(1284.pdf) JOINT DEVELOPMENT OF LEARNING MATERIALS AIMED AT THE AUTONOMOUS LEARNING IN LIFE SCIENCES

摘要

One of the most important changes that teachers and students must face as a consequence of theadaptation to the European Higher Education Area (EHEA) is the reduction in presential teaching withrespect to current teaching systems. This reduction implies an important change in learning andteaching, thus it means an adjustment in both students and teachers. In this sense, one of the needsto adapt teaching to this new system is the development of strategies aimed at the autonomouslearning. We are a group of 11 teachers of different subjects related to “life sciences”, concretely to theareas of Biochemistry, Botany and Genetics, all belonging to the “Univesitat Politècnica de Valencia”(UPV). Our purpose is to develop a set of learning objects useful for autonomous learning targeted tostudents of different subjects in the field of “life sciences”. A total of 26 subjects belonging to fourbachelor's degrees and two master's degrees are included in the project. The set comprises fourdifferent types of objects: teaching papers, polimedias (recordings including both, the slides containingthe information presented and the teacher explaining the contents), teaching videos and learningmodules. Up to date, fifty-three objects have been developed, and the collection will be increased with26 more items by the end of this academic year. As an average, each of the learning objects designedresulted to be useful for five of the subjects included in the project. In any case, all the objects can beused at least in one subject, besides the one for which it was initially developed. One of the learningvideos available is usable for 13 different subjects. Regarding the subjects, all of them plan to usebetween three and 46 of the objects. As an average, the number of learning materials used persubject is more than 15. As a result of previous works carried out by the group, an analysis of the usesof different types of objects in relation with the learning style is available. The learning style of thestudents who are provided with the different objects is determined at the beginning of the teachingperiod. This information allows the teachers to orientate students about the type of objects to useeither to take advantage of their preferred learning style, or to improve the less developed abilities. Asan example, visual students will prefer learning videos instead of learning papers, although the latterwill help them to potentiate their verbal abilities.