You are here

REFLECTIONS AND CONCLUSIONS ON THE WORK DEVELOPED BY THE GROUP OF TEACHING INNOVATION IN ELECTRONICS AT THE UNIVERSITY OF VALLADOLID

Journal Name:

Publication Year:

DOI: 
DOI: 10.3926/jotse.2011.21
Abstract (2. Language): 
We hereby present the main conclusions and perspectives obtained by the Group of Teaching Innovation in Electronics (Grupo de Innovación Docente en Electrónica, GIDEN) of the University of Valladolid (UVa) with regard to its main areas of work. This group comprises teachers of the “Specialty in Industrial Electronics” degree, and the degree in Electronic and Automatic Control and Industrial Engineering at the School of Industrial Engineering, who are interested in the introduction of active teaching-learning methodologies. The sharing of ideas, views and conclusions among teachers with common interests in such a cooperative environment has been the driving force behind the success of the different teaching activities carried out by the members of the GIDEN. Such work is presented in this paper.
3-15

REFERENCES

References: 

1 J. R. Lohmann; H. A. Rollins and J. J. Hoey, Defining, developing and assessing global competence in engineers, European Journal of Engineering Education, Vol 31(1), 2006, pp. 119-131.
2 R. E. Terry; J. N. Harb; W. C. Hecker and W. V. Wilding, Definition of Student Competencies and Development of an Educational Plan to Assess Master Level, International Journal of Engineering Education, Vol 18(2), 2002, pp. 225-235.
3 N. Pachler; C. Daly; Y. Mor and H. Mellar. Formative e-assessment: Practitioner cases, Elsevier: Computers & Education, Vol 54(3), 2010, pp. 715-721.
4 W. Tzu-Hua, Web-based quiz-game-like formative assessment: Development and evaluation. Elsevier: Computers & Education, Vol 51(3), 2008, pp. 1247-1263.
5 F. K. Fink and F. Kjaersdam, UICEE Centre for Problem Based Learning (UCPBL), Journal for Global Engineering Education, Vol 8(1), 2004, pp. 65-70.
6 R. M. Felder and R. Brent, Cooperative Learning in Technical Courses: Procedures: Pitfalls and Payoffs, 1994, http://cgiss.boisestate.edu/~billc/Teaching/Tips/Cooperative_learning_fe..., [Accessed 8th May 2011].
7 F. Martínez; L. C. Herrero and S. De Pablo, Project-Based Learning and Rubrics in the Teaching of Power Supplies and Photovoltaic Electricity, IEEE Transactions on Education, Vol 54(1), 2011, pp. 87-96.
8 M. González and L. C. Herrero, GIDEN, Grupo de estudio para la mejora Docente, Cadiz, 2008, XVI CUIEET.
9 T. Feddern-Bekcan, Google calendar, Journal of the Medical Library Association, Vol 96(4), 2008, pp. 394-395.
10 M. de Miguel (Coord.), Metodologías de enseñanza y aprendizaje para el desarrollo de competencias: Orientaciones para el profesorado universitario ante el EEES, Alianza Editorial, Madrid, 2006.
11 J. Rué, Enseñar en la Universidad. El EEES como reto para la Educación Superior, Narcea, Madrid, 2007.
Journal of Technology and Science Education. Vol:1 (2), 2011, pp 15
ISSN 2013-6374;DOI: 10.3926/jotse.2011.21
12 T. Mauri, C. Coll and J. Onrubia. Quality evaluation of innovative teaching in higher education. A constructivist perspective, Revista de Docencia Universitaria, Vol 1(1), 2007, http://www.um.es/ead/Red_U/1/mauri.pdf, [Accessed 25th July 2011]
13 M A. Martín (Coord.), Adaptación de la E.U. Politécnica de la Universidad de Valladolid el EEES con la participación de las Escuelas Superiores de Valladolid, Zamora y Burgos. Proyecto de Innovación Docente UV23/06, 2007.

Thank you for copying data from http://www.arastirmax.com