Collaborative learning

It is organized around CHALLENGE-BASED COLLABORATIVE LEARNING, that is the main element.

The presentation of a problematic situation, its conversion into a challenge, and the entire process until achieving a result is articulated around: the technical and specific competencies of each cycle, and the transversal competencies that currently have a strategic nature, such as: autonomy in learning, teamwork, orientation to excellent results, etc.

The problematic situations, in all cases, are presented to a classroom configured in teams. There, the work processes must allow students to experience the situation as a challenge and, from there, generate the necessary knowledge to propose the best solutions.

The approach of the model through challenges requires a reinterpretation of the mechanics of learning. The interpretation that best fits the model is to understand learning as a transformation process, in which students are responsible for it. Challenge-based learning offers a scenario and a moment in which students, individually and as a group, face the work and generate a result. That result is interpreted, what worked and what did not is analyzed, and it is decided what to do differently in the next challenge to get closer to more ambitious goals.

This work proposal does not fit with the structural model as we have known it until now; schedules, evaluations, classroom configuration and similar elements, in their current format, have ceased to be valid and must be rethought and redefined.

ETHAZI MODEL CHARACTERISTICS:

CROSS-MODULAR APPROACH

Challenge design that brings as close as possible to the action situations of the work reality of each training cycle. This requires a deep analysis of professional competencies and cycle learning outcomes, to improve efficiency in learning times.

SELF-MANAGED TEACHING TEAMS PER CYCLE

Teamwork and responsibility are reinforced from the teaching team itself formed by a small number of members. The team will be in charge of the entire training cycle and, through a high level of self-management, will be able to adapt schedules, use of spaces, supervision and substitutions, etc., to the needs posed by the development of student learning at each moment.

The team itself distributes individual and group tutoring throughout the cycle.

EVALUATION AS EVOLUTION IN COMPETENCY DEVELOPMENT

Evaluation is integrated as a central axis within the student learning process, frequently offering them feedback on their progress in the level of acquisition of the expected professional competencies.

To reinforce this evaluative approach and facilitate the participation of both teachers and students (personally and as team members) and other agents who can contribute to the evaluation process, the specific tool SET (Skills Evolution Tool) has been developed.

ADAPTATION OF LEARNING SPACES

To implement these new methodologies, classrooms, equipment, furniture and specific spaces different from those currently existing in training centers are required. Their design contemplates, mainly, flexible, open, interconnected spaces that facilitate environments that allow active and collaborative work.