Innovación docente a la luz de Bolonia: trabajo en equipo y revisiones cruzadas para convertir al alumno en protagonista de su proceso de aprendizaje
Under the light of the Bologna Process, we have accomplished an adaptation of the learning method of a course belonging to the Computer Engineering degree, based on the acquisition of generic and transversal competences, on the student's protagonism, and on team work. Similary, we have adapted...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2008 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/56601 |
| Acceso en línea: | http://hdl.handle.net/10366/56601 |
| Access Level: | acceso abierto |
| Palabra clave: | Innovación docente Equipos de trabajo Competencias genéricas y transversales Protagonismo del alumno Teaching innovation Team work Generic and transversal competences Student's protagonism |
| Sumario: | Under the light of the Bologna Process, we have accomplished an adaptation of the learning method of a course belonging to the Computer Engineering degree, based on the acquisition of generic and transversal competences, on the student's protagonism, and on team work. Similary, we have adapted the evaluation process to the new learning model. After three years of implantation and improvement, the result has been satisfactory regarding goals and competencies, both for students and for lectures. |
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