Publication: Los Estudiantes de Grado como Creadores de Materiales de Aprendizaje. La Experiencia en Organografía Microscópica Humana
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2014
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Abstract
En este artículo compartimos parte de nuestra experiencia docente en el curso 2010/11 con los alumnos de una asignatura obligatoria del Grado en Medicina. Pusimos en marcha una serie de iniciativas innovadoras para el desarrollo de metodologías de aprendizaje activo con la ayuda de las nuevas tecnologías (TIC). En concreto los alumnos llevaron a cabo distintas tareas en grupo con vistas a profundizar en la asignatura, las subían al campus virtual, las exponían en clase y evaluaban las de los demás equipos. El objetivo final de las Tareas en Equipo fue la producción de materiales de aprendizaje válidos para toda la clase, como son autoevaluaciones, textos con gazapos o glosarios. El sistema de trabajo diseñado permitió que los equipos rotaran y en cada parcial hicieran tareas distintas. Los niveles de competencias adquiridas fueron altos y el grado de satisfacción entre los participantes amplio, si bien el análisis de los informes que suministra la plataforma demuestra que los materiales fueron poco utilizados por el resto de la clase. Es importante fomentar más el uso de los recursos ofertados a través del campus virtual y lograr que nuestros estudiantes adopten una actitud activa y autónoma que favorezca el proceso de enseñanza aprendizaje.
In this paper we share part of our teaching experience with the students of a compulsory subject of the Medicine Degree during the course 2010/11. We put in motion a number of innovative initiatives for the development of active learning methodologies with the help of new technologies (TIC). In concrete, students carried out various collaborative tasks with a view to study the subject in more depth. Such Team Tasks were uploaded to the virtual campus, they were presented in the classroom to other students and were peer assessed. The final goal was the production of learning materials valid for all the class, such as self-assessments, texts with mistakes or glossaries. The designed work scheme allowed the teams to rotate and different tasks were carried out in each quarter. There was a high level of acquired skills as well as an ample degree of satisfaction in those that took part. However, the analysis of the reports provided by the platform showed that there was little use of the materials by the other students in the class. It is important to encourage the use of the resources offered through the virtual campus and to achieve the adoption by our students of an active and autonomous attitude that improves the teaching-learning process.
In this paper we share part of our teaching experience with the students of a compulsory subject of the Medicine Degree during the course 2010/11. We put in motion a number of innovative initiatives for the development of active learning methodologies with the help of new technologies (TIC). In concrete, students carried out various collaborative tasks with a view to study the subject in more depth. Such Team Tasks were uploaded to the virtual campus, they were presented in the classroom to other students and were peer assessed. The final goal was the production of learning materials valid for all the class, such as self-assessments, texts with mistakes or glossaries. The designed work scheme allowed the teams to rotate and different tasks were carried out in each quarter. There was a high level of acquired skills as well as an ample degree of satisfaction in those that took part. However, the analysis of the reports provided by the platform showed that there was little use of the materials by the other students in the class. It is important to encourage the use of the resources offered through the virtual campus and to achieve the adoption by our students of an active and autonomous attitude that improves the teaching-learning process.
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Ponencia presentada en Innovagogía 2.012, I Congreso Virtual Internacional sobre Innovación Pedagógica y Praxis Educativa, celebrado del 21 al 23 noviembre de 2.012.
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- ALVAREZ, M.P. (2012a). La evaluación ente pares como estrategia innovadora en la asignatura Organografía Microscópica Humana. VII Jornada ADA-Madrid. Disponible en http://moodle.upm.es/adamadrid/file.php/1/web_VII_jornadas_ADA/ponencias_virt.html
- ALVAREZ, M.P. (2012b). Papel del campus virtual en la reorientación de la docencia práctica en los grados universitarios: La experiencia en Organografía Microscópica Humana. VII Jornada del Campus Virtual de la UCM. Disponible en https://cv2.sim.ucm.es/moodle/course/view.php?id=19226
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- REDONDO F. (2008). Trabajo colaborativo, espacio digital y e-learning. Relada 2(3), 143-149.