22 SES 05 B, Teaching, Learning and Assesment in Higher Education
The University is currently immersed in a profound change made explicit at different levels: structural, curricular and organizational. This necessarily obliges us to undertake innovative actions that, aimed at teaching, are geared towards learning: here, the student is the central element of the learning process, gains in autonomy and increases its responsibility for the learning process, whereas the teacher, focused on his/her teaching duties, must guide the student in his learning attainments.
The quality of learning that students get will depend on the methods and teaching resources applied by the teacher (Biggs, 1999), but the presence of these resources does not guarantee innovation (Hannan & Silver, 1999): it is necessary that the resources used be supported in a pedagogical framework that promote the construction of knowledge within the student.
The goal of our research is using different coordinated resources (Portfolio, Didactic-Web and Online-Tutorial) that help innovate teaching and favour the formation of deeper learning, within University contexts. Thus, the research question we pose is the following: Does the coordinated use of teaching resources (Portfolios, Didactic-Web, and Online-Tutoring) improve learning outcomes by students in higher education?
Amongst the resources we have used, we shall highlight the Didactic-Web (García Sánchez & Martínez-Segura, 2009) which is, at the same time, a teaching and a learning resource: as a teaching resource it integrates the knowledge that the teacher has on the subject content with his/her pedagogical approaches and their technological knowledge (Tecnological, Pedagogical Content Knowledge framework) (Mishra & Koehler, 2006; Scardamalia & Bereiter, 2006; AACTE, 2008). On the other hand, the Didactic-Web is also a basic learning resource which promotes knowledge construction (Oliver & Herrington, 2003); this way, it constitutes a learning environment which gives support for the learner (schedules, instructions, advice, planning...) provides learning resources (papers, notes, documents, images, web links...) and also compiles a sample of learning activities (problems, projects, tasks...) (Oliver, 2001, 2005).
In the same manner, the Portfolio as a resource is based on a constructivist learning approach, and its execution enables the student to construct his own knowledge in a significant way; this helps him to be aware of his learning progress, reflecting explicitly about it and about the necessary modification to be introduced (Klenowski, 2002; Elango, Jutti, Lee, 2005). In this way, the Portfolios highlights the student’s learning record, endeavours, progress, achievements and how the student has been experiencing all these aspects through the learning process (Martínez-Segura, 2009).
Finally, Online-Tutorial is used in coordinated way and as a complement to the Didactic-Web and the Portfolio; its use promotes communication between teacher and student, and the teacher’s immediate response encouraged students to carry on their learning practices in an autonomous way to look for resources that validated their learning deeds throughout the whole process.
The coordinated combination of these resources can be an innovative practice that improves the teaching quality and learning results in higher education.
AACTE Committee on Innovation and Technology (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Nueva York: Routledge. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, UK: SRHE and Open University Press. Elango, S.; Jutti, R.C.; Lee, L.K. (2005). Portfolio as a Learning Tool: Students’ Perspective. Annals Academy of Medicine, Vol. 34, nº 8, pp.511-514. García-Sánchez, F.A. y Martínez-Segura, M.J. (2009). Web-docente y aprendizaje: una experiencia en el contexto de la convergencia al EEES [Didactic-Web and learning: an experience in contexte to EHEA]. En Roig Vila (Dir.) Investigar desde un contexto educativo innovador. Alcoy: Ed. Marfil (pp.201-217). Hannan, A. & Silver, H. (1999). Innovating in Higher Education. Teaching, Learning and Institutional Cultures. Buckingham, UK: Open University Press. Klenowski, V. (2002). Developing portfolios for learning and assessment: Processes and principles. London: RoutledgeFalmer. Martínez-Segura, M.J. (Coord.) (2009). El Portafolios para el aprendizaje y la evaluación. Utilización en el contexto universitario [Portfolios for learning and assessment. Use university context]. Universidad de Murcia: Editum. Mishra, P. y Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017-1054. Oliver, R. (2001). Developing e-learning environments that support knowledge construction in higher education. In S. Stoney & J. Burn (Eds). Working for excellence in the e-conomy. (pp. 407-416). Chuchlands: Australia, We-B Centre. Oliver, R. (2005). Using blended learning approaches to enhance teaching and learning outcomes in higher education. Proceedings of the International Association of University Presidents' Teaching Showcase. Joondalup, WA: Edith Cowan University. Oliver, R. & Herrington, J. (2003). Exploring technology-mediated learning from a pedagogical perspective. Journal of interactive Learning Environments, 11 (2). pp.111-126. Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, pedagogy and technology. In K. Sawyer (Ed.), Cambridge Handbook of Learning Science (pp. 97-118). New York: Cambridge University Press.
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