Abstract
This article describes and analyses several typical cases of using Information and Communication Technology to teach at university. All of them show some kind of educational innovation to contribute to European Higher Education Area. Most remarkable results demonstrate a better learning content organization, the implementation of new methodological approaches to teach and new roles for teachers and students. Improvements don’t take advantage of all possibilities of virtual learning environments but they are the first step to a different approach of teaching at university. At last the study also shows the necessity of more clear policies to invest in resources and teaching training.
Highlights
Most remarkable results demonstrate a better learning content organization, the implementation of new methodological approaches to teach and new roles for teachers and students
Improvements don’t take advantage of all possibilities of virtual learning environments but they are the first step to a different approach of teaching at university
At last the study shows the necessity of more clear policies to invest in resources and teaching training
Summary
Una de las características principales que podemos adjudicar a la sociedad actual denominada por algunos autores como la sociedad de la información (Castells, 2000) es el desarrollo exponencial y continuo de las Tecnologías de la Información y la Comunicación (TIC1). Todas estas medidas hablan de una mayor homogeneidad en las titulaciones, pero a la vez de una mayor flexibilidad a la hora de concebir los itinerarios de estudio, individualizando hasta donde sea posible el proceso de desarrollo curricular, extendiendo esta flexibilidad incluso a la evaluación de los itinerarios formativos que bien pueden ser fruto de prácticas en empresas u otras instituciones ajenas a la universidad. Los perfiles nuevos para las titulaciones se basan en las competencias a desarrollar y no solamente en los conceptos a adquirir, y el hecho de contabilizar el trabajo del estudiante más allá de la asistencia a clases implica el desarrollo de un sistema donde la “clase” es sólo una instancia más de apoyo al aprendizaje (Rué y Martínez, 2005).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: RIED. Revista Iberoamericana de Educación a Distancia
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
