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Tuning Educational Structures in Europe

J. González, R. Wagenaar
01 Jan 2003-pp 70-96
Abstract: The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

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Tuning Educational
Structures in Europe
Tuning Educational
Structures in Europe
Informe Final
Fase Uno
Editado por
Julia González
Robert Wagenaar
2003
Universidad de Universidad de
Deusto Groningen
El Proyecto Tuning fue financiado por la Comisión
Europea en el marco del Programa Socrates.
Esta publicación refleja los puntos de vista solo de los
autores, y la Comisión Europea no puede asumir res-
ponsabilidades por ningún uso que se haga de la infor-
mación contenida en el presente libro.
Los editores quieren expresar su gratitud a los Asistentes
del Proyecto Tuning Robert Alcock, Pablo Beneitone, Almu-
dena Garrido e Ingrid van der Meer por su dedicación y
contribución significativa al proyecto. Particularmente,
quieren agradecer a Pablo Beneitone por la coordinación
de la edición de la presente versión en castellano.
Ninguna parte de esta publicación, incluido el diseño
de la cubierta, puede ser reproducida, almacenada o
transmitida en manera alguna ni por ningún medio, ya
sea eléctrico, químico, mecánico, óptico, de grabación
o de fotocopia, sin permiso previo del editor.
Publicación impresa en papel ecológico
© Universidad de Deusto
Apartado 1 - 48080 Bilbao
ISBN: 84-7485-892-5 (obra completa)
ISBN: 84-7485-893-3
Depósito legal: BI - 1.862-03
Impreso en España/Printed in Spain
Fotocomposición: IPAR, S. Coop. - Bilbao
Imprime: RGM, S.A.
Lista de Participantes
Coordinadores Generales
Julia González - Universidad de Deusto (ES)
Robert Wagenaar - Rijksuniversiteit Groningen (NL)
Miembros del Comité de Gestión y de Dirección
Expertos en Educación Superior
Chantal Zoller - Université Libre de Bruxelles (BE)
Volker Gehmlich - Fachhochschule Osnabrück (DE)
Maria Sticchi-Damiani - Consejero ECTS (IT)
Ann Katherine Isaacs - Università degli Studi di Pisa (IT)
Estela Pereira - Universidade de Aveiro (PT)
Stephen Adam - University of Westminster (UK)
Coordinadores de Area Temática
Peder Ostergaard —Coordinador del Area de Administración y Di-
rección de Empresas— Aarhus School of Business (DK)
Lars Gunnarsson —Coordinador del Area de Ciencias de la Educa-
ción— Göteborg University (SE)
Paul D. Ryan —Coordinador del Area de Geología— National Uni-
versity of Galway (IE)
Jean-Luc Lamboley —Coordinador del Area de Historia— Université
Pierre Mendès France, Grenoble, (FR)
Citations
More filters
Percepción de alumnado universitario sobre estrategias de enseñanza-aprendizaje activas

[...]

Ignacio García Ferrandis, Xavier García Ferrandis, Esther Moreno Latorre
01 Jan 2018
TL;DR: In this article, the authors analyze the perception of an alumnado about different strategies of ensenanza-aprendizaje activas. And they find that the strategies didacticas activas are the mejores valoradas by the alumnados.
Abstract: El objetivo del estudio es analizar la percepcion del alumnado sobre estrategias de ensenanza-aprendizaje activas. Participaron 96 estudiantes del grado de Enfermeria de la Universidad Catolica de Valencia, quienes recibieron parte del temario siguiendo las diferentes estrategias activas analizadas. Tras la aplicacion de cada estrategia se administro un cuestionario para conocer la valoracion que los alumnos hacian de cada una de ellas y si estas habian ayudado a entender la materia. Los resultados senalan que el aprendizaje basado en problemas y el aprendizaje entre iguales son las mejores valoradas por el alumnado. Se pone de manifiesto que la introduccion de estrategias didacticas activas que abran espacios de participacion puede transformar una clase magistral tradicional en una clase magistral participativa, que puede resultar mas atractiva y motivadora para los alumnos en el proceso de ensenanza-aprendizaje.

6 citations

Journal Article•DOI•
A multilingual background for telecollaboration : practices and policies in European higher education

[...]

Elisabet Arnó-Macià1, Sonia Vandepitte2, Patricia Minacori3, Maria Teresa Musacchio4, Joleen Hanson5, Bruce Maylath6 •
Polytechnic University of Catalonia1, Ghent University2, University of Paris3, University of Padua4, University of Wisconsin–Stout5, North Dakota State University6
22 Oct 2019-European Journal of Language Policy
TL;DR: The Trans-Atlantic and Pacific Project (TAPP) as discussed by the authors is a telecollaboration network linking European university classes with classes in the US and beyond for nearly 20 years.
Abstract: The Trans-Atlantic and Pacific Project (TAPP) is a telecollaboration network linking European university classes with classes in the US and beyond for nearly 20 years. Such collaborations have enab...

6 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...The widespread adoption of English has affected universities, especially as a result of the redesign of curricula based on a student-centred competencebased model of learning (González and Wagenaar 2003)....

    [...]

Journal Article•DOI•
La comunicación no verbal en la formación del profesorado de educación física: dificultades y limitaciones experimentadas

[...]

José L. Aparicio Herguedas, Antonio Fraile Aranda, María del Rosario Romero Martín, Sonia Asún Dieste
27 Nov 2020-Revista Interuniversitaria de Formación del Profesorado
TL;DR: In this paper, a study on training for non-verbal communication with university physical education students is presented, where the main difficulties observed are related to various components of kinesic, paralinguistic and proxemic behavior, without losing sight of the emotional influence caused by confronting the class group from the discipline management.
Abstract: espanolSe presenta un estudio sobre la formacion para la comunicacion no verbal realizado con estudiantes universitarios de Educacion Fisica. Se pretende conocer como se desenvuelven desde la comunicacion no verbal cuando intervienen impartiendo clases de expresion corporal, asi como definir cuales son las principales dificultades que experimentan en la practica. Se busca que los estudiantes tomen conciencia sobre su comportamiento no verbal docente para desde ahi poder mejorar la manera de ensenar, procurando que intervengan de forma activa en su propio proceso de aprendizaje. Se realizo un analisis documental y un proceso de codificacion de la informacion para descubrir las limitaciones comunicativas experimentadas, haciendo uso del software ATLAS.ti. Las principales dificultades observadas se relacionan con varios componentes del comportamiento kinesico, paralinguistico y proxemico, sin perder de vista la influencia emocional que les ocasionaba enfrentarse al grupo clase desde la gestion de la disciplina. Es necesario que los estudiantes sean conscientes y reconozcan el valor pedagogico de la capacidad comunicadora que posee todo su cuerpo en la accion docente, como la expresividad gestual, la mirada y la sonrisa, la actitud corporal en el propio espacio, a fin de afrontar las situaciones de aprendizaje y generar mejores escenarios de interaccion y participacion con su alumnado. EnglishA study on training for non-verbal communication with university physical education students is presented. The aim is to know how they operate from non-verbal communication when they intervene by giving classes in body expression, as well as to define what are the main difficulties they experience in practice. The aim is for students to become aware of their nonverbal teaching behavior so that from there they can improve the way of teaching, seeking to actively intervene in their own learning process. A documentary analysis and a process of coding the information was carried out to discover the communicative limitations experienced, using the ATLAS.ti software. The main difficulties observed are related to various components of kinesic, paralinguistic and proxemic behavior, without losing sight of the emotional influence caused by confronting the class group from the discipline management. It is necessary for students to be aware of and recognize the pedagogical value of the communicative capacity that their whole body possesses in teaching, such as gestural expressiveness, gaze and smile, body attitude in their own space, in order to face the learning situations and generate better scenarios for interaction and participation with their students.

6 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...Se definieron nuevos planes de estudio para responder a las nuevas demandas locales y globales (Palomero & Torrego, 2004) y surgieron iniciativas como el Proyecto Tuning (González & Wagenaar, 2003), que instaba al diseño de nuevos programas formativos desde un enfoque competencial....

    [...]

Journal Article•
El portafolios digital como herramienta para el desarrollo de competencias transversales

[...]

José Luis Rodríguez Illera, Cristina Galván Fernández, Francesc Martínez Olmo
01 Jan 2013-Teoría de la Educación: Educación y Cultura en la Sociedad de la Información
TL;DR: In this paper, el papel de un caso concreto, los portafolios electronicos, for the mejora de competencias transversales in el ambito universitario was analyzed.
Abstract: Resumen: Partiendo de un enfoque sobre las relaciones entre las tecnologias digitales como herramientas de mediacion, se analiza el papel de un caso concreto, los portafolios electronicos, para la mejora de competencias transversales en el ambito universitario. Los resultados indican que se obtienen mejoras, como minimo desde la percepcion de los propios estudiantes, en algunas dimensiones ligadas a la capacidad para seleccionar y organizar informacion, asi como a la planificacion del aprendizaje.

6 citations

El Aprendizaje Basado en Problemas como instrumento potenciador de las competencias transversales

[...]

Juan José Jiménez1, María Gabriela Lagos Rodríguez1, Francisco Jareño Cebrián1•
University of Castilla–La Mancha1
01 Jan 2013
TL;DR: In this article, the authors discuss the desempeno de las competencias genericas of la titulacion de Administracion y Direccion de Empresas a traves de una actividad multidisciplinar en Aprendizaje Basado in Problemas.
Abstract: La experiencia que exponemos y analizamos en este articulo surge del interes por mejorar la adquisicion de las competencias genericas mediante un planteamiento interdisciplinar de Aprendizaje Basado en Problemas. Los estudios existentes permiten afirmar que los profesores tendemos a dedicar mas atencion a las competencias especificas de la asignatura que impartimos que al desarrollo de las competencias transversales y, en especial, suelen quedar relegadas las de caracter sistemico. Conscientes de esta situacion y de la dificultad de su acometida de manera independiente, nos propusimos abordar el desempeno de las competencias genericas de la titulacion de Administracion y Direccion de Empresas a traves de una actividad multidisciplinar en Aprendizaje Basado en Problemas. En este trabajo presentamos los elementos esenciales de esta experiencia, sus resultados y las conclusiones obtenidas, entre las que cabe destacar que esta mejoro de forma decisiva la adquisicion de las competencias propuestas.

6 citations

References
More filters
Journal Article•DOI•
Testing for Competence Rather Than for "Intelligence"

[...]

David C. McClelland1•
Harvard University1
01 Jan 1973-American Psychologist
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations

"Tuning Educational Structures in Eu..." refers background in this paper

  • ...7 McClelland 1973....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects»....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto. WILLIAMS, Peter (2002). QAA. Council of Universties. Transparency for European Higher Education. Madrid. WRIGHT, P. (1995) Draft paper «Identifying the Notion of Graduateness» HEQC Quality Enhancement Group, London....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation....

    [...]

Book•
Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching

[...]

Abraham Flexner
10 Aug 2009

1,070 citations

Journal Article•DOI•
League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance

[...]

Harvey Goldstein1, David Spiegelhalter2•
Institute of Education1, Medical Research Council2
01 May 1996-Journal of The Royal Statistical Society Series A-statistics in Society
TL;DR: The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions and urges caution by discussing the limitations of such methods.
Abstract: SUMMARY In the light of an increasing interest in the accountability of public institutions, this paper sets out the statistical issues involved in making quantitative comparisons between institutions in the areas of health and education. We deal in detail with the need to take account of model-based uncertainty in making comparisons. We discuss the need to establish appropriate measures of institutional 'outcomes' and base-line measures and the need to exercise care and sensitivity when interpreting apparent differences. The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions. It also urges caution by discussing the limitations of such methods.

1,051 citations

Journal Article•DOI•
Effectiveness of problem-based learning curricula: theory, practice and paper darts.

[...]

Geoffrey R. Norman1, Henk G. Schmidt1•
McMaster University1
01 Sep 2000-Medical Education
TL;DR: Evidence is presented that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
Abstract: In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.

723 citations

Book•
Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care

[...]

Kenneth M. Ludmerer
01 Jan 1999
TL;DR: Time to Heal as discussed by the authors provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests.
Abstract: Already the recipient of extraordinary critical acclaim, this magisterial book provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

534 citations

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