Collaborative Teaching Experience at the University of Deusto

Collaborative Teaching Experience at the University of Deusto

Alex Rayón (University of Deusto, Spain), Iratxe Menchaca (University of Deusto, Spain) and Mariluz Guenaga (University of Deusto, Spain)
DOI: 10.4018/978-1-4666-5178-4.ch017
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Abstract

In recent years, a new training model has been implemented at the University of Deusto, focused on the development of competences and on the integration of technology in the classroom. Within this framework, known as the University of Deusto’s Learning Model, the work has been oriented to the selection of the most suitable technologies, teachers training for their didactic use, dissemination and sharing of knowledge among professionals, experimentation in class, and evaluation of different experiences. To further facilitate the integration of educational technology, and after a thorough both pedagogical and technological research and analysis, a standardization tool of learning scenarios has been designed where Computer-Supported Collaborative Learning is aligned with the learning model to support collaborative learning, and thus promote co-creation of knowledge and mutual help among students. This chapter describes the process followed at the university to integrate collaborative technologies in the educational context, agents involved in the process, and how available technologies with competences are combined to achieve educational objectives.
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Background

The term Computer Supported Collaborative Learning (CSCL) was introduced in new learning paradigms to support collaborative learning, with the aim to promote peer interaction and groupware (Lipponen, 2002). Learning scenarios defined by CSCL place the individual in the center of the learning process, which is constructed in collaboration with peers, also in relation with the student’s own context and with the mediation and help of the teacher (Casamayor, 2008). As Chacon et al., (2007) showed, effective learning in a social context arises when collaborative mobile learning tools are mixed. The interest is not only in how learning occurs in a variety of settings, but also how people create new contexts for learning through their interactions and how they progress learning across contexts. The most remarkable aspect is that the mobile learning fosters communication, co-creation of knowledge and mutual help among students.

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