Innovación docente, trabajo en equipo y difusión de conocimientosUtilidad de los Recursos Universitarios y su implicación en el proceso Enseñanza-Aprendizaje

  1. María José Gutiérrez Palmero 1
  2. María Nieves Rupérez Almajano 1
  3. Eduardo Azofra Agustín 1
  4. Matilde María Olarte Martínez 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Book:
Segundas jornadas de innovación docente en la Universidad de Salamanca
  1. María Dolores Pereira Gómez (coord.)
  2. Juan Antonio Rodríguez Sánchez (coord.)
  3. José Luis de las Heras Santos (coord.)

Publisher: Universidad de Salamanca

ISBN: 978-84-695-8722-5

Year of publication: 2013

Pages: 183-188

Congress: Jornadas de Innovación Docente en la Universidad de Salamanca (2. 2013. Salamanca)

Type: Conference paper

Abstract

The chief aim of teaching is to train students from different perspectives with a view to their becoming fully adapted to their environment. This is a classic definition that is currently being updated within the European Higher Education Area. To achieve such objectives two routes are necessary: on one hand, the actual learning by the students themselves and, on the other, their training and development in a series of attitudes. It is therefore necessary to make university teaching more dynamic and seek a new focus on the teaching-learning process. In light of the above, a group of instructors from different areas of knowledge at the University of Salamanca has developed a teaching experience with the use of University Radio as a common basis (Project ID19/060: “New Strategies for Learning: Radio USAL as a Complementary Instrument”) and (project ID11/061: “New Active Teaching Methods: Multimedia Resources as a Motivational Tool and Student Learning”), which were developed during 2010-2011 and 2011- 2012, implemented sequentially, and directed towards students opting for different degrees. The working methodology employed was as follows: 1) Planning and orientation of the work; 2) elaboration of the work by the students; 3) a reasoned correction of the work, by the instructor, allowing students to see their weaknesses and foster self-learning; 4) adaptation of the work as a radio program, with the tasks of scripting, voicing and performance. The auditions, lasting some 15 minutes, were also recorded on the Radio USAL blog and on a specific web site (www.usal.es/aprendizaje) in such a way that each student was able to make his/her own critical evaluation apart from the one provided by the instructor. In the second project, the follow-through of the previous one, the aim was to attempt to analyze the perspective of the students about this activity and to what extent it met the aims specified in its proposal.