Keywords: E-learning; workload; Moodle; Web site. 1 Introduction ... ing systems in Europe (e-Learning Programme) with Decision No 2318/2003/EC.
An Innovation Teaching Experience Following Guidelines of European Space of Higher Education in the Interactive Learning M. Zamorano1, M.L. Rodr´ıguez2, A.F. Ramos-Ridao1, M. Pasadas2, and I. Priego3 1
Dept. of Civil Engineering, University of Granada, Campus de Fuentenueva s/n, 18071 Granada, Spain 2 Department of Applied Mathematics, University of Granada, Campus de Fuentenueva s/n, 18071 Granada, Spain 3 IES Jos´e Alc´ antara, C´ ordoba, Spain
Abstract. The Area of Environmental Technology in Department of Civil Engineering has developed an innovation education project, entitled Application of new Information and Communication Technologies in Area of Environmental Technology teaching, to create a Web site that benefits both parties concerned in teaching-learning process, teachers and students. Here teachers conduct a supervised teaching and students have necessary resources to guide their learning process according to their capacities and possibilities. The project has also included a pilot experience to introduce European Space of Higher Education (ESHE) new teaching concept based on student’s work, in one subject of Environmental Science degree, considering interactive learning complementary to presence teaching. The experience has showed strength and weakness of the method and it is the beginning in a gradual process to guide e-learning education in future. Keywords: E-learning; workload; Moodle; Web site.
1
Introduction
Teaching-learning process consists of two elements: teaching, focused on the teacher, and learning, focused on the students. Depending on the closeness to one or each element, it is possible to distinguish different teaching-learning models although the best option should consider both elements in a balanced way. The European Union (EU) has defined the new framework of the European Space of Higher Education (ESHE), based on the establishment of the European Credit Transfer and Accumulation System (ECTS) which is defined as a student-centred system based on the required student workload to achieve the objectives of a programme, preferably specified in terms of learning outcomes and competencies to be acquired; the concept of credit should take into account the total workload that a student has to perform to overcome individual subjects and attain the knowledge and skills set out therein, including both the hours of 1
attendance, as the effort that the student must devote to study, prepare and conduct examinations (Font 2003). The adoption of ECTS involves a new approach to teaching methods, forcing a curricula and subjects review (Moon et al. 2007). The Spanish Royal Decree 1125/2003 establishes the European credit system and the system of qualifications in university degrees; as a consequence, the Spanish University System is immersed in a process to reform the organization of the curricula of higher education to adapt it to the new educational models. Using new Information and Communication Technologies (ICT) in teaching models gives enormous potential to support an advance teaching, learning process and the student experience, both theoretical and practical (Prada 2006),(L¨ ofstr¨ om et al. 2008), (Moon et al. 2007). The Bologna Declaration marks a turning point in the development of European higher education but it does not mention the importance of virtual dimension (Dumort 2002), (Moon et al. 2007). Late the European Commission became aware of the important current social and educational role of new technologies adopting the first multiannual programme (2004 to 2006) for the effective integration of ICT in education and training systems in Europe (e-Learning Programme) with Decision No 2318/2003/EC of the European Parliament and of the Council. The overall objective of the programme is to support and develop further the effective use of ICT in European education and training systems, as a contribution to a quality education and an essential element of their adaptation to the needs of the knowledge society in a lifelong learning context (European Union, 2003). The University of Granada (UGR) has developed the Plan of Educational Excellence that includes initiatives in innovation, education, practical support and degrees and services evaluation to improve teaching quality and students training (Andalusian autonomous 2003). In this context, the Area of Environmental Technology, in the Department of Civil Engineering, has developed an innovation educational project entitled Application of new ICT in the Area of Environmental Technology teaching, to create a new communication channel that consists on a Web site that benefits both parts concerned in the learning–teaching process, teachers and students. The innovation educational project will recover students’ leading role in teaching–learning process and will apply ESHE foundations, although the adaptation of curricula subjects is needed first. On the other hand, this paper summarizes the adaptation process that has been necessary for the execution of educative reform process in the subject Solid Waste Treatment, Handling and Recovery of Environmental Science degree. On the other hand, it also explaining the didactic tools used to implant the new teaching–learning model, describes the website created to support teaching and finally summarizes results and conclusions of this experience.
2
Teaching and Quality Framework at the UGR
Improving the quality of all the areas of university activity is fundamental for training the professionals that society needs. Developing research, preserving and 2
transmitting culture and constituting a critical and scientific presence, based on merit and rigour are also essential as a reference for Spanish society teaching. Within this framework, the UGR maintains a fundamental goal of imparting quality in teaching directed to the full and critical education of students and their preparation for exercising professional activities (European Union 2003). The first Plan for Educational Excellence of the UGR was approved by the Governing Council of the University. Its goal was to promote a culture of quality and stimulate excellence in teaching; it was conceived as an instrument for developing the UGR institutional policy on evaluation, improvement and innovation. The Plan has coordinated 24 actions, organized into three programs. Four years later, the approval of the UGR’s First Plan, the needs derived from new objectives, the laws that regulate university activity, the challenge of European convergence, the expectations generated and the development undergone together with its limitations indicate the importance of bringing the objectives up to date and of revising organization to form a second Plan. As a consequence, the UGR proposes to continue actions of the previous plan and to develop other new ones in the programs reflected in a new plan that coordinates nine programs; the third and fourth programs correspond to a strategic line teaching and innovation model and propose measures for stimulating the connection between research and teaching, for encouraging innovation and for coordinating measures for improvement to respond to the needs proposed in the evaluation processes.
3 3.1
Description of the Subject Solid Waste Treatment, Handling and Recovery The Subject in Environmental Science Degree
The degree in Environmental Sciences began to be taught at the UGR in 1994, within the range of degrees issued by the Faculty of Science. It responds to the needs of professionals who are trained specifically by and for environment and who are capable to coordinate activities with other multidisciplinary professionals, managers and citizens with more specific activity field. A pilot project has been conducted for four years to introduce ESHE foundation in this degree. As a result, it has also been needed a restatement of the curricula of subjects and teaching models. The Solid Waste Treatment, Handling and Recovery subject has been considered to provide students the necessary skills to know negative impacts as consequence of inadequate waste management and techniques designed to implement actions to minimize these impacts. This is an optional subject with 4 theoretical credits and 2 practical ones. Its characteristics are summarized below. 3.2
Objectives
The overall objective of this subject is the students training in the field of waste management. In order to achieve this overall objective, the following specific 3
targets have been considered: (i) to know basic concepts related to municipal waste impacts and their characteristics, (ii) to apply waste classification and labelling rules, (iii) to know basic principles which should guide waste management actions, (iv) to classify collection and transport waste options and apply design criteria, (v) to know waste reuse, recovery, recycling, valorisation and final disposal in landfills options and apply design criteria to construct an operate treatment plants, (vi) to minimize waste treatment plants negative impacts, (vii) to promote environmental education related to waste management, (viii) to know waste legislative framework and waste management competencies. 3.3
Skills to Be Developed
The skills established to be acquired by the student are as follows: (i) quality of work, (ii) ability to analyse and synthesize, (iii) practical exercises resolution, (iv) organization and planning ability, (v) oral and written communication, (vi) teamwork, (vii) critical reasoning and (viii) decision-making. 3.4
Subject Structure
The subject has been structured into two main parts: theory and practice. The first one consists on theoretical contents that include practical aspects of waste management. Practice sessions were divided into two parts; in the first one, students solved a series of individual exercises in class related to practical contents outlined in previously; in the second part, students grouped in working groups carried out a practical work using theoretical and practical contents and skills learned; they would have to explain to the rest of students the most important aspects of the study 3.5
Applying Tools and Techniques
In order to implement all the techniques and adaptations required to consider ESHE foundations, a subject review which includes contents, working groups and teaching methodology has been necessary. In the case of theoretical lessons only one group was authorized by the university government. In the case of the seminar of problems were four; finally the teacher divided the theoretical group in eight to study development. In any case, the subject planning has been based on the student’s personal work as a centre of the learning process. Four tools have been basically used and they are analysed: 1. Theoretical lessons. The content has to be modified to consider the new objectives of the subject, as well as the new skills that are expected to be acquired by the students. These lessons are characterized by a lower teacher-student interaction so they are designed primarily as a method of unidirectional transfer of knowledge from teacher to students. 4
2. Seminar Problems. They are lessons of problems with a smaller number of students who work practical contents individually in class: (i) to acquire on scientific and technical knowledge outlined in theoretical lessons, to complete their understanding and deepening, for which several practical activities take place, (ii) to be the natural forum to share students doubts developing practical exercises. 3. Practical seminars. They are a natural forum in which each group exposed their work to the rest of students, making a bridge between theory and problem lessons. These seminars seek to promote equal capacity for analysis, synthesis, critical thinking, oral and written expression of foreground, and teamwork. 4. Environmental Teaching Center Web site. The subject changes have been carried out based on the student’s work, so a virtual platform in the service of the teacher and the student has been developed; it is a bridge of both parts involved in the process of learning and it is a support that provides selfknowledge and independent alternative to the students. In any case this tool will be regarded complementary to traditional method of teaching presence, because the balance in the participation of teacher and student is considered basic if you want proper development of the learning process. 3.6
Evaluation of Students’ Knowledge and Skills
The students’ evaluation considers the following four marks, affected by different weights in parenthesis. The first one takes into account the results from an individual test which includes theoretical contents and resolution of several exercises (30%); the second one considers individual exercises made in practical seminars (40%); the third mark evaluates work in groups and the oral presentation by each member of the group (20%) and finally the last mark takes into account the individual work of the students, including participation in lessons, use of chats, self-evaluation tests and other resources of Web Site (10%). In order to carry out a continuous evaluation of the knowledge and skills acquired by students in the Web site, self-evaluation test are available to allow the students to know their deficits, as well as the teacher goes exploring the progressive student learning directing the need to clarify the most frequently observed issues.
4
Description of Web Site
Many educational institutions have adopted e-learning system to complement traditional teaching in various disciplines in recent years (Veron et al. 1993), (Jarvela 2002), (Shin et al. 2002), (Lau et al. 2005). In comparison to traditional methods of teaching that emphasize using classroom lectures and demonstration, information technology (IT) can provide an environment that lifts the restrictions of time and space in knowledge delivery and capture. With the advance of computing infrastructure and the Internet, the use of IT for teaching and learning has vastly increased the flexibility and effectiveness of knowledge delivery. In a typical e-learning system, IT components including computer graphics, 5
animations, multimedia effect, databases, and other Internet applications such as e-mail and chat room facilities are incorporated to create a cyberplatform for learning. Web Site considers teaching methodology based on the e-learning concept, consisting in providing educational programs and learning systems using a computer or other electronic device to provide educational materials. This space can be seen as a Virtual Classroom in which it is organized, emulated and enhanced the learning process that takes place in a traditional classroom. 4.1
Software
Version 1.9 of free software e-learning platform Moodle has been used to create ETC Web site. It is designed to help educators create online courses with opportunities for rich interaction. Its open source license and modular design means that people can develop additional functionality. The decision to choose this software was based on our commitment to provide a reliable system with development possibilities: Moodle is a free, open-source alternative to commercial courseware that is widely used in universities around the world; its large client/developer base, as well as optional commercial development and support, make it the optimal choice; on the other hand Moodle’s many features, including forums, quizzes, assignments, and glossaries, will provide Site Generator users a great functionality making easily the use of the e-learning platform by teachers that are not expert on communications and information technologies. Moodle also has import features for use with other specific systems, such as importing quizzes or entire courses from Blackboard or WebCT. 4.2
Web Site Interface Description
Internet direction http://cem.ugr.es permits the access to the ETC Web site homepage which has all the subjects in which the area of Environmental Technology has teaching; they are classified by degrees and postgraduate teaching. This page has been designed from a template of Moodle, customizing it for this experience. 4.3
Homepage of the Subject Solid Waste Treatment, Handling and Recovery
In the homepage of this subject customized by the responsible teacher, three main areas are identified: 1. General. It has information about the subject: characteristics, objectives, agenda, consulting books, evaluation criteria, etc. There are too links to subject teachers’ personal homepage and a link to a chat to facilitate studentteacher communication to solve and clarify doubts. 6
2. Main body. This space collects and develops the blocks and thematic structure of the educational program. It contains material to the student for the development and monitoring of the subject. The resources and materials in each block include: notes of theory, practical exercises, Web resources, multimedia resources (including videos and photos), legislation, and other documentation. 3. Workshop. This area annexes documentation from work performed by the students and set out in the workshops.
5 5.1
Results in Course 2007/2008 Resources
Figure 1 shows resources disposal in ETC and the number of times, in percentage, that students have used them. They have used the Web site basically to download class notes and complementary documentation but multimedia sources that include videos or links related to webs have low participation. These results show students have great difficulties to adapt to the learning models based on workload because of the UGR, as in the rest of Spanish universities, teachinglearning models are basically focused on the teacher, as a consequence of a large number of students.
Fig. 1. Resources disposal in ETC and number of times, in percentage, that students have used them
5.2
Evaluation of Students’ Knowledge and Skills
At Spanish universities, skills and knowledge acquired by students are evaluated in a range between 0 and 10. In the case values are equal or higher than 9, knowledge and skills acquired by students are classified high; if values are between 7 and 9, the degree of assimilation of knowledge is classified notable and between 5 and 7 low; marks lower than 5 show poor skills and assimilated knowledge so 7
in this case students do not pass the subject. Taking into account these criteria now, the results obtained in the course 2007/2008 are analyzed. Subject monitoring observed is quite high because only 5.79% of registered students (121) have not followed the subject. Assimilation of knowledge and skills by students are next to an average value that is classified as remarkable, with average marks of 6.66 and 93.39% of students passing the subject. Figure 2 shows the marks of different parts of the subject. As we can see, work and monitoring carried out by students has been quite good, although final marks of individual exam show values quite low if they are compared with the rest of marks; only 25.5 % of students passed the exam. The results of the students evaluation show the great students difficulty to adapt the model teaching based on student workload.
Fig. 2. Average, maximum, minimum marks and standard deviation
5.3
Evaluation of the Experience in Course 2007/2008
In order to know the students’ opinion about this experience, a questionnaire has been designed and disposed in the subject homepage to provide information in relation to the students’ satisfaction degree about of ETC, the usefulness of the materials and sources provided and the most important problems of teachinglearning model defined. It includes 13 questions rated from 1 to 5 (1 minimum satisfaction degree and 5 maximum satisfaction degree) and classified in 2 blocks, one about the platform in general and the other one to evaluate the subjects. The questionnaire has been available to students for 20 days, at the end of the course, and 52.1% of the student body has participated. Figure 3 shows the average score and standard deviation for each question of the survey, for students of the subject in question, which participated in 24% of the student body; it is possible to conclude that the use of Web site is considered positive, with its design and presentation look worse valued; subject evaluation is fairly good (question 13) with values higher than 3; sources that have been rated worse are the use of chat rooms and forums, self-evaluation and student-teacher communication basically 8
Fig. 3. Results obtained in the survey for assessment of the project
as a consequence of connection problems and the inexperience of teachers in this type of technologies, being necessary to promote the use of chat rooms and forums that make less impersonal monitoring of the subject. Teachers should improve education in ITC to guide students in the use of these technologies and know their advantages and disadvantages so as necessary changes in curricula subjects to implement ESHE principles.
6
Conclusions
The web site developed to be use by all subjects of the Area of Environmental Technology in Civil Engineering Department at the UGR although is a first step the teaching-learning method has been applied to only one subject to identify its strengths and weakness. The most important strengths detected are: the use of the resources used have opened new possibilities to the students although it is necessary to promote the participation of the students and Moodle’s varied features, as forums, quizzes, assignments and glossaries, have provided a great functionality making easier the designer and use of e-learning platform by teachers and students that are not experts on communications and information technologies. Some weaknesses have been detected. In the first place, the need for modifying students learning process to assimilate theoretical contents and develop practical skills too, including the capacities to analyze, discriminate, classify and synthesize; secondly improving technical medium are needed to avoid that computer capacity could be got carried away; and finally, improving communication tools in the Web site, forums and chats are necessary. It is possible to conclude that results of this experience could contribute to guide teacher from Spanish Universities to reform the organization of the curricula of higher education and to adapt it to the new educational models established by Spanish Government in Royal Decree 1125/2003, on the European credit system. 9
Acknowledgments. This work has been funded by the Office of the Vice President of Planning, Quality and evaluation Professor at the UGR. The work of the first and third authors was supported in part by the Junta de Andaluc´ıa (Research Project TIC-02913). The work of the second and fourth authors was supported in part by the Direcci´ on General de Investigaci´on del Ministerio de Ciencia y Tecnolog´ıa (Research Project MTM2005–01403) and by the Junta de Andaluc´ıa (Research group FQM/191).
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