Teaching as a fractalfrom experience to model

  1. COMPAÑ-ROSIQUE, Patricia 1
  2. MOLINA-CARMONA, Rafael 1
  3. SATORRE-CUERDA, Rosana 1
  4. LLORENS-LARGO, Faraón 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Journal:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Year of publication: 2015

Volume: 16

Issue: 4

Pages: 32-46

Type: Article

DOI: 10.14201/EKS20151643246 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Education in the knowledge society (EKS)

Sustainable development goals

Abstract

The aim of this work is to improve students’ learning by designing a teaching model that seeks to increase student motivation to acquire new knowledge. To design the model, the methodology is based on the study of the students’ opinion on several aspects we think importantly affect the quality of teaching (such as the overcrowded classrooms, time intended for the subject or type of classroom where classes are taught), and on our experience when performing several experimental activities in the classroom (for instance, peer reviews and oral presentations). Besides the feedback from the students, it is essential to rely on the experience and reflections of lecturers who have been teaching the subject several years. This way we could detect several key aspects that, in our opinion, must be considered when designing a teaching proposal: motivation, assessment, progressiveness and autonomy. As a result we have obtained a teaching model based on instructional design as well as on the principles of fractal geometry, in the sense that different levels of abstraction for the various training activities are presented and the activities are self-similar, that is, they are decomposed again and again. At each level, an activity decomposes into a lower level tasks and their corresponding evaluation. With this model the immediate feedback and the student motivation are encouraged. We are convinced that a greater motivation will suppose an increase in the student’s working time and in their performance. Although the study has been done on a subject, the results are fully generalizable to other subjects.

Bibliographic References

  • Biggs J. (1999). Teaching for Quality Learning at University. Buckingham: Open University Press. Compañ, P., Molina, R., Satorre, R., & Llorens, F. (2014). Is teaching a fractal? 2014 International Symposium on Computers in Education (SIIE). pp. 7-12.
  • Jenkins, T. (2001). The motivation of students of programming. In Proceedings of the 6th annual conference on Innovation and technology in computer science education.
  • http://dx.doi.org/10.1145/377435.377472
  • Marqués M., Badía J.M., Martínez E. (2013). Una experiencia de autoevaluación y evaluación por compañeros. Actas XIX JENUI. Castellón.
  • Merrill, M. D. (2007). First principles of instruction: A synthesis. En R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (2nd ed., pp. 62-71). Prentice-Hall.
  • Merrill, M. D. (2009). First principles of instruction. En C. M. Reigeluth y A. A. Carr-Chellman (Eds.), Instructional-design theories and models: Building a common knowledge base (Vol. III, pp. 41-56). Routledge.
  • Oliver, J., & Canivell V. (2009). Evaluación entre compañeros: estudio de su correlación con la evaluación del profesor. Actas XV JENUI. Barcelona.
  • Pastor, H., Satorre, R., Molina, R., Gallego, F.J., & Llorens, F. (2015). Can Moodle be used for structural gamification? 9th International Technology, Education and Development Conference (INTED). Reigeluth C. (2012). Instructional Theory and Technology for the New Paradigm of Education. RED, Revista de Educación a Distancia. Número 32.
  • Rinaudo M. C., Chiecher A., & Donolo D. (2003). Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivated Strategies Learning Questionnaire. Anales de psicología, 19(1), 107-119.
  • Sánchez, P., & Blanco C. (2013). Una metodología para fomentar el aprendizaje mediante sistemas de evaluación entre pares. Actas XIX JENUI. Castellón.
  • Tapia, J. A. (1995). Motivación y aprendizaje en el aula. Cómo enseñar a pensar. Madrid: Santillana.
  • Topping, K. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631-645.
  • http://dx.doi.org/10.1080/01443410500345172
Data source: Dialnet