Reflective practice applications: 'Guided weekly refection papers' excented from Alcalá University (Spain) to the Montfort University (UK)
| Autor: | Quintanilla López, María Gloria, Copa Patiño, José Luis, Guerrero, Antonio, González-Santander Martínez, Marta, Hernández Romero, Nieves, Arias Pérez, María Selma, Domínguez Aroca, María Isabel, Peña Fernández, María de los Ángeles, Evans, Mark D., Peña Fernández, Antonio |
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| Přispěvatelé: | Universidad de Alcalá. Departamento de Química Orgánica y Química Inorgánica. Unidad docente Química Orgánica, Universidad de Alcalá. Departamento de Biomedicina y Biotecnología. Unidad docente Microbiología y Parasitología, Universidad de Alcalá. Departamento de Automática. Unidad docente Automática, Universidad de Alcalá. Departamento de Medicina y Especialidades Médicas. Unidad docente Especialidades Médicas, Universidad de Alcalá. Departamento de Ciencias de la Educación. Unidad docente Didáctica, Universidad de Alcalá. Biblioteca, Universidad de Alcalá. Departamento de Ciencias Biomédicas. Unidad docente Farmacia y Tecnología Farmacéutica |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: | |
| Zdroj: | e_Buah Biblioteca Digital Universidad de Alcalá instname |
| Popis: | Edulearn16: 8th International Conference on Education and New Learning Technologies. Barcelona, 4th-6th of july, 2016-Barcelona, Spain Knowledge has to be developed firmly based on reflections and thoughts as much as evidence. Being conscious of this principle, our innovation teaching group from the University of Alcalá has developed a reflective pedagogical approach called Guided Weekly Reflection Papers (GWRP) and implemented it since 2007. In this approach students hand in to the lecturer their “weekly work”, in which they schematically express the most important ideas related with the topic presented during the classes, and their reflections and comments on those aspects which they found especially difficult or interesting. Moreover students have to apply the concepts developed during the week to solve some questions or problems proposed by the lecturers to find solutions to real life situations and to explore beyond the walls of the classroom to discover where in the world around them they can find application of the material presented by the lectures.This innovative pedagogical approach has deeply contributed to the development of the student learning process and consequently been reflected in our teaching practice. The outcomes of the GWRP activity do not depend upon how much students have been studying but upon the level of comprehension of the knowledge we have shared with them. Therefore this strategy is very useful to prove the efficiency and quality of our teaching practice which leads us to continuously improve our way of teaching. Over several years, we have shown our results both in internal meetings in our University and in International Conferences, our colleagues have been caught up by our enthusiasm, which promotes their involvement in our model. Thus, different academics and organizations have adopted our reflective pedagogic strategy. The most recent incorporation of this approach has been implemented by selected academic staff at De Montfort University (DMU), Leicester (United Kingdom). This versatile methodology is being tested in a new university educational environment using a student cohort with a different set of characteristics and academic context compared to previous cohorts. This communication will describe the adaptation of the GWRP to teaching in the Clinical Biochemistry module delivered as part of two different Bachelor degrees taught at DMU: Biomedical Science and Medical Science and the response of students enrolled in this programmes at DMU. The results of the GWRP implemented in new subjects by the teachers of the innovation group at the University of Alcalá (UAH) will be also analysed. |
| Databáze: | OpenAIRE |
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