22 SES 09 C, Educational Innovation & Training
The research is founded on the challenge of higher Education based on the development of key competencies of students, with emphasis on the first university course.
During the past year it was developed an educational innovation aimed at training students in the competencies: Professional Identity, Innovation, Communication and Methodology. It has been consolidated a set of tasks and new forms of presentation and analysis on the digital platform ALF at UNED. It has applied the methodology of narrative and generation of self-reporting by the 28 students in response to the activities presented. Analyses were conducted with software Atlas Ti 6.2, confirming the relevance of all decisions of teachers and students and their recognition in advancement, improvement and development of mentioned competencies.
The research focused on improving the education of students in key competencies is essential to respond to the challenges of autonomy and training of students as future professionals and to the decision making in the European Horizon 2020. The aim that guides this research is to discover the most relevant learning activities to develop the key competencies of students in the first year of university in the field of education.
The education of university students in the first year has a singular dedication of teachers to achieve progress in the key competencies that are the basis for success in future professional life. The expected learning outcomes specified in the singular achievements: transfer, objectives of labor market essential to progress in the mastery of the competencies.
Cohen and Malin (2010.19) emphasize "different forms of secondary education, including general and vocational education, essential to Higher Education, details the aims of Education:
- The development of child’s personality, talents and mental and physical abilities.
- Respect for human rights and fundamental freedom and for the principles”.
In this line, Reimers (2010, 188) defines Global Competency through various dimensions:
- Includes attitudes, values and skills, to international and global value framework.
- Foreign language skills.
- Disciplinary knowledge and comparative fields: history, anthropology. Economic, etc.
Salganik and Stephen (2010, 279), in education key competencies are often associated with broadening of both general and vocational education and also with reforming education for social renewal. In others countries, key competencies have been used in national expressions of the goals of education “key competencies as a means to promote increasing the opportunities for workers”.
Brennald, Jary and Houston (2010, 135), “there is now quite substantial research evidence to indicate that UK graduates are far less likely than their counterparts from other European countries to utilize their knowledge and skills in subsequent employments”. The authors consider the student identity (2010, 137), “for some students, higher education is about the acquisition of a disciplinary or subject identity- becoming an historian, a sociologist, law, biochemical, etc.
The training of Freshmen University has been the main concern of many networks of teaching innovation in Spain. Thus, Medina, Dominguez and Sanchez (2013); Dominguez, Levi, Medina and Ramos (2014); Medina et al, (2013); De Wit, Heerwegh and Verhoeven (2012) note that educational processes have to adapt to the uniqueness of each student and equipment as well as implement methods aimed at solving problems and designing new projects.
These contributions highlight the value of the activities as an essential element of the curricula, to facilitate the training of students in competencies: professional identity, innovation, methodology, entrepreneurship, etc.
Brennan, J., Jary, D. and Houston, M. (2010). What else students learned at University. In J. Brennan, R. Edmunds, M. Houston, D. Jary, Y. Lebeau, M. Osborne and J.T.E. Richardson, Improving what is learned in University. New York, Routledge, 135-156. Cohen, J. E. and Malin M.B. (2010), Educational Goods: Art, Science, Love and importance of Binocular Vision. In J.E. Cohen and M.B. Malin (Eds.) International Perspectives on the Goals of Universal Basis and Secondary Education. New York-London Routledge, 246-251. Chase, S. F. (2011). Narrative Inquiring: still a fried in the marketing. In N. K. Denzin and Y. S. Lincoln, The Sage Handbook of Qualitative Research. Thousand Oaks, California, 421-434. Denzin, N. K.(2014). Interpretative Autoethnography. Thousand Oaks, California. De Wit, K. and Heerwegh, D. and Verhoeven, J. C. (2012). Do ICT competences support educational attainment at University? Journal of Information Technology Education: Research, 11, 1-25. Domínguez, M.C. Leví, G., Medina, A. and Ramos, E. (2014). Las competencias docentes: diagnóstico y actividades innovadoras para su desarrollo en un modelo de educación a distancia. REDU. Revista de Docencia Universitaria, 12(1), 239-267. Flyvbjerg, B. (2011). Case Study. In N. K. Denzin and Y. S. Lincoln, The Sage Handbook of Qualitative Research. Thousand Oaks, California, 301-3106. Medina, A., Domínguez, M.C. y Sánchez, C. (2013. Evaluación de las competencias de los estudiantes: modelos y técnicas para la valoración. Revista de Investigación Educativa, 31(1), 239-255. Medina, A. et al, (2013). Formación del profesorado: actividades innovadoras para el dominio de las competencias docentes. Editorial Universitaria Ramón Areces. Reimers, F. (2010). Educating for Global Competency. In J.E. Cohen and M.B. Malin (Eds.) International Perspectives on the Goals of Universal Basis and Secondary Education. New York-London Routledge, 183-202. Salganik, L. H. and Stephen, J. P. (2010). The Challenge of Defining a Quality Universal Education In J.E. Cohen and M.B. Malin (Eds.) International Perspectives on the Goals of Universal Basis and Secondary Education. New York-London Routledge, 252-286.
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