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.
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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
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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.
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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.
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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
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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
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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 ,
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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.
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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