LEARNING-BY-DOING: a methodology that improves the teaching-learning process in technical degrees M.V. de la Fuente; D. Ros; M.A. Ferrrer; J. Suardíaz; E. Hontoria; M. Mestre; M. Muñoz; F. Cavas; L. Ros

INNOVATIVE EDUCATION TEAM (UPCT): ACTIVITIES FOR MONITORING LEARNING OUTCOMES GOAL: Redesign the different activities carried out in the subjects, as well as to design new activities that allow students and teachers to check progress in learning evolution. This paper is focused on the analysis of both practice and problem sessions, as basic items in technical studies.

LEARNING-BY-DOING METHODOLOGY Shank et al. (1999): argue that the only way to learn is by “doing things that are good for something”. LEARNING-BY-DOING technique, its main goal is the development of skills and learning in the context of “how to use”. This technique is based on: “You learn to do, not to know” “Learning centered on objectives that are relevant, meaningful and interesting for students” “knowledge is learned in the context of relevant tasks, closely related to the way in which the students will use them in the future”. Finally, we should not forget: “learning occurs when someone wants to learn, but when someone wants to teach”.

LEARNING-BY-DOING METHODOLOGY (II) In this new context, teachers should focus their efforts on: Generate concern in students learning Set objectives to guide the students to know what is going to be used, and noting the importance of achieving the skill. The relevant tasks contain the knowledge that students will use outside the academic world. Part of the natural learning is the failure or error as a key. With the above premises, the academic team fixed the bases for developing practices, with the objective of: Promoting voluntary learning, Students are poses challenges, real-world situations to solve in small groups, Students are intended to have the same results they would obtain if they were in professional practice.

RESEARCH METHODOLOGY GOAL: Evaluate the learning process in technical career courses, specially in practical and problem sessions

SURVEY ANALYSIS – (COURSE 2013-2014) Depending on the degree and course, it have been performed new activities to develop in the practical and problem sessions, One subject from each participating professor of the teaching unit was selected to perform the study. All the subjects belong to different courses of the new degree plans, except one that is from old career plans.

SURVEY BY ACADEMIC LEVEL SURVEY ANALYSIS KIND OF SURVEY SURVEY BY SUBJECT SURVEY BY ACADEMIC LEVEL

RESULTS FROM PRACTICE QUESTIONNAIRES

RESULTS FROM PRACTICE QUESTIONNAIRES (II)

RESULTS FROM PROBLEMS QUESTIONNAIRES Subject: BUSINESS MANAGEMENT1 Results from Problem Questionnaire in subject Business Management, in 1st level of Telematic Engineer degree.

RESULTS FROM PROBLEMS QUESTIONNAIRES Subject: PRODUCTION PLANNING & CONTROL Results from Problem Questionnaire in subject Production Planning and Control , in 5th level of Industrial Engineer degree.

RESULTS FROM PROBLEMS QUESTIONNAIRES A visual analysis of two graphs allows us observe, although the variables that influence the design of the questionnaires are very heterogeneous, how those generic questions regarding the overall performance of classes of problems have a common denominator. It may be concluded that regardless of the subject and of course, more than 75% of students believe that the Problems Sessions are: Q1- generally useful and necessary in developing the subject, Q2- very useful for learning the contents. Moreover it also draws on the attitude of the students, they show much interest in this activity and they prefer the temporal sequence theory first and afterwards problems. Regarding questions 3, 4, 6, 7, 9, 11,12, 15, 17 and 19, all of them have a clear dependent component of the subject and of the students which are taking it. The derived information from each one serves to redesign the particularly planning of this activity and also their temporal program.

COMPARATIVE OF PRACTICE AND PROBLEM SURVEY RESULTS There is parallelism with the results of questionnaires of practices and problems. The teaching innovation team note that, regardless the type of sessions conducted in the subjects, since they are provided with practical component (problems, lab, etc.) students are always more receptive to such content, because their active participation is required in such activities.It is a highly shared opinion among students (83% of them) that the bulletin or list of problems should be provided prior to the completion of the practice rather than at the beginning of it (question 13). 71% of students understand that attendance at the classes of problems (question 14) has served them during their development to the implementation and monitoring of activities. When asked (question 15) if students have prepared practice sessions previously by studying the theory or the previously solved exercises, 56% of students admit not to have done so. Most students (88%) admitted on the question 16 that the realization of such problems makes you better understand the situation and treat it with greater guarantee of success.

Ignorance of subjects causes some reluctance in students. CONCLUSIONS Development of Learning-by-doing methodology during 2012-2014, initially in practical sessions, and during this course (13-14) in both practical and problem sessions. Analysis of participation and learning degree of students, in each type of session of a subject (laboratory, problems, computer-lab, etc.). Ignorance of subjects causes some reluctance in students. New practices and problem sessions (with new teaching methodologies): interest and involvementof the students in their development,and improvement proposals. The final goal of the collected data will allow professors to transform the student voice into real improvement of their teaching practice.