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Ciesocllibreeng Ananos A2009.Pdf 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 2 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 3 TOWARDS THE EUROPEAN HIGHER EDUCATION AREA (EHEA) Innovative teaching experiences at the UAB in social sciences and humanities 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 4 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 5 TOWARDS THE EUROPEAN HIGHER EDUCATION AREA (EHEA) Innovative teaching experiences at the UAB in social sciences and humanities Maite Martínez and Elena Añaños (coord.) 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 6 Coordinated by: Universitat Autònoma de Barcelona Unitat d’Innovació Docent en Educació Superior (IDES) Edifici A 08193 Bellaterra (Cerdanyola del Vallès). Spain [email protected] http://www.uab.cat/ides Published and printed by: Universitat Autònoma de Barcelona Servei de Publicacions Edifici A 08193 Bellaterra (Cerdanyola del Vallès). Spain [email protected] http://publicacions.uab.es Printed in Spain Legal deposit: B.32.855-2009 ISBN: 978-84-490-2602-7 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 7 INNOVATIVE TEACHING EXPERIENCES AT THE UAB IN SOCIAL SCIENCIES AND HUMANITIES 7 Index Prologue . 11 Presentation . 15 Acknowledgements . 19 School of Tourism and Hotel Management David Urbano and Francesc Uroz . 23 Fostering creativity and the entrepreneurial spirit in the context of the ECTS Faculty of Law Cristina Riba and Emma Teodoro . 35 Creating multimedia trial presentations CD-ROM: Demonstration materials Joan Lluís Pérez Fransesch, Marcel Mateu Vilaseca and others . 43 Political Institutions in Catalonia CD-ROM: Web demonstration Faculty of Political Sciences and Sociology Xavier Ballart . 55 World politics online CD-ROM: Virtual content demonstration Faculty of Communications Studies David Roca, Daniel Tena and others . 65 Virtual dynamic academic-workplace community in advertising creativity CD-ROM: Web demostration Daniel Tena, Jordi Fernández and David Roca . 75 Use of virtual BREVIA collections for studying Advertising and Public Relations CD-ROM: Virtual platform demonstration Armand Balsebre, José María Ricarte and others . 87 Publiradio.net: Application for creating radio advertising within the framework of the EHEA CD-ROM: Web demonstration 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 8 8 INDEX Faculty of Education Margarida Massot, Josefina Sala and others . 99 Integrative Practicum Model (IPM) for good practices in staff qualification Carme Armengol, Diego Castro and others . 107 Materials development and coordination in the design and implementation of syllabi in the field of educational organisation Joaquín Gairín, Mònica Feixas and others . 119 The secondary school – university transition: Orienting first-year students Mònica Feixas, Eva Codó and others . 133 Teaching English at the university: A shared experience José Tejada, Pedro Jurado and others . 145 Teaching in an inter-university virtual environment. ECTS experiment supported by ICT Teresa Ribas, Montserrat Bigas and others . 159 Coordination among courses and student involvement Montserrat Torres, Montserrat Font and others . 169 Multimedia and art education: A methodological model of Teacher Training Studies within the framework of the European Higher Education Area CD-ROM: Videos with DVD excerpts Angels Campà . .179 ELPUE: European Language Portfolio for University Education Faculty of Philosophy and Arts Hortènsia Curell, Montserrat Capdevila and others . 193 Direct action for improving the learning conditions of students in two core first-year courses. Course on descriptive English grammar CD-ROM: Web demonstration Felicity Hand, Laura Gimeno and Sara Martín . 201 Direct action to reinforce the autonoms study of students taking a degree in English studies through the creation of an interactive web page for the subjects dealing with culture and civilitazion Lorraine Baqué and Àngels Catena . 209 Adaptation to the EHEA in the training of professionals in automatic natural language processing CD-ROM: Web demonstration 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 9 INNOVATIVE TEACHING EXPERIENCES AT THE UAB IN SOCIAL SCIENCES AND HUMANITIES 9 Carme de la Mota, Montserrat Marquina and Pere Rovira . 221 Interactive multimedia course aimed at independent learning of prosody CD-ROM: Video of materials Gemma Puigverd . 233 Improving the teaching methodology and evaluation of learning the course on «Latin and Classical Culture» CD-ROM: Web demonstration 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 10 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 11 INNOVATIVE TEACHING EXPERIENCES AT THE UAB IN SOCIAL SCIENCES AND HUMANITIES 11 Prologue In 1999 the ministries of education from 29 European countries signed the Bologna Declaration, which aspired to create a coherent and cohesive European Higher Educa- tion Area (EHEA) by 2012. It was the beginning of a process which aimed to achieve a system of easily readable and transferrable qualifications, the establishment of a common system of credits, the promotion of mobility with Europe without adminis- trative or legal obstacles, and European cooperation for quality assurance. The process would continue with the meetings in Prague (2001), Berlin (2003), Bergen (2005) and London (2007). In short, the whole process aimed to promote a European dimension to higher education. It therefore consisted of trying to enable the integration of university-qualified people in a unified European labour market and to achieve greater competitiveness for Europe on an international scale. These objectives required a consideration of the different educational systems and the redesigning of their curriculums in terms of skills and learning results. Within the process different challenges were proposed according to the different systems and traditions in the university cultures of the different countries. In Spain, this meant changing the architecture of higher education qualifications towards a more modular, three-phase structure on the one hand (undergraduate degree, Master, Doctor- ate), and an opportunity to rethink the teaching activity and methodology within a student-centred model on the other. In terms of changing the architecture of the qualifications, the first major point to stress is the abandonment of the classic type of credit awarded to date, and the intro- duction of a new type of credit, the ECTS credit, which is a measure of the total work carried out by the student, including both group and individual work, whether super- vised or unsupervised, as well as the evaluation activities. Within the European frame- work an academic year is equivalent to 60 credits, with a quantitative estimate of between 25 and 30 hours per credit. Therefore an academic year involves between 1500 and 1800 hours of work by the student. In the new European framework, higher education is structured in three phases or cycles: the first cycle counts for between 180 and 240 credits (three or four years) and leads to a Bachelor’s degree, a second cycle of between 60 and 120 credits (one or two years) leads to a Master, and a third cycle of variable duration (around three years) leads to the Doctorate qualification. 2a espai europeu Anglès-1.qxd:titulacions-copia 21/07/09 10:11 Página 12 12 PROLOGUE In the spirit of this cyclical or modular structure there are two important aspects: one is flexibility, or the possibility of reorientating the learning experience from one area to another on moving from one cycle to the next. The other is employability, or the willingness to achieve certain levels of knowledge, skills and abilities within each cycle that will enable the qualified person to enter different areas of the labour market. In terms of the first two cycles, Bachelor’s degree and Master, most European coun- tries have adopted a 3+2 structure consisting of a three-year undergraduate degree worth 180 credits and a two-year Master worth 120. This structure provides a basic, general education at degree level and more specialised training at Masters level, and it means that a large number of graduates continue onto the second cycle. However, it should be pointed out that although the 3+2 structure has been adopted by the major- ity, it is not unanimous. The Catalan government initially opted for a 3+2 structure and in 2004 it initiated a number of pilot plans for the adaptation of degree qualifications to the EHEA. The Spanish government initially opted for a framework that left a variable margin of flex- ibility in terms of the duration of the undergraduate courses (Decree on undergradu- ate and postgraduate degrees 2004) and later (Decree 2007) it changed to the 4+1 option which, as we have mentioned, is a minority option in Europe. The UAB had opted for the 3+2 structure from the start – and not always in line with the other Spanish universities. This structure is compatible with the models being adopted by most other universities in Europe, are competitive in terms of the courses on offered in Europe, offering a real possibility for the mobility of university students and staff and integration into the labour market. Notwithstanding, predicting that this would not be the final structure to be adopted by the Spanish government, the UAB prepared its own model consisting of synthesis of the 3+2 structure (the majority structure in Europe and the one preferred by this university) and the 4+1 structure (finally adopted by the Span- ish government). Within this model the official four-year undergraduate degree would be structured as a three-year degree, containing the basic nucleus of the undergraduate degree plus a fourth year which would be variable and which students could take accord- ing to their own interests: either as a natural continuation of the previous three years, or as a minor in a different area of knowledge, as a practicum, a mobility year or as the first year of a Master.
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