ma ion p o ided by s uden s: ime spen , esou ces used, in e ac ion wi h o he g oup membe s, g oup sel -assessmen and co-assessmen among membe s o he same base g oup ( h ough he use o headings, o example). • The eache 's g ade on he assignmen s p oduced and s uden s’ asks di ec ly supe ised by he eache . ACKNOWLEDGMENT We would like o hank he Uni e si y o Se ille o p o iding he inancial means o launch his p ojec , wi hin he Teaching Me hodologies Renewal Plan o he Uni e si y’s Fi s Sel - unded Teaching Scheme, and he Technical College o Enginee ing and Compu e Science o hei suppo in i s di usion. REFERENCES [1] ARONSON, E. (1978). The jigsaw class oom. Be e ly Hills, CA: Sage publica ions. [2] BEETS, S.D. (2003). Di e ences in s uden lea ning echniques: coope a i e lea ning, quizzes, and homewo k. Jou nal o he Academy o Bussiness Educa ion, 1-11. [3] CUSEO, J.B. (1996). Coope a i e Lea ning: A pedagogy o Add essing Con empo a y Challenges & C i ical Issues in Highe Educa ion, Ma ymon College, New Fo um P ess. [4] Espacio Eu opeo de Educación supe io . Disponible en: h p://www.eees.es/ [Consul a: 12 de mayo 2009] [5] FOWLER, L. (2006). Ac i e lea ning: an empi ical s udy o he use o simula ion games in he in oduc o y inancial accoun ing class. Academy o Educa ional Leade ship Jou nal, 10(3), 93-103. [Consul ado el 12 de mayo de 2009, desde ABI/INFORM Global da abase, (Documen ID: 1291466841)]. [6] GIL, C. y GIL, M.D. (2009). Talle de o mación – Me odologías Ac i as: Es a egias de Ap endizaje Coope a i o, Ins i u o de Ciencias de la Educación, Uni e sidad de Se illa, Se illa. [7] GÓMEZ, I.M. y o os (2007). 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Mejo a de la enseñanza basada en la au oe aluación docen e (55-T-USE 14), P oyec o Andaluz de Fo mación del P o eso ado Uni e si a io (Con oca o ia 2003), Unidad pa a la Calidad de las Uni e sidades Andaluzas (UCUA). [11] ONTORIA PEÑA y o os (2006). Ap endizaje cen ado en el alumno: Me odología pa a una escuela abie a. Edi o ial Na cea.G. Eason, B. Noble, and I. N. Sneddon, “On ce ain in eg als o Lipschi z-Hankel ype in ol ing p oduc s o Bessel unc ions,” Phil. T ans. Roy. Soc. London, ol. A247, pp. 529–551, Ap il 1955. ( e e ences) 1224 Au ho ized licensed use limi ed o: Uni e sidad de Se illa. Downloaded on Janua y 27,2022 a 08:06:51 UTC om IEEE Xplo e. Res ic ions apply. 978-1-4244-6571-2/10/$26.00 ©2010 IEEE IEEE EDUCON Educa ion Enginee ing 2010 – The Fu u e o Global Lea ning Enginee ing Educa ion Ap il 14-16, 2010, Mad id, SPAIN