Scenario Centered Curriculum Assessment Based on the Technological Profile of the Student
Abstract This article presents the results and the degree of student satisfaction obtained in the usability testing of the Scenario Centered Curriculum (SCC) method, with a specific focus on the technological profile of each group of students. The method was incorporated into a Digital Marketing course which was taught in three Vocation Training Schools in Spain, Italy and France. The schools involved, together with seven other members, form part of a consortium created to promote the development of the Learning4Work Project (L4W), as part of the Erasmus+ program of the European Community. The aim of this project is to verify whether the active learning metidos applied to Vocational Training environments improve student motivation and performance and bring about significant improvement in the workplace. The preliminary results obtained indicate a need to adapt the contents to the specific professional area of each school in order to improve the results, as it appears that without a contextualization phase, students do not fully appreciate the potential advantages of the method.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Atkins, D. E., Brown, J. S. & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities, pp. 229-246. Retrieved from Menlo Park, CA, USA: http://www.hewlett.org/uploads/ les/ReviewoftheOERMovement.pdf
Bareiss, R. & Griss, M. (2008, March). A story-centered, learn-by-doing approach to software engineering education. In ACM SIGCSE Bulletin Vol. 40 (1), pp. 221-225). ACM. http://dx.doi. org/10.1145/1352322.1352217
Böhme, K., Doucet, P., Komornicki, T., Zaucha, J. & ?wi?tek, D. (2011). How to strengthen the territorial dimension of ‘Europe 2020’and the EU Cohesion Policy. Report based on the Territorial Agenda, 2020.
Damanpour, F. (1987). The adoption of technological, administrative, and ancillary innovations: Impact of organizational factors. Journal of management, 13(4), 675-688. http://dx.doi. org/10.1177/014920638701300408
De Freitas, S. (2006). Learning in immersive worlds. London: Joint Information Systems Committee.
Edens, K. M. (2000). Preparing problem solvers for the 21st century through problem-based learning. College Teaching, 48(2), pp. 55-60. https://doi.org/10.1080/87567550009595813
Endedijk, M. D., Vermunt, J. D., Meijer, P. C. & Brekelmans, M. (2014). Students' development in self-regulated learning in postgraduate professional education: a longitudinal study. Studies in higher education, 39(7), pp. 1116-1138. http://dx.doi.org/10.1080/03075079.2013.777402
Estruch, V. & Silva, J. (2006). Aprendizaje basado en proyectos en la carrera de Ingeniería Informática. Actas de las XII Jornadas de la Enseñanza Universitaria de la Informática (JENUI 2006), Deusto, Bilbao, 12-14 de julio de 2006 (pp. 339-346).
García-Peñalvo, F. J., García de Figuerola, C., & Merlo-Vega, J. A. (2010). Open knowledge: Challenges and facts. Online Information Review, 34(4), 520-539. http://dx.doi.org/10.1108/14684521011072963
Hew, K. F. & Cheung, W. S. (2010). Use of three?dimensional (3?D) immersive virtual worlds in K?12 and higher education settings: A review of the research. British journal of educational technology, 41(1), pp.33-55. http://dx.doi.org/10.1111/j.1467-8535.2008.00900.x
Higueras, J., la Salle Open University, Scenario Centered Curriculum, el learning-by-doing de éxito en La Salle Open University, consultado 25 de julio de 2014, http://blogs.uols.org/mba/scenario-centered-curriculum-el-learning-by-doing-de-exito-en-uols/
Hintikka, J. (1993). Socratic questioning, logic and rhetoric. Revue internationale de philosophie, 47(184 (1), 5-30.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), pp. 235-266. http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3
King, J. L., Gurbaxani, V., Kraemer, K. L., McFarlan, F. W., Raman, K. S. & Yap, C. S. (1994). Institutional factors in information technology innovation. Information systems research, 5(2), 139-169. http:// dx.doi.org/10.1287/isre.5.2.139
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Koopman, P., Choset, H., Gandhi, R., Krogh, B., Marculescu, D., Narasimhan, P., … & Steenkiste, P. (2005). Undergraduate embedded system education at Carnegie Mellon. ACM Transactions on Embedded Computing Systems (TECS), 4(3), 500-528. http://dx.doi.org/10.1145/1086519.1086522
Law, N., Pelgrum, W. J. & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (Vol. 23). Springer Science & Business Media.
Popkewitz, T. S. (1977). The latent values of the discipline-centered curriculum. Theory & Research in Social Education, 5(1), pp. 41-60. http://dx.doi.org/10.1080/00933104.1977.10505997
Ramírez Montoya, M. S., & García-Peñalvo, F. J. (2015). Movimiento Educativo Abierto. Virtualis, 6(12), 1-13.
Romiszowski, A. J. (2004). How's the e-learning baby? Factors leading to success or failure of an educational technology innovation. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ-, 44(1), 5-27.
Savery, J. R. & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.
Schank, R. C. (1983). Dynamic memory: A theory of reminding and learning in computers and people. Cambridge University Press.
Schank, R. C. (2002). Every curriculum tells a story. International Journal of Cognition and Technology, 1(1), pp. 169-182. http://dx.doi.org/10.1075/ijct.1.1.11sch
Shepperd, J. A. (1993). Productivity loss in performance groups: A motivation analysis. Psychological bulletin, 113(1), 67. http://dx.doi.org/10.1037/0033-2909.113.1.67
Terenzini, P. T., Pascarella, E. T. & Blimling, G. S. (1996). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of college student development.
Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., ... & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444. http://dx.doi.org/10.3109/014215 9X.2012.680939
Bareiss, R. & Griss, M. (2008, March). A story-centered, learn-by-doing approach to software engineering education. In ACM SIGCSE Bulletin Vol. 40 (1), pp. 221-225). ACM. http://dx.doi. org/10.1145/1352322.1352217
Böhme, K., Doucet, P., Komornicki, T., Zaucha, J. & ?wi?tek, D. (2011). How to strengthen the territorial dimension of ‘Europe 2020’and the EU Cohesion Policy. Report based on the Territorial Agenda, 2020.
Damanpour, F. (1987). The adoption of technological, administrative, and ancillary innovations: Impact of organizational factors. Journal of management, 13(4), 675-688. http://dx.doi. org/10.1177/014920638701300408
De Freitas, S. (2006). Learning in immersive worlds. London: Joint Information Systems Committee.
Edens, K. M. (2000). Preparing problem solvers for the 21st century through problem-based learning. College Teaching, 48(2), pp. 55-60. https://doi.org/10.1080/87567550009595813
Endedijk, M. D., Vermunt, J. D., Meijer, P. C. & Brekelmans, M. (2014). Students' development in self-regulated learning in postgraduate professional education: a longitudinal study. Studies in higher education, 39(7), pp. 1116-1138. http://dx.doi.org/10.1080/03075079.2013.777402
Estruch, V. & Silva, J. (2006). Aprendizaje basado en proyectos en la carrera de Ingeniería Informática. Actas de las XII Jornadas de la Enseñanza Universitaria de la Informática (JENUI 2006), Deusto, Bilbao, 12-14 de julio de 2006 (pp. 339-346).
García-Peñalvo, F. J., García de Figuerola, C., & Merlo-Vega, J. A. (2010). Open knowledge: Challenges and facts. Online Information Review, 34(4), 520-539. http://dx.doi.org/10.1108/14684521011072963
Hew, K. F. & Cheung, W. S. (2010). Use of three?dimensional (3?D) immersive virtual worlds in K?12 and higher education settings: A review of the research. British journal of educational technology, 41(1), pp.33-55. http://dx.doi.org/10.1111/j.1467-8535.2008.00900.x
Higueras, J., la Salle Open University, Scenario Centered Curriculum, el learning-by-doing de éxito en La Salle Open University, consultado 25 de julio de 2014, http://blogs.uols.org/mba/scenario-centered-curriculum-el-learning-by-doing-de-exito-en-uols/
Hintikka, J. (1993). Socratic questioning, logic and rhetoric. Revue internationale de philosophie, 47(184 (1), 5-30.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), pp. 235-266. http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3
King, J. L., Gurbaxani, V., Kraemer, K. L., McFarlan, F. W., Raman, K. S. & Yap, C. S. (1994). Institutional factors in information technology innovation. Information systems research, 5(2), 139-169. http:// dx.doi.org/10.1287/isre.5.2.139
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Koopman, P., Choset, H., Gandhi, R., Krogh, B., Marculescu, D., Narasimhan, P., … & Steenkiste, P. (2005). Undergraduate embedded system education at Carnegie Mellon. ACM Transactions on Embedded Computing Systems (TECS), 4(3), 500-528. http://dx.doi.org/10.1145/1086519.1086522
Law, N., Pelgrum, W. J. & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (Vol. 23). Springer Science & Business Media.
Popkewitz, T. S. (1977). The latent values of the discipline-centered curriculum. Theory & Research in Social Education, 5(1), pp. 41-60. http://dx.doi.org/10.1080/00933104.1977.10505997
Ramírez Montoya, M. S., & García-Peñalvo, F. J. (2015). Movimiento Educativo Abierto. Virtualis, 6(12), 1-13.
Romiszowski, A. J. (2004). How's the e-learning baby? Factors leading to success or failure of an educational technology innovation. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ-, 44(1), 5-27.
Savery, J. R. & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.
Schank, R. C. (1983). Dynamic memory: A theory of reminding and learning in computers and people. Cambridge University Press.
Schank, R. C. (2002). Every curriculum tells a story. International Journal of Cognition and Technology, 1(1), pp. 169-182. http://dx.doi.org/10.1075/ijct.1.1.11sch
Shepperd, J. A. (1993). Productivity loss in performance groups: A motivation analysis. Psychological bulletin, 113(1), 67. http://dx.doi.org/10.1037/0033-2909.113.1.67
Terenzini, P. T., Pascarella, E. T. & Blimling, G. S. (1996). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of college student development.
Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., ... & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444. http://dx.doi.org/10.3109/014215 9X.2012.680939
Escudero, D. F., Climent, A., Canaleta, X., & Vicent, L. (2016). Scenario Centered Curriculum Assessment Based on the Technological Profile of the Student. Education in The Knowledge Society, 17(3), 67–88. https://doi.org/10.14201/eks20161736788
Downloads
Download data is not yet available.
+
−