(398)PROBLEM-BASED LEARNING AND THE USE OF NEW LEARNINGTEACHINGMETHODOLOGY

摘要

The introduction of new methodologies of teaching-learning in the Spanish Universitysystem is a revolution since it supposes to think in a new university, new methods, newrole for the students and the faculty staff, material and personnel resources, really, a newUniversity based on the quality of teaching, the learning and the continuous formation.The reform that supposes the European convergence has made in the recent yearsnecessary to adapt the subjects to ECTS system for which the pilot groups and courseshave been an extraordinarily valuable element, an indispensable work to reach theorganization and the structure of the new Degree Studies and, on the other hand, to trythe new methodologies of education and learning. Until now, , the knowledgetransmission in the Spanish Universities has been based essentially on the mereexhibition of conceptual contents, having been the work of the student very limited tocopy notes, to memorise data and concepts and to reproduce them in writtenexaminations. The new concept of the university studies introduces new practices ofquality in teaching that transfer the attention to the process of learning of the student whodetermine the activity of the teacher changing his role in the process. Therefore, theteacher becomes guide and support of a learning process that necessarily must motivate,foment the work and the self-training, all this related to the reasoning thought and to theprofessional reality. We understand that implementing the new educational methodologythat grants an active paper to the student and a director role, as guide and adviser, to theteacher, implies the use of information and communication technologies that make VirtualCampus UCM an essential tool that it comprises inseparable of the methodology. In oureducational work we granted some students works a new dimension in Virtual CampusUCM incorporating them to a web page and, on the other hand, we followed the line ofactive participation of the students and old students through the presentation ofseminaries. Finally, we develope the learning-based problems using two types of cases:1) cases presented by specialists to be analyzed by the students and used by the teacheras guide to reach objectives of knowledge, 2) cases presented/displayed to the studentsafter its resolution applying principles and procedures.