Using eLearning for Pedagogical Innovation

The building of eLearning, the Internet has been built. The classrooms, in other words the local Intranet networks equipped with systems of learning organization are being built. The computers -the most modern desks -are ready to welcome students. Multimedia devices providing all the imaginable and unthinkable forms of demonstration, as blackboards and presentation software as boxes of chalk -are available for teachers. Now in this well-equipped building the only questions to be answered are: -Who should be eTaught? -What to eTeach? -Who should eTeach? -How to eTeach? This study tries to answer these questions, and reviews the authors' multimedia curriculum 1 entitled Research & Development in Military Technology.

EDULEARN Conference 2019, 2019

The changes that arise from the Bologna Process within the framework of the European Higher Education Area have had an impact in the higher education teachers' training. More specifically, higher education institutions face now the challenge of training teachers who put their students at the centre of the teaching-learning process and who are capable of engaging them in meaningful learning and reflective thinking. To face these challenges, during the 2017-2019 period, the University of Barcelona developed an institutional project with five strategic lines based on the needs detected among the teachers. These five strategic lines were: problem-based learning, flipped classroom (Just in Time Teaching and Team Based Learning), gamification, electronic portfolio and simulation (evaluative and formative). Within the project, the teachers were trained in these strategies as they participated in a formative process guided by an expert. This formative process consisted in the collaboration of the teachers to design their lessons according to one of the strategic lines, the observation of the lessons that their colleagues were delivering and, finally, the discussion of what they have previously observed. Our research followed this formative process to understand its impact from the students' perspective. To that end, we observed and video-recorded the process, analysed 184 questionnaires from students who attended and participated in the lessons designed (34% from the dentistry degree and 66% from the nursing degree), and conducted eight in-depth interviews and two focus groups. However, the results presented in this paper respond exclusively to two dimensions related to the impact that the different innovations implemented have had on the students: the reaction level and the self-perception about the learning achieved. In general, within the first dimension, it is worth highlighting the high satisfaction of the students with the sessions where the innovations were applied. The students considered that the innovations positively influenced their motivation and allowed them to better understand the usefulness of the contents worked. Their greatest criticism was the large amount of homework involved, since they were accustomed to methodologies in which they adopted a more passive role. Regarding the second dimension, the students considered that the active role that they needed to display when using these methodologies, contributed to engage better with the contents of the sessions. In general, we found that the innovation actions carried out had a positive impact on the students' learning processes. However, we want to highlight a contradictory aspect between the positive evaluation that the students made about the active role that these methodologies allowed and, at the same time, some discomforts we observed, precisely, in relation to the breaking of the regular passive academic culture. These results lead us to continue rethinking the ways to make the educational agents move towards new ways of being and understanding their learning processes in the university.

International Journal of Knowledge Society Research, 2010

In Romania, e-learning as a teacher training activity is at the beginning and has o lot of opponents, due to technical, economical, social and ethical problems associated with it. Some of these problems are the subject of this paper.

In M. Giglio & F. Arcidiacono (Eds.), Les interactions sociales en classe : réflexions et perspectives. , 2017

Center for Educational Policy Studies Journal, 2011

Handbook of Research on Engaging Digital Natives in Higher Education Settings, 2000

In this paper our aim is to analyze and discuss some of the problems that Higher Education Institutions are facing with the change in the profile of students who reach this level of education. In this context issues related to the implementation of several professional knowledge areas (conceptual, pedagogical and technological) acquire a new dimension due to the need of transpose them into online learning environments. This starting point is a deep understanding from the analysis of three theoretical perspectives: digital natives and social and cultural settings, models of didactic transposition, and education for sustainable development. The last one was selected as a model to exemplify. Thus, it is our goal in this article to discuss a first draft of a didactic transposition model adapted to eLearning that answers the needs of this specific public.

Asian Journal of Education and e-Learning, 2021

Regarding contemporary formal education, several students question themselves about specific information treated in the classroom. In Brazil, courses focusing on building knowledge for undergraduate purposes are like undergraduate degrees. The various existing Brazilian undergraduate degrees undergo in their curriculum notes various changes for the most different motivations. Especially in a world where knowledge is rapidly reconstructed and shaped with the emergence of new technologies in the new post-digital age. These circumstances create difficulties due to the need for constant legislative updating.In this context, the teacher finds an extremely unstable situation, the point of view of its implementation, where, on the one hand, has the need for constant changes and technological adaptations, and other guiding legislation of their work with updating needs.The indiscriminate use of technology makes mostly people without initiatives to build creative thinking. In addition, there ...

Procedia - Social and Behavioral Sciences, 2017

Nowadays the role of the teacher has changed leaving protagonism to the student, it has passed of a model centred on the teaching to other one centred on the learning. The student meets a new way of working for that, the assistance, the teamwork, the search of information, stops being a receptor in a methodology based on the magisterial class. This has led to a great impact, so much in the teacher, as in the student, which little by little one adapts to this new role. This period of transition implies a process of adjustment, and certainly, of evaluation. This it is the aim of the present study, to do a comparison between countries (Spain and England) to evaluate if they have adapted the university methodologies to the frame of the European Higher Education Area. The sample were 42 teachers, 21 of the University Cardenal Herrera of Elche and 21 of Bedforshide (England), and it was passed the Questionnaire of Evaluation of the Modulating Variables of the Style of Teaching in University Education, to analyze the work of the university teacher (of Gargallo, Fernández, and Jiménez, 2007). The results were satisfactory, indicating that the model who follows nowadays in the university is centred on the learning, in the student, and he is the maximum protagonist in the construction of his knowledge.

2015

Titre de l'écran-titre (visionné le 22 avril 2009).Bibliogr.Webographie