Un nuevo horizonte: la evaluación por competencias en el Espacio Europeo de Educación Superior

An Approach to Develop Sustainability in a Subject of Human Nutrition and Dietetics Degree, a Pilot Experience☆

Abstract: The present study was aimed to develop the skill of sustainability among students of the subject “Collective Restoration” in Human Nutrition and Dietetics Degree. For that purpose activities that dealed with economic, environmental, sanitary and social sustainability were carried out. After defining the skill and learning results, different activities and evaluation criteria were proposed for their development. The skill was carried out in an active, collaborative and classroom-based way. The 75% of the students that attended classes mentioned concepts related to sustainability in the final exam. Concepts such as an adequate food distribution among people or the reduction of food wastes were considered by the students. In view of the obtained results, the skill of sustainability might be developed coordinately in more subjects of this degree in order to make students be competent in this field for their future profession.

Creación de pruebas de evaluación para valorar el progreso y acreditación de competencias en la asignatura Vibraciones Mecánicas

Abstract: La puesta en marcha de los nuevos planes de estudio englobados en el Espa- cio Europeo de Educacion Superior (EEES) implica un cambio en el enfoque de la ensenanza universitaria Estos planes de estudio estan basados en una formacion en competencias, tanto genericas (o transversales) como especificas de la titulacion En el actual trabajo se presenta una metodologia para evaluar el grado de adquisicion de las distintas competencias trabajadas en una asignatura Se muestra la aplicacion a la asignatura Vibraciones Mecanicas, correspondiente al plan de estudios de Grado en Ingenieria Mecanica (GIM)

El enfoque por competencias en el EEES y sus implicaciones en la enseñanza y el aprendizaje

Abstract: This article offers a conceptual approach to the concept of “competence” and analyses its use in the academic sphere. Starting from the description of its genesis within the business background, it studies its understanding and treatment at universities. Then it analyses the involvements about teaching and learning planning in the new background of the European Higher Education Area.

An Approach to Develop Sustainability in a Subject of Human Nutrition and Dietetics Degree, a Pilot Experience☆

Abstract: The present study was aimed to develop the skill of sustainability among students of the subject “Collective Restoration” in Human Nutrition and Dietetics Degree. For that purpose activities that dealed with economic, environmental, sanitary and social sustainability were carried out. After defining the skill and learning results, different activities and evaluation criteria were proposed for their development. The skill was carried out in an active, collaborative and classroom-based way. The 75% of the students that attended classes mentioned concepts related to sustainability in the final exam. Concepts such as an adequate food distribution among people or the reduction of food wastes were considered by the students. In view of the obtained results, the skill of sustainability might be developed coordinately in more subjects of this degree in order to make students be competent in this field for their future profession.

Dificultades para la innovación docente en las áreas jurídicas. La compatibilidad entre la adquisición de competencias profesionales específicas y el cumplimiento de los objetivos globales.

Abstract: Renewal of teaching methodologies is one of the main challenges currently faced by Law teaching. This renewal meets with special difficulties in legal areas, due to the pedagogical conservatism that has remained throughout history and due to the fact that the introduction of new activities is intended to be done without undermining the traditional aims in any way (that is, without affecting the transfer of the same theoretical knowledge that has always been demandable) through an accumulation (rather than restructuring) of strategies. In this sense, the curricula of new Degrees do not entail any guarantee of compatibility between both aspects. This work specifically supports the need to pursue the balance between innovation activities aimed at the acquisition and practice of specific professional abilities which require great dedication in terms of time and the inalienable compliance of global programmatic aims, which must be guaranteed through appropriate evaluation techniques. On the other hand, the imminent approval of the “Status of Teaching and Research Staff”, whose draft is herein analyzed, compels us to critically watch the computation criteria of the dedication of the teaching staff, in such a way that the multiplication of the activity arising out of new methodological uses is timely reflected.

Cómo imaginamos la evaluación en la formación por competencias del EEES

Abstract: Desde que 17 titulaciones de la Universidad Autónoma de Barcelona iniciaron su proceso de transformación hacia el Espacio Europeo de Educación Superior EEES siguiendo los planteamientos de la Declaración de Bolonia (1999), han pasado 4 años y es el momento de reflexionar sobre algunas de las cuestiones experimentadas. La Unidad de innovación Docente de Educación Superior (IDES) juntamente con el trabajo realizado por los coordinadores de las titulaciones ha iniciado un estudio de análisis y reflexión que sirva de base para su aplicabilidad en el futuro. El trabajo que se presenta es una reflexión sobre los sistemas de planificación de la evaluación de las competencias específicas y transversales, realizada a partir del análisis de las asignaturas que configuran el currículo de las titulaciones del Plan Piloto de la UAB.

Creación de pruebas de evaluación para valorar el progreso y acreditación de competencias en la asignatura Vibraciones Mecánicas

Abstract: La puesta en marcha de los nuevos planes de estudio englobados en el Espa- cio Europeo de Educacion Superior (EEES) implica un cambio en el enfoque de la ensenanza universitaria Estos planes de estudio estan basados en una formacion en competencias, tanto genericas (o transversales) como especificas de la titulacion En el actual trabajo se presenta una metodologia para evaluar el grado de adquisicion de las distintas competencias trabajadas en una asignatura Se muestra la aplicacion a la asignatura Vibraciones Mecanicas, correspondiente al plan de estudios de Grado en Ingenieria Mecanica (GIM)