Bologna Declaration: An opportunity to learn by doing

After reading the thoughts of Alex Valles in “Only learn by doing” and see the interview Roger Schank Eduard Punset I found interesting frame the current educational renewal phase in which we, reflecting on the role of technology in the educational process.

For progressive harmonization of European university systems, consequence of the so-called “Bologna Declaration” and developed in other documents available , has generated a dynamic of change in the regulation of such teaching opportunity for serving, simultaneously, conduct a thorough review of both the content and the educational methodologies that, increasingly, focus not both knowledge and its acquisition process.

Notably the so-called “Diploma Supplement” (Diploma Supplement, DS), which will be detailed, in a common format to all EEES2, skills acquired during studies by students and a detailed explanation of the subjects studied.

This incorporation of the extent of the competences achieved and included in the curriculum may have been one of the key elements of the energizing current educational reformers who emerged alongside. Methodologies must adapt to achieve new educational purposes that previously were not covered so explicitly in university environments.

In parallel it is observed that the incorporation of ICTs3 in educationwas performed progressively, producing a change in the methodological use these tools.

In “The Invisible Computer” the idea is supported the computer will integrate into the centers when no longer talk about it, where something invisible, when entering the classroom to observe as naturally to computers to pens, books or notebooks. This is to make sense of technology and appropriate it.

The use of the computer from the educational point of view has been specializing in different aspects: their own study, as curriculum management tool, content presentation, semi-automated assessment, Simulation Tool, training, etc..

The interaction has established widespread communication models that have expanded access to these devices. Complex cryptic languages ​​has gone environments based graphical interfaces, environments that have become known as “friendly” for ease of use.

From the educational point of view considerable added value means conducive to the involvement (direct responsibility) the learner in their own training work (e-portafolios, blogs, sites). The stimulation of lateral thinking that improves academic achievement in all disciplines not grown in most cases.

The ultimate goal is that the student learn to think in a creative and logical manner. Further in some cases is the idea “learning to learn“.

Incorporating domestically new computer with high graphics performance means augurs training complex models “Online” based interactive graphics to develop new educational paradigms. The jump should not be viewed only from a quantitatively (quantity the volume of accessible information) but also must be qualitative (quality and richness of content and media employees).

The marriage of technology and education pose new challenges in joining the knowledge society. Teaching materials must undergo a major renovation, both form and content, in many cases. Adapting teaching and creating new titles coming to cover new areas of expertise of technologies mainly, opens another center of interest for the development of specific tools for the exploration of knowledge.

Educational platforms that manage learning spaces are developed virtuales5, to be completed with resources that meet the needs of content and skills to develop.

The rescue and adapt current educational methods a continued monitoring or developing workbooks. The “e-portafolio” is presented as a support tool that allows updated to incorporate multimedia elements in their content, giving it a good chance of Use.