Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/72320
Title: Preferential complementary learning, practical experiences
Authors: Díaz Roca, Margarita 
Francisco, Gil-Cordeiro
Afonso Suárez, María Dolores 
UNESCO Clasification: 5801 Teoría y métodos educativos
120317 Informática
Keywords: Preferential complementary learning
Learning styles
Collaborative work
Higher order thinking skills
Issue Date: 2012
Journal: EDULEARN proceedings 
Conference: 4th International Conference on Education and New Learning Technologies (EDULEARN) 
Abstract: In the present work different practical experiences of the application of a new methodology oriented to learning styles are described, analyzed and compared. This methodology is based in collaborative work. The model used is Preferential Complementary Learning. The most highlight feature of this methodology is the knowledge of the own style of each individual as well as the preferential management of the higher order thinking skills (HOTS), considered as style indicators. In each team created to perform collaborative work it is convenient the joint of different styles of this proposed model. A continuous assessment based on the competences is used according to a procedure where both teachers and students assess. The participation of the students is channeled through automatic co-assessment. Two of three types of the competences described are directly related to the styles described in the model. The results exposed come from different subjects of programming languages area for computer science degrees. The following two phases are distinguished: the first one corresponds to the extension of two pilot projects to two subjects, and the second one, combines the extension of two other subjects with the addition of more teachers. Finally, a discussion that deals with the factors which influence in the model implementation is included.
URI: http://hdl.handle.net/10553/72320
ISSN: 2340-1117
Source: Edulearn12: 4Th International Conference On Education And New Learning Technologies [ISSN 2340-1117], p. 6711-6719, (2012)
Appears in Collections:Actas de congresos
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