Modeling the best practices towards the adaptation to the European credit transfer system in technical degrees within the IEEE ES chapter

Abstract

Several Spanish universities have started their process of adaptation towards a common educational space as a first stage towards the implementation of the credit system as established by the regulation prior to 2010. These universities have developed several highlyilluminating experiences which could be useful to those teachers and institutions who have no previous references and models to develop new experiences of ECTS adaptation. To help these scholars and universities this paper reports on a project that has been recently completed and which has been supported by the Spanish Government and by the participation to the Spanish Chapter of IEEE Education Society. More specifically, the paper provides details about the management of the project, namely, details about the contributions of its three working groups, as well as the different tasks carried out and their monitoring. The paper also describes the results obtained with the project and provides assessment on previous pilot experiences presented by Spanish university teachers at Engineering Education Conferences as well as on the experiences compiled trough the project's web site.

Towards an adaptive system for the evaluation of network services

“…This on-line campus is based on the dotLRN plat form [28]. All subjects belonging to degrees and post-degrees at UNED are also adapted to the context of the EHEA [3], [29]. Its maintenance is a task that not only implies the deployment of sophisticated hardware and software, but also allows the inclusion of new application services, in our case, new procedures for evaluation.…”

Innovation and Teaching Technologies

“…Competencies refer to applied knowledge, so competency-based learning means knowing, understanding and using knowledge (Jones et al 2009). Tovar et al (2007) analyse 94 experiences at Spanish universities and observe that the process of adapting to Bologna has entailed two major pedagogical changes in the teaching/learning process: new teaching methods and new assessment systems. Both are defined in line with the competencies to be attained.…”

An Experience of Continuous Assessment in Telecommunication Technologies Engineering: New Costs for the Teacher

“…Much has been written about the Bologna process, and it is not intended in this article to repeat matters already treated. We therefore recommend to the reader interested in the EHEA an overview of the process at the Ministry's official website [1] and [2], from an engineering perspective. Basically, the Bologna model focuses on the student, with the adoption of the European credit transfer system (ECTS) credit where one considers the entire time the student is engaged in all learning activities, inside and outside class.…”