![]() ![]() Along these lines, new information and communication technologies have an important role to play.įurthermore, we wanted to find out how to optimize these learnings with the help of the best didactic aids. The role of didactic aids that become resources able to generate high level knowledge and to make autonomous learning easier. This transformation means myriad changes, starting with the change of mentality and even the deconstruction of our professors’ teaching models. The pedagogical approach of the convergence process is based on a basic principle: the centrality of learning. We followed, therefore, the flipped classroom proposal. The first was to focus the student’s autonomous learning on the specific schedule and the management of the professor as a basis for more complex learning, which can be carried out later in the classroom. In this study, several questions have been addressed. Some of them are to find the time students need for the accomplishment of the proposed tasks, the appraisal system still based on official call exams, which put off center the value of learning as opposed to the successful completion of tests, the difficulty of generating spaces for different types of grouping (active mentoring, seminaries, work groups,…) where classroom presence is based on the student and consequently also the difficulty of accounting for the professor’s time,… in the end, ten lecture hours and the rest “autonomous learning”, without the characteristics and integration of such learning being clear in the results of learning. Ĭlearly, if the real development of the ECTS is this, and not only in the Spain, it is because there are many practical difficulties. The fact is that we have a long way to go before ECTS is associated with the time spent by the student and it rather looks like a measurement linked to the teacher’s lecture hours: ten lecture hours one credit. Furthermore, going from teaching to learning as the central point is an essential shift in the paradigm. ![]() Then, to complete the information and facilitate mobility and employment prospects of EU citizens, the Diploma Supplement was also established.Īccounting for credits based on the student’s learning time is a strategic option of very significant practical and theoretic impact. One of the essential keys of the European Higher Education Area (EHEA) was the establishment of the European credits or ECTS (European Credit Transfer System) as a common measurement unit. ![]()
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